PRINCIPLES OF FORENSIC PRACTICE

SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMC825505
Module Leader Mairi Fleming
School School of Health and Life Sciences
Subject Psychology
Trimester
  • B (January start)

Summary of Content

-1 This-10 -1 module-9 -1 provides-9 a-9 -1 conceptual-9 -1 foundation-9 -1 for-10 -1 the-9 -1 development-10 -1 and-8 -1 exercise-8 -1 of-10 -1 skills-8 -1 which-9 -1 underpin-9 -1 those-9 -1 required-8 -1 as-9 a-9 -1 practitioner-9 -1 (including -1 increasing-9 -1 knowledge-9 -1 of-9 -1 organisational-9 -1 contexts-9 -1 within-9 -1 the-9 -1 criminal-9 -1 justice-9 -1 system).-9 It-9 -1 is-9 -1 structured-9 around-9 -1 the-8 journey-9 of-9 -1 becoming-9 a-9 -1 Forensic -1 Psychologist,-8 -1 from-6 -1 applying for-6 a-7 -1 post-6 -1 to-7 -1 acting-6 in a consultancy role within a consultancy model and as an-7 -1 expert witness.-7 -1 Some-6 -1 of-8 -1 these-6 -1 skills-7 are-6 -1 crucial-8 -1 to-7 -1 professional-7 -2 effect-3 iv-2 e-3 ness-7 -1 and-6 -1 credibility-8 -1 in-7 a -1 variety-7 -1 of-7 -1 fields.-8 -1 Others-7 -1 can-6 be-6 -1 seen-6 as-7 -1 building-6 -1 blocks-7 -1 for-6 -1 professional-6 -1 skills-6 -1 required-6 by-7 -1 individuals-7 -1 who-7 -1 wish-6 -1 to-7 go-7 -1 on-7 -1 to-7 -1 complete-7 -1 Stage-6 2-6 -1 of-7 -1 the-6 -1 BPS Qualification-17 -1 in-16 -1 Forensic-16 -1 Psychology.

Syllabus

The-7 topics-8 covered-7 with-7 in-8 the-6 lectures-8 will-8 address-7 issues-9 of-8 current-7 relevance-7 in-7 relation-7 to-7 the-7 following-7 areas : -142b7 Selecting-9 staff-8 and-9 applying-8 for-8 jobs-9 (for-8 example-8 through-8 competency-9 based-8 assessments,screening-8 and-8 testing) b7 Developing-9 knowledge-9 and-9 skills-9 in-10 colleagues-9 (for-10 example-10 thorough-10 developing-9 and-8 evaluating-8 training-9 and-8 other-10 staff-9 -3 interventions-9 teaching-8 and learning-31 opportunities) b7 Working-10 effectively-9 with-10 others-10 (for-9 example-10 through-9 understanding-10 the-9 role-10 and-9 impact-10 of-10 different-10 organizational-9 c ultures-10 and-11 disciplines, understanding-13 the-13 complexities-14 of-13 working-13 in-13 multi-disciplinary-14 teams) b7 How-11 to-11 communicate-11 with-10 other-11 professionals-11 effectively-11 (for-10 example-11 through-10 presentations,-11 psychological-11 reports,-11 n ewsletters-12 or-11 professional-11 reports, site-14 visits) b7 Reflecting-9 upon-10 and-9 applying-9 ethics-10 and-9 professional-10 standards-9 in-10 forensic-10 practice

Learning Outcomes

On successful completion of this module, students should be able to:1. Identify, conceptualise and define ethics and standards of practice in different forensic settings and their implications for professional practice.2. Identify and extend knowledge and core professional skills required to work effectively with different client groups in a consultancy capacity and within multi agency, inter-disciplinary contexts.3. Critically review issues related to identifying training needs, selecting approaches and methods for learning, designing training materials, and formulating a multi-level evaluation strategy.4. Synthesise and disseminate information to professional partners efficiently and effectively.

