Institutional Treatment Of Criminal Offenders: Chapter 12 – Incarceration Of Women.

Required Textbook: Clear, T., Cole, G., & Reisig, M. (2013). American Corrections. (11th ed.). Belmont, CA: Wadsworth

Please read Chapter 12 and respond to the following Critical Thinking Questions. You will also respond to 2 of your peers:

How has fragmentation of corrections among federal, state, and local governments affected the quality of services for female officers? If they commit similar crimes, should women receive the same sentences as men do? How might the unequal treatment of male and female offenders be rationalized? Imagine that you are the administrator of women’s correctional center. What problems would you expect to encounter? How would you handle these problems? What parental rights should prisoners have? Should children be allowed to live in correctional facilities with their mothers? What problems would this practice create? How do the social structures of male and female correctional institutions differ? Why do you think they differ in these ways?

The first deadline for posting is Tuesday November 10th by 11:59 pm and the second deadline for responding to your classmates is Thursday afternoon by 12 pm. When responding to a student’s post, be sure to use and address the following:

Your responses should reach beyond a simple “I agree with what you are saying.” Please use the following to begin your post when responding to your peers:

“I learned from you that..”

“I appreciated how you explained….”

I expect everyone to participate and to also engage and encourage everyone. Please make an effort to respond to another student’s post if you find there are multiple responses to one student’s post. We want to respect everyone’s posting. Feel free to reach out to a student if you find their post difficult to follow or if it is limited in information. This is the purpose of the discussion post. We are aiming to learn and to also assist our peers.

First Peer’s Post:

Alvin

 

How has fragmentation of corrections among federal, state, and local governments affected the quality of services for female officers? 

 

Despite the opening of the corrections field generally women beginning in the 1970s, it was during the opening years of the twenty-first century that women made the most substantial gains. Yet female corrections professionals still face numerous challenges. Females tend to leave the corrections field at a higher rate than males. It is difficult to determine how much of these higher turnover results from entry into a field that was historically male-dominated, especially given what the body of research tells us about stress for corrections professionals, particularly those new to the field.

 

Women have traditionally adapted to such environments in a few different ways. One is “going along to get along,” in which females play along with sexual humor in particular. Another is to become “more male” by shedding traditionally “female” attributes such as empathy. But now some disturbing statistics raise the question of how the historical power imbalance between males and females may be affecting the behavior of some female corrections professionals.

 

The entire corrections community bears the responsibility for identifying and resolving the root cause these issues.

 

If they commit similar crimes, should women receive the same sentences as men do? 

 

Yes, depending on the severity of the crime. While the percentage of males incarcerated for offences always exceed that of women, women were more likely to be sentenced to jail for robbery and assault than were men; men were more likely than women to be incarcerated for property crime. This suggest that women may be sanctioned more harshly when their behavior violates sex-role stereotypes. Finally, comparisons of sentence lengths indicate that prison terms of males and female do not differ.

 

If men and women are being treated differently by prosecutors and judges, what should be done about it? That question should be left to policymakers, but the solution is not necessarily to lock up a lot more women, but perhaps to reconsider the decision-making criteria that are applied to men. About one in every fifty American men is currently behind bars, and we could think about gender disparity as perhaps being a key dimension of that problem.

 

How might the unequal treatment of male and female offenders be rationalized? 

 

The criminal justice system’s greater leniency and chivalry toward females may explain a portion of the lower offender rates of women in comparison to men. Likewise, the justice system’s tendency to be relatively less lenient and chivalrous toward females today may help explain recent increases in levels of female arrests. Although there appear to be relatively small differences between adult women and men in likelihood of arrest or conviction, women defendants do appear to have a lower probability of being jailed or imprisoned. This difference appears to be related to a variety of factors: pregnancy, responsibilities for small children, the greater likelihood to demonstrate remorse, as well as perceptions that women are less dangerous and more amenable to rehabilitation.

 

Imagine that you are the administrator of women’s correctional center. What problems would you expect to encounter? 

 

I would be expected to encounter the following: Women in the contemporary prison face many problems; some resulting from their lives prior to imprisonment, others resulting from their imprisonment itself. Women in prison have experienced victimization, unstable family life, school and work failure, and substance abuse and mental health problems. Social factors that marginalize their participation in mainstream society and contribute to the rising number of women in prison include poverty, minority group member, single motherhood, and homelessness. While in U.S. prisons, women, like prisoners throughout the world, face specific pains and deprivations arising directly from their imprisonment.

 

Criminologists have argued that the prison system is ill-equipped to deal with these problems and that these issues are better managed outside the punitive environment of the prison. Without attention to these issues, women are often released from prison unprepared to manage their preexisting problems as well as those created by their imprisonment. There are several critical problems faced by women in prison; most are unmet in the prison environment.

 

How would you handle these problems? 

 

I would develop a diversity of options for dealing with the gender and culturally specific problems of female offenders. Gender-specific services would incorporate physical, psychological, emotional, spiritual, and sociopolitical issues. Gender-responsive supervision and program approaches would focus on issues such as cross-gender supervision, appropriate relationships between staff and offenders, parity in programming, and appropriate interventions. There is also a need for gender-responsive (and culturally relevant) classification tools, assessment instruments, treatment plans, and aftercare.

 

Based on the characteristics of women offenders, their pathways to crime, how they differ from male offenders, and how the system responds to them differently, the need for gender-responsive treatment and services seems clear.

 

What parental rights should prisoners have?

 

While it may seem logical that a parent who is incarcerated in either prison or jail would lose their parental rights while locked up, that’s not necessarily the case.

 

A prisoner may lose many different civil rights while serving time for a crime they’ve committed, but visitation and parental rights aren’t included on the list. Many times, it takes the custodial parent going to court and requesting that a judge legally terminate the incarcerated one’s visitation or parental rights for them to no longer be entitled to see their child.

 

Although a parent who locked up is legally entitled to continue having a say in their child’s life, a spokesperson with the Center of Children of Incarcerated Parents (CCIP) warns that this is a mere technicality on paper.

 

CCIP warns that prisoners often find themselves in a disadvantageous position for maintaining lines of communication between them and their kids. There are currently no existing laws requiring a non-incarcerated parent to bring their child to a jail for visitation with their other parent. While a prisoner could hire an attorney to file a lawsuit to request visits at jail, it may be cost-prohibitive to do so.

