Description
( this is the article that i have picked ; https://eu.freep.com/story/news/local/michigan/oak… ) wants a critical evaluation of a news article, describing with kp keywords the emotional state of the perpetrator, so you can click on them to develop the questions asked and put concepts/theories of the course based on the theoretical material. For this task i want you to create just the introduction that has to follow these questions (short rationale and/or impact statement: 3 questions are 250-300 words) ) Introduction: Your answer should start with a short rationale and/or impact statement. Why is it important to understand what is being communicated in the article; who is affected and how?
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School of Psychology
Assessment
Brief
Module Code
Module Title
PSY6206
Applied Forensic Psychology
Academic Year
Semester
2022-2023
Fall
Module Leader email
[email protected]
Content
Assessment Details……………………………………………. 2
Submission Details ……………………………………………. 3
Assessment Criteria …………………………………………… 3
Further Information ……………………………………………. 7
Who can answer questions about my assessment? ……….. 7
Referencing …………………………………………………………………… 7
Submission problems ……………………………………………………. 7
Unfair academic practice ……………………………………………….. 8
How is my work graded? ……………………………………………….. 8
Assessment Details
Assessment title
Abr.
Weighting
Analysis of contemporary crime news item
WRIT1
40%
Pass marks are 40% for undergraduate work and 50% for postgraduate work unless stated otherwise.
Task/assessment brief:
WRIT 1 – News Article Analysis
Prepare a critical analysis of a contemporary news item related to crime: Highlight implicit
theories in reporting and critically evaluate if supported by the evidence (1500 words).
Format:
1) Introduction: Your answer should start with a short rationale and/or impact statement. Why is it
important to understand what is being communicated in the article; who is affected and how?
2) Analysis: Should draw out loaded key terms and phrases related to perpetrator and/or victim.
Terms and phrases selected should indicate implicit theories that the article is promoting as
implied explanations. You should draw out the implicit theories you plan to analyse and justify
these in relation to the key terms and phrases selected.
3) Evaluation: Are the implicit theories supported by evidence for the specific offence dealt with in
the article? Is the evidence consistent with, contradictory or equivocal. Review articles and
meta-analyses can save you a lot of work here. Stay on the evidence, don’t venture opinion or
conclusions yet.
4) Conclusions: Does the article advocate an unsupported or weakly supported account?
Remember that these kinds of materials shape public opinion, people don’t normally read
research papers and news acts as their only authoritative source. Is the resulting opinion likely
to endorse ideas that could promote rehabilitation, or would they be counterproductive for
Forensic Psychology?
Please note that your analysis needs to adhere to the APA format.
Word count (or equivalent):
1,500 words
This a reflection of the effort required for the assessment. Word counts will normally include any text,
tables, calculations, figures, subtitles and citations. Reference lists and contents of appendices are
excluded from the word count. Contents of appendices are not usually considered when determining
your final assessment grade.
Academic or technical terms explained:
Please note that:
2
APA: American Psychological Association
Submission Details
Submission
Deadline:
End of Week 10
(TBA)
Estimated
Feedback
Return Date
Within 14 working days
after initial submission.
Submission
Time:
By 23:55 on the
deadline day.
Moodle/Turnitin:
Any assessments submitted after the deadline will not be marked and will be
recorded as a non-attempt unless you have had an extension request
agreed or have approved mitigating circumstances. See the School Moodle
pages for more information on extensions and mitigating circumstances.
File Format:
The assessment must be submitted as a pdf document (save the document
as a pdf in your software) and submit through the Turnitin submission point
in Moodle.
Your assessment should be titled with your:
student ID number, module code and assessment ID,
e.g. st12345678 BHL5007 WRIT1
Feedback
Feedback for the assessment will be provided electronically via Moodle or CUC Eclass or and with your module leader. Feedback will be provided with comments on
your strengths and the areas which you can improve.
All marks are provisional and are subject to and confirmation at the programme
Examination Board.
