BIOSOCIAL SPRING 2021 | CCJ 4934 | ONLINE SYNCHRONOUS | M, W, F 12:50-1:40 PM

This broad course argues that answers to questions on the etiology of violence, antisocial behavior, and lie significantly in an interdisciplinary biopsychosocial perspective: the interaction or interplay between cultural, environmental, social, psychological, medical, biological, neurological, and genetic factors. It takes a cross- disciplinary approach to understanding criminal behavior, drawing on perspectives from psychology, criminology, , anthropology, criminology, law, psychiatry, neuroanatomy, neurobiology, neurochemistry, neuroendocrinology, forensics, pediatrics, and public health. It is only by incorporating knowledge from multiple areas that we will be better able to understand, predict, and ultimately prevent future criminal behavior. The focus will not just be on violence and but will also include related clinical and legal concepts of crime, psychopathy, aggression, conduct disorder, oppositional defiant disorder, antisocial personality disorder, and . This course will also go beyond research and practice into the moral, ethical, political, and philosophical issues underlying the subject matter, such as Neurolaw and Neuroethics. Because this class is relatively broad and interdisciplinary, it is appropriate for those from a wide range of majors without a background in biology or criminology. Students need not have any prior knowledge of biology to take this class. It is especially appropriate for

Criminology, Psychology, and Biological Bases of Behavior majors, as well as students from other disciplines. The course utilizes a variety of different sources of information on criminal behavior: my lectures, guest lectures/expert (maybe), journal article readings, and documentaries. Be attentive to the fact that this is an interdisciplinary class. At times we may go into narrower methodological and research issues. Conversely, be also prepared for a much broader sweep of our knowledgebase on this topic than you would normally obtain in a more specialist Criminology, Biology, or Psychology class. The course focuses on neurobiological processes because they have been greatly neglected to date and there is a need to communicate these new advances. But this course will not espouse a simple explanation for the causes of crime. If behavior genetic studies on crime and violence have told us anything, it is that between 40-60% of the variability in crime is due to the environment. One of the future challenges lie in understanding how environmental factors interact with biological factors in predisposing to violence, and we will devote time to this important area. The causes of violence are complex and multifaceted.

Instructor: Dorothy Du Email: [email protected] Office: Turlington 3201 Office Hour: by appointment

Email is the easiest and most effective way to reach me. However, if I don't answer your email within 48 hours,

Pronouns: she/her please re-email me.

COURSE OBJECTIVES

1. To develop a rudimentary understanding of some of the neuroscience techniques used to probe violence, including brain imaging, psychophysiology, neurochemistry, , and behavioral / molecular . 2. Introduce you to “neuro-criminology” or “biopsychosocial-criminology”: the neurobiological and biological factors that predispose to crime and violence.

3. Understand how psychological factors interact with biological and social factors in predisposing to crime and violence. 4. Gain an appreciation of a multidisciplinary approach to understanding crime, as well as some basic methodological, conceptual, and technical knowledge from these disciplines. 5. To gain a critical appreciation of the main biological theories on the causes of violent and antisocial behavior. 6. To recognize implications of biosocial criminology research for the treatment and ultimate prevention of violent and antisocial behavior. 7. Gain an awareness of the moral, ethical, forensic, and legal issues surrounding biosocial criminology and their implications for society at large. 8. More generally, increase your interest, understanding, and appreciation of crime and violence.

COURSE READINGS

The course text which will give you a general introduction to each topic/lecture and is available in paperback:

Raine, A. (2014). The anatomy of violence: The biological roots of crime. Vintage Books (paperback).

Below under “Course Schedule”, for each lecture you will see a chapter from the book that gives you a background to that topic. If it says, “see index”, just look up the topic in the index in the back of the book. In addition, each week I will also give you at least two readings (or sometimes more) that relate to the week’s lecture.

You will need to read both articles and book chapters BEFORE each class.

CANVAS

Our course is organized via Canvas under MODULE section. Additional Readings and Lecture PowerPoint will be posted on our canvas site.

