WORKING IN FORENSIC SETTINGS

SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMC825485
Module Leader Mairi Fleming
School School of Health and Life Sciences
Subject Psychology
Trimester
  • A (September start)

Summary of Content

-1 This-9 -1 module-9 -1 looks-9 -1 at-8 -1 the-9 -1 respective-9 -1 roles-9 -1 of-8 -1 policing-8 -1 and-8 -3 o-2 t-3 h-2 er-9 -1 organisations-9 -1 within-8 a-8 -1 criminal-9 -1 justice-9 -1 framework.-9 -1 Similarities-11 and-8 -1 differences-9 -1 between -1 settings,-7 -1 the-7 -1 role-8 and-7 -1 impact-8 -1 of-8 -1 research,-9 -1 culture,-8 and -1 policy-7 and-7 -1 professional-8 -1 frame-7 -1 works-8 -1 will-8 be-7 -1 considered.-9 S-1 tudents-8 -1 will -1 learn-8 -1 what-8 -1 the-8 -1 evidence-8 -1 suggestions-7 -1 in-8 -1 relation-7 -1 to-8 -1 best-8 -1 practice-8 -1 in-8 -1 working-7 -1 with-8 -1 clients-7 and -1 difficulties-10 -1 in-9 -1 applying-8 -1 or-9 -1 implementing-9 -1 these-9 -1 recommendations.-10 In-10 -1 order-8 -1 to-9 -1 enhance-8 -1 student-9 -1 development-10 as-9 -1 professionals-9 -1 the-8 -1 module-9 -1 will-9 -1 include -1 material-7 -1 on-7 -1 reflective-7 -1 practice,-7 -1 both-7 -1 the-7 -1 theory-7 -1 and-6 -1 the-7 -1 application.-8 -1 This-7 -1 module-7 -1 is-7 -1 intended-6 -1 to-7 -1 act-7 -1 as-7 a-7 -1 foundation-7 -1 to-7 -1 provide-9 -1 students-6 -1 with-7 -1 good u nderstanding-9 -1 of-8 -1 the-7 -1 key-7 -1 features-7 -1 of-8 -3 working-7 -1 in-7 -1 different-8 -1 forensic-8 -1 settings.-7

Syllabus

-284 The topics covered with in the lectures will address issues of current relevance in relation to the following areas: -1b7 Policing (e.g. investigative interview, detecting deception, false confessions, interrogative suggestibility, and eyewitness identification) -1b7 A variety of forensic settings (such as prisons; secure units; hospitals; mental health settings; community settings; charities and social enterprise) -1b7 The impact of organisational culture and systems on the work of forensic psychologists and other professionals -1b7 Reflective practice within the role of Forensic Psychology (including roles, models and concepts)

Learning Outcomes

On successful completion of this module, students should be able to: 1. Critically analyse the main developments in applied forensic psychology research and practice (e.g. police, prisons, secure units, hospitals, secure settings, community settings, charities and social enterprise);2. Critically review organisational, cultural and systemic influences in relation to UK and international forensic psychology practice;3. Critically analyse, evaluate and synthesise the practice of forensic psychologists and others, defined within reflective writing and practice.

Teaching / Learning Strategy

This module is concerned with giving students the essential skills and knowledge to begin working in a variety of forensic settings. This includes providing students with information about relevant legislation, and practice frameworks as well as cultural and organisational setting specific knowledge. Where possible students will be introduced to international practice to enable them to consider how their knowledge might apply in contexts outside of the UK. This module will always include reference to policing context and (in combination with material covered in the Psychology and the Legal Process module) will provide a grounding in understanding the context of working with the police or in courts. Other settings discussed will reflect the expertise of the course team, external speakers and current job opportunities. As such they may include: prisons; secure units; hospitals; mental health settings; community settings; charities and social enterprise. Experiential learning will be facilitated via site visits. The assessment task will include an evaluation of current developments in relation to an applied setting. Discussion of how the organisational culture and systems impacts upon the application of these findings to the work of forensic psychologists and others will be required. Students will be required to submit a reflective account of their learning in relation to the module as part of this assessment task. 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 should be able to identify 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 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.

