PSY 5360G - Forensic Psychology – Spring, 2015
Professor:
Office:
Phone:
Class Time:
Office Hours:
Email:
Dr. Randall E. Osborne
UAC Room 262
245-8236
9:30 – 10:50 a.m. T/Th – UAC Room 205
9:30 – 11:30 a.m. T/Th & 2:30 – 3:20 p.m. T/Th & by Appointment
ro10@txstate.edu
Text for Course:
Forensic Psychology and Law by Roesch, Zapf & Hart – ISBN: 978-0-470-09623-9 (John Wiley & Sons
Publishing)
Course Overview:
This course will explore the complexities of the role Psychology plays in the outcomes of our legal system.
Because Psychology focuses on individuals and how those individuals make assumptions, interpret information
and reach conclusions (and make decisions), this course makes the assumption that "if you change the people
(be it officer, attorney, judge, eyewitness, testifying expert, defendant or juror), you are likely to get a different
outcome." Some of the questions we will explore include:
a.) What dilemmas (contrasting goals) impinge on our system and how can these dilemmas be resolved?
b.) What theories are used to explain crime? What is believed to be the cause(s) of crime?
c.) How does memory affect the courtroom and what determines whether an eyewitness's testimony will be
believed?
d.) Why do we assess an individual's competence to stand trial? Why does this matter?
e.) How do we determine if someone was “sane” at the time of the crime? Why does this matter?
f.) How do juries function as a group and reach decisions?
g.) What is Battered Woman Syndrome, its symptoms and its stages?
h.) How are confessions obtained from suspects and what happens if that confession has been coerced?
i.) How can bias be introduced into jury decision making? How can this kind of bias be minimized?
j.) What is a “best interest” evaluation and what all is factored into this evaluation?
k.) What is an “alienated child” and how is this relevant to Family Court?
l.) What is Police psychology?
m.) What is Corrections psychology?
n.) What is Criminal Profiling and how is it conducted?
o.) How are confessions obtained, what is coercion and how would we know if a confession were coerced?
p.) What is trial consultation, why would we do this and how does one “train” to do it?
Within the content of this course, then, we will explore each of these (and other) questions in detail.
Overall Learning Objectives:
This course is designed to facilitate your progress on some general skills and abilities. I believe:
1. Educated persons should be able to express themselves clearly, completely, and accurately. Effective
communication entails sharing ideas through a variety of techniques, such as writing, speaking and technology.
2. Educated persons should have the ability to develop informed opinions, to comprehend, formulate, and
critically evaluate ideas, and to identify problems and find solutions to those problems. Effective problem
solving involves a variety of skills including research, analysis, interpretation, and creativity.
3. Educated persons should develop the skills to understand, accept, and relate to people of different
backgrounds and beliefs. In a pluralistic world, one should not be provincial or ignorant of other cultures; one's
life is experienced within the context of other races, religions, languages, nationalities, and value systems.
4. Educated persons should be expected to have some understanding of and experience in thinking about moral
and ethical problems. A significant quality in educated persons is the ability to question and clarify personal
and cultural values, and thus to be able to make discriminating moral and ethical choices.
Course Objectives:
By the time you complete the course, you should be able to develop verbal and written comments that
demonstrate competence on the following objectives:
1.) explain the dilemmas that exist within psychology and the law
2.) define in detail "legality", "morality", and "justice" from a psychological perspective
3.) describe the major theories of crime
4.) explain the use and relative accuracy of eyewitnesses
5.) describe the process of interrogating witnesses
6.) define criteria by which confessions are deemed "coerced"
8.) explain why "competence" is assessed within the legal system
9.) describe the trial process in detail
10.) describe the process of jury selection noting, in particular, the role(s) that psychologists play in this process
11.) describe Battered Woman Syndrome and explains its 3 categories of symptoms and its stages
12.) explain child custody evaluations, alienated children, and research on psychosomatic families as
these issues relate to Family Court.
13.) discuss improvements that can be made to our legal system based on course concepts
14.) describe Police psychology and how one trains to perform this function.
15.) describe Corrections psychology and how one trains to perform this function.
16.) explain Criminal profiling, different methods for conducting such profiles and how such processes could
increase the likelihood of locating a viable suspect.