ASSIGNMENT GUIDELINE

All assignments are required to be double-spaced/one-inch margin/12-point font/Times New Roman and should be turned in by the end of the due date via Canvas through Turnitin, and the similarity score must be below 24% matching (Green). Files should be handed in as .doc or .docx (or .ppt or .pptx) format. Proper citation style following American Psychological Association format. Failing to follow this format will result in a 50% reduction in your grades. APA citation guide: https://owl.english.purdue.edu/owl/resource/560/01/

COURSE REQUIREMENTS

Class Attendance: Class attendance is required. All students are expected to participate in each class session with appropriate comments in the lecture, by sharing discussion questions, and through lively conversations in the discussion part of class. You may not be excused from a class period barring a documentable emergency. Class attendance is worth 40 points of your grade (1 point per day, starting from January 15th). Each student needs to present their name on Zoom, and I will take a screen shot at 12:52 pm during each class period. Students who fail to attend the class online before 12:52 pm or fail to present their name on Zoom will NOT receive attendance points. You also need to show your full face, not sit on bed, behave professionally.

Personal Information Sheet (5 points): The personal information sheet (provided as a separate document) is required to be finished by 11:59 pm on January 15th. The course is designed to be vibrant, collaborative, highly open and respect for opinions. This course contains multiple group discussions and presentations throughout the semester. The information sheet can not only help me know the students, but can also help me assign members with different ideologies into the same group.

): Students are required to post at Discussion Posts (3 points/week, total 3 x 14 = 42 points least 3 questions about the weekly readings on Canvas by Sunday midnight (11:59pm) EACH week. The questions will be addressed or used in the week’s lecture.

Spontaneous Quizzes (Uncertain): Quizzes will be given randomly during each week (mainly on Friday morning) depending on the content, direction, and participation of the class. In general, each quiz has no more than 10 questions and student will have at most 13 mins (time varies by the number of questions) to answer them. Each question in the quiz worth 1 point.

Syllabus Quiz (10 points): A brief quiz of the syllabus will be given out on Canvas to ensure students understand the rules and activities of the course. You may choose to finish the quiz at any time, but no later than January 19th 11:59 pm. The quiz will contain 10 questions about the syllabus, and you will have 13 minutes to finish the quiz.

Group Presentation (110 points): Students are required to give presentations on an assigned week with their group members. You and your group need to present a detailed summary (i.e., background, method, results) of ALL the required readings of that week. You and your group will also need to CRITICALLY evaluate those articles (i.e., strength, weakness, how it contributes to the field, spark new interest or contradict with your opinions, etc.). The group will need to generate 3 discussion questions related to the week’s topic to facilitate class discussions. The presentation will take place on Monday where each week’s new topic starts. The grading rubric is provided below.

Group Member Evaluation (10 points): After each group’s presentation, students will be asked to evaluate other members of the group and provide feedback or comment on their input to the presentation within a week. A detailed document providing instructions to the evaluation process will be provided as a separate document.

Brief Reflection Essay (60 points): This course will also consist of a reflection/argument essay of a 3-pages of text in length (following above assignment guideline and not including APA references and any figures/illustrations), written on a topic of your choice and covering any aspect of the course material. I will provide more details of this paper during the semester. 1. At least 50% of the content of your essay should be “bio” in content and related to the class materials (crime/violence/aggression/psychopath/ASP). You are free to make up your own project title but check with me to ensure its appropriateness. 2. Compare and contrast supporting and opposing literatures based on your argument. 3. Critical evaluation of your argument/topic by including counterarguments and your academic and professional oppositions. 4. Show future connections and/or legal implications. 5. At least 5 references in APA style (in text and reference list) with 3 of them from outside academic articles (meaning not included in the class readings)

The deadline for this brief essay is Friday April 2nd at 11:59 pm. However, I strongly advise you to think well ahead of time and complete/hand it in earlier.

***IMPORTANT*** I do not accept late assignments. Each submission is due by the end of the day, including the presentation PowerPoint. You are free to turn in any of the assignments early.

Group Presentation

The purpose of the presentation is for you to learn how to work with other people, summarize academic articles, develop critical thinking skills, problem solving skills, and your leadership.

Based on your top five interested topics, you and your group members will be assigned on a certain week (Monday) for presentation. If you have a schedule conflict, you are welcome to switch with another person, but you HAVE TO get my approval a week before. A table demonstrating division of labor is also required as part of the PowerPoint. Be sure to give credit when credits are due, and do not oversell/undersell group member’s contributions. Members who contribute less will be graded fewer points than those who contributed more. The PowerPoint need to include a title page, with a clear topic, group name, and the date of the presentation. Ideally, each PowerPoint slide should not exceed 30 words.

