{"product_id":"forensic-psychology-isbn-9781119673545","title":"Forensic Psychology","description":"\u003cb\u003eFORENSIC PSYCHOLOGY\u003c\/b\u003e \u003cp\u003e\u003cb\u003eExplore the theory, research, and practice of forensic psychology with this collection of resources from recognized leaders in the field\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eThe newly revised Third Edition of \u003ci\u003eForensic Psychology\u003c\/i\u003e delivers insightful coverage of the theory and applications of forensic psychology. The book combines authoritative scholarship with an unprecedented breadth of international coverage and constitutes an essential resource for all aspects of contemporary forensic and criminal psychology.\u003c\/p\u003e\u003cp\u003eThe new edition addresses issues of equality, diversity, and inclusion in each section, as well as the uses and abuses of power in forensic contexts. The book takes a constructively critical approach to the dominant theories, policy, and practices of today, as opposed to being merely descriptive, and considers new and developing areas, like the prevention of sexual violence at universities.\u003c\/p\u003e\u003cp\u003e\u003ci\u003eForensic Psychology\u003c\/i\u003e comprehensively addresses the application of modern forensic techniques and practices to the civil and criminal justice systems in the United Kingdom. Each chapter concludes with some specific suggestions for further reading. Additionally, readers will enjoy the inclusion of a wide variety of topics, like:\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eA thorough discussion of investigative and clinical practice, including the politics of forensic psychology, offender profiling, eyewitness testimony, and jury decision making\u003c\/li\u003e\n\u003cli\u003eAn examination of clinical and risk assessments, including reviews of the key legal issues and principles involved in risk assessments, the role of structured instruments and protocols, and coverage of actuarial and structured clinical methods\u003c\/li\u003e\n\u003cli\u003eDiscussions of working with criminalized populations in prisons and forensic mental health facilities\u003c\/li\u003e\n\u003cli\u003eA treatment of psychology in the courts with an emphasis on the courts of England and Wales\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003ePerfect for graduate level students in forensic psychology courses, \u003ci\u003eForensic Psychology\u003c\/i\u003e will also earn a place in the libraries of qualified forensic psychologist practitioners and postgraduate students seeking to improve their understanding of forensic psychology with a high-quality international textbook underpinned by considerations of human rights and ethical standards. \u003c\/p\u003e\u003cp\u003eList of Contributors xxiii\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 Introduction 1\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eGraham J. Towl and David A. Crighton\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eJustice 4\u003c\/p\u003e \u003cp\u003eExpert Controversies 6\u003c\/p\u003e \u003cp\u003eHuman Rights and Ethics 7\u003c\/p\u003e \u003cp\u003eDevelopmental Perspectives 8\u003c\/p\u003e \u003cp\u003eInvestigation and Prosecution Issues 10\u003c\/p\u003e \u003cp\u003ePsychological Assessment 11\u003c\/p\u003e \u003cp\u003eCritical Psychology 12\u003c\/p\u003e \u003cp\u003eSubstance Use 13\u003c\/p\u003e \u003cp\u003eEarly Intervention 13\u003c\/p\u003e \u003cp\u003eJustice Restored 15\u003c\/p\u003e \u003cp\u003eNote 15\u003c\/p\u003e \u003cp\u003eFurther Reading 16\u003c\/p\u003e \u003cp\u003eReferences 16\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 1 Forensic Psychology: Legal\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 Offender Profiling 21\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDavid A. Crighton\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 22\u003c\/p\u003e \u003cp\u003eHistorical Development 22\u003c\/p\u003e \u003cp\u003eApproaches to Offender Profiling 25\u003c\/p\u003e \u003cp\u003eCriminal investigative analysis 25\u003c\/p\u003e \u003cp\u003eCrime action profiling 25\u003c\/p\u003e \u003cp\u003eInvestigative psychology 26\u003c\/p\u003e \u003cp\u003eThe Development of Offender Profiling 26\u003c\/p\u003e \u003cp\u003eCurrent Evidence on Accuracy 30\u003c\/p\u003e \u003cp\u003eConclusions 31\u003c\/p\u003e \u003cp\u003eNotes 32\u003c\/p\u003e \u003cp\u003eFurther Reading 32\u003c\/p\u003e \u003cp\u003eReferences 33\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 Eyewitness Testimony 36\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eLorraine Hope and Ryan J. Fitzgerald\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eEyewitness Identification Performance 37\u003c\/p\u003e \u003cp\u003eThe Witnessed Event 39\u003c\/p\u003e \u003cp\u003eWitness factors 39\u003c\/p\u003e \u003cp\u003eSuper‐recognisers 40\u003c\/p\u003e \u003cp\u003ePerpetrator factors 40\u003c\/p\u003e \u003cp\u003eSituational factors 42\u003c\/p\u003e \u003cp\u003eBetween the Witnessed Event and Identification Task 43\u003c\/p\u003e \u003cp\u003eRetention interval 43\u003c\/p\u003e \u003cp\u003ePost‐event misinformation 44\u003c\/p\u003e \u003cp\u003eIntermediate Recognition Tasks 45\u003c\/p\u003e \u003cp\u003eMugshots 45\u003c\/p\u003e \u003cp\u003eComposite production 45\u003c\/p\u003e \u003cp\u003eThe identification task 46\u003c\/p\u003e \u003cp\u003ePre‐lineup instructions 46\u003c\/p\u003e \u003cp\u003eLineup composition 46\u003c\/p\u003e \u003cp\u003eInvestigator bias 47\u003c\/p\u003e \u003cp\u003eLineup procedure: Comparing absolute and relative judgements 48\u003c\/p\u003e \u003cp\u003ePost‐identification feedback 49\u003c\/p\u003e \u003cp\u003eIs confidence related to accuracy? 49\u003c\/p\u003e \u003cp\u003eIs eyewitness identification evidence reliable? 