Antisocial cognitions, emotions and violence in forensic youth populations
thesisposted on 2020-11-26, 23:01 authored by Katie Y. K. Cobley
Section 1: Literature Review
Literature on antisocial attitudes and violence in young people in a forensic setting was reviewed. Seven studies were reviewed, five of which supported the view that violent young people are more likely to hold antisocial attitudes compared to their non-violent peers. Homogeneous and heterogeneous attitudes are explored. A critique of the review is provided including limitations, implications and suggestions for future research.
Section 2: Research Report
Comparisons of the experience of emotions using the Strengths and Difficulties Questionnaire (SDQ) and antisocial cognitions using the How I Think Questionnaire (HIT) between violent (n = 74) and non-violent (n = 22) young people within a secure training centre were explored. Quantitative analyses indicated that the violent group did not experience significantly more emotions or cognitive distortions than the non-violent group. Results are discussed in relation to previous research. Clinical implications are considered, as well as possibilities for future research in light of the research limitations.
Section 3: Service Evaluation
An evaluation of the effectiveness of the Forward Thinking® ‘What Got Me Here?’ group intervention at a secure training centre for young people with a sample of N = 18. Non-parametric analysis of pre and post intervention outcome changes on the University Rhode Island Change Assessment Scale (URICA), and the What Got Me Here Facilitator Assessment of Participant indicated significant improvements on overall readiness to change, contemplation and action indices on the URICA, and on all indices in the facilitator assessment. Recommendations, future opportunities as well as a critique of the study is provided.
Section 4: Critical Appraisal
A critique of the research methodology and limitations, and setting and role challenges, is discussed. A reflection of personal and professional learning is explored.
Supervisor(s)Emma Palmer; Diana Pinto
Date of award2020-08-17
Author affiliationDepartment of Neuroscience, Psychology & Behaviour
Awarding institutionUniversity of Leicester