The PowerPoint needs to be uploaded to Canvas by Sunday 11:59 pm (depending on which week you are assigned). I will not be able to grade your presentation if your group failed to upload the PowerPoint on time. This PowerPoint, however, does not have to be the final product, as long as it is about 80~90% done. You can continue working on better versions of the presentation, and upload the latest versions onto Canvas. Suggestions: Here I provide some suggestions for the presentation assignment.

1. Decide on a group leader. Though it is not required, having a group leader can significantly help the preparation of the presentation. He/she will have to be someone that is responsible, can keep everyone in check, and be mindful of the requirements and due dates. He/she can be the only person that comes to me with the obstacles/questions that the group has encountered, instead of the entire group coming to see me (although if individuals have concerns about the group presentation, they can contact me). 2. Practice the presentation. Keep in mind that you only have about 20 minutes for the actual presentation (not counting the questioning segment). You do not want it to be too short or too long. Think about how long you need to answer other groups’ questions, plan ahead with your PowerPoint, and practice, practice, practice! Also, remember to proofread the content of the PowerPoint slides. 3. When in doubt, come talk to me. This does not only apply to the presentation, but also course work or exams. I am willing to go over briefly your PowerPoints before the actual presentation and give feedback on what I think are lacking or what can be improved.

PLEASE FOLLOW THE PRESENTATION RUBRIC STRICTLY!

GROUP PRESENTATION EVALUATION FORM Content Poor Fair Average Good Excellent

1. Clarity of content (title page with topic, 1 2 3 4 5 name of group, date, use PPT, etc.) 2. Summary of ALL readings (background, 0-3 4-6 7-9 10-12 13-15 methodology, findings, etc.) 3. Significance of readings (to field of 1 2 3 4 5 study, community, etc.) 4. Critical evaluation of readings (strength, 0-3 4-6 7-9 10-12 13-15 weakness, sparks, etc.) 5. Quality of content (less than 30 words per 1 2 3 4 5 slide, no distraction, use visual aids, etc.) 6. At least 3 thought-provoking questions 0-2 3-4 5-6 7-8 9-10 and respond to audience’s comments Organization 1. Appropriate use of media 1 2 3 4 5

Organization 4. Appropriate use of media 1 2 3 4 5

5. Smooth transitions between topics 1 2 3 4 5 6. Logical flow of sections/ideas 1 2 3 4 5

Delivery 1 2 3 4 5 6. Professional and confident 7. Engaged with audience 1 2 3 4 5

8. Clear voice with good pace 1 2 3 4 5

9. Command of language/avoiding jargon 1 2 3 4 5

10. Response to audience’s questions 1 2 3 4 5

th th 0-2 3-4 5-6 7-8 9-10 Reference list with APA 6 or 7 Edition Table showing division of labor 1 2 3 4 5 (preferred in detail) Total Score 110

Brief Essay

Your essay topic/argument has to be approved by February 24th at 5:00 pm. If your topic is not get approved by the deadline, there will be 5 points off for each day late penalty

The whole essay is due on Friday April 2nd at 11:59 pm.

PLEASE FOLLOW THE ESSAY RUBRIC STRICTLY!