Assessment Criteria
Learning outcomes assessed
•
•
Synthesise multiple impacts of crime
Critically understand limitations of offending interventions
Other skills/attributes developed
This includes elements of the Cardiff Met EDGE (Ethical, Digital, Global and Entrepreneurial skills) and
other attributes developed in students through the completion of the module and assessment. These
will also be highlighted in the module guidance, which should be read by all students completing the
module. Assessments are not just a way of auditing student knowledge. They are a process which
3
provides additional learning and development through the preparation for and completion of the
assessment.
Marking/Assessment Criteria
Competency
Considerations
Fail
Pass/third
2ii
2i
Clarity and
appropriateness
of article
selected
Clear and simple language
describing impact of crime
selected – who is affected
and in what way?
Article insufficiently
focused on crime,
focus and impact of
criminal behaviour
unclear.
Sound choice with
some but
incomplete
consideration of
impacts.
Very goo
with obv
impactfu
crime.
Communication
of objectives
Are objectives clear, useful
and realistic?
Objectives of
critical analysis not
communicated
coherently.
Focused
sufficiently on
crime but focus
and impact too
vague (or vice
versa).
Some, but not all,
aspects of
objectives
communicated
adequately.
Sound objectives
but still requiring
some specialist
knowledge to
interpret.
Just one
small are
improvem
Clear, concise
communication
• Logical order of
materials
• Explanatory detail
• Focus and relevance
Analysis difficult to
read and lacking
coherence.
Analysis clear but
more work needed
to improve
structure, content
and organisation.
Presentation
style
• Use headings and
organisation of studies
• Word limit
• Ease of use
(comprehension)
Disorganised and
materials not
adequately
labelled. Typos,
grammar and/or
syntax issues.
Reasonable
attempt to give
adequate
presentation with
few substantial
errors
Sound analysis
composed to a
good, competent
standard. Well set
out but not fully
incisive.
Good presentation
that is easy to
follow
Not too many
stylistic errors
A very w
construc
analysis
consider
has been
expende
Polished
presenta
very few
errors
First Class
95
A+
Further to the description listed in the 75% and 85% criteria:
A substantial level of engagement with relevant literature is demonstrated; important insights are
offered that are informed by critical evaluation of current research. Work extends beyond the
standard or work expected at L5 and has features consistent with L6.
85 A
Students have demonstrated a full and detailed understanding of the set task and an ability to address
the assignment criteria at an excellent level.
75 A-
Assessment criteria is addressed at a very good level.
There is strong evidence of an ability to apply, extend and transform detailed knowledge of the topic
area. The writing style is lucid and mature; arguments are well structured, critical and clearly
articulated. Assumptions are challenged; the complexity of academic debate is acknowledged.
Upper Second (2:1)
4
68
B+
Assessment criteria is addressed at a good level.
65 B
Assessment criteria is addressed at a good level.
A detailed knowledge of the topic area is shown; there is evidence of an ability to apply, extend and
transform this knowledge. The writing style is fluent and arguments are well articulated and
substantiated. An ability to engage in critical evaluation is shown.
A detailed knowledge of the topic area is shown; there is evidence of an ability to apply, extend and
transform this knowledge. The writing style is fluent and arguments are generally well articulated and
substantiated. Some ability to engage in critical evaluation is shown.
62 B-
Assessment criteria is addressed at a good level.
A good knowledge of the topic area is shown; there is evidence of an ability to apply, extend and
transform this knowledge. The writing style is usually fluent and arguments are generally well
articulated and substantiated. Some ability to engage in critical evaluation may be shown.
Lower Second (2:2)
58
C+
Assessment criteria is addressed at a satisfactory level.
55 C
Assessment criteria is addressed at a satisfactory level.
A sound knowledge and understanding of most key aspects of the field has been demonstrated
throughout. There may be some minor errors in presentation, but this does not detract from the clarity
of expression. The structure and format of arguments is appropriate and usually substantiated.
