By Theresa A. Gannon, Tony Ward, Anthony R. Beech, Dawn Fisher
The booklet focuses in particular on competitive offenders and is split into elements. half I offers with sexual abusers while half II is worried with violent offenders. each one half discusses concept, most recent examine and remedy comparable info. Emphasis is put on discussing cognition in context i.e. picking the criteria impacting upon and concerning offendersвЂ™ cognition.
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Additional resources for Aggressive Offenders' Cognition: Theory, Research and Practice
Polaschek, D. L. L. & Ward, T. (2005). Social cognition and sexual offenders. In M. McMurran & J. McGuire (eds), Social Problem Solving and Offenders (pp. 223–48). Chichester: Wiley. Gibbs, J. C. (1993). Moral-cognitive interventions. In A. P. Goldstein & C. R. Huff (eds), The Gang Intervention Handbook (pp. 159–85). Champaign, IL: Research Press. Huesmann, L. R. (1998). The role of social information processing and cognitive schema in the acquisition and maintenance of habitual aggressive behavior.
On one hand such cognition may provide retrospective justifications for past offending, or, it could be construed as preceding offending and therefore playing a causative role. More recently, Drake et al. (2001) and Ward (2000) point out that there is no theoretical foundation underlying the presentation of the seven cited cognitive distortions presented by Abel et al. (1984). In other words, it seems as though the seven beliefs described by Abel et al. , the developmental or social-cognition literature relating to implicit theories and schemas respectively).
Ward also points out, however, that there is one important difference between the way in which lay theories are used and the way in which scientists typically COGNITIVE DISTORTIONS AND IMPLICIT THEORIES 21 use theories. Whereas scientists strive to evaluate evidence from an objective point of view, generally human beings interpret evidence according to their ITs. While ITs may still change over time in response to new evidence, this process is inhibited by the already held theories. To illustrate, in the case of child sexual abusers, when evidence is presented that contradicts the IT, the offender simply modifies his interpretation of the evidence – implicitly – so that it is consistent with his theory.