Intervention with Perpetrators

Code:

P712

Acronym:

IA

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2020/2021 - 2S

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Integrated Master Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIPSI	30	Official Curricular Structure	4	-	6	54	162

Teaching language

Suitable for English-speaking students

Objectives

At the end of the semester students should be able to:

- Know the most important theories, causes, dynamics and consequences of violence and victimization, that enable them to understand, assess and intervene with perpetrators (youth and adults) at psychoeducational, psychosocial and psychotherapeutic levels.

- Understand the specific dynamics of violence, particularly of intrafamilial violence.

- Acquire knowledge and understanding in related domains (e.g., Law, Criminology, Legal Medicine).

- Acquire the knowledge and strategies necessary for the psychological and psychosocial intervention with perpetrators of physical, psychological and sexual violence. To be able to apply them in cases of violence inside and outside the family.

- Understand the interactions and relationships between the intervention with offenders and the intervention with victims.

Learning outcomes and competences

At the end of the semester students should:

- Know the most important theories and intervention models that enable them to understand, assess and intervene with offenders/perpetrators (youth and adults) at psychoeducational, psychosocial and psychotherapeutic levels.

- Develop basic skills for intervention in different contexts, such as prisons, juvenile reeducation facilities, police, judiciary services, counseling services, and community projects; as well as the competencies to work in multidisciplinary teams.

- Develop the skills necessary to elaborate psychological reports and testify in court.

Working method

Presencial

Program

- Violence, aggression and victimization.

- Main psychological, psychosocial and criminological theories explaining violence and aggression.

- Types of violence, crime and victimization; contexts and forms of victimization.

- Gender violence. Intimate partner violence, domestic violence, marital violence and family violence.

- Child maltreatment (e.g., negligence, physical and psychological maltreatment, sexual abuse).

- Sexual crimes – rape and child sexual abuse. Child sexual abuse vs pedophilia.

- Assessment methods and psychological, psychoeducational and psychosocial intervention with perpetrators of violence and crime (youth and adults) – national and international perspectives.

- Specificities of the intervention with perpetrators of domestic/marital violence.

- Specificities of the intervention with perpetrators of sexual violence.

- Specificities of the intervention with young sexual offenders.

- Punishment, psychotherapy and social rehabilitation.

Mandatory literature

Geffner, R.A & Rosenbaum, A. (Eds.); Domestic Violence Offenders. Current Interventions, Research, and Implications for Policies and Standards, New York: The Haworth Press., 2001
Lee, M.Y; Sebold, J. & Uken, A.; Solution-focused treatment of domestic violence offenders, New York: Oxford University Press, 2003
Barbaree, H. & Marshall, W. ; The juvenile sex offender. , New York: Guildford Press (second edition)., 2008
Manita, C. & Matias, M.; Programas para Agressores: Modificar Comportamentos Abusivos no Âmbito das Relações de Intimidade e Prevenir a Reincidência. , In Sani, A. I. & Caridade, S. (Coord.), Práticas de Intervenção na Violência e no Crime. Lisboa: PACTOR, 2016
L. A. Craig, L. Dixon, & T. A. Gannon (Eds.) ; What works in offender rehabilitation: An evidence-based approach to assessment and treatment. , New York: Wiley., 2013
Marshall, W. L., Marshall, L. E., G. A. Serran, & Fernandez, Y. M. ; Treating sexual offenders: An integrated approach., New York, NY: Taylor & Francis., 2006
Aldarondo, E. & Mederos, F. (Eds.) (2002).; Programs for Men Who Batter. Intervention and prevention strategies in a diverse society. , Kingston: Civic Research Institute., 2002
Sani, A. I. & Caridade, S. (Coord.), ; Práticas de Intervenção na Violência e no Crime. , Lisboa: PACTOR, 2016

Complementary Bibliography

Hasselt Vincent B. Van ed. lit.; Handbook of family violence. ISBN: ISBN 0-306-42648-X
Wiehe Vernon R.; Understanding family violence. ISBN: ISBN 0-7619-1645-8
Manita, Celina; A intervenção em agressores no contexto da violência doméstica em Portugal : estudo preliminar de caracterização, Lisboa : Comissão para a Igualdade e para os Direitos das Mulheres, 2005. ISBN: 972-597-269-4
Bloomquist Michael L.; Helping children with aggression and conduct problems. ISBN: 1-57230-748-X
Manita, C. ; Programas de Intervenção em agressores de violência conjugal – intervenção psicológica e prevenção da violência doméstica, Revista Ousar Integrar, 1, 1, 21-32., 2008
Paymar, M.; Violent No More. Helping Men End Domestic Violence, Alameda: Hunter House., 2000
Budrionis Rita; The^sexual abuse victim and sexual offender treatment planner. ISBN: 0-471-21979-7
Briggs David; Managing men who sexuality abuse. ISBN: 1-85302-807-X
Berry, D.B.; The Domestic Violence Sourcebook., Los Angeles: Lowell House (3ª Edição), 2000
Barroso, R., Leite, A., Manita, C. & Nobre, P.; ). Between public agenda and the emergence of intervention programmes: sexual offenders within the Portuguese context. , Sexual Offender Treatment, Volume 6, Issue 2., 2011

Teaching methods and learning activities

- Theoretical classes.