Indicative Reading

-1 The-8 -1 following-7 -1 should-7 be-8 -1 considered-7 -1 indicative.-8 A-7 -1 fuller-8 -1 reading-7 -1 list-8 -1 (including-7 -1 reading-7 -1 to-7 -1 support-8 -1 sessions)-8 -1 will-8 be-7 -1 posted-7 -1 on-12 -1 GCU-7 learn. -1 Students-11 -1 will-11 -1 find-10 -1 the-11 -1 following-10 -1 journals-11 -1 particularly-10 -1 useful The Journal of Forensic Practice Journal of child custody Journal of Police and criminal psychology -1 Books-12 -1 and-11 -1 Articles -1 Bull,-14 R.-12 (2014).-13 -1 Investigative-13 -1 Interviewing .-11 -1 New-12 York,-12 -1 NY:-12 -1 Springer-13 -1 New-11 York. -1-1 Deuchar,-11 R.-9 (2009).-10 -1 Gangs,-9 -1 marginalised-9 -1 youth-10 -1 and-9 -1 social-9 -1 capital .-10 -1 Stoke-9 -1 on-8 -1 Trent:-10 -1 Trentham-9 -1 Books. -1 Deuchar,-10 R.,-8 &-7 -1 Bhopal,-8 K.-8 (2017).-8 -1 Young-8 people-8 and-8 -1 social-8 -1 control-31 : P-1 roblems-8 and-8 -1 prospects-9 -1 from-7 -1 the-8 -1 margins-9 .-10 -1 Cham:-8 -1 Palgrave-8 -1 Macmillan. -1 Granhag,-8 -1 P.,-9 -1 Vrij,-8 A.,-10 &-8 -1 Verschuere,-9 -1 B.-10 (2015).-8 -1 Detecting-9 -1 deception-28 :-9 -1 Current-9 -1 challenges-9 -1 and-9 -1 cognitive-9 -1 approaches-10 .-10 -1 Hoboken:-9 -1 Wiley. -1 Hargreaves,-10 -1 J.,-10 &-10 Page,-9 -1 L.-10 -1 (2013).-9 Reflective-9 practice-9 .-10 -1 Cambridge,-9 -1 UK:-9 Polity . -1 Mcghee,-9 -1 J.,-8 &-8 -1 Waterhouse,-10 L.-9 (2012).-8 -1 Massachusetts-9 and-8 -1 Scotland:-9 -1 From-8 -1 Juvenile-8 -1 Justice-8 -1 to-9 -1 Child-9 -1 Welfare?-12 Child-9 -1 Welfare ,-8 91 (5),-9 169-91. -1 Melton,-8 G.-8 -1 B.,-8 -1 Petrila,-9 -1 J.,-8 -1 Poythress,-9 N.-8 -1 G.,-8 Slobogin,-7 C.,-8 -1 Otto,-8 R.-8 -1 K.,-7 -1 Mossman,-8 -1 D.,-8 &-8 -1 Condie,-8 -1 L.-8 O.-8 -1 (2017).-10 -1 Psychological-7 evaluations-8 for-8 the-8 courts:-9 A-10 handbook-8 for mental-12 health-11 -1 professionals-11 and-11 -1 lawyers .-11 New-16 -4 York:-11 Guilford-11 Publications. -1 Moore,-9 T.,-8 &-8 -1 Fitzsimmons,-8 C.-9 (2011).-8 -1 Justice-8 i-1 mperilled:-8 -1 False-9 -1 confessions-9 and-8 -1 the-8 -1 Reid-9 -1 Technique.-11 -1 Criminal-9 -1 Law-8 -1 Quarterly ,-8 57 (4).-9 -1 Ratcliffe,-11 -1 J.-11 (2016).-10 -1 Intelligence-led-10 -1 policing .-12 -1 Abingdon,-10 -1 Oxon:-10 -1 Taylor-10 and-10 -1 Francis. -1 RCPCH.-10 (2013).-11 -1 Healthcare-9 s-1 tandards-10 -1 for-9 c-1 hildren-10 and-11 y-1 oung-9 p-1 eople-10 in-10 s-1 ecure-11 -1 settings.-9 -1 London:-10 Author Rose,-10 -1 J.-8 -1 (2014).-9 -4 Working-8 with-9 young-9 people-8 in-9 -1 secure-8 accommodation:-10 -3 from-8 chaos-9 to-8 -1 culture .-10 Routledge. Snook,-9 -1 B.,-9 -1 Eastwood,-9 -1 J.,-10 -1 Stinson,-9 -1 M.,-9 -1 Tedeschini,-9 -1 J.,-8 &-9 -1 House,-9 -1 J.-10 (2010).-9 -1 Reforming-9 -1 investigative-9 -1 interviewing-9 -1 in-10 Canada.-14 Canadian-9 Journal-10 -1 of Criminology-17 -1 and

Transferrable Skills

-1 Transferable-10 -1 skills-10 -1 include-10 -1 many-10 -1 outlined-9 by-10 -1 the-9 -1 GCU-10 -1 Common-10 -1 Good-10 -1 Attributes-10 -1 and-9 -1 those-9 -1 specified-9 by-10 -1 the-9 -1 Scottish-10 Credit and -1 Qualifications-12 -1 Framework . -1 These-9 include,-8 -1 but-8 -1 are-8 not-8 limited-8 -1 to: -284 -360-1b7 Creating-10 solutions,-10 and-10 putting-10 these-10 into-10 -1 practice,-11 in-10 -1 response-10 to-10 identified-10 -1 real-world-10 -1 problems-10 -360-1b7 Thinking-10 -1 creatively,-9 -1 critically-10 and-9 -1 divergently,-10 -1 drawing-9 on-9 a-9 -1 range-10 of-9 ideas-10 -360b7 Dealing-13 with-13 -1 complexity-12 and-13 uncertainty b7 Actively-10 seeking-10 a-10 diversity-10 of-10 experiences-10 and-9 concepts-10 -1 from-13 -1 different-10 cultural-10 contexts-13 -360b7 Developing-11 solutions-10 that-11 -1 are-11 ethical,-12 -1 visionary,-11 -1 realistic-11 and-11 sustainable-11 -360b7 Applying-11 knowledge,-10 skills-10 and-10 understanding-10 in-10 using-10 a-9 significant-10 range-9 of-10 the-10 principal-10 professional-10 skills,-11 techniques, practices-10 and/or-9 -1 materials-10 associated-10 with the -1 subject/discipline/sector. -360-1b7 Taking-10 -1 responsibility-10 -1 for-10 -1 own-10 -1 work -360b7 Applying-10 -1 critical-8 -1 analysis,-10 -1 evaluation-8 -1 and-9 -1 synthesis-9 -1 to-9 -1 forefront-8 -1 issues,-12 -1 or-8 -1 issues-9 -1 that-10 -1 are-9 -1 informed-9 by-9 -1 forefront-10 -1 developments-9 -1 in-8 -1 forensic-10 -1 psychology-8

Module Structure

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

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 n/a 100.00 50% 4000 word report