Forensic Psychology

Adrian J. Scott

• Publisher: Bloomsbury Academic
• Year: 2019
• Print ISBN: 9781352004861
• eBook ISBN: 9781350312326
• Edition: 2
• Topic: Psychology
• Subtopic: Forensic Psychology
• Index: Psychology

Why do people commit crime? How effective and reliable is the investigative process? How do jurors decide whether a person is guilty or innocent? How effective is treatment in reducing the risk of reoffending? In this up-to-date edition of his highly informative textbook, Adrian Scott reveals just how much forensic psychology can tell us - not only about offenders and their crimes, but also about the different stages of the criminal justice system. Covering social, psychological, biological and cognitive theories of crime, as well as research and theory relating to the investigative process, the courtroom and the penal system, this book provides in-depth coverage of the major areas within forensic psychology. It is essential reading for curious students seeking an engaging and accessible introduction to this fascinating topic.

Chapter 1

Introduction

Although the term ‘forensic psychology’ literally means the application of psychology to law, the term is increasingly used to encompass the broad application of psychological theory and methods to criminological and legal issues (i.e., the understanding of criminal behaviour and the processes of law) (Davies, Beech and Hollin, 2018; Howitt, 2015). ‘The criminological aspect focuses on crime and criminals’, and ‘the legal aspect deals with evidence, witnesses and the courts’ (Davies et al., 2018, p. 3). This book adopts a broad definition of forensic psychology and provides a concise introduction to this growing area of psychological research and practice.

Forensic psychologists work in a wide range of areas, often with vulnerable people, and are regulated by various professional bodies (e.g., the British Psychological Society in the UK, the American Psychological Association in the US and the Australian Psychological Society in Australia) (McGuire and Duff, 2018). These professional bodies work to promote the profession, represent their members, and support the development of education, training and continued professional development (Health and Care Professions Council, n.d.). In the UK, the Health and Care Professions Council (HCPC) developed the standards of proficiency for practitioner psychologists necessary for safe and effective practice (see ‘Thinking scientifically’ box for further details) (Health and Care Professions Council, 2015). Importantly, these standards are intended to supplement rather than replace the Code of Ethics and Conduct developed by the British Psychological Society (McGuire and Duff, 2018).

Thinking scientifically

Standards of proficiency: Practitioner psychologists (Health and Care Professions Council, 2015)

The standards of proficiency are grouped around 15 general statements that apply to all practitioner psychologists. Additional statements are included where appropriate to reflect differences in knowledge and skills across the seven domains of practice (i.e., clinical, counselling, educational, forensic, health, occupational, and sport and exercise). The standards state that practitioner psychologists must:

Engage in safe and effective practice. Includes knowing the limits of practice, when to seek advice or refer to another professional, and how to effectively manage workload and resource restrictions.

Practise within legal and ethical boundaries. Includes understanding complex legal and ethical issues, and the importance of trust and respect with service users in the context of assessment, treatment and intervention. Also includes knowing how to appropriately manage the power imbalance between practitioners and service users.

Maintain fitness to practise. Includes maintaining high standards of personal and professional conduct, up-to-date knowledge and skills, and personal health.

Practise as an autonomous professional. Includes knowing how to assess professional situations, make reasoned decisions and resolve problems in the context of treatment and intervention. Also includes understanding the importance of training, supervision and mentoring.

Understand the impact of culture, equality and diversity. Includes understanding the influence of different factors (e.g., age, sex, sexuality, culture and religion) on wellbeing and behaviour, and the need to adapt practice accordingly.

Practise in a non-discriminatory manner. No additional details provided in the standards of proficiency.

Maintain confidentiality. Includes understanding the limits of confidentiality, and how to appropriately respond to situations where it is necessary to share information to protect service users and the public. Also includes knowing the principles of information governance, and how to safely and effectively handle information.

Communicate effectively. Includes knowing how to use appropriate verbal and non-verbal communication skills to summarize and present complex ideas. Also includes understanding how different factors (e.g., age, sex, religion, and learning and physical ability) affect communication, and the need to adapt engagement accordingly.

Work appropriately with others. Includes understanding the need to build and sustain professional relationships, and the importance of engaging service users and carers in the planning and evaluation of assessments, treatments and interventions. Also includes knowing how to deliver teaching and training that accounts for the different needs of service users, and using psychological formulations to facilitate their understanding.

Maintain appropriate records. Includes maintaining accurate and complete records in accordance with legislation, protocols and guidelines.

Reflect on and review practice. Includes understanding the different models of supervision and methods of review, and the need to critically review practice and document the outcome of this process.

Assure quality of practice. Includes engaging in evidence-based and evidence-informed practice. It also includes knowing how to monitor and review practice, and revise psychological formulations in light of ongoing interventions.

Understand concepts relevant to the knowledge base. Includes understanding the structure and function of the human body, the principles and applications of scientific enquiry, and the theoretical basis of assessment and intervention. Additional statements for forensic psychologists include knowing how to apply psychological theory to the legal system, and provide therapies and interventions that target offenders and victims.

Engage in informed practice. Includes knowing how to use psychological formulations to develop appropriate interventions that incorporate prior knowledge, account for service users’ needs, and offer a broad range of methods. Additional statements for forensic psychologists include knowing how to use psychological formulations to implement evidence-based therapies and interventions that incorporate a range of theories, models and methods to target maladaptive and socially damaging behaviour.

Practise in a safe environment. Includes maintaining the safety of service users and people involved in care. It also includes knowing the applicable health and safety legislation, safety policies and procedures, and how to establish safe environments that minimize risk.

Criminal justice system

The criminal justice system exists to respond to crime, protect the public and provide a system that is capable of taking action against people who break the law (Daly, 2006). Herbert Packer developed one of the most influential frameworks for evaluating the criminal justice process (Ashworth and Redmayne, 2010). The framework comprises two models that can be used to assess the goals and values of different criminal justice systems (Mallicoat, 2017; Peak and Everett, 2017):

Crime control model. The main goal of the criminal justice system is to suppress and control offenders’ criminal behaviour by processing them in an efficient and consistent manner. This model focuses on factual guilt and protection, and values the delivery of swift and certain p...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright
• Contents
• Note from series editors
• 1 Introduction
• 2 Defining and measuring crime
• Section One: Theories of Crime
• Section Two: Psychology and the Investigative Process
• Section Three: Psychology and the Courtroom
• Section Four: Psychology and the Penal System
• Glossary
• References
• Index