A little information goes a long way: Expertise and identity theft (original) (raw)
Related papers
Psychology, Crime & Law, 2014
Expertise literature in mainstream cognitive psychology is rarely applied to criminal behaviour. Yet, if closely scrutinised, examples of the characteristics of expertise can be identified in many studies examining the cognitive processes of offenders, especially regarding residential burglary. We evaluated two new methodologies that might improve our understanding of cognitive processing in offenders through empirically observing offending behaviour and decision-making in a freeresponding environment. We tested hypotheses regarding expertise in burglars in a small, exploratory study observing the behaviour of 'expert' offenders (ex-burglars) and novices (students)
Understanding expertise in burglars: from pre-conscious scanning to action and beyond
This article aims to review empirical research on residential burglary over the last three to four decades and relate these findings to a model of 'dysfunctional expertise' (Nee & Ward, this issue) that is rooted in mainstream cognitive psychology. It begins with a description of the elements of expertise that might fit in to this model and then traces the offender's decision-chain, using the model as an explanatory tool. Studies have shed light on: the automatic and habitual appraisal of the criminogenic environment during the daily, routine activities of the burglar and his journey to crime; accruing situational awareness and automatic recognition of cues signifying vulnerable properties during target selection; and speedy deployment of offending scripts based on tried and tested methods when entering and carrying out the crime. The review highlights how little is known about decisions, reflections and emotions after the crime. Aspects of the model that require development through further research, as well as the value of using the model for crime prevention purposes, are discussed.
Review of expertise and its general implications for correctional psychology and criminology
Aggression and Violent Behavior, 2015
In this introductory article we begin by setting out the aims of this special issue, including: why the expertise paradigm may prove fruitful in understanding the proximal processes surrounding cognition, emotion and behavior at the scene of the crime; and to draw together strands of an emerging field at this important time in its development. We then go on to outline what we see as the key components of perceptual and procedural expertise as defined in mainstream cognitive psychology. We then review strands of complementary knowledge from allied fields in cognitive science that have developed in parallel and lend support for core basic elements of expertise. Adopting the notion that expertise is on a continuum and that most individuals will not reach the extreme end of competence, we describe a model of functional expertise which most people could achieve with practice. Finally, we then discuss 'dysfunctional expertise' that offenders might display through practice in a particular criminal domain and consider how this might enhance our understanding and prevention of criminal behavior.
Document Title: Identity Theft: Assessing Offenders' Strategies and Perceptions of Risk
2007
Despite rising rates of identity theft little is known about those who engage in this crime. The current study is exploratory in nature and is designed to shed light on the offenders' perspectives. To do this we interviewed 59 identity thieves incarcerated in federal prisons. Results show that identity thieves are a diverse group, hailing from both working-class and middle-class backgrounds. Nearly half of those we interviewed led lifestyles similar to those of persistent street offenders. The rest used the proceeds of their crimes to live "respectable" middle-class lives. Regardless of their chosen lifestyle, they were primarily motivated by the quick need for cash and see identity theft as an easy, relatively risk-free way to get it. They employed a variety of methods to both acquire information and convert it to cash. The most common methods of acquiring information were to buy it from others, steal it from mailboxes or trashcans, or to obtain it from people they knew. Identity thieves have developed a set of skills to enable them to be successful at their crimes. These skills included social skills, technical skills, intuitive skills, and system knowledge. By developing these skills they thought they could commit identity theft with impunity. Our findings suggest that several well-known situational crime prevention techniques may be effective at reducing identity theft through increasing efforts, increasing risks and removing excuses. However, situational crime prevention techniques may be limited in reducing identity theft as offenders adapt and find new ways of acquiring information and strategies for converting this information into cash. Based on the information provided by offenders in our sample it is cognitivebased programs geared toward removing excuses that may be most likely to encourage desistance and thus reduce identity theft.
In this introductory article we begin by setting out the aims of this special issue, including: why the expertise paradigm may prove fruitful in understanding the proximal processes surrounding cognition, emotion and behavior at the scene of the crime; and to draw together strands of an emerging field at this important time in its development. We then go on to outline what we see as the key components of perceptual and procedural expertise as defined in mainstream cognitive psychology. We then review strands of complementary knowledge from allied fields in cognitive science that have developed in parallel and lend support for core basic elements of expertise. Adopting the notion that expertise is on a continuum and that most individuals will not reach the extreme end of competence, we describe a model of functional expertise which most people could achieve with practice. Finally, we then discuss 'dysfunctional expertise' that offenders might display through practice in a particular criminal domain and consider how this might enhance our understanding and prevention of criminal behavior.
Understanding Identity Theft: Offenders' Accounts of Their Lives and Crimes
Criminal Justice Review, 2009
Researchers typically label acts as "white-collar" based on the respectable status of the offender (populist perspective) or on the characteristics of the offense (patrician perspective). However, some crimes, such as identity theft are not easily classified into either of these categories. The current study is designed to contextualize previous research and to situate the crime of identity theft within these two broad perspectives of white-collar crime. To do this, 59 identity thieves incarcerated in federal prisons were interviewed to offer the offenders' perspectives on existing research describing characteristics of thieves and the techniques they employ to complete their crimes. Results show that identity thieves are a diverse group in terms of demographic characteristics (age, race, gender, and social class), employment, and criminal histories. They employed a variety of methods to both acquire information and convert it to cash. The most common methods of acquiring information were to buy it from others or to steal it from mailboxes or trashcans. They also used numerous methods to convert these identities into valuable goods, which included accessing existing accounts, applying for new credit, and obtaining loans. Thus, the findings show that identity theft is difficult to classify as white-collar crime.
Insiders versus outsiders - alternative paths to criminogenic knowledge
Within the constraints of this research, this chapter explores variations in how offenders acquire the knowledge, skills and techniques necessary to commit a range of financial crimes. It argues that foundation, or baseline, knowledge required by financial criminals is often learned in legitimate settings, including through on-the-job learning and legitimate daily routines. In the absence of traditional learning opportunities, four alternative learning sources are introduced in this chapter in order to reveal how legitimate knowledge, skills and technique deficiencies are met or augmented, often by organised crime groups, in order to facilitate crime. A clear distinction has been drawn between legitimate knowledge and skill learning and the learning of more specialised criminal techniques. This study contributes to the body of financial crime research on how these crimes are committed and highlights areas in which organisations and law enforcement agencies are able to reduce the opportunity for alternative learning sources that financial criminals may utilise in preparing for their crimes.