 

Should children be allowed to live in correctional facilities with their mothers? 

 

Prisons aren’t intended or equipped to enable young children to thrive. But most women in prison are there for one year or less, and children have the right not to be separated from their parents (unless for their own protection).

 

Evidence shows the quality of a young child’s bond with their mother affects early social and emotional development. This needs to be weighed against children’s other rights and interests, and long-term outcomes for children who live in adult prisons, about with little is known.

 

What problems would this practice create? 

 

Most prison nurseries in the U.S. are only open to mothers who give birth to their children while they are serving their sentence. In most states, women who give birth prior to their incarceration are not eligible, though New York is an exception. Housing an infant in a prison nursery cost approximately $24,000 per year. However, the cost can be reduced through partnerships between prisons and local nonprofits, volunteer efforts, or government grants.

 

An Iranian study revealed some of the risks for a child in that environment. Even though the mothers had separated units, the yard and recess are shared with other prisoners. Participants of the study reported that children were cursed at and pushed during these times. The study also found children can have a lack of resources in prisons environment such as bedding, clothing, and food.

 

How do the social structures of male and female correctional institutions differ? 

 

There’s little resemblance between men prisons and women prisons. The main difference between men and women correctional institutions is security level. A prison security level dictates the type and number of safety measures used to keep the public protected from the inmates and the inmates protected from one another. For example, very few women prisons have tall stone walls, armed guard towers or razor wire barriers. Women prisons tend to resemble men’s minimum or medium security prisons. They often look like a college campus or a camp, with inmates housed dormitories or cottages rather than cellblocks.

 

Why do you think they differ in these ways?

 

Women prisons are typically less violent then men’s prisons. There are fewer violent incidences between inmates and also between inmates and their prison guards. For this reason, female inmates tend to have more freedom. They can usually walk around the prison in order to attend classes or programs, eat in the dining hall, receive visitors, exercise or attend chapel services.

 

 

Second Peer’s Post:

Dorethea

 

How has fragmentation of corrections among federal, state, and local governments affected the quality of services for female officers? Responses which indicated that in certain situations inmates felt the presence of women staff might create some potential problems included the 64.5% of the in mates who felt male staff controlled disturbances better than female, and that men are more effective in dealing with crisis situations. There have been several arguments over the years as to why women should not be employed as correctional officers. Reasons for the opposition include a belief that women are physically weaker than men and can’t hold their own in a fight with male inmates a fear that women could fall prey to an inmate and be raped by those sexually deprived and predatory male inmates. Lastly, an overall assumption that women are mentally weak and unable to handle the mental challenges of working in an all-male prison environment. The majority of excuses for the failure to hire women in the correctional setting could be the old school, “good old boys club” mentality from the 1970’s era. During the career in the corrections industry, there have been more issues dealing with disrespect from male supervisors than I ever while working any male inmate population. Women have been referred to as: “honey” and “sweetie” and “sexy” and “man hater” by male supervisors and coworkers, not inmates. There have been coworker’s that stated that women had no business being employed in the position, because women did not belong in law enforcement. Female correctional officers face many obstacles in their positions, many of which arise from male colleagues. The mentality of “good old boys club” has lessened over the years, but it is far from eliminated. Research supports the fact that female correctional officers are extremely effective in their positions. The reality is that women excel in both the correctional and patrol setting and bring tools and advantages to the job that their male counterparts cannot.

If they commit similar crimes, should women receive the same sentences as men do? If you are a criminal defendant, it may help a lot to be a woman. At least, that is what Prof. Sonja Starr’s research on federal criminal cases suggests. Prof. Starr’s recent paper, “Estimating Gender Disparities in Federal Criminal Cases,” looks closely at a large dataset of federal cases, and reveals some significant findings. After controlling for the arrest offense, criminal history, and other prior characteristics, “men receive 63% longer sentences on average than women do,” and “[w]omen are twice as likely to avoid incarceration if convicted. While women have made great strides in achieving gender equity in many areas of American society, gender stereotypes remain pervasive. Voters sometimes have different expectations of female political candidates. Business remains dominated by men. Women are vastly underrepresented in the so-called STEM fields of science, technology, engineering, and math. Women often make less money than men working the same jobs. According to the White House, a woman earns an average of 78 cents for each dollar a man makes. Sometimes, however, gender stereotypes benefit women, particularly in the area of criminal justice. Scholars have found that women receive shorter sentences for sex crimes than men. A 2014 study suggests that federal courts are more lenient on female defendants in general. They are less likely to incarcerate women and tend to give women shorter sentences than men. A 2015 study published in the Journal of Criminal Justice, “From Initial Appearance to Sentencing: Do Female Defendants Experience Disparate Treatment?,” takes a broader look at gender disparities within the criminal justice system. The four researchers  Natalie Goulette of the University of West Florida and John Wooldredge, James Frank and Lawrence Travis III of the University of Cincinnati  explored outcomes at two key stages of the criminal justice process. They examined decisions that judges made at a defendant’s first appearance hearing and during sentencing. Previous studies had investigated gender disparities in judicial decisions connected with only one of those two events, potentially neglecting the interaction of the outcomes at each phase. The researchers analyzed 3,593 felony cases that had been referred in 2009 to the County Office of the Prosecutor of a large, urban jurisdiction in the northern United States.

How might the unequal treatment of male and female offenders be rationalized?

One might think that the one million women in the American criminal justice system would receive gender-specific services, or that prison programs would target their needs to lower recidivism rates. But for the 199,000 women in U.S. prisons and jails, and the 950,000 on probation and parole, that is simply not the case. In fact in most jurisdictions, women are offered fewer programs than men, and the services provide little recognition of the traumatic paths that led them into the criminal justice system, said Stephanie Covington, PhD, co-director of the Center for Gender and Justice in La Jolla, Calif., at an APA 2009 Annual Convention session. Just one example of the lesser services for women is a parenting program offered at 27 men’s prisons and two women’s prisons in a state in the eastern United States. Through the same program, men are given video equipment and tapes to record messages for their families, while women are only given audio tapes that allowed them to record bedtime stories for their children. This is more than disparity in services, it is a lack of care, Covington said. Keeping women connected to their families and communities is a key aspect of providing services to incarcerated women. To improve services for women, psychologists, parole officers and prison employees need more education on how women in the criminal justice system differ from men, she said.

The numbers speak for themselves, she said:

· In the last 10 years, the male prison population has increased 45 percent, while that of women is up 81 percent.