A sound knowledge of underlying concepts and principles of the field has been demonstrated. There
may be some errors in presentation, but this does not detract from the clarity of expression. The
structure and format of arguments is appropriate and usually substantiated.
52 C-
Assessment criteria is addressed at a satisfactory level.
A sound knowledge of underlying concepts and principles of the field has mostly been demonstrated.
There may be errors in presentation, but this does not detract from the clarity of expression. The
structure and format of arguments is generally appropriate and usually substantiated.
Third (3rd)
48
D+
Assessment criteria is addressed at a threshold level.
45 D
Assessment criteria is addressed at a threshold level.
A basic knowledge of the underlying concepts and principles of the topic area is demonstrated
throughout. Work is appropriately structured though some key points may not be logically structured.
Although there are minor faults in the presentation of work the meaning is still clear. Arguments may
be generally substantiated, but may be under-developed.
A basic knowledge of the underlying concepts and principles of the topic area is demonstrated. Work
is appropriately structured though key points may not be logically structured. Although there are faults
in the presentation of work the meaning is still clear. Arguments may be generally substantiated, but
may be under-developed.
42 D-
Assessment criteria is addressed at a threshold level.
A basic knowledge of the underlying concepts and principles of the topic area is demonstrated at
times. Work is appropriately structured though key points may not be logically structured. Although
there are major faults in the presentation of work the meaning is mostly clear. Arguments may be
unsubstantiated at times and may be under-developed.
5
Fail
38
F6
The standard of work is unsatisfactory and might best be described as a narrow fail.
35
F5
The standard of work is unsatisfactory and might best be described as a narrow fail.
32
F4
Work is unsatisfactory and represents a fail. Work demonstrates limited knowledge of the topic and
may also be irrelevant and inaccurate. Expression of ideas may be confused and clumsily expressed.
25
F3
Work is of a poor quality and represents a clear fail. Work presented for assessment will demonstrate
minimal understanding of the set task. Work demonstrates little knowledge of the topic and little
ability to communicate effectively.
15
F2
Work is very poor. Work presented for assessment demonstrates a misunderstanding of the set task,
be largely irrelevant and/or short.
5 F1
Work presented for assessment may be short, incomplete and/or irrelevant and demonstrates a
serious lack of comprehension and/or engagement with the set task.
0
F0
Work demonstrates limited knowledge of the topic and may also be irrelevant and inaccurate at times.
Expression of ideas may be confused and poorly expressed. However, understanding of the set task
has been demonstrated.
Work demonstrates limited knowledge of the topic and may also be irrelevant and inaccurate.
Expression of ideas may be confused and clumsily expressed. However, understanding of some
elements of the set task have been demonstrated.
Zero will be awarded where no answer has been attempted. A zero may also be warranted following
an upheld allegation of unfair academic practice.
6
Further Information
.
Who can answer questions about my
assessment?
achieving higher grades on most
assessments.
Questions about the assessment should be
directed to the staff member who has set the
task/assessment brief. This will usually be the
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Technical submission problems
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only exception to this rule is for Dissertation
Supervisors to provide feedback on a draft of
your dissertation.
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academic literature in the area. The time
spent on research and reading from good
quality sources will be reflected in the quality
of your submitted work.
Remember that what you get out of university
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sessions typically represent between 10%
and 30% of the time you are expected to
study for your degree. A 20-credit module
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Correct referencing is an easy way to
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7
Unfair academic practice
Cardiff Met takes issues of unfair practice
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Types of Unfair Practice, include:
Plagiarism, which can be defined as using
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downloaded from the Internet.
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authorised by your degree programme.
Collusion, which can be defined as when
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the work of one person. Modules will clearly
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before submission.
8
Applied Forensic
Psychology
PSY6026
Dr Sotiris Dedeloudis
What makes someone a criminal
Theories of crime
Why have Theories of Crime?
◼ Perceptions of rates of crime
◼ Guide understanding, assessment & treatment
◼ Relate crime to other behaviour in general
theories of psychology
What is Theory and how does it drive
scientific enquiry?
