Module XAC-3050:
Seicoleg Fforensig

Module Facts

Run by School of Education and Human Development

20 Credits or 10 ECTS Credits

Semester 1 & 2

Organiser: Dr Nia Williams

Overall aims and purpose

Bydd y modiwl hwn yn cyflwyno myfyrwyr i bynciau allweddol mewn Seicoleg Fforensig gan gynnwys damcaniaethau o droseddu, datblygiad plant, plant yn eu harddegau ac oedolion sy'n troseddu, ymddygiad rhywiol mewn plant a phobl ifanc, adsefydlu troseddwyr, y system gyfiawnder, ac ymateb y cyhoedd i droseddu. Byddwn yn edrych ar achosion o'r gorffennol sydd wedi eu datrys a rhai sydd heb eu datrys o wahanol droseddu gyda phlant ac oedolion ifanc fel dioddefwyr a chyflawnwyr. Byddwn hefyd yn edrych ar yr effaith gaiff hyn arnynt hwy a'u teulu yn ogystal â gwerthuso'n gritigol ymchwil ac ymyriadau sydd wedi eu llunio i arbed/ gwella ymddygiad.

Course content

Bydd y modiwl hwn yn edrych ar wahanol achosion o droseddu megis llosgi bwriadol, llofruddiaeth, cipio plant ayyb a fe fydd y myfyrwyr yn trafod yn feirniadol y ffactorau, atal troseddwyr, a strategaethau ymyrryd ar gyfer plant fel troseddwyr a dioddefwyr. Bydd y modiwl hefyd yn ymchwilio i gyfrifoldeb troseddol, cosb, a cyffes ffug ac awgrymog.

Assessment Criteria

good

Da -Dealltwriaeth dda o theorïau cyfredol o seicoleg fforensig. Dangos gallu i drafod yn yn dda iawn y canlyniadau, yn y tymor byr a’r tymor hir, ar blant a phobl ifanc sydd wedi bod yn ran o ymddygiad troseddol. Ymwybyddiaeth dda iawn o effaith syniadau cymdeithas ynghylch ymddygiad treiddsgart. Gallu da iawn i adnabod y gweithwyr proffesiynol sy’n ymwneud â hyn ac awgrymu amrywiaeth o strategaethau a ddefnyddir i helpu plant a phobl ifanc sy'n ymwneud a ymddygiad treiddsgar a dadansoddi'n gritigol effaith ymyriadau a thrafod eu heffeithiolrwydd.

excellent

Rhagorol: Dealltwriaeth gynhwysfawr o theorïau cyfredol o seicoleg fforensig. Dangos gallu i drafod yn dreiddgar ac yn fanwl y canlyniadau, yn y tymor byr a’r tymor hir, ar blant a phobl ifanc sydd wedi bod yn ran o ymddygiad troseddol. Ymwybyddiaeth drwyadl o effaith syniadau cymdeithas ynghylch ymddygiad treiddsgart. Gallu ardderchog i adnabod y gweithwyr proffesiynol sy’n ymwneud â hyn ac awgrymu amrywiaeth o strategaethau a ddefnyddir i helpu plant a phobl ifanc sy'n ymwneud a ymddygiad treiddsgar a dadansoddi'n gritigol effaith ymyriadau a thrafod eu heffeithiolrwydd.

threshold

Trothwy Dealltwriaeth foddhaol theorïau cyfredol o seicoleg fforensig. Dangos gallu boddhaol i drafod yn y canlyniadau, yn y tymor byr a’r tymor hir, ar blant a phobl ifanc sydd wedi bod yn ran o ymddygiad troseddol. Ymwybyddiaeth foddhaol o effaith syniadau cymdeithas ynghylch ymddygiad treiddsgart. Gallu boddhaol i adnabod y gweithwyr proffesiynol sy’n ymwneud â hyn ac awgrymu amrywiaeth o strategaethau a ddefnyddir i helpu plant a phobl ifanc sy'n ymwneud a ymddygiad treiddsgar a dadansoddi'n gritigol effaith ymyriadau a thrafod eu heffeithiolrwydd.

