Antisocial Personallity Discrder

The term personality can be defined “as the stable patterns of behavior, including thoughts and emotions, which can distinguish one person from another” (Siegel & Welsh, 2014). In more simple terms, one’s personality can be viewed as the way one may cope with life’s demands. Personality can determine not only how one interprets circumstances throughout life but determines how we may respond to those circumstances. Our personality is made up of many complex behavioral and emotional characteristics or traits. Everyone has a personality but according to researchers Sheldon and Eleanor Glueck, there are “a number of personality traits that are characterized delinquents, including self-assertiveness, extraversion, defiance, ambivalence, and impulsiveness” (Siegel & Welsh, 2014). Along with the Gluecks’ studies, research conducted by psychologist Hans Eyseneck concluded that there are two traits that are closely associated with antisocial behavior: extraversion and neuroticism. Extraversion individuals are outgoing, talkative and want to be the center of their peer group. On the other hand, neuroticism is being continually in a negative emotional state. The impulsivity of mind, the inability to determine the motives of behavior, combined with emotional instability, anxiety and tension can lead to a psychopathic personality or tendencies. This is commonly referred to as psychopathic, sociopathic, and antisocial personality disorder. In an antisocial personality disorder people are characterized by not having a conscience, they show and feel no guilt or remorse for their dysfunctional behavior. They do not think their actions through and are not able to discern the results of their behavior. Either by it hurting another’s feelings or acting impulsively, their actions often results in destructive behavior.

Introduction

The origin of antisocial personality disorder (ASPD) is yet to be determined; however it is believed that the following factors may play a role in the development of ASPD. “One source may be family dysfunction and include having an emotionally disturbed parent, parental rejection during childhood, and inconsistent or overly abusive discipline. Callous, unemotional traits in very young children can be a warning sign for future psychopathy and antisocial behavior” (Siegel & Welsh, 2014). Another factor in the emergence of ASPD may be related to “brain-related physical anomalies, which cause them to process emotional input differently than non-psychopaths” (Siegel & Welsh, 2014). In other words there are many outside factors and influences that play a vital role in the development of ASPD. Juvenile delinquency is made up of different kinds and degrees of personality behaviors. These behaviors may include antisocial personality, psychopathic or sociopathic personality traits. All these disorders are interwoven. Juveniles may have an inability to have empathy for others around them, and use their charisma to charm others into believing their actions; this behavior should put up a red flag to care givers. Due to these disorders, some juveniles become involved in deviant activities such as substance abuse, stealing, lying, and truancy. It is here that the juvenile is placed underneath the first of many labels, the label of not being normal, the label of being a delinquent, and may ultimately lead to being labeled with antisocial personality disorder, a part of the psychopath disorder.

Method

In order to understand how antisocial personality disorder applies to the Labeling Theory and Social Learning Theory one must be able to understand the importance of correctly diagnosing ASPD. The current requirements that need to be met for this disorder must follow the latest versions of the Diagnostical and Statistical Manual of Mental Disorders, which are currently published by the American Psychiatric Association. In order for any individual to be diagnosed with ASPD they must meet the following diagnostic criteria: “First, there must be evidence that the individual has had a history of symptoms of conduct disorder before age 15” (Tufts, 2010). In other words, the individual must display persistent and repetitive pattern of behavior that involves the on-going violation of what society deems as normal. These behaviors are divided into four criteria categories. The first category would be displays of aggression. Some examples of this category are bullying, initiating physical fights, being physically cruel to animals, or being physically cruel to other people. The second criterion primarily focuses on behavior that involves property destruction. Examples are participating in arson, or deliberately damaging someone else’s property. The third and fourth criteria is meant to evaluate behavioral instances involving the individual’s dishonesty, these offenses include theft or serious violations of societal rules and the law.

After going through this evaluation, if the adolescent meets “three or more of the listed criteria, the “disturbance in behavior [must cause] clinically significant impairment in social, academic, or occupational functioning or if at least one of the criteria is met prior to the age of ten, the individual is classified as childhood-onset type. If none of the criteria is met before the age of ten, then the individual is classified as adolescent-onset type” (Tufts, 2010). After childhood or adolescent onset type is determined, the individual is diagnosed with the severity of the ASPD based on the criteria met as stated before, and the number of conduct instances that have taken place.