What kind of explanation offered?
How to test?
Nearly always tested in lab
Can it be tested naturalistically, why does this matter?
The Scientific Method
1.
2.
3.
4.
5.
6.
7.
Observe an event.
Develop a model (or hypothesis) which makes a
prediction.
model
Test the prediction.
Observe the result.
Revise the hypothesis.
test
Repeat as needed.
A successful hypothesis becomes a Scientific
Theory.
To be honest – crime is an extremely
complex problem
Theories of crime – problems!
Crime is a socially defined phenomenon
◼ Crime behaviour is contextually sanctioned
◼ Crime is politicised
◼ Crime is largely undetected
◼ Crimes differ in base rates
◼ Depends on knowledge and willingness of victims
◼ Human behaviour is multiply determined
◼ Drugs, Poverty, Social identity, Genetics, Learning, Boredom,
deviant sexual arousal, poor impulse control, poor
reasoning……
◼ So, can any one theory ever hope to fully explain and predict?
◼
Value-laden terminology
◼ Crime assumed to be ‘normal’
◼ Rational choice theory
◼ Good lives model
◼ Crime likened often to mental illness
◼ Moral imbecility
◼ Deviance
◼ Sociopathy
◼ Psychopathy
◼ Risk, needs responsivity
Levels of theory
◼ What levels of theory needed for what crime?
◼ Who, or what, is causing crime?
◼ Macro models
– Criminology
◼ Crime explained by unequal economic and social power
◼ But theories drift into operating at individual or micro-
group levels
◼ Micro models – Psychology
◼ Theories in Psychology explain at different micro levels
◼ Individual level – Biology, Cognitive, Individual differences
◼ Group level – Social process theories, conformity, social
identity
Psychodynamic theory
◼ All behaviour motivated by unconscious forces
◼ Poor physical/emotional development leads to crime
and delinquency
◼ Crime = attempt at psychic ‘harmony’
◼ Gang membership provides gratification missing in
family.
◼ Notions poorly defined, not testable
◼ Therefore RUBBISH?
Sociological Theories
1. Structural Approaches
◼ DIFFERENTIAL OPPORTUNITY: Inequalities in
opportunities to achieve goals valued by society (wealth,
education, success, material possessions)
◼ REACTION FORMATION: “norms of the previously
accepted middle-class orientation are defied…by
replacing them with their most offensive opposites”
◼ RATIONAL CRIME: illegal behavior rewarded & has
low risk of detection
Social Theories of Delinquency
Three major social theories focus on factors
that influence delinquency:
• Social structure theories focus on a youth’s
economic and social conditions.
• Social process theories analyze the impact of peer
group and family relationships, and school failure.
• Social reaction theories examine the role that
societal institutions play in perpetuating
delinquency.
Social Structure Theories
Social structure theories examine why lowerclass youths are more likely to commit crime
than middle- and upper-class youths. Three
social structure theories include:
• Ecological theory
• Strain theory
• Subculture theory
Ecological Theory
Ecological theory seeks to explain delinquency
based on where it occurs.
Shaw and McKay’s Social
Disorganization Theory
Shaw and McKay (1932) made one of the first
attempts to focus on the social conditions that
lead to delinquency.
Shaw and McKay’s Social
Disorganization Theory
After studying crime rates in zones around the
city of Chicago, Shaw and McKay discovered
stable and significant differences in crime
rates in different zones.
Concentric Zones in
the Greater
Chicago Area
Zone 1—Factory Zone
Zone 2—Zone in transition
Zone 3—Working people’s homes
Zone 4—Residential zone
Zone 5—Commuters’ zone (the suburbs)
Shaw and McKay’s Social
Disorganization Theory
The area with the highest delinquency rates was
the zone in transition, just outside the central
business district, also called the interstitial
area.
interstitial area: Area of a city characterized by high delinquency rates in which
factories and commercial establishments exist along with private residences.
