Course Syllabus
Psychology of Criminal Behavior |
 |
| Semester & Location: |
Summer 2025 - Session 1 - DIS Copenhagen |
| Type & Credits: |
Summer Class - 3 credits |
| Major Disciplines: |
Psychology, Criminology, Sociology |
| Prerequisite(s): |
One psychology course at university level. |
| Faculty Members: | Kamilla Lange (current students please contact via the Canvas Inbox) |
| Program Contact: |
Department email address psy.cns@dis.dk |
| Time and Location: |
See course schedule timing Classroom: N7-B13 |
Description of Course
This course is for the student who wishes to enhance his or her knowledge of psychology with a perspective on criminal behavior. It is also for students who already have a predominantly sociological knowledge of crime and who wish to underpin this with updated psychological research.
We will explore different explanatory models of why and when people commit crime – and why and when they do not. We will look at topics such as personality, genetics, social influences, psychopathology, environmental and cultural factors to understand the nature of criminal behavior. In class, on field studies and in the use of research articles, the perspective used will be Scandinavian.
Learning Objectives
The students should gain the ability to:
- Compare and contrast multiple criminological theories.
- Contextualize criminal behavior from biological, psychological, and sociological perspectives.
- Critically evaluate current and past strategies for crime detection, prevention and intervention.
- Reflect upon and think critically about standard explanations of criminal behavior.
- Consider the implications of Scandinavian and American perspectives.
Faculty
Kamilla Lange
Msc. Psychology (2006, University of Copenhagen). BA. Psychology (2003, University of Copenhagen). Works as a clinical psychologist and mindfulness instructor. Teacher and supervisor for both psychologists, medical doctors and other professionals. Author of a book on mindfulness and body acceptance. With DIS since 2015.
Readings
Textbook
Readings
Bertelsen, P. (2015). Danish preventive measures and de-radicalization strategies: The Aarhus model. Panorama: Insights into Asian and European Affairs, 1(241), 53.
Boutwell, B. B., Nelson, E. J., Qian, Z., Vaughn, M. G., Wright, J. P., Beaver, K. M., ... & Rosenfeld, R. (2017). Aggregate-level lead exposure, gun violence, homicide, and rape. PloS one, 12(11).
Cuadrado, E., Tabernero, C., Hidalgo-Muñoz, A. R., Luque, B., & Castillo-Mayén, R. (2021). The Arousal Effect of Exclusionary and Inclusionary Situations on Social Affiliation Motivation and Its Subsequent Influence on Prosocial Behavior. Frontiers in psychology, 12, 594440.
DeMatteo, D., Edens, J. F., Galloway, M., Cox, J., Smith, S. T., Koller, J. P., & Bersoff, B. (2014). Investigating the role of the Psychopathy Checklist–Revised in United States case law. Psychology, Public Policy, and Law, 20(1), 96.
Gomez & Vazguez (2015). The power of ‘feeling one’ with a group: identity
fusion and extreme pro-group behaviours. Revista de Psicología Social, 30 (3), 481-511.
Litton, P. (2018). Traumatic Brain Injury and a Divergence between Moral and Criminal Responsibility. Duq. L. Rev., 56, 35.
Manuel, C., & Jørgensen, A. M. K. (2013). Systematic review of youth crime prevention interventions. SFI.
Markowitz (2011): Mental illness, crime, and violence: Risk, context, and social control. In: Aggression and Violent Behavior 16 (2011) 36–44.
Munkner, R. Et al. (2009) Registered criminality and sanctioning of schizophrenia patients in: Nordic Journal of Psychiatry 863 (6) 485-492
Restivo, E., & Lanier, M. M. (2015). Measuring the Contextual Effects and Mitigating Factors of Labeling Theory. Justice Quarterly, 32(1), 116–141.
van Dongen (2020). The Empathic Brain of Psychopaths: From Social Science to Neuroscience in Empathy. Front. Psychol. 11:695.
Yukhnenko, D., Sridhar, S., & Fazel, S. (2020). A systematic review of criminal recidivism rates worldwide: 3-year update. Welcome open research, 4, 28.
Field Studies
EXIT Cafe
Café Exit is a church-based social project offering opportunities and giving new hope to prisoners and released prisoners. In the community the individual can gain insight and develop abilities that can help him or her to take on the responsibility for his or her own life, break former patterns and become a member of the society.
Urban planning and design walking tour
How does the built environment and urban planning affect our sense of safety and our interactions with each other? We will visit some of the areas of Copenhagen that have had problems with crime and vandalism to see how urban planning has been a key part of the solution. In groups, we will then explore and evaluate public spaces in Copenhagen.
Guest Lectures
Anne Okkels Birk, MA (political science, University of Aarhus, 1997). Diploma in Criminology (University of Copenhagen 2007). Lecturer at DIS in the courses Criminology & Criminal Justice in Scandinavia and Gang Crime in Scandinavia.
- Topic: Gangs and radicalization.
Kristoffer Juul Paaske. Ms in psychology (2014). Has worked in different forensic contexts, among others in the Herstedvester Prison with people involved in violent crimes and sexual offences.
- Topic: Forensic psychological evaluation and treatment.
Kasper Asmussen. Psychologist-
- Topic: Pathways to prison, experiences from the Danish Justice System.
Christoffer Borup. Psychologist, project manager for the Danish Red Cross' "Tal med os" initiative.
- Topic: Paedophilia and prevention of sexual abuse.
