Prepare the data for analysis by data cleaning, subsetting, or recoding.

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Sexually Abused Male Serial Killers

Diane Aybar

University of Phoenix

 

Running head: SEXUALLY ABUSED MALE SERIAL KILLERS

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SEXUALLY ABUSED MALE SERIAL KILLERS

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Sexually Abused Male Serial Killers

How can one compare childhood sexual abuse to serial murder? It’s quite simple; many repeated traumatic encounters trigger a person to enact those same traumatic events (i.e. sexual assault, physical abuse, and mental abuse). Let’s say; you were a male with a normal childhood upbringing and all of a sudden became withdrawn from society and became uncommunicative as you got older. Now, let’s say, you were a male who were physically abused by your father and sexually abused by your grandfather. Both males are well known serial killers that go by the name of Jeffrey Dahmer and William Bonin. Both males also had two different upbringings, yet both grew up to become serial killers. How is this possible? What makes both situations so different yet both have the same results?

Through previous research articles, publications, biographical books, and online articles, one can conclude that though there are many cases like Dahmer’s, who had an average childhood, many cases are like Bonin’s, where their childhood is filled with sexual, physical, and mental abuse and end up becoming a serial killer. According to Johnson, & Becker (1997), one can only wonder if notorious serial killers like Ted Bundy, or Jeffrey Dahmer exhibited clues early in life (childhood to be exact) to help identify their murderous predispositions before starting their life of violent crimes (Johnson, & Becker, 1997).

 

Background and Statement of the Problem

Johnson, & Becker (1997) stated that it appears that as the year passes by, the age of serial killings is getting younger and younger. Through their case study, nine adolescents were identified as expressing their interest and desire to commit serial murders. In case one, subject L, a 14-year-old white male, attempted suicide by hanging because he felt he was going crazy, which lead him to the psychiatric unit. Subject L. expressed feeling crazy because he has obsessional thoughts of killing people. In case five, subject S. was a 14-year old white male who has been showing aggressive behaviors since the age of four. Though one can’t assume both subjects will become serial killers, one can, however, identify that both have the characteristic of a serial killer (Johnson, & Becker, 1997).

According to LaBrode (2007), there is much evidence from previous research that supports the idea of being neurobiological influences in serial killers. There are two parts of the brain that affect one psychopathy, there known as prefrontal cortex and amygdala. Reduced amygdala volumes were found in individual with high levels of psychopathy. However, this alone is not saying that psychopathy is solely biological.

 

Research Question and Purpose of Study

The research question being asked is, are there biological influences that help identify children who will grow up to become a serial killer? With this issue, one can focus solely on the biological factors that affect serial murder. The purpose of the study is to understand the beginning stages (if any) or serial killers. What influences them to kill? Could the majority of these killings be caused by biological controls? Is one able to identify clues early in children? If the clues are caught early, can there be a change? All the questions mentioned will be answered using previous research. By fully understanding the biological influences, one may be able to identify the serial murder tendencies at an early age.

 

Significance to the Field

There are many reasons why this research paper has significance to the field of psychology. One reason includes understanding human behavior and how it affects their outcome. For example, if one can understand serial killing and the biological influences, maybe one can prevent many serial killings before they start. Let us use the Johnson, & Becker (1997) article, they study nine different children that all have biological influences. Johnson, & Becker (1997), studied nine different cases with nine various topics. The last subject examined in case nine was subject T. who was a 17-year-old white male who was referred for a psychiatric evaluation after experiencing auditory and visual hallucinations of demons and the devil. Subject T. claimed that the voices instructed him to kill other people. Case studies like these help researchers like myself to better understand the biological influences and see if there is any way to see early clues to prevent these children from starting a life of serial killing.

 

Limitations

Like many researchers, there are limitations that one must face. Limitations can affect the study design, data, or time and resources. In this study, the limitations include the lack of a controlled group. Because the participants in this study will be members that have been used in a previous research and not actual research, one cannot select the group of them to choose; rather one can determine the gender or race to make the group more controlled. By not having a controlled group, this causes another limitation to the research which includes reducing the internal validity. Reduced internal validity is due to uncertainty in whether the changes in the dependent variable were due to the treatments or other factors.