Grades for the Course:
Your final grade for this course will be based on performance on the quizzes, two exams and out of class
assignments. Points:
3 Exams X 100 points each =
Group Project =
Thought Questions =
300 points
100 points
50 points
________________
Total = 450 points
Thought Questions
Students are expected to bring thought questions about the reading and/or lecture for the day (minimum of
2) to the beginning of class on the days designated in the syllabus. These thought questions (they cannot
be “yes/no” type questions) will be used to guide the class discussion that day (you will earn a little over
11% of your course grade by turning in these questions. Each set of two (or more) questions is worth 5
points x 10 days = 50 points).
Thought Questions are due at the beginning of class on the following dates (note that there are 2 extra days
than needed to “max” out the thought question points so you can forget twice and still be okay, point
wise):
1.) January 29 (two questions based on Powerpoint on Ethical Issues and/or Chapter 12 in text)
2.) February 5 (two questions based on Powerpoint on Memory)
3.) February 12 (two questions based on Powerpoint on Eyewitness Testimony and/or Chapter 5 in text)
4.) February 19 (two questions based Competency & Insanity Powerpoint and/or Chapter 2 in text)
5.) February 24 (two questions based on Jury Trials Powerpoint and/or Chapter 7 in text)
6.) March 5 (two questions based on Confessions Powerpoint and/or Chapter 6 in text)
7.) March 12 (two questions based on the Trial Process Powerpoint)
8.) March 26 (two questions based on Psychological Assessment Powerpoint and/or Chapter 3 in text)
9.) April 9 (two questions based on Battered Woman Syndrome Powerpoint)
10.) April 16 (two questions based on Criminal Profiling Powerpoint)
11.) April 23 (two questions based on Family Court Powerpoint and/or Chapter 8 in text)
12.) April 30 (two questions based on Police & Corrections Psychology Powerpoint and/or Chapters 9 &
10 in text).
Make-up Exam Policy:
A make up for the exams will only be made with a documented and justifiable reason for missing it. These
include a documented illness, a documented death in the family, or some other documented and substantial
circumstance. The request for a make-up exam MUST be made in person (no emails please) AND
documentation to substantiate the reason for your miss MUST be presented at the time you make the request for
the makeup exam. A missed exam that is NOT excused will count as a 0.
Exams: Exams will short answer/essay questions and will be take home.
Group Projects:
At the beginning of the semester, I will assign students to Group Projects. Students will submit
preferences for projects to me (see list below). From those preferences, I will create groups of 3-4 students to
work on specific projects. Once students have been assigned a project and a group, a group leader will be
chosen by that group. That person will work with the group to divide the project into tasks and each
person will be assigned a task. A Group Project Form will be completed on which each person's name and
task(s) will be recorded. At the end of the semester, ONE Group Project per group will be submitted.
Additionally, a project contribution evaluation form will be completed by each group member assessing the
contribution of EACH group member and recommending a grade based on contribution and effort. I will take
these evaluations into account during the assignment of project grades. Possible assignments for tasks could
include:
1.) tracking down /critiquing reference material and supplying to all group members
2.) generating interview questions based on literature
3.) conducting interviews and writing up summaries
4.) leading the group/conducting group meetings (could create a timeline and due dates)
5.) being part of a 2-person writing team to integrate material and write draft of paper
Final projects must also be posted to the “Final Projects” Discussion board on TRACS for all students to
view. Products must be in Word or Powerpoint only.
Possible Group Project topics (Groups can also generate their own - see # 7):
1.) (1) Take course principles and propose a 4-hour workshop for "want-to-be" attorneys. (2) Based on
what you have learned in this course, what are the 5 most important concepts on which to incorporate
into this course? (3) Why have you chosen each concept that you have chosen? (4) Based on what you
have learned, create course materials (including handouts and a Powerpoint presentation) that could be
used to teach this 4-hour course. (5) Be sure and describe each concept well enough that someone not
taking this course can understand that concept and the importance of you having chosen it.
2.) (1) You have been hired to train a new group of police officers that have just been promoted to
"Detective." This means they will be the first to investigate crime scenes, will conduct line-ups, will be
called to testify at trials, etc. (2) Based on what you have learned in this course, what are the 5 most
important concepts on which to train these new detectives? (3) Why have you chosen each concept that
you have chosen? (4) Based on what you have learned, create a training manual (including handouts and
a Powerpoint presentation) that can assist you with this training. (5) Be sure and describe each concept
well enough that someone not taking this course can understand that concept and the importance of you
having chosen it.
