Overview
Forensic Psychology is the area of behavioural science concerned with psychology and the law. In this unit, you will discuss how psychological principles and practices can be applied to topics such as personality and crime, suspect interviewing, pathways to offending, courtroom practices and witness reliability, understanding criminal behaviour, mental competency, and justice. You will also discuss general psychological principles as they relate to the legal systems within Australia and other countries as well as specific case studies.
Details
Pre-requisites or Co-requisites
96 credit points
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2021
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Teaching evaluation
The content was interesting and engaging and using real world examples and cases helped with understanding and learning what was important.
Continue to implement case examples into teaching practice to support theory.
Feedback from Teaching evaluation
The online test was demanding and required students to complete between 1400 to 1600 words in three hours.
The format of the online test will be reviewed and consideration given to reducing the number and/or complexity of questions.
Feedback from Moodle
The teaching style was done well, consisting of succinct lecture content and a separate uninterrupted tutorial.
Continue the format of a pre-recorded lecture and live tutorial to provide a balanced approach to student learning.
Feedback from Moodle
Students requested that all tutorial recordings be made available on Moodle.
Alternative options to recording tutorials will be reviewed, to provide a back-up option for when Zoom recordings fail.
- Describe the philosophical similarities and differences underlying the disciplines of psychology and the legal system
- Illustrate the role that psychological research has had on the legal system
- Identify challenges that psychologists currently face when interacting with the legal system.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Group Work - 15% | |||
| 2 - Written Assessment - 45% | |||
| 3 - Online Test - 40% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Communication | |||
| 2 - Problem Solving | |||
| 3 - Critical Thinking | |||
| 4 - Information Literacy | |||
| 5 - Team Work | |||
| 6 - Information Technology Competence | |||
| 7 - Cross Cultural Competence | |||
| 8 - Ethical practice | |||
| 9 - Social Innovation | |||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Group Work - 15% | ||||||||||
| 2 - Written Assessment - 45% | ||||||||||
| 3 - Online Test - 40% | ||||||||||
Textbooks
Publication Manual of the American Psychological Association, Seventh Edition
Seventh Edition (2019)
Authors: American Psychological Association
American Psychological Association
Washington , United States of America.
ISBN: 978-1433832161
Binding: Paperback
Additional Textbook Information
Both paper and eBook versions can be purchased at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code).
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
s.keleher@cqu.edu.au
Module/Topic
Introduction to forensic psychology
Chapter
Nolan, M., & Goodman-Delahunty, J. (2015). Introduction. In M. Nolan & J. Goodman-Delahunty, Legal Psychology in Australia (pp. 1-28). Thomas Reuters.
Events and Submissions/Topic
Module/Topic
Offender Profiling
Chapter
Douglas, J. E., Ressler, R. K., Burgess, & A. W., Hartman, C. R. (1986). Criminal profiling from crime scene analysis. Behavioral Sciences & the Law, 4(4), 401-422.
Davis, M., Rainbow, L., Fritzon, K., West, A., & Brooks, N. (2018). Behavioural investigative advice: A contemporary commentary on offender profiling activity. In A.Griffiths & R. Milne (Eds.), The psychology of criminal investigation: From theory to practice. New York: Routledge.
Events and Submissions/Topic
Module/Topic
Risk Assessment
Chapter
Monahan, J. & Skeem, J.L. (2014). The evolution of violence risk assessment. CNS Spectrums, 19, 419-24. doi: 10.1017/S10928529140014
Events and Submissions/Topic
Module/Topic
Psychopathic Personality
Chapter
Brooks, N., Fritzon, K., Watt, B., Duncan, K., & Madsen, L. (2020). Criminal and noncriminal psychopathy: The devil is in the detail. In K. Fritzon, N. Brooks, & S. Croom (Eds.), Corporate psychopathy: Investigating destructive personalities in the workplace. Palgrave Macmillian.
