Psychology 417: “Psychology and Law”

Fall 2015, 3:30 – 4:45Tue/Th, BSB Room 1076, Call #38584

University of Illinois at Chicago

Professor:Prof.Bette L. Bottoms e-mail:

Office: BSB 1062Phone:312-413-2300

Office Hours:4:45 – 5:30 Tuesdays and Thursdays.

Course prerequisites: PSCH 100 (Intro to Psychology), PSCH 242 (Research in Psych), & PSCH 312 (Social Psychology) or consent of instructor. Or, graduate standing with consent of the instructor.

GENERAL COURSE DESCRIPTION AND OBJECTIVES:

Welcome to Psychology and Law! This course is not easy in terms of workload, because it is a 400-level course, but if you do all your assignments thoughtfully, you will get a good grade and really enjoy the course!

As the study of human behavior, Psychology must include the study of law, which is a primary instrument used by society to control human behavior. The law makes many assumptions about human behavior – are they accurate? How can you help answer that question?Psychology and Law is a vibrant area of research interest within the science of Psychology. The field’s research is published in specialty journals (e.g., Law and Human Behavior, Psychology, Public Policy, and the Law; Behavioral Sciences and the Law) and books. Many of its researchers find their professional homes in the American Psychological Association’s Division 41: “The American Psychology/Law Society” ( and other divisions such as Division 37, “Child, Youth, and Family Services” ( the American Board of Forensic Psychology (

The field of Psychology and Law is multifaceted, but it is broadly divided into two broad topics: (a) clinical/“forensic,” and (b) non-clinical or experimental. The distinction reflects a split between practitioners (who do not necessarily conduct research, but who use research findings in their clinical work, such as evaluations of people awaiting trial or of families involved in custody disputes) and researchers (usually university professors, who do basic research that informs many areas of the law including forensic practice). That’s a little misleading because there are people who do both – there is plenty of clinically relevant research. In any case, in this class, we will study how psychological research (across subdisciplines such as clinical, social, cognitive, and community psychology) are used to understand issues related to law; for example, adult and child eyewitness testimony; jury decision making; interrogation and confessions; the clinical determination of insanity, competence, and future dangerousness; myths associated with “psychological profiling”; the sexual victimization of women and children; race and the law, and juvenile justice. You’ll learn that the field of Psychology and Law has very little to do with serial killers or forensic investigation topics portrayed in TV shows like CSI.

It’s important to understand that in this course, in addition to learning content (about all the topics above and more), you will also learn process and methods. That is, you’ll also learn to think like a researcher – to think critically about issues and ask and answer questions scientifically. Your assignments will test your content knowledge, and the final paper will test your ability to propose and test useful research ideas. So, a third important course goal is to develop your ability to express scientific ideas verbally and in writing, in class and in assignments. Even if you forget everything about psychology and law when you leave this class (which you won’t), I want you to walk out better thinkers, writers, and speakers!

READINGS: Textbook and primary source readings.

Textbook: Costanzo, M., & Krauss, D. (2015). Forensic and legal psychology: Psychological science applied to law. (2nd Ed.). New York: Worth. (This is available in the UIC bookstore and as an e-book from the publisher. The latter is less expensive, but only available to you for 6 months.)

The textbook is supplemented by empirical, theoretical, and review articles and chapters from a variety of journals and books that will be provided as the course progresses to download via the BlackBoard system.

FORMAT AND GRADING:

Although there will be some lectures, the course will be conducted mainly as a seminar, not a lecture course, so all students need to prepare well and participate actively during each class. So, you need to do all readings before class and make notes on the readings to prepare to discuss the main points, theories, methods, results, implications, and any questions you have. Everytime you read something, think about the implications of readings for law, policy, and future psychological research, and jot them down.

Grades will be assigned on the basis of in-class participation (13%), researchquestions (10%), two exams: midterm take home (20%) and in-class final (20%), and a final research proposal:a paper(30%) and brief oral presentation (7%).Grading will be according to a 100-percentage scale: 90 – 100% = A; 80 – 89% = B; 70 – 79% = C; 60 – 69% = D; below 60% = Failure. Normal mathematical rounding rules apply: e.g., 89.4 = 89; 89.5 = 90.) You will always know exactly where you stand because there is no “curve.”

% GradeAssignment

13%1. In-Class Participation: Participation is not simply showing up to class on time, because of course you are going to do that. It also includes active, regular, and thoughtful in-class verbal comments. This is how you show your mastery of the readings and how to think beyond the readings. These are scientific observations and thoughts, not unfounded opinions. If you are too shy to speak up during class, and don’t want to learn how, then this is not the course for you. More than two unexcused absences will result in the loss of most participation points.

10%2. Research Questions: On 10 of the Tuesday classes, you’ll bring to class oneformally written, typed question that you will discuss in class, then hand in. You can skip 5 of the 15 possible weeks. Each is worth 1%. They will be graded A - F (A = 95%, A- = 92%, B+ = 88%, B = 85%, etc.).(You can write more to replace lower grades if you want to.)

