Course unit details:
Clinical Risk Assessment, Formulation and Management (FP)
| Unit code | PSYC68782 |
|---|---|
| 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
The unit provides you with the knowledge as to the development of risk assessment approaches over time. Teaching will review the evidence base relating to the progression from first generation tools through to the latest fourth generation in risk assessment (e.g. VRS). The teaching develops understanding the role of the Forensic Psychologist in the assessment process and understanding the application of formulation and risk management. Structured Professional Judgement frameworks to assess, formulate and manage risk will be outlined (including HCR-20v3; SAVRY, RSVP; SAPROF). Consideration will be given to consultancy to professionals/organisations in relation to risk assessment practice. The unit contains numerous case examples to begin to build risk assessment and formulation skills in relation to risk behaviours in forensic settings such as stalking and intimate partner violence.
Aims
The unit aims to equip students with in-depth knowledge, understanding and basic skills in a range of evidence-based approaches to the assessment, formulation and management of risk to self and others. The unit aims to give students an understanding of risk assessments designed to assess a range of risk behaviours such as general violence, institutional violence, intimate partner violence, sexual violence, stalking and self-harm. The unit aims to build students’ understanding of how to contribute to innovation, change and service developments in clinical risk management. The unit further aims to build awareness of how to enhance best practice and maintenance of appropriate standards within forensic mental health care and forensic settings.
Learning outcomes
By the end of the unit you should be able to:
- Critically analyse the literature pertaining to development of different risk assessment approaches across forensic secure and community settings (e.g. from first through to fourth generation tools)
- Critically appraise the use of structured professional judgement approaches in forensic practice (e.g. the use of risk formulation to understand the development of the offending behaviour/relationship to mental health);
- Evaluate the steps in risk assessment practice (e.g. identify the processes undertaken by Forensic Psychologists in practice from assessment, ethical considerations and formulation through to communication of risk judgements).
- Develop skills in assessment and basic risk formulations using case vignettes, video clips;
- Demonstrate originality and independence in solving problems, planning and implementing tasks.
- Employ effective written and verbal communication skills.
- Demonstrate sensitivity, respectful and non-discriminatory language in relation to a range of forensic clients/ settings;
- Work co-operatively and effectively with peers in furthering own/others understanding.
Teaching and learning methods
The teaching and learning methods involve a blend of both online asynchronous learning and face to face lectures and workshops. Online components will require you to engage with online materials developed for the purpose of preparation for teaching, including video clips, interactive and guided activities 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 clinical risk assessment. Formative tasks are incorporated in this unit to build knowledge and critical awareness of clinical risk assessment; for example you will receive formative feedback on your completion of a risk formulation. Canvas 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
Essay - 100%
Risk formulation (formative) - n/a
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
You will be expected to supplement your reading, and source your own relevant articles as demonstrated by your Canvas learning. Additional contemporary publications will be discussed during the module.
- Douglas et al (2014). Annotated HCR-20 Bibliography. 2014. http://hcr-20.com/hcr/wp-content/uploads/2013/03/HCR-20-Annotated-Bibliography-Version-12-January-2014.pdf
- Douglas KS, Otto RK, (2021) Handbook of Violence Risk Assessment. Second edition. Routledge.
- Hart C (2014). A Pocket Guide to Risk Assessment and Management in Mental Health [Electronic Resource]. Taylor and Francis.
- Ireland JL, Ireland CA, Birch P, (2019). Violent and Sexual Offenders : Assessment, Treatment, and Management /. Second Edition. Routledge.
- Leonard SJ, Fazel S, Bjørkly S, Singh JP, (2016). International Perspectives on Violence Risk Assessment . Oxford University Press.
- Monahan J, (2001) Rethinking Risk Assessment : The MacArthur Study of Mental Disorder and Violence . Oxford University Press.
- Otto RK, Douglas KS. (2011) Handbook of Violence Risk Assessment. Vol International Perspectives on Forensic Mental Health. Taylor and Francis.
Study hours
| Scheduled activity hours | |
|---|---|
| Practical classes & workshops | 25 |
| Independent study hours | |
|---|---|
| Independent study | 125 |
Teaching staff
| Staff member | Role |
|---|---|
| Charlotte Lennox | Unit coordinator |