· 73 percent of women in state prisons and 75 percent in jails have mental health problems, compared with 55 percent and 63 percent of men, respectively.

· In state prisons, 75 percent of women met the criteria for substance abuse problems, and 68 percent had past physical or sexual abuse.

In addition, most of the women are poor, undereducated, unskilled, single mothers and disproportionately women of color, said Covington, and their paths to crime are usually marked by abuse, poverty, and addiction. “You have to acknowledge that gender makes a difference,” said Covington. “Many places today are still trying to do everything gender-neutral. There is no gender neutral. In our society, gender-neutral is male.”

Imagine that you are the administrator of women’s correctional center. What problems would you expect to encounter? Education and career programs, sexual misconduct, mothers and their children, and Medical service. How would you handle these problems? If I were an administrator of a women’s correctional center, I would handle the program of education and career programs with it being mandatory to get your GED while you are incarcerated. Letting the women make the choice of their career program that they have an interest in. Any sexual misconduct would result in adding on more jail time and privileges being taken away for a period, if the sexual conduct is involving any officers’ charges will be brought against them. Mothers and their children will have visitation in a room that will be designed for children and their mothers to play in with toys for girls and boys and have an area for story time. A sofa and TV with a DVD player for the family to watch tv or movies. I would provide medical care for everyone even if they can not afford to pay. Provide a work program for the women that can not pay their medical fees to work the amount they owe off and have a sliding pay scale for the women would not have to pay a lot for medical fees.

What parental rights should prisoners have? The prisoners enjoy parental rights such as reunion of family. Most of the correctional systems do not give importance to the mother-child relationship and family reunification policy of the prisoners. The correctional institutions should allow the prisoner to meet their family or child in the prison, so maintain their relationship. A prisoner may lose many different civil rights while serving time for a crime they have committed, but visitation and parental rights are not included on the list. There are currently no existing laws requiring a non-incarcerated parent to bring their child to a jail for visitation with their other parent. This is not always possible or advised, such as if a parent has abused a child. But where appropriate, regular visitation can help both the child and incarcerated parent cope with the ordeal, experts say. Ensure it is done in a way that is comfortable for the child.

Should children be allowed to live in correctional facilities with their mothers? Incarcerated mothers of young children are often the primary or sole caretakers of their children.  In this and other situations (including instances in which the children are too young to be separated from their mother or were born in jail), many countries allow children to temporarily reside in prison with their mothers.  For instance, according to the QUNO study, 980 infants lived in prison with incarcerated parents in the EU in 2011 and 2,135 children lived with 1,774 incarcerated mothers in Indian prisons in 2008. We found that the majority of countries surveyed impose age limits for the admission of children into and length of stay in prison, but these limits vary greatly from one country to another.  For instance, Cuba allows only children under the age of 1 to reside in prison.  Similarly, countries such as Ethiopia, Nigeria, Japan, and South Korea permit children to reside in prison until they are 18 months old.  On the other end of the spectrum are countries such as Cambodia, Fiji, Mexico, and Turkey, which allow children to remain in prison until age 6.  A few countries use different or additional markers such as a breastfeeding period (including Haiti and Swaziland) and an assessment of the best interest of the child (Sweden and Switzerland) for making admission and length of stay determinations.  Once the children reach the legally imposed age limit, many of the countries surveyed may place them with a relative who is able and willing to assume responsibility, and in the absence of such an option, foster care or orphanages.

What problems would this practice create? A prison nursery is a section of a prison that houses incarcerated mothers and their very young children. Prison nurseries are not common in correctional facilities in the United States, although prior to the 1950s many states had them and they are widespread throughout the rest of the world. There are many positives associated with keeping a mother with her child. A previous study conducted has found that mothers in prisons nurseries have the ability to form of a secure bond. The ability to have a secure attachment is important for a child’s development. However, the Iranian study revealed some of the risks for a child in that environment. Even though the mothers had separated units, the yard and recess are shared with other prisoners. Participants of the study reported that children were cursed at and pushed during these times. The study also found children can have a lack of resources in prisons environment such as bedding, clothing, and food.

How do the social structures of male and female correctional institutions differ? Men form gangs and honor a hierarchy. Female inmates value relationships and often form pseudo families, which are units of inmates, formed in a family structure, in order to provide emotional support, economic support or protection. There are around 4,500 prisons in the United States, but only about 170 of those are women’s prisons. Prisons are correctional facilities used for long-term confinement and usually run by the state. People are sent to serve time in prison after they have been convicted of a crime and given a sentence. Women serve their sentences in prisons designed specifically for women, and men serve their sentences in prisons designed for men. There’s little resemblance between men’s prisons and women’s prisons. The main difference between men’s and women’s prisons is security level. A prison security level dictates the type and number of safety measures used to keep the public protected from the inmates and the inmates protected from one another. For example, very few women’s prisons have tall stone walls, armed guard towers or razor wire barriers. Women’s prisons tend to resemble men’s minimum or medium security prisons. They often look like a college campus or a camp, with inmates housed in dormitories or cottages rather than cellblocks. Women’s prisons are typically less violent than men’s prisons. There are fewer violent incidences between inmates and between inmates and their prison guards. For this reason, female inmates tend to have more freedom. They can usually walk around the prison in order to attend classes or programs, eat in the dining hall, receive visitors, exercise or attend chapel services. One reason women’s prison is less violent is because there are simply fewer violent offenders. Female inmates are much more likely to be serving time for drug or property offenses than their male counterparts. One study found that as many as 60% of female inmates have a substance abuse problem, while almost 75% have mental health issues. The same study showed that the women’s crimes were most often a direct result of these problems. Male inmates, on the other hand, are more likely to be serving time for violent crimes than their female counterparts. A violent crime is a crime in which the offender uses or threatens to use force against the victim. Violent crimes include murder, manslaughter, rape, robbery, and assault. There are also many more men than women serving time due to recidivism, which means repeated criminal behavior. For this reason, there are more male inmates serving their second prison sentence, or even more. Overall, the vast majority of U.S. prison inmates are male, though the number of female inmates is growing. One study showed that the number of female prison inmates has increased by more than 600% since 1980. According to the Bureau of Justice Statistics, there were nearly 1.5 million men in U.S. state and federal prisons in 2011. During the same time, there were around 111,000 women. In both men’s and women’s prisons, the inmates are mostly racial or ethnic minorities and younger than 40. Specifically examining the characteristics of the female prison population, studies found that the majority had experienced physical or sexual abuse. Most are poor, unskilled, and undereducated. Many are single mothers.