Shaw and McKay’s Social
Disorganization Theory
Shaw and McKay identified three characteristics of
interstitial areas:
• Cultural heterogeneity —residents from different cultures
lack a common value system, and the neighborhood lacks
cohesiveness
• Mobility—the rapid turnover of residents delayed the
development of a common set of neighborhood norms.
• Poverty
norms: Prescriptions for appropriate
behavior.
Shaw and McKay’s Social
Disorganization Theory
• Shaw and McKay found that as people
moved away from the interstitial zone into
more established zones, delinquency did not
continue.
• Therefore, they argued, environmental
factors led to delinquency.
Violent crime South Wales 2012
Non-violent crime South Wales 2012
Cardiff is opposite of Shaw & McKay – why?
Cardiff Bay
Strain Theory
Strain theorists see delinquency as a result of a
lack of opportunity, particularly economic
opportunity.
Merton’s Strain Theory
According to Robert Merton (1938), the
cultural goal of American society is economic
success. Institutionalized means of reaching this
goal are:
• Education
• Occupation
• Deferral of gratification
◼ Anomie – legitimate desires that cannot be
satisfied by socially acceptable behaviours
force lower class people into delinquency.
(Merton, 1969).
◼ “…since the lower layers were discriminated
against in educational and occupational
marketplaces, this was the group least likely
to realise the American dream.”
Merton’s Strain Theory
• Not everyone has equal access to the
institutionalized means to obtain financial
success.
• People without access suffer from strain.
Merton’s Strain Theory
Merton developed five modes of adaptation to
strain:
1. Conformity
conformity: Acceptance of the cultural goal of economic
success and acceptance of the institutionalized means to
obtain it.
2. Ritualism—Lowered aspirations; common in the
lower middle class
ritualism: Rejection of the cultural goal of economic success and acceptance of the
institutionalized means to obtain it.
Merton’s Strain Theory
3. Innovation—Drug dealing, robbery, burglary, etc.
innovation: Acceptance of the cultural goal of economic success and rejection of the
institutionalized means to obtain it.
4. Retreatism—Escape into drug use and committing
crimes to support drug use
retreatism: Rejection of the cultural goal of economic success and rejection of the
institutionalized means to obtain it
Merton’s Strain Theory
5. Rebellion—Gangs, militias, cults, countercultures
rebellion: Rejection and substitution of the cultural goal
of economic success and rejection and substitution of the
institutionalized means to obtain it.
Problems with Strain Theories
◼
Five reactions to strain, why not all the same?
◼
Delinquent youths report normal life satisfaction.
◼
Strain highest in low SES neighbourhoods not where rich
and poor live next to one another.
Psychological Theories
Physiologically Based Dimensions of
Personality
◼ Extraversion-Introversion
◼ Sensitivity to Reward and Punishment
◼ Sensation Seeking
◼ Neurotransmitters and Personality
Extraversion-Introversion
◼ Measured by Eysenck Personality Questionnaire
(EPQ)
◼ High extraversion: Talkative, outgoing, likes
meeting new people and going to new places,
active, bored easily, hates routine
◼ Low extraversion: Quiet, withdrawn, prefers being
alone or with a few friends to large crowds, prefers
routines, prefers familiar to unexpected
Extraversion-Introversion
Eysenck’s theory
◼ Introverts have a higher level than extraverts of
activity in the brain’s ascending reticular
activating system (ARAS)
◼ People strive to keep ARAS activity at optimal
level—introverts work to decrease and avoid
stimulation; extraverts work to increase and seek
out stimulation
Extraversion-Introversion
Eysenck’s theory
◼ Research indicates that introverts and extraverts are
NOT at different resting levels, but introverts ARE
more reactive to moderate levels of stimulation than
extraverts
