Overview
Offender Profiling and Crime Analysis is designed to introduce you to the key concepts, debates, and theories that underpin the use of offender profiling and crime analysis in criminal investigations. You will study the history of offender profiling, current models of offender profiling/criminal investigative analysis, and media representations of profiling. You will also focus on crime analysis in Australia: homicide, sexual offences, and arson. During your study, you will use 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 2 - 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 'Have your say' Unit Evaluations and Self-reflection.
The unit needs more focus on emerging approaches to profiling rather the older FBI methods.
Lectures for the unit next semester will encompass a review of the emerging profiling modalities, with specific attention being given to behavioural evidence analysis and behavioural investigative advice. These new modalities will be contrasted in relation to the FBI methods.
Feedback from Informal student feedback and Self-reflection.
Students suggested further guidelines on how to write and develop a criminal profile be provided.
An additional lecture will be provided on how to develop and write a criminal profile. This will focus on applying learnt knowledge to develop a criminal profile and incorporate the practical skills needed to produce this outcome.
- Evaluate the efficacy of major models of offender profiling
- Integrate and synthesise complex data to profile a single offence type
- Apply creative strategies to create a profile of an unknown offender.
N/A
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Essay - 30% | |||
| 2 - Case Study - 30% | |||
| 3 - Laboratory/Practical - 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 - 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 | |
| 1 - Essay - 30% | ||||||||
| 2 - Case Study - 30% | ||||||||
| 3 - Laboratory/Practical - 40% | ||||||||
Textbooks
Criminal Profiling: An Introduction to Behavioral Evidence Analysis
Fourth Edition (2012)
Authors: Brent E. Turvey
Elsevier
Oxford , United Kingdom
ISBN: 978-0-12-385243-4
Binding: Hardcover
Additional Textbook Information
Copies can be purchased from the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code). eBook is available online at the CQUniversity Library.
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.
n.brooks@cqu.edu.au
k.j.burke@cqu.edu.au
Module/Topic
The early origins of profiling
Chapter
Norris, G. (2012). The evolution of criminal profiling: From Whitechapel to Quantico and beyond. In W. Petherick (Ed.), Profiling and serial crime: Theoretical and practical issues (pp. 1-14). Oxford: Elsevier.
Ramsland, K. (2009). James A. Brussel: The "Sherlock Holmes of the Couch". Forensic Examiner, 18(1), 29-30,32-33
Events and Submissions/Topic
Module/Topic
The FBI method of crime scene profiling
Chapter
Ault, R. L., & Reese, J. T. (1980). A psychological assessment of crime: profiling. FBI Law Enforcement Bulletin, 49(3). Retrieved from https://leb.fbi.gov/file-repository/archives/march-1980.pdf
Events and Submissions/Topic
Module/Topic
The FBI method: Hits and misses
Chapter
Mjanes, K., Beauregard, E., & Martineau, M. (2017). Revisiting the organized/disorganized model of sexual homicide. Criminal Justice and Behavior, 44(12), 1604-1619. doi: 10.1177/0093854817736554
Petherick, W. A., & Turvey, B. E. (2012). Criminal profiling: Science, logic, and cognition. In B. E. Turvey (Ed.), Criminal profiling: An introduction to Behavioral Evidence Analysis (Fourth Edition). Great Britain: Elsevier.
Events and Submissions/Topic
Module/Topic
Investigative Psychology & Geographical profiling
Chapter
Canter, D. V. (2011). Resolving the offender ‘profiling equations’ and the emergence of investigative psychology. Current Directions in Psychological Science, 20, 5-10.doi: 10.1177/0963721410396825
Harries, K., & LeBeau, J. (2007). Issues in the Geographic Profiling of crime: Review and commentary. Police Practice and Research, 8(4), 321-333. doi:10.1080/15614260701615029
Events and Submissions/Topic
Module/Topic
Applying psychological principles to investigating crime
Chapter
Alison, L., Goodwill, A., Almond, L., van den Heuvel, C., & Winter, J. (2010). Pragmatic solutions to offender profiling and beahvioural investigative advice. Legal and Criminological Psychology, 15, 115-132. doi: 10.1348/135532509X463347
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
Assignment 1 due Monday 10/08/20 at 9am.
A Critical Review of FBI Profiling Due: Week 5 Monday (10 Aug 2020) 9:00 am AEST
Module/Topic
Vacation week
Chapter
Events and Submissions/Topic
Module/Topic
Victimology
Chapter
Turvey, B. E., & Freeman, J. (2012). Forensic victimology. In B. E. Turvey (Ed.), Criminal profiling: An introduction to Behavioral Evidence Analysis (Fourth Edition). Great Britain: Elsevier.
Events and Submissions/Topic
Module/Topic
Investigating sex crimes
Chapter
Turvey, B. E. (2012). Sexual deviance. In B. E. Turvey (Ed.), Criminal profiling: An introduction to Behavioral Evidence Analysis (Fourth Edition). Great Britain: Elsevier.