Why do you think they differ in these ways? Difference between social structure of male and female correctional institutions are as follows: In male prisons, the inmates’ group connections trigger violence and anger. This is a threat to safety and security of all prison inmates. In female prisons, the inmates’ connections are not violent when compared to male.

Serial Offender Profile Paper

For this assignment, you will submit a profile of a serial offender that you will be selecting on your own. You can choose an offender discussed in the text, online, from other books, or any other resource (at the discretion of the professor). Once you select your offender, you will:

  • Discuss if the offender fits the common profile of the serial murder offender. This requires much more than providing a biography of the serial killer.
  • Apply a typology used in the text and apply it to the offender. In doing so, explain how the offender aligns with the typology.
  • Discuss how the particular offender’s crimes were solved (if applicable: if they were unresolved, discuss this, too); and the resolution of the case.
  • Cite sources using APA format. There is no required length for this paper. However, it must be comprehensive and fulfill all necessary requirements. Please make sure it looks clean and clear.

Examples of why I do not focus on length:

Example 1: Excerpt of a poor paper (the paper goes on and on but does not address anything in the prompt in any meaningful way):

Ridgway thot of as behavior manipulator, deceitful and inconsideration for the rights and feeling of people. Ridgeway is callous and don’t care who he hurt. Considered to be psychological unstable exhibiting characters linked with anti-personality disorder as well as borderline personality disorder. This means he don’t care about the victims or the family.

Example 2: (poor paper; another class)

In this country there is lot controversy surround the being arrested process. due to many incident of police brutality many people are on edge when they see police. Police are not being trained in proper way to deal with the confronting people. I feel in situation they use excess force and because lack of being tained. as a result has led to people being afraid to police all together and that should not be. Police are here to protect the community and its citizens not put fear in them. Police need to be trained to not make people afraid of them. Police being trained help.

From the above, I hope you can see why I would prefer that you focus on your writing and content. Reading ten pages of the above styled writing isn’t meaningful to the assignment. They are poorly written and painfully redundant in aims of taking up space. Please address the prompt you choose in a comprehensive way. Identify and define concepts when appropriate, apply reasoning and ideas from the course material, provide examples when reasonable, and edit your work prior to submission.

Other formatting: Use APA style https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html (Links to an external site.)

[typologies include -organized/disorganized; Visionary, Hedonistic/sadistic, etc. See Hickey Ch. 1 for a start -or you may seek alternative sources]

Serial Murderers and Their Victims

Copyright 201 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

 

 

Copyright 201 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

 

 

ERIC W. HICKEY California School of Forensic Studies Alliant International University

SIXTH EDITION

Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States

Copyright 201 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

 

 

This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest.

Copyright 201 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

 

 

Printed in the United States of America 1 2 3 4 5 6 7 16 15 14 13 12

Serial Murderers and Their Victims, Sixth Edition Eric W. Hickey

Publisher: Linda Ganster

Senior Acquisitions Editor: Carolyn Henderson Meier

Developmental Editor: Rachel McDonald

Assistant Editor: Virginette Acacio

Editorial Assistant: Casey Lozier

Media Editor: Andy Yap

Marketing Manager: Michelle Williams

Marketing Assistant/Associate: Jack Ward

Marketing Communications Manager: Heather Baxley

Art and Cover Direction, Production Management, and Composition: PreMediaGlobal

Manufacturing Planner: Judy Inouye

Rights Acquisitions Specialist: Roberta Broyer

Cover Designer: Riezebos Holzbaur/Yenny Yulianny

Cover Image: ULKASTUDIO/ Shutterstock

© 2013, 2010 Wadsworth, Cengage Learning

ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher.

For product information and technology assistance, contact us at Cengage Learning

Customer & Sales Support, 1-800-354-9706.

For permission to use material from this text or product, submit all requests online at www.cengage.com/permissions.

Further permissions questions can be e-mailed to permissionrequest@cengage.com.

Library of Congress Control Number: 2012936020

ISBN-13: 978-1-133-04970-8

ISBN-10: 1-133-04970-2

Wadsworth 20 Davis Drive Belmont, CA 94002-3098 USA

Cengage Learning is a leading provider of customized learning solutions with office locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil, and Japan. Locate your local office at www.cengage.com/global.

Cengage Learning products are represented in Canada by Nelson Education, Ltd.

To learn more about Wadsworth, visit www.cengage.com/wadsworth

Purchase any of our products at your local college store or at our preferred online store www.cengagebrain.com.

Copyright 201 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

 

 

For my son Chad P. Hickey, who is always in my heart.

To the victims, both the living and the dead—may their suffering not be ignored nor forgotten.

To every person who has a passion for the study and application of forensics.

And to Col. Robert Ressler, retired FBI, who never really retired, and for that I am grateful.

Eric W. Hickey, Ph.D.

A Special Dedication

Twenty-two years have passed since one of the founding fathers of modern criminal profiling and behavioral analysis retired from the FBI’s Behavioral Analysis Unit. But no matter. Robert Ressler still finds himself in demand around the world for his knowledge and expertise in

analyzing and interpreting the most complex and unusual of violent criminals and their crimes. As Robert’s current partner, I know firsthand that hardly a day passes where we don’t receive an email, letter, or telephone call seeking Robert’s advice in solving an extremely difficult homicide case or imploring him to lecture at some well-known university around the world. There is always an audience anxious to learn from one of the pioneers in criminal behavioral analysis who had the foresight and research acumen to understand that there was much that we,

as a society, could learn from the most violent of offenders, the serial killer.

In fact, Robert has been given credit for coining the term “serial killer” in its modern iteration. But those intimately involved in the field know that Robert’s contribution goes well beyond nomenclature: his groundbreaking research and unique approaches to understanding violent offenders’ behaviors has paved the way for law enforcement agencies around the world to organize and develop their own profiling units. In addition, Robert’s creation of ViCAP, the computerized Violent Criminal Apprehension Program database, is responsible for helping police and sheriff departments nationwide link what previously would have been viewed as individual murder cases, leading to the successful capture of serial offenders who undoubtedly would have continued plying their trade, undetected, across the country.

