Overview
Introduction to Forensic Psychology is a core unit in the Graduate Certificate in Applied Forensic Psychology. It is designed to introduce you to the key concepts, debates, and theories that underpin forensic psychology, and to prepare you for the subsequent units in the course. You will focus on the history of forensic psychology, the relationship between forensic psychology and other forensic sciences, and the distinction between science and pseudoscience. You will also examine the Australian criminal justice system, research methods and ethics. The unit will feature engaged teaching and learning, with real-world content, designed to prepare you to work with community-based organisations, or in private practice.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
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 1 - 2020
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 Postgraduate 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 Student email.
Students appreciated the support offered during the semester and flexibility over assignment deadlines.
Support will continue to be offered throughout the semester and deadlines can be renegotiated.
Feedback from Student email.
The weekly lectures were well received, with students commenting positively on the delivery style (e.g., lecturer's use of humour), and clear structures.
The lecturing style will be continued.
Feedback from Student email.
The readings were easy to access and the library's range of texts and journals was commended.
The lecturer will continue to ensure that set readings are available and that the university maintains an excellent selection of relevant texts and journals.
- Describe the broad areas that forensic psychology encompasses
- Critically evaluate the history of forensic psychology
- Reflect on the roles forensic psychologists play within the criminal justice system.
N/A
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Essay - 30% | |||
| 2 - Case Study - 30% | |||
| 3 - Report - 40% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Knowledge | |||
| 2 - Communication | |||
| 3 - Cognitive, technical and creative skills | |||
| 4 - Research | |||
| 5 - Self-management | |||
| 6 - Ethical and Professional Responsibility | |||
| 7 - Leadership | |||
| 8 - First Nations Knowledges | |||
| 9 - 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 | |
| 1 - Essay - 30% | |||||||||
| 2 - Case Study - 30% | |||||||||
| 3 - Report - 40% | |||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
k.j.burke@cqu.edu.au
Week 1
Begin Date: 09 Mar 2020Module/Topic
History of forensic psychology (part 1)
Chapter
Brigham, J. C. (1999). What is forensic psychology, anyway? Law and Human Behavior, 23(3), 273-298. doi:10.1023/A:1022304414537
Events and Submissions/Topic
Week 2
Begin Date: 16 Mar 2020Module/Topic
History of forensic psychology (part 2)
Chapter
Tapp, J. L. (1976). Psychology and the law: An overture. Annual Review of Psychology, 27(1), 359-404. doi:10.1146/annurev.ps.27.020176.002043
Events and Submissions/Topic
Week 3
Begin Date: 23 Mar 2020Module/Topic
Forensic psychology and forensic science (part 1)
Chapter
National Academy of Sciences. (2009). Strengthening forensic science in the United States: A path forward. Washington, DC: National Academies Press Retrieved from https://www.ncjrs.gov/pdffiles1/nij/grants/228091.pdf
Events and Submissions/Topic
Week 4
Begin Date: 30 Mar 2020Module/Topic
Forensic psychology and forensic science (Part 2)
Chapter
Julian, R., Kelty, S., Roux, C., Woodman, P., Robertson, J., Davey, A., . . . White, R. (2011). What is the value of forensic science? An overview of the effectiveness of forensic science in the Australian criminal justice system project. Australian Journal of Forensic Sciences, 43(4), 217-229. doi:10.1080/00450618.2011.610820
Events and Submissions/Topic
Week 5
Begin Date: 06 Apr 2020Module/Topic
The psychology of criminal investigations (Part 1)
Chapter
O’Mahony, P. (1992). The Kerry Babies case: Towards a social psychological analysis. The Irish Journal of Psychology, 13(2), 223-238. doi:10.1080/03033910.1992.1010557881
Events and Submissions/Topic
Vacation Week
Begin Date: 13 Apr 2020Module/Topic
Chapter
Events and Submissions/Topic
Week 6
Begin Date: 20 Apr 2020Module/Topic
The psychology of criminal investigations (Part 2)
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. doi:10.1016/j.jarmac.2013.01.001
Events and Submissions/Topic
Week 7
Begin Date: 27 Apr 2020Module/Topic
Miscarriages of justice (Part 1)