3.) (1) You are a children's advocate for the court. (2) What are the major issues that come into play
when considering dealing with a child witness in the courtroom versus an adult witness? (3) How can the
impact of these issues be minimized? (4) What are the major issues that come into play when considering
dealing with a child suspect (or witness) in the courtroom versus an adult suspect (or witness)? (5) How
can the impact of these issues be minimized? (6) Be sure that whatever product your group produces
demonstrates an understanding (at a minimum) of the following issues:
● moral development (be sure and incorporate a description of Kohlberg's theory)
● fact from fiction
● right versus wrong
● cognitive development (be sure and incorporate a description of Piaget's theory)
● susceptibility to influence.
4.) (1) Pros and cons of Plea-Bargaining debate. (2) Arguing for your side of the issue, what evidence is
there on both sides about the effectiveness of plea-bargaining? (3) Based on your side of the argument,
are there certain types of crimes where plea-bargaining makes “more sense”? (4) Why or why not? (5)
In the paper, present both sides of the argument as effectively as you can. (6) What course concepts are
most relevant to each side of the issue? (7) Be sure and describe each concept well enough that someone
not taking this course can understand that concept and the importance of you having chosen it. (8) Now
that you have argued both sides, create a compromise.
5.) You are writing a thought paper for a “Citizens Care” group. Their goal is to become more active in
helping citizens understand our legal system in light of the popularity of such television shows as Law and
Order and CSI. You have been asked to focus your work on the issue of Civil vs. Criminal Trials. As you
write this paper, incorporate the following issues into what you write:
● Describe differences between civil and criminal trials (e.g., types of crimes, burden of
proof, types of evidence, etc.)
● Compare to other countries
● Choose one famous case where the criminal trial led to an acquittal and the civil trial led
to a conviction. Explore the details of this case and discuss why you think that difference
occurred.
● Has this dichotomy between Civil and Criminal trials ever been challenged at Supreme Court?
● If the answer to the above is “yes”, when did this occur and what were the outcomes?
6.) You are writing a thought paper for a “Citizen’s Care” group. Their goal is to become more active in
helping citizens understand our legal system in light of the popularity of such television shows as Law and
Order and CSI. You have been asked to focus your work on the issue of Grand Jury. As you write this
paper, incorporate the following issues into what you write:
● What is a “Grand Jury?”
● Compare to other countries. What is the equivalent (if any) in at least 3 other countries –
2 of which must NOT be from the Western Hemisphere or Western Europe
● How are jurors selected for a Grand Jury in the U.S.?
● What is an indictment? Legally, what does it mean? Publically and psychologically,
what does it mean? Discuss the following phrase – “the power of the indictment” as it
relates to concepts such as “innocent until proven guilty”, “burden of proof” and “tried
in the court of public opinion”
7.) Develop your own idea - more than one person can choose this. If you want to be in this group, write
“I would like to be in the ‘develop our own idea’ group” on your note card. I will place all who choose
this in one group and you will develop a project idea through consensus.
Your Group Project Papers are due no later than class time on Thursday, April
23, in class. YOU CAN turn these in at any time prior to that. I encourage you to
do these ahead of time rather than waiting until right before the final due date of
April 23rd.
Please follow the following guidelines in submitting projects:
1.) they MUST be typed, in a font size and style that is easily readable,
2.) they MUST be double-spaced,
3.) they CANNOT be turned in electronically – they must be turned in at the
beginning of the class period at which they are due,
4.) they MUST be clearly marked with the names of ALL groups members who
contributed to that project, and
5.) Group members MUST submit group member evaluation forms evaluating the
performance of EACH student in the group. These MUST be submitted
electronically to the TRACS Dropbox and MUST be submitted by April 23rd at
5:00 p.m.
NOTE: If forms are not submitted, I will assume ALL students contributed equally
to the product.
Academic Honesty Policy:
"Academic work" means the preparation of an essay, thesis, report, problem, assignment or other project
submitted for purposes of grade determination.
"Violation of Academic Honesty" includes, but is not limited to, cheating on an examination or other academic
work, plagiarism, collusion and the abuse of resource materials.
a. "Cheating" means engaging in any of the following activities.