In his long FBI career, Robert worked tirelessly to push the boundaries of his research into violent criminal behavior in order to understand the psychological and behavioral attributes and

crime scene dynamics of serial killers, mass murderers, and offenders who commit sexual homicide. He shared that knowledge through the publication of numerous articles and books that have assisted law enforcement agencies around the world in helping to solve their previously unsolved cases. Robert’s life work has also helped to soften the sharp edges of the traumatic

Copyright 201 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

 

 

wounds left in the lives of the families of so many of the men, women, and children who fell victim to these violent offenders. He remains a hero, mentor, teacher, and problem solver to

tens of thousands who have learned from his research and followed in his footsteps.

Despite his well-deserved reputation and fame, Robert has always remained accessible to those who have asked for his assistance. And he has always been humble in providing it. I am honored to call Robert my friend, mentor, and partner. He has had a significant impact

on the direction my career has taken, and years down the line, when I look back on all I’ve accomplished, I hope I will find I have honored his legacy. The truth, however, is that his

shoes are exceptionally large, and I doubt that anyone will ever be able to fill them.

Mark E. Safarik M.S., V.S.M. (FBI Ret.) Executive Director

Forensic Behavioral Services International Fredericksburg, Virginia

Copyright 201 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

 

 

About the Author

Eric W. Hickey is the dean of the California School of Forensic Studies at Alliant International University, where he oversees the growth and development of the largest clinical forensic studies program in the United States. At Alliant he often teaches seminars in profiling psychopaths, sex offenders, and sexual preda- tors. Dr. Hickey has taught many courses in criminal personalities, sex crimes and paraphilia, homicide, and psychopathology in several universities and colleges, as well as for jail and prison staff. He supervises theses and dissertations involving forensic and criminal psychology. Dr. Hickey has considerable field experience working with the criminally insane, psychopaths, sex offenders, and other habitual criminals. He has also served as an adjunct instructor for the American Prosecutor’s Research Institute at the National Advocacy Center in Columbia, South Carolina, profiling stalkers and cyberstalkers.

He publishes books and articles and lectures extensively on the etiology of violence and serial crime. His book, Serial Murderers and Their Victims, sixth edition (Wadsworth), is used as a teaching tool in universities and by law enforcement in studying the nature of violence, criminal personalities, and victim–offender relationships. Another of his books, The Encyclopedia of Murder and Violent Crime (Sage Publishers), explores the phenomenon of murder and violence through the eyes of some of the world’s most noted experts. In 2006 he published his edited book Sex Crimes and Paraphilia (Prentice Hall Publishers), a comprehensive examination of sexual perversions, sex offending, and sexual predators. A coauthored book, The Myth of a Psychiatric Crime Wave (Carolina Academic Press), examines the misperceptions and reality of the mentally ill and mentally disordered as criminals. His current research focuses upon the development of his theory of relational paraphilic attachment (RPA) and sexual predators. His expertise is regularly sought by the media, including appearances on CNN, History Channel, NPR, Larry King Live, 20/20, A&E Biography, Good Morning America, CBC, True TV, Discovery, and TLC.

vii

Copyright 201 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

 

 

He consults with private agencies and testifies as an expert witness in both criminal and civil cases. He is a court-qualified expert in paraphilia including pedophilia, child molestation, and fetishes; stalking; adult rape and sexual assault; and violent criminal behavior including robbery, burglary, and homicide (solo and serial). A former consultant to the FBI’s UNABOM Task Force, Dr. Hickey currently assists local, state, and federal law enforcement in training and investi- gations. He also conducts seminars for agencies involving the profiling and inves- tigating of sex crimes, arson, robbery, homicide, stalking, workplace violence, and terrorism as well as workshops for mental health practitioners. Dr. Hickey is a member of an FBI Threat Assessment Regional Evaluation Team that addresses campus violence and potential threats. He is internationally recognized for his research on multiple-homicide offenders and has conducted seminars in countries throughout Europe, Asia, and North America. He has also trained VIP protection specialists in Israel in profiling stalkers, threat assessment, and interventions.

viii A BOU T T HE A UT HO R

Copyright 201 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

 

 

Contents

PREFACE xviii

1 Introduction 1

The Phenomenon of Serial Murder 1

Serial Murder: Fact and Fiction 2

Myths of Serial Murder 5

Numbers and Types of Mass Murders and Serial Killings in the United States 9

Homicide Facts 2010 9

Mass Murder 11

Profiles in Modern Mass Murder in the United States 12

PROFILE 1.1 Dr. Amy Bishop, 2010 13 PROFILE 1.2 Nidal M. Hasan, the Ft. Hood Shooter, 2009 14

Mass Murderer Classifications 14

PROFILE 1.3 Marcus Wesson, 2003 15 PROFILE 1.4 Andrew Kehoe, America’s Mass Murderer of Children: The Bath School Disaster, 1927 16 PROFILE 1.5 Mark Barton, Portrait of a Mass Murderer, 1999 22 Bifurcation in Mass Murder 23

A Sampling of Bifurcated Mass Murders in the United States 1950–2011 23

PROFILE 1.6 Virginia Tech Massacre, 2007 24 Differences among Mass, Serial, and Spree Murderers 25

Defining Homicide, Murder, and Serial Murder 27

ix

Copyright 201 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

 

 

PROFILE 1.7 Gary Leon Ridgway, the Green River Killer, 1982–1998 30 Redefining Serial Murder 32

San Antonio Symposium 33

Typologies of Serial Murder 34

PROFILE 1.8 Elias Abuelazam, the Serial Stabber, 2010 37 Methodology Used in This Book 40

2 Cultural Development of Monsters, Demons, and Evil 44

Cults and the Occult 50

Ritualism, Cults, and Child Victims 53

PROFILE 2.1 Robin Gecht, Edward Spreitzer, and Andrew and Thomas Kokoraleis, 1981–1982 54

The Notion of Evil 55

PROFILE 2.2 Josef Mengele, 1943–1945 57 When Evil Embraces Good 59

PROFILE 2.3 Gerard Schaefer Jr., Evil for Evil’s Sake, 1972–1973 60 When Good Embraces Evil 62

3 Psychopathology and Biogenics of Serial Murderers 64

Psychobiology and Biochemical Theories of Violent Behavior 65

PROFILE 3.1 Arthur John Shawcross, 1972–1990 68 Insanity: Psycho-Legal Issues 70

The M’Naughten Rule 71

The Brawner Rule 72

The Durham Rule 72

Incompetency 72

Mental Illnesses and Personality Disorders 73

PROFILE 3.2 Joseph Kallinger, the Shoemaker, 1974–1976 74 PROFILE 3.3 Edward Theodore “Ed” Gein, American Psycho 76 Dissociative Disorders 77

