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12144 results in Cambridge Handbooks

Page 558 of 608

  • 3.6 - Programmed interventions for offenders

  • from Part III - Interventions
  • Edited by Jennifer M. Brown, London School of Economics and Political Science, Elizabeth A. Campbell, University of Glasgow
  • Book:
    The Cambridge Handbook of Forensic Psychology
    Published online:
    06 July 2010
    Print publication:
    29 April 2010, pp 384-392

  • Summary

    Offending behaviour programmes attempt to cognitreduce reoffending by changing offenders' behaviour through ive skills training. They aim to replace thinking styles associated with offending with new cognitive skills to prevent reoffending, which is important for improvement of prosocial behaviour and for the engagement and compliance in therapeutic treatment. The three most widely adopted programmes are Reasoning and Rehabilitation (R&R), Enhanced Thinking Skills (ETS) and Think First. Despite the widespread implementation of cognitive skills programmes in forensic facilities, it is only relatively recently that attempts have been made to undertake a systematic evaluation of the impact of offending behaviour programmes in the UK. Offending behaviour programmes are group-based programmes, but not everyone is suitable for a cognitive skills programme and/or group work. The effectiveness of offending behaviour programmes has most commonly been evaluated by reconviction rates. Reconviction rates are likely to underestimate 'clinical' change.

  • 4.12 - Stalking

  • from Part IV - Psychology and criminal behaviour
  • Edited by Jennifer M. Brown, London School of Economics and Political Science, Elizabeth A. Campbell, University of Glasgow
  • Book:
    The Cambridge Handbook of Forensic Psychology
    Published online:
    06 July 2010
    Print publication:
    29 April 2010, pp 562-570

  • Summary

    This chapter presents the literature and research on stalking, and allows practical and scientific progress to be made in recognizing, understanding and intervening in stalking cases, both at individual and state or national levels. It first talks about the prevalence and nature of stalking. In total, eight clusters of stalking behaviours have been identified: hyper-intimacy, mediated contacts, interactional contacts, surveillance, invasion, harassment and intimidation, coercion and threat, and aggression. Next, the chapter presents a brief theoretical approach to stalking, and the effects of stalking. One-third of stalking victims incur a psychiatric diagnosis that will persist for a long period of time. Studies with victims suggest that the stalking ends primarily due to 'moving away' and 'moving outwards' tactics. The chapter ends with a note on the evaluation of the state of current knowledge on stalking. As science progresses, the perspectives of stalkers themselves need to be examined.

  • 4.3 - Interpersonal deception detection

  • from Part IV - Psychology and criminal behaviour
  • Edited by Jennifer M. Brown, London School of Economics and Political Science, Elizabeth A. Campbell, University of Glasgow
  • Book:
    The Cambridge Handbook of Forensic Psychology
    Published online:
    06 July 2010
    Print publication:
    29 April 2010, pp 484-491

  • Summary

    The detection of deception at an interpersonal level is a core consideration and skill for professionals working in the field of forensic psychology. This chapter outlines the complexities of the task and emphasizes the need for a holistic approach. Whether interviewing suspects of crime, judging the credibility of defendants in court, or assessing offenders post-conviction, the task is manifestly difficult for professionals in any field. This challenge requires the acknowledgement of the influences within the dyadic interaction: that is, the deceiver and the target(s). Perhaps one of the most pertinent considerations for individuals who engage with complex forensic groups is the concept of the chameleon offender. Practitioners should consider that each suspect/offender has the potential to be different from another, different at different times, and so on. An additional complication occurs with the presence and influence of third parties such as solicitors, appropriate adults, and interpreters.

  • 4.1 - Residential burglary:

  • from Part IV - Psychology and criminal behaviour
  • Edited by Jennifer M. Brown, London School of Economics and Political Science, Elizabeth A. Campbell, University of Glasgow
  • Book:
    The Cambridge Handbook of Forensic Psychology
    Published online:
    06 July 2010
    Print publication:
    29 April 2010, pp 467-474

  • Summary

    Of the property crimes which make up a notable proportion of recorded offending, residential burglary has been researched the most and represents the single most-developed type of offender-based research. This chapter first traces the historical and theoretical development of the research on residential burglary through a discussion on the studies of convicted burglars, and ethnographic work on burglars. In the burglary field, interview studies with convicted burglars in the USA began to emerge looking at the criminal career and lifestyle of the burglar, including approaches to undertaking particular burglaries. The discoveries and methodological innovations that have been made with regard to research on residential burglary have also been extended to other crimes too, and are beginning to reveal important insights for use in crime prevention. Borrowing concepts and methods from mainstream cognitive psychology is likely to yield important insights in this type of forensic psychology and is highly recommended.