Typical onset for ASPD can vary due to, “behaviors indicative of conduct disorder may manifest as early as age three, and family interactions are one of the primary contributors to the development of such behavior (Tufts, 2010). With that being said, adolescence is a critical development period that one goes through between childhood and adulthood. It is the time in which ones body goes through a wide range of physical and emotional changes. Adolescence is also the time in which one can be the most impressionable in which they can be shaped, molded, and formed into responsible members of society. For some adolescence this is not the case. Instead of being molded into responsible members of society, they are molded into becoming adult criminals. This process can be a result of circumstances beyond their control. For example, being born into a career criminal family, a dysfunctional family, inappropriate peer influence, or a socioeconomic challenged status are only a few circumstances. The delinquent behavior was not born inside of the adolescent but something that they were exposed to and learned at a young age. Many think that once an adolescent has been diagnosed with ASPD that there is no chance of them growing out of it. There are two development pathways an adolescent with ASPD may find himself or herself on. The pathways are a part of the Social Learning Theory and the Labeling Theory.

Discussion

The Social Learning Theory holds that “while children may be able to resist the inducements to crime if they have learned proper values and behaviors. Delinquency by contrast, develops by learning the values and behaviors associated with criminal activity” (Siegel & Welsh, 2014). In other words, juvenile delinquency is developed by the learning of deviant behaviors from those who influence them the most such as parents, relatives, peers, and their environment. It is not something they are born with, but something that they learn through socialization. “One source may be family dysfunction and include having an emotionally disturbed parent, parental rejection during childhood, and inconsistent or overly abusive discipline” (Siegel & Welsh, 2014). From this theory, it is believed that there is no such thing as born criminals; that it is a developed and learned behavior.

The Social Learning Theory was founded upon the idea that all behavior is learned regardless if it is positive or negative. “Some behaviorists hold that learning and social experiences coupled with values and expectations, determine behavior” (Siegel & Welsh, 2014). With this idea in mind the theory went on to expand the idea that individuals are not born as criminals, for people learn how to be criminals through their social environment by mimicking what they see. Children learn behaviors through observation. By doing this a child will inherit another’s values, norms, and patterns of behavior. The influences may be good or bad. Over time negative behavior if reinforced can be conducive to crime. These influences come from lots of sources such as: watching aggressive television, movies, videogames, copying violent or aggressive behavior exemplified by parents, relatives or peers, and the environment they are raised in. “Researchers examining risk and needs factors in criminal justice samples have identified four factors that appear to do the best job of predicting future recidivism and criminal risk: antisocial history, antisocial personality processes, antisocial peer associations, and antisocial cognition” (Walters & DeLisi, 2013).

Today the Social Learning Theory is used as a way to view criminal behavior based on the individual’s actions and how they learn the behavior, not based on genetics or on the assumption of being a born criminal. “Recent reviews of research on social learning theory have been positive, showing that kids who are exposed to antisocial values will eventually incorporate them into personal attitudes and behaviors” (Siegel, and Welsh, 2014). This suggests that we can change the paths of children by changing or limiting how much exposure to violence and aggression the adolescence experiences or witnesses. However, this is only possible by the commitment of the parents and by those closest to the child to make every possible effort to be a positive influence on the child’s life. Although the Social Learning Theory shows how an adolescent can learn deviant behavior through the influence of those closest to them, how the child responds to the diagnosis of ASPD can play a critical role in how they function in society, with others, and how they view themselves and their future.

The Labeling Theory is “the idea that society’s response to the criminal and the process through which a person comes to be defined as a criminal and labeled criminal are significant contributory factors in future criminality” (Schmalleger, 2012). By labeling a youth who possesses the qualities of antisocial history, behavior, personality, and antisocial peer influences, the juvenile justice system would like to be able to predict or determine which youth will develop into a lifetime offender, and ultimately claiming that there are people in our society who are simply just born to be bad.

