Welcome to DD310

Counselling and forensic psychology:

investigating crime and therapy

Wednesday, 19 October 2022

Your tutors this evening are:
Erika Gunderson, Andrew Wynne & Sharon Xuereb
 Outline

Part 1 Part 2 Part 3

• Introduction & check in • Historical overview • TMA Overview
• Overview and skills to be
thinking about for this
module
Brief outline of
Structure and
Content of DD310
 • Take a few moment to consider:

• What would you like to get out of this tutorial?

• How is it getting back to face to face tutorials for
you?

Checking in
• E.g. academic skills, block overview, TMA
support, feel more confident, meet other
learners
DD310 structure

Counselling and
5 Blocks 5 TMAs, 1 EMA (project) Forensic topics
combined

A variety of Some students may

qualifications offer this have limited knowledge
module of Psychology
 Time Management

This will include reading

chapters from Mad or Bad:
A Critical Approach to Approximately half of the
You should spend on
Counselling and Forensic total hours allocated (i.e. 8–
average between 16 to 20
Psychology; reading online 10) are for independent
hours a week on DD310.
text and completing online study.
activities, watching videos
and listening to audios.
 Independent Study

Independent study is a core component of DD310. Each week there will be suggested
readings, additional videos or websites to look at. As this is a Level 3 module and you
need to start thinking about literature reviews for your TMAs and EMA.

We encourage you to access additional resources not mentioned in the study

materials. One way to find additional research papers is to search the OU library.

If you feel you need to refresh your memory about how to search for information in
psychology, the online library activity Searching for information in psychology shows
how to search the ScienceDirect and PsycARTICLES databases.
Time Management

TAKE A FEW MINUTES TO THINK ABOUT WHAT DO YOU THINK YOU NEED TO PUT
WHAT MIGHT GET IN THE WAY OF YOU IN PLACE TO SUPPORT THIS?
ACHIEVING YOUR GOALS?
 Block 1

Block 1 sets the scene for the rest of the module.

Tensions between therapeutic and forensic settings and Historical input on how
mental health treatments have developed over time

Media depictions of crime, forensic psychology and therapy

Diagnosis and categorisation of mental health problems and how being diagnosed
or labelled can affect individuals.
Resources
• Externally published textbook (Sage) produced/edited
by the module team alongside module production –
OU is buying-in the book for DD310 students.

• Tailored to fit the demands and needs of the module

– one chapter for each substantive module week
(chapter/block titles identical with VLE week/block
titles).

• Chapters written by expert clinical, counselling and

forensic psychologists/psychotherapists and
academics, many with practitioner experience.

• 6 of the 20 chapters written by module team

members.
 • Produce a short report that summarises
and critiques a newspaper article.

Applying to • In this TMA you will summarise and

critique a fictitious media article about
TMA01 (more on crime rates in England and Wales using
data on crime rates from a government
this later) report published by the Office for National
Statistics (ONS).

• Word limit: 1500 words

 • Why is referencing important?
Academic Integrity
Referencing

Others will be able to find and use

Your academic argument will be
Your references show you have read
stronger if it’s supported by evidence
around the subject.
from other people’s research.
the same sources that informed your
work, which in turn allows them to
check the validity and authenticity of
your work, as well as develop and
enhance their own understanding of
the subject.

Identifying your sources helps you
avoid plagiarism by attributing the
contribution of others to your work.
“Plagiarism is using the work of other
people to gain some form of benefit,
without formally acknowledging that
the work came from someone else.”
(The Open University , n.d.)
 Multiple referencing
styles exist
Referencing OU Cite Them Right
style Harvard
Check your module’s
assessment information
 Goes at the end of your writing in a
reference list or bibliography

Includes the details which would make it

possible for a reader to understand what
Full reference you’re referring to and find the resource

What’s included in a full reference can

vary depending on the type of resource
 Surname, Initial. (Year of
publication) 'Title of article', Title of
Journal, Issue information, Page
reference. doi:doi number.

