Conversation lecture: Homicide and perpetrators WF-PS-N-ZZ

Knowledge: The student has knowledge about different types of homicide, their characteristics and conditioning. They have knowledge about the historical, forensic, psychopathological and judicial contexts of homicide. The student can describe challenges which can appear while judicial, frensic and psychological assessments in criminal cases about homicide. They can present methodologies used in an expert witness’ work and knows the ethical rules relating to the work. They can identify and give examples of clinical states which may be controversial in the assessment and in therapeutical work with perpetrators.
Skills: The student can analyse a homicide with the help of court and medical records as well as results of their own assessment. They can find contradictions in specific material and attempts to clarify their origins. They can assess the motivation for a homicide and propose an adequate methods of therapeutical actions toward a perpetrator. They propose explanations of difficult situations which can happen in forensic psychiatric wards and in penitentiary units. They can use psychiatric and psychological methodology in the making of an assessment, propose methods which can minimalist the risk of making diagnostic and judicial mistakes. They suggest solutions to ethical problems in the work of an expert witness.
Capacity: The student is cautious and responsible while formulating their assessment. They understand the significance of an expert assessment in settlements of homicide court cases. They participate in constructive discussions about the diagnosis, judicial assessment and therapeutical actions. They readily voice their opinion about methodologies and ethical rules in psychiatry and forensic psychology.

ECTS:
Taking part in a lecture – 30 hours
Preparations for lectures – 10 hours
Consultations – 5 hours
Preparation for an exam – 15 hours
Sum of hours – 60 [60 : 30 (25) = 2]
Number of ECTS – 2.

Knowledge:
(2): The student doesn’t have knowledge about homicide types, their characteristics and motivations. They do not have a general knowledge of historical, criminalistic or psychopathological contexts of homicides. They cannot characterise challenges in psychiatry and forensic psychology in the context of homicide. They do not have knowledge about rules of making an assessment or ethical rules in the work of an expert witness.
(3): The student has a general knowledge of homicide types, their characteristics and motivations. They have a general knowledge about historical, criminalistic or psychopathological contexts of homicides. They have a general knowledge about rules of making an assessment or ethical rules in the work of an expert witness.
(4): The student has a correct knowledge about homicide types, their characteristics and motivations. They have an average knowledge of historical, criminalistic or psychopathological contexts of homicides. They can describe methodologies in assessment in homicide cases. They can characterise some challenges in psychiatry and forensic psychology in the context of homicide. They can explain what controversies in psychiatry and forensic psychology are. They know ethical rules in the work of an expert witness.
(5): The student has an excellent knowledge about homicide types, their characteristics and motivations. They have a specific knowledge of historical, criminalistic or psychopathological contexts of homicides. They can describe specific methodologies in assessment in homicide cases. They can comprehensively describe challenges in the work of an expert witness, knows how to solve them and give examples of them. They can explain ethical rules in the work of an expert witness.
Skills:
(2): The student cannot analyse the circumstances of a homicide, its characteristic and motivations of a perpetrator. They do not see challenges in the work of an expert witness. In their assessment, they do not use methodologies used in psychiatry and forensic psychology. They cannot refer to ethical rules in the work of an expert witness.
(3): The student can selectively analyse the circumstances of a homicide, its characteristic and motivations of a perpetrator. They do not always see challenges in the work of an expert witness. They know specific characteristics of homicides but cannot relate them to specific cases. In their assessment, they use methodologies used in psychiatry and forensic psychology. They do not always see the need to refer to ethical rules in the work of an expert witness.
(4): The student can correctly analyse the circumstances of a homicide based on the whole of court material. They can point out specific motivations of the perpetrators. They can list potential therapeutical methods. They can anticipate challenges during detention or a stay in a penitentiary unit. Correctly identifies judicial difficulties and attempts to avid ambiguities in their assessment. They try to solve ethical issues in the work of an expert witness.
(5): The student can analyse the circumstances of a homicide based on the whole of court material in great detail. They can point out specific motivations of the perpetrators as well as their significance. They can propose adequate and specific therapeutical methods. They can critically assess potential threats from the perpetrators, while respecting the perpetrator’s rights. They can point out ambiguities in the court material and attempt to explain them. They suggest ways to avoid mistakes in assessment.
Capacity:
(2): The student is not aware of an expert witness’ responsibilities and does not realise the significance of the assessment for the settlement of court cases. They do not see the need to use methodologies in the work of an expert witness or to respect ethical rules.
(3): The student can see limitations of an expert witness’ work. They partially realise the significance of the assessment for the settlement of court cases. They can formulate the assessment but without justification. They are not always ready to work in a team. They are reluctant to discuss the cases.
(4): The student can recognise controversial and challenging situations of an expert witness’ work in homicide cases and attempts to solve them. They are aware of the significance of the assessment for the settlement of court cases. They know the limitations of therapeutical work with perpetrators They attempt to be objective and appreciates methodologies of an expert witness’ work. They strive to obey ethical rules.
(5): The student approaches the court material with caution and responsibility. They are fully aware of the significance of the assessment for the settlement of court cases. They attempt to anticipate difficulties in therapy. They are willing to work on difficult and controversial clinical and judicial cases, uses methodologies of an expert witness’ work. They are open to working in a team and factual polemics with other expert witnesses. Obeys the professional ethics rules.

Effect of knowledge:
Didactic method - controversial lecture, multi-media presentations, discussion.
Verification - written exam.

Effect of skills:
Didactic method - short presentations are given by the students, case studies, situational method, discussion of the roundtable, brainstorming.
Verification - discussion, written exam

Effect of capacity:
Didactic method - case studies, situational method, discussion of the roundtable, brainstorming, simulation.
Verification - discussion, consultations.

Budyn-Kulik M. Zabóstwo tyrana domowego. Studium prawnokarne i wiktymologiczne. Wydawnictwo Verba, Lublin 2005.
Gierowski J. K., Paprzycki L. K.: Niepoczytalność i psychiatryczne środki zabezpieczające. Zagadnienia prawno-materialne, procesowe, psychiatryczne i psychologiczne. Wydawnictwo C. H. Beck, Warszawa 2013.
Lewandowski B. (red.): Pozycja i rola biegłego w polskim systemie prawnym. Instytut na Rzecz Kultury Prawnej Ordo Iuris, Warszawa 2016.
Majchrzyk Z.: Nieletni, młodociani i dorośli sprawcy zabójstw. IPiN, Warszawa, 2001.
Majchrzyk Z.: Zabójczynie i zabójcy. Wydawnictwo UKSW, Warszawa, 2008.

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

• Description of WF-PS-N-ZZ in USOSweb