Course Syllabus

Psychology of Violence and Hate

Course Description

This course focuses on understanding dehumanization, alienation, and radicalization processes, including psychological perspectives on the role of motivation, ideology, identity, and risk factors. Characteristics and mechanisms of violent behavior are considered with specific focus on unique intervention and preventive methodologies developed in Sweden.
In the first half of the course we discuss theories and processes of different types of violent behavior, asking questions of why people commit violent acts, and whether common causes can be identified for varied forms of violence. In the second half of the course, we review theoretical frameworks of deradicalization and disengagement and we learn about various intervention programs. Case studies are discussed from violent right-wing and Islamic extremism contexts. The course offers students the unique possibility to benefit from frontline practitioners’ professional experiences inside and outside of classroom.

Learning Objectives

By the end of this course students will be …
• familiar with the key concepts and theories in the field of psychology of violence
• able to apply the theoretical concepts on cases
• knowledgeable on the variety of practices regarding intervention and prevention in the 
field
• able to critically evaluate theories and practices in the field of violent extremism

Faculty

Carlos Tirado is a postdoctoral researcher in cognitive sciences at Linköping University, holding a PhD in experimental psychology from Stockholm University. His expertise lies in auditory perception, perceptual training, working memory, social psychology and ethnography. In his work, he focuses in employing novel psychophysical and statistical methods.

Robert Örell Robert is a practitioner with two decades of professional experience helping the re-integration of violent extremists. He held the position of director of Exit Sweden for over ten years and he was the director of Exit USA at Life After Hate between 2017 and 2020. Robert has held several positions in the European Commission’s Radicalization Awareness Network (RAN) since 2011. In recent years he has focused on capacity development, as well as designing and holding radicalization prevention trainings around the world.

Readings

TEXTBOOKS: (Selected chapters)

Feddes, A. R., Nickolson, L., Mann, L., Doosje, B. (2020) Psychological Perspectives on Radicalization. Routledge: New York.

Kruglanski, A. W.., Bélanger, J. J., Gunaratna, R. (2019). The Three Pillars of Radicalization: Needs, Narratives and Networks. Oxford University Press: UK.

Selected articles:

Al-Attar, Z. (2019) Extremism, Radicalisation & Mental Health: Handbook for Practitioners. Radicalisation Awareness Network.

Borum, R. (2014). Psychological Vulnerabilities and Propensities for Involvement in Violent Extremism. Behavioral Sciences and the Law 32: 286–305

Doosje, B., Moghaddam, F. M., Kruglanski, A., W., de Wolf, A., Mann, L., Feddes, A. R. (2016) Terrorism, radicalization and de-radicalization. Current Opinion in Psychology (11) 79–84.

Koehler, D. (2015). Family Counselling, De-radicalization and Counter-Terrorism: The Danish and German programs in context. In S. Zeiger, A. Aly, P. R. Neumann, H. El Said, M. Zeuthen, P. Romaniuk, M. Y. Omelicheva, J. O. Ellis, A. P. Schmid, K. Lucas, T. K. Samuel, C. R. Jones, O. Lynch, I. Marchand, M. Denov, D. Koehler, M. J. Williams, J. G. Horgan, W. P. Evans, & S. Weine (Eds.) Countering violent extremism: Developing an evidence-base for policy and practice. Hedayah and Curtin University. p. 129-136

Kourti, A., Stavridou, A., Panagouli, E., Psaltopoulou, T., Spiliopoulou, C., Tsolia, M., ... & Tsitsika, A. (2023). Domestic violence during the COVID-19 pandemic: a systematic review. Trauma, violence, & abuse, 24(2), 719-745.

Morrison, J. F., Silke, A., Maiberg, H., Slay, C., Stewart, R. (2021): A Systematic Review of Post-2017 Research on Disengagement and Deradicalisation. Centre for Research and Evidence on Security Threats

Lloyd, M. (2018). Domestic violence and education: Examining the impact of domestic violence on young children, children, and young people and the potential role of schools. Frontiers in psychology, 9, 2094.

