NU 700: Knowledge for Nursing Practice
Knowledge-to-Action Part 1: Intervention
It is always good to start a paper with a grabbing statistic (with citation) or statement regarding the topic (the problem which was identified in your article from Week 4) to capture the attention of the reader. Provide a sentence or two discussing the professional nurses’ role in using evidence from the literature to address a practice problem. End the introduction paragraph with a purpose or thesis statement as your last sentence of the paragraph to introduce the main points/sections of your paper. Example: The purpose of this paper is to… discuss a clinical practice problem and provide a literature summary of an evidence-based intervention to address this problem my clinical practice setting.
TIP: (be more specific using the problem you have identified and your clinical setting (home health, hospital, hospice, etc) when creating the purpose statement). **It is ok in APA 7th edition to say I, me, my.
Practice Problem Overview
Provide the name of the Unit 4 article and be sure that you are providing appropriate citations. Clearly identify and state the overarching problem within this article’s practice setting (Ex: The clinical practice problem identified within the article is…….). Provide an overview of the information contained within the selected article that supports the existence and significance of the problem. Including information such as participants/setting of the article and data or statistics adds credibility to the significance of the problem. A problem needs to be a real problem, or it is not worth addressing-prove there is a real problem. This section is only about a problem, not a diagnosis or an intervention.
**TIP: Only provide info from the initially selected article from Unit 4 and edits as suggested by the faculty.
Literature Review: Potential Intervention
Search current literature about the clinical practice problem and interventions that address the Unit 4 problem. Select ONE intervention that would be the best option to address the problem in YOUR CURRENT clinical practice setting (ex: Family Practice Clinic). Provide a sentence or two to explain what the intervention is. Then develop a literature review of the intervention, synthesizing three (3) sources of scholarly literature. The literature review should ideally compare/contrast all 3 articles.
These are some ways you can write the literature review within the narrative to capture all significant elements of a review. Compare and contrast the following components using linking words (like similarly, alternatively, like, in contrast, in comparison): Purpose of the Study, Settings/Participants or Population, Level of Evidence, Relevant Data, Statistics, or Themes, Outcomes/Findings, and Limitations or Gaps in the Research. You are wanting to show how each study compares to the others in the review (alike and differently) but how all come to the same conclusion which is that the intervention could address the clinical problem.
This is NOT a summary of individual articles and their findings on an intervention. It is the SYNTHESIS of all the articles into one literature review.
Example Literature Review: Simulation
*Note how this begins with a description of the intervention
Due to the multifaceted nature of healthcare, new nurses must be ready upon graduation to enter the workforce with well-developed clinical judgement, self-confidence, and psychomotor skills. Simulation-based learning is a pedagogical approach that exposes students to real-world scenarios at differing levels of difficulty to provide the opportunity for knowledge and clinical skills application and reflective learning in a psychologically safe environment (National Council of State Boards of Nursing, 2019). Three evidence-based articles are represented in this literature review to support the intervention of simulation-based learning in nursing education.
Ahn and Kim (2019) found in a quasi-experimental study of 69 participants that simulation improved learning outcomes and self-confidence by 26% when perception of the simulation scenario was viewed positively. Likewise, Kaddoura (2020) found in systematic review of literature from the past 10 years, that the safe learning environment of simulation contributes to nursing students’ critical thinking and confidence. Like Kaddoura (2020), Fisher and King (2017) conducted a qualitative survey of 25 senior nursing students and found themes to support that simulation improved the transfer of theoretical knowledge to clinical, enhanced confidence levels, and expanded clinical competencies necessary as a practice-ready nurse.
Go into more depth about the settings, participants, types of studies conducted, any data/analysis, and outcomes. This discussion should be approximately 3 paragraphs that compare and contrast the literature in this way regarding a single intervention and its efficacy in addressing a clinical practice problem like the one found in Unit 4.
End this section with your thoughts and why you believe it is the best one for YOUR clinical practice setting based on the literature review. It is acceptable in APA 7th edition to use I, me, my pronouns.
