Running head: “FINAL PROJECT”

1

“Final Project”: “Illiteracy, Substance Abuse, and Violent Crime”

Darryl Lynn Jones

March 23, 2014

Psychology 530

Dr. Robert Melton

Southern New Hampshire University

“FINAL PROJECT” 2

Hypotheses/Given:

H0: “Illiteracy (IV) has no effect on the probability of

violent crime perpetration (DV)” (Jones, 2013a-b, p. 2-3).

H1: “Illiteracy (IV) has significant effect on the

probability of violent crime perpetration (DV)” (Jones,

2013a-b, p. 2-3).

H0-b: “Illiteracy has no effect on the probability of violent

crime victimization” (Jones, 2013a-b, p. 2-3).

H1-b: “Illiteracy has significant effect on the probability

of violent crime victimization” (Jones, 2013a-b,

p. 2-3).

Jones (2013a-b), in an attempt to illume caveats,

etiologies, and panaceas with algorithmic streamlining in order

to ease information-sharing amid diverse clusters; posits:

“FINAL PROJECT” 3

[Sic] Violent crime is an earthly behavioral mainstay with

factors which offer higher-end probability of occurrence.

Although self-perception and its proselytizing elements are major

components of behavioral pathology; variate relationships and

intensity of each amid specific environments proffer merit for

examination. The purpose of the concurrent mixed methods study is

to be a tributary subset toward unveilance of panaceas in re

generational violent crime perpetration and victimization. Within

the Boolean algorithm, toward data reliability and

generalizability of findings, is establishment of the extent to

which violent perpetrators and victims are formally and

informally educated. Also, it is to illume the extent to which

both groups are consumers of inebriants, prescription and non-

prescription, to the magnitude of abuse before, during, and after

participation in nefarious acts (p. 3, sub. 1).

Therefore, it is personally theorized and believed violent crime perpetration and

victimization ostentiate higher-end probability of occurrence when illiteracy and

inebriants are active variates in one or both paradigms.

“FINAL PROJECT” 4

Subject to the null and alternate hypotheses detailed in re

variate relationships amid illiteracy, substance abuse, and

violent crime; illiteracy’s impact relative to bio-physiological

pathology, as well as cognitive proficiency and individual

perception, is tantamount. To that end, expect ones’ ability to

accurately perceive, comprehend, assess, analyze, infer,

conclude, and act appropriately with definitive purpose relies on

innate qualities; in conjunction with positively introduced and

reinforced environmental stressors.

Innate Qualities

Bartol and Bartol (2010) posit orbitofrontalcerebralcortex

deformation leads the gamut of etiologies for behavioral

pathology. It is the portion of the brain which commands

personality and intelligence; thus the salience of its protection

in favor of forging optimal behavioral outcomes; e.g., literacy,

high-end self-esteem, and low-end narcissism. Tendencies in the

aforementioned direction of personality development spearhead

ones’ odyssey for positive social and self-perceptions; along

with display of diverse academic prowess. In other words, special

needs children with bio-physiological abnormalities are

“FINAL PROJECT” 5 oftentimes ostracized by misinformed peers and family members;

while the bio-physiological impingement remains unidentified

(Cross, 1971; Langevin, Ben-Aron, Wortzman, Dickey & Handy, 1987;

Myers & Chan, 2012; Myers, Husted, Safarik & O'Toole, 2006).

Synaptic patterns which carry message impulses from brain cell to

brain cell weaken in the area of deformation and strengthen in

compensatory areas fostering disorders such as attention-deficit,

hyperactivity, and an amalgam of autism. Each nuance limits the

desire to autonomously venture outside ones’ comfort zone; as

well as constrains significant others from initiation of new

experiences for fear of an unforeseen negative reaction. In

short, chemical composition of cerebral hormones and efficiency

of the brain to process hormonal activity determines the extent

to which behavior becomes pathological.

Environmental Stressors

Incessant exposure to enhancement stimuli builds strong

synaptic pathways and increases the probability of repetition,

retention, and transference into applicable new environments.

Environmental impactiveness is supported by a cache of reliable

research about behavioral aberrance including Bassuk and Friedman

“FINAL PROJECT” 6 (2005), Merriam and Kim (2008), Myers and Chan (2012),Wilkinson,

Kawachi & Kennedy (1998); as well as Valdez, Kaplan and Curtis,

Jr., (2007).