Approach to Teaching
Most classes will be based on a lecture format for a given topic which will be followed by enriching academic discussions on topics like free will and biological determinism, developmental disorders, criminal behavior in relation to personality traits, questions of morality, and the psychological and societal effect of punishment. The course will be based on critical reflection, dialogue and debate.
Together we will create a climate where everybody can participate with constructive curiosity and reflections and all manner of questions can be asked.
Expectations of the Students
As a student your are expected to participate actively during class and field studies. Apart from asking questions, participating in discussions and offering critical reflections on the topics, students are expected to consider how their contributions affect the overall work climate in class
Be punctual for class and field studies.
Show respect for and attempt to understand other people’s viewpoints and experiences, whether this be other students or guest lecturers and people encountered on field studies
Evaluation
Attendance and Participation (15%)
Attendance is mandatory, except for serious illness or participation in religious holidays.
If you must miss a class:
- Please inform me as soon as possible (latest on the day of the absence) and
- It is your responsibility to find out what you have missed, so be sure to get the notes and any information from a classmate as soon as possible.
Active participation, questions and discussion are important and expected during class as well as during Field Studies. Please arrive several minutes before class begins. It is very distracting when students arrive late, you lose important information by missing the opening minutes, and it is especially rude if we have guest speakers.
Please plan ahead so that you leave plenty of time to get to class on time. Several tardies will affect your participation and attendance grade.
Perspectives on criminal behavior (25%)
Max four pages (1 page = 300 words), not including title page and references. In this assignment, you will map out some of the main themes in the field of criminology.
Describe the developments in theories on criminal behavior and their connections to the sociocultural context. What was the historical situation and the circumstances under which the theories took form and gained traction? Discuss the connections between society and theory: How does social policies, norms, culture and social discourse interact with theories on criminal behavior? Reflect on your own perspective on criminal behavior: How are your ideas about crime influenced by your own environment and sociocultural setting? How does that impact your perspective and potential blind sides? Please review the rubric for further instructions on how the paper will be graded.
Group Project and Presentation (20%)
In this final assignment, we will bridge the gap between theory, academia and real world applications. Each group decides on an intervention project aiming to have a positive impact relevant to the course. It can be any type of intervention - an information pamphlet, a training program, a podcast, an afterschool option for children, a documentary movie, a poster campaign for public spaces... the options are numerous. The groups should then prepare a prototype for their project, as well as a short project description paper which should include the following:
- The reason for making a project - what is the need or problem that the project addresses?
- Identification of the target group and the aim of the project.
- Which theories from the academic field of the psychology of criminal behavior are relevant?
- What are the intervention methods?
- What are some potential limitations and problematic aspects of the project?
The groups will then prepare to show their project to the rest of the class. The prototype is displayed for the class, and a short presentation of the theoretical foundation of the project as well as the potential limitations is included. Lastly, the groups will facilitate a class discussion relevant to the project.
Group Research Paper (25%)
NOTE: If you prefer to submit an individual paper, you can do that instead of the group paper. Let me know as soon as possible if you would prefer to be graded on an individual submission. The paper should be max 6 pages (one page = 300 words), not including title page, references and abstract. The paper must have at least three academic references that are not on the syllabus.
Based on the group presentations, each group will write a research based paper. The paper should cover the following aspects:
- Present your topic in relation to context, importance and societal impact.
- Describe how the topic has been understood so far. What has been our understanding of the topic, and how (if relevant) has it been seen in academia, the media, the justice system etc.?
- Identify theoretical ideas regarding the topic.
- Describe research and findings and relate these to our understanding of the topic, as well as to existing theory.
- Discuss possible ways theory and research can progress our understanding of the topic.
Please review the rubric for further instructions on how the paper will be graded.
Grading
| Assignment |
Percent |
|
Attendance |
15% |
|
Reflective Essay |
25% |
|
Group Presentation |
20% |
|
Group research paper |
25% |
|
Participation: quizzes, class discussions and group work |
15% |
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 on the first days of class. 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 academicsupport@dis.dk
Policies
Attendance
You are expected to attend all classes, guest lectures, workshops and field studies. If you must miss a class for religious holidays, medical reasons, or other valid reasons, you must let us know as far in advance as possible of the absence and obtain information about the work you must do to keep up in class. If you miss a class for any other reason (sudden illness, family emergency, etc.), you should get in touch with us as soon as possible and arrange to make up the work missed.
It is crucial for your learning that you stay on task and hand in assignments on or before the due date. All work– including in-class projects – have to be completed in order to pass the class. Late papers or projects will be marked down with 1/3 of a grade for each day it is late.
Academic Honesty
Plagiarism and Violating the Rules of an Assignment
DIS expects that students abide by the highest standards of intellectual honesty in all academic work. DIS assumes that all students do their own work and credit all work or thought taken from others.
Academic dishonesty will result in a final course grade of “F” and can result in dismissal. The students’ home universities will be notified. DIS reserves the right to request that written student assignments be turned in electronic form for submission to plagiarism detection software. See the Academic Handbook for more information, or ask your instructor if you have questions.
Policy on late papers: Late essays will be accepted for up to 3 days after the deadline, but the grade for the paper will be reduced by half a grade for each day that it is late.
Policy for students who arrive late to class: Students who are repeatedly late for class will receive a lower participation grade.
Use of laptops or phones in class: Students, who use their laptop for reasons not related to class, will have their class participation grade reduced significantly. Use of telephone is not allowed outside of breaks. For some lessons, laptop use may be banned completely.
Academic Regulations
Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:
Course Summary:
| Date | Details | Due |
|---|---|---|