1) Copying from another student's test paper, laboratory report, other report, or computer
file, data listings, and/or programs.
2) Using, during a test, materials not authorized by the person giving the test.
3) Collaborating, without authorization, with another person during an examination or in
preparing academic work.
4) Knowingly, and without authorization, using, buying, selling, stealing, transporting,
soliciting, copying or possessing, in whole or in part, the contents of an unadministered
test.
5) Substituting for another student or permitting another person to substitute for oneself
in taking an examination or preparing academic work.
6) Bribing another person to obtain an unadministered test or obtain information about
an unadministered test.
b. "Plagiarism" means the appropriation of another's work and the unacknowledged incorporation of that work
in one's own written work offered for credit.
c. "Collusion" means the unauthorized collaboration with another person in preparing written work offered for
credit.
d. "Abuse of resource materials" means the mutilation, destruction, concealment, theft or alteration of materials
provided to assist students in the mastery of course materials.
Students caught engaging in any of the forms of academic misconduct described on these pages will be
disciplined according to the procedures outlined in the Texas State Student Handbook.
The study of psychology is done best in an atmosphere of mutual trust and respect. Academic dishonesty, in
any form, destroys this atmosphere. Academic dishonesty consists of any of a number of things that spoil a
good student-teacher relationship. A list of academically dishonest behaviors include, but is not limited to: (1)
passing off others' work as one's own, (2) copying off of another person's work, (3) doing work for another
student, (4) paraphrasing from an outside source while failing to credit the source or copying more than four
words in sequence without quotation marks and appropriate citation, (5) turning in the same assignment for
credit in two different courses, (6) fabrication of excuses for missing exams or failing to complete an assignment
on time.
The Psychology Department faculty believes that appropriate penalties for academic dishonesty should be
applied, including penalties of up to an "F" in the course and/or prosecution through the Student Justice System
(which might result in suspension from the university).
Students are reminded of the University policy for academic misconduct regarding cheating and the Honor
Code.
Texas State University-San Marcos
Honor Code
As members of a community dedicated to learning, inquiry, and creation, the students, faculty, and
administration of our University live by the principles in this Honor Code. These principles require all members
of this community to be conscientious, respectful, and honest.
WE ARE CONSCIENTIOUS. We complete our work on time and make every effort to do it right. We come to
class and meetings prepared and are willing to demonstrate it. We hold ourselves to doing what is required,
embrace rigor, and shun mediocrity, special requests, and excuses.
WE ARE RESPECTFUL. We act civilly toward one another and we cooperate with each other. We will strive to
create an environment in which people respect and listen to one another, speaking when appropriate, and
permitting other people to participate and express their views.
WE ARE HONEST. We do our own work and are honest with one another in all matters. We understand how
various acts of dishonesty, like plagiarizing, falsifying data, and giving or receiving assistance to which one is
not entitled, conflict as much with academic achievement as with the values of honesty and integrity.
THE PLEDGE FOR STUDENTS
Students at our University recognize that, to insure honest conduct, more is needed than an expectation of
academic honesty, and we therefore adopt the practice of affixing the following pledge of honesty to the work
we submit for evaluation:
I pledge to uphold the principles of honesty and responsibility at our University.
ADDRESSING ACTS OF DISHONESTY
Students accused of dishonest conduct may have their cases heard by the faculty member. The student may also
appeal the faculty member’s decision to the Honor Code Council. Students and faculty will have the option of
having an advocate present to insure their rights. Possible actions that may be taken range from exoneration to
expulsion.
Students caught engaging in any of the forms of academic misconduct described in the Student Handbook will
be disciplined according to the procedures outlined in the Student Handbook.
Disability Statement:
In accordance with university policy and federal law, all members of the university community are
responsible for ensuring that students are not discriminated against because of a disability. To
accomplish this goal, reasonable and appropriate academic accommodations may be necessary for
qualified students with disabilities. The Office of Disability Services will coordinate with faculty
members to facilitate necessary accommodations for students with disabilities.
Grading Policy:
This is a graduate course. As such, I do not believe curving grades is appropriate. The score you earn is the
grade you will receive. Of course, if grades are particularly low on a given exam or not a single person
performs well, I will reconsider the “no curve” policy at that time.