Criteria Unsatisfactory - Developing Accomplished Exemplary Total Beginning Paper 0-3 points 4-5 points 6-8 points 9-10 points /10 Focus: Fails to identify a Identifies a research Identifies a relevant Identifies a relevant Purpose/ relevant research topic but may be too research topic and a research topic and a Position topic or is not broad in scope and/or thesis that provides thesis that provides Statement clearly defined the thesis is somewhat adequate direction for direction for the and/or the paper unclear and needs to be the paper with some paper that is engaging lacks focus developed further. degree of interest for and thought throughout. the reader. provoking Focal point is not consistently maintained The essay states the The essay clearly and throughout the paper. position, premise, or concisely states the hypothesis, and is the position, premise, or focal point of the paper hypothesis and is for the most part. consistently the focal point throughout the paper. Arguments 0-4 points 5-8 points 9-12 points 13-15 points /15 or Analysis Demonstrates a Demonstrates general Demonstrates an Demonstrates a lack of understanding with understanding and sophisticated understanding and limited critical analysis some critical analysis understanding and inadequate analysis of the research topic of the research topic careful, critical of the research and thesis (argument). and thesis (argument). analysis of the topic and thesis. research topic and Summarizes Adequately compares/ thesis (argument). Analysis is perspectives, contrasts perspectives, superficial based on opinions and counterarguments, or counterarguments, or Compares/contrasts preferences rather opposing positions. opposing positions perspectives, than critical considers counter analysis. But broader arguments or connections and/or opposing positions implications are not as thoroughly explored. And draws original and thoughtful conclusions with future implications. Evidence 0-4 points 5-8 points 9-12 points 13-15 points /15 (Sources) Lacks sufficient Provides some Provides essential, Provides compelling research sources to evidence to support the accurate evidence to and accurate evidence support the central central position with support the central to support in-depth position and/or, if only a few research position with the the central position included, are sources. required (5) research beyond the required generally not sources including 3 (5) research sources relevant, accurate, Some sources may not outside sources that are with at least 3 outside or reliable. be relevant, accurate, mostly relevant, sources. and reliable and/or accurate, and reliable. Contains numerous appropriately Research sources are factual mistakes, referenced and cited in Sources are referenced highly relevant, omissions, or the paper. and cited appropriately accurate, and reliable oversimplifications. throughout the paper and add to the for the most part (80%). strength of the paper; Sources, if and are effectively included, are not referenced and cited properly referenced throughout the paper. and cited in the paper.

ESSAY RUBRIC CONTINUED

Organization 0-3 points 4-5 points 6-8 points 9-10 points /10 Paper lacks Paper is somewhat Paper is adequately Paper is effectively logical organized, although organized. organized.

organization and occasionally ideas from impedes readers’ paragraph to paragraph Ideas are arranged Ideas are arranged comprehension of may not flow well reasonably with a logically, flow ideas. and/or connect to the progression of thought smoothly, with a central position or be from paragraph to strong progression of Central position clear as a whole. paragraph connecting thought from is rarely evident to the central position. paragraph to from paragraph May be missing a paragraph connecting to paragraph required component Includes required to the central and/or the paper and/or components may components (main position. is missing be less than complete. argument, body, multiple required conclusion, Reference Includes all required

components. List, etc.). components (main argument, body, conclusion, Reference List, etc.). Writing 0-3 points 4-5 points 6-8 points 9-10 points /10 Quality & Paper shows a Paper shows an average Paper shows above Paper is well written Adherence to below and/or casual writing average writing style and clear using APA Format average/poor style using standard and clarity in writing guidelines and Guidelines writing style English and following using standard English standard English lacking in APA guidelines. and following APA characterized by elements of guidelines. elements of a strong appropriate Some errors in spelling, writing style. standard English grammar, punctuation, Minor errors in

and following usage, and/or grammar, punctuation, Basically, free from proper APA formatting. spelling, usage, and/or grammar, guidelines. formatting. punctuation, spelling, usage, or formatting Frequent errors in errors. spelling, grammar, punctuation, spelling, usage, and/or formatting. Timeliness* Deduct 11 Deduct 10 points Deduct 5 points 0 points deducted /--- and Length points-overall of Paper Failing Paper is Paper is submitted 1-2 Paper is submitted Paper is submitted by (* unexcused submitted 2 days days after the deadline within 1 day (24 hours) the deadline and late) or more after the and/or is somewhat after the deadline and meets the required deadline and/or lacking (or exceeds) the meets the required length (3 pages for substantially required length. length (3 pages for the the body). lacks/exceeds the body). required length TOTAL POINTS (sum of 6 Criteria) /60

GRADING

Grades will be calculated on the following scale:

Percentage Grade Corresponding Grade Points 93-100% A 4.00 90-92% A- 3.67 87-89% B+ 3.33 83-86% B 3.00 80-82% B- 2.67 77-79% C+ 2.33 70-76% C 2.00 67-69% D+ 1.33 63-66% D 1.00 60-62% D- 0.67 >60% E 0.00

If you desire to convert your earned points into a percentage to determine course standing, you will need to take the number of earned points and divide by the total number of possible points. For example, if you earned a total of 330 points your grade is 330 /400 = .825 (82.5 which is a B).

