SC6051 Module Handbook 2019-20 PDF

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Module Handbook Module Title: Serious and Serial Offenders Module Code: SC6051

Module Leader: Devinder Curry Session:

2019/20

Teaching period:

Semester 1

Weblearn URL:

https://student.londonmet.ac.uk/weblearn/

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Welcome to Serious and Serial Offenders Session 2019/20 Module Booklet Contents 1. Teaching team........................................................................................................................... 3 2. Module Summary and Description.................................................................................... 3 3. Indicative weekly teaching programme..........................................................................5 4. Attendance and Absence...................................................................................................... 5 5. Academic Integrity and Plagiarism................................................................................... 6 6. Assessment................................................................................................................................ 6 7. Grading criteria......................................................................................................................... 7 8. Module specification............................................................................................................... 9

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1. Teaching team Name

Details of staff teaching on the module Role Office and office Email hours

Devinder Curry

Module leader

TM2-27 Thursdays 16.00 – 17.00, Fridays 16.00 – 17.00 (term time only)

[email protected] k

TBC

2. Module Summary and Description This module explores the definition, characteristics and offending behaviour of serious and serial offenders, with a particular focus on mass, spree and serial murderers, sexual offenders and arsonists. The module also considers how such offenders are investigated and their behaviour and characteristics analysed. Key explanatory theories used to explain serious and serial offending will be examined and the efficacy of these in relation to methodological concerns critically evaluated. Finally, the module explores the identification and apprehension of serious and serial offenders, including the application of psychological and geographic profiling techniques. Teaching is delivered through a combined lecture / seminar. Tutorial support will be offered throughout the module by way of tutor availability during office hours, seminar/workshop discussions and via email. Lectures deliver core material providing a framework for further reading and independent study. Seminars provide an opportunity for students to seek clarification of material covered in the lectures and a forum for them to further their knowledge and understanding of these concepts and processes through discussion of key journal articles and case studies. The module requires approximately 7 hours per week of independent reading, research and writing. There are two assessment: one 2,000 word case study and one 2,000 word essay. Module Learning Outcomes On successful completion of this module students will be able to: 1. Discuss, and give examples of, some of the most disturbing and controversial forms of offending behaviour; 2. Identify and discuss the prevalence of particular serious and serial offences and question common assumptions, and contemporary concerns, regarding the nature

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and characteristics of serious and serial offenders as well as the particular offence categories to which they relate; 3. Describe and critically evaluate definitions and measurement techniques of serious and serial offenders and their offending behaviour and evaluate key theories and concepts employed to explain serious and serial offending; 4. Critically evaluate law enforcement and clinical investigative techniques used to detect and apprehend serious and serial offenders; 5. Synthesise information and data obtained from a number of sources and present arguments and research findings coherently as they pertain to serious and serial offending. Module Syllabus/Content The syllabus considers and evaluates the definition and measurement of categories of serious and serial offending as well as the nature and characteristics of serious and serial offenders. Key theoretical approaches, concepts and theories employed in the explication of such offending behaviour are outlined and critically discussed. Methodological concerns regarding definitions, measurement and analysis of serious and serial offending and offenders are critically evaluated in relation to a range of case studies. Law enforcement and clinical investigative techniques are outlined, evaluated and discussed in relation to the detection and apprehension of serious and serial offenders, with a particular focus on the efficacy and deployment of psychological and geographic profiling techniques.

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3. Indicative weekly teaching programme The indicative weekly programme shows the topic likely to be covered in each teaching week, please note that the precise order can change. Check your Weblearn module for up to date information. To view the time, date and location of class see your personal timetable available at https://student.londonmet.ac.uk/timetable

Teaching Week Week 01: 03/10/2019

Week 02: 10/10/2019 Week 03: 17/10/2019 Week 04: 24/10/2019 Week 05: 31/10/2019 Week 06: 07/11/2019 Week 07: 14/11/2019 Week 08: 21/11/2019 Week 09: 28/11/2019 Week 10: 05/12/2019 Week 11: 12/12/2019

Week 12: 09/01/2020 Week 13: 16/01/2020 Week 14: 23/01/2020 Week 15: 30/01/2020

Topic Introduction to the module / the media and famous cases of serious and serial offending / Assessment 1: Case Study Understanding homicide Mass killing and spree killing Serial killing Female perpetrators: differences and similarities Case Study Tutorials Case Study Due 08/11/2019 Psychopathy and Violence / Assessment 2: Essay Arson Serious sexual offences Treatment and management of serious offenders Study Trip to Imperial War Museum for Holocaust Exhibition CHRISTMAS VACATION Assignment Tutorials No Scheduled Teaching but assessments can occur Assignment Due: 24/01/2020

To pass the module you must achieve an overall minimum mark of 40%. If you pass the module on re-assessment, the component you resit will be capped at a pass mark level of 40% 4. Attendance and Absence You are required to attend all teaching sessions of this module. If your attendance is unsatisfactory, the module leader will arrange that you are withdrawn the module. Before doing this, the hub will email you to inform you of this. If there is a specific reason why you cannot attend a particular session, you must contact the module leader in advance of the lecture. If the reason is accepted, it will be noted on the register as an authorised absence. You will only be granted authorised absence for

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one week; if the absence is longer you must discuss this further with your Student Liaison Advisor or Academic Tutor.

