Intervention with Aggressores

Code:

PJD05

Acronym:

IA

Keywords
Classification	Keyword
CNAEF	Psychology

Instance: 2023/2024 - 2S

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Master Degree in Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MPSIC	21	Plano Oficial do ano letivo 2021	1	-	6	54	162

Teaching language

Portuguese

Objectives

At the end of the semester, we expect that student:

- 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 in related domains (e.g., Law, Criminology, Legal Medicine).

- Know the main models of risk assessment and management and of psychological intervention with perpetrators.

- Acquire the knowledge and strategies necessary for the assessment and psychological and/or psychosocial intervention with perpetrators (of physical, psychological, 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 and the importance of interdisciplinary and network intervention. Be able to understand the relationships between prevention, intervention, different justice models, punishment and social reintegration.

Learning outcomes and competences

At the end of the UC students should:

1. Master the most important theories and intervention models necessary to develop the basic competencies to assess and intervene with perpetrators (youth and adults).

2. Possess basic skills to:

(a) intervene in different professional contexts (e.g., prisons, juvenile re-education facilities, forensic, police, and judiciary services, counselling services, community projects), as well as competences to work in multidisciplinary teams.

(b) assess and intervene in different situations of violence / crime, either punctual psychological support or continued intervention / psychoeducational programmes / therapy (individual or group intervention).

(c) elaborate psychological reports and intervene in legal proceedings involving offenders / perpetrators (including testify in courts).

 

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, family violence.

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

- Sexual crimes, particularly rape and child sexual abuse. Child sexual abuse vs paedophilia.

- Assessment and psychological (or psychoeducational / psychosocial) intervention models and strategies with perpetrators of violence and crime (youth and adults) – national and international perspectives.

- Specificities of the intervention with perpetrators of domestic/intimate relationship violence and with perpetrators of sexual violence.

- Specificities of the intervention with young people who have committed offences / violent acts, namely serious physical offences and sexual offences

- Different models of judicial and psycho-judicial intervention; Punishment, psychotherapy and social rehabilitation.

Mandatory literature

Laws, R. & O'Donohue, W. (Eds, 2018). ; Treatment of Sex Offenders: Strengths and Weaknesses in Assessment and Intervention, Springer., 2018
Sani, A. I. & Caridade, S. (Coord.), ; Práticas de Intervenção na Violência e no Crime. , Lisboa: PACTOR, 2016
Barbaree, H. & Marshall, W. ; The juvenile sex offender. , New York: Guildford Press (second edition)., 2008
Marshall, W. L., Marshall, L. E., G. A. Serran, & Fernandez, Y. M. ; Treating sexual offenders: An integrated approach., New York, NY: Taylor & Francis., 2006
Lee, M.Y; Sebold, J. & Uken, A.; Solution-focused treatment of domestic violence offenders, New York: Oxford University Press, 2003
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
Aldarondo, E. & Mederos, F. (Eds.) (2002).; Programs for Men Who Batter. Intervention and prevention strategies in a diverse society. , Kingston: Civic Research Institute., 2002
Lehmann, P., & Simmons, C. (Eds, 2009). ; Strengths-Based Batterer Intervention: New Paradigm in Ending Family Violence., New York: Springer., 2009

Complementary Bibliography

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
Hasselt Vincent B. Van ed. lit.; Handbook of family violence. ISBN: ISBN 0-306-42648-X
Bloomquist Michael L.; Helping children with aggression and conduct problems. ISBN: 1-57230-748-X
Geffner, R.A & Rosenbaum, A. (Eds.); Domestic Violence Offenders. Current Interventions, Research, and Implications for Policies and Standards, New York: The Haworth Press., 2001
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

Teaching methods and learning activities

- Theoretical classes.

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

- Classes with guests, who will share with the students their experiences of intervention with aggressors / perpetrators / offenders.

- Practical case-studies.

- Analysis of videos (and other materials) with contents related to violence / aggression and to the intervention with perpetrators. Whenever possible, observation of consultations conducted at GEAV, one of the consultation units of the FPCEUP

- Tutorial supervision of students works.

- Development of a practical assignment by the students, in small groups, which involves the description of a perpetrator / offender’s case and the characterization and application of an evaluation and intervention proposal for that case. This type of work requires analysis of theoretical contents and, above all, critical reflection on knowledge and practices, in addition to an exercise of practical application of the knowledge and skills acquired.

keywords

Social sciences > Psychological sciences > Psychology

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Trabalho escrito	25,00
Trabalho prático ou de projeto	20,00
Apresentação/discussão de um trabalho científico	30,00
Participação presencial	5,00
Trabalho de campo	20,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	25,00
Frequência das aulas	42,00
Trabalho de campo	40,00
Trabalho escrito	30,00
Apresentação/discussão de um trabalho científico	25,00
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 expressed on a scale of 0 to 20.

A. 65% of the final grade in the UC results from the evaluation of the practical assignment carried out by the students, in small groups: an assignment in which students have to plan and describe an intervention with a perpetrator / offender or group of offenders (including the case design, the offender / aggressor assessment and intervention steps and strategies). This work is developed during the semester and will be presented as a role-playing of the intervention at the end of the classes- It is complemented with a brief written synopsis of the case. 

[This assignment includes the following evaluation components: "Field work" (20%), “Practical or project work” (20%), and "Written work" (25%)].


B. 30% of the final grade in the UC results from 2 small written work, carried out individually - the student will have to fill in 2 “brief evaluation sheets” (one in the middle of the semester and the other at the end of the semester) with questions related to the description and theoretical framework of one of the modalities, programmes or strategies of intervention with aggressors/offenders.
[This assignment includes the evaluation component of "Presentation / discussion of a scientific work"].

C. 5% of the final grade in the UC results from the presence and participation in classes throughout the semester. [Corresponds to the evaluation component "Face-to-face classes participation"].

Examinations or Special Assignments

In the legally provided situations, in which students cannot carry out the same assessment assignments that their colleagues will present, the student must negotiate with the responsible teacher the delivery of an alternative work, with the same objectives and an equivalent content.

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 reformulating the individual written work, once, until the “época de recurso” of the following school year in which the student obtained the approval. 
There is no possibility of repeating the practical work / the group role-playing