Overview
Investigative Interviewing: Suspects 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 the interviewing of suspects in criminal investigations. The unit focuses on the history of interviewing and interrogation, research methods, interviewing techniques and protocols, the right to silence, detecting truth and deception, interviewing vulnerable suspects (age/developmental immaturity, mental illness, intellectual disability, illiteracy, drug dependence, cultural and religious factors, Aboriginal people and Torres Strait Islanders), false confessions, and miscarriages of justice. The residential school will include practical skills training in interviewing techniques and feature an authentic assessment: an interview with a suspect (an actor) in which you will devise your own interviewing strategy. It 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 2 - 2019
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).
Residential Schools
This unit has a Compulsory Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.
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.
- Evaluate the efficacy of major models of investigative interviewing (suspects)
- Investigate and synthesise complex case information in criminal investigations that resulted in a miscarriage of justice
- Apply creative strategies to design an effective interviewing strategy for an adult suspect.
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
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
n.brooks@cqu.edu.au
Module/Topic
From interrogation to investigative interviewing
Chapter
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
Research methods: From anecdotes to archives to experiments
Chapter
Kassin, S. M., & McNall, K. (1991). Police interrogations and confessions: Communicating promises and threats by pragmatic implication. Law and Human Behavior, 15, 233-251.
Events and Submissions/Topic
Module/Topic
The art and science of interrogation
Chapter
Meissner, C. A., Surmon-Böhr, F., Oleszkiewicz, S., & Alison, L. J. (2017). Developing an evidence-based perspective on interrogation: A review of the US government’s high-value detainee interrogation group research program. Psychology, Public Policy, and Law, 23(4), 438-457. doi:10.1037/law0000136
Events and Submissions/Topic
Module/Topic
Confessions
Chapter
Moston, S., & Engelberg, T. (2011). The effects of evidence on the outcome of interviews with criminal suspects. Police Practice and Research, 12(6), 518-526. doi:10.1080/15614263.2011.563963
Events and Submissions/Topic
Module/Topic
Chapter
Moston, S., & Stephenson, G. M. (2009). A typology of denial strategies by suspects in criminal investigations. In R. Bull, T. Valentine, & T. Williamson (Eds.), Handbook of psychology of investigative interviewing: Current developments and future directions (pp. 17-34). Cornwall, UK: Wiley-Blackwell.
Events and Submissions/Topic
Module/Topic
Vacation week
Chapter
Events and Submissions/Topic
Module/Topic
Silence
Chapter
Smalarz, L., Scherr, K. C., & Kassin, S. M. (2016). Miranda at 50: A psychological analysis. Current Directions in Psychological Science, 25(6), 455-460. doi:10.1177/0963721416665097
Events and Submissions/Topic
Module/Topic
Identifying and interviewing vulnerable offenders
Chapter
Kassin, S. M. (2017). False confessions: How can psychology so basic be so counterintuitive? American Psychologist, 72(9), 951-964. doi:10.1037/amp0000195
Events and Submissions/Topic
Module/Topic
Technology in the interview room
Chapter
Lassiter, G. D. (2010). Psychological science and sound public policy: Video recording of custodial interrogations. American Psychologist, 65(8), 768-779. doi:10.1037/0003-066X.65.8.768
Events and Submissions/Topic
Module/Topic
Residential school (18-20 September)
Chapter
Scott, A. J., Tudor-Owen, J., Pedretti, P., & Bull, R. (2015). How intuitive is PEACE? Newly recruited police officers' plans, interviews and self-evaluations. Psychiatry, Psychology and Law, 22(3), 355-367.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Essay
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 a brief outline of how the model works (e.g., underlying assumptions) and critically assess the evidence that training in the model is effective.
Week 5 Monday (12 Aug 2019) 9:00 am AEST
Submit via Moodle
Week 7 Monday (2 Sept 2019)
Returned 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 to 2000 words
- Evaluate the efficacy of major models of investigative interviewing (suspects)
- Investigate and synthesise complex case information in criminal investigations that resulted in a miscarriage of justice
- Knowledge
- Communication
- Research
- Self-management
2 Case Study
Identify a single case in which a suspect (or group of suspects) made a false confession during a police interview. You should identify the type of false confession (e.g., coerced-reactive) and briefly review data on the frequency of that type of false confession.
You should then provide an overview of the interview (e.g., timeline of interviews, number of interviewers, etc.). A full case timeline is not required. Concentrate your analysis on the events once the suspect has been identified and questioned by police (most probably this will be inside a police station).
Identify some of the police interviewing techniques (e.g., repeated questioning, sleep deprivation) that helped to create the false confession. Use quotes/extracts from the interview where possible.
For each police interviewing technique that you identify, critically
examine the evidence that the technique can result in false confessions. Note that there may be an interaction between suspect characteristics, such as mental illness, and the impact of each technique.
Week 7 Monday (2 Sept 2019) 12:00 am AEST
Submit via Moodle
Week 9 Monday (16 Sept 2019)
Return via Moodle
Assessment criteria (100 marks)
Abstract (10 marks)
- Concise and accurately summarises the topic addressed
Body (70 marks)
- Summary of interview(s)
- identification of police interviewing techniques (with quotes)
- Critically evaluate the effects of the interviewing techniques
- Conclusion (including 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 to 2000 words (excluding interview quotes)
- Evaluate the efficacy of major models of investigative interviewing (suspects)
- Apply creative strategies to design an effective interviewing strategy for an adult suspect.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
3 Laboratory/Practical
In this practical assignment (conducted in class) you will design and implement a strategy for questioning an adult suspect.
Week 9 Friday (20 Sept 2019) 12:00 pm AEST
Assessed in class
Week 10 Friday (27 Sept 2019)
Return via Moodle
Full details of this assessment will be provided during the residential school.
- Investigate and synthesise complex case information in criminal investigations that resulted in a miscarriage of justice
- Apply creative strategies to design an effective interviewing strategy for an adult suspect.
- 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?
