PSYCHOLOGICAL ASSESSMENT

SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMC825502
Module Leader Michele Gilluley
School School of Health and Life Sciences
Subject Psychology
Trimester
  • B (January start)

Summary of Content

This-10 module-10 is-10 concerned-9 with-10 obtaining,-10 organising-9 and-9 evaluating-9 information-10 relevant-10 to-10 identified-9 or-10 alleged-9 offenders.-11 Through-10 addressing-9 particular target-9 groups-8 and-7 areas-8 for-7 formulation-7 and-7 decision-making,-9 it-8 adds-8 substantially-8 to-8 the-8 knowledge-7 of-8 crime,-8 related-7 factors,-9 and-7 those-8 impacted upon-9 by-8 offending.-8 This-8 module-8 relates-7 to-8 material-7 covered-7 in-9 other-8 modules-8 such-8 as-8 ethical-9 decision-8 making,-8 theories-9 of-8 crime-8 , the impact-8 of-8 offending, and communicating-13 psychological-14 findings-13 to-14 offenders-14 and-13 other-14 professionals. This-8 module-8 affords-8 student-8 the-8 opportunity-9 to consider-8 and-7 review-7 a-8 range-8 of-8 different-7 assessment-7 tools. While-8 this-7 module-8 will-9 not-8 equip-7 students-7 to conduct-8 psychological-9 assessments-8 autonomously,-9 it-8 does-9 offer-8 the-9 opportunity-8 to-9 expand-7 their-9 theoretical-8 knowledge-8 of-9 a-9 suite-8 of-9 tools commonly-13 used-13 within-12 forensic-13 practice.

Syllabus

-284 The-7 -1 topics-8 -1 covered-7 -1 with-7 -1 in-8 -1 the-6 -1 lectures-8 -1 will-8 -1 address-7 -1 issues-9 -1 of-8 -1 current-7 -1 relevance-7 -1 in-7 -1 relation-7 -1 to-7 -1 the-7 -1 following-7 -1 areas: -284-1b7 Purpose-11 -1 and-10 -1 contextual-10 -1 factors-10 -1 in-11 -1 assessment-10 -1 (including-10 -1 the-10 -1 historical-11 -1 development-11 -1 of-10 -1 different-11 -1 assessment-11 -1 approaches) -284-1b7 Different-14 -1 approaches-13 -1 to-13 -1 psychological-13 -1 assessment -284-1b7 The-8 -1 role-8 -1 and-7 -1 scope-7 -1 of-8 -1 risk-8 -1 assessment-7 -1 and-7 -1 management-8 -1 including-7 -1 the-7 -1 role-8 -1 of-8 -1 scenario-7 -1 planning -284-1b7 Good-11 -1 practice-10 -1 in-11 -1 psychological-10 -1 assessment-11 -1 (such-11 -1 as-11 -1 the-10 -1 evidence-10 -1 base-11 -1 in-11 -1 approach-11 -1 selection,-10 -1 information-11 -1 gathering,-11 -1 ethics and-10 -1 responsibilities) -1b7 Formulation-8 , -1 including-8 -1 the-9 -1 relevance-8 -1 of-8 -1 hypothesis-9 -1 testing,-10 and-8 -1 the-8 -1 strengths-9 and-8 -1 weakness-9 -1 of-8 -1 different-9 -1 models-9 and-8 -1 approaches -284-1b7 Presenting-9 -1 findings-10 (-1 for-9 -1 example-9 -1 to-10 -1 groups,-11 -1 individuals-9 and-9 -1 organisations)

Learning Outcomes

On completion of this module, students should be able to:1) Critically review different approaches to psychological assessment and psychological formulation in forensic populations and in forensic environments;2) Identify and evaluate critical influences and variables which may affect the assessment process and outcome with different client groups;3) Deal with complex issues in assessment and make informed opinion, including conclusions and recommendations, and present the assessment outcome in a clear and accurate manner in a form suitable for a specified client group (e.g. staff team, offenders, courts).