Turvey, B. E., & Freeman, J. (2012). Case linkage: Offender modus operandi and signature. In B. E. Turvey (Ed.), Criminal profiling: An introduction to Behavioral Evidence Analysis (Fourth Edition). Great Britain: Elsevier.
Events and Submissions/Topic
Assignment 1 returned Monday 31/08/20.
Module/Topic
Psychopathy & serial crime
Chapter
Hickey, E. W., Walters, B. K., Drislane, L. E., Palumbo, I. M. & Patrick, C. J. (2018). Deviance at its darkest: Serial murder and psychopathy. In C. J. Patrick (Ed.), Handbook of psychopathy (2nd ed., pp. 570–584). New York: Guilford Press.
Stone, M. H. (2001). Serial sexual homicide: Biological, psychological, and sociological aspects. Journal of Personality Disorders, 15, 1-18.
Events and Submissions/Topic
Module/Topic
Developing an offender profile
Chapter
Turvey, B. E. (2012). An introduction to crime scene analysis. In B. E. Turvey (Ed.), Criminal profiling: An introduction to Behavioral Evidence Analysis (Fourth Edition). Great Britain: Elsevier.
Turvey, B. E. (2012). Inferring offender characteristics. In B. E. Turvey (Ed.), Criminal profiling: An introduction to Behavioral Evidence Analysis (Fourth Edition). Great Britain: Elsevier.
Events and Submissions/Topic
Assignment 2 due Monday 14/09/20 at 9am.
The Killer will have a Speech Impediment Due: Week 9 Monday (14 Sept 2020) 9:00 am AEST
Module/Topic
Chapter
Bosco, D., Zappalà, A., & Santtila, P. (2010). The admissibility of offender profiling in courtroom: A review of legal issues and court opinions. International Journal of Law and Psychiatry, 33(3), 184-191. doi:10.1016/j.ijlp.2010.03.009
Events and Submissions/Topic
Module/Topic
Contemporary issues in offender profiling: Research, ethics, and biases.
Chapter
Petherick, W., & Brooks, N. (2014). Where to from here? In W. Petherick (Ed.), Profiling and serial crime: Theoretical and practical issues (3rd ed.), (pp. 241-262). Massachusetts: Anderson Publishing.
Welch, K. (2007). Black criminal stereotypes and racial profiling. Journal of Contemporary Criminal Justice, 23, 276-288
Events and Submissions/Topic
Assignment 2 returned Monday 28/9/20.
Module/Topic
Chapter
Fox, B. H., & Farrington, D. P. (2018). What have we learned from offender profiling? A systematic review and meta-analysis of 40 years of research. Psychological Bulletin, 144(12), 1247-1274. doi:10.1037/bul0000170
Snook, B., Taylor, P. J., & Bennell, C. (2007). Criminal profiling belief and use: A study of Canadian police officer opinion. The Canadian Journal of Police & Security Services, 5(3/4), 1-11
Events and Submissions/Topic
Assignment 3 due Monday 05/10/20 at 9am.
Profiling an unknown offender Due: Week 12 Monday (5 Oct 2020) 9:00 am AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Assignment 3 returned Monday 19/10/20.
1 Essay
A Critical Review of FBI Profiling
In this essay you will critically evaluate the scientific validity of the FBI approach to offender profiling, from its initial conception through to its modern form. You should focus your analysis on the early attempts to classify offence types (e.g., how did the FBI generate the classifications?), the research approaches employed by the FBI, and how the FBI methods were implemented to identify suspects and perpetrators. Note that there have been three editions of the Crime Classification Manual (Douglas, Burgess, Burgess, & Ressler, 1992, 2006, 2013).
In your essay you may take either a broad perspective (considering all/most offence classifications) or focus on a smaller number of cases where FBI profiling was employed.
Some key questions:
How have the FBI profilers expanded/changed their classification scheme?
How successful has FBI profiling been to suspect apprehension, have the techniques helped or hindered investigators?
How have FBI profilers responded to the development of other approaches to profiling?
References
Douglas, J. E., Burgess, A. W., Burgess, A. G., & Ressler, R. K. (1992). Crime classification manual: A standard system for investigating and classifying violent crime. San Francisco: Wiley.
Douglas, J. E., Burgess, A. W., Burgess, A. G., & Ressler, R. K. (2006). Crime classification manual: A standard system for investigating and classifying violent crime. Second edition. San Francisco: Wiley.
Douglas, J. E., Burgess, A. W., Burgess, A. G., & Ressler, R. K. (2013). Crime classification manual: A standard system for investigating and classifying violent crime. Third edition. San Francisco: Wiley.
