MSc Forensic Psychology and Mental Health / Course details

Year of entry: 2024

Course unit details:
Offending Behaviour Interventions

Course unit fact file
Unit code PSYC68762
Credit rating 15
Unit level FHEQ level 7 – master's degree or fourth year of an integrated master's degree
Teaching period(s) Semester 2
Available as a free choice unit? No

Overview

This unit will provide you with the background to current approaches to the treatment of offending behaviour. It will begin by examining the general literature underpinning current approaches and the development of this over time (e.g. What Works). It will consider current methods of evaluating effectiveness of interventions and offers an opportunity to apply the literature in the design of an intervention (e.g. focusing on gang identification). The unit will focus on specific forms of offending behaviour in turn (e.g. intimate partner violence, social problem solving deficits, arson, sexual aggression and aggression). Each session will examine the relevant theory as to the development of the behaviour and the current interventions available to address the presenting issues (e.g. accredited group programmes available in forensic settings). Case studies will be used to develop skills in the assessment/formulation of treatment needs specific to each of the core offending behaviour areas. Workshops will be delivered over two days to build basic therapeutic skills as well as skills in the facilitation  of group therapy. Following on from the workshops, you will have an opportunity to gain feedback on your skills in reflective practice by submitting a reflective account of your experience of group delivery.

Aims

Develop in depth knowledge as to the development of approaches to assess and treat offending behaviour across forensic settings. The unit seeks to provide an opportunity for you to develop basic therapeutic skills, as well as skills in the facilitation of group work and gain feedback on your reflective practice skills. The unit then aims to develop a critical understanding and appraisal of key interventions available to treat offending behaviour; including review of core theoretical models of the development of each form of offending behaviour. Finally the unit will ensure you can critically analyse the strengths and weaknesses of existing offending behaviour programmes available in forensic secure and community settings (including critically considering evaluation methods and existing outcome data).

 

Learning outcomes

By the end of the unit you should be able to:

  • Critically evaluate the What Works literature base underpinning current offending behaviour interventions and the theories underpinning group therapy across secure and community forensic services in the UK;
  • Critically evaluate psychological theory outlining the development and maintenance of offending behaviour;
  • Appraise the effectiveness of treatment approaches for offending behaviour in the UK;
  • Demonstrate basic group facilitation skills (e.g. leading a discussion, running a task) relevant to progression to forensic psychology practice;
  • Develop  skills  in  assessment  and  basic  psychological  formulations  of  offending behaviour from case vignettes, video clips;
  • Demonstrate    originality    and    independence    in    solving    problems,    planning    and implementing tasks;
  • Employ effective written and verbal communication skills;
  • Demonstrate reflective thinking in relation to own learning and basic group work skills to support developing identity as a Forensic Psychologist in Training;
  • Demonstrate  team  working  throughout  unit,  completing  joint  tasks  to  analyse  the evidence base and develop formulations;
  • Demonstrate  sensitivity,  respectful  and  non-discriminatory  language  in  relation  to  a range of forensic clients and various forensic services.

Teaching and learning methods

The teaching and learning methods involve a blend of both online learning and face to face lectures and workshops. Online components will require you to engage with online materials developed for the purpose, including video clips, interactive and guided activities. Directed study components comprise additional exercises and specified reading related to each session. The guided learning will require you to access interactive e-resources to further build knowledge of offending behaviour interventions. Formative tasks are incorporated in this unit to build knowledge, skills and critical awareness; for example, you will receive formative feedback on your skills in reflective practice via submission of a reflective account of the group work experience. Blackboard will be used to facilitate online discussion of material and to present resources such as resources for each session and access to online reading lists.

Assessment methods

  1. Written assingment (100%)
  2. Reflective accouunt (750 words, formative)

Feedback methods

Student representation plays a vital and important part in helping the programme maintain and improve the quality of its provision. Student representatives liaise between staff and students on matters of concern to either side; provide two-way feedback on the course and on teaching quality, and promote active student involvement in course development.Student representatives are also invited to speak confidentially to the external examiner at the end of the academic year, and to participate in end-of-year course review meetings. Representatives are asked to feedback information from these meetings to the other students.In addition, at the end of each semester students are asked to complete an on-line evaluation questionnaire for each course unit they have taken. At the end of the course they complete a general evaluation for their overall programme of study. This anonymous feedback is circulated to unit leaders. This helps to ensure quality assurance. Formative assessment and feedback to students is a key feature of the on-line learning materials for this unit. Students will be required to engage in a wide range of interactive exercises to enhance their learning and test their developing knowledge and skills.

Recommended reading

Students will be expected to supplement their reading, and source their own relevant articles as demonstrated by their blackboard learning. Additional contemporary publications will be discussed during the module.

  • Blackburn, R (2004) What works with mentally disordered offenders. Psychology, Crime and Law, 10, 297-308.
  • Bonta, J., & Andrews, D.A (2016) The psychology of criminal conduct (6th edition). Routledge.
  • Craig, L.A; Gannon, T.A. and Dixon, L. (2013). What Works in Offender Rehabilitation: An Evidence-Based Approach to Assessment and Treatment. Wiley-Blackwell.
  • Cullen, F., & Gendreau, P. (2001). From Nothing Works to What Works: Changing professional ideology in the 21st century. The Prison Journal , 81 (1), 313-338.
  • Forsyth, D., (2006) Group Dynamics (4th ed.). Thomas Wadsworth.
  • Jeglic, & Calkins, C. (2018). New Frontiers in Offender Treatment: The Translation of Evidence-Based Practices to Correctional Settings. Springer International Publishing
  • Marshall, W.L & Burton, D.L (2010) The importance of group processes in offender treatment. Aggression and Violent Behaviour, 15, 141-149.
  • Maruna, S & LeBel, T.P (2010) The desistence paradigm in correctional practice. In McNeill, Raynor & Trotter (Eds) Offender Supervision: New directions in theory, research and practice. Willan Publishing.
  • McGuire, J (2013) 'What works' to reduce reoffending: 18 years on. In Craig, Dixon & Gannon (Eds) What works in offender rehabilitation: An evidence-based approach. Wiley.

Study hours

Scheduled activity hours
eAssessment 2
Lectures 30
Practical classes & workshops 5
Independent study hours
Independent study 113

Teaching staff

Staff member Role
Polly Turner Unit coordinator

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