50\u003c\/p\u003e \u003cp\u003eProcedural Guidelines Relating to Suspect Identification in the United Kingdom 51\u003c\/p\u003e \u003cp\u003eThe Eyewitness in Court 53\u003c\/p\u003e \u003cp\u003eConclusions 54\u003c\/p\u003e \u003cp\u003eFurther Reading 54\u003c\/p\u003e \u003cp\u003eReferences 55\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 Jury Decision‐making 66\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAndreas Kapardis 66\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction: The Jury Idea 67\u003c\/p\u003e \u003cp\u003eThe Notion of an Impartial and Fair Jury: A Critical Appraisal 68\u003c\/p\u003e \u003cp\u003eArguments Against Jury Trials 69\u003c\/p\u003e \u003cp\u003eArguments in Favour of Jury Trials 70\u003c\/p\u003e \u003cp\u003eMethods for Studying Juries\/Jurors 71\u003c\/p\u003e \u003cp\u003eArchival research 71\u003c\/p\u003e \u003cp\u003eQuestionnaire surveys 71\u003c\/p\u003e \u003cp\u003eMock juries 72\u003c\/p\u003e \u003cp\u003eShadow juries 73\u003c\/p\u003e \u003cp\u003ePost‐trial juror interviews 73\u003c\/p\u003e \u003cp\u003eBooks by ex‐jurors 74\u003c\/p\u003e \u003cp\u003eSelecting Jurors 74\u003c\/p\u003e \u003cp\u003ePre‐Trial Publicity 75\u003c\/p\u003e \u003cp\u003eThe Reported Importance of Juror Characteristics 76\u003c\/p\u003e \u003cp\u003eJuror Competence 78\u003c\/p\u003e \u003cp\u003eComprehending evidence 78\u003c\/p\u003e \u003cp\u003eUnderstanding and following the judge’s instructions\/the jury charge 79\u003c\/p\u003e \u003cp\u003eThe Jury Foreperson 79\u003c\/p\u003e \u003cp\u003eJury Deliberation 80\u003c\/p\u003e \u003cp\u003eSmall Juries 81\u003c\/p\u003e \u003cp\u003eDefendant Characteristics 82\u003c\/p\u003e \u003cp\u003eVictim\/Plaintiff Characteristics 82\u003c\/p\u003e \u003cp\u003eLawyer and Judge Characteristics 82\u003c\/p\u003e \u003cp\u003eCourtroom Design 83\u003c\/p\u003e \u003cp\u003eHung Juries 83\u003c\/p\u003e \u003cp\u003eModels of Jury Decision‐making 83\u003c\/p\u003e \u003cp\u003eReforming the Jury to Remedy Some of Its Problems 84\u003c\/p\u003e \u003cp\u003eAlternatives to Trial by Jury 84\u003c\/p\u003e \u003cp\u003eConclusions 85\u003c\/p\u003e \u003cp\u003eNotes 86\u003c\/p\u003e \u003cp\u003eFurther Reading 87\u003c\/p\u003e \u003cp\u003eReferences 87\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 Jury Decision‐making in Rape Trials: An Attitude Problem? 94\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDominic Willmott, Daniel Boduszek, Agata Debowska and Lara Hudspith\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 95\u003c\/p\u003e \u003cp\u003eCase study—The girl of Qatif 96\u003c\/p\u003e \u003cp\u003eRape and Sexual Offences in the Criminal Justice System 97\u003c\/p\u003e \u003cp\u003eThe prevalence of sexual victimisation 98\u003c\/p\u003e \u003cp\u003eRape complaints and attrition 98\u003c\/p\u003e \u003cp\u003eJury acquittals at trial 100\u003c\/p\u003e \u003cp\u003eJury Decision‐making within Rape Trials 101\u003c\/p\u003e \u003cp\u003eArguments against retaining juries in rape trials 102\u003c\/p\u003e \u003cp\u003eArguments in favour of retaining juries in rape trials 102\u003c\/p\u003e \u003cp\u003eJuror Bias and Pre‐trial Attitudes 103\u003c\/p\u003e \u003cp\u003eRape myths: Definitions and research 104\u003c\/p\u003e \u003cp\u003eCommon rape myth beliefs 104\u003c\/p\u003e \u003cp\u003eRape myths and jury decision‐making: The empirical evidence 105\u003c\/p\u003e \u003cp\u003eMethodological considerations 109\u003c\/p\u003e \u003cp\u003eMock jury trial methodological considerations 110\u003c\/p\u003e \u003cp\u003eSolutions and reforms 110\u003c\/p\u003e \u003cp\u003eConclusions 112\u003c\/p\u003e \u003cp\u003eFurther Reading 113\u003c\/p\u003e \u003cp\u003eReferences 113\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 Psychology in the Courts 120\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDavid A. Crighton\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 121\u003c\/p\u003e \u003cp\u003eSystems of Justice 123\u003c\/p\u003e \u003cp\u003eThe System of Courts 124\u003c\/p\u003e \u003cp\u003eThe courts in England and Wales 124\u003c\/p\u003e \u003cp\u003eMagistrates’ courts 124\u003c\/p\u003e \u003cp\u003eYouth courts 124\u003c\/p\u003e \u003cp\u003eThe Crown Court 125\u003c\/p\u003e \u003cp\u003eThe Court of Appeal (Criminal Division) 125\u003c\/p\u003e \u003cp\u003eThe County Court 125\u003c\/p\u003e \u003cp\u003eThe Family Court 125\u003c\/p\u003e \u003cp\u003eThe High Court 125\u003c\/p\u003e \u003cp\u003eThe Courts in Scotland 126\u003c\/p\u003e \u003cp\u003eJustice of the Peace Courts 126\u003c\/p\u003e \u003cp\u003eSheriff Courts 126\u003c\/p\u003e \u003cp\u003eSheriff Appeal Court 126\u003c\/p\u003e \u003cp\u003eThe High Court of Justiciary 126\u003c\/p\u003e \u003cp\u003eThe Court of Session 126\u003c\/p\u003e \u003cp\u003eThe Courts in Northern Ireland 127\u003c\/p\u003e \u003cp\u003eMagistrates’ courts (including youth courts and family proceedings) 127\u003c\/p\u003e \u003cp\u003eThe Crown Court 127\u003c\/p\u003e \u003cp\u003eThe Court of Appeal 127\u003c\/p\u003e \u003cp\u003eCounty Courts 127\u003c\/p\u003e \u003cp\u003eThe High Court 127\u003c\/p\u003e \u003cp\u003eThe UK Supreme Court 128\u003c\/p\u003e \u003cp\u003eSome Other UK Courts and Tribunals 128\u003c\/p\u003e \u003cp\u003eCourt Martial 128\u003c\/p\u003e \u003cp\u003eCoroners Courts and fatal accident inquiries 128\u003c\/p\u003e \u003cp\u003eThe Parole Boards 129\u003c\/p\u003e \u003cp\u003eMental Health Tribunals 129\u003c\/p\u003e \u003cp\u003eContributions of Psychology 129\u003c\/p\u003e \u003cp\u003eLegal Process 131\u003c\/p\u003e \u003cp\u003ePsychologists’ Evidence in Court 132\u003c\/p\u003e \u003cp\u003eGiving Evidence 135\u003c\/p\u003e \u003cp\u003eConclusions 136\u003c\/p\u003e \u003cp\u003eNotes 137\u003c\/p\u003e \u003cp\u003eFurther Reading 137\u003c\/p\u003e \u003cp\u003eReferences 138\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 2 Forensic Psychology: Clinical\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 Clinical Assessment 143\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDavid A. Crighton\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eConceptual Issues in Assessment 144\u003c\/p\u003e \u003cp\u003eClassification 145\u003c\/p\u003e \u003cp\u003eDimensional approaches 147\u003c\/p\u003e \u003cp\u003eDiagnosis and formulation 148\u003c\/p\u003e \u003cp\u003eAssessment 148\u003c\/p\u003e \u003cp\u003eHypothesis formulation 148\u003c\/p\u003e \u003cp\u003ePsychodynamic theory 151\u003c\/p\u003e \u003cp\u003eCognitive behavioural theory 152\u003c\/p\u003e \u003cp\u003eSystemic theory 153\u003c\/p\u003e \u003cp\u003eSocial inequalities theory 153\u003c\/p\u003e \u003cp\u003eIntegrative theories 154\u003c\/p\u003e \u003cp\u003eData Gathering 155\u003c\/p\u003e \u003cp\u003eInterviews 156\u003c\/p\u003e \u003cp\u003ePsychometric assessments 