What sort of thinking occurs in men who sexually molest children, rape adults, or commit acts of violence? Do these men think their actions are legitimate in some instances or do they know their actions are wrong but choose to offend nonetheless? Cognition, or thinking, is recognized as being a key component underlying the way people think and behave. Researchers and practitioners have spent endless time and resources investigating offenders’ cognition, to shed light on offenders’ antisocial behaviours. In this strongly research-based course, you will learn about some of the influential theories that have been developed to help explain offenders’ antisocial actions, the latest cutting edge research designed to help understand why men offend, and widely used treatment programmes designed to alter cognitive characteristics associated with offending in order to reduce recidivism. This course will not be limited to offenders’ cognition, however. You will also learn about fascinating social-cognitive phenomena associated with child and adult eyewitness testimony, and how memory can play havoc with the criminal justice system.

One research proposal of 3,000 words (100%)

• Gannon, Ward, Beech, & Fisher (Eds). Aggressive Offenders' Cognition: Theory, Research, and Practice. Chichester: Wiley.
• Ceci, S. J., & Bruck, M. (1999). Jeopardy in the Courtroom: A Scientific Analysis of Children's Testimony. APA.

See the library reading list for this module

• To provide students with an advanced understanding of forensic-related cognition for a wide range of offender and non-offender groups
• To provide students with an advanced understanding of socio-cognitive factors that may be relevant at different stages in the criminal justice process
• To provide students with an advanced understanding of the usefulness and applicability of various research methodologies used to investigate forensic-related cognition
• To provide students with the opportunity to critically evaluate forensic-related cognitive research in the laboratory, field settings, and in court.
• Highly transferable critical reasoning skills in relation to forensic theory, research, and clinical practice
• Advanced written and oral skills for presenting research-informed arguments
• A broad understanding of the principles of sound research design in relation to forensic-related cognition
• Expertise in design, statistical analysis and evaluation of forensic research

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