Teaching / Learning Strategy

Through-7 workshops-6 and-6 lectures-7 we-6 will-7 enable-6 students-7 to-6 develop-6 the-6 knowledge-7 and-5 skills-7 to-6 understand-6 the-6 assessment-7 of-6 a-7 range of-6 clients.-6 These-6 include-6 reviewing-5 and-5 critiquing-5 specific assessment-6 -2 t-3 ool-2 s-3 ,-6 considering-5 best-5 practice-6 in-6 risk-6 assessment-6 with-6 a-6 range-3 of-6 clients. I n-8 line-8 with-8 encouraging-7 students-8 to-8 be-7 active-8 learners,-8 and-7 to-9 allow-7 the-7 students-7 the-6 opportunity-8 to-8 apply-8 the-7 material-7 presented-7 within-7 class,-8 this module-9 does-9 not-9 have-9 a-8 delineated-8 division-10 between-8 lectures-9 and-9 practicals.-9 Sessions-9 will-9 frequently-10 incorporate-8 interactive-8 -3 exercises-9 (which-9 are accounted-8 for-8 under-8 seminar-9 and-8 practical-8 time).-8 While-9 each-7 lecture/workshop-8 will-9 focus-7 on-9 a-8 specific-8 topic,-9 students-8 are-9 encouraged-8 to-8 see-8 the-8 links between-9 sessions.-8 Students-8 will-9 be-8 provided-7 with-9 reading-7 that-8 will-7 either-8 develop-8 key-8 points-8 raised-8 within-8 the-8 lecture,-9 or-9 present-8 alternative-8 positions. Students-8 will-7 be-7 expected-6 to-7 critically-7 engage-7 with-7 this-8 material.-7 The-7 use-7 of-7 pre-session-7 reading-6 and-6 tasks-8 will-7 be-7 used,-8 as-7 appropriate,-7 to-7 support student-8 learning-8 and-8 understanding.-10 Sessions-8 may-8 be-8 delivered-7 either-8 through-7 direct-9 face-8 to-8 face-9 contact-8 or-8 virtually-8 depending-9 upon-8 the-7 material-8 and the-8 specific-6 learning-7 outcomes-7 in-8 relation-6 to-8 that-6 session.-8 Students-7 should-7 expect-7 to-8 engage-6 in-8 at-7 least-7 two-7 hours-7 of-8 reading-6 -2 t-3 im-2 e-8 (or-7 directed-8 learning)-7 for every-8 one-8 hour-9 of-8 contact-8 time. The-8 assessment-8 requires-7 students-7 to-6 review-9 a-8 case-6 study-8 and-7 apply-8 a-7 risk-7 assessment-8 tool.-8 Students-7 are-7 expected-7 to-8 be-7 able-7 to-8 -2 e-3 valuate-8 the appropriateness-8 of-8 the-7 application-9 of-8 the-7 assessment-8 tool-7 to-8 the-8 client-7 and-8 content.-8 Students-7 -3 will-8 be-8 expected-7 to-8 take-8 responsibility-8 and-7 reflect-8 upon-8 their own-8 personal-8 development-7 in-8 relation-7 to-8 risk-7 assessment.-8 Through-7 doing-7 this-7 they-8 will-7 be-8 expected-7 to-7 demonstrate-8 the-7 utility-8 -3 and-6 principles-8 of-8 reflective practice.

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 L earn. -1 Students will find the following journals an websites particularly useful: Aggression and Violent Behavior European Journal of Psychological Assessment Legal and Criminological Psychology Journal of Interpersonal Violence Psychological Assessment Risk Management Authority (<https://www.rma.scot <http://www.rma.scot/>>) -1 Books Boer-10 D.P-10 (2016)-10 -1 The-11 -1 Wiley-10 -1 handbook-10 -1 on-11 -1 the-10 -1 theories,-10 -1 assessment-10 -1 and-9 -1 treatment-10 -1 of-11 -1 sexual-9 -1 offending ,-10 -1 Chichester:-11 -1 Wiley-Blackwell -1 Browne,-8 K.,-7 -1 Beech,-7 A.-9 R.,-9 -1 Craig,-7 -1 L.-8 A.,-7 &-7 Chou,-7 S.-8 -1 (Eds.).-7 (2017).-9 -1 Assessments-9 -1 in-8 -1 forensic-7 -1 practice:-8 a-8 -1 handbook .-9 -1 Chichester:-9 -1 John-8 -1 Wiley-8 &-8 -1 Sons. -1 Brown-8 S.,-10 -1 Bowen-8 E.,-7 & -1 Prescott,-9 D.-9 (2017).-7 -1 The-9 -1 forensic-9 -1 psychologist's-8 -1 report-9 -1 writing-8 -1 guide , -1 London: Taylor-9 &-9 -1 Francis. -1 Coaley,-11 -1 K.-11 -1 (2014).-11 -1 An-10 -1 introduction-11 to-11 psychological-10 assessment-11 &-14 psychometrics-14 (2nd-11 edition.).-10 Los-17 Angeles:-10 SAGE. de-9 -1 Ruiter,-9 C.,-9 &-9 -1 Kaser-Boyd,-8 N.-9 -1 (2015).-10 -1 Forensic-8 -1 Psychological-9 -1 Assessment-10 -1 in-9 -1 Practice:-9 -1 Case-10 -1 Studies,-10 New-9 -1 York:-9 -1 Routledge. -1 de-6 -1 Vogel-7 -1 V.,-7 van-6 den-6 -1 Brock,-6 E.,-6 &-6 de-6 -1 Vries-7 -1 Robbie,-7 -1 M.-7 (2014).-6 The-6 -1 use-6 of-7 -1 the-6 HCR20v3-6 -1 in-7 -1 Dutch-6 -1 forensic-6 -1 psychiatric-7 -1 practice,-10 -1 International-7 -1 Journal-6 -1 of Forensic-21 -1 Mental-20 -1 Health,-19 13-20 (2),-19 -1 109-121. Douglas-8 T.,-7 -1 Pugh-6 -1 J.,-8 -1 Singh-8 I.,-8 -1 Savulescu-7 -1 J.,-6 &-7 -1 Fazel,-8 S.-6 (2016).-8 -1 risk-7 -1 assessment-8 -1 tools-7 -1 in-7 -1 criminal-8 -1 justice-7 and-6 -1 forensic-8 -1 psychiatry:-6 -1 The-7 need-7 -1 for-7 -1 better data.-14 -1 European-14 -1 Psychiatry ,-14 -1 42,-14 134-14 - 137. -1 Ireland-9 -1 J.L.,-8 -1 Ireland-8 C.A.,-8 -1 Fisher-9 -1 M.,&-8 -1 Gredecki,-8 N.-8 -1 (2017).-9 -1 The-8 Routledge-9 -1 international-8 -1 handbook-8 -1 of-8 -3 forensic-8 -1 psychology-8 in-9 -1 secure-9 -3 settings . -1 London: Taylor-17 &-17 -1 Francis. -1-1 Daffern,-8 M.,-9 -1 Jones,-10 L.,-8 &-7 -1 Shine,-8 J.-8 -1 (2010).-9 -1 offence-9 -1 paralleling-8 -1 behaviour:-8 a-8 -1 case-9 -1 formulation-10 -1 approach-8 -1 to-9 -1 offender-9 -1 assessment-9 -1 and-7 -1 intervention . -1 Chichester: Wiley. Gannon,-9 T.,-10 &-9 -1 Cortoni,-11 F.-10 (2010).-11 -1 Female-10 -1 sexual-9 -1 offenders:-10 -1 Theory,-9 -1 assessment,-12 -1 and-9 -1 treatment . -1 Chichester:-15 -1 Wiley--14 -1 Blackwell -1 Groth-Marnat,-9 -1 G.,-8 &-8 -3 Wright,-9 A.-8 -1 (2016).-7 Handbook-7 of-8 psychological-7 assessment-7 -1 (Sixth-7 -1 edition.).-8 New-7 -1 Jersey:-7 John-9 -3 Wiley-

