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Sex offending: Causal theories to inform research, prevention, and treatment.

DOI: 10.1037/11708-000

Publisher: American Psychological Association - American Psychological Association

Jan 12, 2009

1 - 10 of 11 Chapters

LitStream

Introduction.

Stinson, Jill D.; Sales, Bruce D.; Becker, Judith V.

Pages: 3 –12

Although prevention, treatment, and risk prediction are all important goals of clinical science and empirical research, we must also consider the value of etiology in informing our policy decisions. As we mentioned previously, public concern regarding the victims of sexual violence is quite high....
LitStream

Methodological limitations of relevant research.

Stinson, Jill D.; Sales, Bruce D.; Becker, Judith V.

Pages: 13 –25

Before starting the critical review of the existing theories that attempt to explain the causes of sex offending, we need to consider the major methodological limitations that can affect our understanding of the proffered theories and the development and maintenance of sex-offending behaviors....
LitStream

Biological theories.

Stinson, Jill D.; Sales, Bruce D.; Becker, Judith V.

Pages: 27 –44

In this chapter, we examine the role of these biological predispositions and processes in the development of sexually deviant thoughts, impulses, and behaviors. A number of biological theories are considered, and each is explained in terms of its possible relationship with sex-offending behavior....
LitStream

Cognitive theories.

Stinson, Jill D.; Sales, Bruce D.; Becker, Judith V.

Pages: 45 –61

In this chapter, we address the major cognitive theories as they relate to the perpetration of sex offending and the maintenance of sexually deviant interests. The first type of cognitive theory concerns early attachment and loneliness. Here, it is believed that sex offenders gained insecure...
LitStream

Behavioral theories.

Stinson, Jill D.; Sales, Bruce D.; Becker, Judith V.

Pages: 63 –76

In this chapter, we first explore the potential role of classical and operant conditioning in the early formation and maintenance of deviant sexual arousal and sex offending. The availability of reinforcement for sexually inappropriate behaviors and the perceived lack of aversive or negative...
LitStream

Social learning theories.

Stinson, Jill D.; Sales, Bruce D.; Becker, Judith V.

Pages: 77 –91

Social learning theory has been used to explain conforming, appropriate behaviors as well as criminal and sexually deviant ones. We open this chapter with a discussion of social learning theory as it applies to a broad spectrum of behaviors and then address the two primary social learning...
LitStream

Personality theories.

Stinson, Jill D.; Sales, Bruce D.; Becker, Judith V.

Pages: 93 –120

In this chapter, we explore this area of research and consider the findings that have contributed to our understanding of sex-offending behaviors. First, we briefly discuss the early psychodynamic formulations of sexuality and personality development. Second, we address more recent...
LitStream

Evolutionary theories.

Stinson, Jill D.; Sales, Bruce D.; Becker, Judith V.

Pages: 121 –136

In this chapter, we explore a number of evolutionary theories that attempt to explain sexually deviant behaviors as the result of evolutionary processes. We begin by discussing evolutionary contributions to our understanding of sexual development and the dichotomy between male and female sexual...
LitStream

Integrative theories and models.

Stinson, Jill D.; Sales, Bruce D.; Becker, Judith V.

Pages: 137 –166

Thus far, we have discussed single-faceted theoretical explanations for sexually deviant interests and behaviors. However, given the complex nature of human behavior and human thought, it is too simplistic to conceptualize sex offending as the result of actions in only one domain. It is not...
LitStream

Multimodal self-regulation theory: A new integration.

Stinson, Jill D.; Sales, Bruce D.; Becker, Judith V.

Pages: 167 –202

Because a combination of factors influences the development of deviant sexual behaviors, we first discuss biological propensities that influence later outcomes. Second, we address childhood experiences with family and peers and the perceptions of these experiences that are unique to the...

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