Call us: +44 (0)1227 789 649 - Monday to Friday 9am to 5pm
Criminal Psychology
Criminal Psychology Level 3 100 Hours Certificate Course
Contact us
PayPal Pay Later
Â
Pay in 3 interest-free payments
Â
-
Choose PayPal at checkout to pay later with Pay in 3.
-
Complete your purchase with the first payment today.
-
Remaining payments are taken automatically.
Pay in 3 is a form of credit, so carefully consider whether the purchase is affordable and how you will make the repayments. Be aware of the possible impact of using Pay in 3 and of missing payments, including making other borrowing more difficult or more expensive. Pay in 3 eligibility is subject to status and approval. 18+ UK residents only. Available for purchases of £30 to £2,000. Terms and conditions apply. PayPal Pay in 3 is a trading name of PayPal (Europe) S.à r.l. et Cie, S.C.A. 22-24 Boulevard Royal L-2449, Luxembourg.
Learn About Criminal Psychology
Criminal Psychology Online Course
Learn to understand Criminal Behaviour and why people commit crimes through the Criminal Psychology Online Course from ADL
Develop your understanding of criminal psychology and how psychology is used in law enforcement and crime prevention.
- Learn criminal psychology in this unique course
- Understand your clients with issues with crime and behaviour
- Understand aggression
- Build your understanding of people
- Save money and time, study at home
​
This course is accredited by ACCPH and allows you to join as a professional member after completion. Membership allows you to add the letters MACCPH after your name (post-nominals).
This course has been accredited by the CMA – The Complimentary Medical Association. On completion of any qualifying module, you can join as a “Fully Qualified Practitioner” and be entitled to use the post-nominal latters “MCMA” after your name. ​CMA Full Membership is a privileged position and the fact that you have been accepted for CMA Membership demonstrates that you have a clear commitment to standards and professionalism. CMA Members in all categories are recognised as the elite in their field.
This accredited Level 3 course is ideal for:
- Welfare officers
- Youth workers
- Counsellors
- Psychologists
- Support workers
- Advocates
- Legal employees
Or anyone who wants to pursue a career in the above professions. It is also ideal for those who would like to understand criminal psychology better and budding detective story writers.
Course Information
Other Categories
Lessons
Lesson Structure: Criminal Psychology BPS309
There are 10 lessons in this course:
- Introduction to Criminal Psychology
- Definitions of Crime
- Consensus View of what Crime is
- Conflict View of Crime
- Interactionist View of Crime
- Scope of Criminal Psychology
- What Criminal Psychologists do
- Case Study
- Profiling
- Courts
- Correctional SystemÂ
- Psychological approaches to understanding crime
- Biological explanations of Crime
- Phrenology
- Eugenics
- XYY Chromosome Model
- Genetics
- Twin Studies
- Adoption Studies
- Nature, Nurture
- Environmental Explanations of Crime
- Family Influence
- Agency Explanations
- Rational Choice Theory
- Psychology and understanding serious crimes
- Aggression
- Types of Aggression
- Terminology
- Drive Theories
- Freudian Theories
- Social Learning Theories
- Biological and Evolutionary Theories
- Types of Aggression
- Aggression an against Outsiders
- Aggression in Species
- Aggression in Humans
- Environmental Influences on Human Aggression
- Imitation or Modelling
- Familiarity
- Reinforcement
- Aggression and Culture
- Other Factors in Aggression: Alcohol, Pain, Frustration
- Murder
- Sexual Assault
- Stalking
- Pursuit Behaviour
- False Stalking Syndrome
- Mental disorder and crime 1 …Learning disabilities and crime
- Meaning of Learning Disabilities
- IQ Testing
- Crime and Intelligence
- Modern Intelligence Testing
- Learning Disabilities and Crime
- Sex Offences and People with Learning Disabilities
- Courts
- Mental Disorder and Crime 2 (Psychopathy)
- Scope and Nature of Psychopathology
- Personality Disorder
- Psychopath
- Heartlessness
- Emotionless
- How do People become Psychopaths
