Run by School of Education and Human Development
20 Credits or 10 ECTS Credits
Semester 1 & 2
Organiser: Dr Emily Roberts-Tyler
Overall aims and purpose
This module will introduce students to key topics within the psychology of childhood and crime. Students will learn about various theories that might cause a child to develop offending behaviuor either as a child or later on in life. Students will be introduced to key topics within crime that are associated with children and young people such as, harmful sexual behaviour in children and adolescence, the psychology of torturing children, child abduction, harmful sexual behaviour towards children and young people, psychopathy, serial killers, the criminal justice system, and the public's response to crime. We'll focus on previous resolved and unresolved cases where children and young adults have been perpetrators and other cases where they've been victims.
This module will look at various cases of offending such as murder, child abduction, rape etc and students will critically discusses the factors, prevention, and intervention strategies for children as perpetrators and victims. The module will also investigate child suspects, criminal responsibility, false confessions and suggestibility.
D- to D+ A satisfactory understanding of current theories of forensic psychology in childhood and adoladolescence. Demonstrate satisfactory ability to discuss the short and long-term outcomes for children and adolescence who have been either involved as victims or perpetrators of crime. Show satisfactory awareness of the impact of societal ideas about crimminal behaviour. Show satisfactory ability to identify the professionals that work with these issues and recommend a range of interventions used to help children affected by a crime and discuss their efficacy.
C- to C+
A good understanding of current theories of forensic psychology in childhood and adoladolescence. Demonstrate an ability to discuss the short and long-term outcomes for children and adolescence who have been either involved as victims or perpetrators of crime. Show a very good awareness of the impact of societal ideas about crimminal behaviour. Show a very good ability to identify the professionals that work with these issues and recommend a range of interventions used to help children affected by a crime and discuss their efficacy.
B-, B, B+ A very good understanding of current theories of forensic psychology in childhood and adoladolescence. Demonstrate an ability to discuss the short and long-term outcomes for children and adolescence who have been either involved as victims or perpetrators of crime. Show a very good awareness of the impact of societal ideas about crimminal behaviour. Show a very good ability to identify the professionals that work with these issues and recommend a range of interventions used to help children affected by a crime and discuss their efficacy.
A- to A* - A comprehensive understanding of current theories of forensic psychology in childhood and adoladolescence. Demonstrate an ability to thoroughly discuss the short and long-term outcomes for children and adolescence who have been either involved as victims or perpetrators of crime. Show a thorough awareness of the impact of societal ideas about crimminal behaviour. Show an excellent ability to identify the professionals that work with these issues and recommend a range of interventions used to help children affected by a crime and discuss their efficacy.
Understand various psychological factors and theories associated with offending behaviour and critically evaluate evidence-based interventions that are currently used to reduce offending behaviour.
Develop a thorough and critical understanding of the impact of crime on children and adolescence development.
Demonstrate a thorough understanding and cause of various offending behaviours and critically analyse various cases based on theoretical and evidence-based knowledge.
Demonstrate a thorough understanding of the current justice system, the trial process and eye-witness testimony.
Based on theories and previous cases, develop a thorough understanding of the wider, social context of crime in childhood and adolescence and consider the impact of societal attitudes on child crime.
Show proficiency in at least two disciplinary areas as part of a film making team, including: producing/production, management, screenwriting, directing, editing, audio, special effects and research.
Work collaboratively with a team or individually to produce a documentary based on a real life case file.
|CLASS TEST||Mid Term Short Answers Class Test||
This mid-term short answer class test will contain approximately 6 short answer questions based on information gained from the first 6 lectures. Students will be allowed 1.5 hours to complete the test.
|ORAL||Journalistic film investigating a particular crime case||
This 20 minute journalistic film will require students to either work independently or in a group to develop a journalistic film based on a real case. The film should be carefully structured and careful consideration should be made towards the audience. Students will be required to document factual information about the case, provide information about the perpetrator and victims as well as document how the perpetrator was brought to justice. Students will also be required to provide a detailed analysis based on psychological theories in terms of analysing possible motives and as to why the perpetrator committed such crimes. Careful consideration to childhood and upbringing should be made. Each student will be asked to submit evidence of their own contribution if they worked in groups. If working in a group the grade will be given to the group as a whole and not individually.
Teaching and Learning Strategy
Group Project drop in sessions with IT
X2 hour weekly lectures for a total of 8 weeks in the first semester
two-hourly seminars taught over three weeks in weeks 9-10 semester 1, and week 21 semester 2.
|Practical classes and workshops||
IT workshop on film making
- 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
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
Resource implications for students
These books are E -books and are available via Bangor University library web-page
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)
The Filmmaker’s Handbook, 3rd Edition by Steven Ascher & Edward Pincus
Handbook of Violence Risk Assessment and Treatment New Approaches for Mental Health Professionals Author: Joel T. Andrade Ph.D., LICSW
Courses including this module
Optional in courses:
- X314: BA Astudiaethau Plentyndod ac Ieuenctid year 3 (BA/API)
- X316: BA Astudiaethau Plentyndod ac Ieuenctid a Chymdeithaseg year 3 (BA/APIC)
- X318: BA Astudiaeth Plentyndod ac Ieuenctid a Pholisi Cymdeithasol year 3 (BA/APIPC)
- X320: BA Astudiaethau Plentyndod ac Ieuenctid a Seicoleg year 3 (BA/APIS)
- X319: BA Childhood and Youth Studies and Psychology year 3 (BA/CYP)
- X313: BA Childhood and Youth Studies year 3 (BA/CYS)
- X317: BA Childhood and Youth Studies and Social Policy year 3 (BA/CYSP)
- X315: BA Childhood and Youth Studies and Sociology year 3 (BA/CYSS)
- X321: BA Astudiaethau Plentyndod ac Ieuenctid a Chymraeg year 3 (BA/PIC)