Chapter
Zalman, M., Smith, B., & Kiger, A. (2008). Officials' estimates of the incidence of “actual innocence” convictions. Justice Quarterly, 25(1), 72-100. doi:10.1080/07418820801954563
Events and Submissions/Topic
Week 8
Begin Date: 04 May 2020Module/Topic
Miscarriages of justice (Part 2)
Chapter
Cole, S. A. (2009). Cultural consequences of miscarriages of justice. Behavioral Sciences & the Law, 27(3), 431-449. doi:10.1002/bsl.874
Events and Submissions/Topic
Week 9
Begin Date: 11 May 2020Module/Topic
Miscarriages of justice (Part 3)
Chapter
Olio, K. A., & Cornell, W. F. (1998). The facade of scientific documentation: A case study of Richard Ofshe's analysis of the Paul Ingram case. Psychology, Public Policy, and Law, 4(4), 1182-1197. doi:10.1037/1076-8971.4.4.1182
Events and Submissions/Topic
Week 10
Begin Date: 18 May 2020Module/Topic
Conclusions: Forensic psychology in 2020 (and beyond)
Chapter
Lilienfeld, S. O., & Landfield, K. (2008). Science and pseudoscience in law enforcement: A user-friendly primer. Criminal Justice and Behavior, 35(10), 1215-1230. doi:10.1177/0093854808321526
Events and Submissions/Topic
Week 11
Begin Date: 25 May 2020Module/Topic
Chapter
Events and Submissions/Topic
1 Essay
The purpose of this assessment is to determine whether the CSI effect has an impact on the criminal justice system. A reading list, including links to source materials, is available on Moodle.
Week 4 Friday (3 Apr 2020) 11:45 pm AEST
Submit via Moodle
Week 6 Monday (20 Apr 2020)
Return via Moodle Gradebook
Assessment criteria (100 marks)
Abstract (10 marks)
- Concise and accurately summarises the topic addressed
Body (70 marks)
- On topic, concise and develops argument
- Research led arguments
- Referenced where appropriate (in-text)
- Evidence of critical evaluation and discussion of material
References (10 marks)
- 5 to 10, majority peer-review journal articles
- 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
Full details of length, formatting, etc. can be found on Moodle.
- Describe the broad areas that forensic psychology encompasses
- Critically evaluate the history of forensic psychology
- Knowledge
- Communication
- Research
- Self-management
- Ethical and Professional Responsibility
2 Case Study
The purpose of this assessment is to develop an in-depth forensic psychological understanding of the causes of miscarriages of justice. The case (known as “The Kerry Babies” from 1984, Ireland) will be introduced in the lectures and tutorials.
A reading list, including links to source materials, is available on Moodle.
Week 7 Friday (1 May 2020) 11:45 pm AEST
Submit via Moodle
Week 9 Monday (11 May 2020)
Return via Moodle Gradebook
Abstract (10 marks)
- Concise and accurately summarises the topic addressed
Body (70 marks)
- Includes a case summary
- On topic, concise and develops argument
- Research led arguments
- Referenced where appropriate (in-text)
- Evidence of critical evaluation and discussion of material
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
Full details of length, formatting, etc. can be found on Moodle.
- Describe the broad areas that forensic psychology encompasses
- Reflect on the roles forensic psychologists play within the criminal justice system.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
3 Report
The purpose of this assessment is to understand how miscarriages of justice can be prevented. Your focus here is on the case of Andrew Mallard who was convicted in 1995 of the murder of Pamela Lawrence. A reading list, including links to source materials, is available on Moodle.
Week 11 Friday (29 May 2020) 11:45 pm AEST
Submit via Moodle
Review/Exam Week Monday (8 June 2020)
Return via Moodle Gradebook
Abstract (10 marks)
- Concise and accurately summarises the topic addressed
Body (70 marks)
- Identifies a population/issue
- On topic, concise and develops argument
- Research led arguments (includes government data/sources)
- Referenced where appropriate (in-text)
- Evidence of critical evaluation and discussion of material
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
- Uses table/s to summarise key data (optional)
- Appropriate use of sub-headings
Full details of length, formatting, etc. can be found on Moodle.
- Critically evaluate the history of forensic psychology
- Reflect on the roles forensic psychologists play within the criminal justice system.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Ethical and Professional Responsibility
- Leadership
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?