- Treatment
- Gender and Crime
- Scope and Nature of Gender and Crime studies
- Rates of Crime
- Murder and Violence
- Prostitution
- Case Study … Women Offenders
- Victims
- Murder
- Domestic Violence
- Sexual Abuse
- Youth and Crime
- Age of Criminal Responsibility
- Risk Factors
- Mental Health Risk
- Conduct Disorders
- ADHD (Attention Deficit Hyperactivity Disorder)
- Cumulative Affect of Risk Factors
- Prevalence and Offending
- Case Studies
- Young People as VictimsÂ
- Psychology and the Police
- Social Construction of Reported Crime
- Eyewitness Testimony
- Early Research
- Schemas and EWT
- Police Line Ups
- Every day Uses of Psychology by Police
- Psychology in the Courtroom
- Social Cognition
- Behaviour
- Appearance
- Expectations
- The Primacy Effect
- Attribution
- Schemas and Social Perception
- Central Traits
- Stereotypes
- Social Inference and Decision Making
- Psychology and the Law
- Guilt Bias
- Media Effect
- Defendant Attributes
- Attorney Attributes
- Psychology and Crime Prevention
- Punishment
- Types of Punishment
- History of Punishment
- Reasons for Punishment
- Deterrents
- Punishment and Impartiality
Each lesson culminates in an assignment which is submitted to the school, marked by the school’s tutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.
Learning Goals
Learning Goals:Criminal Psychology BPS309
- Define crime and criminal psychology.
- Discuss psychological theories and approaches to understanding crime.
- Define serious crimes and explain the involvement of psychology.
- Discuss the relationship between a person having a learning disability and committing crime.
- Define psychopathy and discuss psychological theories relating to psychopathy.
- Discuss gender differences associated with crime.
- Discuss the psychological theories relating to youth and crime.
- Discuss how psychology is used by the police.
- Discuss how psychology is used in the court room.
- Discuss the use of psychology in crime prevention.
Practical (Set Tasks)
Examinations
Program Summary
More Information
Your learning experience with ADLÂ will not only depend on the quality of the course, but also the quality of the person teaching it. This course is taught by Iona Lister and your course fee includes unlimited tutorial support throughout. Here are Iona’s credentials:
Iona Lister
Licentiate, Speech and Language Therapy, UK, Diploma in Advanced Counselling Skills.
Iona has been a clinician and manager of health services for fifteen years, and a trainer for UK-based medical charities, focusing on psychosocial issues, mental health disorders, and also the promotion of communication skills for people in helping roles. She tutors and facilitates groups via workshops and teleconferences, and now specialises in Sight Loss. As a freelance writer, she contributes regular feature articles for magazines, has written five published books, as well as published courses relating to personal development and counselling skills.
Iona has also written published books, courses and articles across a wide range of subjects, mostly in the areas of health, counselling, psychology, crafts and wildlife.
She has drawn experience from clinical and managerial experience within the NHS as well as medical and humanitarian subjects. She has been a regular feature writer and expert panel member of a national magazine for six years.
Books include: A Guide to Living with Alzheimer’s Disease (and associated dementias), The Psychology of Facial Disfigurement; a Guide for Health and Social Care Professionals, When a Medical Skin Condition Affects the Way you Look; A Guide to Managing Your Future, Facing Disfigurement with Confidence, Cross Stitch: A Guide to Creativity and Success for Beginners.
Courses written include:Â Mental Health and Social Work, Counselling Skills, Understanding and Responding to Substance Misuse, Journalling for Personal Development, Guided Imagery, Stress Management.
Current work includes: Tutor: Courses associated with Creative Writing, Counselling Skills, Psychology, Holistic Therapy, Certified Hypnotherapist and Hypnotension Practitioner.
