PSYCHOLOGICAL INTERVENTION

SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMC825503
Module Leader Michele Gilluley
School School of Health and Life Sciences
Subject Psychology
Trimester
  • B (January start)

Summary of Content

-1 This-10 -1 module-9 -1 is-10 -1 concerned-9 -1 with-9 -1 providing students with-9 -1 an-10 -1 understanding-8 -1 of-10 -1 the-8 -1 theoretical-8 -1 and-9 -1 empirical-9 underpinnings,-10 -1 contents-9 -1 and-11 -1 methods-9 -1 of-10 -1 current-8 -1 and -1 widely-used-7 -1 approaches-8 -1 to-7 -1 intervention-8 -1 with-7 -1 forensic-8 -1 client-7 -1 groups.-8 -1 There-7 -1 is-8 a-7 -1 focus-8 -1 on-7 -1 those-8 -1 that-8 -1 have-7 -1 committed-6 or-7 are-7 at-7 -1 risk-8 -1 of-7 -1 committing-6 -1 offending behaviour.-10 Target-9 areas-9 -1 centre-9 around-9 -1 forms-9 -1 of-9 -1 offending-8 and-8 -1 related-8 -1 factors,-10 -1 although-9 -1 problems-9 -1 of-9 -1 adjustment-10 -1 which-8 -1 cause-8 -1 concern-9 -1 to-9 -1 custodial-9 -1 staff or-7 -1 other-7 -1 agencies-8 are-7 -1 also-7 -1 addressed.-8 The-7 -1 module-7 -1 builds-8 -1 upon-8 -3 information-6 -1 and-7 -1 issues-8 -1 covered-7 -1 in-7 -1 the-7 -1 module-8 Psychological -1 Assessment-7 -1 and-7 -1 shares-8 -1 the-6 -1 latter's -1 emphasis-10 -1 on-9 -1 careful-9 -1 analysis-10 -1 of-9 -1 problem-10 -1 areas-9 -1 and-9 -1 critical-9 -1 appraisal-9 -1 of-10 practice.

Syllabus

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: 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-14 -1 approaches-14 -1 to-13 -1 psychological-14 -1 intervention The-8 -1 role-7 and-8 -1 scope-7 -1 of-8 -1 risk-7 management-8 and-7 -1 risk-8 -1 reduction-7 -1 through-7 -1 the-8 -1 use-7 -1 of-8 intervention -1 Good-9 -1 practice-10 -1 in-9 -1 psychological-10 -1 intervention-9 --10 -1 (for-8 -1 example-9 -1 evidence-10 -1 base-9 -1 in-10 -1 approach-9 -1 selection,-10 -1 information-8 -1 gathering,-10 -1 ethics-9 -3 and-9 -1 responsibilities) The-7 -1 use-7 -1 of-7 -1 formulation-7 -1 to-7 -1 direct-8 and-7 -1 develop-6 -1 planned-7 -1 approaches-7 -1 to-8 -1 intervention-8 --7 -1 (including-7 -1 the-6 -1 relevance-7 -1 of-8 -1 formulation-6 and-7 -2 re-3 formulation,-6 -1 and-6 -1 the -1 strengths-10 and-10 -1 weakness-10 -1 of-10 -1 different-10 -1 models-10 and-9 -1 approaches) -1 Communicating-9 -1 intervention-10 -1 plans-10 -1 to-9 -1 others-10 -1 (for-9 -1 example-9 -1 to-9 -1 groups,-10 -1 individuals-10 and-9 -1 organisations) -1

Learning Outcomes

On 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

-1 This-9 -1 module-8 -1 builds-8 -1 directly-9 -1 upon-8 -1 the-7 -1 material-8 -1 covered-8 -1 within-8 -1 the-8 -1 Psychological-8 -1 Assessment-8 and The Psychology of Criminal Behaviour -1 modules-8 -1 with-9 many-8 -1 sessions-8 -1 being-8 -3 linked-7 -1 to-8 -1 allow-8 -1 for-9 -1 extended coverage.-6 -1 There-7 -1 will-7 be-7 a-7 -1 focus-7 -1 on enhancing student ability-6 -1 to-7 -1 identify-7 -1 the-7 -1 principles-7 -1 of-7 -1 effective-7 -1 intervention-6 -1 and-6 -1 as-7 -1 such-7 -1 the-7 -1 module-7 -1 will-7 -1 not-6 -1 focus-7 -1 on -1 the-7 -1 specifics-8 -1 of-8 -1 particular-7 -1 offending-6 -1 behaviour-7 -1 programmes.-8 An-7 -1 additional-8 -1 focus-7 -1 of-8 -1 this-8 -1 approach-7 -1 is-8 -1 to-8 -1 allow-7 -1 students-7 -1 to-8 -1 have-10 -1 the-8 -1 skills-8 -1 to-8 -1 consider, -1 evaluate-8 and-7 -1 select-7 programmes-8 -1 that-7 are-9 -1 delivered-8 -1 outside-8 -1 of-8 -1 Scotland-7 -1 and-7 -1 the-8 -3 UK. -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 -1 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 -1 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 direct-9 -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 -1 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 The-8 -1 coursework-7 -1 requires-7 -1 students-7 -1 to-7 develop-11 an-7 -1 intervention-7 -1 plan-7 -1 in-8 -1 relation-7 -1 to-8 a-7 -1 case-8 -1 study.-8 They-8 -1 will-8 -1 already-8 -1 have-8 -1 completed-11 a-8 -1 risk-7 -1 assessment-8 -1 in -1 relation-9