Events and Submissions/Topic
Module/Topic
Psychopathology & Crime
Chapter
Fazel, S., & Danesh, J. (2002). Serious mental disorder in 23 000 prisoners: A systematic review of 62 surveys. Lancet, 359(9306), 545-550. doi: 10.1016/S0140-6736(02)07740-1
Events and Submissions/Topic
Module/Topic
Vacation week
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Nolan, M., & Goodman-Delahunty, J. (2015). Investigative interviewing. In M. Nolan & J. Goodman-Delahunty, Legal psychology in Australia (p. 89-126). Thompson Reuters.
Optional Reading:
Williamson, T. (1993). From interrogation to investigative interviewing: Strategic trends in police questioning. Journal of Community and Applied Social Psychology, 3. 89-99.
Events and Submissions/Topic
Module/Topic
Detecting truth and deception
Chapter
Porter, S., ten Brinke, L., & Gustaw, (2010). Dangerous decisions: The impact of first impressions of trustworthiness on the evaluation of legal evidence and defendant culpability. Psychology, Crime & Law, 16, 477-491. doi: 10.1080/10683160902926141
Brooks, N. (2020). The tangled web: Psychopathic personality, vulnerability, and victim selection. In K. Fritzon, N. Brooks, & S. Croom (Eds.), Corporate Psychopathy: Investigating destructive personalities in the workplace. UK: Palgrave Macmillian.
Events and Submissions/Topic
Module/Topic
Eyewitness testimony and vulnerable witnesses
Chapter
Nolan,M., & Goodman-Delahunty, J. (2015). Memory processes in legal settings. In M. Nolan & J. Goodman-Delahunty, Legal psychology in Australia, (pp. 61-88). Thomas Reuters.
Nolan, M., & Goodman-Delahunty, J. (2015). Children in the criminal justice system. In M. Nolan & J. Goodman-Delahunty, Legal psychology in Australia, (pp. 221-261). Thomas Reuters.
Events and Submissions/Topic
Module/Topic
Stalking and domestic violence
Chapter
Huss, M., Covell, C., & Langhinrichsen-Rohling, J. (2006). Clinical implications for the assessment and treatment of antisocial and psychopathic domestic violence perpetrators. Journal of Aggression, Maltreatment & Trauma, 13(1), 59-85. https://psycnet.apa.org/doi/10.1300/J146v13n01_04
Events and Submissions/Topic
Module/Topic
Lone actor violence and terrorism
Chapter
Liem, M.C.A., Buuren, van, G.M., Roy, de, van Zuijdewijn J.H., Schönberger, H.J.M., & Bakker, E. (2017). European lone actor terrorists versus “common” homicide offenders: An empirical analysis. Homicide Studies, 22(1), 45-69. https://psycnet.apa.org/doi/10.1177/1088767917736797
Events and Submissions/Topic
Module/Topic
Treatment, rehabilitation and risk
Chapter
Andrews, D., Bonta, J., & Wormith, J. (2011). The Risk-Need-Responsivity (RNR) model: Does adding the Good Lives Model contribute to effective crime prevention? Criminal Justice and Behavior, 38(7), 735-755. https://doi.org/10.1177%2F0093854811406356
Ward, T., Yates, P., & Willis, G. (2012). The Good Lives Model and the Risk Need Responsivity Model: A critical response to Andrews, Bonta, and Wormith (2011). Criminal Justice and Behavior, 39(1), 94-110. https://doi.org/10.1177%2F0093854811426085
Events and Submissions/Topic
Module/Topic
Towards best practice in forensic psychology
Chapter
Kassin, S. M., Dror, I. E., & Kukucka, J. (2013). The forensic confirmation bias: Problems, perspectives, and proposed solutions. Journal of Applied Research in Memory and Cognition, 2(1), 42-52. https://doi.org/10.1016/j.jarmac.2013.01.001
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Exam will be in the form of an online test in exam weeks: details to be advised.
Online Test Due: Exam Week Tuesday (19 Oct 2021) 9:00 am AEST
1 Group Work
You will be assigned into a study group in Week 2. Each group will be asked to identify a single historical closed case (or sequence of cases involving the same offender/offenders), to collect and pool information on that case, and to then individually produce a summary of that case (i.e., one submission per person).