Facilitator of Teleconference Groups:Â Royal National Institute of Blind People (RNIB)
Trainer (Skills for Seeing): Macular Society
Reviewer of Books/Information:Â Macmillan Cancer Support
Fundraiser: Royal Society for the Protection of Birds (RSPB), Embroidery/Art Groups Facilitator, Board Member
Website Manager: The Strathcarron Project, Coordinator (Delaware & Tennessee) Human Writes
Excerpt fom the Course
Different Types of Aggression
Aggression is complex, as it is composed of a number of different types of behaviour.
In 1968, Moyer presented a classification of seven forms of aggression from a evolutionary and biological point of view.
Predatory aggression: attack on prey by a predator.
Inter-male aggression: competition between males of the same species over access to resources such as females, dominance, status, etc.
Fear-induced aggression: aggression associated with attempts to flee from a threat.
Irritable aggression: aggression induced by frustration and directed against an available target. For example, we are irritated that someone pulls out in front of us in the car, but go home and shout at our partner.
Territorial aggression: defence of a fixed area against intruders, typically co specifics.
Maternal aggression: a female’s aggression to protect her offspring from a threat. Paternal aggression also exists.
Instrumental aggression: aggression directed towards obtaining some goal, considered to be a learned response to a situation.
Currently, researchers have identified two broad categories of aggression:
- Hostile/Affective/Retaliatory aggression
- Instrumental/Predatory/Goal Orientated aggression.
Research has indicated that people who tend towards affective aggression tend to have lower IQs than those with a tendency towards predatory aggression.
THEORETICAL APPROACHES TO AGGRESSION
Freudian Theories
In his early theory, Freud asserts that human behaviours are motivated by sexual and instinctive drives known as the libido, which is energy derived from the Eros, or life instinct. Beginning in early childhood, individuals learn that some libidinous behaviours are disapproved of and cause unpleasant consequences such as punishment or withdrawal of affection. As the growing person learns to suppress undesirable libidinous behaviours, they are displaced into other behaviours such as aggression. Thus, the repression of such libidinal urges is displayed as aggression.
Drive Theories
Another means of categorising aggression is through drive theories, which attribute aggression to an impulse created by an innate need. The most well known drive theory of aggression is the frustration-aggression hypothesis proposed by a group of researchers at Yale led by Dollard. In this theory, frustration and aggression are linked in a cause and effect relationship. Frustration is the cause of aggression and aggression is the result of frustration
Social Learning Theories
Unlike the other models, social learning theory does not attribute aggression to an internal mechanism. There are two important principles underlying this theory: one is that aggression is initially learned from social behaviour, and the other, that once learned, aggression is maintained by other conditions.
There are a variety of proposed methods through which aggression is learned and maintained. One method of learning aggressive behaviour is through simple operant conditioning. If after performing an aggressive act an animal or human receives a positive reinforcement (such as approval or a toy), they are likely to repeat the behaviour in order to gain more rewards. This has been demonstrated in countless research articles. One of the most famous studies of aggression in social learning was by Alfred Bandura who showed that social modelling of aggression led to increases in aggressive response rates by children.
Biological and Evolutionary Theories
These theories see aggressiveness as beneficial. It allows for the survival and success of populations of aggressive species. As such, the strongest animals eliminate weaker ones and over the course of evolution the result is an ultimately stronger, healthier population. This evolutionary theory of aggression is one of many biological theories where aggression is understood to be instinctual. Common to some of the other biological theories is the proposition that aggression is the manifestation of a genetic or chemical influence.
Aggression is often directed towards and originates from outside stimuli, but has an internal character. So, someone annoys us (outside stimuli) and this makes us angry and aggressive (internal reaction). Scientists have been able to look at the relationships between various parts of the body and aggression.
Brain and Aggression
Some researchers have looked at the brain to explain aggression. They have found at least two areas of the brain that affect or regulate aggression.
- The hypothalamus is believed to serve the role of regulating aggression. If the hypothalamus is electrically stimulated, it can cause aggression. It also has receptors that determine aggression levels, based on interactions with neurotransmitters, serotonin and vasopressin.
- The amygdala has also been shown to be an area that can cause aggression. Stimulation of the area can cause aggressive behaviour, whilst damage or lesions to the area can reduce a person’s aggression and competitiveness (Bauman et al, 2006).