Psychoanalytic Factors 80

PROFILE 3.4 Eric Smith, 1993 83 Personality Disorders 85

Asperger’s Disorder and the DSM-IV 87

Constructing the Psychopath 88

Dr. Robert Hare and Psychopaths 90

x C O N T E N T S

Copyright 201 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

 

 

Differentiating the Sociopath, Psychopath, and Primary Psychopath 91

Female Psychopaths 92

Measuring Criminal Psychopathy 94

PROFILE 3.5 Bernard Madoff, 1980–2009 96 PROFILE 3.6 Mr. Carter, a Psychopath Exposed 100 Focus on Psychopathy 104

4 Social Construction of Serial Murder 106

Understanding Murder 106

Social Structure Theory 107

Social Class Theory 109

Social Process Theory 110

Neutralization Theory 112

Social Control Theory 114

Labeling Theory 115

Juvenile Mass Murderers and Serial Killers 117

School Shooters 117

Juvenile Serial Killers 119

The Myers Studies 119

PROFILE 4.1 Columbine High School Massacre, 1999 120 The Kirby Study 120

PROFILE 4.2 Craig Price, the Warwick Slasher, 1987–1989 122

The MacDonald Triad 123

Family Dynamics and the MacDonald Triad 123

PROFILE 4.3 Edmund Emil Kemper III, 1964–1973 124 Animal Cruelty 128

Enuresis 130

Fire-Setting 130

PROFILE 4.4 Portrait of a Serial Arsonist and Pyromaniac 133 Etiology of Serial Killing 134

Trauma-Control Model of the Serial Killer 135

Observations of a Male Serial Murderer 138

Facilitators 140

PROFILE 4.5 Jeffrey Dahmer, 1978–1991 142 Cyclical Nature of Serial Killing 145

C O N TE N T S xi

Copyright 201 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

 

 

5 Sexual Predators, Paraphilia, and Murder 146

Differentiating Between Sex Offenders and Sexual Predators 147

PROFILE 5.1 Charles Albright, the Eyeball Serial Killer, 1990–1991 148

Sexual Homicides and Paraphilia 148

A Spectrum of Paraphilia 150

Factors in Paraphilia 152

PROFILE 5.2 The Doctor Rapist 154 PROFILE 5.3 Armin Meiwes, the German Cannibal, 2001 155 PROFILE 5.4 An Auto-Erotic Death 156 PROFILE 5.5 Mary Kay Letourneau, Child Sex Offender 160 Female Sex Offenders 161

PROFILE 5.6 Predator Priests: Myths and Realities 164 PROFILE 5.7 North American Man/Boy Love Association (NAMBLA) 165

Dynamics of Rape and Sexual Assault 166

Rapists Typologies 167

PROFILE 5.8 John Jamelske, Serial Abductor and Rapist 170 PROFILE 5.9 Melvin Carter, the College Terrace Rapist (Compensatory Rapist) 171 PROFILE 5.10 The Night Caller 175 PROFILE 5.11 The Stroker 176 PROFILE 5.12 The Burglar and His Sexual Fantasies 177 PROFILE 5.13 Preying in Public 178

Paraphilia Classifications 178

Preparatory Paraphilia 178

Attack Paraphilia 179

Relational Paraphilic Attachment (RPA) 179

Lust Killers 181

PROFILE 5.14 The Banana Man 182 PROFILE 5.15 Westley Allan Dodd, Sadistic Child Killer, 1989 184 PROFILE 5.16 Theodore Robert Bundy, “Ted,” 1973–1978 186 PROFILE 5.17 John Edward Robinson, the “Slavemaster,” 1984–2000 190

Paraphilic Fantasy 191

PROFILE 5.18 Jerry Brudos, the Trophy Collector, 1968–1969 192 Uncensored Exotics 196

xii C O N T E N T S

Copyright 201 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

 

 

Signatures of Sexual Predators 198

PROFILE 5.19 Cary Stayner, the Yosemite Park Signature Killer, 1999 198

6 Healthcare Killers 201

PROFILE 6.1 John Riems, Sexual Predator, 1985–2008 202 Foreign Healthcare Providers Who Kill 202

The Yorker and Fields Studies 203

PROFILE 6.2 Dr. Harold F. Shipman, “The Jekyll of Hyde,” 1976–1998 204 PROFILE 6.3 Dr. Heinrich Gross, Am Spiegelgrund Klinik, Lebensunwertes Leben, 1940–1945 206

Care Providers and Serial Murder 209

Male “Angels of Death” 209

PROFILE 6.4 Efren Saldivar, “Angel of Death,” 1988–1998 210 PROFILE 6.5 Donald Harvey, 1970–1987 212

Female Care Providers Who Kill 213

PROFILE 6.6 Kristen Gilbert, 2000 213 PROFILE 6.7 Terri Rachals, 1985–1986 214 PROFILE 6.8 Genene Jones, 1978–1982 215

7 The Male Serial Murderer 216

Emergence of Male Serial Murderers 218

Male Solo Serial Killers Update, 2004–2011 222 African American Serial Killers 227

PROFILE 7.1 Wayne B. Williams, 1980–1981 228 PROFILE 7.2 Chester D. Turner, 1978–1998 231 PROFILE 7.3 Henry Louis Wallace, 1992–1994 232 PROFILE 7.4 Carlton Gary, 1977–1978 234 PROFILE 7.5 Calvin Jackson, 1973–1974 235

Mobility, Stalking, and Victimization 235

PROFILE 7.6 Samuel Dixon, 2000–2001 236 PROFILE 7.7 Bruce Mendenhall, 1992–2007 237 PROFILE 7.8 Robert Joe Long, 1984 238

Highway Serial Killers 239

Stalking 240

Site and Nonsite Stalking 243

Cyberstalking 244

Stalking Fantasy 245

C O N TE N T S xiii

Copyright 201 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

 

 

Victims 246

Offenders’ Backgrounds and Occupations 250

PROFILE 7.9 Albert Henry DeSalvo, 1962–1964 250 PROFILE 7.10 Dennis Lynn Rader, “The BTK Strangler,” 1974–1991 254 PROFILE 7.11 Robert Hansen, 1973–1983 256 PROFILE 7.12 Paul John Knowles, 1974 257