Each study focuses on bio-environmental stressors and

resultant behavior with concentric attention placed upon

proliferations of aggression. Triggers for each random sample

earmark the importance of environmental repetition coupled with

balanced hormone flow through the orbitofrontalcerebralcortex in

order to quell the probability of uncontrollable urges caused by

cerebral chemical imbalances. Its presence supersedes all

unrelated endeavors including education, non-threatening social

interactions, sleeping, eating, etc.

Illiteracy and Violence in the Real World

Illiteracy is depicted as a common major component among

high-end substance abusers and violent perpetrators. It is also a

key recruitment tool among terrorist groups and violent radical

domestic clusters such as gangs and other subversive types. The

most vulnerable prospects have low self-esteem, lack foundational

support from family members, and may be behaviorally inadequate,

as well as academically deficient, due to an unidentified and

“FINAL PROJECT” 7 untreated special need. Gravitation toward what appears to be

protection from the evils of conventional society proliferates

with immersion into a system of nefarious social culture and

social learning. The result is renunciation of the need to

consider pursuit of fundamental education which clearly proffers

control to cluster leaders and lost autonomy to followers.

Illiteracy manifests within misinformation, misperception,

distorted worldviews, and extremely intense conditioning toward

creation of an optimally proselytized product. The ruse comprises

information to satisfy ill-conceived notions about reality while

simultaneously injecting social cognition away from ever

considering societally accepted forms of education.

Furthermore, social facilitation ensures synaptic and

environmental control. In other words, peer oversight is commonly

used to offer examples of long-term reward for conformity. It

reinforces the need to maintain the sub-cultural environment so

that its longevity is not threatened by attrition or unforeseen

human resource nuances.

Unfortunately, enclaves such as the Central African Republic

and its more than 300,000 victims of caste discrimination and

“FINAL PROJECT” 8 violence can re-instill hope through increased accessibility to

pedagogic gates of opportunity. Opposition to educational

distribution beyond current standards, within Christian and

Muslim factions, support force as a means through which order and

economic control can be sustained. As a result (United Nations

High Commissioner for Refugees, 2014, sub.1, Para. 3-4),

“[Sic]…since March 2013, the country has seen the disruptionof normal life, human rights violations, and the massive displacement of populations. Over 400,000 people are estimated to be internally displaced, compared to some 94,000 in early 2012.”

Clearly, impinged venues toward social mobility need a literacy

boost; while current circumstances continue to worsen due to

inadequate historical didacticism in the region. Illiteracy

includes inability to fend for oneself during a crisis and lack

of cognition in re alternatives to one’s immediate environment

(Cross, 1971).

In order for civil unrest to be quelled; collective

dissemination of viable subsistence choices with examples of

success is requisite. Leadership amid Christians and Muslims must

look beyond the evolutionary caste cycle, open borders to allow

“FINAL PROJECT” 9 diverse corps of mitigants to help reduce illiteracy, and enhance

the probability of social ascension for all of its residents.

Ethical Considerations

Incongruent religious philosophy earmarks the crux of

conflict throughout the world. Prima facie validity abounds for

each profferant; yet extreme narcissism and psychopathy enter the

variate fray. Expect delusions, internalization, commitment

through sharing and even coercion of support amid exploitation of

fundamental literacy (Cross, 1971). In other words, reliance on

social constructivism is the popular means by which uneducated

classes of serfdom are led to the cyclical slaughterhouse.

Superiority is reinforced by religion on the coattails of

classical evolutionary theory; then it spills over into social

cognitive, social cultural, social learning, and social

facilitation. In other words, the immediate environment and ones’

circumstances of birth are unchangeable without use of force.

Finally, informed consent is vital for the reliability of

data and safety/confidentiality of research participants (U.S.

Department of Health & Human Services, 2014). Expect written

permission from the parents of minors and direct endorsements

“FINAL PROJECT” 10 from adult subjects in re study participation; as well as access

to academic records. Deceptive practices of any kind are

prohibited from the research process (U.S. Department of Health &

Human Services, 2014).