157\u003c\/p\u003e \u003cp\u003eData Analysis 158\u003c\/p\u003e \u003cp\u003eReliability 158\u003c\/p\u003e \u003cp\u003eValidity 159\u003c\/p\u003e \u003cp\u003eCriterion‐related validity 159\u003c\/p\u003e \u003cp\u003eContent validity 159\u003c\/p\u003e \u003cp\u003eConstruct validity 159\u003c\/p\u003e \u003cp\u003eSpecificity, sensitivity and power 160\u003c\/p\u003e \u003cp\u003eSingle case analysis 160\u003c\/p\u003e \u003cp\u003eClinical Judgements and Biases 161\u003c\/p\u003e \u003cp\u003eConclusions 162\u003c\/p\u003e \u003cp\u003eNotes 163\u003c\/p\u003e \u003cp\u003eFurther Reading 163\u003c\/p\u003e \u003cp\u003eReferences 164\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 Risk Assessment 166\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDavid A. Crighton\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eKey Legal Issues 167\u003c\/p\u003e \u003cp\u003eKey Principles in Risk Assessment 168\u003c\/p\u003e \u003cp\u003eApproaches to risk assessment 169\u003c\/p\u003e \u003cp\u003eRisk Assessment Instruments 171\u003c\/p\u003e \u003cp\u003eCritical Issues in Risk Assessment 175\u003c\/p\u003e \u003cp\u003eAcceptable risk and rare catastrophic failures 179\u003c\/p\u003e \u003cp\u003eConclusions 181\u003c\/p\u003e \u003cp\u003eNotes 182\u003c\/p\u003e \u003cp\u003eFurther Reading 183\u003c\/p\u003e \u003cp\u003eReferences 184\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 Psychology in Prisons 187\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDavid A. Crighton and Graham J. Towl\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eThe Development of Psychology in Prisons 188\u003c\/p\u003e \u003cp\u003eDevelopments in England and Wales 192\u003c\/p\u003e \u003cp\u003eWhat Psychologists Do in Corrections 193\u003c\/p\u003e \u003cp\u003eLegal 193\u003c\/p\u003e \u003cp\u003eClinical 195\u003c\/p\u003e \u003cp\u003eTeaching and training 197\u003c\/p\u003e \u003cp\u003eResearch and development 198\u003c\/p\u003e \u003cp\u003eThe future 198\u003c\/p\u003e \u003cp\u003eConclusions 200\u003c\/p\u003e \u003cp\u003eNotes 202\u003c\/p\u003e \u003cp\u003eFurther Reading 203\u003c\/p\u003e \u003cp\u003eReferences 203\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10 Forensic Psychology in Mental Health and Social Care 207\u003cbr\u003e\u003c\/b\u003e\u003ci\u003ePhil Willmot and Elizabeth Utting\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 208\u003c\/p\u003e \u003cp\u003eForensic Psychology in Mental Health 208\u003c\/p\u003e \u003cp\u003eThe legal framework 209\u003c\/p\u003e \u003cp\u003ePractical issues 210\u003c\/p\u003e \u003cp\u003eCultural issues 210\u003c\/p\u003e \u003cp\u003eEvidence Base 211\u003c\/p\u003e \u003cp\u003eForensic Psychology in Social Care 213\u003c\/p\u003e \u003cp\u003eThe legal framework 213\u003c\/p\u003e \u003cp\u003eContributions of forensic psychology to social care 214\u003c\/p\u003e \u003cp\u003eSystemic issues 215\u003c\/p\u003e \u003cp\u003eDiscussion 216\u003c\/p\u003e \u003cp\u003eFurther Reading 217\u003c\/p\u003e \u003cp\u003eReferences 218\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11 The Developmental Evidence Base: Neurobiological Research and Forensic Applications 221\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eRobert A. Schug, Yu Gao, Andrea L. Glenn, Yong Lin Huang, Melissa Peskin, Yaling Yang and Adrian Raine\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eThe Developmental Evidence Base: Neurobiological Research 222\u003c\/p\u003e \u003cp\u003eGenetics 223\u003c\/p\u003e \u003cp\u003eNeuroimaging 224\u003c\/p\u003e \u003cp\u003eNeurology 226\u003c\/p\u003e \u003cp\u003eNeuropsychology 228\u003c\/p\u003e \u003cp\u003eVerbal and spatial intelligence 228\u003c\/p\u003e \u003cp\u003eExecutive functioning 229\u003c\/p\u003e \u003cp\u003eBiological versus social influences 231\u003c\/p\u003e \u003cp\u003ePsychophysiology 231\u003c\/p\u003e \u003cp\u003eHeart rate 232\u003c\/p\u003e \u003cp\u003eSkin conductance 232\u003c\/p\u003e \u003cp\u003eElectroencephalogram and event‐related potentials 234\u003c\/p\u003e \u003cp\u003eEndocrinology 236\u003c\/p\u003e \u003cp\u003eMoral Development 236\u003c\/p\u003e \u003cp\u003eNutrition 238\u003c\/p\u003e \u003cp\u003eForensic Applications of Developmental Neurobiological Research 239\u003c\/p\u003e \u003cp\u003eLie detection 240\u003c\/p\u003e \u003cp\u003eLegal and judicial process 241\u003c\/p\u003e \u003cp\u003eAssessment 241\u003c\/p\u003e \u003cp\u003eDiagnostic identification 241\u003c\/p\u003e \u003cp\u003eTreatment 242\u003c\/p\u003e \u003cp\u003eIntervention 243\u003c\/p\u003e \u003cp\u003eDangerousness and risk prediction 243\u003c\/p\u003e \u003cp\u003eConclusions 244\u003c\/p\u003e \u003cp\u003eFurther Reading 244\u003c\/p\u003e \u003cp\u003eReferences 245\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12 The Developmental Evidence Base: Prevention 263\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDavid P. Farrington\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 264\u003c\/p\u003e \u003cp\u003eRisk‐focused prevention 265\u003c\/p\u003e \u003cp\u003eWhat is a risk factor? 265\u003c\/p\u003e \u003cp\u003eCost–benefit analysis 266\u003c\/p\u003e \u003cp\u003eFamily‐based Prevention 266\u003c\/p\u003e \u003cp\u003eHome visiting programmes 267\u003c\/p\u003e \u003cp\u003eParent management training 268\u003c\/p\u003e \u003cp\u003eOther parenting interventions 269\u003c\/p\u003e \u003cp\u003eMulti‐systemic therapy 270\u003c\/p\u003e \u003cp\u003eSchool‐based Prevention 271\u003c\/p\u003e \u003cp\u003ePre‐school programmes 271\u003c\/p\u003e \u003cp\u003eSchool programmes 272\u003c\/p\u003e \u003cp\u003eAnti‐bullying programmes 274\u003c\/p\u003e \u003cp\u003ePeer Programmes 275\u003c\/p\u003e \u003cp\u003eSkills Training 276\u003c\/p\u003e \u003cp\u003eCommunities That Care 278\u003c\/p\u003e \u003cp\u003eRecent UK Developments 279\u003c\/p\u003e \u003cp\u003eConclusions 280\u003c\/p\u003e \u003cp\u003eFurther Reading 283\u003c\/p\u003e \u003cp\u003eReferences 283\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13 The Developmental Evidence Base: Psychosocial Research 294\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDavid P. Farrington\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 295\u003c\/p\u003e \u003cp\u003eIndividual Factors 300\u003c\/p\u003e \u003cp\u003eTemperament and personality 