Using journal articles, or books, and media reports, identify a solved case in which criminal offender profiling was used. Answer the following questions about that case:
1. Identify the case (offence type, location, year, etc.).
2. What characteristics of the offender were identified? (e.g., race, age, etc.).
3. Was the profile accurate? Which characteristics of the offender were accurately or inaccurately identified?
4. Was the profile useful in the investigation? Why/why not?
Your report should include: Cover page (your name, names of your group members, your student id number, title of your report), Answers to questions 1-4, and References.
The assignment may be submitted in standard essay-style format, Wikipedia-style format, or newspaper-style format (e.g., multiple columns).
Note: no matter which format you choose, APA (7th ed.) style referencing is required.
Week 4 Monday (2 Aug 2021) 9:00 am AEST
Submit via Moodle
Week 6 Monday (23 Aug 2021)
Return via Moodle
Assignment will be marked according to the following:
Marks available for each section of the report are as follows:
Case summary 20%
Summary of the offender profile 20%
Assessing the accuracy of the profile 20%
Impact of the profile on the investigation 20%
Presentation and referencing 20%
The required word count is 1350 - 1650 words.
- Describe the philosophical similarities and differences underlying the disciplines of psychology and the legal system
- Identify challenges that psychologists currently face when interacting with the legal system.
- Communication
- Critical Thinking
- Information Literacy
- Ethical practice
2 Written Assessment
There are two major models of investigative interviewing: the Inbau and Reid model (used mainly in the USA), and the PEACE model (UK, Australia, etc.).
In this assignment you will critically evaluate the scientific basis for one of these models. You should include an outline of how the model works (e.g., underlying assumptions) and critically assess the evidence that training in the model is effective.
The required word count is 1500 - 2000 words.
Week 10 Monday (20 Sept 2021) 9:00 am AEST
Submit via Moddle
Week 12 Monday (4 Oct 2021)
Return via Moodle
Assessment criteria (100 marks)
Abstract (10 marks)
- Concise and accurately summarises the topic addressed
Body (70 marks)
- Summary of how the interviewing model works (e.g., assumptions)
- Critical evaluation and discussion of research evaluations
- Critical evaluation of the role that the model plays in creating/preventing miscarriages of justice (citing cases where possible)
- Implications for police training
- Referenced where appropriate (in-text)
References (10 marks)
- Correct APA format in-text and reference list
- In-text and reference list match exactly
Style/Presentation (10 marks)
- Grammar, spelling and sentence structure
- Overall readability, flow of writing
- Appropriate use of sub-headings
- Adheres to word limit
Length: 1500 - 2000 words (including abstract, excluding end of essay references)
Title Page: Yes. Should be APA formatted, and have your name (essential), student id number (essential), the assignment title (essential).
Line spacing: Double. File format: Word (preferred) or PDF.
File name: Your name, id number, unit code and assignment number..... as in: "C.T. Boy 5705 PSYC13021 Assignment 2.docx"
- Describe the philosophical similarities and differences underlying the disciplines of psychology and the legal system
- Illustrate the role that psychological research has had on the legal system
- Communication
- Critical Thinking
- Information Literacy
- Ethical practice
3 Online Test
The online test will consist of a short answer and essay questions relating to the lecture material and readings provided for the unit. Students will be required to select four short answer questions from a series of possible questions. Students will also be required to select two essay questions from a series of possible questions. Further details will be provided on Moodle.
Exam Week Tuesday (19 Oct 2021) 9:00 am AEST
Submit via Moodle
Return via Moodle
Students will be marked for each of the four short answer questions that are completed. Each questions will be worth 10% (overall 40% for short answer questions).
Students will be marked for each of the two essay questions that are completed. Each essay question will be worth 30% (overall 60% for essay questions).
Further details will be provided on Moodle.
- Illustrate the role that psychological research has had on the legal system
- Identify challenges that psychologists currently face when interacting with the legal system.
- Communication
- Critical Thinking
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