Conceptual Framework

Furthermore iterates Jones (2014a-b, p. 3-4),

Correlation amid evolutionary, social cognitive, social

cultural, social learning, and social facilitation theories

earmark the foundation upon which inferences and conclusions

amass. Clearly, bio-physio-socio-psychological variates are

integral toward the creation of choices which lead to

scenario creation in favor of violent crime perpetration as

well as victimization. Expect cluster etiologies, variate

associations, and conclusions toward panaceaticism, in

conjunction with circumventive algorithms, as resultants.

Research Questions

“Primary Research Question”“Given: Independent Variable= I/V and Dependent Variable= D/V”

“FINAL PROJECT” 11

1. [Sic]“What is the effect (D/V) of illiteracy (I/V) on the

probability of violent crime perpetration (D/V) amid

varied backgrounds (I/V)?” (Jones, 2013a-b, p. 2-3).

2. [Sic]“What is the effect (D/V) of illiteracy (I/V) on the

probability of violent crime victimization (D/V) amid

varied backgrounds (I/V)?” (Jones, 2013a-b, p. 2-3).

“Correlative Secondary Queries”

3. [Sic]“How do family academic histories and attitudes

about the worth of education (I/V) determine the extent

to which dysfunction (D/V) contributes to the

manifestation of substance abuse (D/V) and violent crime

(D/V) in order to proffer belief toward coping with

behavioral and value system incongruity; as well as

overcoming obstacles (D/V)?” (Jones, 2013a-b, p. 2-3) .

4. [Sic]“Furthermore, to what extent does it (I/V) equate to

high-end perpetration of violent crime (D/V) as well as

victimization (D/V)?” (Jones, 2013a-b, p. 2-3) .

Theoretical Information Relevant to the Research

“FINAL PROJECT” 12

Classical and contemporary theories, including yet not

limited to evolutionary, social cognitive, social cultural,

social learning, social facilitative, and rational choice, are

immersed within the concurrent research’s empirical framework.

Support for Boolean logic, in re variate relationships as well as

transition from independence to dependence, proffers reason and

motivation to seek clarification of a high-end operational

variate count. In other words, there is clearly bio-physiological

correlation with behavioral pathology along with environmental

stressors/risk factors.

Theoretical Purpose

Manipulation of diverse and unique combinations without the

use of direct supplemental chemical ingestion for the purpose of

behavior modification is not a segment of the research’s intent.

It is more steadfastly geared in favor of positively reinforced

environmental impact; with consistent follow-up in the interest

of instilling societally favorable synaptic change toward durable

behavior modification. Since the age of pathological ostentation

varies; early identification is requisite.

“FINAL PROJECT” 13

Preferably initial soci-educational contact creates, as well

as adequately and properly refers, accurate reports through

professionally developed facilitators with skill-sets compulsory

for identification, description/referral, and circumvention of

special needs. Unfortunately, too many families are ill-equipped

to proffer substantive rejoinder where the child’s best interest

is not cast by the wayside in favor of subsistence attention;

such as unemployment, under-employment, extra-curricular

activities to bolster familial cohesiveness and proliferation of

the probability for long-term risk factor diminution.

Operationalization and interdependence of variates,

such as risk factors and uncontrollable environmental stressor

transformation, requires attentiveness with unfettered

documentation. As the citations build, so does the snapshot of

pathological propensities as well as underlying caveats with

etiologies; from which panaceatic alternatives are formulated and

implemented in the direction of illiteracy reduction amid

assuaged probability of violent crime perpetration and/or

victimization.

Innate Qualities/Evolutionary and Social Cognitive Correlation

“FINAL PROJECT” 14

Bartol and Bartol (2010) posit

orbitofrontalcerebralcortex deformation leads the gamut of

etiologies for behavioral pathology. It is the portion of the

brain which commands personality and intelligence; thus the

salience of its protection in favor of forging optimal behavioral

outcomes; e.g., literacy, high-end self-esteem, and low-end

narcissism. Tendencies in the aforementioned direction of

personality development spearhead ones’ odyssey for positive

social and self-perceptions; along with display of diverse

academic prowess. In other words, special needs children with

bio-physiological abnormalities are oftentimes ostracized by

misinformed peers and family members; while the bio-physiological

impingement remains unidentified (Cross, 1971; Langevin, Ben-

Aron, Wortzman, Dickey & Handy, 1987; Myers & Chan, 2012; Myers,

Husted, Safarik & O'Toole, 2006). Synaptic patterns which carry

message impulses from brain cell to brain cell weaken in the area

of deformation and strengthen in compensatory areas fostering

disorders such as attention-deficit, hyperactivity, and an

amalgam of autism. Each nuance limits the desire to autonomously

venture outside ones’ comfort zone; as well as constrains

“FINAL PROJECT” 15 significant others from initiation of new experiences for fear of

an unforeseen negative reaction. In short, chemical composition

of cerebral hormones and efficiency of the brain to process

hormonal activity determines the extent to which behavior becomes

pathological.

