Course Syllabus

 

Forensic Psychology

Semester & Location:	Fall 2017 - DIS Stockholm
Type & Credits:	Core Course - 3 credits
Core Course Study Tours:	Scotland
Major Disciplines:	Psychology,Criminology/Criminal justice, Sociology
Faculty Members:	Meiling Liu, Ph.D.
Program Director:	Carla Caetano, Ph.D. cca@dis.dk
Time & Place:	Days: Mondays & Thursdays  Time: 14.50-16.10 Room #: 1D409

Description of Course

Prerequisite: A course in psychology at the university level.

What makes people commit crime? Are there gender differences? What is the role of memory? How are assessments and interventions conducted with those convicted of a serious crime, or those who have been the victim of a crime?  Forensic psychology will be explored from individual to societal levels, with critical analysis of and examples from a European perspective.

This course will provide a detailed overview of current research issues and theories in forensic psychology. The goal of this course is to introduce you to some representative areas of forensic psychology and to teach you how psychology research contributes to the legal system. You will be introduced to the methods used by forensic psychologists to prevent crimes by exploring a number of studies devoted to topics related to forensic psychology.

This course will give you a sense of what forensic psychologists have discovered, how they have made these discoveries, and how it contributes to the legal system.

You will be introduced to and acquire knowledge about the following topics related to the study of forensic psychology:

• The comparison of legal system: USA vs. Nordic countries
• Victimology
• Eyewitness
• Deception detection
• False confessions
• Interrogative techniques
• Offender profiling
• Stalking
• Juries and decision making

Learning Objectives

• Contrast the Nordic countries’ legal system with the American one.
• Describe the psychological theories of crime, and explain criminal activities.
• Identify the elements involved in false confessions and distinguish those issues from a Nordic perspective.
• Evaluate the psychological evidence regarding eyewitness memory and the methods involved in interviewing techniques.
• Explain the psychological aspects of legal proceedings such as jury decision making.
• Formulate an understanding of offender profiling.
• Define the causes and different processes involved in false confession
• Describe psychological principles involved in deception detection.
• Explain the focus shift of victimology, and care shift for victims.
• Develop knowledge of the field of treatment for offenders and victims.

Faculty

Meiling Liu

Ph.D. in Forensic Psychology (China University of Political Science and Law, 2010). Post Doctorate in Forensic Psychology (Gothenburg University, 2012). Worked as an organizational consultant in areas of leadership and cross-cultural competence training in Sweden. Also has worked as a teacher and researcher at universities in China, and was promoted to the position of associate professor in China. With DIS since 2016.

Readings

1. Required Textbook (Available in DIS Library):

Howitt, D. (2015). Introduction to Forensic and Criminal Psychology (5^th) Harlow, England: Pearson Education.

2. Required Articles and Other Media on Canvas:

Ask, K., & Granhag, P.A. (2005). Motivational sources of confirmation bias in criminal investigations: the need of cognitive closure’, Journal of Investigative Psychology and Offender Profiling, 2, 43-63 

Ask, K., & Granhag, P.A. (2010). Perception of lineup suggestiveness: Effects of identification outcome knowledge. Journal of Investigative Psychology and Offender Profiling, 7, 213-229.

Bond, C.F., Jr., Levine, T.R., & Hartwig, M. (2015). New findings in nonverbal lie detection. In P.A. Granhag, A. Vrij, & B. Vershuere (Eds.), Deception detection: Current Challenges and Cognitive Approaches (pp. 37-58). Chichester: Wiley.

Boppre, B., & Miller, M.K. (2014). How victim and execution impact statements affect mock jurors’ perceptions, emotions, and verdicts. Victims & Offenders, 9(4), 413-435. 

Castillo, P.A., Mallard, D. (2012). Preventing cross-cultural bias in deception judgments: the role of expectancies about nonverbal behavior. Journal of Cross-Cultural Psychology, 43 (6), 967-978.

Chrobak, Q.M., & Zaragoza, M.S. (2011).  When forced fabrications become truth: causal explanations and false memory development. Jouranl of Experimental Psychology, 142, 827-844. 

Daéid, N.N. (1997). Differences in offender profiling in the United States of America and the United Kingdom. Forensic Science International, 90, 25-31. 

Estrada, F., Pettersson., & Shannon, D. (2012). Crime and criminology in Sweden, European Journal of Criminology, 9(6), 668-688. 

Granhag, P. A. (Ed) (2010).  Forensic Psychology in Context: Nordic and International Approaches. London: Routledge. Chapter 2, pp14-32. 

Granhag, P.A, Rangmar, J., & Strömwall, L.A. (2015). Small cells of suspects: eliciting cues to deception by strategic interviewing. Journal of Investigative Psychology and Offender Profiling, 12, 127-141.