300\u003c\/p\u003e \u003cp\u003eHyperactivity and impulsivity 301\u003c\/p\u003e \u003cp\u003eLow intelligence and attainment 302\u003c\/p\u003e \u003cp\u003eLow empathy 303\u003c\/p\u003e \u003cp\u003eFamily Factors 304\u003c\/p\u003e \u003cp\u003eChild-rearing 304\u003c\/p\u003e \u003cp\u003eTeenage mothers and child abuse 306\u003c\/p\u003e \u003cp\u003eParental conflict and disrupted families 307\u003c\/p\u003e \u003cp\u003eCriminal parents 309\u003c\/p\u003e \u003cp\u003eLarge family size 310\u003c\/p\u003e \u003cp\u003eSocial Factors 311\u003c\/p\u003e \u003cp\u003eSocio-economic deprivation 311\u003c\/p\u003e \u003cp\u003ePeer influences 312\u003c\/p\u003e \u003cp\u003eSchool influences 313\u003c\/p\u003e \u003cp\u003eCommunity influences 314\u003c\/p\u003e \u003cp\u003eConclusions 316\u003c\/p\u003e \u003cp\u003eFurther Reading 317\u003c\/p\u003e \u003cp\u003eReferences 318\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14 Desistance from Crime 330\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eLila Kazemian and David P. Farrington\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCurrent State of Knowledge on Desistance 331\u003c\/p\u003e \u003cp\u003eSocial predictors of desistance 331\u003c\/p\u003e \u003cp\u003eEmployment 332\u003c\/p\u003e \u003cp\u003eMarriage 333\u003c\/p\u003e \u003cp\u003ePeers 335\u003c\/p\u003e \u003cp\u003eMilitary 336\u003c\/p\u003e \u003cp\u003eReligion and Spirituality 336\u003c\/p\u003e \u003cp\u003eSubstance Use 337\u003c\/p\u003e \u003cp\u003eCognitive predictors of desistance 337\u003c\/p\u003e \u003cp\u003eThe role of identity change in the desistance process 339\u003c\/p\u003e \u003cp\u003eThe interaction between social and cognitive factors 340\u003c\/p\u003e \u003cp\u003eGenetic Factors and Desistance 341\u003c\/p\u003e \u003cp\u003eSummary 342\u003c\/p\u003e \u003cp\u003eConclusions 342\u003c\/p\u003e \u003cp\u003ePolicy relevance of desistance research 342\u003c\/p\u003e \u003cp\u003eNext steps in desistance research 343\u003c\/p\u003e \u003cp\u003eFurther Reading 344\u003c\/p\u003e \u003cp\u003eReferences 345\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 15 Crisis Negotiation 350\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDavid A. Crighton\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eDevelopment of Crisis Negotiation 351\u003c\/p\u003e \u003cp\u003eConceptual Issues in Crisis Negotiation 352\u003c\/p\u003e \u003cp\u003eTypes of critical incidents 352\u003c\/p\u003e \u003cp\u003eTo Negotiate or Not to Negotiate 354\u003c\/p\u003e \u003cp\u003eGoals of Crisis Negotiation 355\u003c\/p\u003e \u003cp\u003eCalming the situation 355\u003c\/p\u003e \u003cp\u003eProcess of crisis negotiation 355\u003c\/p\u003e \u003cp\u003eCommunication and rapport building 356\u003c\/p\u003e \u003cp\u003eListening 356\u003c\/p\u003e \u003cp\u003eShowing empathy 357\u003c\/p\u003e \u003cp\u003eBuilding rapport 357\u003c\/p\u003e \u003cp\u003eDeveloping influence 357\u003c\/p\u003e \u003cp\u003eGathering intelligence 358\u003c\/p\u003e \u003cp\u003eCrisis Negotiation and Terrorism 358\u003c\/p\u003e \u003cp\u003eCrisis Negotiation during Terrorist Incidents 360\u003c\/p\u003e \u003cp\u003eThe Process of Negotiation with Terrorists 361\u003c\/p\u003e \u003cp\u003eThe Experience of Hostages 361\u003c\/p\u003e \u003cp\u003eCrisis Negotiation—The Evidence 362\u003c\/p\u003e \u003cp\u003eConclusions 365\u003c\/p\u003e \u003cp\u003eNotes 366\u003c\/p\u003e \u003cp\u003eFurther Reading 366\u003c\/p\u003e \u003cp\u003eReferences 367\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 16 Terrorism 371\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eOrla Lynch\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 372\u003c\/p\u003e \u003cp\u003eKey Issues—Defining Terrorism 373\u003c\/p\u003e \u003cp\u003eLabelling 374\u003c\/p\u003e \u003cp\u003eIs Terrorism a Psychological Issue? 375\u003c\/p\u003e \u003cp\u003eThe Psychology of Terrorism: The State of the Art 376\u003c\/p\u003e \u003cp\u003eApplying Psychology: The Case of Extremism 380\u003c\/p\u003e \u003cp\u003eRisk Assessment 382\u003c\/p\u003e \u003cp\u003eRisk assessment and the case of terrorism 382\u003c\/p\u003e \u003cp\u003eIntervention 383\u003c\/p\u003e \u003cp\u003eProactive Integrated Support Model (PRISM) 386\u003c\/p\u003e \u003cp\u003eWhat Does CVE Success Look Like? 387\u003c\/p\u003e \u003cp\u003eConclusion 388\u003c\/p\u003e \u003cp\u003eNotes 388\u003c\/p\u003e \u003cp\u003eFurther Reading 389\u003c\/p\u003e \u003cp\u003eReferences 389\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 17 Intellectual Disability: Assessment 394\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDavid A. Crighton\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eThe Context of Forensic Practice 395\u003c\/p\u003e \u003cp\u003eMental Health Legislation 396\u003c\/p\u003e \u003cp\u003eLearning Disability and Crime 397\u003c\/p\u003e \u003cp\u003ePathways into and through offender services 400\u003c\/p\u003e \u003cp\u003eChildhood adversity and behaviour problems 402\u003c\/p\u003e \u003cp\u003eAdult psychiatric disorders 403\u003c\/p\u003e \u003cp\u003eSpecific offence types and pathways into services 404\u003c\/p\u003e \u003cp\u003eApplications of Psychology to Processes within the Justice System 407\u003c\/p\u003e \u003cp\u003eThe process of police interview 407\u003c\/p\u003e \u003cp\u003eThe legal process and offenders with ID 408\u003c\/p\u003e \u003cp\u003eWorking with Offenders with ID 410\u003c\/p\u003e \u003cp\u003eAssessment issues 410\u003c\/p\u003e \u003cp\u003eAssessment of anger and aggression 412\u003c\/p\u003e \u003cp\u003eAssessment for sexual offenders 413\u003c\/p\u003e \u003cp\u003eAssessment of fire raising 416\u003c\/p\u003e \u003cp\u003eRisk assessment 417\u003c\/p\u003e \u003cp\u003eThe role of dynamic risk assessment in the management of offenders with ID 419\u003c\/p\u003e \u003cp\u003eConclusions on Assessment 420\u003c\/p\u003e \u003cp\u003eNotes 421\u003c\/p\u003e \u003cp\u003eFurther Reading 421\u003c\/p\u003e \u003cp\u003eReferences 422\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 18 Intellectual Disability: Treatment and Management 430\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDavid A. Crighton and Graham J. Towl\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eTreatment for Specific Needs 433\u003c\/p\u003e \u003cp\u003eAggression 433\u003c\/p\u003e \u003cp\u003eSexual offending 435\u003c\/p\u003e \u003cp\u003eInterventions for other offence‐related problems 440\u003c\/p\u003e \u003cp\u003eConclusions 442\u003c\/p\u003e \u003cp\u003eNote 443\u003c\/p\u003e \u003cp\u003eFurther Reading 443\u003c\/p\u003e \u003cp\u003eReferences 444\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 19 Personality Disorder: Assessment and Treatment 448\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eConor Duggan and Richard Howard\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 449\u003c\/p\u003e \u003cp\u003eDSM‐5 Alternative Model 450\u003c\/p\u003e \u003cp\u003eICD‐11 451\u003c\/p\u003e \u003cp\u003ePrototype Matching\/SWAP-200 453\u003c\/p\u003e \u003cp\u003ePD Assessment in Forensic and Correctional Contexts 455\u003c\/p\u003e \u003cp\u003eClinical Implications of ICD‐11 457\u003c\/p\u003e \u003cp\u003eTranslating Theory into Practice in the Treatment of PD 457\u003c\/p\u003e \u003cp\u003eLivesley’s Integrated Modular Treatment 459\u003c\/p\u003e \u003cp\u003eRuptures in the Patient–Therapist Relationship 460\u003c\/p\u003e \u003cp\u003eWill Categories of PD (and Borderline PD in Particular) Survive? 461\u003c\/p\u003e \u003cp\u003eA Hierarchical Model of Personality Disorder 463\u003c\/p\u003e \u003cp\u003eConcluding Comments 464\u003c\/p\u003e \u003cp\u003eFurther Reading 465\u003c\/p\u003e \u003cp\u003eReferences 465\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 20 Personality Disorder and Offending 468\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eRichard Howard and Conor Duggan\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 469\u003c\/p\u003e \u003cp\u003eSome caveats 469\u003c\/p\u003e \u003cp\u003ePD and offending in community samples 471\u003c\/p\u003e \u003cp\u003eThe ‘comorbidity’ problem 472\u003c\/p\u003e \u003cp\u003eComorbidity with ‘psychopathy’ 474\u003c\/p\u003e \u003cp\u003eEmotional impulsiveness 476\u003c\/p\u003e \u003cp\u003eThe importance of context 476\u003c\/p\u003e \u003cp\u003eParanoid thinking and violence 477\u003c\/p\u003e \u003cp\u003eParanoia and angry rumination 478\u003c\/p\u003e \u003cp\u003eConcluding Comments 479\u003c\/p\u003e \u003cp\u003eNote 480\u003c\/p\u003e \u003cp\u003eFurther Reading 480\u003c\/p\u003e \u003cp\u003eReferences 481\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 21 The Biopsychosocial Model of Psychopathy 485\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eNicholas D. Thomson\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eConstruct of Psychopathy 486\u003c\/p\u003e \u003cp\u003ePsychopathy and the Biopsychosocial Model 487\u003c\/p\u003e \u003cp\u003eBiological Contributors to Psychopathy 488\u003c\/p\u003e \u003cp\u003eGenetics 488\u003c\/p\u003e \u003cp\u003eBrain structures and function 488\u003c\/p\u003e \u003cp\u003eHormones 489\u003c\/p\u003e \u003cp\u003ePsychological Contributors to Psychopathy 490\u003c\/p\u003e \u003cp\u003eChildhood psychopathology and temperament 490\u003c\/p\u003e \u003cp\u003ePersonality traits 491\u003c\/p\u003e \u003cp\u003eCognitive function 491\u003c\/p\u003e \u003cp\u003eSocial Contributors to Psychopathy 492\u003c\/p\u003e \u003cp\u003ePsychopathy: The Biopsychosocial Disorder 493\u003c\/p\u003e \u003cp\u003eFurther Reading 493\u003c\/p\u003e \u003cp\u003eReferences 494\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 22 Personality Disorder: Clinical and Policy Responses and the ‘OPD Pathway’ 499\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eSarah Skett and Carine Lewis\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eWhat Is the OPD Pathway and What Makes It Unique? 500\u003c\/p\u003e \u003cp\u003eHistory and context 500\u003c\/p\u003e \u003cp\u003eAims, Principles and the Theoretical Model of the OPD Pathway 501\u003c\/p\u003e \u003cp\u003eThe OPD Core Offender Management service and workforce development 504\u003c\/p\u003e \u003cp\u003eThe relational environment and its importance 505\u003c\/p\u003e \u003cp\u003eInterventions in custody 506\u003c\/p\u003e \u003cp\u003eInterventions in the community—IIRMS, AP PIPES and Supported Housing 507\u003c\/p\u003e \u003cp\u003eConclusion 508\u003c\/p\u003e \u003cp\u003eFurther Reading 508\u003c\/p\u003e \u003cp\u003eReferences 509\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 23 The Role of Arts in the Criminal Justice System 514\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eLaura Caulfield\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction and Context 515\u003c\/p\u003e \u003cp\u003eThe Arts in Criminal Justice: What Exists and Their Role 515\u003c\/p\u003e \u003cp\u003eThe Arts in Criminal Justice: Their Impact 518\u003c\/p\u003e \u003cp\u003eConfidence and engagement 519\u003c\/p\u003e \u003cp\u003eIdentity 520\u003c\/p\u003e \u003cp\u003eWell-being 520\u003c\/p\u003e \u003cp\u003eRelationships: Collaboration and democracy 521\u003c\/p\u003e \u003cp\u003eThe importance of rehabilitation 522\u003c\/p\u003e \u003cp\u003eDeveloping the evidence base 522\u003c\/p\u003e \u003cp\u003eSummary 524\u003c\/p\u003e \u003cp\u003eOrganisations mentioned in this chapter 524\u003c\/p\u003e \u003cp\u003eUseful resources 525\u003c\/p\u003e \u003cp\u003eNotes 525\u003c\/p\u003e \u003cp\u003eReferences 525\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 24 Substance Use 529\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDavid A. Crighton\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eDrugs and Crime 531\u003c\/p\u003e \u003cp\u003eAssessment of Substance Use Disorders 532\u003c\/p\u003e \u003cp\u003eManagement of Detoxification 533\u003c\/p\u003e \u003cp\u003eHeroin (and other opiates) 534\u003c\/p\u003e \u003cp\u003eStimulants 534\u003c\/p\u003e \u003cp\u003eAlcohol 534\u003c\/p\u003e \u003cp\u003eMultiple drug detoxification 535\u003c\/p\u003e \u003cp\u003eThe management of withdrawal in custody 535\u003c\/p\u003e \u003cp\u003eTreatment 535\u003c\/p\u003e \u003cp\u003eCognitive behavioural interventions 536\u003c\/p\u003e \u003cp\u003eTwelve-step treatments and therapeutic communities 537\u003c\/p\u003e \u003cp\u003eDrug maintenance and other pharmacotherapies 539\u003c\/p\u003e \u003cp\u003eEfficacy of Treatments 540\u003c\/p\u003e \u003cp\u003eAdditional Considerations 542\u003c\/p\u003e \u003cp\u003eMental health 542\u003c\/p\u003e \u003cp\u003eSuicide risk 543\u003c\/p\u003e \u003cp\u003eOverdose 543\u003c\/p\u003e \u003cp\u003ePhysical health risks 543\u003c\/p\u003e \u003cp\u003eNotes 544\u003c\/p\u003e \u003cp\u003eFurther Reading 544\u003c\/p\u003e \u003cp\u003eReferences 545\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 25 Sports-based Learning and the Role of Sport in Promoting Education in Prisons 549\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eRosie Meek\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eEmerging Issues and Ongoing Challenges 553\u003c\/p\u003e \u003cp\u003eFurther Reading 556\u003c\/p\u003e \u003cp\u003eReferences 557\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 26 Suicide and Self-harm in Prisons: Age, Gender and Ethnicity 560\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eGraham J. Towl\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eSelf-harm 565\u003c\/p\u003e \u003cp\u003eSuicide Prevention 566\u003c\/p\u003e \u003cp\u003eFurther Reading 570\u003c\/p\u003e \u003cp\u003eReferences 570\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 27 Suicide, Self-harm and Imprisoned Women 572\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eTammi Walker\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eOverview 573\u003c\/p\u003e \u003cp\u003eContext 573\u003c\/p\u003e \u003cp\u003eBackground 574\u003c\/p\u003e \u003cp\u003eWhat Is Prison Suicide? 574\u003c\/p\u003e \u003cp\u003eRates of Suicide in Prisoner Populations 575\u003c\/p\u003e \u003cp\u003eSuicide and Imprisoned Women 576\u003c\/p\u003e \u003cp\u003eSelf-harm and Imprisoned Women 578\u003c\/p\u003e \u003cp\u003eRisk Factors for Suicide and Self-harm 580\u003c\/p\u003e \u003cp\u003eIndividual 580\u003c\/p\u003e \u003cp\u003eMental ill-health 581\u003c\/p\u003e \u003cp\u003ePrison life 582\u003c\/p\u003e \u003cp\u003ePreventing Suicide and Self-harm by Imprisoned Women 584\u003c\/p\u003e \u003cp\u003eLimitations of Suicide Research in Prison Settings 586\u003c\/p\u003e \u003cp\u003eConclusion 586\u003c\/p\u003e \u003cp\u003eFurther Reading 587\u003c\/p\u003e \u003cp\u003eReferences 587\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 28 What Can University Communities Do to Reduce Sexual Violence? Responsibility, Prevention and Response 593\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eClarissa J. Humphreys and Graham J. Towl\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 594\u003c\/p\u003e \u003cp\u003eWhy Universities Must Address Sexual Violence 595\u003c\/p\u003e \u003cp\u003eResearch-informed Policy and Practice 599\u003c\/p\u003e \u003cp\u003ePrevention 600\u003c\/p\u003e \u003cp\u003eResponse 602\u003c\/p\u003e \u003cp\u003eConclusion 605\u003c\/p\u003e \u003cp\u003eNotes 606\u003c\/p\u003e \u003cp\u003eFurther Reading 606\u003c\/p\u003e \u003cp\u003eReferences 607\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 29 Adult Cyber Harassment and Image-based Sexual Abuse 609\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAfroditi Pina\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eConceptual Challenges and Outline 611\u003c\/p\u003e \u003cp\u003eOnline Non-sexual Harassment 611\u003c\/p\u003e \u003cp\u003eCyber harassment\/cyberbullying 612\u003c\/p\u003e \u003cp\u003eOnline hate speech 613\u003c\/p\u003e \u003cp\u003eTrolling 614\u003c\/p\u003e \u003cp\u003eDoxing (also spelled ‘doxxing’) 615\u003c\/p\u003e \u003cp\u003eCyberstalking 615\u003c\/p\u003e \u003cp\u003eOnline Sexual Harassment and Abuse 616\u003c\/p\u003e \u003cp\u003eTechnology-facilitated sexual violence 617\u003c\/p\u003e \u003cp\u003eCyber sexual harassment 617\u003c\/p\u003e \u003cp\u003eImage-based sexual abuse 618\u003c\/p\u003e \u003cp\u003eCriminalisation\/Legislation of Online Harassment Behaviours 620\u003c\/p\u003e \u003cp\u003eLooking to the Future: Conceptual Harmonisation, Practical Implications and Future Research 622\u003c\/p\u003e \u003cp\u003eReferences 624\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 30 Intimate Partner Abuse 630\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eElizabeth A. Gilchrist\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eKey Issues In IPA 631\u003c\/p\u003e \u003cp\u003eKey Principles In IPA 632\u003c\/p\u003e \u003cp\u003eKey Legal Issues 633\u003c\/p\u003e \u003cp\u003eTheoretical Approaches to IPA 637\u003c\/p\u003e \u003cp\u003eBiological theories 637\u003c\/p\u003e \u003cp\u003ePsychological theories 637\u003c\/p\u003e \u003cp\u003eSociological: Interpersonal\/family systems 637\u003c\/p\u003e \u003cp\u003eCultural explanations 638\u003c\/p\u003e \u003cp\u003eIntegrative approaches\/multi-factor theories 639\u003c\/p\u003e \u003cp\u003eEmpirical Evidence 640\u003c\/p\u003e \u003cp\u003eRisk abuse markers 640\u003c\/p\u003e \u003cp\u003eGender as a risk factor 642\u003c\/p\u003e \u003cp\u003eFemale offenders 642\u003c\/p\u003e \u003cp\u003eRisk markers for assault and for lethality 643\u003c\/p\u003e \u003cp\u003eMeasurement of IPA 644\u003c\/p\u003e \u003cp\u003eDifferent types of abuser 645\u003c\/p\u003e \u003cp\u003eCritical Issues in Intimate Partner Abuse 646\u003c\/p\u003e \u003cp\u003eVictim issues 646\u003c\/p\u003e \u003cp\u003eIPA risk assessment 647\u003c\/p\u003e \u003cp\u003eLimitations of risk tools 650\u003c\/p\u003e \u003cp\u003eEffective interventions for IPA 650\u003c\/p\u003e \u003cp\u003eMulti-agency responses 652\u003c\/p\u003e \u003cp\u003eConclusions 653\u003c\/p\u003e \u003cp\u003eFurther Reading 653\u003c\/p\u003e \u003cp\u003eReferences 654\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 31 Hate Crime and Hate Incidents at a UK University: Empirical Evidence Informing Policy and Research Practice 662\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eNadia Siddiqui and Graham J. Towl\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eThe Prevalence of Hate Incidents 666\u003c\/p\u003e \u003cp\u003eBarriers to Reporting to the Authorities 668\u003c\/p\u003e \u003cp\u003eIs Race or Religion a Factor in Victimisation? 