Curricular Unit:Code:
Criminal Profiles and Prognosis of Crime: Risk and Protection Factors817PCPC
Year:Level:Course:Credits:
1MasterCriminology6 ects
Learning Period:Language of Instruction:Total Hours:
Winter SemesterPortuguese/English78
Learning Outcomes of the Curricular Unit:
1) To promote student´s understanding of profiling and risk assessment models and instruments, allowing the development of research and assessment skills related to these techniques.
2) To develop the capacity to develop needs assessment and risk management plans, targeting different audiences and specific issues, from initial evaluation to follow-up evaluation after implementation, from a multidisciplinary perspective.
3) To develop the capacity to formulate community solutions to complex social problems, reflecting on the ethical and social implications and responsibilities derived from the solutions they made.
4) To develop the ability to communicate conclusions about this process to experts and laypeople in a clear and unambiguous way;
5) To develop skills that enable students to learn through life, in a fundamentally self-oriented or autonomous way, especially those focused on on risk assessment and risk management.
Syllabus:
1. Recidivism risk assessment
1.1. Recidivism risk and protection factors
1.2. Evidence-based instruments for recidivism assesssment
1.3 Recidivism assessment methods, techniques and instruments
1.3.1 Structured clinical judgment
1.3.2 Actuarial judgment
1.4 Andrews and Bonta's Risk-Need-Responsiveness Model
1.5 Predictive Risk Assessment and Case Management
1.5.1 The good life model as a paradigm for reducing risk of recidivism
1.5.2 Assessing Non-Criminal needs and their role in risk management
2.Profiling as a criminal investigation technique. Definition and applied issues.Types of profiling. Psychological profiling. Geographic profiling.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
This course's contents were selected based on their empirical validity, applicability and current relevance to the field. Hence, the course contents provide students with a solid, comprehensive, up to date and empirically valid basis to build their knowledge on criminal profiles and the prognosis of crime on, encouraging further research as well as the application of the presented contents.
Teaching Methodologies (Including Evaluation):
The explanation of the models is essential for the students' understanding, as is the in class debate of these models. The explanation is accompanied by examples of practical applications of the presented models, and students are requested to provide further examples. These methods stimulate the development of an integrative, pragmatic and analytical approach to the presented models, as well as a general investigative, critically reflective and knowledge-seeking attitude. Pedagogic methodology allows an assessment of the extent to which the objectives were achieved, as well as allows for an active method, in which it will combine with the more practical aspects. Evaluation will consist of an oral test (50%) and a practical exercise in which the student must demonstrate his/her knowledge and skills related to crime risk assessment.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The explanation of the models is essential for the students' understanding, as is the in class debate of these models. The explanation is accompanied by examples of practical applications of the presented models, and students are requested to provide further examples. These methods stimulate the development of an integrative, pragmatic and analytical approach to the presented models, as well as a general investigative, critically reflective and knowledge-seeking attitude. Pedagogic methodology allows an assessment of the extent to which the objectives were achieved, as well as allows for an active method, in which it will combine with the more practical aspects.
Reading:
Andrews, D.A. & Bonta, J. (2016). The Psychology of Criminal Conduct. New York: Routledge.
Andrews, D.A., Bonta, J. & Wormith, S. (2010). The Risk-Need-Responsivity (RNR) Model: Does Adding the Good Lives Model Contribute to Effective Crime Prevention? Crim. Justice and Behavior, 38(7),735-755.
Barbosa, F., Quadros, F. & Ribeiro, L (2012). Reincidência Criminal. Tópicos de Avaliação e Intervenção Psicossocial. Porto: Livpsic.
Canter, D. & Young, D. (2016). Principles of Geographical Offender Profiling. New York: Routledge
Kemshall, H. (2020). Risk in Probation Practice. New York: Routledge
Paulino, M. e Alho, L. (2018). Comportamento Criminal e Avaliação Forense. Lisboa: Pactor
Simões, M., Almeida, L. & Gonçalves. O. (2017). Psicologia forense : instrumentos de avaliação. Pactor.
Lecturer (* Responsible):
Gloria Jólluskin (gloria@ufp.edu.pt)
Jorge Trindade (jtrindade@ufp.edu.pt)