This module will enhance your understanding of the application of forensic psychology. You will gain knowledge and understanding about organisations in which you might work as a forensic psychologist and the systems and structures within these settings. You will gain an understanding of the skills required when working as a reflective scientist-practitioner. You will also gain knowledge of the foundations of assessment and intervention including theory practice links, critical evaluation, training and consultancy. You will engage with this material through a series of interactive workshops and your participation in either a forensic work based placement or an applied research placement.
On successful completion of the module, students will be able to:
The module will run a set of interactive workshops throughout the year running alongside the students' placement. Students will have a short set of workshops prior to starting their placement to ensure they are prepared for their work based or research based placement. The workshops will cover a range of key practices including clinical skills ie. interviewing skills, use of supervision, assessment training eg. HCR-20 risk assessment, and will provide students with an opportunity to extend and consolidate their knowledge and skills base.
Definitive UNISTATS Category | Indicative Description | Hours |
---|---|---|
Scheduled learning and teaching | Workshops | 22 |
Guided independent study | 78 | |
Study abroad / placement | Placement | 200 |
Total (number of credits x 10) | 300 |
These assessments will enable students to develop and demonstrate their understanding and progress throughout the module. The assessment strategy is designed to enable students to develop their knowledge, critical appraisal and evaluation skills relevant to the British Psychological Society (BPS) guidelines stipulated as necessary for development as a forensic psychologist.
This module will be assessed by
The portfolio of work comprises: 100%
Learning Outcome | Assessment Strategy |
---|---|
Demonstrate an advanced understanding of the skills necessary for ethical practice across various settings within forensic psychology | Formatively throughout lecture activities, workshops and placement logbook and summatively via the portfolio of work and placement assessment |
Demonstrate advanced communication skills, including listening skills, necessary to convey information to colleagues, service users, and the wider audience | Formatively throughout workshops/seminars and placement activities and summatively via the portfolio of assessment and the placement |
Evidence independent working and effective time management via attendance and engagement in the work setting | Formatively throughout seminars, lectures, placement activities, and log book. Summatively via portfolio of work and placement assessment |
Demonstrate an understanding of formulation, evaluation, training and consultancy within forensic psychology | Formatively throughout seminars, lectures, placement activities, and log book. Summatively via reflective essay and placement assessment |
Demonstrate self-awareness in order to work with others effectively | Formatively through seminars and workshops |
Demonstrate the knowledge/skills to conduct assessments and interventions within forensic psychology | Formatively throughout all areas of the curriculum content |
Description of Assessment | Definitive UNISTATS Categories | Percentage |
---|---|---|
Coursework | Portfolio | 100% |
Total (to equal 100%) | 100% |
It IS a requirement that the element of assessment is passed in order to achieve an overall pass for the module.
Barlett, A., & McGauley, G. (2010). Forensic Mental Health: concepts, systems, and practice.Oxford: Oxford University Press
Sturmey, P., & McMurran, M. (2011). Forensic case formulation. Chichester: Jon Wiley & Sons Ltd.
Bartol, C. R., & Bartol, A. M. (2014). Introduction to forensic psychology: Research and application. Sage Publications.
Hart, S. D., Michie, C., & Cooke, D. J. (2007). Precision of actuarial risk assessment instruments. Evaluating the margins of error'of group v. individual predictions of violence. The British Journal of Psychiatry, 190(49), s60-s65.
Helyer, R. (2010). The work based learning student handbook. Palgrave MacMillan, New York.
Purvis, M., Ward, T., & Willis, G. (2011). The Good Lives Model in practice: Offence pathways and case management. European journal of probation, 3(2), 4-28.
Students will be directed to primary sources prior to lectures.