Grønnerød, C., Grøndahl, P., & Stridbeck, U. (2016) Forensic psychiatric experts under the legal microscope. Legal and Criminological Psychology, Vol. 21, 15–24.

Jakobsson, A., von Borgstede, C., Krantz, G., Spak, F. & Hensing G. (2012). Possibilities and hindrances for prevention of intimate partner violence: Perceptions among professionals and decision makers in a Swedish medium-sized town. International Journal of Behavioral Medicine, 20, 337-343.

Kassin, S.M., Drizin, S. A., Grisso, T., Gudjonsson, G.H., Leo, R.A., & Redlich, A.D. (2010). Police-induced confessions: risk factors and recommendations. Law and Human Behavior, 34 (1), 3-38.

Kendler, K.S., Larsson Lönn, S., Morris, N.A., Sundquist, J., Långström, N., & Sundquist, K. (2014). A Swedish national adoption study of criminality, Psychological Medicine, 44, 1913-1925.

Khoshnood, A., & Väfors-Fritz, M.  (2017). Offender Characteristics: A Study of 23 Violent Offenders in Sweden, Deviant Behavior, 38 (2), 141-153, DOI: 10.1080/01639625.2016.1196957 

Landström, S., Strömwall,L. A., & Alfredsson, H. (2016). Blame attributions in sexual crimes: Effects of belief in a just world and victim behavior, Nordic Psychology, 68 (1), 2-11.

Loftus, E. (1993). The reality of repressed memories. American Psychologist, 48, 518-537. 

Magnussen, S., Wise, R. A., Raja, A. Q., Safer, M.A., Pawlenko, N., & Stridbeck, U. (2008).  What judges know about eyewitness testimony: A comparison of Norwegian and US judges. Psychology, Crime & Law, 14(3), 177-188.

Mann, S., Vrij, A., & Bull, R. (2004). Detecting true lies: Police officers' ability to detect suspects' lies. Journal of Applied Psychology, 89, 137-149.

Narchet, F.M., Meissner, C.A., & Russano, M.B. (2011). Modeling the influence of investigator bias on the elicitation of true and false confessions. Law Human behavior, 35, 452-465.

Santtila, P., Pakkanen, T., Zappalà, A., Bosco, D., Valkama, M., & Mokros, A. (2008). Behavioural crime linking in serial homicide. Psychology, Crime and Law, 14 (3), 245-265. 

Scott, A.J., Nixon, K., & Sheridan, L. (2013). The Influence of Prior Relationship on Perceptions of Stalking: A Comparison of Laypersons, Nonspecialist Police Officers, and Specialist Police Officers. Criminal Justice and Behavior, 40 (12), 1434-1448. 

Sheridan, L., Scott, A.J., & North, A.C. (2014). Stalking and age. Journal of Threat Assessment and Management, 1 (4), 262-273. 

Taylor, P.J., Larner, S., Conchie, S.M., & van Der Zee, S. (2015). Cross-cultural deception detection. In P.A. Granhag, A. Vrij, & B. Vershuere (Eds.), Deception detection: Current Challenges and Cognitive Approaches (pp. 175-202). Chichester: Wiley.

Thorley, C., Dewhurst, S. A., Abel J. W., & Knott M. L. (2016). Eyewitness memory: The impact of a negative mood during encoding and/or retrieval upon recall of a non-emotive event, Memory, 24 (6), 838-852. 

Vredeveldt, A., Hildebrandt, A., & van Koppen, P. J. (2016). Acknowledge, repeat, rephrase, elaborate: Witnesses can help each other remember more, Memory, 24(5), 669-682. 

White, J.H., Lester, D., Gentile, M., & Rosenbleeth, J. (2011). The utilization of forensic science and criminal profiling for capturing serial killers. Forensic Science International, 209 (1), 160-165. 

Woodhams, J., Hollin, C.R., & Bull, R. (2007). The psychology of linking crimes: A review of the evidence. Legal and Criminological Psychology, 12, 233–249.

Field Studies 

1.Thursday, Sept 14^th 10:00-12:00 : Visiting Future Stockholm (Socialförvaltningen, Socialtjänstavdelningen Framtid Stockholm)

Future Stockholm: Stockholm city conducts outpatient care for children and young people through the Future Stockholm. Young people, parents and partners are offered a range of social support and treatment for children and young people. Future Stockholm working with parental support, outreach work among young people, alcohol and drug issues and young offenders.

Objective: You will be exploring a range of social support and treatment for children and young people in Sweden who have been/ are subject to alcohol and drug or crimes.

2.Thursday, Sept14^th 14:00-15:30: Visiting Fryshuset

Fryshuset: Fryshuset is often referred to as the largest youth center in the world – but it is actually much more than that. Above all it is a vision based on the conviction that encouragement, confidence, responsibility and understanding are necessary in order to enable young people to develop their innate abilities and find their way into society.