Simulation is the best evidence-based intervention to address the practice problem in my clinical setting of prelicensure nursing education. Simulation scenarios can bridge the theory to practice gap often seen in students early in their nursing educational experience. Clinical simulation is linked to improvement in critical thinking skills in a safe learning environment (Smith et al., 2019). Students can gain confidence while learning without negative consequences to themselves or physical risks to patient that could result from an error in judgment using this evidence-based intervention.
*TIP: Review these videos to help with developing a literature review.
https://www.youtube.com/watch?v=Vc_Yu_61Ymg
https://www.youtube.com/watch?v=kW6Uzn-8uMI
Conclusion
Bring the reader back to the main topic of this paper which is the professional nurses’ role in using evidence from the literature to address a practice problem. Add your thoughts on the significance of the evidence-based intervention in addressing your identified problem. You should also restate or rephrase your purpose/thesis statement. In a conclusion, you should NOT add new ideas or new information, rather summarize and reflect on key elements of the paper. You can end the conclusion by clarifying the intent and importance of the paper for the reader (Ex: why was this paper important to healthcare)?
***Bonus Tip: While there is no specific page requirement, an in-depth review of the clinical practice problem and supporting literature, along with the introduction & conclusion sections is suggested to be no less than 3 pages. With title and reference pages, a total of 5 pages minimum is suggested.
References
Make sure to include functioning doi/url links for retrieval that take the reader to the full article.
This paper should be supported by no less than 4 scholarly sources with citations/references.
Week 4 Essay Reflection
Task: Choose one of your formal papers, either the Six-Source Essay or the Multi-
Source Essay/Literature Review, and write a reflection on the essay in terms of
both process and product.
Length: 500 words (2 double-spaced pages)
Format: APA 7
Point of view for Week 4 Essay Reflection: The essay reflection will be written in the first person point of view.
The reflective essay is an opportunity for writers to critically assess the progress
they have made in thinking, researching, and writing about a chosen topic.
Writing a reflective essay allows a writer to tell the unique story of how a topic
idea, cultivated through research, grew into a paper. It is a chance to think in a
sustained way about the context, objectives, and process of a writing project.
Remember to talk specifically about choices you made regarding summarizing and
synthesizing sources in your paper. Use examples from your paper to help your readers
to understand your process.
Here are some questions that will help you to prepare for a reflective paper:
Context:
●What was the purpose of the essay? Do I think I achieved that purpose?
● What do research sources say about my chosen topic? Did the research say
different things than I expected it to say?
●How did the readers react to the paper? What was interesting, surprising,
or difficult about the reactions to the paper?
Objectives of Week 4 Essay Reflection:
●What are my learning goals for the course? How did researching and writing
the essay help me to further those goals? What obstacles presented
themselves that hindered my progress towards those goals?
●What ideas did I have about my topic when I began? How did the research
sources affect those ideas? Did my ideas change as a result of the
thinking, researching, and writing process?
●Did researchers from different fields report different findings on the topic?
What information did I want readers to have as a result of reading the
paper? What information do I want readers to have now?
Process:
What was my experience in researching the topic?
What was my experience in writing the paper?
How did I synthesize sources in the papers? What specific choices did I make?
What challenges did I face as I did the work? What successes did I
achieve? How did I respond to these challenges and successes?
How did responses from other readers and writers change my process?
To receive additional labor points, incorporate at least 3 quotes and APA
citations from your research into this reflection.
Helpful Resources:
How to write a Week 4 Essay Reflection paper.” (2021). How to guide. Trent University.
https://www.trentu.ca/academicskills/how-guides/how-write-university/how-approach-any-assign
ment/how-write-reflection-paper
As part of your reflection, consider how your thinking and writing evolved during this assignment. If you chose to use AI at any stage—such as brainstorming, organizing, revising, or clarifying your ideas—explain how you used it and why. You might describe how AI helped generate ideas or rephrase confusing parts of your draft, how it offered alternative ways to structure or approach the essay, or how its feedback compared with comments from your instructor or peers. If AI suggestions differed from human feedback, which did you find more helpful, and why? You are also encouraged to reflect on the experience of using AI itself: Did it support your learning or raise new questions for you? If you did not use AI, discuss that decision—what motivated it, and how did it affect your writing process? Regardless of your choice, focus on how your decisions shaped your growth as a writer and thinker.