- Theoretical-practical classes with active participation of students, individually and in groups;

- Classes with invited professionals, who will share with the students their experiences in the field of aggressors or offenders' treatment.

- Practical case studies.

- Viewing and discussion of videos with topics related to violence and to the intervention with perpetrators.

- Elaboration of a practical assignment carried out by the students (a group work) that involves the preparation and the role-play of an intervention with a perpetrator (including the description of the case, the assessment instruments and the intervention strategies / model / program). This work requires bibliographic analysis and critical reflection on practices and, mainly, the application of specific intervention programs and strategies. 

- Tutorial supervision of theoretical and practical assignments carried out by students, as well as providing the necessary conditions to develop independent study/work, including research and literature search, in order to facilitate the assimilation of contents.

keywords

Social sciences > Criminology
Social sciences > Psychological sciences > Psychology

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Trabalho escrito	10,00
Trabalho prático ou de projeto	20,00
Apresentação/discussão de um trabalho científico	30,00
Participação presencial	10,00
Trabalho de campo	30,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	20,00
Frequência das aulas	42,00
Trabalho de campo	50,00
Trabalho escrito	30,00
Apresentação/discussão de um trabalho científico	20,00
Total:	162,00

Eligibility for exams

- Students’ attendance in each class will be monitored. Students must attend 75% of the total number of classes taught. In exceptional cases, legally foreseen, the traditional class attendance may be substituted by the submission of a research assignment. 

- In accordance with the regulation of evaluation, students must have a minimum grade of 10 points to obtain final approval (none of the assessment components can sum less than 8 points). The failure to achieve the minimum score of 10 points implies non approval in the discipline and the obligation to repeat the evaluation.

Calculation formula of final grade

Final grade based on a 0-20 scale:

A. 60% of the final grade is based on the practical assignment carried out by the students, in small groups, throughout the semester: a role-play of a psychological intervention with a perpetrator of crime/violence (including the design of the case, the assessment of the perpetrator and the intervention plan for the case). At the end of the semester there will be a public presentation/role-play of the intervention in small groups, complemented by a written summary of the case.


B. 30% of the final grade results from a written work, carried out individually, in which the student will have to do the description and a theoretical framework of one of the modalities, programs or intervention strategies with offenders / perpetrators presented throughout the semester, reflecting on the challenges, potentialities and limitations of the intervention in this area. This work involves a bibliographic review and a theoretical-practical application of knowledge.

Students can choose between a single written work, delivered at the end of the semester, with the description and theoretical framework of a model, program, or intervention strategy with perpetrators (3 to 5 pages); or the fulfilment of 2 small theoretical-practical sheets proposed by the teacher, one in the middle and the other at the end of the semester.


C. 10% of the final grade results from the presence and participation in the classes throughout the semester.

Examinations or Special Assignments

In the legally established situations in which students cannot participate in the practical role-play of the perpetrator's intervention, they must present a written document containing the description of the case and the script of the role-playing that they will not be able to materialize in a face to face context (including an assessment and psychological intervention plan for the practical case).

Special assessment (TE, DA, ...)

In exceptional cases, foreseen in the regulations or in cases duly justified and accepted as valid by the School’s competent committees, students may be evaluated outside the usual context and regular calendar, through the completion of a written project with a content similar to what other students have done to assess the practical and the theoretical components.

In these cases, the student should contact the teacher responsible for the discipline at the beginning of the semester to define the rules and methodologies of the alternative evaluation.

Classification improvement

There is a possibility of repeating the individual written work (30% of the final grade), once, until the “época de recurso” of the following school year in which the student obtained the approval. There is no place to repeat the evaluation of the practical component.

Observations

- Due to the positive evolution of the pandemic situation and the return to face-to-face classes, the presential role-play was resumed and will be presented at the end of the semester, corresponding to the main evaluation component (60%).

 - The elimination of the written theoretical final exam was maintained.

- In order to verify the degree of theoretical knowledge and integration, replacing the written exam, each student, individually, will deliver a theoretical assignment with the framework of a model / program or set of intervention strategies.