Learning outcomes

  1. 4.Dangos dealltwriaeth o'r system gyfiawnder ieuenctid gyfredol

  2. 6.Datblygu gwybodaeth am effaith gyd-destun troseddol ehangach yn ystod plentyndod ac ystyried effaith agweddau cymdeithasol ar droseddau plant

  3. 3.Mynegi'n dda dealltwriaeth o'r ffactorau a themau sy'n gysylltiedig ag ymddygiad troseddol ac ymyriadau i leihau ymddygiad troseddol plant a phobl ifanc

  4. 5.Gallu adnabod yr asiantaethau a'r gweithwyr proffesiynol a all ddarparu cefnogaeth i blant a'u teuluoedd sy'n profi problemau gyda throseddau

  5. 1.Dangos dealltwriaeth drylwyr o wahanol ymddygiad troseddol a dadansoddi gwahanol achosion yn deillio o ymchwil a gwybodaeth.

  6. 2.Datblygu dealltwriaeth am effaith cymdeithasol troseddu ymysg plant a phobl ifanc a'u teulu.

Assessment Methods

Type Name Description Weight
ESSAY Traethawd Semestr 1 50
REPORT Ffilm newyddiadurol ymchwilio i achos troseddau penodol 50

Teaching and Learning Strategy

Hours
Seminar

Seminar 2 awr yr wythnos dros gyfnod o 3 wythnos wytnosau 9-10 semestr 1, a wythnos 21 semestr 2

6
Tutorial

3 sesiwn awr o diwtorial yn semestr 1 a 3 sesiwn awr o diwtorial yn semestr 2.

6
Lecture

Darlith dwy awr am 8 wythnos yn semester 1 a darlith ddwy awr am 8 wythnos semestr 2

32
Private study 156

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
  • Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

Subject specific skills

  • reflect upon a range of psychological sociological health historical and philosophical perspectives and consider how these underpin different understandings of babies and young children and childhood
  • apply multiple perspectives to early childhood issues recognising that early childhood studies involves a range of research methods theories evidence and applications
  • integrate ideas and findings across the multiple perspectives in early childhood studies and recognise distinctive early childhood studies approaches to relevant issues
  • evaluate competing positions in relation to the construction of babies and young children and childhood by different subjects societal agents and time place and culture
  • constructively critique theories practice and research in the area of child development
  • demonstrate knowledge and awareness of the skills needed for different pedagogical approaches including: - the necessary depth and strength of relationships with individual children and children in groups and the facilitation of the building of relationships with and between children - the formation and promotion of mutually respectful relationships with families colleagues other professionals and communities
  • critically explore examine and evaluate the significance of the cultural historical and contemporary features of various policies institutions and agencies in regard to babies young children and childhood
  • lead support and work collaboratively with others and demonstrate an understanding of working effectively in teams with parents carers and other professionals 11
  • demonstrate an understanding of how to plan for and where appropriate implement meeting and promoting children's health well-being protection and safety and the conditions that enable them to flourish
  • produce critical arguments for improvements to multi-agency and multiprofessional practices for babies and young children
  • use skills of observation and analysis in relation to aspects of the lives of babies and young children

Resources

Reading list

Handbook of Juvenile Forensic Psychology and Psychiatry Editors: Grigorenko, Elena (Ed.)

Handbook of Evidence-Based Interventions for Children and Adolescents

Adolescents, Crime, and the Media A Critical Analysis Authors: Ferguson, Christopher J (2013)

The psychopath, theory, research and practice (2012)

Handbook of Violence Risk Assessment and Treatment New Approaches for Mental Health Professionals Author: Joel T. Andrade Ph.D., LICSW

Courses including this module