Hormones and Neurotransmitters
Testosterone is a hormone commonly linked with aggression. Testosterone has been shown to correlate with aggressive behaviour in mice and some humans, but in other research there has been little evidence supporting a relationship between aggression in humans and their testosterone levels.
Serotonin has also been linked to aggression by actually reducing it. Vasopressin, norepinephrine (noradrenaline), cortisol and other neurotransmitters are also being researched to in an attempt to understand their links with aggression.
Genetics and Aggression
Is aggression inherited? It is hard to determine how much of aggression is due to nature and how much to nurture. Some studies on animals have shown that it is partly inherited at least. Some researchers suggest that some humans may have an ‘aggression gene’ (to put it simply). This gene is then ‘switched on’, when the person is in the wrong environment. For example, if a child is born into an aggressive environment, their gene may be ‘switched on’ and the child becomes aggressive. This is obviously very simplistic, but further research is being carried out.
Other research involving fruit flies has found that a gene called the ‘fruitless’ can be mutated to cause male flies to fight more like females and vice versa.
Evolution and Aggression
Most researchers argue that aggression should be considered in relation to how it helps the animal to survive and reproduce. Animals use aggression to gain new territories, to protect the territories and secure them. They will also use aggression to protect other resources, such as food, water, mating opportunities and so on. It is theorised that the ability of animals and humans to kill and be aggressive is a product of our evolutionary need for survival.
EBook to compliment this Course
Psychological Profiling EBook
This engaging text explains how psychological profiling is used to assess others – from new staff and school children to criminals and killers.Â
Psychological Profiling
by John Mason and the Staff of ACS
Psychological Profiling eBook course online. Psychological profiling is used to assess anyone from potential new staff and school children to serial killers. It helps you to determine someones personality, neuroses, mental health and career suitability. This book provides an excellent overview of psychological profiling techniques and pitfalls.
A profile of an individual at its most basic is an outline of what a person is really like in terms of their personality traits and characteristics. The most widely known form of profiling is that which is used to assess criminal behaviour. This is largely due to the popularity of TV shows and books which include criminal profiling.
When we hear the term “psychological profiling“, we often assume it is in relation to criminal behaviour, however profilingcan be used for a wide range of reasons, such as:
■ Assessing a person’s suitability for a specific role or profession.
â– Â Determining a specific characteristic in a person, such as intelligence or neuroses.
■ Determining someone’s personality.
■ Determining a person’s mental health state.
â– Â Diagnosing clinical conditions.
We often also see tests online and in magazines that are termed “psychological tests”, purporting to tell you the type of person you are by answering a few questions. Whilst these may be based upon some known pattern of traits, determining an individual’s profile is much more involved than this, and such tests only provide an indication at best.
In light of its media and television popularity, psychological profiling has become well-known and accepted over recent years.
Profiling is essentially building up a picture of an individual’s characteristics such as likely behaviours, attitudes, personal traits, unique skills or capabilities, and so forth in relation to norms of the general population. It is an assessment carried out by a skilled psychologist, using techniques and tools from psychology to learn general and specific facts about a person. In other words, a profile is a comparison of one person’s traits and behaviours to those of everyone else. It is a picture of how similar or different someone is, how well or poorly they perform, on a range of characteristics in relation to the average scores and performances of the general population.
Assessment
Assessment is based on a combination of completing all assignments and sitting for a final short one and a half hour exam, in your own location.
If you don’t cope well with exams then you may elect to undertake a project instead. This is a popular option.
In addition, most modules have a Set Task at the end of each lesson placed before the assignment. This is an opportunity to undertake practical work to help you acquire knowledge and skills and practical experience. This ADL feature is an added bonus not found at most online schools. Set Tasks are not required for assessment.Â
Some courses also have optional Self-Tests which are available on our online learning platform. These are not available by correspondence or by USB, and do not form part of your overall grade.
