|
HU Credits:
2
Degree/Cycle:
2nd degree (Master)
Responsible Department:
Criminology
Semester:
Teaching Languages:
Hebrew
Campus:
Mt. Scopus
Course/Module Coordinator:
limor yehuda Reuven Yaakov
Coordinator Office Hours:
Friday 10:00-11:00
Teaching Staff:
Dr. Limor Yehuda
Dr. Yaakov Reuven
Course/Module description:
The course will provide introduction with risk assessment tools and also with different typologies to several kinds of offences. In addition the steps of qualitative study construction will be learned and practiced. In specific, a theoretical framework creation, as well as a profound discussion in response to a research question will be produced in a collective learning process.
Course/Module aims:
Providing the necessary knowledge to a qualitative research work, while demanding an independent work that combines the different required stages.
Learning outcomes - On successful completion of this module, students should be able to:
The student would be able to define the stages of research, phrasing a research question, demonstrate basic knowledge in the field of risk assessment and offences typologies.
locating relevant information and preparing a theoretical framework, writing a profound and proper discussion in order to provide an answer to the research question. Applying APA rules.
Attendance requirements(%):
According to the University codes.
Teaching arrangement and method of instruction:
Lectures and group workshops.
Course/Module Content:
1.risk assessment tools.
2. Different offences typologies.
3. The qualitative study construction.
4. the formation of a theoretical framework creation and the production of an answer to the research question.
Required Reading:
קריאת חובה
1. ויניקוט, ו, ד, (2014). חסך ועבריינות – והמאמר "מוסר וחינוך". הוצאת תולעת ספרים. (חלק ב' – טבעה של הנטייה האנטי חברתית ומקורותיה עמ' 171-241)
2. טיאנו , ש. (2010). פסיכיאטריה של הילד המתבגר. הוצאת דיונון, אוניברסיטת תל אביב.
Bozalek, V. & Bak, N. (2011). Reviewing the literature. In R. M. Grinnell & Y. A. Unrau (Eds.), Social work research and evaluation: Foundations of evidence-based practice (9 ed., pp. 122-128). Oxford UK: Oxford University Press
De Vogela, V., Van den Broeka E., De Vries Robbéa, M. (2014). “The Use of the HCR-20V3 in Dutch Forensic Psychiatric Practice,” International Journal of Forensic Mental Health, a Van der Hoeven Kliniek, Utrecht, the Netherlands, Published online.
Douglas, K. S., Hart, Stephen D., Webster Christopher D.(2014). Historical-Clinical-Risk Management-20, Version 3 (HCR-20V3): Development and Overview. International Journal of Forensic Mental Health, 13 (2)
DSM–V(2014).Diagnostic and Statistical Manual of Mental Disorders.5tEdition.http://dsm.psychiatryonline.org/book.aspx?bookid&eq;556
Grinnell, R. M., Williams, M., & Unrau, Y. A. (2011). Research problems and questions. In R. M. Grinnell & Y. A. Unrau (Eds.), Social work research and evaluation : Foundations of evidence-based practice (9th ed., pp. 20-31). Oxford UK: Oxford University.
Whittaker, A. (2012). Research skills for social work (2nd ed.; pp. 23-35). London: Sage Publications.
Additional Reading Material:
Belfrage. H., Guy, Laura S. & Wilson, Catherine M. (2014). Use of risk assessment instruments to predict violence and antisocial behavior in 73 samples involving 24827 people: systematic review and meta-analysis. International Journal of Forensic Mental Health, 13: 93–108.
Hart, C. (1998). Doing a literature review (Ch 7. pp. 173-206). London, Sage.
Reid, W. J., & Smith, A. D. (1989). Research in social work (pp. 43-56). New York: Columbia University Press.
Course/Module evaluation:
End of year written/oral examination 0 %
Presentation 0 %
Participation in Tutorials 0 %
Project work 80 %
Assignments 0 %
Reports 0 %
Research project 0 %
Quizzes 0 %
Other 20 %
oral presentation
Additional information:
Disabled students are welcomed to address the lecturer in order to discuss their special needs and receive the appropriate aid.
|