You’ll talk about your question in class, so it helps prepare you to participate in class. Your question should be one little, testable research idea that goes beyond the readings in creative and thoughtful ways. In a half page (double-spaced) or less, state the research question, your prediction about the answer (i.e., a testable hypothesis), and why you predict that. Coming up with these questions will be good practice for developing the idea for your research proposal.

A hint: make notes in the margins of your readings as you read. When you’re done reading, you’ll probably have at least one good research idea.

40%3. Examinations: There will be a mid-term and a final exam. Each is worth 20% of your grade. The mid-term will cover all material through the day before the exam; the final will cover all material after the mid-term exam. Exams will be composed of essay and other types of questions, and they will cover information from all readings, class lectures, and class discussion. The mid-term will be take-home. This should be less anxiety-provoking, and it will show you what the tests are like before the final exam.

37%4. Research Proposal: There are two components: the written proposal (30%) and the oral presentation of the idea (7%).

a. The paper: You’re going to prepare a mini-grant proposal using the real forms used by the National Science Foundation Law and Social Science Program! You’ll not only learn how to develop a research idea, but also how to complete grant proposal forms. Don’t be intimidated – it won’t be as long or detailed as a “real” grant application, and your idea does not have to be earth-shattering (high quality, but not high quantity). It just has to be simple, interesting, and well written. I will give you a full, winning example to go by, and I will work with you outside of class if you need extra help mastering the forms. You’ll receive more information about this later.

b. The presentation:You’ll give a super tight, 6-minute report of the idea you are planning for the grant proposal. This allows you to get started early on the project, and get specific feedback from me and classmates that will improve the quality of your ideas. The importance of expressing ideas orally is often overlooked, but it is essential for all kinds of success. Everyone can learn how to give a great report, and I will help you! Some tips:

  • First and foremost:Write out every word you will say beforehand, then practice it to yourself at least 4 times. This will solve every common speaking problem, including ad libbing (which makes you go over the time limit), being confusing, and getting nervous. Once you have said it to yourself a few times, you will have it in your mind ready to go, and you will be calm. You can have your written talk in front of you, but you’ll only need to glance at it as you give the talk. Trust me on this, it has been my secret to success for many years.
  • Donot exceed the time limit, at all. Again, practice.
  • Focus only on the main points.Writing it out beforehand allows you to cut to the chase quickly and in an easy to understand way.
  • Speak to a 5th grader. Describe everything very clearly, assuming the audience knows absolutely nothing about the topic. Repeat your points and sentences sometimes, because audiences don’t hear like they read – when reading, one can pause and go back. But when listening, you have to do that for the audience.
  • You will use only a few PowerPoint slides, which you will hand out to the audience. They must be in big font (Arial 24 or larger) and include only a scaffolding or outline of key points, not a lot of prose. The slide handout is important because it will help your classmates take down notes and questions for the class discussion of your idea.

OTHER:

  1. All of your writing (the paper and the little research questions) should be clear, grammatical, concise, elegant, and in APA style. Grammar and punctuation must be correct and will affect your grade. On Blackboard, you will find a Writing Tips document – read it carefully, and do not make those mistakes. I also recommend that every student buy a copy of the Elements of Style by Strunk and White and review it. (It’s short and cheap.) Writing beautifully is a skill that will transcend most other things you learn -- its importance cannot be overstated.
  2. If you have any problems or concerns throughout the class, I’m here to help!Please, come see me during office hours after class. Almost everything is handled best in person, but if you have to email me, give me two business days to reply.
  3. Attending all classes is super critically important. If you miss class, let me know in advance, and know that you’re responsible for all notes, announcements, and handouts for that class.
  4. I might give unannounced extra credit for in-class assignments(no make-ups if you’re not there).
  5. I will help each of you individually because you might all have different needs. But, fairness to all students is the bedrock of ethical teaching, so I won’t give one person any exceptions to the policies in this syllabus. So read this syllabus carefully.
  6. Put your heart into this class. Mine is already there. Do the work, be happy to learn, be excited, and welcome feedback!
  7. No late work will be accepted (even for partial credit), no exams can be made up, and no incompletes will be given -- UNLESS you unfortunately experience a documented personal emergency (e.g., serious personal illness or family death). If you do, e-mail me immediately and I’ll work with you to help you complete whatever you missed.
  8. In fairness to the vast majority of students who take their college career seriously, if you cheat on any assignment in this class, you will earn an F for the entire class and you’ll be charged with a judicial infraction (see UIC Student Disciplinary Policy: Cheating includes, but is not limited to, any form of plagiarism, which includes taking others’ ideas and claiming them as your own, copying the words or ideas of a fellow student or any other author in your papers, copying even short phrases from written work that you are using as a reference (even if you cite it properly), handing in work you have handed in for another class, handing in papers you’ve gotten from the internet or other students, etc. It also includes cheating on an exam by using any form of unauthorized written notes or articles or by discussing anything about that exam with anyone else while you or the other person is completing the exam.
  9. Of course, I’m happy to accommodate disabilities. If you believe you have a disability, go immediately to the Office of Disability Services: 312-413-2103 (voice) or 312-413-0123 (TTY), register, then bring me your accommodation letter and we will discuss. This is your right. See:
  10. It seems ridiculous to have to say this for a university course, but don’t distract the class by talking during lecture to other students, coming to class late, leaving class early, eating or drinking in class, using your cell phone in any way, etc. So, please be respectful, and understand that anyone who disrupts the classroom in these or other ways will be asked to leave the classroom and dropped from the course.
  11. Cell phone and internet policy: Cell phones and internet access on other devices must be turned off completely at the beginning of each class. You’ll lose 5% of your final grade each day that you surf, text, email, etc. during class, because it’s just rude to me and your classmates. (If you’re expecting some life or death call, tell me at the beginning of class.)
  12. Sometimes depression and anxiety get the best of us *all*. But help is near: the UIC Counseling Center ( 312- 996-3490) in the Student Services Building. Also, the InTouch Crisis Hotline (312-996-5535) is open from 6:00 p.m.-10:30 p.m. for support and referrals.
  13. Please see me if you are interested in doing extra work for the course to count for Honors Activity Credit or to make the final research proposal into a departmental distinction project or Honors Capstone experience.
  14. Students who wish to observe their religious holidays need to notify me by the tenth day of the term of the date, or five days before if the religious holiday comes sooner than the 10th day.