How our courses work
- Choose Your Learning Method
You choose how you would like to receive your course material, i.e., Online, USB or Correspondence. The choice is yours. You may also work on online or offline. - Tutor Allocation
Every student is assigned their own dedicated tutor who is an expert in their subject area. They provide as much or as little individual contact as you require. You can contact your tutor whenever you need – your hours are not limited. - Feedback and Assignments
Tutor Feedback is an essential component in helping you understand the subject matter. Tutor feedback is given in the form of notes written on the assignment. We encourage you to contact your Tutor where help with clarification and understanding of course material may be required.
Your assignments are located at the end of each lesson. You submit them for marking whenever you are ready. There is no time limit.  - Set Tasks and Self-Tests
Most modules have a Set Task at the end of each lesson before for the assignment. This is where you get the opportunity to undertake practical work to help you acquire knowledge, skills and practical experience. Many modules also have short Self-Tests. - Exams
Once all assignments have been completed you may then elect to sit for a one and half hour exam in your own location. If you prefer not to take the exam you do have the option to undertake a project instead.
Once the exam or project part of the course is completed, your Certificate is then processed. Please allow approximately 4 weeks for this. - Design Your Own Qualification
ADL offers students the flexibility to self-design their own qualification – bundling together a combination of 100-hour modules into a qualification higher than a certificate.
FAQ
FREQUENTLY ASKED QUESTIONS
Here is a list of the most often asked FAQ’s.
General
Q. Why should I enrol with the Academy for Distance Learning?
A. Here at ADL, our students are our priority – we treat everyone as a unique individual.
Q. Do I need to buy text books?
A. No, as each module has been written by highly qualified industry professionals. The content of the material is presented in such a way that text books are not required. However, if you require additional reading your tutor will be able to supply a list.
Q. What happens if I have to stop studying for a while? (eg. become sick, go on holidays, have a baby, move house, etc)
A. It’s OK to take a break and start up your study at a later point in time. Just let us know.
Q. Is there an age limit?
A. There is no maximum age limit. We do however, have a minimum age limit of 18 years. Below that age parental consent would be required.
Q. Are your courses up-to date?
A. Our courses are revised and updated on a rotation system.
Q. Do you have a Cancellation policy?
A. Yes. We have a cancellation policy that is fair and equitable. For further details please click here.
Q. Will I have any opportunity to engage with other students?
A. We have a Student Community group based on facebook! If you don’t have a facebook account already, you could make one just for talking with fellow students on the group.
Enrolment
Q. When can I enrol/start?
A. You may enrol and start at any time of the year – it’s all self- paced.
Q. Can I study from anywhere in the world?
A. Our courses are available to anyone, anywhere in the world from the comfort of your own home. The course content is relevant to any country, culture or economy.
Q. How long do I have to complete the course?
A. You complete the course at any time that is convenient for you.
Q. Completing a 100 hour module – how long will it take?
A. For some students a 100 hour module will take approximately to 3- 6 months to complete. Others take less time and some even longer.
Assessment
Q. Assessment – how does it work?
A. For each 100 hour module you are assessed by assignments (at the end of each lesson) and a final one and a half hour exam (or you may elect to complete a Project, instead of sitting the exam) – the choice is yours – you sit for the exam in your own location.
Q. I don’t cope well with exams – what can I do?
A. You may elect to undertake a Project (set by your tutor) instead of sitting the exam. Projects are completed from your home and can usually take a couple of weeks to complete.
Q. If my assignment is not up to standard is there an opportunity to resubmit my work?
A. Yes –
Q. How many assignments do I need to complete for each module?
A. At the end of each lesson, there is an assignment – so if a course has say, 10 lessons, there would be 10 assignments.
Q. I am having difficulty attending workshops/industry meetings, what can be done?
A. If your course requires attendance at workshops, conferences, or industry meetings; alternative arrangements can be made in your country.
Qualifications
Q. What qualification will I receive?
A. For individual modules, you would be awarded a Certificate endorsed by TQUK (Training Qualifications, UK), providing you complete all assignments and the exam. If you just want to complete only the assignments and not sit for the exam or finish a Project, then a Letter of Achievement would be awarded. For more details on qualifications available please click here.