As part of your reflection, consider how your thinking and writing evolved during this assignment. If you chose to use AI at any stage—such as brainstorming, organizing, revising, or clarifying your ideas—explain how you used it and why. You might describe how AI helped generate ideas or rephrase confusing parts of your draft, how it offered alternative ways to structure or approach the essay, or how its feedback compared with comments from your instructor or peers. If AI suggestions differed from human feedback, which did you find more helpful, and why? You are also encouraged to reflect on the experience of using AI itself: Did it support your learning or raise new questions for you? If you did not use AI, discuss that decision—what motivated it, and how did it affect your writing process? Regardless of your choice, focus on how your decisions shaped your growth as a writer and thinker.
Remember to acknowledge and describe any use of A.I. or LLMS in your Reflection.
Program Evaluation Proposal: PE Week 6 Discussion
To prepare for Program Evaluation Discussion
- Review Chapter 9 from your course text listed in this week’s Learning Resources.
- Review the articles in the Learning Resources that provide examples of use of single-group designs.
Post your comprehensive response to each of the following:
- Briefly restate the purpose of your team’s program evaluation RFP.
- Describe a situation for which a single-group design might be considered for an evaluation of the general program situation of your RFP (e.g., school anti-bullying program). Why might it be appropriate in this situation? Explain.
- Given your example, explain the strengths and limitations of a single-group design for use in this evaluation.
- Would you choose a posttest only or pretest-posttest design? Why?
- How would you try to deal with threats to internal validity as part of your planning?
Program Evaluation Proposal Template
(Complete for team evaluation project. See due dates within.)
Introduction
Evaluation Goal
The purpose of this evaluation is to seek an evaluation of the impact of sexual harassment training on the college community at large with regard to intervention by peers. Sexual harassment is a significant problem in academia, particularly for women, who are more likely to experience it. Victims of sexual harassment are often reluctant to report incidents, and peers who witness or hear about such harassment are unlikely to intervene directly or offer support, potentially due to negative responses from other peers. (Bonar et al., 2023). Universities are legally required to have policies and procedures in place to protect students and address sexual harassment.
By addressing sexual harassment issues at ABC University, the campus has offered face-to-face training over the past 10 years, during which students can participate voluntarily. The second part of the training focuses on bystander intervention. Similar to a study conducted by Abrams, Foster & Fullagar (2018), the training specifically targets attitudes, beliefs, and norms that influence the actions of victims. The model of bystander intervention is based on the Bowes-Sperry & O’Leary-Kelly model (2005), which focuses on observers of sexual harassment. By training students in bystander intervention strategies for both victims and witnesses, the university aims to encourage positive actions and reduce negative responses that currently deter victims from reporting incidents or seeking help from their peers. The overall goal is to promote a more supportive environment where peers are empowered to take positive actions to help victims of sexual harassment on campus, creating a safer atmosphere not only within the campus but also in the community.
Evaluators
Table 1: Evaluation Team
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Responsibilities |
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Evaluation advisory or advisory group
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Section I: Stakeholder Assessment
Stakeholders
The stakeholders for this program include a broad range of individuals and groups who play a role in shaping campus safety and culture at ABC University. At the center is the Office of the President, which commissioned the evaluation and is responsible for overseeing the university’s compliance with policies related to sexual harassment. The student body is another primary stakeholder group, encompassing undergraduates, graduate students, and doctoral students who may participate in the training, complete the annual Campus Climate Survey, or be directly affected as victims, observers, or peers in incidents of harassment. The Counseling Center is also critical, as it designs and delivers the two-part training sessions that address both victim responses and bystander intervention strategies (Abrams, 2018; Bowes-Sperry & O’Leary-Kelly, 2005). Faculty and staff, though not the primary participants in the training, influence the overall climate through their interactions with students and their adherence to institutional policies (Cantalupo & Kidder, 2018). External stakeholders, including parents and prospective students, indirectly benefit from a safe and supportive campus environment, while community partners and the wider academic community have an interest in the university maintaining its reputation for equity and student well-being.