Environmental Stressors/ Social Cultural and Social Learning

Incessant exposure to enhancement stimuli builds strong

synaptic pathways and increases the probability of repetition,

retention, and transference into applicable new environments.

Environmental impactiveness is supported by a cache of reliable

research about behavioral aberrance including Bassuk and Friedman

(2005), Merriam and Kim (2008), Myers and Chan (2012), Wilkinson,

Kawachi & Kennedy (1998); as well as Valdez, Kaplan and Curtis,

Jr., (2007).

Each study focuses on bio-environmental stressors and

resultant behavior with concentric attention placed upon

proliferations of aggression. Triggers for each random sample

earmark the importance of environmental repetition coupled with

balanced hormone flow through the orbitofrontalcerebralcortex in

order to quell the probability of uncontrollable urges caused by

“FINAL PROJECT” 16 cerebral chemical imbalances. Its presence supersedes all

unrelated endeavors including education, non-threatening social

interactions, sleeping, eating, etc.

Moreover, peer pressure is a segment of the aforementioned;

therefore expect social facilitation and rational choice to be

examined. Strength of subsistence pathways, quellance of

misunderstood mental, emotional, and physical nuances; which

posit self and social perception, must be manipulated in order to

proffer high-end opportunity for familial interactive improvement

as well as soci-familial participation on the path to long-term

needs identification, circumvention, and longevity without any

portion of the violent crime dichotomy.

Illiteracy and Violence in the Real World

Illiteracy is depicted as a common major component among

high-end substance abusers and violent perpetrators. It is also a

key recruitment tool among terrorist groups and violent radical

domestic clusters such as gangs and other subversive types. The

most vulnerable prospects have low self-esteem, lack foundational

“FINAL PROJECT” 17 support from family members, and may be behaviorally inadequate,

as well as academically deficient, due to an unidentified and

untreated special need. Gravitation toward what appears to be

protection from the evils of conventional society proliferates

with immersion into a system of nefarious social culture and

social learning. The result is renunciation of the need to

consider pursuit of fundamental education which clearly proffers

control to cluster leaders and lost autonomy to followers.

Illiteracy manifests within misinformation, misperception,

distorted worldviews, and extremely intense conditioning toward

creation of an optimally proselytized product. The ruse comprises

information to satisfy ill-conceived notions about reality while

simultaneously injecting social cognition away from ever

considering societally accepted forms of education.

Furthermore, social facilitation ensures synaptic and

environmental control. In other words, peer oversight is commonly

used to offer examples of long-term reward for conformity. It

reinforces the need to maintain the sub-cultural environment so

that its longevity is not threatened by attrition or unforeseen

human resource nuances.

“FINAL PROJECT” 18

Unfortunately, enclaves such as the Central African Republic

and its more than 300,000 victims of caste discrimination and

violence can re-instill hope through increased accessibility to

pedagogic gates of opportunity. Opposition to educational

distribution beyond current standards, within Christian and

Muslim factions, support force as a means through which order and

economic control can be sustained. As a result (United Nations

High Commissioner for Refugees, 2014, sub.1, Para. 3-4),

“[Sic]…since March 2013, the country has seen the disruptionof normal life, human rights violations, and the massive displacement of populations. Over 400,000 people are estimated to be internally displaced, compared to some 94,000 in early 2012.”

Clearly, impinged venues toward social mobility need a literacy

boost; while current circumstances continue to worsen due to

inadequate historical didacticism in the region. Illiteracy

includes inability to fend for oneself during a crisis and lack

of cognition in re alternatives to one’s immediate environment

(Cross, 1971).

