Criminal Behavior A Psychological Approach 11th Edition Curt R. Bartol, Anne M. Bartol - Solutions

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To appreciate that courts are divided over whether knowledge is sufficient to prove accomplice mens rea.
To know that mere presence or inaction isn’t enough to establish accomplice actus reus; the defendant had to take some positive act to aid the commission of the offense.
To understand the difference between accomplice liability and conspiracy.
To understand that participants after the commission of crimes are guilty of a separate, less serious offense.
To appreciate that participants before and during the commission of crimes are guilty of the crime itself.
To understand the different parties to crime and appreciate the difference between complicity and vicarious liability.
To understand why, despite criticism of them, syndrome excuses should be taken seriously.
To understand that entrapment is used in all societies even though it violates a basic purpose of government in free societies—to prevent crime, not to encourage it.
To understand that voluntary intoxication is no excuse for committing a crime; involuntary intoxication is.
To know the four elements of duress.
To understand how it’s sometimes okay to excuse people who harm innocent people to save themselves.
To understand the different processes regarding how the law handles age and that juvenile court judges can use their discretion to transfer a juvenile to adult criminal court.
To understand the difference between diminished capacity and diminished responsibility and appreciate how they apply only to homicide.
To know why current trends favor shifting the burden of proof for insanity to defendants.
To understand how the substantial capacity test focuses on reason and self-control.
To understand how the product-of-mentalillness test focuses on criminal acts resulting from mental diseases.
To understand how the irresistible impulse test focuses on defect in self-control or will.
To understand how the right-wrong test focuses on defect in reason or cognition.
To appreciate that very few defendants plead the insanity defense, and those who do rarely succeed.
To understand that insanity isn’t the same as mental disease or defect.
To know that the defense of insanity excuses criminal liability when it seriously damages defendants’ capacity to control their acts and/or to reason and understand the wrongfulness of their conduct.
To understand that defendants who plead an excuse defense admit what they did was wrong but argue that, under the circumstances, they weren’t responsible for their actions.
To understand that the defense of consent represents the high value placed on individual autonomy in a free society
To know that the choice-of-evils defense, choosing to commit a lesser crime to avoid an imminent threat of harm from a greater crime, is justified.
To appreciate how the new “castle doctrine”laws are transforming the law of self-defense.
To understand that there’s no duty to retreat from your own home to avoid using deadly force.
To appreciate how the historic transformation of the retreat rule led to the stand-yourground rule.
To understand the retreat rule and appreciate its historic transformation.
To know and understand the differences among the four elements of self-defense.
To appreciate that self-defense limits the use of deadly force to those who reasonably believe they’re faced with the choice to kill or be killed right now.
To understand how the affirmative defenses operate in justified and excused conduct.
To know that defendants aren’t criminally liable if they weren’t responsible for their actions.
To understand that defendants aren’t criminally liable if their actions were justified under the circumstances.
To understand that ignorance of facts and law can create a reasonable doubt that the prosecution has proved the element of criminal intent.
To understand that the element of causation applies only to “bad result” crimes and to be able to differentiate factual cause from legal cause.
To know the definition of concurrence and why it’s important in criminal liability considerations.
To understand that criminal liability, sometimes, is imposed without fault (also known as strict liability).
To understand and appreciate the differences in culpability among the Model Penal Code’s(MPC) four mental states: purposely, knowingly, recklessly, and negligently.
To understand the difference between general and specific intent.
To understand the difference between criminal intent and motive.
To understand and appreciate that most serious crimes require criminal intent and a criminal act.
To know the different types of possession recognized by the law.
To understand and identify the circumstances when, and to be able to explain why, possession can be treated as an act.
To understand and identify the circumstances when, and to be able to explain why, omissions are treated as acts.
To be able to understand how the general principle of actus reus includes a voluntary act and how it’s viewed by the Constitution.
To identify the circumstances when, and to be able to explain why, status is treated, sometimes, as an affirmative act.
To understand the legal definition of a voluntary act.
To understand and appreciate the importance of requiring a voluntary act before there can be a crime.
To be able to distinguish between criminal conduct and criminal liability and, therefore, punishment.
To be able to differentiate conduct crimes from bad result crimes.
