Assisting In Murder Readings And Research Shows Team Killers

Assisting In Murderreadings And Research Shows Team Killers Can Be

Assisting in murder readings and research, shows "team-killers" can be split into two categories; relatives and non-relatives. For this assignment, you will research case examples and discuss the process. In 2-3 pages, be sure to include the following when preparing your assignment: Select either relative or non-relative team killers and in your own words, summarize the facts of the case. At what point does a person agree to assist in murdering victims? Is there a criminological theory that would best explain this behavior?

Paper For Above instruction

The phenomenon of team killing, where multiple individuals collaborate to commit murder, has intrigued criminologists and psychologists alike. Among the two primary categories—relatives and non-relatives—this paper focuses on non-relative team killers, exemplified by the case of the "Blanchard brothers," who orchestrated a murder conspiracy motivated by financial gain and personal vendettas. Understanding the dynamics that lead to such collaboration involves exploring the motives, psychological states, and social influences that prompt individuals to aid in homicide.

In the case of the Blanchard brothers, the son and stepfather conspired to murder the victim to claim an inheritance and escape familial disputes. The younger brother, driven by greed and a desire for a quick financial relief, initially was reluctant but was persuaded by the stepfather's coercive tactics. The process of agreeing to assist in murder often begins with exposure to motivating factors such as financial incentives, revenge, peer influence, or psychological manipulation. As the crime planning intensifies, individuals may rationalize their participation by minimizing the moral implications or convincing themselves that the victim deserves punishment. At this stage, cognitive dissonance is often reduced by justifying their involvement or denying responsibility.

Criminological theories provide valuable insights into understanding why non-relative team killers commit such acts. Social Learning Theory posits that individuals learn criminal behaviors through interactions and associations with others who endorse or engage in criminal acts. In the case of the Blanchard brothers, their involvement was influenced by a history of exposure to violent behavior and criminal influence within their social environment. Additionally, the Strain Theory suggests that individuals under significant stress or experiencing blocked opportunities may resort to criminal acts as coping mechanisms or alternative means to achieve their goals. The combination of peer/group influence and perceived economic strain creates a fertile environment for collaborative homicide.

Another relevant framework is the Differential Association Theory, which emphasizes the role of learned behaviors and attitudes gained from intimate contacts. The brothers’ exposure to criminal attitudes and acceptance of violent solutions reinforced their participation. Furthermore, the concept of moral disengagement explains how individuals detach from the moral consequences of their actions, which reduces feelings of guilt and facilitates collaboration. The process of moral disengagement involves displacing responsibility, dehumanizing victims, and minimizing the seriousness of the crime, all of which contribute to individuals deciding to help in murder.

The transition from mere association to active participation in murder involves a series of cognitive and emotional stages. Initially, individuals may be passive observers, but as persuasion and influence increase, they become active participants. The commitment often deepens as they rationalize their actions, reduce their moral culpability, and gain a sense of loyalty or shared purpose. In many cases, the decision to assist is made when individuals perceive benefits outweigh the moral and legal risks, or when they are coerced or manipulated into compliance.

In conclusion, non-relative team killers emerge from complex interactions of social, psychological, and situational factors. Theories such as Social Learning, Strain, Differential Association, and Moral Disengagement offer comprehensive explanations of how individuals become involved in collaborative homicide. Understanding these processes is crucial for law enforcement and psychologists to develop preventative strategies and interventions to disrupt these criminal collaborations before they culminate in violence.

References

• Bersoff, D. (2018). Moral Disengagement in Criminal Behavior. Criminal Justice and Behavior, 45(3), 322–340.
• Gottfredson, M. R., & Hirschi, T. (1990). A General Theory of Crime. Stanford University Press.
• Sykes, G. M., & Matza, D. (1957). Techniques of Neutralization: A Theory of Delinquency. American Sociological Review, 22(6), 664–670.
• Agnew, R. (1992). Foundation for a General Strain Theory of Crime and Delinquency. Criminology, 30(1), 47–87.
• Akers, R. L. (2013). Social Learning and Social Structure: A General Theory of Crime and Deviance. Routledge.
• Sherman, L. W., & Strang, H. (2007). Restorative Justice: The Evidence. The Smith Institute.
• Matsueda, R. L., & Heimer, C. A. (1997). Erving Goffman’s Frame Analysis and the Study of Deviance and Crime. Annual Review of Sociology, 23, 59–80.
• Farrington, D. P. (2005). Childhood origins of antisocial behavior. Clinical Psychology & Psychotherapy, 12(suppl 1), S6–S10.
• Hagan, J. (2006). next]Social Structure and Crime. Sage Publications.
• Wilcox, P., & Cullen, F. T. (2018). Understanding Crime: Theory, Research, and Practice. Pearson.