Teaching / Learning Strategy

This module will introduce students to a range of complexities involved in working as a psychologist in a forensic setting. Previous modules (such as Working in Forensic Settings) will form the foundation for this module through introducing a range of cultural and policy frameworks that will inform the content in which students work. This module will focus on helping students develop the skills they need to work most effectively in this various differently contexts, such as problem solving and communication to different audiences. 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 2 hours of reading time (or directed learning) for every one hour of contact time. The assignment for this module requires students to engage in psychological consultancy. They will be given a brief case study and asked to identify potential solutions in the light of incomplete data. They will then be asked to present these findings within two different formats (oral and written) to support their communication skills.

Indicative Reading

-1 Relevant-9 -1 indicative-9 -1 reading-8 -1 will-8 be-9 -1 provided-8 -1 in-8 -1 the-9 -1 module-9 -1 handbook-8 -1 annually-9 -1 to-9 -1 ensure-7 -1 that-8 -1 students-8 -1 have-9 -1 access-8 -1 to-9 -1 current-8 -1 material.-8 -1 However-7 -1 the -1 following-13 -1 indicative-12 -1 reading-12 -1 is-13 -1 indicated. Professional Documents GCU's Ethical Approval process British Psychological Society's Code of Ethics and Conduct British Psychological Society's Professional Practice Guidelines Health and Care Professions Council Standards of Proficiency for Practitioner Psychologists Stage 2 of the Qualification in Forensic Psychology (Stage 2) (BPS website) -1 Books and-7 papers -1 Bailey,-10 D.-9 (2012).-11 -1 Interdisciplinary-10 -1 working-10 -1 in-10 -1 mental-10 -1 health-12 .-10 -1 Palgrave-9 -1 Macmillan. -1 Bolton,-9 -1 G.,-9 &-8 -1 Delderfield,-9 R.-9 (2018).-8 -1 Reflective-9 -1 practice-28 :-8 -1 writing-9 and-8 -1 professional-10 -1 development-11 -1 (Fifth-9 -1 edition.).-9 -1 London-29 ;:-9 SAGE. Crimando,-10 W.-12 &-11 Riggar,-10 -1 T.F.-11 -1 (2018)-12 -1 Staff-12 -1 Training:-10 An-11 Annotated-12 -1 Review-11 -1 of-12 the-11 -1 Literature-12 (Routledge-11 -1 Library-10 -1 Editions:-11 Human -1 Resource-18 -1 Management):-17 New-18 -1 York:-17 -1 Routldege -1-1 Donna-10 -1 McDonald,-10 -1 Jennifer-11 -1 Boddy,-10 -1 Katy-10 -1 O'Callaghan-10 &-10 -1 Polly-9 -1 Chester-19 -1 (2015)-18 -1 Ethical-9 -1 Professional-10 -1 Writing-9 -1 in-11 -1 Social-9 Work-11 and-9 -1 Human-9 -1 Services,-20 -1 Ethics-10 and -1 Social -1 Welfare, 9:4, 359-374, -1 DOI: -1 10.1080/17496535.2015.1009481 -1 <https://doi-org.gcu.idm.oclc.org/10.1080/17496535.2015.1009481> -1 Ireland,-8 C.,-8 &-7 -1 Fisher,-9 -1 M.-8 (2010).-10 -1 Consultancy-8 and-8 -1 advising-7 -1 in-9 -1 forensic-8 -1 practice-9 -1 empirical-8 and-8 -1 practical-8 -1 guidelines-10 .-9 -1 Chichester,-9 -1 West-9 -1 Sussex,-9 -1 UK-28 ;:-8 John -1 Wiley. Lee,-9 -1 T.,-8 -1 Ellingford,-8 C.,-9 -1 Blackburn,-7 -1 S.,-8 -1 Bishop,-8 -1 E.,-7 -1 Ragiadakos,-9 -1 N.,-9 -1 Elcock,-8 -1 P.,-8 -1 Bhui,-8 -1 K.,-8 -1 et-8 -1 al.-9 -1 (2012).-6 -1 Selecting-8 -1 staff-7 -1 for-8 a-9 -1 personality-8 -1 disorder-8 -1 service: -1 report-14 -1 from-13 -1 the-13 -1 field.-14 -1 The-13 -1 Psychiatrist ,-11 36 (2),-14 -1 50-54.-14 -1 doi:10.1192/pb.bp.111.034892 O'Reilly-9 -1 P,-10 Lee-8 -1 SH,-9 O'Sullivan-10 M,-8 Cullen-9 -1 W,-10 -1 Kennedy-8 C,-10 -1 MacFarlane-11 A-7 -1 (2017)-9 -1 Assessing-9 -1 the-8 -1 facilitators-8 and-8 barriers-9 of-8 -1 interdisciplinary-9 -1 team-8 -1 working-8 -1 in -1 primary-11 -1 care-11 -1 using-10 -1 normalisation-11 -1 process-10 -1 theory:-11 -1 An-11 -1 integrative-11 -1 review.-11 -1 PLoS-10 -1 ONE-11 12(5):-10 e0177026.-10 -1 pmid:28545038 Race,-11 -1 P.-9 -1 (2017)-10 2000-9 -1 Tips-10 for-10 -1 Trainers-11 and-10 Staff-9 -1 Developers.-4 -1 New-10 -1 York:-11 -1 Routledge -1 Sternberg,-9 R.,-9 &-8 -1 Sternberg,-9 K.-9 (2016).-10 The-9 -1 psychologist's-9 -1 companion-29 :-10 a-9 -1 guide-10 -1 to-9 -1 professional-10 -1 su

