THE PSYCHOLOGY OF CRIMINAL BEHAVIOUR

SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMC825483
Module Leader Michele Gilluley
School School of Health and Life Sciences
Subject Psychology
Trimester
  • A (September start)

Summary of Content

Concerned with developing a framework for analysing crime, this module will move from introductory sessions on approaches to studying and understanding criminal behaviour to exploring a range of relevant factors, theories and models. These will be elaborated further in modules 'Psychological Assessment' and 'Psychological Interventions'. The module concludes with several topics which encourage the integration of preceding material, a consideration of implications, and recognition of variations on the bio-psychosocial model.

Syllabus

-426-1 The-10 topics-10 -1 covered-9 with-10 in-9 the-10 lectures-9 will-10 address-9 issues-10 -1 of-11 -1 current-8 relevance-11 in-9 relation-10 to-9 the-10 -1 following-8 areas: -1b7 Theories-10 -1 of-10 -1 crime - For-10 -1 example-10 -1 psychological,-11 -1 social,-12 -1 criminological-9 and-10 -1 trauma-10 models. -1b7 The-11 role-10 -1 of-10 -1 psychological,-9 environmental-10 and-11 -1 developmental-9 -1 factors-9 in-10 antisocial-11 behaviour - -1 For-10 -1 example-10 -1 the-10 -1 role-10 -1 of-11 mental-11 health, -1 attachment,-16 -1 parenting,-15 -1 substance-14 -1 misuse,-15 -1 trauma-15 and-15 neuropsychological-16 -1 variables. -1b7 Theories-9 -1 of-9 specific-9 -1 forms-9 -1 of-8 -1 offending - -1 For-8 -1 example-9 -1 violence,-9 -1 sexual-8 -1 offending,-10 -1 abuse-9 -1 within-9 -1 the-9 -1 family. -1b7 Theories-9 -1 of-8 -1 offending-9 by-9 specific-9 types-9 -1 of-9 -1 offenders - -1 For-10 -1 example-9 -1 women-9 -1 offenders,-10 -1 those-9 -1 with-10 -1 mental-9 -1 illness,-10 -1 personality-9 -1 disorder, -1 individuals-17 -1 with-16 -1 intellectual-17 -1 disability. -2

Learning Outcomes

On completion of this module, students should be able to:1) Apply critical analysis to models of crime and possible factors, including societal and environmental factors, linked with offending;2) Critically evaluate the extent to which psychological theories of crime are applicable to individual circumstances, offences and backgrounds;3) Critically evaluate the complex range of individual differences (such as biology, gender, development, mental status and capacity) on anti-social behaviour across the lifespan;4) Critically review the impact of crime upon victims.