  • 2.12 - Memory

  • from Part II - Assessments
  • Edited by Jennifer M. Brown, London School of Economics and Political Science, Elizabeth A. Campbell, University of Glasgow
  • Book:
    The Cambridge Handbook of Forensic Psychology
    Published online:
    06 July 2010
    Print publication:
    29 April 2010, pp 230-235

  • Summary

    In many countries criminal and civil actions proceed when the only available evidence, or the main evidence, is memories. This often occurs in cases of 'historic' sexual abuse in which an adult's allegations are based on memories from childhood. Memory is not comparable to electronic recording media that keep an indiscriminate record of all the details they record. Memories are time-compressed fragmentary records of experience. Any account of a memory will feature forgotten details and gaps. Memories typically contain only a few highly specific details. The Guidelines on Memory and the Law, from the Research Board of the British Psychological Society, provides an accessible, widely agreed set of guidelines about human memory. It is certainly possible that a person could remember that he/she had been abused and be perfectly correct, while simultaneously having detailed memories that are wholly false; hence additional evidence is required when judging the truth of memory.

  • 2.4 - Evaluating violence risk in young people

  • from Part II - Assessments
  • Edited by Jennifer M. Brown, London School of Economics and Political Science, Elizabeth A. Campbell, University of Glasgow
  • Book:
    The Cambridge Handbook of Forensic Psychology
    Published online:
    06 July 2010
    Print publication:
    29 April 2010, pp 166-176

  • Summary

    Professionals working with young people often encounter individuals who pose a risk of violence to others. Risk evaluation in those under 18 differs in a number of respects when compared to adults. Assessment must ultimately lead to risk management strategies. The current trend is to make structured professional judgements. Violence risk assessment also needs to take into account the presence or absence of protective factors. Evaluation of violence risk in young people requires a formulation about the likelihood of a specific future risk and in what circumstances and time frame. There are several structured assessment tools designed for use with young people. Some of these tools include: the Structured Assessment of Violence in Youth (SAVRY), and the Early Assessment Risk List for Boys (EARL-20B). More generalized personality assessment tools such as the Millon Adolescent Clinical Inventory (MACI) may also facilitate a deeper psychological understanding of a young person's needs.

  • 2.7 - Intellectual disabilities and offending

  • from Part II - Assessments
  • Edited by Jennifer M. Brown, London School of Economics and Political Science, Elizabeth A. Campbell, University of Glasgow
  • Book:
    The Cambridge Handbook of Forensic Psychology
    Published online:
    06 July 2010
    Print publication:
    29 April 2010, pp 195-201

  • Summary

    Historically, intellectual disability (ID) has been viewed as a key determinant of offending behaviour. The evidence supporting a relationship between offending and intellectual functioning (IQ) in the general population is solid. Follow-up studies of offenders with ID have reported recidivism rates of up to 72%. The evidence for the effectiveness of interventions for offending by people with ID is limited but has been building steadily over recent years. Despite this, there is only very limited outcome research supporting interventions for those with ID who set fires. To date there has been one case study, two small case series and one pre-post-intervention outcome study that have provided some evidence that broadly cognitive-behavioural interventions can help with fire interest and attitudes and emotional problems associated with fire-setting behaviour in these clients. There has also been some progress in the development of risk assessments to help evaluate clients' progress in treatment and rehabilitation.