Disposition of Serial Killers 259

8 Team Killers 261

Identifying Team Killers 262

PROFILE 8.1 Kenneth Bianchi and Angelo Buono, 1977–1978 264 Team Serial Killers Update, 2004–2011 265

Females as Masterminds in Serial-Murder Relationships 266

Males as Masterminds in Serial-Murder Relationships 266

PROFILE 8.2 Olga Rutterschmidt and Helen Golay, 1999–2005 267 PROFILE 8.3 Martha Beck and Ray Fernandez 268 PROFILE 8.4 Tene Bimbo Gypsy Clan, 1984–1994 268 PROFILE 8.5 Alton Coleman and Debra D. Brown, 1984 269

Occupations of Team Serial Killers 270

Team Killing and Mobility 271

PROFILE 8.6 Douglas D. Clark and Carol A. Bundy, 1980 272 PROFILE 8.7 Henry Lee Lucas and Ottis Elwood Toole, 1976–1982 274

Victim Selection 275

Methods and Motives 278

Offender History 279

PROFILE 8.8 Dean A. Corll, David O. Brooks, and Elmer Wayne Henley, 1970–1973 280 PROFILE 8.9 Leonard Lake and Charles Ng, 1983–1985 282 PROFILE 8.10 Gerald A. Gallego Jr. and Charlene Gallego, 1978–1980 284

Disposition of Offenders 286

9 The Female Serial Murderer 287

Identifying Female Serial Murderers 288

PROFILE 9.1 Betty J. Neumar, “Killer Granny,” 1952–2007 289 Female Serial Killers Update, 2004–2011 291

xiv C O N T E N T S

Copyright 201 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

 

 

Emergence of Female Serial Murderers 292

Victim Selection 295

PROFILE 9.2 Aileen Carol Wuornos, 1989–1990 296 PROFILE 9.3 Nannie Doss, the “Giggling Grandma,” 1925–1954 300

Methods and Motives 303

Disposition of Female Offenders 307

PROFILE 9.4 Christine Falling, 1980–1982 308 Summary 310

10 Victims 312

Victim Data Update, 2004–2011 315 Demographics of Victimization in Serial Murder 316

Victim Facilitation 325

Missing and Murdered Children 328

Children as Victims of Serial Murderers 331

Luring Children 334

Agencies for Missing, Murdered, and Exploited Children 337

Other Specific Victims of Male Serial Murderers 339

Women 339

Prostitutes 340

Gay Men 342

PROFILE 10.1 The Prostitute Murders, California, 2000–2001 343 PROFILE 10.2 Randy Kraft, the Southern California Strangler, 1972–1983 345 PROFILE 10.3 John Wayne Gacy, 1972–1978 346 PROFILE 10.4 Herb Baumeister, 1980–1996 348 The Elderly 348

Families 349

Both Men and Women 349

PROFILE 10.5 James P. Watson, 1910–1920 350 PROFILE 10.6 David Richard Berkowitz, 1976–1977 351

11 Serial Murder from a Global Perspective 353

Beyond Jack the Ripper 353

PROFILE 11.1 Anders B. Breivik, 2011 354 PROFILE 11.2 Martin Bryant and the Port Arthur Massacre, 1996 355

C O N TE N T S xv

Copyright 201 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

 

 

Global Issues in Serial Murder 355

PROFILE 11.3 Jack the Ripper, 1888 356 German Serial Killers 357

PROFILE 11.4A Fritz Haarmann, The Butcher of Hannover, 1919–1924 357 PROFILE 11.4B Peter Kurten, the Vampire of Dusseldorf, 1883–1931 358

Assessing Global Data on Serial Murder 359

PROFILE 11.5 Clifford Robert Olson, 1980–1981 364 Canadian Serial Killers 364

Russian Serial Killers 364

PROFILE 11.6 Robert “Willy” Pickton, Operator of the Piggy Palace Good Times Society, 1983–2002 365 PROFILE 11.7 Colonel Russell Williams, 2007–2010 366

The Gorby Study 368

PROFILE 11.8 Andrei Chikatilo, 1978–1990 369 PROFILE 11.9 Alexander Pichushkin, the Chessboard Killer, 1992–2006 371

Serial Murder in Japan: The Aki Study 374

Victims and Duration 378

Mobility 378

Age and Gender 379

Team Killers 379

PROFILE 11.10 Kau Kobayashi, 1952–1960 380 Methods and Motives 380

Sexual Activities 381

Serial Murder in South Africa 381

The Investigative Psychology Section of the Forensic Services Division of the South African Police Service 382

PROFILE 11.11 Stewart Wilken, 1990–1997 386 Muti Murders in South Africa 388

PROFILE 11.12 Muti Murder of a Family Member 391

12 Responding to Serial Killers 393

Forensic Science 394

PROFILE 12.1 The Frog Boys 396

xvi C O N T E N T S

Copyright 201 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

 

 

Profiling 398

Types of Profiling 400

Problems in Profiling 407

PROFILE 12.2 Bruce Pardo, the Santa Claus Mass Murderer, 2008 409 PROFILE 12.3 John Allen Muhammad and John Lee Malvo, the D.C. Snipers, 2002 410

NCAVC and VICAP 414

The University of Tennessee Forensic Anthropology Center 417

Cold Case Files: Unsolved Murder Series 418

The Hunt for the Unabomber 418

PROFILE 12.4 Theodore Kaczynski, the Unabomber, 1978–1996 420 PROFILE 12.5 Larry DeWayne Hall, 1980–1994 424 Interviewing Serial Killers 426

Obstacles 426

PROFILE 12.6 Joseph Naso, “The Alphabet Killer,” 1977–1994 427 PROFILE 12.7 An Interview with Manny 430

Problems in Interviewing 432

PROFILE 12.8 Juan Chavez, the MacArthur Park Murderer, 1986–1989 434 PROFILE 12.9 Explanations of Serial Killers 436

Disposition 437

Capital Punishment 438

BOX 12.1 The Depravity Scale 439 Treatment 442

Future Issues and Research 443

Closing Thoughts 444

REFERENCES 447

INDEX 467

C O N TE N T S xvii

Copyright 201 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

 

 

Preface

Serial Murderers and Their Victims was the first scholarly, comprehensive, empiricalexamination of serial murder in the United States. Chapter 1 examines the emergence of serial and mass killing in the United States and the many problems involved in adequately defining the phenomenon. Chapters 2–4 explore cultural, biological, psychological, and sociological frameworks as explanations for serial murder and present a model for understanding serial killing as a process.