Teaching / Learning Strategy

-1 This-8 -1 module-8 -1 will-8 -1 introduce-8 -1 students-7 -1 to-8 a-8 -1 range-8 -1 of-8 -1 psychological-7 -2 t-3 h-2 e-3 o-2 r-3 i-2 es-8 -1 that-8 -1 attempt-8 -1 to-7 -1 explain-8 -1 criminal-8 -1 behaviour.-9 -1 Theories-7 applicable-8 -1 to-7 a-7 -1 range-9 -1 of client -1 groups-8 -1 across-7 -1 the-8 -1 life-8 -1 span-8 -1 will-8 be-8 -1 discussed.-9 -1 Students-8 -1 will-8 be-8 -1 required-7 -1 to-8 -1 demonstrate-7 a-8 -1 critical-7 -1 understanding-8 -1 of-8 -1 these,-7 -1 both-8 -1 in-8 -1 general-9 -1 and in-9 -1 relation-8 -1 to-9 -1 specific-8 -1 individuals.-10 -1 The-8 -1 material-8 -1 covered-8 -1 within-8 -1 this-8 -1 module-9 -1 will-9 -1 underpin-9 -1 much-8 of-8 -1 the-8 learning-9 -1 required-8 -3 fo-2 r-9 -1 other-9 -1 modules-8 -1 (such -1 as-14 -1 Psychological-13 -1 Assessment-13 -1 and-13 -1 Intervention-15 -1 with-13 -1 Offenders). -1 In-8 -1 line-7 -1 with-8 -1 encouraging-6 -1 students-7 -1 to-8 be-7 -1 active-8 -1 learners,-7 -1 and-6 -1 to-9 -1 allow-7 -1 the-7 -1 students-8 -1 the-7 -1 opportunity-7 -1 to-8 -1 apply-7 -1 the-8 -1 material-7 -1 presented-6 -1 within-7 -1 class,-7 -1 this module-9 -1 does-9 -1 not-9 -1 have-9 a-8 -1 delineated-8 -1 division-10 -1 between-8 -1 lectures-9 and-9 -1 practicals.-9 -1 Sessions-9 -1 will-9 -1 frequently-10 -1 incorporate-8 -1 interactive-8 -3 exercises-9 -1 (which-9 -1 are accounted-8 -1 for-8 -1 under-8 -1 seminar-9 -1 and-8 -1 practical-8 -1 time).-8 -1 While-9 -1 each-7 -1 lecture/workshop-8 -1 will-9 -1 focus-7 -1 on-9 a-8 -1 specific-8 -1 topic,-9 -1 students-8 -1 are-9 -1 encouraged-8 -1 to-8 -1 see-8 -1 the-8 -1 links between-9 -1 sessions.-8 -1 Students-8 -1 will-9 be-8 -1 provided-7 -1 with-9 -1 reading-7 -1 that-8 -1 will-7 -1 either-8 -1 develop-8 -1 key-8 -1 points-8 -1 raised-8 -1 within-8 -1 the-8 -1 lecture,-9 -1 or-9 -1 present-8 -1 alternative-8 -1 positions. -1 Students-8 -1 will-7 be-7 -1 expected-6 -1 to-7 -1 critically-7 -1 engage-7 -1 with-7 -1 this-8 -1 material.-7 -1 The-7 -1 use-7 -1 of-7 -1 pre-session-7 -1 reading-6 -1 and-6 -1 tasks-8 -1 will-7 be-7 -1 used,-8 -1 as-7 -1 appropriate,-7 -1 to-7 -1 support -1 student-8 learning-8 -1 and-8 understanding.-10 -1 Sessions-8 -1 may-8 be-8 -1 delivered-7 -1 either-8 -1 through-7 -1 face-8 --1 to-8 --1 face-9 -1 contact-8 -1 or-8 -1 virtually,-8 -1 depending-9 upon-8 -1 the-7 -1 material-8 and the-8 -1 specific-6 -1 learning-7 -1 outcomes-7 -1 in-8 -1 relation-6 -1 to-8 -1 that-6 -1 session.-8 -1 Students-7 -1 should-7 -1 expect-7 -1 to-8 engage-6 -1 in-8 at-7 -1 least-7 two-7 hours-7 of-8 -1 reading-6 -2 t-3 im-2 e-8 (or-7 directed-8 learning)-7 -1 for every-8 -1 one-8 -1 hour-9 -1 of-8 -1 contact-8 -1 time. -1