 

Ethical Considerations

For researchers to adhere to certain standards, one must make sure one meets ethical considerations. This paper will adhere to standard 8.11 plagiarism. To accede to standard 8.11, every paraphrased materials and source used by previous researchers will be cited meeting the APA standard. Standard 8.12 publication credit will also be respected by making sure that any publications whether scientific or professional will all be given the proper credit (American Psychological Association, 2010).

 

Definitions

Limitations– A flaw or weakness in the study that affects the validity (internal and external) of the result.

Ethical Considerations– enforceable rules and procedures set for psychologists to ensure the research is conducted in an ethical manner.

Research Question– question related to the problem that one is attempting to answer.

Significance to the Field– short term and long term benefits for the participants of study and the contribution it made to the research.

Sexual Abuse– unwanted sexual activity that involves being forced, threatened, or taking advantage of the victim.

Serial Killer– a person that murders three or more people.

Controlled Group– a group that is exposed to the conditions of the experiment.

Internal Validity- a property of scientific studies which mirrors the degree to which a causal determination in light of a study is justified.

Dependent Variable– outcome whose variation is being studied.

 

References

American Psychological Association. (2010). Ethical Principles of Psychologists and code of

conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx

Johnson, B. R., & Becker, J. V. (1997, September). Natural Born Killers?: The Development of

the Sexually Sadistic Serial Killer. Journal of American Academy of Psychiatry and the Law, 25(3).

LaBrode, R. T. (2007, July). Etiology of the Psychopathic Serial Killer: An Analysis of

Antisocial Personality Disorder, Psychopathy, and Serial Killer Personality and Crime Scene Characteristics. Oxford Journals, 7(2), 151.

What ethical concerns does Keith need to consider?

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Assignment 1: Discussion Question: Objective vs Projective

Recall our consultant, Keith, from Module 1. Keith has been asked to conduct a psychological evaluation on an adolescent female. Her teachers and parents are concerned that her grades have been dropping and she has been acting out.

Keith is short on time and needs to complete his assessment quickly. He likes using the MMPI-A and decides to send a protocol home for the girl to complete.  Once she returns it, he’ll score it and determine if the girl’s personality is somehow influencing her grades and behavior changes.

Refer to the Ethical Principles of Psychologists and Code of Conduct Standard 9 on Assessment (APA, 2010).

  • What ethical concerns does Keith need to consider?
  • As Keith’s colleague, what advice can you give him based on what you have learned about psychological assessment?

Analyze the selected journal articles and identify any correlation between rape and pornography

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Assignment 2: Rape and Pornography

A long-standing question in the field of psychology concerns the relationship between exposure to sexually explicit material, pornography, and criminal behavior. One of the most significant issues focuses on the impact that pornography has on an individual’s propensity to commit rape.

Select two peer-reviewed journal articles to examine the correlation between rape and pornography.

Write a paper that includes the following:

  • Analyze the selected journal articles and identify any correlation between rape and pornography. Provide statistical information in support.
  • Synthesize your research and conclude, with reasons, whether pornography leads to sexual violence. If not, state the factors that contribute to sexual violence.
  • Analyze whether the regulation of pornography is warranted based on the evidence so far.

Give reasons for your responses. Support your statements with appropriate examples.

Write a 3–4-page paper in Word format. Apply APA standards to citation of sources. Be sure to include a tile page and reference page in APA format. Use the following file naming convention: LastnameFirstInitial_M4_A2.doc.

By Wednesday, September 14, 2016, deliver your assignment to the M4: Assignment 2 Dropbox.

Assignment 2 Grading Criteria
Maximum Points
Identified and explained the correlation between rape and pornography demonstrating research and analysis.
28
Explained whether pornography leads to sexual violence including a study of contributing factors.
24
Compared and contrasted, with examples, if the regulation of pornography is warranted based on the evidence.
28
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100

 

Evaluates the authority or background of the author

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Overview

 

Annotated bibliographies provide you with the opportunity to cite, summarize, and compare and contrast resources you will use in a paper. You will cite each resource in APA style, write an approximately 150-word description that summarizes the central theme and scope of the resource, and compare and contrast it with other resources. For more information on annotated bibliographies, consult the SNHU Writing Center’s annotated bibliography guide.