Chapter 5 explores criminal paraphilia, fantasy, and sex offenders and pre- dators, some of whom attach themselves to their victims through a process of relational paraphilic attachment. Chapters 6 through 9 sort out the demographic, social, and behavioral characteristics of male and female offenders, those who murder with accomplices, and others who find their victims as healthcare provi- ders. The role of stalking in serial murder is also examined and placed into a classification system.

Chapter 10 examines the victims and victim–offender relationships in cases of serial murder as well as certain more vulnerable populations including prostitutes, young women, gay men, teens, children, and the elderly. Chapter 11 explores serial killing around the world and compares serial murder in the United States with its occurrences in other countries such as Canada, Japan, Germany, Russia, and South Africa.

Chapter 12 examines how society responds to serial murder. This includes the role and utility of forensics as a science in studying and investigating serial crime, current issues faced by law enforcement officials such as detection and apprehension of offenders using a variety of emerging profiling techniques and the challenges of cold case files, and the role of NCAVC and ViCAP. Chapter 12 also explores the process of interviewing serial killers and includes an interview with an incarcerated serial killer. The chapter concludes by exploring sentencing, punishment, treatment, and prevention tactics in cases of serial murder.

This book is intended for students interested in understanding multiple homi- cide, the nature of serial killing, the offenders, and their victims. It is designed to

xviii

Copyright 201 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

 

 

supplement a variety of college and university courses covering a wide spectrum of forensic studies including criminology, criminal justice, deviant behavior, sex crimes, victimology, abnormal psychology, and penology. Students using this book will be exposed to concepts and information that will help prepare them to understand society’s most dangerous criminals. For those currently working in law enforcement, this book should serve as a useful reference and in-service tool.

THE SIX TH EDITI ON

This new sixth edition has received considerable updates, with new cases, current demographic analysis of serial killers in the United States, and the restructuring of two chapters. All chapters now have a set of Learning Objectives to assist readers and instructors as to the overarching features of each chapter.

Chapter 1: Current homicide data updates were added, and I moved the Columbine High School Massacre profile to Chapter 4, where there now is a significant new section on school shootings. To emphasize the differences between mass and serial murder in Chapter 1, I included Andrew Kehoe, the worst case of mass murder of children in the United States. I also included the lone wolf terrorist case of Nidal Hasan, the Ft. Hood mass murderer, and Amy Bishop, the university professor who shot six of her departmental colleagues in a shooting rampage. These cases underscore the intellectual level of some mass mur- derers and their ability to plan and execute with deadly precision. To this end I also included a section on bifurcated mass murders, or cases where offenders commit their murders in more than one location within the same day or time frame. I expanded the examination of the myths of serial murder and moved the section on myths from Chapter 7 to Chapter 1. Finally, in Chapter 1 I added the case of Elias Abuelazam, who murdered several adult male strangers by walking up to them in public locations and stabbing them to death. The serial stabbing case emphasizes the variety of ways serial killers can target their victims.

Chapter 2: I did a small reorganization in Chapter 2 by moving the section on ritualism, cults, and child victims in Chapter 8 to Chapter 2. This section includes the Robin Gecht and associates case of ritualistic serial murder and underscores that a small percentage of serial killers do engage in cult-like or self-styled satanic killings.

Chapter 3: I made many edits, changes, and updates that begin with a restruc- turing of the presentations of insanity, neurosis, mental illness, and personality disorders. This new structuring includes the examination of serial killers who were insane during their murders. I added the cases of Joseph Kallinger, the Shoemaker, and Ed Gein, the American Psycho. While cases of insane serial killers are rare, they rank among the most depraved killers in American history. This chapter includes significant updates regarding psychopaths and how they prey upon unsuspecting victims. The case of Bernard Madoff has been added to emphasize the scope of psychopathic behaviors and the various Ponzi-scheme offenders who victimize American citizens. A new section on female psychopaths

PRE FA CE xix

Lenses Chart Submission

MP_SNHU_withQuill_Horizstack

IDS 100 Project 1: Lenses Chart Template

 

Prompt: To help guide your exploration of the four liberal arts lenses, you will complete the following lenses chart. You will use the information you gather in this chart on Projects 2 and 3, the KWL chart and the presentation.

 

After exploring each liberal arts lens, complete the associated column in the table below. Be sure that you are making notes about the lens, not about the subject of the articles you reviewed (air pollution). The goal is to capture the main characteristics of each lens in the chart to help you see the similarities and differences between the lenses, and to also gain an understanding of how professionals in each field approach finding information.

 

Aspects of the Lens Social Science Natural Science History Humanities
Key Characteristics

What are some characteristics?

       
Types of Questions

What questions would a professional from this lens ask when studying a topic?

       
Types of Evidence

How do professionals from each lens gather information? What sources are they using? (primary vs. secondary sources)

       
Commonalities & Differences

 

How are any of the above lenses (social science, natural science, history and humanities) similar to each other?

How are any of the lenses different from each other?

 

 

Commonalities (You may add additional bullets as needed)

 

 

Differences (You may add additional bullets as needed)

Measurement Outcomes Scottsdale Police Department Strategic Plan

Scenario:

You are a member of the Scottsdale Police Department’s team of strategy leaders and your role is to develop a strategy for measuring the outcomes of the strategic plan.

Write a 525-word outline in which you summarize a strategy for measuring the outcomes of the Scottsdale Police Department’s strategic plan.

Include the following in your outline:

o Stages of plan implementation

o Overview of stakeholders involved in the process

o Examples for measurements of outcomes

o Rationale and justifications for measuring outcomes

o Explanation of the gap analysis

Scenario:

You are a member of the Scottsdale Police Department’s team of strategy leaders and your role is to develop a strategy for measuring the outcomes of the strategic plan.

Write a 525-word outline in which you summarize a strategy for measuring the outcomes of the Scottsdale Police Department’s strategic plan.

Include the following in your outline:

o Stages of plan implementation

o Overview of stakeholders involved in the process

o Examples for measurements of outcomes

o Rationale and justifications for measuring outcomes

o Explanation of the gap analysis