Q. Can I customize my diploma/higher qualification?
A. Not all educational institution’s certificates /diplomas meet everyone’s needs. The opportunity to Design Your Own Diploma at the Academy (subject to our approval) is an added bonus, not found at other colleges. You choose modules that you think will help you in achieving your goal.
Q. What do I get when I complete the course? Will I receive a transcript?
A. At the completion of all courses and providing all assignments and exam requirements have been met, you will receive your Award and a Transcript.
Tutors
Q. Our tutors – who are they?
A. We appoint Tutors and require that they must be currently active in their industry, with at least 5 years’ experience in their chosen profession.
Q. Can I contact my tutor at any time?
A. Yes – you have unlimited access to your tutor via email through our Online Classroom. You can always leave a message with ADL requesting your tutor to contact you. You decide on how much or how little contact you wish to have.
Q. Practical work – How is this done?
A. To find out more about this part of the course please visit the section on How Our Courses Work here.
Career Options
What's Included
What your tuition fees include
- All Course Material via Online, USB or Correspondence
- Assignments Marked
- Professional Tutor Feedback
- Set Tasks - Practical Exercises to help you develop skills
- Self-Tests – multiple choice questions at the end of lessons in most modules
- Unlimited Personal Tutor Support – via our student classroom
- Committed and Friendly Admin Support – vital to your success
- All ADL Exam or Project fees (exception RHS exams)
- Qualification Certificate
- Official Transcript with assignment grades
- Student Manual
Plus FREE
- Academic Writing course (optional - 10 hours only)
- Critical Thinking course (optional - 10 hours only)
- Job Seekers Careers Guide
- Study Tips on How To Study Better
- Career Counselling by ADL Staff
- CV Writing Help, Tips and Advice
There are no hidden extras
Career Opportunities
FAQ - RHS Theory Qualifications
GENERALÂ
If you require further details about any of the RHS industry recognised qualifications please, call one of our friendly RHS Course Advisors on +44 (0)1227 789 649 or email: [email protected]
Q:Â When can I Enrol/Start My RHS Course With ADL?
A: Anytime, Anywhere. There are no enrolment deadlines.
Q:Â I live Overseas. Can I Study From Overseas?
A: You can study any of the RHS theory qualifications overseas. All courses are offered in English. You will need to email RHS Qualifications direct to arrange sitting for your examination overseas.
Q: Is There a Time Limit for Completing an RHS Qualification?
A: At present there are no time limits. However, RHS is contemplating in the future, the introduction of course time-lines.
Q:Â Are There Any Entry Requirements (Pre-Requisites)?
A:Â The RHS Theory courses do not require prerequisites, previous experience or any knowledge of horticulture. You just need passion for all things horticulture.
Q: What Course Should I Start With First? I Am New To RHS Qualifications.
A: We highly recommend that you start with Level 2 – Principles of Garden Planning, Establishment and Maintenance.
Q:Â What Does ADL Course Material Include?
A:Â Includes Power Point Presentations, Videos and written course lessons.
RHS EXAMS
Q:Â When Do Exams Take Place?
A: Exams are held on fixed dates in February and June of each year. You should register as a candidate at least 3 months before these dates, so please do not leave exam registration to the last minute
Q:Â Where Do I Take My Exams?
A:Â UK: You take the exams at the RHS Wisley Centre, located between Cobham and Ripley in Surrey or at other authorised RHS centres around the UK.
Overseas: please email RHS qualifications direct for centre information.
Q:Â Exam Pass Marks?
A:  Module – pass 50%.  Commendation 70%.
Qualification:Â 50% pass for all modules.
Commendation awarded for all modules.
Each question carries a value of 10 marks.
Q: I’m Not Happy With My Exam Results?
A:Â You have the opportunity to re-sit your exam at the next opportunity.
There are no restrictions on the number of re-sits you can take. The highest mark you achieve will remain.,