669\u003c\/p\u003e \u003cp\u003eThematic Analysis 669\u003c\/p\u003e \u003cp\u003eEducation 670\u003c\/p\u003e \u003cp\u003eIncrease Victim Support 671\u003c\/p\u003e \u003cp\u003eConclusions 672\u003c\/p\u003e \u003cp\u003eFurther Reading 673\u003c\/p\u003e \u003cp\u003eReferences 674\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 32 Bullying in Prisons: Introducing the Prison Bullying Ecosystem Framework as a Guide for Intervention 676\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eJane L. Ireland, Carol A. Ireland, Ushna Mian, Raneesha De Silva and Michael Lewis\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003ePrison Bullying: Summarising Some Key Findings 678\u003c\/p\u003e \u003cp\u003eDefining prison-based bullying 678\u003c\/p\u003e \u003cp\u003eExtent of prison-based bullying 679\u003c\/p\u003e \u003cp\u003eGroups involved 680\u003c\/p\u003e \u003cp\u003eUnderstanding Prison Bullying: Introducing Theoretical Perspectives 680\u003c\/p\u003e \u003cp\u003eTaking Theory and Proposing a Framework for Intervention: Prison Bullying Ecosystem Framework 683\u003c\/p\u003e \u003cp\u003eConsidering ecosystem external factors 684\u003c\/p\u003e \u003cp\u003eConsidering ecosystem internal factors 686\u003c\/p\u003e \u003cp\u003eConcluding Comments 689\u003c\/p\u003e \u003cp\u003eReferences 690\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 33 Psychology of Gang Membership: Group Processes, Social Cognition and Mental Health 692\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eJane L. Wood\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eGang Membership 693\u003c\/p\u003e \u003cp\u003eGang Joining 693\u003c\/p\u003e \u003cp\u003eGang Members: Delinquency Levels 694\u003c\/p\u003e \u003cp\u003eGang Identity and Identifying with the Gang 695\u003c\/p\u003e \u003cp\u003eConformity, Pluralistic Ignorance and Cohesion 696\u003c\/p\u003e \u003cp\u003eIntergroup Conflict and Status Enhancement 697\u003c\/p\u003e \u003cp\u003eBeing a Gang Member: Social Cognitive Processes 698\u003c\/p\u003e \u003cp\u003eMoral Disengagement 699\u003c\/p\u003e \u003cp\u003eOffence-supportive Cognitions 700\u003c\/p\u003e \u003cp\u003eRumination, Displaced Aggression and Entitativity 702\u003c\/p\u003e \u003cp\u003eRumination 702\u003c\/p\u003e \u003cp\u003eDisplaced aggression 703\u003c\/p\u003e \u003cp\u003eEntitativity 704\u003c\/p\u003e \u003cp\u003eGang involvement and mental health 704\u003c\/p\u003e \u003cp\u003eConclusions 706\u003c\/p\u003e \u003cp\u003eFurther Reading 707\u003c\/p\u003e \u003cp\u003eReferences 707\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 34 Arson and Fire Setting: A New Conceptualisation 713\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eFaye Horsley\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 714\u003c\/p\u003e \u003cp\u003ePart One 714\u003c\/p\u003e \u003cp\u003eBackground 714\u003c\/p\u003e \u003cp\u003eThe Psychology of Arson and Fire Setting 715\u003c\/p\u003e \u003cp\u003eSample composition 715\u003c\/p\u003e \u003cp\u003eRecidivism and dangerousness 717\u003c\/p\u003e \u003cp\u003eCharacteristics of arsonists and fire setters 718\u003c\/p\u003e \u003cp\u003eSummary of empirical work 720\u003c\/p\u003e \u003cp\u003eTheoretical Perspectives 720\u003c\/p\u003e \u003cp\u003eTypologies 720\u003c\/p\u003e \u003cp\u003eMulti-factor perspectives 721\u003c\/p\u003e \u003cp\u003eProblems with the literature 722\u003c\/p\u003e \u003cp\u003ePart Two 724\u003c\/p\u003e \u003cp\u003eNon-criminalised fire use 724\u003c\/p\u003e \u003cp\u003eThe Continuum of Fire Use (CoFU) 726\u003c\/p\u003e \u003cp\u003eImplications and Applications 727\u003c\/p\u003e \u003cp\u003eConclusions 728\u003c\/p\u003e \u003cp\u003eNotes 729\u003c\/p\u003e \u003cp\u003eFurther Reading 729\u003c\/p\u003e \u003cp\u003eReferences 729\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 35 Trauma-informed Care in the Criminal Justice System 735\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eTammi Walker\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 736\u003c\/p\u003e \u003cp\u003eWhat Is Trauma? 737\u003c\/p\u003e \u003cp\u003eTrauma among Men and Women in Prison 740\u003c\/p\u003e \u003cp\u003eBecoming Trauma Informed 741\u003c\/p\u003e \u003cp\u003eSAMHSA’s Four ‘R’S’: Key assumptions in the trauma-informed\u003c\/p\u003e \u003cp\u003eapproach 741\u003c\/p\u003e \u003cp\u003eSAMHSA’s six key principles of the trauma-informed approach 743\u003c\/p\u003e \u003cp\u003eSAMHSA’s ten implementation domains for the trauma-informed approach 743\u003c\/p\u003e \u003cp\u003ePrisons as Trauma-informed Organisations 744\u003c\/p\u003e \u003cp\u003eEvaluations of Prisons as Trauma-informed Organisations 746\u003c\/p\u003e \u003cp\u003eBarriers to Trauma-informed Care in Prison 748\u003c\/p\u003e \u003cp\u003eConclusion 748\u003c\/p\u003e \u003cp\u003eFurther Reading 749\u003c\/p\u003e \u003cp\u003eReferences 749\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 3 Forensic Psychology: Ethics and Politics\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 36 The Politics of Forensic Psychological Research, Policy and Practice 755\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eGraham J. Towl\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eNew Public Management 756\u003c\/p\u003e \u003cp\u003eLanguage Use as Forensic Psychologists 758\u003c\/p\u003e \u003cp\u003eHow Does the Way in Which Psychology Is Taught in the United Kingdom Influence the Development of Forensic Psychology? 760\u003c\/p\u003e \u003cp\u003eA Brief History of Forensic Psychological Internal Politics in the United Kingdom 762\u003c\/p\u003e \u003cp\u003eDebates around the defining characteristics of the discipline 762\u003c\/p\u003e \u003cp\u003eTraining arrangements 764\u003c\/p\u003e \u003cp\u003eStatutory regulation of practitioner psychologists 765\u003c\/p\u003e \u003cp\u003eConclusions 765\u003c\/p\u003e \u003cp\u003eFurther Reading 766\u003c\/p\u003e \u003cp\u003eReferences 767\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 37 Aspects of Diagnosed Mental Illness and Offending 769\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDavid Pilgrim\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eSocial Context of Rule Transgressions: Normal and Abnormal Offenders 770\u003c\/p\u003e \u003cp\u003ePenal and psychiatric jurisdiction of mentally abnormal offenders 771\u003c\/p\u003e \u003cp\u003eOverlaps and Tensions between Psychiatric and Psychological Knowledge 772\u003c\/p\u003e \u003cp\u003ePsychological encounters with ‘mental illness’ in forensic settings 773\u003c\/p\u003e \u003cp\u003eTraditions of psychiatric and psychological knowledge 774\u003c\/p\u003e \u003cp\u003eEmergence of the biopsychosocial model and neo-Kraepelinian retrenchment 775\u003c\/p\u003e \u003cp\u003ePsychological and Psychiatric Approaches to Mental Illness in Forensic Settings 777\u003c\/p\u003e \u003cp\u003eProblematic Relationship between Diagnosed Mental Illness and Risks 779\u003c\/p\u003e \u003cp\u003e‘Dual diagnosis’ or ‘comorbidity’ 779\u003c\/p\u003e \u003cp\u003eMental illness and risk to others 780\u003c\/p\u003e \u003cp\u003eConclusions 783\u003c\/p\u003e \u003cp\u003eFurther Reading 783\u003c\/p\u003e \u003cp\u003eReferences 784\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 38 Role of Safeguarding in Overcoming Persistent Harmful Practice in Forensic Mental Health 787\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eBrian A. Thomas‐Peter and Rebecca Lawday\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eMoral Blindness in Forensic Mental Health 789\u003c\/p\u003e \u003cp\u003eMajor Inquiries: Lessons Not Learned 791\u003c\/p\u003e \u003cp\u003eThe Failure of Senior Management 797\u003c\/p\u003e \u003cp\u003eConclusion 799\u003c\/p\u003e \u003cp\u003eNotes 800\u003c\/p\u003e \u003cp\u003eFurther Reading 800\u003c\/p\u003e \u003cp\u003eReferences 800\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 39 Beyond ‘Disorder’: A Manifesto for Psychological Health and Well-being 803\u003cbr\u003e\u003c\/b\u003e\u003ci\u003ePeter Kinderman\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLabels Are for Products, Not People 805\u003c\/p\u003e \u003cp\u003eReliability 806\u003c\/p\u003e \u003cp\u003eValidity 807\u003c\/p\u003e \u003cp\u003eCan we think of a better phrase than ‘oppositional defiant disorder’? 808\u003c\/p\u003e \u003cp\u003eA New Approach 809\u003c\/p\u003e \u003cp\u003eMinimising real problems 811\u003c\/p\u003e \u003cp\u003eMoving Beyond the Concept of ‘Abnormality’ 811\u003c\/p\u003e \u003cp\u003eThere are alternatives to diagnosis 813\u003c\/p\u003e \u003cp\u003eNon-diagnostic alternatives 813\u003c\/p\u003e \u003cp\u003eRecognising causes in the real world 814\u003c\/p\u003e \u003cp\u003eThe drugs don’t work 815\u003c\/p\u003e \u003cp\u003eCoercion 816\u003c\/p\u003e \u003cp\u003ePrevention 817\u003c\/p\u003e \u003cp\u003ePathways to mental health 819\u003c\/p\u003e \u003cp\u003eWe learn to make sense of the world 819\u003c\/p\u003e \u003cp\u003ePsychological model of mental health and well-being 821\u003c\/p\u003e \u003cp\u003eNotes 821\u003c\/p\u003e \u003cp\u003eFurther Reading 821\u003c\/p\u003e \u003cp\u003eReferences 822\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 40 Ethical Issues in Forensic Psychology 824\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eGraham J. Towl\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003ePhilosophical Roots 826\u003c\/p\u003e \u003cp\u003eEthical Guidance for Professionals 828\u003c\/p\u003e \u003cp\u003eAPA ethical guidance 830\u003c\/p\u003e \u003cp\u003eAPA specialty guidelines for forensic psychology (2013) 830\u003c\/p\u003e \u003cp\u003ePsychological Society of Ireland (PSI) code of professional ethics 831\u003c\/p\u003e \u003cp\u003eBACP—Ethical framework for good practice in counselling and psychotherapy 832\u003c\/p\u003e \u003cp\u003eHCPC standards of conduct, performance and ethics (2016) 833\u003c\/p\u003e \u003cp\u003eBPS code of ethics and conduct (2018) 833\u003c\/p\u003e \u003cp\u003eSpecialist BPS forensic guidance 834\u003c\/p\u003e \u003cp\u003ePower Relationships 834\u003c\/p\u003e \u003cp\u003eConclusions 836\u003c\/p\u003e \u003cp\u003eNote 837\u003c\/p\u003e \u003cp\u003eFurther Reading 837\u003c\/p\u003e \u003cp\u003eReferences 838\u003c\/p\u003e \u003cp\u003eName Index 841\u003c\/p\u003e \u003cp\u003eSubject Index 849\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eDavid A. Crighton\u003c\/b\u003e is Hon. Professor of Forensic Psychology at Durham University. He was formally Deputy Chief Psychologist in the UK Ministry of Justice. He is a past Chair of the BPS Expert Witness Advisory Group and a past Secretary and Treasurer of the British Psychological Society, Division of Forensic Psychology. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eGraham J. Towl\u003c\/b\u003e is Professor of Forensic Psychology, Durham University and visiting Clinical Professor, University of Newcastle. He was formally the Chief Psychologist at the Ministry of Justice, UK, and uniquely is the recipient of BPS awards for Distinguished Contributions to Professional practice and forensic academic knowledge. His research interests are wide currently including suicide in prisons and sexual violence at universities.   \u003c\/p\u003e\u003cp\u003e\u003cb\u003eExplore the theory, research, and practice of forensic psychology with this collection of resources from recognized leaders in the field\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eThe newly revised Third Edition of \u003ci\u003eForensic Psychology\u003c\/i\u003e delivers insightful coverage of the theory and applications of forensic psychology. The book combines authoritative scholarship with an unprecedented breadth of international coverage and constitutes an essential resource for all aspects of contemporary forensic and criminal psychology. \u003c\/p\u003e\u003cp\u003eThe new edition addresses issues of equality, diversity, and inclusion in each section, as well as the uses and abuses of power in forensic contexts. The book takes a constructively critical approach to the dominant theories, policy, and practices of today, as opposed to being merely descriptive, and considers new and developing areas, like the prevention of sexual violence at universities. \u003c\/p\u003e\u003cp\u003e\u003ci\u003eForensic Psychology\u003c\/i\u003e comprehensively addresses the application of modern forensic techniques and practices to the civil and criminal justice systems in the United Kingdom. Each chapter concludes with some specific suggestions for further reading. Additionally, readers will enjoy the inclusion of a wide variety of topics, like: \u003c\/p\u003e\u003cul\u003e\u003cli\u003eA thorough discussion of investigative and clinical\u003c\/li\u003e\u003c\/ul\u003e","brand":"BPS Blackwell","offers":[{"title":"Default Title","offer_id":47989232992485,"sku":"NP9781119673545","price":44.5,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119673545.jpg?v=1761783309","url":"https:\/\/k12savings.com\/products\/forensic-psychology-isbn-9781119673545","provider":"K12savings","version":"1.0","type":"link"}