PY3FATP: Forensic Psychology: Applying Theory and Practice

Module code: PY3FATP

Module provider: Psychology; School of Psych and Clin Lang Sci

Credits: 20

Level: 6

When you’ll be taught: Semester 2

Module convenor: Dr Thomas Nyman , email: t.nyman@reading.ac.uk

Module co-convenor: Dr Eleanor Haddock, email: e.haddock@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2025/6

Available to visiting students: No

Talis reading list: Yes

Last updated: 3 April 2025

Overview

Module aims and purpose

This module aims to equip students with the knowledge to critically evaluate explanations of offending behaviour by understanding the role of psychological factors, such as psychiatric disorders, and the use of methods for analysing offender characteristics, such as offender profiling. The module also provides the knowledge to critically assess forensic risk assessments and treatment planning, considering aspects such as biases, ethical implications, and the evidence base for these practices. Lastly, the module aims to analyse how psychological theory and research can improve practice and decision-making in forensic contexts, such as in investigative interviewing and eyewitness identification. The module encourages critical thinking about crime within a societal context.

Content Warning: This module includes reference to themes such as sexual (including against children) and violent offending, abuse, violence, kidnapping and abduction, death or dying, mental disorders, trauma, and various forms of misconducts of justice. These themes might trigger unwelcome and distressing memories or thoughts for some students. Students might wish to discuss any particular concerns with the Module Convenor.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Critically evaluate explanations of offending behaviours by understanding the role of psychological factors, such as psychiatric disorders, and the use of methods for analysing offender characteristics, such as offender profiling.
2. Critically assess forensic risk assessments and treatment planning, considering aspects such as biases, ethical implications, and the evidence base for these practices.
3. Analyse how psychological theory and research can improve practice and decision-making in forensic contexts, such as in investigative interviewing and eyewitness identification, considering aspects such as biases, ethical implications, and the evidence base for these practices.

Module content

This module introduces students to a balanced mix of research and clinical practices through interactive lectures and seminars. It covers major areas of forensic psychology, including theories of offending behaviour, forensic risk assessment, and recidivism, with practical examples such as offender profiling and the impact of mental disorders. Additionally, it addresses ethical issues in working with forensic populations, as well as offender management and treatment planning. The module explores how psychological theory and research can enhance practice and decision-making in forensic contexts, such as eyewitness identification, investigative interviewing, and deception detection. The content spans the BPS core areas of biological psychology, cognitive psychology, developmental psychology, individual differences, and social psychology.

Structure

Teaching and learning methods

This module is taught via 10, two-hour lectures. Four of these lectures will be supplemented by a one-hour seminar.  

Teaching will include a combination of lectures, interactive activities, and both small and large group discussion to explore issues relevant to working as a forensic psychologist and conducting research in forensic psychology. At intervals through the module, students may be required to undertake reading and preparation in advance of the seminar and engage with team-based discussion and problem-solving activities. 

Digitally enabled activities may include quizzes to consolidate learning, the use of the Blackboard discussion board to reflect on lecture content, and the inclusion of digital resources for self-scheduled learning, such as short videos. Additionally, the lectures will be recorded using YuJa and made available to students for consolidation of learning. 

Study hours

At least 24 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Formative activities will prepare students well for summative assessment.

Reassessment

Additional costs