Fryshuset is providing opportunities for young people mix with grown-ups to participate, contribute and learn by means of all kinds of creative and constructive activities. Fryshuset is a meeting place where people share and develop passionate interests, social commitments, sports, entertainment, culture and innovative educational programs.

Objective: You will be visiting Fryshuset to explore the effectiveness of different social projects that are aiming to help youth with violent histories to find their way into society.

Core Course week/Short Tour: Gothenburg

A closer view of forensic psychology research and practice in Sweden

Purpose: This study tour provides you with the opportunity to explore the field of Forensic psychology and various practices in Sweden. Academic visits on tour will include meeting with forensic psychology researchers and practitioners and visiting various institutions working in the field of forensic psychology.

In addition to the academic activities on study tour, the study tour program is supplemented with cultural visits and events. In the past, cultural visits have included touring castles, museum visits, and experiencing traditional Swedish food at local restaurants.

Timing: Core Course Week September 11^th- 15^th, Short Study Tour September 11^th- 13^th

Academic visits:

• Meet with one of the European leading research groups: The Research Unit for Criminal, Legal and Investigative Psychology (CLIP)
• Visit the Swedish criminal probation service: Halvvägshuset
• Visit the domestic violence women protection service in Sweden: Kriscentrum för kvinnor och Utväg kvinnor (Crisis Center for Women and Way Out)

Assignment: Group presentation (see assignments page)

Long Study tour: Scotland

Crime prevention and offender intervention in Scotland: find out what works

Purpose: On the tour to Scotland, you will be able to explore the field of forensic psychology by meeting with researchers, psychologists, social workers and people representing the justice system as well as organizations working in the field. You will have a profound understanding of the Scottish politics and policy take effect on the criminal justice system, as well as on the crime prevention and offenders intervention in Scotland. The tour will also allow you to explore the culture of the county more thoroughly by attending performances and visiting museum exhibitions.

Timing: Oct 29^th – Nov 3^rd

Academic visits:

• Visit the unique organization where people with lived experience of the Scottish justice system are contributing to reducing offending: Positive Prison
• A workshop will be run by criminology professor Fergus McNeill, who is Chair of an EU funded research network on ‘Offender Supervision in Europe’ which involved about 100 researchers from across 21 jurisdictions.
• Visit the juvenile delinquency educational and treatment service: Kibble Education and Care Centre
• Visit the Scottish community justice organisation: Sacro
• Visit Scottish prison and probation service: HM Prison Edinburgh

Assignment: Study tour reflection paper (see assignments page)

Guest Lecturers

16^th Oct. Marianne Kristiansson (MK) is a medical doctor, specialised in forensic psychiatry (1993 11 18), anaesthesiology (1989 06 27) and pain manangement (1998 12 22). She is research Group leader at KI. MK has had various positions as consultant and head. She is now senior consultant in forensic psychiatry at the National Board of Forensic Medicine in Sweden, and adjunct professor forensic psychiatry Dept of Clinical Neuroscience, Karolinska institutet, Stockholm, Sweden. MK is affiliated to Law of Faculty, Stockholm University, Sweden. Her main research branches are biological mechanisms behind deviant behaviour, risk analysis, criminal law and simulation techniques for risk assessment and treatment. At present MK is principal supervisor for two doctoral students and co-supervisor for two doctoral students. MK gives Courses in risk assessment, law/psychiatry, violence in the workplace and works in international networks concerning Poverty, Health and Violence. MK also works with assessment of transplant candidates and organ donors and participates in networks focusing on prevention of organ trafficking.

Approach to Teaching

I strive to create an interactive learning environment, in which you are expected to play an active and participatory role and being involved in discussion, asking questions and by completing tasks/assignments. You will be the center of the learning process, which means that you are not expected be a passive recipient of knowledge, but an explorer of theories and research findings. The goal is for you to develop your knowledge of the field of forensic psychology in its’ applied and research questions and problems.

My role as teacher is to help you strengthen the collective experience of the classroom in a shared learning experience.  The goal is to stimulate you to think, to help you explore and be productive, and to familiarize you with cutting-edge research. A variety of teaching methods will be used, including lectures, case studies, class discussions, group presentations, interactive classroom activities and multi-media to facilitate the understanding of theory, research and their cultural implications.

Collaboration is highly valued in this course, and you are expected to work both individually and in groups. Respect for other’s opinions and experience is a necessary requirement for this class.

Expectations of the Students

The success of this course is hinged on not only my ability to communicate ideas and concepts, but our ability to create an environment conducive to learning. You are expected to treat each other with respect, and be tolerant to different opinions. Any kind of biases and prejudices are not acceptable in the class.

In class we will use a case-lecture-discussion format and failure to adequately prepare for class will prevent effective participation. I expect you to have done the reading for each class and to come with notes and questions for me and for the other students. This will give us material to generate conversation.