You can also calculate your grade at any time during the course by taking the number of earned points up to that point of the course and divide by the total number of possible points at that particular time of the course. For example, if you have earned 150 points of 200 possible in the course, then your grade at that particular moment in the course is 150/200 = .75 (75 which is a C).

COURSE POLICIES

Makeup PolicieS StudentS with DiSabilitiES I understand that sometimes one's life sometimes Students requesting classroom accommodations must first interferes with one's ability to complete class register with the Dean of Students Office. The DOS will provide documentation to the student who must then provide requirements. If you have a legitimate reason for missing a class assignment (e.g., illness, death in the this documentation to the course coordinator, when requesting accommodation. http://www.dso.ufl.edu/drc/. You family), you will be allowed to make up what you missed IF you contact me immediately before/after should contact me and the Disability Resource Center as early in the semester as possible. The Disability Resource the missed assignment. If you miss a class Center is located in 001 Building 0020 (Reid Hall). Their discussion, we will come up with a mutually phone number is 352-392-8565. agreeable alternative assignment for you to complete.

Religious holidays are excused without CamPUS RESourcES documentation but must be discussed in advance. Part of examining professional development is examining

one’s own habits, goals, and growth. This may be emotionally

CourSe Evaluation difficult at times, and I encourage you to seek out campus

Students are expected to provide professional and resources for support. UF provides several different types of respectful feedback on the quality of instruction in resources: Counseling and Wellness Center: this course by completing course evaluations https://counseling.ufl.edu/ 352-392-1575 online via GatorEvals. Guidance on how to give Student Health Care Center: https://shcc.ufl.edu/ 352-392-1161 UF Police Department Office of Victim feedback in a professional and respectful manner is Services: http://www.police.ufl.edu/victim-services/ available at http://gatorevals.aa.ufl.edu/students/. Dean of Students Office – emergency response team: Students will be notified when the evaluation https://www.dso.ufl.edu/home/about/emergency_response period opens and can complete evaluations through U Matter, We Care can also help students, staff, or the email they receive from GatorEvals, in their faculty in distress. You can reach them via email at Canvas course menu under GatorEvals, or via [email protected] or https://ufl.bluera.com/ufl/. Summaries of course phone 352-392-1575. If you find yourself concerned about a evaluation results are available to students at fellow student, you can notify U Matter, We Care, and they will https://gatorevals.aa.ufl.edu/public-results/. reach out to the student.

Academic MiSConduct Civility UF Students are bound by the Honor Pledge which Please remember that as members of this class and states “We the members of the University of Florida university, we are members of a larger learning community community, pledge to hold ourselves and our peers where excellence is achieved through civility. Our actions affect everyone in our community. Everyone is to be to the highest standards of honor and integrity by abiding by the honor code. On all work submitted respectful of others regardless of gender, age, race, culture, religion, or sexual orientation. for credit by students at the University of Florida, Additionally, it is expected that you will be considerate of the following pledge is either required or implied: your classmates and refrain from disruptive behavior. “On my honor, I have neither given nor received unauthorized aid in doing this assignment.” AdminiStrative Information This syllabus is provided for your information and may For this course, all work is to be completed change as deemed necessary, especially to accommodate guest speakers. You are responsible for learning all the individually unless otherwise specified. If you have material contained in the syllabus as well as any questions about the honor code or what constitutes a violation, please consult with your instructor. modifications that are made to the syllabus during class time. https://sccr.dso.ufl.edu/policies/student-honor- All changes to the syllabus will be announced and emailed to code- student-conduct-code/ you. If you have any questions about the syllabus or course requirements, please feel free to contact me. A proposed

semester schedule appears below, and any changes will be updated on canvas and announced in class.

COVID-19 Statements

Virtual Class Statement

Our class sessions may be audio-visually recorded for students in the class to refer back and for enrolled students who are unable to attend live. Students who participate with their camera engaged or utilize a profile image are agreeing to have their video or image recorded. If you are unwilling to consent to have your profile or video image recorded, be sure to keep your camera off and do not use a profile image. Likewise, students who un-mute during class and participate verbally are agreeing to have their voices recorded. If you are not willing to consent to have your voice recorded during class, you will need to keep your mute button activated and communicate exclusively using the "chat" feature, which allows students to type questions and comments live. The chat will not be recorded or shared.