Example Cohen, J. (2020) ‘Pandemic vaccines

are about to face the real test’,
Science, 368(6497), pp. 1295-1296.
doi:10.1126/science.357.6352.635.
 You may want to use a
quotation or an idea from a
source referenced in a work you
have read.
Secondary
referencing You haven’t read the original
but have discovered it through a
secondary source. This is known
as ‘secondary referencing’.
 In-text citation: Estimates state 85% of the US
consume a minimum of one caffeinated drink
per day (Mitchell et al., 2014 cited in Clark
and Landolt, 2017, p. 70).

Example Full reference: Clark, I. and Landolt, H.P.

(2017) ‘Coffee, caffeine, and sleep: A
systematic review of epidemiological studies
and randomized controlled trials’, Sleep
Medicine Reviews, 31, pp. 70-78.
doi:10.1016/j.smrv.2016.01.006
Quick Quiz

A.Into the Library Search box.

(Bloggs, B.In my reference list or bibliography.
C.At the bottom of the page.
2017) D.At the point in my work where I am
talking about Bloggs’ ideas.
 Quick Quiz

Where can I find which referencing style I need to

use?
A.The library website
B.Google
C.The assessment information for my module
D.The library helpdesk
 Quick Quiz

What is secondary referencing?

A.Referencing you do in school.
B.Referencing something you want to quote, which you
haven’t read, but is quoted in something else you have.
C.What goes into my reference list at the end
D.When you refer to the same resource more than once
 Resources

Open University (n.d.) Why should you cite references? [Online]. Available at
https://learn1.open.ac.uk/mod/oucontent/view.php?id=6577&section=2
(Accessed 26 June 2020).

Pears, R. and Shields, G. (2016) Cite them right: the essential referencing
guide, London, Palgrave.
DD310: Counselling and
forensic psychology:
investigating crime and
therapy

Historical Overview

Saturday 18 November 2023

Your tutors this evening are:
Erika Gunderson, Andrew Wynne & Sharon
Xuereb
Aims

• To provide a historical overview of the mental health system

• Demonstrate how society has shifted in terms of the treatment of people
with mental health issues to the present day
Objectives

• Chronology of mental health treatment and its development

• The development of medical intervention, assessment and management of
mental health offenders
• The introduction of the prison service as an institution to house the ‘Mad
or Bad’
• Creation of formal mental health institutions
From Bethlehem to Bethlem
to Bedlam
• 1247 – St Marys of Bethlehem Priory in
London
• 1403 – “Madhouse”
• 1547-1948 – City of London hospital for the
mentally ill
 Bedlam
• Disorder, Chaos &
Mayhem:
• Attractions
• Awful conditions
• Chained to walls &
beds
• Sleeping on straw
• Treatments
The Age of The Asylum:
The York Retreat
• Protect those with mental health problems
from society rather than protect society
from the ‘mad’ as was the previous ethos
• Christian morals and “common sense”
approach
The Age of The
Asylum: 19th Century
• Early 19th century:
• St Luke’s hospital
• Manchester Lunatic Asylum
• End of 19th century:
• 100,000 patients
• Over 100 mental hospitals
Symptoms & causes of mental illness?

• 1810: Grief, love, jealousy, pride, religion, study, drink, childbed, fevers,
family, injuries, venereal diseases.

• Today: Psychosis, paranoia, delusions, hallucinations (auditory, visual &

tactile); substance misuse, trauma, adverse childhood experiences

• How do these differ? How are they similar?

The development of
treatment
• Cold water plunges
• Drugs to induce vomiting
• Bloodletting
• Rotation therapy
Sigmund Freud - The
Talking Cure
• Psychoanalysis:
• Problems from suppressing unconscious
desires
• Fears
• Childhood memories

• Not intended as a treatment for mental illness

 The development of
treatment continued…
1920s & 1930s:
• Insulin shock therapy
• Prefrontal lobotomy

1940s & 1950s:

• Electroconvulsive therapy (ECT)
• Psychopharmacology
• Largactil, Thorazine & Lithium
Diagnostic and Statistical
Manual (DSM) of Mental
Disorders
• Handbook for diagnoses:
• Descriptions of mental illnesses

• Does it pathologize daily life by allocating

labels?