Psychology 417: “Psychology and Law”

Course Schedule & Reading List

Note: All readings/assignments are to be completed before the first class of the week. Each week, there will be readings from the text plus two to three journal articles, which will be announced several weeks in advance of each class. Exams and other due dates are bolded. There may be some changes in reading assignments and topics, but due dates will not change.

Textbook: Costanzo, M., & Krauss, D. (2015). Forensic and legal psychology: Psychological science applied to law. (2nd Ed.). New York: Worth.

Week 1: 8/25, 8/27 / Introduction to the field and its careers, introduction to course goals and requirements, research methods in Psychology and Law, understanding the legal system from investigation to trial (self study)
Readings:
  1. Serial( In this serial podcast, a spin-off from NPR’s “This American Life,” reporter Sarah Koenig investigates and presents a true story of crime. Listen to at least half of the 12 one-hour sessions (but I think you will want to hear them all!). Bring to class a list of ways that psychology and law intersect.
  2. Costanzo & Krauss: Chapter 1
  3. Bottoms, B. L., Costanzo, M., Greene, E., Heilbrun, K., Redlich, A., Otto, R., Woolard, J., & Zapf, P. (2005). Careers in psychology and the law: A guide for prospective students. American Psychology-Law Society Careers and Training Committee Publication. Online at:
  4. Profiles of careers in the field: Academic researcher (see handout), correctional psychologist (p. 349), police psychologist (p. 52), social science analyst (p. 226), trial consultant (p. 124), violence risk expert (p. 298).
  5. Processes and steps in the legal system: pp. 176 – 182, 188 – 192 inGreene, E., & Heilbrun, K. (2014). Wrightsman’s psychology and the legal system. (8th Ed.). Belmont, CA: Brooks/Cole.

Week 2: 9/1, 9/3 / Sept. 1: Forensic psychology: Helping law enforcement understand and catch killers with psychology: The myths & realities of “profiling.”
GUEST SPEAKER: Kenneth V. Lanning, Retired Supervisory Special Agent, Behavioral Science Unit, National Center for the Analysis of Violent Crime, Federal Bureau of Investigations; now with CAC Consultants.
Readings:
  1. Costanzo & Krauss: Chapter 5
  2. Lanning, K. V. (2010). Child molesters and forensic evaluation issues. Adapted from Child Molesters: A Behavioral Analysis (5th ed.), National Center for Missing & Exploited Children.
Optional reading:
  1. Costanzo & Krauss: Chapter 4 (self-study only, will not be covered in class or tests.)
Sept. 3: Forensic Psychology: Prediction of violence, assessment of risk, civil commitment.
Readings:
  1. Costanzo & Krauss: Chapter 14.
  2. Ewing, C., & McCann, J. T. (2006). The Tarasoff case. Minds on trial. NY: Oxford.

Week 3: 9/8, 9/10 / Sept. 8: Forensic Psychology: Competency to stand trial
Reading:
  1. Costanzo & Krauss: Chapter 8, pp. 155 – 167, 169 – 173.
Sept. 10: Forensic psychology: Legal insanity.
Readings:
  1. Costanzo & Krauss: Chapter 9
  2. Ewing, C., & McCann, J. T. (2006). The Andrea Yates case. Minds on trial. NY: Oxford.
3. OPTIONAL: Resnick, P. (2007). The Andrea Yates Case: Insanity on Trial. Cleveland State Law Review, 55, 147-156.
Week 4: 9/15, 9/17 / Adult eyewitness testimony: Interrogations and Confessions
Readings:
  1. Costanzo & Krauss: Chapter 2
  2. Kassin, S. M. (2015). The social psychology of false confessions. Social Issues and Policy Review, 9, 25-51.
[NOTE: Get started on the readings for Week 5 – they are dense.]