Roles of Stakeholders
Each of these groups plays a distinct role in the program. The Office of the President coordinates access to records, surveys, and relevant personnel while ensuring confidentiality and ethical standards are upheld. Students serve as both the beneficiaries of training and as key data sources, offering first-hand perspectives through survey responses and potential follow-up interviews. Counseling Center staff act as implementers and informants, providing insight into how training is conducted and perceived (Foster & Fullagar, 2018). Faculty and staff contribute by modeling appropriate responses to harassment and reinforcing the policies introduced in student training (Clancy et al., 2014). External audiences, while less directly engaged, influence the program through expectations for accountability and by shaping how the university is perceived as a safe environment for learning (Wood et al., 2017).
Engagement Plan
Engaging stakeholders is an essential part of this evaluation. The Office of the President will serve as the primary liaison, coordinating approved contacts and supporting requests for data. Students will be engaged through the Campus Climate Survey, which provides anonymous feedback about their experiences and perceptions, as well as through targeted interviews with those who completed the training. Trainers from the Counseling Center will also be interviewed to better understand program implementation and challenges in delivery. Faculty and staff may be consulted to provide additional perspectives on campus norms and peer response (Orchowski & Gidycz, 2015). This approach ensures that engagement captures both leadership perspectives and the lived experiences of students, creating a more complete and balanced evaluation of the program.
Table 2: Stakeholder Assessment and Engagement Plan
| Stakeholder Category |
Interest or Perspective |
Role in the Evaluation |
How and When to Engage |
| Contractor for evaluation services |
They prioritize methodlogical rigor/they take an objective, evidence first view point |
Independently designs and conducts program evaluations |
From planning to closeout |
| Program administrators |
System level risk and evidence-oriented view focused on accountability and long term impact |
Design, fund, govern set performance standards |
They engage throughout the life cycle. From needs assessments to monitoring and audits |
| Program providers |
Focused view on client access service fidelity and operational realities |
Operationalize the model by delivering services managing staff and logistics and ensuring day to day quality |
They engage at implementation/ intake, service delivery, data collection and reporting to administrators |
| Program recipients |
Through lived experiences/ they want accessible , respectful and culturally responsive services |
The individuals or communities that receive the services |
Through enrollment, participation in services and follow up assessments. |
| Other interested parties |
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Introduction and Section I due by end of Week 4.
Section II: Background and Description of the Program; Program Logic Model
General Description
· Provide a general description of the program/project to be evaluated.
Need to Be Addressed
· Identify the specific problem to be addressed by the program activities and provide justification of that need.
Context
· Within what context is the program operating (i.e., setting; any environmental factors that may positively or negatively affect the initiative)?
Target Population
· Who is the target population of this program?
Objectives
· What are the objectives of the program/project? (Answer the questions for each of the S.M.A.R.T. criteria and guidelines as follows):
1. Specific. What is to be done for this project? How will you know if it is being done? How will you know when it is finished? Describe the expected results and end product of the work to be done, overall or in phases. Make your descriptions of the activities and outcomes in terms of observables: that is, that which can be observed by an external party.
2. Measurable. What is to be measured and how? How will you know if the program activities meet expectations that were preset, such as goals for quantity, quality, frequency, costs, and deadlines? To what extent can the outcome be measured against some standard of comparison? If qualitative, how will you know?
3. Achievable. Is the program plan doable? By the persons indicated, in terms of their knowledge, capability, availability, motivation? In the time planned? With the available resources, etc.?
4. Relevant. Should the program be carried out? Why? What will be the impact?
5. Time-oriented. When will the objective be met—for the program, for the evaluation? Is there one end point, or are there several milestones or checkpoints along the way as the program continues?
