SHE level 11 SCQF credit points 15 ECTS credit points 7.5 Module code MMC825503 Module Leader Michele Gilluley School School of Health and Life Sciences Subject Psychology Trimester B (January start)
Summary of content This module is concerned with providing students an understanding of the theoretical and empirical underpinnings, contents and methods of current and widely-used approaches to intervention with forensic client groups. There is a focus on those that have committed or are at risk of committing offending behaviour. Target areas centre around forms of offending and related factors, although problems of adjustment which cause concern to custodial staff or other agencies are also addressed. The module builds upon information and issues covered in the module Psychological Assessment and shares the latter's emphasis on careful analysis of problem areas and critical appraisal of practice.
Module details Syllabus arrow_forward The topics covered with in the lectures will address issues of current relevance in relation to the following areas: What works in interventions with offenders and other forensic client groups? Purpose, contextual and environmental factors in intervention in the selection and facilitation of approaches Different approaches to psychological intervention The role and scope of risk management and risk reduction through the use of intervention Good practice in psychological intervention - (for example evidence base in approach selection, information gathering, ethics and responsibilities) The use of formulation to direct and develop planned approaches to intervention - (including the relevance of formulation and reformulation, and the strengths and weakness of different models and approaches) Communicating intervention plans to others (for example to groups, individuals and organisations)
Learning outcomes arrow_forward On successful completion of this module, students should be able to: 1) Critically review existing research and other literature to identify potentially relevant factors from problem formulation in the development of appropriate and effective interventions; 2) Conceptualise an intervention plan, which includes a critical analysis of the most appropriate approaches to intervention and enables systematic and realistic planning. This should include an evaluation of relative strengths and weakness of the approach selected; 3) Critically evaluate of the limitations of different intervention approaches to a range of forensic concerns and client groups (for example radicalisation, fire-setting, personality disorder); 4) Identify and define best practice in relation to intervention with problematic behaviours (including those for which there is a limited or conflicting evidence base); 5) Identify and define potential obstacles to the change process, ways of overcoming these, and developments in enhancing the efficacy of interventions.
Teaching / learning strategy arrow_forward This module builds directly upon the material covered within the Psychological Assessment and The Psychology of Criminal Behaviour modules with many sessions being linked to allow for extended coverage. There will be a focus on enhancing student ability to identify the principles of effective intervention and as such, the module will not focus on the specifics of particular offending behaviour programmes. An additional focus of this approach is to allow students to have the skills to consider, evaluate and select programmes that are delivered outside of Scotland and the UK. In line with encouraging students to be active learners, and to allow the students the opportunity to apply the material presented within class, this module does not have a delineated division between lectures and practicals. Sessions will frequently incorporate interactive exercises (which are accounted for under seminar and practical time). While each lecture/workshop will focus on a specific topic, students are encouraged to see the links between sessions. Students will be provided with reading that will either develop key points raised within the lecture, or present alternative positions. Students will be expected to critically engage with this material. The use of pre-session reading and tasks will be used, as appropriate, to support student learning and understanding. Sessions may be delivered either through direct face-to-face contact or virtually depending upon the material and the specific learning outcomes in relation to that session. Students should expect to engage in at least two hours of reading time (or directed learning) for every one hour of contact time. The coursework requires students to develop an intervention plan in relation to a case study. They will already have completed a risk assessment in relation to the case for the Psychological Assessment module. In this module, they are required to identify clear treatment targets, identify suitable evidence-based and culturally responsive interventions. An im
Indicative reading arrow_forward Transferrable skills arrow_forward Transferable skills include many outlined by the GCU Common Good Attributes and those specified by the Scottish Credit and Qualifications Framework Council. These include, but are not limited to: • Respecting your own and others' rights and needs • Becoming a 'change-maker', making a positive difference • Being able to understand, respect and engage with a diverse range of audiences and stakeholders • Developing solutions that are ethical, visionary, realistic and sustainable • Actively demonstrating a personal commitment to equality and diversity • Acting assertively and reasonably • Working collaboratively towards a common vision and common goal • Knowledge that covers and integrates most, if not all, of the main areas of the subject/discipline/sector - including features, boundaries, terminology and conventions. • Demonstrating a critical understanding of the principal theories, concepts and principles in relation to intervention • Using a significant range of the principal professional skills, techniques, practices and/or materials associated with the subject/discipline/sector. • Exercising substantial autonomy and initiative in professional and equivalent activities • Systems thinking • Active global citizenship
Module structure Activity Total hours Lectures 11 Tutorials 0 Practicals 5.5 Seminars 5.5 Independent Learning 102 Assessment 26 Placement 0
Assessment methods Component Duration Weighting Threshold Description Course Work001 0 100 50 Report 4000 words Course Work002 0 100 50 4000 WORDS