“FINAL PROJECT” 19

In order for civil unrest to be quelled; collective

dissemination of viable subsistence choices with examples of

success is requisite. Leadership amid Christians and Muslims must

look beyond the evolutionary caste cycle, open borders to allow

diverse corps of mitigants to help reduce illiteracy, and enhance

the probability of social ascension for all of its residents.

Ethical Considerations

Incongruent religious philosophy earmarks the crux of

conflict throughout the world. Prima facie validity abounds for

each profferant; yet extreme narcissism and psychopathy enter the

variate fray. Expect delusions, internalization, commitment

through sharing and even coercion of support amid exploitation of

fundamental literacy (Cross, 1971). In other words, reliance on

social constructivism is the popular means by which uneducated

classes of serfdom are led to the cyclical slaughterhouse.

Superiority is reinforced by religion on the coattails of

classical evolutionary theory; then it spills over into social

cognitive, social cultural, social learning, and social

facilitation. In other words, the immediate environment and ones’

circumstances of birth are unchangeable without use of force.

“FINAL PROJECT” 20 The Importance of this Personal Theory

Is it ethical to invoke force in order to posit and

implement utilitarian programming? Is the converse ethical when

the Greater Good is perceived to reap beneficence? Resoundingly,

anything which does not offer opportunity for growth and

enrichment without coercion is unethical. It is applicable from

conception and identification of biological parents to selection

of a plot of land upon which to cast a gaze. The significance is

recognition of importance relative to ones’ earthly and spiritual

existence. Illiteracy, in conjunction with inebriants, vis-a-vis bio-physiological

pathology as well as cognitive proficiency and individual perception; is an impingement

to unveilance of truth; thus the first bastion of immorality.

“FINAL PROJECT” 21

References

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psychological approach. Upper Saddle River, NJ: Prentice

Hall. 1-520.

Bassuk, E. & Friedman, S. (2005). Facts on trauma and homeless

children. National Child Traumatic Stress Network. Retrieved from

http://www.nctsnet.org/nctsn_assets/pdfs/promising_practices

/Facts_on_Trauma_and_Homeless

Creswell, J. (2008). Research design, qualitative, quantitative, and mixed

methods approaches. Retrieved from

http://digitalbookshelf.argosy.edu/#/books/9781412989237/pag

es/48514020?return=/books/9781412989237/outline/2

“FINAL PROJECT” 22 Cross, W. (1971). The Negro-to-black conversion experience:

Toward a psychology of black liberation. Black World. 20:13-

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Jones, D. (2014a). Outline: Illiteracy, substance abuse, and

violent crime. Psychology 530. module 3. assignment 2. Southern New

Hampshire University.

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Development”. Psychology 530. module 3. assignment 2. Southern New

Hampshire University.

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and violent crime. Psychology 510. module 10. assignment 2. Southern

New Hampshire University.

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and its relationship with violent crime prevention. FP 6015

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(1987). Brain damage, diagnosis, and substance abuse among violent offenders. Behavioral Sciences & the

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“FINAL PROJECT” 23 Merriam, S. & Kim, Y. (2008a). Non-western perspectives on

learning and knowing. Third Update on Adult Learning Theory.

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Myers,W., Husted, D., Safarik, M. & O'Toole, M. (2006). The motivation

behind serial sexual homicide: Is it sex, power, and control, or anger? Journal of Forensic Sciences.

51(4). 900–907.

United Nations High Commissioner for Refugees. (2014). 2014 UNHCR

country operations profile - Central African Republic.

Retrieved from http://www.unhcr.org/pages/49e45c156.html

U.S. Department of Health & Human Services. (2014). The nuremberg

code. Retrieved from www.hhs.gov

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crime, alcohol and drug use, and concentrated poverty in 24

U.S. urban areas. Am J Drug Alcohol Abuse. 33(4). 595–603.

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http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3015237/

“FINAL PROJECT” 24 Wilkinson, R., Kawachi, I. & Kennedy, B. (1998). Mortality, the

social environment, crime and violence. Sociology of Health &

Illness. 20(5). 578–597.

Worrell, F., Vandiver, B., Cross, William E., Jr., Fhagen-Smith,

P. (2004). Reliability and Structural Validity of Cross

Racial Identity Scale Scores in a Sample of African American

Adults. Journal of Black Psychology. 30(4). 489-505. Retrieved

from http://eric.ed.gov/?id=EJ727091