To be able to identify the elements of criminal liability and to explain why the voluntary act is the first principle of criminal liability.
To understand the importance of the right to trial by jury in the process of sentencing convicted offenders.
To understand and appreciate the constitutional significance and consequences of the principle of proportionality in criminal punishment.
To know, understand, and appreciate the limits placed on the criminal law and criminal punishment by the specific provisions in the Bill of Rights.
To know the criteria for identifying vague laws and to understand and appreciate their constitutional significance and consequences.
To appreciate the nature and importance of retroactive criminal lawmaking.
To understand the principle of legality and the importance of its relationship to the limits of criminal law and punishment.
To understand and appreciate the reasons for the limits on criminal law and criminal punishment in the U.S. constitutional democracy.
To understand the text-case method and how to apply it to the study of criminal law.
To understand the role of informal discretion and appreciate its relationship to formal criminal law.
To define and appreciate the significance of the presumption of innocence and the burden of proof as they relate to criminal liability.
To define criminal punishment, to know the difference between criminal and noncriminal sanctions, and to understand the purposes of each.
To identify, describe, and understand the main sources of criminal law.
To understand and appreciate the relationship between the general and special parts of criminal law.
To define and understand what behavior deserves criminal punishment.
Briefly explain the difference between psychological criminology and sociological criminology. How do these differ from a psychiatric approach to the study of criminal behavior?
Provide examples of crime control or crime prevention policies—other than those mentioned in the chapter—that are consistent with(a) classical theories of crime (b) positivist theories.
Define and provide examples of the conformity, nonconformist, and learning perspectives of human nature.
Explain the just-world hypothesis. What are the beliefs of just-worlders about crime?
What are the shortcomings of the trait approach in psychological criminology?
Critically evaluate the national crime victimization survey as a method of collecting data on crime. What are some of the advantages of this method compared to other measures of crime?
Describe the offences unique to juveniles, and explain why these are different from those of adults. Why do most juveniles stop committing crimes once they reach adulthood?
Compare and contrast the cumulative risk and developmental cascade models.
What are some of the qualifications that should be taken into consideration when examining potential relationships between poverty and criminal behavior?
Describe the major perspectives on the influence of peer groups on antisocial and delinquent behavior.
Explain lack of attachment and lack of empathy as psychological risk factors for delinquency.
What is the relationship between IQ and delinquency? What are some of the reasons for this observed relationship?
Explain the differences among ODD, ADHD, and conduct disorder.
What are the three sources to which behavioral geneticists attribute individual differences in behavior?
Summarize findings from the TEDS and TCHAD research.
Describe the factors associated with the brain that are involved in regulating aggressive and violent behavior.
What is the autonomic arousal theory of crime? According to this perspective, what motivates persistent offenders to continue committing crimes?
Provide examples of any three environmental hazards that have been linked with aggressive behavior.
Describe some of the effects of prenatal and early childhood malnutrition.
Describe the process of social learning, and provide an example of how it contributes to the development of criminal behavior.
Explain the differences between classical conditioning and operant conditioning.
How are socialized offenders different from individual offenders?
What are the factors that increased or decreased obedience in the Milgram experiments?
What is meant by bystander apathy, and under what circumstances is it most likely to occur?
What are some of the limitations of classifying aggressive acts with a hostile-instrumental dichotomy?
What accounts for gender differences in aggression? Cite relevant research findings.
What are the three categories of risk for aggressive behavior proposed by I3 Theory? Provide examples of each category.
Describe three instinctive or biological theories for aggressive behavior. How do these perspectives on aggression differ from one another?
Why does exposure to media-related violence not cause greater levels of aggression?
What are the complications and controversies associated with the definition of juvenile delinquency based on the age of offenders?
Describe three differences between female and male juvenile offenders.
Describe Steinberg’s dual systems model of risk-taking.
What are the three levels of prevention of juvenile delinquency?What are your opinions on the effectiveness of these preventive steps?
What are the strengths of MST and FFT as treatment approaches to serious delinquents?
Describe the key differences between psychopathy and antisocial personality disorder.

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Criminal Behavior A Psychological Approach 11th Edition Curt R. Bartol, Anne M. Bartol - Solutions

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