  • 1.9 - Investigative psychology

  • from Part I - Psychological underpinnings
  • Edited by Jennifer M. Brown, London School of Economics and Political Science, Elizabeth A. Campbell, University of Glasgow
  • Book:
    The Cambridge Handbook of Forensic Psychology
    Published online:
    06 July 2010
    Print publication:
    29 April 2010, pp 81-85

  • Summary

    The domain of investigative psychology covers all aspects of psychology that are relevant to the conduct of criminal or civil investigations. Its focus is on the ways in which criminal activities may be examined and understood in order for the detection of crime to be effective and legal proceedings to be appropriate. Three processes are always present in any investigation that can be improved by psychological study. The first set of tasks is the collection and evaluation of information derived from accounts of the crime. The second set is the making of decisions and the related actions that will move towards the arrest and conviction of the perpetrator. The third set of tasks therefore derives from developing a basis for those inferences at the heart of police investigations. Psychology can provide a framework for understanding the processes that police must go through in attempting to find the answers.

  • 6.5 - Guns and shootings

  • from Part VI - Special topics
  • Edited by Jennifer M. Brown, London School of Economics and Political Science, Elizabeth A. Campbell, University of Glasgow
  • Book:
    The Cambridge Handbook of Forensic Psychology
    Published online:
    06 July 2010
    Print publication:
    29 April 2010, pp 652-659

  • Summary

    Issues concerning firearms are very different in the UK and America; American citizens keep guns in the home for self-defence purposes. While firearms are kept under tight restriction and control of the police in England and Wales, the United States (US) continues to allow greater freedom to law-abiding citizens to carry weapons and keep guns in the home. Greater gun availability results in a greater risk of their use in suicides. While guns also play a significant role in crime in the US, the overall level of gun crime in England and Wales is very low, 0.3% of all crime recorded by the police. One way in which authorities in both Britain and America have attempted to control gun availability has been to address licensing laws. Most perpetrators of spree shootings kill themselves at the scene of the crime; therefore evidence can only be gathered afterwards from eyewitnesses.

  • 5.4 - Discrimination and employment tribunals

  • from Part V - Psychology and civil law
  • Edited by Jennifer M. Brown, London School of Economics and Political Science, Elizabeth A. Campbell, University of Glasgow
  • Book:
    The Cambridge Handbook of Forensic Psychology
    Published online:
    06 July 2010
    Print publication:
    29 April 2010, pp 602-611

  • Summary

    Institutional discrimination refers to organizational structures or practices and trends observable in society that exclude minorities from accessing equal opportunities. Some groups are protected by law and individuals may resort to legal remedies if they believe they have been discriminated against. Most jurisdictions enable individuals who believe they have suffered some form of discrimination to seek remedy in law. Employment tribunals (ET) in the UK are a distinctive feature of the British legal system, and were designed to provide accessible and speedy resolution of employment disputes. Psychologists may find themselves called upon to provide expert opinion in ET cases because they are seen as having an understanding or specialized knowledge beyond that of the average person. The chapter also talks about amicus curiae briefs, and focuses on the Price Waterhouse v. Ann Hopkins case, where Hopkins alleged that her company failed to grant her a partnership because of her gender.

  • 1.4 - The evolutionary psychology perspective

  • from Part I - Psychological underpinnings
  • Edited by Jennifer M. Brown, London School of Economics and Political Science, Elizabeth A. Campbell, University of Glasgow
  • Book:
    The Cambridge Handbook of Forensic Psychology
    Published online:
    06 July 2010
    Print publication:
    29 April 2010, pp 43-48

  • Summary

    Evolutionary psychology adopts a Darwinian approach to understanding the causes of behaviour. Darwinian psychology deals with the ultimate causes of heritable adaptations. In recent years, evolutionary psychology has either become obsolete or greatly expanded its scope and explanatory power, depending on one's point of view. One of evolutionary psychology's most important goals is to create theories of behaviour and the mind that are consilient with the more basic life sciences, namely evolutionary biology and the new science of development. There have been some important applications of evolutionary psychology to forensic psychology. Darwinian theory is uniquely applicable to conflicts of interest among individuals because it is the only theory that can provide an explanation of why individuals have perceptions of self-interest at all and why there are lawful variations in these perceptions. Evolutionary psychology has also made important contributions in the area of sexual coercion.