5. Academic Integrity and Plagiarism Academic integrity requires honesty in your studies. You should not present another person’s sentences or ideas as your own work. You should clearly identify quotations through the use of quotation marks and references to the sources. Failure to adhere to these academic standards may lead to allegations of academic misconduct, which will be investigated by the Casework Office. Academic misconduct covers a variety of practices, such as:  Plagiarism: copying another person’s ideas or words and presenting them as your own work, without the use of quotation marks and/or references;  Self-plagiarism: reproducing parts of one of your assignments in another piece of work;  Inventing, altering or falsifying the results of experiments or research;  Commissioning another person to complete an assessment;  Collaborating with others in the production of a piece of assessed work which is presented as entirely your own work;  Cheating in an exam (e.g., by taking revision notes into the exam room). For full details of academic misconduct and how allegations are investigated, see the relevant section of the University’s academic regulations: https://student.londonmet.ac.uk/your-studies/student-administration/rules-andregulations/academic-misconduct/.

6. Assessment All assessments are designed to support your learning and help you develop a deeper understanding of the topics covered in your module.  

Formative assessments provide an opportunity to learn and do not contribute to your grade. Summative assessment contribute to your overall mark and grades.

Module Assessments (Summative) Assessment Method CWK CWK

Description of Item

% weighting

Week Due

40

6

If not pass on aggregate, explain what is required to pass the module N/A

60

14

N/A

Case Study, 2,000 words Essay, 2,000 words

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7. Grading criteria Grade

Indicative Mark Range

Criterion

A+

95

A

85

A-

75

B+

67

B

63

C+

57

C

53

Extensive and detailed knowledge based on a very good level of additional background research; a high degree of critical analysis, evaluation and original insight; excellent organization and presentation. An outstanding answer incorporating a high level of originality, depth and critical insight and going well beyond essential readings. Commanding understanding and appreciation of the central points; well-written and effectively structured; evidencebased, critical and logical analysis; comprehensive and correct referencing of sources. An excellent answer, going beyond essential readings; commanding understanding and appreciation of the central points; well-written and effectively structured; evidence-based, critical and logical analysis; comprehensive and correct referencing of sources. A very good and comprehensive answer based largely on directed reading but making use of other readings; relevance and accuracy; clear structure and evidence-based; a sound grasp of the subject and ability to think about it effectively with critical thinking; correct referencing of sources. A good and fairly comprehensive answer based on directed reading; most of the answer is relevant, accurate and generally well structured; a good grasp of the subject and ability to think about it effectively; correct referencing of sources. A solid answer demonstrating use of a restricted, but relevant, range of sources; adequate structure; mostly accurate, with few errors or omissions; some limitations in scope, critical thinking and argument; a consistent attempt at referencing sources. A satisfactory answer demonstrating a reduced range of sources and evidence; adequate structure and mostly accurate, with few errors or omissions but with some irrelevant passages; limited in scope, critical thinking and argument; a consistent attempt at referencing sources.

D+

47

A basic but incomplete answer, with limited relevant information; lacks logical and coherent structure, with some significant errors or omissions; contains sparse and/or irrelevant information and lacks an evidence-based approach;

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D

43

F1

37

F2

23

F3

0

HM

0

some limitations with referencing of sources. A basic but incomplete answer to the question, with limited relevant information; lacks logical and coherent structure, with some significant errors or omissions; contains sparse and/or irrelevant information and lacks an evidence-based approach; lack of focus on the question; limited or inadequate referencing of sources. A deficient answer, with some substantial errors, omissions or irrelevancies; barely acceptable amount of information relevant to the question; poor structure, presentation and expression and referencing of sources. A deficient answer, with many substantial errors, misconceptions, omissions or irrelevancies; little information relevant to the question; very poor structure, presentation and expression. Fail (non-submission or submission of work which cannot be given any credit (e.g., blank submission, incorrect assignment) Referral for potential academic misconduct

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8. Module specification The University’s course specification template has been developed to fulfil two main functions; it shall act:  

as a source of information for students and prospective students seeking an understanding of the module to ensure that there is clarity concerning the aims and intended learning outcomes for the module for the University during the approval and periodic review process

Part One: ABOUT THE MODULE 1 Module title 2 Module code 3 Module level and credit rating 4

School

5

Teaching period

6

Mode of attendance

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Module pre-requisites and co-requisites Module description