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-7 -1 include,-6 -1 but-6 -1 are-6 -1 not-7 -1 limited-5 -1 to-6 -1 the-6 -1 ability-7 -1 to: -10-1 Deal-11 -1 with-10 -1 complex-10 -1 issues-10 -1 and-9 -1 make-10 -1 informed-9 -1 judgements-10 -1 in-10 -1 situations-10 in-10 -1 the-9 -1 absence-10 -1 of-11 -1 complete-10 -1 or-10 -1 consistent-10 -1 data/information. Respecting-10 your-8 own-8 and-9 -1 others'-8 -1 rights-9 and-7 needs. -1 Becoming-11 a-11 'change-maker',-12 -1 making-10 a-12 -1 positive-11 -1 difference. -10-1 Being-7 -1 able-8 -1 to-8 -1 understand,-8 -1 respect-8 and-7 engage-7 -3 with-7 a-7 diverse-7 -1 range-7 of-8 -1 audiences-8 and-7 -1 stakeholders. -1 Developing-11 -1 solutions-10 -1 that-10 -1 are-11 -1 ethical,-11 -1 visionary,-12 -1 realistic-11 -1 and-11 -1 sustainable. -10-1 Actively-10 -1 demonstrating-10 a-11 -1 personal-11 -1 commitment-11 -1 to-10 -1 equality-11 -1 and-10 -1 diversity. -1 Acting-12 -1 assertively-13 -1 and-13 -1 reasonably. -1 Working-10 -1 collaboratively-11 -1 towards-10 a-10 -1 common-9 -1 vision-11 and-9 -1 common-10 -1 goal. -10-1 Demonstrate knowledge-8 -1 that-8 -1 covers-8 -1 and-8 -1 integrates-8 -1 most,-10 -1 if-8 -1 not-9 -1 all,-8 -1 of-9 -1 the-9 -1 main-8 -1 areas-9 -1 of-8 -1 the-8 -1 subject/discipline/sector-10 --9 -1 including-8 -1 their-8 -1 features, boundaries,-17 -1 terminology-16 -1 and-16 -1 conventions. -10 A-8 -1 critical-8 -1 understanding-7 -1 of-9 -1 the-7 -1 principal-8 -1 theories,-8 -1 concepts-9 and-7 -1 principles-8 -1 in-8 -1 relation-9 -1 to-8 -1 assessment. -10-1 Exercise-12 -1 substantial-11 -1 autonomy-12 -1 and-10 -1 initiative-9 in-12 -1 professional-11 -1 and-11 -1 equivalent-11 -1 activities.

Module Structure

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

Assessment Methods

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