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 -1 International-11 -1 Journal-10 -1 of-10 -1 Law-10 -1 and-9 -1 Psychiatry Child-10 Abuse-10 &-9 Neglect -1-1 Aggression-14 -1 and-13 -1 Violent-14 -1 Behavior -1 Legal-16 -1 and-16 -1 Criminological-15 -1 Psychology Journal-15 -1 of-15 -1 Interpersonal-14 -1 Violence -1 Partner-18 Abuse -1 Beech-10 A.R,.-9 &-9 -1 Davies-10 -1 G.M,.-9 (Eds)-9 (2017)-9 -1 Forensic-10 -1 Psychology:-9 -1 Crime,-9 -1 Justice,-9 Law,-11 -1 Interventions-10 -1 (BPS-10 -1 Textbooks-9 -1 in-10 -1 Psychology),-12 -1 Chichester:-11 -1 Wiley. -1 Brown-9 S,.-9 -1 Bowen-9 E,.-8 &-8 -1 Prescott-9 D-9 -1 (2017)-7 The-9 -1 Forensic-9 -1 Psychologist's-9 -1 Report-9 -1 Writing-8 -1 Guide ,-10 -1 London,-9 -1 Routledge -1 Bowen-9 E-8 -1 (2011)-8 -1 The-9 -1 Rehabilitation-9 -1 of-9 -1 Partner-Violent-10 -1 Men ,-10 -1 Chichester-10 John-9 -1 Wiley-9 &-9 -1 Sons. -1 Bateman-9 A.,-9 &-9 -1 Fonaghy-9 -1 P.,-9 (2016)-10 -1 Mentalization-Based-9 -1 Treatment-10 -1 for-10 -1 Personality-9 -1 Disorders:-10 A-10 -1 Practical-9 Guide ,-11 -1 UK,-9 -1 Oxford-9 -1 University-10 -1 Press. -1-1 Gannon-8 T.-8 A,.-8 -1 O'Ciardha,-9 C,.-9 -1 Doley,-9 R.-9 -1 M,.-9 &-9 -1 Alleyne,-8 E.-11 (2012)-7 The-8 -1 Multi-Trajectory-8 Theory-7 of-9 -1 Adult-8 -1 Firesetting.-10 -1 Aggression-8 -1 and-7 -1 Violent-9 -1 Behaviour,-9 17 107-27 -1 -121.-26 -1 Doi:10.1016/j.avb.2011.08.001 -1 Holdsworth-10 E,.-8 -1 Bowen-9 E,.-8 -1 Brown-9 -1 S,.-8 &-9 Howat-9 D-9 -1 (2014)-7 -1 Offender-10 Engagement-9 -1 in-9 -1 Group-9 -1 Programs-9 and-9 -1 Associations-9 -1 with-9 -1 Offender-10 -1 Characteristics-8 -1 and -1 treatment-14 -1 Factors:-13 A-12 -1 Review,-13 -1 Aggression-13 -1 and-13 -1 Violent-13 -1 Behaviour-14 19,-13 (2)-13 102-13 -1 -12,-13 -1 <https://doi.org/10.1016/j.avb.2014.01.004> -1-1 Ireland-7 -1 J.L,.-7 -1 Ireland-7 C.-9 -1 A,.-9 -1 Fisher-8 M-8 &-9 -1 Gredcki-7 N-9 -1 (Eds)-8 -1 (2017),-10 -1 The-7 Routledge-9 -1 International-8 -1 Handbook-7 -1 of-8 -3 Forensic-8 -1 Psychology-7 in-9 -1 Secure-8 -3 Settings ,-9 -1 London: -1 Taylor-10 &-9 -1 Francis -1 Livelsey-9 -1 J.W.,-8 &-8 -1 Larston-9 R-8 (Eds)-8 -1 (2018)-9 -1 Handbook-10 -1 of-9 -1 Personality-8 -1 Disorders,-8 -3 2nd-9 Ed:-8 Theory,-10 Research-9 and-8 -1 Treatment ,-9 -1 New-9 -1 York,-8 -1 The-9 -1 Guilford-8 -1 Press. -1 MacKay-8 -1 J,.-7 -1 Bowen-7 E,.-8 -1 Walker-7 K,.-8 &-7 -1 O'Doherty-9 (2018)-8 -1 Risk-8 -1 Factors-8 -1 for-7 -1 Female-8 -1 Perpetrators-8 of-9 -1 Intimate-8 -1 Partner-7 -1 Violence-8 -1 Within-8 -1 Criminal-8 -1 Justice-8 -1 Settings: A-13 -1 Systematic-14 -1 Aggression-13 -1 and-12

Transferrable Skills

-284 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: b7 Respecting your own and others' rights and needs b7 Becoming a 'change-maker', making a positive difference b7 Being able to understand, respect and engage with a diverse range of audiences and stakeholders b7 Developing solutions that are ethical, visionary, realistic and sustainable b7 Actively demonstrating a personal commitment to equality and diversity b7 Acting assertively and reasonably b7 Working collaboratively towards a common vision and common goal b7 Knowledge that covers and integrates most, if not all, of the main areas of the subject/discipline/sector - including features, boundaries, terminology and conventions b7 Demonstrating a critical understanding of the principal theories, concepts and principles in relation to intervention b7 Using a significant range of the principal professional skills, techniques, practices and/or materials associated with the subject/discipline/sector b7 Exercising substantial autonomy and initiative in professional and equivalent activities

Module Structure

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

Assessment Methods

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