For an example, see:
Wayne State University. (n.d.). Wayne LEADS: S.M.A.R.T. objectives worksheet example. Retrieved February 26, 2019, from https://hr.wayne.edu/leads/phase1/smartobjworksheetexample.pdf
Stage of Program Development
· In which stage is this program at present: planning, implementation, or mature phase of program? Provide some details.
Logic Model
Resources/Inputs (What resources are available to the program in terms of staff, money, space, time, and partnerships?)
Activities (What activities are being undertaken or planned to achieve the outcomes?)
Outputs (What services and products from the activities will be produced by your staff?)
Outcomes (What are the program’s intended outcomes in the short-term, mid-term, or long-term?)
Table 3: Program Description
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Outputs |
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Section II due by end of Week 6.
Section III: Design of the Evaluation
Stakeholder Needs
· Who will use the evaluation findings?
· How will the findings be used?
· What do stakeholders need to learn from the evaluation?
Evaluation Questions
· What are your evaluation questions? Include process-driven or outcome-driven evaluation questions.
· What do you want to learn from the evaluation?
Evaluation Design
· Specify the evaluation model you are planning (see Chapter 2 in your course text).
· Specify the methodology you are planning (see chapters on various methodologies in your course text).
· Specify procedures for the evaluation. (Use Table 4 to summarize information for the following questions: What is the evaluation question to be asked and answered? What information will you be seeking/using? What measurement tool/method will you be using? When will the information be collected, from whom, how will it be collected, and by whom?)
Table 4: Evaluation Design
| Evaluation Question |
Data/information to Be Collected (or available) |
Measure |
When Collected |
From Whom |
Method of Collection |
Collected by Whom |
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Analysis
· What method(s) will you use to analyze your data in order to answer the evaluation questions (quantitative or qualitative techniques)?
· Consider Table 4 to summarize if you have several questions and/or sources of data.
Section III due by end of Week 8.
Section IV: Evaluation
Evaluation Standards
· Does your evaluation design address the following standards for effective evaluation?
· Utility
· Feasibility
· Propriety
· Accuracy
After you have collected and analyzed your data:
Interpretation
· Whom will you involve in drawing, interpreting, and justifying conclusions?
· What are your plans to involve them in this process?
Dissemination
· Who is your audience(s)?
· What medium/media do you plan to use to disseminate the evaluation findings to your audience(s)?
· Do you have written permission from your client/stakeholder or other relevant authorizing entities to disseminate information about the evaluation and/or findings to these audiences, through these means?
Use
· Will you also be involved beyond evaluation in use of evaluation findings? If so, what are your plans for using evaluation findings?
· How, where, and when will the findings be used?
· Who will implement these findings?
· How will you monitor your implementation plan?
Section IV due by end of Week 9.
Final Section: Executive Summary PowerPoint
· Executive Summary of the proposed evaluation; include the following key information in this abstract-like narrative:
· Names of evaluation team members (any specific roles for specific members of the team, or all shared?)
· Who requested the evaluation (internal or external evaluation; if external, funding source)
· Program/project type and name
· Problem/need addressed by the program/project
· Population targeted/affected
· Objectives of the program/project to be evaluated
· Key activities of the program/project to be evaluated
· Providers of program/project activities
· Evaluation questions
· Evaluation design to answer the evaluation questions
Create your Executive Summary in PowerPoint.
Executive Summary Program Evaluation PowerPoint Assignment due by end of Week 10.
Presentations will take place in Weeks 10 and 11.
References
Abrams, Z. (2018). Sexual harassment on campus. Monitor on Psychology, 49(5), 68. https://www.apa.org/monitor/2018/05/sexual-harassment
Bonar, E. E., DeGue, S., Abbey, A., Coker, A. L., Lindquist, C. H., McCauley, H. L., Miller, E., Senn, C. Y., Thompson, M. P., Ngo, Q. M., Cunningham, R. M., & Walton, M. A. (2022). Prevention of sexual violence among college students: Current challenges and future directions. Journal of American college health : J of ACH, 70(2), 575–588. https://doi.org/10.1080/07448481.2020.1757681
Bowes-Sperry, L., & O’Leary-Kelly, A. M. (2005). To act or not to act: The dilemma faced by sexual harassment observers. Academy of Management Review, 30(2), 288–306. https://doi.org/10.5465/amr.2005.16387886
Cantalupo, N. C., & Kidder, W. C. (2018). A systematic look at a serial problem: Sexual harassment of students by university faculty. Utah Law Review, 2018(3), 671–786.