Please note the following rules:

1. Hand in assignments on time.
2. Complete all readings prior to class.
3. This course will rely heavily on the Canvas system, and you will be responsible for checking updated information on Canvas.
4. Be punctual and attend all classes; missing classes without a legitimate excuse will result in a lower final grade.
5. Cell Phones, Laptop, and Related technology: Please bring a notebook and pen to class for taking notes, and only use laptops when instructed for specific activities. Please switch your cell phone off and resist the urge to text.

Evaluation

A number of diverse tasks will be given throughout the semester to address learning objectives. Emphasis will be on engaged participation, and may include individual and/or group based written/oral tasks. Projects may be given that will explore topics experientially.

To be eligible for a passing grade in this class you must complete all of the assigned work.

Grading

Methods of Evaluation	How Evaluated (Individual or group)	Due Date	Percent
Engaged Participation As indicated by class attendance, speaking up/asking questions/giving feedback in class, two mini assignments on first and last days of the class	Individual	Ongoing	20%
Group Presentation Based On Core Course Week	Group	Sept. 21st	15%
False Confession Analytical Paper	Individual	October 20th	20%
Long Study Tour Reflection Paper	Individual	November 10th	20%
Final Research Paper	Individual	November 30th	25%
Total			100%

Engaged Participation (20%):

• Participation in class requires arriving on time and being prepared in relation to readings and other assignments. Your participation grade reflects the importance of being active in this course, which relies in great part on the reflections, discussions, and exercises in class. Active participation is essential in both the classroom, on study tours, and in group work. Attendance is mandatory. Furthermore, you will complete an introduction assignment on the first of class and closing assignment on the last day of class.

Group Presentation Based On Core Course Week (15%)

You are expected to complete a 20-minute group presentation with your group members on Thursday, September 21^st. You will be required to survey the services of one academic visit during the core course week, summarize your key findings from the visit organization, evaluate its’ services by relating to theories/research that you have learned in the class. Further detailed guideline will be provided in class.

False Confession Analytical Paper (20%)

Your will choose your “favorite” false confession case, analyze reasons why false confession occurred in this specific case, and propose solutions for preventing false confessions. A 5-6 page paper on this topic will be due on October 20^th. Analyses and solutions should be evidence-based. More information on the paper will be handed out in class.

Long Study Tour Reflection Paper (20%)

A thoughtful reflection incorporating two objectives below to the focus of the long study tour in Scotland. A 5-6 page reflection paper on this topic will be due on November 10^th. More information will be hand out in class.

Stated objectives

1. Theories in explaining why people commit crimes

2. Approaches to crime prevention

3. Evaluate the effectiveness of the approach 

Final Research Paper (25%)

You will choose a forensic psychology subject area of particular interest to them and discuss this topic with the instructor and receive approval from the instructor for this topic by November 13^th. A 7-8 page paper on this topic will be due on Thursday, November 30^th.  You will be expected to perform outside research in completing their papers, and more information on the paper will be handed out in class. 

Detailed assignment descriptions and/or rubrics will be made available on Assignments on Canvas and/or in class. 

Disability and Resource Statement  

Any student who has a need for accommodation based on the impact of a disability should contact the Office of Academic Support (acadsupp@dis.dk) to coordinate this.  In order to receive accommodations, students should inform the instructor of approved DIS accommodations within the first two weeks of classes.

Policies

Attendance

You are expected to attend all classes, guest lectures, workshops and field studies. If you must miss a class for religious holidays, medical reasons, or other valid reasons, you must let us know as far in advance as possible of the absence and obtain information about the work you must do to keep up in class. If you miss a class for any other reason (sudden illness, family emergency, etc.), you should get in touch with us as soon as possible and arrange to make up the work missed.

It is crucial for your learning that you stay on task and hand in assignments on or before the due date. All work– including in-class projects – have to be completed in order to pass the class. Late papers or projects will be marked down with 1/3 of a grade for each day it is late.

Academic Honesty

Plagiarism and Violating the Rules of an Assignment

DIS expects that students abide by the highest standards of intellectual honesty in all academic work. DIS assumes that all students do their own work and credit all work or thought taken from others.   Academic dishonesty will result in a final course grade of “F” and can result in dismissal. The students’ home universities will be notified. DIS reserves the right to request that written student assignments be turned in electronic form for submission to plagiarism detection software.  See the Academic Handbook for more information, or ask your instructor if you have questions.

Policy on late papers

There will be a grade deduction of half a letter grade for each day the assignment is late. 

Use of laptops or phones in class

Laptops/Tablets/iPads are not allowed to be open in the classroom unless agreed upon for specified tasks such as article reading and/or for discussion purposes and/or note-taking. Cellular phones must be switched off during class.