In Charles Cooley’s Human Nature and the Social Order, Cooley focuses on how a child may view themselves and their imaginary friends. From this idea Cooley expands into the theoretical concept of how “people imagine the view of themselves through the eyes of others in their social circles and form judgments of themselves based on these imaginary observations” (‘Howard Becker’s Labeling Theory’). Cooley referred to this as the looking glass self; a way in which we define the way we look at ourselves based on how others perceive us. In other words, if one is labeled as a criminal, then one may commit additional crimes to maintain their label because others see the offender as a criminal. The label becomes who they think they are. Once labeled, it is hard to break the cycle of crime. It is through Cooley’s theory that one can see that by labeling these juvenile offenders, the system is ultimately giving them a one-way ticket into the prison system without any hope of getting better, recovering, or overcoming their disorder. In George Mead’s book, In Mind, Self and Society, Mead describes the perception of one’s self to be developed not within how people view us, but instead as social process by which we are put in. “The self is the product of the mind’s perception of social symbols and interactions. The self exists in an objective reality and is then internalized into the conscious” (‘Howard Becker’s Labeling Theory’). Cooley’s idea shifted away from Becker’s focus on the deviant individual and brought it to be more focused on how social structure affects the separation of society’s views and our own. However, this label would not be permanent for it will only be in place as long as the individual can rationally think through the label not as a negative but as a socially accepted role. Due to the nature of ASPD, the extraversion and neuroticism, an adolescent with this disorder will have a harder time separating the way that society views them, and the way they view themselves.

Our personality plays a critical role in how we view our life circumstances, how one may assess the situation and how we may respond to it. The children and adolescents that have been diagnosed with antisocial personality disorder face a variety of challenges throughout the course of their lifetime. Due to the impulsive nature of the disorder, combined with learned deviant behavior, and the label of being a delinquent the individual will have difficult time in overcoming their disorder and its criminal nature. One can see that a number of factors play into the development of the antisocial personalities in children and adolescents. These factors include socioeconomic status, dysfunctional family and negative peer influences. Through these outside influences the child in question will inherit another’s values, norms, and patterns of behavior that are all conducive to crime. Once the juvenile is in the court of law due to behavior that is conducive to crime, they are evaluated and placed underneath the first of many labels.

These labels such as not being normal, being un-fixable, the potential of becoming a psychopathic criminal plays a vital role of how the juvenile will end up not only viewing themselves but their future as well. According to the Social Learning Theory, all behavior is learned both good and bad. By viewing criminal behavior from this perspective, one can determine that the individual’s actions in relation to ASPD, is how the behavior is learned, and is not based on genetics or on the assumption of being a born criminal. Psychopathic, sociopathic, and antisocial personality disorder is one of the harshest disorders known to human kind. The disorder strips away the ability to empathize, connect, and experience loving and nurturing relationships with those around them. This disconnection increases the chances of juveniles becoming engaged in deviant behavior, and ultimately becoming a career criminal. Instead of labeling them as a born offenders, or created criminals and placing them in cognitive treatment the juvenile justice system could help shape their mind in positive regard.

One goal of Cognitive therapy is to teach juveniles how to control their aggressive impulses by teaching them how to handle life situations in a safe environment that isn’t harmful to them or others. Cognitive behavioral therapy teaches how to change negative behavior by understanding the relationship between behavior and destructive thoughts and feelings. These programs target “(1) coping and problem-solving skills, (2) relationships with peers, parents, and other adults, (3) conflict resolution and communication skills, (4) decision-making abilities, (5) and pro-social behaviors including, cooperation, respecting others, and awareness of feelings” (Siegel & Welsh, 2014). Through teaching these vital life skills to adolescents and children suffering from ASPD, one might not only learn how to cope with their disorder, but will learn how to function effectively not only within society but in their daily lives. Everyone has a personality that is distinguished by one’s thoughts, emotions and responses to life circumstances and situations. By labeling juveniles with ASPD as future delinquents, without any inclination to try and treat them, we are not only labeling them as un-treatable but as future career criminals.