Pisoiu, D., Renard, T. (2022) Responses to Returning Foreign Terrorist Fighters and their Families. Radicalisation Awareness Network (RAN) 2nd Edition, 2022

Ranstorp, M. (2019) RAN Factbook on Islamist Extremism. A Practical Introduction. Radicalisation Awareness Network Centre of Excellence

Z. Papp., S., Örell, R., Meredith, K., Papatheodorou, K., Tadjbakhsh, S., Brecht, H. (2022). The role of civil society organisations in exit work. Radicalisation Awareness Network. Luxembourg: Publications Office of the European Union.

Field Studies

Students will participate in two field studies where the aim is to help them widen and deepen their knowledge outside of the classroom. During the field study visits we invite students to learn about methods, projects and approaches designed to prevent or respond to radicalization as well as to get familiar with existing research to better understand the nature of violent extremism. 

Please note that changes in the program may occur. 

Field Study in Rinkeby

The program is TBA.

Visit at Fryshuset Youth Center and Exit Sweden
Fryshushet is one of the largest youth center in Scandinavia. Our visit to the organization will focus on learning about the prevention and intervention programs, some of which are designed to young people vulnerable to radicalisation. Fryshuset gives home to Exit Sweden, a non-governmental organisation that helps violent extremists leave and start a new life. We will meet a colleague of Exit Sweden and will hear about the organisation's work.

Guest Lecturers

Please note that changes may occur.

Johan Eriksson is a licensed psychologist specialized in forensic psychology. He works as a trainer and supervisor of rehabilitation programs at the Swedish Prison and Probation Service (SPPS) headquarters since 2017.  He works with violent extremist offenders within the framework of the treatment program “Entry”. Mr. Eriksson is also a co-author of the book “Forensic Cognitive Behavior Therapy – Treatment for Offenders”.

TBA

Approach to Teaching

The class will involve an interactive pedagogy with lectures, group discussions, case study 
analyses, as well as guest lectures and field studies. Students are encouraged to apply theory in practice as well as sharing their viewpoints in class. The course instructors together with the students aim to create a safe and engaging learning environment.

Expectations of the Students

In order to successfully complete the course students are required to attend all classes, field studies and study tour events. Active constructive participation is an important feature of the class, it includes active listening during lecture time, asking and answering questions, sharing knowledge and academic reflections during discussions or group-work in a respectful manner and being able to shift between these different work modes. Attendance encompasses arriving on time and prepared with the assigned reading and occasional homework. Students’ proactivity is appreciated. Students are encouraged to proactively and constructively communicate their course-related academic and personal needs in order to make the best of their experience. 

Evaluation and Grading

Course assignments are designed to help students deepen and integrate their knowledge of various sources (readings, visits, cases). 

1. Active participation in class

The participation grade consists of the following elements:

• Attendance: physical and mental presence at each class as well as during the academic 
  activities of the study tour. This includes coming prepared with assigned readings and 
  tasks with the readiness to participate. 
• Active constructive participation: this element entails active engagement 
  demonstrated by participation in class discussions, asking and answering questions as 
  well as active listening.
• Class assignments: in certain classes students will be given assignments (eg. a case 
  study analysis, group presentation, etc.) that students have to work on individually or in a group setting.  Students' performance on these assignments contribute to their participation grade.

2. Mid-term quiz

The first half of the class concludes with a mid-term exam.

3. Final exam: Case study analysis group presentation

At the end of the course, students in small groups will present a comprehensive case study analysis. The assignment requires students to ...

• apply the academic knowledge they have gained in this course (theoretical frameworks and research evidence) in practice to analyze a case
• use the knowledge gained on prevention and intervention approaches, programs and methods to create an intervention plan or propose recommendation

4. Reflective essay

At the end of the course, students are required to write a short reflective essay about the key take-aways from the course.

Use of laptops or other electronic devices in class

In order to motivate students' engagement laptops or phones are required to be used for only note taking purposes unless instructed otherwise.

Academic Accommodations

Your learning experience in this class is important to me.  If you have approved academic accommodations with DIS, please make sure I receive your DIS accommodations letter within two weeks from the start of classes. If you can think of other ways I can support your learning, please don't hesitate to talk to me. If you have any further questions about your academic accommodations, contact Academic Support acadsupport@disstockholm.se

Academic Regulations 

Please make sure to read the Academic Regulations. on the DIS website. There you will find regulations on:

• Course Enrollment and Grading.
• Academic Expectations and Honor Code.

DIS - Study Abroad in Scandinavia - www.DISabroad.org