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 -360-1b7 Creating-10 -1 solutions,-10 -1 and-9 -1 putting-10 -1 these-10 -1 into-10 -1 practice,-11 -1 in-10 -1 response-11 -1 to-10 -1 identified-10 -1 real-world-10 -1 problems -360-1b7 Thinking-9 -1 creatively,-11 -1 critically-10 -1 and-9 -1 divergently,-10 -1 drawing-9 on-9 a-9 -1 range-9 of-10 ideas-10 and-9 unexpected-11 -1 connections -1b7 Dealing-13 -1 with-13 -1 complexity-13 -1 and-13 -1 uncertainty -1b7 Actively-9 -1 seeking-7 a-8 -1 diversity-8 -1 of-8 -1 experiences-8 and-8 -1 concepts-8 -1 from-8 -1 different-8 -1 cultural-8 -1 contexts -1b7 Inspiring-10 and-9 -1 influencing-9 -1 the-9 -1 thinking,-10 -1 attitudes-10 and-9 -1 behaviour-9 -1 of-10 -1 others -1b7 Working-10 -1 collaboratively-11 -1 towards-10 a-10 -1 common-9 -1 vision-11 and-9 -1 common-10 -1 goal -1b7 Building-11 -1 communities-12 -1 through-11 -1 the-12 -1 development-12 -1 of-11 -1 trust -1b7 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 -1b7 Actively-11 -1 demonstrating-9 a-11 -1 personal-10 -1 commitment-10 -1 to-11 -1 equality-10 -1 and-10 -1 diversity b7 Respecting-11 your-9 own-8 and-11 others'-9 -1 rights-9 and-9 needs -1b7 Becoming-11 a-11 'change-maker',-12 -1 making-10 a-12 -1 positive-11 -1 difference -360-1b7 Apply-11 -1 knowledge,-10 -1 skills-9 -1 and-10 -1 understanding-9 -1 in-11 -1 using-9 a-10 -1 significant-10 -1 range-11 -1 of-10 -1 the-10 -1 principal-10 -1 professional-11 -1 skills,-10 -1 techniques,-10 -1 practices-10 -1 and/or-9 -1 materials associated-19 -1 with-18 -1 the-18 -1 subject/discipline/sector -360-1b7 Apply-10 -1 critical-8 -1 analysis,-9 -1 evaluation-10 -1 and-8 -1 synthesis-8 -1 to-10 -1 forefront-8 -1 issues,-9 -1 or-10 -1 issues-10 -1 that-8 -1 are-9 -1 informed-9 by-9 -1 forefront-8 -1 developments-9 -1 in-9 -1 the-9 -1 subject/ -1 discipline/sector -360-1b7 Identify,-10 -1 conceptualise-8 and-8 -1 define-8 new-8 and-8 -1 abstract-9 -1 problems-10 and-8 -1 issues -360-1b7 Develop-10 -1 original-10 -1 and-10 -1 creative-9 -1 responses-11 -1 to-10 -1 problems-10 -1 and-10 -1 issues

Module Structure

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

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 0.00 70.00 45% Report (2,500 words)
Coursework 2 n/a 30.00 45% Oral presentation