Forensic Psychology

    OCR
    GCSE

    Forensic Psychology examines the intersection of psychology and the criminal justice system, focusing on the definition, measurement, and explanation of criminal behaviour. The scope ranges from historical biological determinism (Lombroso) to modern interactionist approaches. Candidates must critically evaluate offender profiling techniques (Top-Down vs Bottom-Up), biological and psychological theories of crime causation, and the efficacy of custodial and non-custodial interventions. Mastery requires navigating the debate between scientific rigour and the complexities of individual criminal psychology.

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    Objectives
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    Exam Tips
    4
    Pitfalls
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    Key Terms
    5
    Mark Points

    Learning Objectives

    What you need to know and understand

    • Cooper and Mackie (1986) Sample: 84 children (44 boys, 40 girls) from New Jersey, USA
    • Eysenck's Theory: High P, E, and N scores correlate with criminal personality
    • Social Learning Theory: Observation, Retention, Motor Reproduction, Motivation (ARRM)
    • Recidivism: The tendency of a convicted criminal to reoffend
    • Token Economy: Use of secondary reinforcers (tokens) exchanged for primary reinforcers

    Example Examiner Feedback

    Real feedback patterns examiners use when marking

    • "You defined the theory well, but failed to apply it to the specific character in the scenario"
    • "Strengthen your evaluation of Cooper and Mackie by discussing the implications of the sample age range"
    • "Differentiate clearly between the independent variable (type of game) and dependent variable (aggression levels)"
    • "Your analysis of rehabilitation needs to explicitly contrast it with the limitations of custodial sentencing"

    Marking Points

    Key points examiners look for in your answers

    • Award marks for precise definition of Eysenck's dimensions: Extraversion, Neuroticism, and Psychoticism.
    • Credit application of Social Learning Theory concepts (modelling, vicarious reinforcement) to novel scenarios.
    • Candidates must evaluate Cooper and Mackie (1986) citing specific methodological flaws such as sample bias or artificiality.
    • Award marks for distinguishing between the effects of prison, community sentencing, and restorative justice.
    • Credit responses that accurately interpret data tables regarding crime rates or recidivism.

    Examiner Tips

    Expert advice for maximising your marks

    • 💡When answering 13-mark questions, ensure a balanced argument: combine detailed knowledge of the study/theory with explicit evaluation points.
    • 💡Use the 'GRAVE' acronym (Generalisability, Reliability, Application, Validity, Ethics) to structure evaluation of Cooper and Mackie.
    • 💡Allocate 15-20 minutes for the final extended response question to ensure depth of analysis.
    • 💡Distinguish clearly between 'punishment' (retribution/deterrence) and 'rehabilitation' (changing behaviour) when discussing applications.
    • 💡In 'Explain' questions, always link the psychological concept directly to the 'stem' (the story/scenario).

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Confusing the definitions of Neuroticism (emotional instability) with Psychoticism (aggression/lack of empathy).
    • Describing the procedure of Cooper and Mackie without linking findings to the hypothesis regarding video games.
    • Failing to apply the theory to the specific scenario provided, providing generic theoretical descriptions instead.
    • Conflating 'negative reinforcement' with 'punishment' when discussing behavioural interventions.

    Study Guide Available

    Comprehensive revision notes & examples

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    Key Terminology

    Essential terms to know

    Likely Command Words

    How questions on this topic are typically asked

    Identify
    Describe
    Explain
    Calculate
    Evaluate
    Discuss

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