As in all courses, unauthorized recording and unauthorized sharing of recorded materials is prohibited.

CLAS Zoom Presence Policy

Participation in our class is fundamental since improving oral conversation skills is a key objective of the course. Thus, students are required to have their cameras on from start to finish during our classes on Zoom. A default setting for our sessions in Zoom is that participants will be muted when they enter, so you will unmute yourself when you comment orally during our whole-group conversations and when you are in small groups. Your instructor may also ask students to reply in the chat box for specific activities.

Oral comments on camera and written comments in the chat box are considered activities for participation. If you have technical issues, please immediately consult UF IT Help to resolve them and then contact your instructor. Zoom sessions will not be recorded by the instructor and may not be recorded by students. As in

all courses, unauthorized recording and unauthorized sharing of recorded material is prohibited.

Disclaimer

This syllabus represents my current plans and objectives. As we go through the semester, those plans may need to change to enhance the class learning opportunity. Such changes, communicated clearly, are not unusual and should be expected. Updated versions of the syllabus will be uploaded to Canvas and announced in-class.

COURSE SCHEDULE

tentative

Week Date Class Agenda Readings DO or Due for class 1 01-11 1) Introduction to course • Required readings on Canvas 1) Weekly Discussion 01-13 2) Syllabus explanation • 1. Syllabus questions Wednesday 01-15 3) Students’ introduction • 2. Portnoy, 2020 midnight at 11:59pm • 3. Rocque & Posick, 2017 4) Introduction to 2) Personal information biopsychosocial sheet due 15th 11:59 pm criminology

2 01-20 Discussion of biosocial • Raine: Chapter 1 (book) • Weekly Discussion 01-22 criminology • Required Readings on Canvas questions due Monday th • 1. Glenn et al., 2011 (19 ) midnight at • 2. Buss & Shackelford, 1997 11:59pm (Evolutionary th Psychology) • Optional: Jones, 2008; Rocque • Syllabus quiz due 19 et al., 2012 11:59 pm

3 01-25 Genetics • Raine: Chapter 2 • Weekly Discussion 01-27 (Molecular and Behavioral • Required Readings on Canvas questions due Sunday 01-29 Genetics) • 1. Kim-Cohen et al., 2006 midnight at 11:59pm • 2. Lu & Menard, 2017 • 3. Beaver et al., 2018 • Group Discussion:

• 4. Caspi et al., 2002

• Optional: Vassos et al., 2013; Beaver, Schutt, et al., 2009; Beaver et al., 2010

4 02-01 Brain imaging 1: Structure • Raine: Chapter 5 • Weekly Discussion 02-03 (neuroscience) • Required Readings on Canvas questions due Sunday 02-05 • 1. Raine, 2002 – Brain Imaging midnight at 11:59pm section, pp. 319 • 2. Fairchild et al., 2011 • Group Discussion: • 3. Hanson et al., 2015 • 4. Raine et al., 2010

• Optional: Raine et al., 2012

5 02-08 Brain imaging 2: function • Raine: Chapter 3 • Weekly Discussion 02-10 (neuroscience) • Required Readings on Canvas questions due Sunday 02-12 • 1. Steinberg, 2008 midnight at 11:59pm • 2. Viding et al., 2012 • 3. Meldrum et al., 2018 • Group Discussion: • 4. Raine & Yang, 2006

• Optional: Cauffman et al., 2006 6 02-15 Hormones and • Required Readings on Canvas • Weekly Discussion 02-17 Neurotransmitters • 1. Cooke et al., 2020 questions due Sunday 02-19 (neurochemistry) • 2. Van Goozen et al., 2008 midnight at 11:59pm • 3. Raine, 2002 – Hormone and Neurotransmitter & Toxins • Group Discussion: section, pp. 321-322 • 4. Glenn et al., 2011

• Optional: Ellis, 2017

7 02-22 Neuropsychology & • Raine: Chapter 4 & 5 • Weekly Discussion 02-24 Psychophysiology • Required Readings on Canvas questions due Sunday 02-26 • 1. Latvala et al., 2015 midnight at 11:59pm • 2. Umbach et al., 2018 • 3. Raine, 2002 – • Group Discussion: Neuropsychology and Neurology section, pp. 320- 321 • 4. Gao et al., 2010