 

Depending on the assignment, the annotated bibliography may serve a number of purposes, including but not limited to reviewing the literature on a particular subject; illustrating the quality of research you have done; providing examples of the types of resources available; describing other items on a topic that may be of interest to the reader; and/or exploring the subject for further research. The articles should provide sufficient information for you to compare and contrast the two theories. (Source: http://lib.skidmore.edu/library/index.php/writing-an-annotated-bibliography)

 

Choose those works that provide a variety of perspectives on your topic. You will need to include at least seven scholarly resources total, including peer-reviewed journal articles or well-respected texts.

 

As noted below, students should pay attention to the following points in their annotation:

 

 Summarize the central theme and scope of the resource

 

 Include a paragraph that covers the following:

 

o

 

 

Evaluates the authority or background of the author

 

 

o

 

 

Comments on the intended audience

 

 

o

 

Compares or contrasts this work with another you have cited OR

explains how this work illuminates your bibliography topic

 Cite the resource using APA style (see below for example)

 

The annotated bibliography is due in

 

 

Module Seven

. You should include at least seven quality resources directly related to your topic.

PSY 550: Final Project Guidelines and Grading Guide

Overview The final project for this course is the creation of an evaluative, comprehensive literature review. You will select a psychological measure or test. Ideally, the test should be one you see yourself using in the future, that has been used to assess a diagnosis of interest, or that has been used in a population on which you plan to focus. You will evaluate the test using research in peer-reviewed psychology journals to substantiate claims about its validity, reliability, applications, and implications. The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Four and Seven. The final product will be submitted in Module Ten. This assessment will assess your mastery with respect to the following course outcomes:

 Analyze the primary tools and methods used in the development of valid, reliable psychological tests and assessments

 Evaluate the appropriateness of the psychometric methods used to develop, validate, administer, and interpret the results of psychological measurement instruments in published research studies

 Apply psychometric principles to the evaluation of the methods employed and results of published research studies

 Evaluate the influence of cultural and environmental factors on the effectiveness of psychological testing and assessment

 Assess the ethical issues involved in test administration and interpretation of testing and assessment results

Prompt Your literature review should answer the following prompt: What is the overall appropriateness and practical value of your selected psychological assessment measure? Specifically, the following critical elements must be addressed:

I. Background of the test a. What is the purpose of the test? b. What type of test is it? What type of information does it yield? c. How is it administered and scored? Who publishes the results? d. For whom is this test intended? Who else has utilized this test?

II. Assessment of the test a. To what extent does the test employ appropriate psychometric principles? b. To what extent has the reliability and validity of the test been demonstrated for varying populations? c. What are the cut scores for “normal” versus “at-risk” and/or “clinically significant”? Is the method for interpreting and

communicating the results (e.g., scaled scores, percentile ranks, z-scores, t-scores) appropriate? d. Are there any specific cultural concerns that should be attended to? To what extent do cultural and environmental factors for

minorities or special populations impact the effectiveness of the measure?

 

 

 

e. To what extent are there ethical issues related to the use, administration, and interpretation of this measure? III. Practical applications of the test

a. Under what circumstances would you give this test? Provide example scenarios in which the test would be helpful to another mental health professional, parent, teacher, student, individual, court, business, or other profession?

b. For what purposes and with what clients would you not consider it useful? What are the limitations of this test? c. What issues must you attend to carefully in order to present the test results accurately (e.g., not over- or under-interpret their

significance) and ethically? d. What strategies would you use to help you or your client make decisions resulting from an assessment (e.g., pairing results with

other kinds of information)?

 

 

 

 

Instructions Milestone One: Topic Selection In task 4-3, you will a description of the general topic you intend to pursue as well as a rationale for your selection. Psychological assessment measures are reviewed in the Buros Mental Measurements Yearbook (a reference book that can be requested from the library or https://marketplace.unl.edu/buros/). This can be very helpful, but it should not be used solely as a means to identify potential psychological assessment measures. This will be submitted for feedback; you will be awarded full points for the submission or 0 points for no submission. Milestone Two: Annotated Bibliography In task 7-3, you will submit an annotated bibliography that categorizes all resources located in the topic area of interest. You should use at least seven scholarly resources, including peer-reviewed research articles or academic texts, to write this review. An example of an appropriate text would be Psychological Testing by Anne Anastasi and Susana Urbina. This document should include full bibliographic information (title, author, and other reference information), the abstract, and your notes about how the resource informs your understanding of the topic. Use APA format for this document, as with all work submitted in this course. This milestone is graded using the Annotated Bibliography Rubric. Final Product: Comprehensive Literature Review In task 10-1, you will submit your final literature review. This should be a complete, polished artifact containing all of the main elements of the final product. It should reflect the incorporation of feedback gained throughout the course. You should comprehensively review and integrate (at a minimum) seven scholarly resources, including peer-reviewed research articles and/or well-respected texts. This milestone is graded using the Final Project Rubric (below).