◼ This work led Eysenck to revise his theory—the
difference between introverts and extraverts lies in
arousability, not in baseline arousal
Extraversion-Introversion
Eysenck’s theory
◼ When given a choice, extraverts prefer higher
levels of stimulation than introverts
◼ Geen (1984): Introverts and extraverts choose
different levels of stimulation, but equivalent in
arousal under chosen stimulation
Extraversion-Introversion
Eysenck’s theory
◼ Introverts and extraverts perform task best
under their chosen stimulation level, poor
when performing under a stimulation level
chosen by other group
Sensitivity to Reward and
Punishment
◼ Personality based on two hypothesized brain
systems
◼ Behavioral Activation System (BAS): Responsive
to incentives (cues to reward) and regulates
approach behavior
Sensitivity to Reward and
Punishment
◼ Behavioral Inhibition System (BIS):
Responsive to punishment, frustration,
uncertainty, and motivates ceasing, inhibiting, or
avoidance behavior
◼ Active BIS produces anxiety, active BAS
produces impulsivity
Sensitivity to Reward and
Punishment
◼ Integration with Eysenck’s model: Impulsive =
high extraversion, moderate neuroticism;
Anxious = moderate introversion, high
neuroticism
◼ According to Gray, impulsive people do not
learn well from punishment because of weak
BIS; learn better from reward—supported by
research
Sensation Seeking
◼ Tendency to seek out thrilling, exciting activities,
take risks, avoid boredom
◼ Early sensory deprivation research
◼ Hebb’s theory of optimal level of arousal
Sensation Seeking
◼ Zuckerman: High sensation seekers are less
tolerant of sensory deprivation; require much
stimulation to get to optimal level of arousal
◼ Zuckerman’s Sensation Seeking Scale
◼ Moderate positive correlation between
extraversion and sensation seeking
Sensation Seeking
◼ Physiological basis for sensation seeking
◼ Neurotransmitters —chemicals in nerve cells
are responsible for the transmission of nerve
impulse from one cell to another
◼ Monoamine Oxidase (MAO)—enzyme that
maintains a proper level of neurotransmitters
Sensation Seeking
◼ Physiological basis for sensation seeking
◼ Too little MAO = too much neurotransmitter;
too much MAO = too little neurotransmitter
◼ High sensation seekers have low levels of MAO,
producing a need for stimulation to reach the
optimal level of arousal
Neurotransmitters and Personality
◼ Dopamine —associated with pleasure
◼ Serotonin —associated with depression and
other mood disorders
◼ Norepinepherine —associated with fight or
flight response
Neurotransmitters and Personality
Cloninger’s Tridimensional Personality Model
◼ Novelty seeking—low levels of dopamine
◼ Harm avoidance—low levels of serotonin
◼ Reward dependence —low levels of
norepinephrine
Neuropsychological Correlates of Violence
& Aggression
Animal studies: relation between brain function & aggressive
behavior
◼ Limbic system & Bilateral prefrontal cortex
◼ Frontal lobe dysfunction
◼ Less ability to control emotional expression & lack of
appreciation for impact of behavior
◼ Temporal lobe dysfunction
◼ Unprovoked anger, memory/IQ impairment, hallucinations,
delusions, and receptive language impairment
◼
Traumatic Brain Injuries
◼ Up to 50% of criminals have a history of TBI
◼ Vs. 5-15% of non-criminals
◼ Relation to crime via…
◼ Frontal/temporal lobe damage (BIS)
◼ Psychomotor epilepsy (5-7%)
◼ Neurocognitive deficits
◼ Criminal attitudes (“society owes me”)
◼ Loss of hope
Caspi et al. (2002), Science, 297: 851-853
Looked at interaction between MAO-A and
environmental stressors.
Not all maltreated children have bad outcomes
(ADHD, ASPD, CD etc…). Could therefore be
vulnerability owing only in part to genetic
factors?
Caspi et al. (2002)
✓ Harsh indifferent mothering (age 3) = 16%
✓ Harsh corporal punishment (7-9 yrs) = 10%
✓ 2 or more changes primary carer = 6%
✓ Severe physical punishment
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