  • 3.12 - Treatment of sexual offenders

  • from Part III - Interventions
  • Edited by Jennifer M. Brown, London School of Economics and Political Science, Elizabeth A. Campbell, University of Glasgow
  • Book:
    The Cambridge Handbook of Forensic Psychology
    Published online:
    06 July 2010
    Print publication:
    29 April 2010, pp 434-440

  • Summary

    There is growing support surrounding what constitutes a successful treatment approach and that treatment for sexual offenders can reduce recidivism for some, yet there is still considerable debate concerning its real effectiveness. This chapter discusses the treatment approaches that have historically been used with sexual offenders, and how these can feed into future directions in work with this population. Earlier, the treatment of sexual offending focused on behavioural interventions, followed by the addition of the cognitive component of cognitive-behavioural treatment. The current perspective is that sexual offender treatment should be offered in a manner that considers the literature surrounding 'What Works' in offender rehabilitation. Newer approaches have been suggested which address some of the criticisms of the psychology of criminal conduct. In particular, the movement towards more positively oriented (as opposed to just risk management oriented) treatment approaches such as the Good Lives model, are encouraging and hold great potential.

  • 3.1 - Child sexual abuse

  • from Part III - Interventions
  • Edited by Jennifer M. Brown, London School of Economics and Political Science, Elizabeth A. Campbell, University of Glasgow
  • Book:
    The Cambridge Handbook of Forensic Psychology
    Published online:
    06 July 2010
    Print publication:
    29 April 2010, pp 345-353

  • Summary

    Childhood sexual abuse has been shown to be a significant risk factor for many mental health disorders and problems, and a substantial proportion of children who are victims of sexual abuse develop serious emotional and behavioural difficulties. The literature on child sexual abuse has described almost every psychological problem as being experienced by victims. This bleak picture highlights the critical need for effective interventions for preventing and managing these outcomes. This chapter provides an overview of the interventions currently available. It discusses three broad groupings of treatments in more depth: cognitive-behavioural approaches, individual treatment and group treatment. Cognitive-behavioural approaches are often individual. Perhaps the most widely recognized form of individual treatment is individual psychotherapy. The key elements of abuse-focused psychotherapy are respect, positive regard and an assumption of growth; it takes a phenomenological perspective that focuses on the functionality of symptoms and defences.

  • 1.12 - Sexual offenders

  • from Part I - Psychological underpinnings
  • Edited by Jennifer M. Brown, London School of Economics and Political Science, Elizabeth A. Campbell, University of Glasgow
  • Book:
    The Cambridge Handbook of Forensic Psychology
    Published online:
    06 July 2010
    Print publication:
    29 April 2010, pp 102-110

  • Summary

    This chapter talks about the following 'types' of sexual offenders: exhibitionists, internet offenders, child sexual abusers/child molesters, rapists, and sexual murderers. It also discusses theories of sexual abuse, and risk assessment. The exhibitionists type is classed as non-contact because offenders do not physically touch the victim but instead typically expose their genitals from a distance. Internet offenders are a relatively new type of sexual offenders who have been charged or convicted of downloading illegal sexual material from the internet. Child molesters are often classified according to their relationship with the victim: intrafamilial/ extrafamilial; and/or gender of victim they target. Ward and Hudson have distinguished three levels of theory in sexual offending as follows: Level I (comprehensive) theories, Level II (single factor) theories and Level III (process) theories. The chapter concludes with a discussion on the main strategies used in the assessment of risk and treatment needed in sexual offenders.

  • 2.5 - Eyewitness testimony

  • from Part II - Assessments
  • Edited by Jennifer M. Brown, London School of Economics and Political Science, Elizabeth A. Campbell, University of Glasgow
  • Book:
    The Cambridge Handbook of Forensic Psychology
    Published online:
    06 July 2010
    Print publication:
    29 April 2010, pp 177-186

  • Summary

    Eyewitness testimony refers to witness and victim recollections of what happened, the circumstances and description of the people involved in the incident, and the identification of the perpetrator(s). Accuracy of recall and identification are influenced by the amount of light available during the acquisition stage; however, many witnesses remain confident in their recollections. The most important individual difference variable is the age of the witness. Young children tend to recall fewer details of an event than do older children; however, older children are generally as accurate as adults in what they do recall. Perpetrators with more distinctive faces compared to foils are more likely to be recognized and produce fewer false recognitions. The goals of an identification test are to determine whether the witness can select the suspect as the perpetrator observed at the scene of the crime, and to test the validity of the witness's memory.

Page 558 of 608