Week 5 Monday (10 Aug 2020) 9:00 am AEST
Submit via Moodle
Week 7 Monday (31 Aug 2020)
Returned via Moodle
Assessment criteria (100 marks)
Abstract (10 marks)
- Concise and accurately summarises the details from your report (100-150 words)
Body (80 marks)
- Overview of the FBI methodology (20 marks)
- Critique and analysis of empirical research on profiling and the implications of the FBI methodology (20 marks)
- Examine the profiling typologies and the processes to derive an FBI profile (20 marks)
- Application of FBI profiling to investigations and conclusions that can be inferred (20 marks)
Style/References (10 marks)
- Correct APA format in-text and reference list
- Grammar, spelling and sentence structure
- Overall readability, flow of writing
- Appropriate use of sub-headings
Length: 2000 words (+/- 10%, including abstract, excluding end of essay references)
Cover Page: Yes. Should 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 PSYC20052 Assignment 1.docx"
- Evaluate the efficacy of major models of offender profiling
- Integrate and synthesise complex data to profile a single offence type
- Knowledge
- Communication
- Research
- Self-management
2 Case Study
The Killer will have a Speech Impediment
Between 1979 and 1981, 10 victims were discovered in the trail-side areas of San Francisco. The perpetrator of these crimes was dubbed, The Trail-side Killer. In devising a profile relating to these killings, the FBI agent at the time, John Douglas, profiled that "the killer will have a speech impediment". Douglas stated, "the fact that none of the victims had been approached in a crowd or tricked into going along with him, the fact that he felt he had to rely on a blitz attack even in the middle of nowhere - all of this told me we were dealing with someone with some condition that he felt awkward or ashamed about" (Douglas & Olshaker, 1995, p. 156).
The focus of the assignment is to review the Trail-side killings and examine the inference that was made by Douglas about the perpetrator. In completing the case study, areas to be considered include:
1. Can a speech impediment be inferred from a crime scene? What evidence or crime scene details would be required to determine this?
2. Are there any behavioural components associated with a speech impediment that may influence behavioural expression?
3. Consider the investigative implications from making this statement in a profile? What potential implications could this have on an investigation?
4. Is this type of offender characteristics a feature that should be included in a profile?
Key reference
Douglas, J., & Olshaker, M. (1995). Mindhunter: Inside the FBI elite serial crime unit Great Britain: Arrow Books.
Week 9 Monday (14 Sept 2020) 9:00 am AEST
Submit via Moodle
Week 11 Monday (28 Sept 2020)
Returned via Moodle
Assessment criteria (100 marks)
Abstract (10 marks)
- Concise and accurately summarises the details from your report (100-150 words)
Body (80 marks)
- Identification of relevant case details (20 marks)
- Evidence of critical evaluation and discussion of case material (20 marks)
- Integration of material relating to key profile and offender characteristics (20 marks)
- Critical analysis of the investigative relevance of offender profiles (20 marks)
Style/References (10 marks)
- Correct APA format in-text and reference list
- Grammar, spelling and sentence structure
- Overall readability, flow of writing
- Appropriate use of sub-headings
Length: 2000 words (+/- 10%, including abstract, excluding end of essay references)
Cover Page: Yes. Should 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: "Rosie Lotta 423956 PSYC20052 Assignment 2.docx"
- Evaluate the efficacy of major models of offender profiling
- Apply creative strategies to create a profile of an unknown offender.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
3 Laboratory/Practical
Profiling an unknown offender
In this assignment you will create a profile of an unknown offender. To begin, identify a case (this should be an ‘open’ investigation – either historical or contemporary) and collect as much evidence - available in the public domain - as you can about that offence. This might include forensic evidence or eyewitness testimony. You can use media reports (e.g., newspapers), or other public documents such as reports.
You may select a case in which a profile has already been created, but if so, your own profile will be assessed on what new information (or reasoning) you are able to generate.
You should explain the reasoning behind each part of your profile and consideration should be given to the key components required to develop an offender profile as covered in the lecture material. For example, if you are proposing that an offender has a specific characteristic, you should explain how you reached that conclusion.
Week 12 Monday (5 Oct 2020) 9:00 am AEST
Submit via Moodle
Exam Week Monday (19 Oct 2020)
Return via Moodle
Assessment criteria (100 marks)
Abstract (10 marks)
- Concise and accurately summarises the details from your report (100-150 words)
Body (80 marks)
- Identification of relevant case details, with particular emphasis given to crime scene information (15 marks)
- A summary of the known evidence in the case (e.g., forensic evidence, eyewitness statements) (15 marks)
- An original profile of the offender (your own work). You may use either a single type of profiling, or several different types of profiling. If a profile has already been used in the case, you may compare/contrast this with your own profile. You must not simply restate the profile created in the actual case (25 marks)
- Critical evaluation/reflection of your profile. Highlight the information and evidence utilised to develop and derive conclusions within the profile. This should include a review of the strengths and weakness of the profile (25 marks)
Style/References (10 marks)
- Correct APA format in-text and reference list
- Grammar, spelling and sentence structure
- Overall readability, flow of writing
- Appropriate use of sub-headings
Length: 3500 words maximum. There is no specific word requirement other than the assignment not exceed the maximum words limit, though an assignment less than 1000 words would probably be ‘too short’ and anything more than 3500 would be ‘too long’.
Cover Page: Yes. Should 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: "Glenn Miller 6500 PSYC20052 Assignment 3.docx"
- Integrate and synthesise complex data to profile a single offence type
- Apply creative strategies to create a profile of an unknown offender.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- 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?
