Lesson Plan Activity 1
Activity: Based on the definitions above and the attributes in Table 4.1 come up with an example of a disorganized killer and an example of an organized killer. Make sure to include reference to both the killer himself and the crime scene.
Researcher Richard Holmes and his colleagues have argued that serial killers can be broken into one of four types:
1) Visionary types: serial killers who have experienced a psychotic break from reality and believe that voices are instructing them to kill
2) Mission-oriented types: serial killers who are focused on the act of murder itself and have an urge to kill people they think are evil
3) Hedonistic types: serial killers who kill for the thrill of it. They get pleasure from torturing their victims
4) Power-oriented types: serial killers who are motivated by a need for dominance and who enjoy capturing and controlling their victim before killing them
Lesson Plan Activity 2
Review Activity: Come up with an example of each of these 4 types of serial killers.
Lesson Plan Activity 3
Exercise: Read the section on “Research on Profiling” in Week 7’s reading for this lesson (starts on page 97). Summarize the findings of both Kocsis’ studies and Snook’s meta-analysis. What can we conclude at this time about the validity of criminal profiling?
Lesson Plan Activity 4
Task: Read the article assigned for Week 8, then answer the following questions:
1) The authors distinguish between clinical profiles and statistical ones. What is a clinical profile? What is a statistical one?
2) Summarize the section on The Criminal Profiling Environment. Generally speaking, do police officers think criminal profiling is useful and has value in terms of solving criminal cases?
3) In last week’s lesson, we talked about using the organized-disorganized typology. According to the author of this week’s paper, what is the problem with using this typology? What does the research into this dichotomy suggest with regards to its usefulness?
4) The authors point out that even though there is scant scientific evidence to support the validity of criminal profiling, law enforcement agents and the general public continue to believe it is a legitimate and useful tool in solving crimes. The authors detail several reasons why this is the case. List and describe 2 reasons the authors offer for why these faulty beliefs are so pervasive.
Lesson Plan Activity 5
Question: What do you think police officers could do to avoid this problem of tunnel vision?
Lesson Plan Activity 6
Activity: Watch this video of a Ted talk given on racial profiling and then answer the questions below.
Video: https://www.youtube.com/watch?v=LCX_Th-IjjE (10:38 mins.)
Questions:
1) Do you think his suggestions for improving relations between police and people who have been racially profiled could work? Why or why not?
2) Do you think that body cameras could be an effective means to reduce police violence? Why or why not?
Lesson Plan Activity 7
Compare the VICLAS method to the criminal profiling method described earlier in the lesson. What benefits does ViCLAS have over the standard method of criminal profiling?
Lesson Plan Activity 8
Exercise: Read the section on “The Legal Status of Profiling” in Week 7’s reading (starts on page 109). Summarize the cases discussed in this section. Why was the profiling evidence deemed inadmissible in each case?
Reference: Costanzo, Mark; Krauss, Daniel; Schuller, Regina & McLachlan, Kaitlyn. Forensic and Legal Psychology: Psychological science applied to law.
Criminal profiling.
Snook, Brent ; Cullen, Richard M. ; Bennell, Craig ; Taylor, Paul J. & Gendreau, Paul. Criminal Justice And Behavior, 35(1), 2008: 1257-1276.
Criminal profiling illusion – What’s behind the smoke and mirrors?
YouTube Link : https://www.youtube.com/watch?v=LCX_Th-IjjE
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