• Controversy:
• Homosexuality as a mental illness
• PTSD not included
The development of
treatment
Present day:
• Drugs
• Group therapy
• Family therapy
• Behaviour modification
• Cognitive Behaviour Therapy
• Inpatient admissions
Where does the Prison
Service fit in?
• The original purpose:
• Harsh & chaotic environments
• Hold until trial or punishment
• Hard labour for lesser crimes

• 18th -19th Century:

• Regulated institutions
• Quiet, orderly, designated staff and
prisoner
Currently
• Prison Service demographics:
• Largest prison population in Western Europe
• Overcrowded since 1994
• Less staff employed, higher assault and death
rates
• Poor reoffending rate, 45% reconvicted in 12
months – if their incarceration is < 12 months
• More prevalent in short sentences than those
serving in the community
• Do prisons work?
 • The overlap between mental health and
prison service:
• 1774 Health of Prisoners Act
• Prison Medical Officers
• 1840 Insane Prisoners Act
• Removed to an asylum
• Psychiatrists identifying more variety’s
Forensic Mental of insanity
• Insane in relation to one issue but
Health otherwise rational
• McNaughton Rules
• ‘Disease of the mind’ – did not
know what they were doing; or,
that it was wrong
• 1957 Homicide Act
• Diminished responsibility –
manslaughter
• 1983/2007 Mental Health Act
A new category: The
Criminal Lunatic
• Broadmoor Criminal Lunatic Asylum (1863)
• Therapeutic regime for violent offenders
• Rampton (1912) & Ashworth (1990)

• Psychiatric wards & Psychological treatment

introduced 1950

• HMP Grendon – Prisoners with mental

disorders
• 63% of population with a personality
disorder
 • The development of mental health services
• Mental health treatments
• The role of the prison service

Summary • Legislative and mental health provision

How far have we come?

Winterbourne:
Edenfield:
Timeline: Winterbourn
e View abuse scandal - The Edenfield Centre:
BBC News MP criticises mental he
alth unit bosses over a
buse - BBC News
References

Vossler, A.E., Havard, C.E., Pike, G.E., Barker, M.J.E. and Raabe, B.E., 2017. Mad or bad?: A
critical approach to counselling and forensic psychology. Sage Publications, Inc.

Forrester, A., Ozdural, S., Muthukumaraswamy, A. and Carroll, A., 2008. The evolution of
mental disorder as a legal category in England and Wales. The Journal of Forensic Psychiatry
& Psychology, 19(4), pp.543-560.

Creese, R., Bynum, W.F. and Bearn, J. eds., 1995. The health of prisoners: historical essays
(Vol. 34). Rodopi.
 Check In
• How does
everyone feel
about
assignments in
general?

43
 • Helps create and defend
arguments
• Aids in assessing evidence and
allows you create your own
objectivity around it
• Allows you to read and digest
Critical information critically
Thinking • Ask questions about the
information – “how do they
and Level 3 know this?”
• Allows you to assess the
difference in resources
• Primary resource vs. secondary
resource
• More information can be found
here 44
TMA 01 – FAST
FACTS
• Due Nov, 15th 2022
• (26 days from today)
• There is one part to this TMA
• This TMA is 10% of your overall
assessment score
• 1500 words
45
 Produce a short report that
summarises and critiques a
newspaper article (1500 words)
TMA 01
• What sticks out to you initially
Task when reading this?
• What do you think this is
asking you to do?

46
What does that Command Words
mean? • Summarise –
• You are to summarise the main Synonyms include
points of the article • Sum up, outline,
• Critique the data and the claims that paraphrase,
are being made within the article condense
• Using the Govt. ONS report
• Should also explore / draw on • Critique – Synonyms
module materials include
• Specifically the chapter that • Judge, evaluate,
explores the way the media writes assess
about crime (Chapter 3).