• Optional: Beaver et al., 2007; Moffitt, 1990; Fagan et al., 2017

8 03-01 Lie Detection • Raine: see index • Weekly Discussion 03-03 (Forensic Psychology) • Required Readings on Canvas questions due Sunday 03-05 • 1. Farah et al., 2014 midnight at 11:59pm • 2. McCabe et al., 2011 • 3. Yang et al., 2005 • Group Discussion: • 4. Glenn et al., 2017

9 03-08 Crime and Mental Illness • Raine: see index • Weekly Discussion 03-10 (Psychiatry & Clinical • Required Readings on Canvas questions due Sunday 03-12 Psychology) • 1. Coid et al., 2013 midnight at 11:59pm • 2. Raine et al., 2011 • 3. Fazel et al., 2009 • Group Discussion: • 4. Pozzo et al., 2018 • 5. Moore et al., 2017

• Optional: Metzl & MacLeish, 2015; Choe et al., 2008; Teplin et al., 2005; Allely et al., 2017; Torrey, 2015

10 03-15 Psychopaths • Raine: see index • Weekly Discussion 03-17 (clinical neuroscience) • Required Readings on Canvas questions due Sunday 03-19 • 1. Reidy et al., 2015 midnight at 11:59pm • 2. Gao, Raine, et al., 2010 • 3. Gao & Raine, 2010 • Group Discussion: • 4. Anderson & Kiehl, 2014

• Optional: Skeem et al., 2011; Pfabigan et al., 2015; Gao et al., 2012; Yang et al., 2005; Calzada-Reyes et al., 2013; Glenn & Raine, 2008 11 03-22 Female Crime & Pedophilia • Required Readings on Canvas • Weekly Discussion • 1. Myers et al., 2005 questions due Sunday 03-24 (Guest Lecture!) • 2. Berryessa, 2014 midnight at 11:59pm (no class) • More readings and activity • Group Discussion: coming soon~ 03-26

12 03-29 Health Factors • Raine: Chapter 6 & 7 • Weekly Discussion 03-31 (Obstetrics, Nutrition, • Required Readings on Canvas questions due Sunday 04-02 Pediatrics, Environmental • 1. Vaske, et al., 2015 midnight at 11:59pm Studies, Toxicology) • 2. Raine, Cheney, et al., 2016 • Group Discussion: • 3. Bushman et al., 2014 • 4. Umbach et al., 2017 • Brief essay due April • 5. Wasserman et al., 1998 2nd at 11:59 pm

• Optional: Benton, 2008; Murray et al., 2014; Raine, 2002 – Obstetrics Factors section, pp. 316-319; Kamphuis et al., 2012; Barker et al., 2016; Krizan & Herlache, 2016; Desrochers- Couture et al., 2019

13 04-05 If necessary, health factors • Raine: Chapter 9 • Weekly Discussion 04-07 topic continues • Required Readings on Canvas questions due Sunday 04-09 • 1. Zajac et al., 2015 midnight at 11:59pm Intervention & Prevention • 2. Raine et al., 2015 • 3. Bilukha et al., 2005 • Group Discussion: • 4. Bethell et al., 2016

• Optional: Weisburd et al., 2017; Batra et al., 2017; Henggeler, 2017; Sonuga- Barke, 2015; Feder et al., 2018; Gillions et al., 2019; Greenwood, 2004

14 04-12 If necessary, intervention & • Raine: Chapter 10 • Weekly Discussion 04-14 prevention topic continues • Required Readings on Canvas questions due Sunday 04-16 • 1. Glenn & Raine, 2014 midnight at 11:59pm Ethics and Law • 2. Farah & Hook, 2013 (Neuroethics and neurolaw) • 3. Greene & Cahill, 2012 • Group Discussion: • 4. LaDuke et al., 2018

• Optional: Gordon & Greene, 2017; Mowle et al. 2016; Morse, 2015; Greely & Farahany, 2019

15 04-19 Ethics and Law • Raine: Chapter 11 • Weekly Discussion 04-21 (Neuroethics and neurolaw) • Required Readings on Canvas questions due Sunday • 1. Appelbaum et al., 2015 midnight at 11:59pm

• 2. Schweitzer et al., 2013