UNIVERSITY OF KENT
Module Specification
1
The title of the module:
Assessment and Treatment of Offenders in Forensic Settings (SP825)
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The School which will be responsible for management of the module:
Psychology
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The Start Date of the Module:
January 2006
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The number of students expected to take the module:
30
5
Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Schools and Faculties regarding the withdrawal:
None
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The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M]):
M (FHEQ Level: 7)
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The number of credits which the module represents:
20
Note: undergraduate full-time students take modules amounting to 120 credits per year and
postgraduate full-time students take modules amounting to 180 credits per year for a Masters award.
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Which term(s) the module is to be taught in (or other teaching pattern):
Spring
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Prerequisite and co-requisite modules:
None
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The programmes of study to which the module contributes:
MSc Forensic Psychology
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The intended subject specific learning outcomes and, as appropriate, their relationship
to programme learning outcomes:
Intended Learning Outcomes for MSc in Forensic Psychology Programme:
By the end of the programme the student will have:
 A sound understanding of the contribution of both theoretical and applied psychology to judicial
systems.
 A detailed understanding of the application of psychology in relation to the assessment and
treatment of offenders.
 A clear appreciation of forensic psychological practice, particularly in relation to the assessment
and treatment of offenders, ethical issues, and the production of testimony.
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Summary Intended Learning Outcomes for SP825
Possess a general understanding of the role of Forensic Psychologists in the assessment and
treatment of offenders.
Possess a detailed understanding of issues related to the assessment, management and treatment of
mentally disordered offenders.
Possess a detailed understanding of issues related to the assessment, management and treatment of
non-mentally disordered offenders.
Possess a general understanding of relevant professional issues involved in working with both
mentally disordered and non-disordered dangerous offenders.
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Describe and critically evaluate the literature in assessment and treatment of offenders.
The specific learning outcomes for SP825 cover a number of the learning outcomes for the overall
forensic masters course, (see points two and three above). As the focus is on assessment and
treatment of offender and on psychological practice in addition to theory it is clear that this
module fits well with the overall aims of the course in terms of acquisition of specialist knowledge
and appropriate skills.
The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes:
The generic outcomes for the MSc and the module SP825 build professional skills and develop the
ability to review, and present appropriate scientific material, in a professional manner. In particular
the assessment for this module( which is the aspect of the course which has changed) demands a
level of critical appraisal and professional writing which will develop an excellent level of generic
skills transferable to forensic practice and other professional settings.
MSc Programme generic outcome
 Expertise in scientific writing: selecting, organising, analysing, evaluating and synthesising
complex material in psychology
Module generic outcome
 Describe and critically evaluate the literature in assessment and treatment of offenders.
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A synopsis of the curriculum:
The course examines issues relating to the assessment, management and treatment of offenders
from a psychological perspective. An introduction into the role of clinical psychology within a
maximum-security hospital will be provided. This will explore both general and specific issues
'related to working with dangerous mentally disordered and non disordered offenders.
Issues relating to the assessment of mental disorder and offending behaviour and their relationship
will be raised throughout the course. The importance of assessment in understanding the function of
offending, identifying treatment targets and measuring change will be highlighted along with
difficulties associated. Various treatment models will be described and their application to a variety
of offences discussed. This will include the special hospital setting and criminal justice setting. Gender
differences will be raised with particular attention to the manifestation of mental health problems in
women who offend. Clinical cases will be used to demonstrate the complexities associated with
treating this population.
This module examines the variety of perspectives and practical methods employed by practising
Forensic Psychologists in the treatment and training of both normal and psychologically disturbed
offenders. The course begins with an extended site visit to Broadmoor Special Hospital, and
continues with sessions on the assessment and treatment of offenders in both Special Hospital and
prison settings including sex offenders, arsonists, violent offenders, female offenders who have been
sexually abused, and the treatment of addictions.
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Indicative Reading List:
Blackburn, R. (1993) The Psychology of Criminal Conduct Theory, Research and Practice.
John Wiley & Sons. Ch.8.
Andrews, D. A., Zinger, I., Hodge, R.D., Bontu, J., Gendreau, P. & Cullen, F.T. (1990). Does
correctional treatment work? Criminology, 28, 369-404.
Ross, R.R., Fabianao, E.A. & Ewles, C.D. (1988). Reasoning and rehabilitation. International
Journal of Offender Therapy and Comparative Criminology, 32, 29-35.
Gendreau, P. (1996). Offender rehabilitation, what we know and what needs to be done.
Criminal Justice and Behaviour, 23 (1), 144-161
Marshall et al. (Eds.) (1998). Sourcebook of Treatment Programs for Sexual Offenders. New
York: Plenum Press.
Assessment, treatment and theorizing about sex offenders: Developments during the past
twenty years and future directions. Criminal Justice and Behaviour, 23(1), 162-199.
Hodge, J., McMurran, M. & Hoolin, C. (Eds.) (1997). Addicted to Crime. John Wiley &
Sons.
Marlett, G.A. & Gordon, J.R. (Eds.) (1985). Relapse Prevention. New York: Guildford.
Laws, D.R. (1995). A theory of relapse prevention. In W. O'Donohue & L. Krasner (Eds.),
Theories of Behaviour Therapy (pp 445-473). Washington DC: American Psychological
Association.
Maden, A., Curle, G., Meux, C., Burrow, S. & Gunn, J. (1995). Treatment and Security Needs
of Special Hospital Patients. London: Whurr.
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Learning and Teaching Methods, including the nature and number of contact hours and
the total study hours which will be expected of students, and how these relate to
achievement of the intended learning outcomes:
Seminars – where theoretical material, ethical issues, empirical material relating to forensic issues,
background to specific offenders and types of offence are introduced and discussed
Workshops - where students learn material in forensic fields through case study vignettes, practical
experience of assessment tools, small group discussion and task focussed work - contact hours 20
hours
Appropriate self directed study – including preparatory reading, further preparation of assessments
and critiques, further consideration of vignette material and preparation of assessment task - of 180
hours
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Assessment methods and how these relate to testing achievement of the intended
learning outcomes:
Critical appraisal of two risk assessment tools in relation to one of three client scenarios, 4,000
words. This constitutes 100% of the assessment for this module. This will assess the students
understanding of the range of risk assessment tools available, the academic background and empirical
basis of the tools and allow them to demonstrate their understanding of the limitations of the tools
for specific assessment purposes.
Due to developments in Division of Forensic Psychology there is greater emphasis on training
forensic psychologists to write in a variety of professional styles within the academic component of
their training. The M.Sc. in Forensic psychology at Kent is one of the accredited course and the
assessment and treatment of offenders module is one of the more practice orientated modules
within our course, so we wanted a relevant and practice focussed academic assessment. This
assessment will help in the develop of professional writing skills, encourage critical thinking and
ensure students are aware of the range of forensic assessment tools, their strengths and their
limitations.
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Implications for learning resources, including staff, library, IT and space:
Reference materials available in the library and online.
Staff delivering module professional and academic psychologists involved in risk assessment so the
module fits with the expertise.
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A statement confirming that, as far as can be reasonably anticipated, the curriculum,
learning and teaching methods and forms of assessment do not present any nonjustifiable disadvantage to students with disabilities:
As far as is known, the learning and teaching methods do not disadvantage and student with a
disability.
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the above module
proposal and have given advice on the correct procedures and required content of module proposals"
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Director of Learning and Teaching
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Date
Statement by the Head of School: "I confirm that the School has approved the introduction of the module
and will be responsible for its resourcing"
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Head of School
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Date