9/3/20XX Presentation Title 47

The Article and The ONS

48
 • Identify what the article is
expressing
• What is the main theme, topic
or take away from the article
• What are they trying to say?
• What is their argument and
How can we how have they expressed it
summarise? • Bring it together

A summary should be brief – not

giving too much detail. It should
be in your own words. Remember
academic integrity whilst
summarising.
 Being aware that we will make
claims and or arguments within our
normal life everyday.
Making
your This is one of the crucial parts of
this assessment
argument
We will go through a brief activity
exploring this in the next slide.
 What is your initial
reaction to this?
My • Are you for or against
pineapple being on
argument: pizza?
Pineapple • Can you give me any
evidence on why or why
belongs on not pineapple belongs
pizza on pizza?
 Evidence for my claim :
From an American survey of 2000
people it has been found that 44% of
Evidence for participants agree that pineapple does
belong on pizza. (People Staff, 2022)
and against
my claim Evidence against my claim :
The President of Iceland claimed if he
could pass laws on his own he would
ban pineapple on pizza (Iceland
Magazine, 2017)
 Pro pineapple on pizza :
• There is statistical data that supports the
claim
• 2000 participants were in that survey that
means 880 people also agree pineapple
belongs on pizza
Con pineapple on pizza :
• While 44% of people agreed
Critiquing pineapple belongs on pizza that
means 56% of participants do not
the evidence think pineapple belongs on pizza
Neither Pro nor Con:

• This is one study conducted in

the USA

Where does the president of Iceland’s

comment actually fit and why? Could you
argue one more than the other?
 Report Structure
• You must utilise – headings and or
subheadings
• Include a brief introduction in which you
outline what your report will include.
• Should have a part that summarises the
content from within the newspaper article Multiple parts of these can
be in one section. Please be
• A part that critiques the article using the reminded though that you
MUST include headings.
ONS govt. report and module materials
• Brief discussion of ONS report If you fail to use the report
structure you will be unable
• Short conclusion tying it together to receive higher than a pass
4 mark.
• Don’t forget to include your references
54
Resources that can assist you with this task

CHAPTER 3 OF COURSE VLE 3 VLE 4

TEXT • Explores historical • Media representation
• From the “Mad or context and graph data of crime and therapy
Bad?” text • Particularly parts • Will assist with ONS
• Explores how the media • 4 govt report to
reports on crime and • 4.1 critique article
mental health • Particularly parts
• 4.2
• Explores why they • 5, 5.1, 5.2
• 4.3
report the news the
way they do
55
 • It is recommended to write this in the 3rd
person as it is a report
• Cite your resources / supporting
documents as you go!
• Get in touch if you need assistance
earlier rather than later so your tutors
can get back to you in a timely manner
Top Tips • Break down the task to make it less
overwhelming
• Utilise the resources available to you
• Enjoy yourself as much as possible!
• 10% is a small (yet still significant) part
of your grade

56
Time management
If you start this week
• You have roughly 4 weeks to
complete the assessment
meaning
• You could break it up into 500
words a week leaving you 1 week
to revise
• This is less than 100 words per day
If you start next week or
beyond
• You will have roughly 3 weeks to
complete it.
• You could break it up 750 words a
week and leaving one week to
revise
• This is roughly 108 words a day
57
Resources available to you

TUTORS! CLUSTER THE OU STUDENT THE HELP

FORUM LIBRARY SUPPORT CENTRE

Available via email Available via https://www.open.a psychology-support@ https://help.open.

c.uk/library/ open.ac.uk ac.uk/
or phone student home

Other Addition Resources

• Skills for OU study - https://help.open.ac.uk/topic/study-skills
58
 Plagiarism
• The Open University defines plagiarism as “ ‘using the work of other
people to gain some form of benefit without formally acknowledging that
the work came from someone else’.”
• Citing your sources properly can assist you in avoiding plagiarising
someone else’s work.
• Plagiarising is a big deal within and outside of academia
• Paraphrasing too closely to tutorial material can also be considered
plagiarism
• Please feel free to ask any questions you may have around plagiarism or
alternatively more information can be found here

9/3/20XX Presentation Title 59

 In order to avoid plagiarising citing
Cite them correctly is very important!

right The OU has an incredible resource

which is Cite Them Right
• Harvard is the format we use

9/3/20XX 60
Thank you for coming! Does
anyone have any questions?