 

https://marketplace.unl.edu/buros/

 

 

Final Project Rubric Requirements of submission: Written components of project must follow these formatting guidelines when applicable: double spacing, 12-point Times New Roman font, 1-inch margins, and APA format for all elements. The literature review should be a minimum of eight pages, not including references and a cover page (which are required). Instructor feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information, review these instructions.

Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value

Background

Meets “Proficient” and cites specific, relevant examples to establish a robust context for the literature review

The purpose, type, intended populations, and uses of the test are sufficiently analyzed to establish an appropriate context for the literature review

The purpose, type, intended populations, or uses of the test are not sufficiently analyzed to establish an appropriate context for the literature review

Either the purpose, type, intended populations, or uses of the test are not discussed

5

Assessment: Psychometric

Principles

Meets “Proficient” and claims are qualified and nuanced in their assessment

Makes accurate claims about the extent to which the test employs appropriate psychometric principles based on the available evidence

Not all claims about the extent to which the test employs appropriate psychometric principles are accurate given the available evidence

Does not make claims about the extent to which the test employs appropriate psychometric principles

10

Assessment: Reliability and Validity

 

Meets “Proficient” and qualifies claims specific to different population groups

Makes accurate claims about the extent to which the test’s reliability and validity have been demonstrated by the research

Not all claims about the reliability and validity of the test are accurate based on the research

Does not make claims about the reliability and validity of the test

10

Assessment: Results

Meets “Proficient” and substantiates claims with scholarly research

Makes and justifies claims about the appropriateness of the methods for interpreting and communicating the results based on psychometric best practices

Not all claims about the methods for interpreting and communicating the results are justifiable based on psychometric best practices

Does not make claims about the methods for interpreting and communicating the results

10

Assessment: Special Populations

 

Meets “Proficient” and substantiates claims with scholarly research

Makes and justifies claims about the impacts of cultural and environmental factors on the effectiveness of the test for special populations

Not all claims about the impacts of cultural and environmental factors are justifiable

Does not make claims about the impacts of cultural and environmental factors on the effectiveness of the test

10

 

http://snhu-media.snhu.edu/files/production_documentation/formatting/rubric_feedback_instructions_student.pdf

 

 

Assessment: Ethical Issues

 

Meets “Proficient” and substantiates claims with scholarly research

Makes and justifies claims about the ethical issues related to the use, administration, and interpretation of the measure

Not all claims about the ethical issues related to the use, administration, and interpretation of the measure are justifiable

Does not make claims about the ethical issues related to the use, administration, and interpretation of the measure

10

Applications: Uses

Meets “Proficient” and proposals represent insightful or creative ways for promoting psychological well-being

Proposes multiple, specific scenarios in which the test would be appropriate for use based on the evidence

Proposed scenarios are limited in number or lack sufficient detail to confirm their appropriateness

Does not propose scenarios in which the test would be appropriate for use

10

Applications: Limitations

 

Meets “Proficient” and the limitations of the test are nuanced and well qualified

Proposes multiple, specific scenarios in which the test would not be appropriate for use based on the evidence

Proposed scenarios are limited in number, lack sufficient detail or are not based on the evidence

Does not propose scenarios in which the test would be appropriate for use

10

Applications: Presentation of

Results

Meets “Proficient” and the solutions represent insightful or creative ways for promoting psychological well-being

Proposes solutions for accurately and ethically presenting the results of the test based on the research

Proposes solutions for accurately and ethically presenting the results of the test that are not based on the research

Does not propose solutions for accurately and ethically presenting the results of the test

10

Applications: Decision Making

 

Meets “Proficient” and the proposals represent insightful or creative ways for promoting psychological well-being

Proposes appropriate strategies for making informed decisions based on the results of the measurement

Not all proposed strategies for decision making are appropriate

Does not propose strategies for making informed decisions based on the results of the measurement

10

Articulation of Response

Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format

Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

5

Total 100%