Indicative Reading

The-7 -1 following-7 -1 should-7 be-7 -1 considered-7 -1 indicative.-9 A-6 -1 fuller-7 -1 reading-7 -1 list-8 -1 (including-7 -1 reading-7 -1 to-7 -1 support-8 -1 sessions)-7 -1 will-8 be-7 -1 posted-7 -1 on-12 -1 GCU-7 Learn. -1 Students-13 will-12 -1 find-13 the-13 -1 following-12 journals-13 -1 particularly-12 useful: International Journal of Law and Psychiatry Child Abuse and Neglect Aggression and Violent Behavior Legal and Criminological Psychology Journal of Interpersonal Violence Partner Abuse -1 Books -10-1 Adler,-9 -1 J.,-11 -1 Gray,-9 -1 J.,-9 &-8 -1 Dawsonera.-9 (2010).-10 -1 Forensic-9 -1 psychology:-9 -1 Concepts,-10 -1 debates-9 and-9 -1 practice-10 (2nd-9 -1 Ed.) .-9 Willan-9 -1 Publishing. -1 Besemer,-10 S.,-9 &-9 -1 Dawsonera.-10 (2012).-12 -1 Intergenerational-10 -1 transmission-10 -1 of-10 -1 criminal-10 -1 and-10 -1 violent-10 -1 behaviour.-11 -1 Leiden:-10 -1 Sidestone-11 -1 Press -1 Brown,-8 -1 J.,-8 -1 Shell,-9 -1 Y.,-8 &-8 -1 Cole,-8 T.-7 (2015).-10 -1 Forensic-9 -1 psychology:-8 -1 Theory,-8 -1 research,-9 -1 policy-9 and-8 -1 practice .-7 -1 London: SAGE -1 Bonta,-9 -1 J.,-7 &-6 -1 Andrews,-9 D.-7 A.-7 (2016).-7 -1 The-8 psychology-8 -1 of-8 -1 criminal-6 -3 conduct (6th-8 -1 Ed.)-3 .-9 -1 New-7 -1 York:-8 -1 Taylor-7 &-8 -1 Francis. -1 Craig,-8 L.-9 A.,-9 -1 Lindsay,-8 W.-8 R.,-8 &-7 -1 Browne,-9 K.-8 -1 D.-8 (2010).-11 -1 Assessment-10 -1 and-7 -1 treatment-7 -1 of-8 -1 sexual-7 -1 offenders-6 -1 with-8 -1 intellectual-8 -1 disabilities:-7 A-7 -1 handbook . -1 Chichester:-11 -1 John-10 -1 Wiley-11 &-10 -1 Sons. -1-1 Crighton,-9 -1 D.,-8 -1 Towl,-11 G.,-8 &-9 -1 British-8 -1 Psychological-9 -1 Society.-9 (2015).-10 -1 Forensic-9 -1 psychology-10 -1 (2nd-8 -1 Ed).-9 -1 BPS-9 -1 textbooks-9 -1 in-10 -1 psychology.-10 -1 Chichester,-7 -1 West-8 -1 Sussex-8 :-7 -1 Malden,-6 -1 MA:-7 -1 John-7 -1 Wiley-7 &-7 -1 Sons. -1 Croall,-9 -1 H.,-9 -1 Mooney,-9 -1 G.,-9 -1 Munro,-9 -1 M.,-8 &-7 -1 Dawsonera.-9 (2016).-10 -1 Crime,-10 -1 justice-9 -1 and-8 -1 society-8 -1 in-9 -1 Scotland .-8 -1 New-9 -1 York:-8 -1 Routledge. -1 Gibson, C., Krohn, -1 M., & Ebl. (2013). -1 Handbook -1 of -1 life-course -1 criminology: -1 Emerging -1 trends and -1 directions -1 for -1 future -1 research. -1 New -1 York: Springer-21 Verlag. -1-1 Ireland, -1 J. L., -1 Birch, -1 P., & -1 Ireland, C. A. -1 (Eds.). (2018). -1 The Routledge -1 international -1 handbook -1 of -1 human -1 aggression: -1 current -1 issues -1 and -1 perspectives .-19 -1 Abington,-17 -1 Oxon:-17 -1 Routledge. -1 Leibling,-11 A.,Maruna,-9 S.-10 &-9 -1 McAra,-10 L.-9 (2017 ).-9 -1 Oxford-9 -1 handbook-9 of-9 c-1 riminology (6th-11 -1 Ed).-11 -1 Oxford:-8 OUP Ward,-9 T.,-7 -1 Polaschek,-9 -1 D.-7 L.-7 -1 L.,-8 &-6 -1 Beech,-7 A.-9 R.-8 -1 (2006). Theories-8 -1 of-9 -1 sexual-7 -1 offending-9 -1 (Wiley-8 -1 serie

Transferrable Skills

Transferable skills include many outlined by the GCU Common Good Attributes and those specified by the Scottish Credit and Qualifications Framework. These include, but are not limited to: -284-1b7 Recognising and actively seeking to address global social trends and challenges -1b7 Viewing the world from the perspective of different cultures -1b7 Exploring social problems -1b7 Addressing inequality and disadvantage -1b7 Dealing with complexity and uncertainty -1b7 Exercising empathy -1b7 Applying critical analysis, evaluation and synthesis to issues -1b7 Dealing with complex issues and making informed judgments in situations in the absence of complete or consistent data/information -1b7 Critically reviewing, consolidating and extending knowledge, skills, practices and thinking

Module Structure

Activity Total Hours
Practicals (FT) 6.00
Seminars (FT) 6.00
Independent Learning (FT) 100.00
Lectures (FT) 12.00
Assessment (FT) 26.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 0.00 100.00 50% report 4000 words