Serious and Serial Offenders SC6051

. Completion of level 4 or 5

This module explores the definition, characteristics and offending behaviour of serious and serial offenders, with a particular focus on mass, spree and serial murderers, sexual offenders and arsonists. The module also considers how such offenders are investigated, their behaviour and characteristics analysed. Key explanatory theories used to explain serious and serial offending will be examined and the efficacy of these in relation to methodological concerns critically evaluated. Finally, the module explores the identification and apprehension of serious and serial offenders, including the application of psychological and geographic profiling techniques. The module aims to: 1. discuss and give examples of some of the most disturbing and controversial forms of offending behaviour; 2. identify the prevalence of serial and serious offending within the broader population of criminal offences, questioning common assumptions about, and contemporary popular focus on, these categories of offences; 3. evaluate and debate the definition and measurement of serious and serial offending, particularly in relation to methodological concerns; 4. describe and critically discuss a range of key theories and concepts employed in the explanation and understanding of serious and serial offenders; 5. critically evaluate the investigation and detection of such offenders and offences, with a special focus on offender and geographic profiling. 9

Module learning outcomes

On successful completion of this module students will be able to: 1. discuss, and give examples of, some of the most disturbing and controversial forms of offending behaviour;

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2. identify and discuss the prevalence of particular serious and serial offences and question common assumptions, and contemporary concerns, regarding the nature and characteristics of serious and serial offenders as well as the particular offence categories to which they relate; 3. describe and critically evaluate definitions and measurement techniques of serious and serial offenders and their offending behaviour and evaluate key theories and concepts employed to explain serious and serial offending; 4. critically evaluate law enforcement and clinical investigative techniques used to detect and apprehend serious and serial offenders; 5. synthesise information and data obtained from a number of sources and present arguments and research findings coherently as they pertain to serious and serial offending. 10

Indicative syllabus – for full details see section C in Module Booklet The syllabus considers and evaluates the definition and measurement of categories of serious and serial offending as well as the nature and characteristics of serious and serial offenders. Key theoretical approaches, concepts and theories employed in the explication of such offending behaviour are outlined and critically discussed. Methodological concerns regarding definitions, measurement and analysis of serious and serial offending and offenders are critically evaluated in relation to a range of case studies. Law enforcement and clinical investigative techniques are outlined, evaluated and discussed in relation to the detection and apprehension of serious and serial offenders, with a particular focus on the efficacy and deployment of psychological and geographic profiling techniques.

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All

Indicative bibliography and key on-line resources Please note there is no core text for this module as the subject matter is too diverse to be captured in one book. A number of journal articles are available on WebLearn under the subject headings for each week. Students will also be expected to conduct additional reading by researching their own articles and sources. The recommended reading for this module is: Andrews, D. A. and Bonta, J. (2010) The Psychology of Criminal Conduct 5th edition, Cincinatti: Anderson Publishing Company Birgden, A. and Cucolo H. (2011) "The Treatment of Sex Offenders" Sexual Abuse: A Journal of Research and Treatment, 23(3): 295-313 Blackburn, R. (1993). The psychology of criminal conduct: theory, research, and practice, J. Wiley Additional reading Blair, R.J.R., Peschardt K.S., Budhani, S., Mitchell, D.G.V., Pine, D.S. (2006) ‘The development of psychopathy’, Journal of Child Psychology and Psychiatry 47(3/4): 262–275 Brett, A. (2004) “'Kindling Theory' in Arson: How Dangerous Are Firesetters?” The Australian and New Zealand journal of psychiatry, 38:419-25

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Brookman, F. (2005) Understanding homicide, SAGE Publications Brown, J. M. and Campbell E. A. (2010) The Cambridge Handbook of Forensic Psychology, Cambridge University Press Downes, D. and Rock, P. (2011) Understanding Deviance 6th edition, Oxford: Oxford University Press Finkelhor, D. (1984) Child sexual abuse: new theory and research, New York, NY: The Free Press Haggerty, K. (2009) ‘Modern serial killers’, Crime, Media and Culture, 5(2), pp.168–187 Hare, R. D. (1999) ‘Psychopathy as a Risk Factor for Violence’, Psychiatric Quarterly 70(3): 181 Harrison K (2012) Dangerousness, Risk and the Governance of Serious Sexual and Violent Offenders. London: Taylor and Francis Holmes, S. T. and Holmes R. M. (2008) Sex Crimes: Patterns and Behavior, Sage Publications Jones, A. (2010) Genocide: a comprehensive introduction 2nd edition, Routledge Katsavdakis, K. A. et al. (2011) "A Female Mass Murder" Journal of Forensic Sciences, 56(3): 813-818 Leyton, E. (2003) Hunting Humans: The Rise of the Modern Multiple Murderer, NY: Carroll & Graf Malamuth, N. M., Heavey,C. L. and Linz, D. (1996) ‘The confluence model of sexual aggression: combining hostile masculinity and impersonal sex’, Journal of Offender Rehabilitation, 23(3‐4): 13--‐37 Prins H (2005) Offenders, Deviants or Patients?: 3rd Edition. London: Taylor and Francis Ward, T. and Beech, A. R. (2006) ‘An integrated theory of sexual offending’, Aggression and Violent Behavior 11: 44–63 Ward, T., Polaschek, D. and Beech, A. R. (2005) Theories of sexual offending, Chichester: John Wiley & Sons 12

What is the balance of independent stud...