I will NOT “bump” borderline grades. The grade cutoffs of 90, 80, 70 & 60% cutoffs that are traditional.
If you are one point away from the next grade level, do NOT ask me to make an exception for your grade.
Textbook Philosophy:
Student sometimes wonder why an instructor orders a textbook for a course. I am a firm believer in
discussing in class the major concepts that I think are important enough for you to know. But I, as an instructor,
can teach the material from only one perspective – my own! In order to provide you with a very important
second perspective on this material and to further support with greater material the content covered in this
course, I have carefully selected a textbook to supplement our discussions. The textbook also provides very
useful information on topics we do not have time to cover in class. Although concept check and exam questions
will come entirely from the class content periods, it is recommended that students read the textbook, study it,
and incorporate the textbook material into their understanding of the course material. I believe reading and
studying the book will enhance one’s understanding of course material although concept check and exam
questions will NOT come, specifically, from the book.
Daily Lectures & Readings (key assignments are bulleted, dates with an * next to
them are days that thought questions are due at beginning of class)
Weeks 1-5:
January 20 & 22 – discuss syllabus, introduction to the field of Forensic Psychology
January 27 & *29 – Group project preference declaration
February 3 & *5 – Group Projects Assigned
February 10 & *12
February 17 & *19
We will follow the topics in the following order.
Introduction to course & Psychology and the Law.
Ethical Issues.
Memory & the Courtroom.
Eyewitness Testimony.
Competency & Insanity
 Read Chapters 1, 2, 5 & 12 in Text.
Weeks 6-11:
Exam 1 – Available on TRACS Thursday February 19 at Noon and you will have
until 4:00 p.m. on Sunday February 22 to submit it to the Dropbox on TRACS.
Remember, we will follow the Honor Code.
February *24 & 26
March 3 & *5
March 10 & *12
March 17 & 19 – Off for Spring Break
March 24 & *26
March 31 & April 2 – time to work on Group Projects
We will follow the topics in the following order.
Trial Consultation
Confessions, Coercion & False Confessions
The Trial Process
Psychological Assessment
 Read Chapters 7, 6 & 3 in Text.
Exam 2 Made Available on TRACS Thursday April 2nd at Noon and you will
have until 4:00 p.m. on Sunday April 5th to submit it to the Dropbox on TRACS.
Remember, we will follow the Honor Code.
Weeks 12-15:
April 7 & *9
April 14 & *16
April 21 & *23
April 28 & *30 – group projects due at the beginning of class
Group Projects Due at Beginning of Class on April 23rd. Group Member
Evaluations (Forms are posted under the Resources folder in the TRACS site for
the course) MUST be posted by EACH student to his/her Dropbox by 5 p.m. on
April 23rd.
Copy of project MUST be posted to TRACS forum (as "Final Exam"
component) by May 12th at 10:30 a.m.
We will follow the topics in the following order:
Battered Woman Syndrome
Criminal Profiling
Family Court
Police & Corrections Psychology
 Read Chapters 8, 9 & 10 in Text.
Exam 3 Made Available on TRACS Thursday April 30th at Noon and you
will have until 4:00 p.m. on Sunday May 3rd to submit it to the Dropbox on
TRACS. Remember, we will follow the Honor Code.
In lieu of a final exam, Groups MUST post a copy of their completed Group
Project (paper, brochure, Powerpoint, etc.) to the appropriately labeled forum for
the course NO LATER than the final exam period set aside for this course - May
12th, 2015 at 10:30 a.m.
NOTE: GROUP PROJECT POSTINGS TO THE FORUM IS THE REQUIRED FINAL EXAM
COMPONENT FOR THIS COURSE. IF YOU DO NOT POST THIS TO THE FORUM BY THE END
OF THAT EXAM PERIOD (NOTE: IT CAN BE SUBMITTED TO THAT FORUM ANY TIME AFTER
IT IS SUBMITTED FOR GRADING), I WILL DEDUCT 20 POINTS FROM EACH GROUP
MEMBER'S COURSE POINT TOTAL. PROJECTS ARE NOT GRADED, PER SE, BUT POSTING TO
THE COURSE SITE FOR OTHERS TO READ IS REQUIRED AND NOT DOING SO WILL RESULT
IN THE GRADE REDUCTION.