Clancy, K. B. H., Nelson, R. G., Rutherford, J. N., & Hinde, K. (2014). Survey of academic field experiences (SAFE): Trainees report harassment and assault. PLoS One, 9(7), e102172. https://doi.org/10.1371/journal.pone.0102172
Foster, P. J., & Fullagar, C. J. (2018). Why don’t we report sexual harassment? An application of planned behavior. Basic and Applied Social Psychology, 40(3), 148–160. https://doi.org/10.1080/01973533.2018.1463226
Orchowski, L. M., & Gidycz, C. A. (2015). Peer responses to sexual harassment: The role of gender, shame, and guilt. Violence Against Women, 21(4), 550–573. https://doi.org/10.1177/1077801215573335
Wood, L., Sulley, C., Kammer-Kerwick, M., Follingstad, D., & Busch-Armendariz, N. (2017). Climate surveys: An inventory of understanding sexual assault and other crimes of interpersonal violence at institutions of higher education. Violence Against Women, 23(10), 1249–1267. https://doi.org/10.1177/1077801216657897
FPSY 8400: Advanced Issues in Forensic Psychology
Offender Interview Role Play Instructions
Instructions: Using the template below as a guide, craft interview questions for your interactive interview assignment. Questions must be asked in the order of bulleted topics presented. Please craft only one question per bullet point. As your questions must be original, do not reuse or reword the sample questions provided below. Your completed interview questions will be added as an appendix to your Forensic Report Template. Case Scenario: Audrey has been charged with three counts of premeditated murder. As defense counsel is preparing for trial, he has retained you interview her to gather information about her psychological status in order to build his case. He tells you that she is friendly, but guarded and less than forthcoming with sharing details about her life. He also informs you that she can shift from flat to bubbly and seems not to care that she is facing the death penalty. You are not conducting any assessments, but rather simply a structured interview to get an understanding of her version of events, as well as personality traits to report back to defense counsel. History: Audrey, a 22-year-old female, was raised in foster care after being removed from her single father’s care at the age of 3. There is no known history of Audrey’s mother and CPS records are sealed; however, her removal to foster care was reportedly secondary to severe maltreatment and neglect. While in foster care, Audrey was moved to eight different homes for reasons ranging from harming foster siblings, attacking a foster parent, expulsion from school, to running away. When Audrey aged out of the system, she sought out her biological father and learned that he had long ago passed away. With no other means of support, Audrey soon began seeking relationships with married, older men. In demand for money to survive, Audrey would threaten to tell the wife of her affair with the married man, if he did not pay. This scheme worked well until Audrey met 50-year-old Billy Joe and the two formed a connection. For two years, the pair carried on an affair and grew close. When Audrey demanded more of Billy Joe and forced him to make a final decision, he refused to leave his wife, Leigh, and their children. Feeling rejected and abandoned, Audrey located Billy Joe’s residence and laid in wait in a car parked down the road. Knowing his work schedule, Audrey waited until he left and then knocked on the door. Hysterically acting as if someone was chasing her, she begged for Leigh to give her immediate shelter. Leigh let her in the immediate foyer area for “protection,” and began to dial 911. Audrey pulled a knife from her waistband and stabbed Leigh 47 times, 40 of which were directly into Leigh’s heart. Hearing their mother scream, the children came running into the foyer. Audrey was able to catch Leigh’s daughter by the arm as she attempted to flee, but then sliced the child’s throat in a single fatal slash. Hiding behind a hall tree, Audrey coaxed Leigh’s son out with the promise of taking him to see his father, Billy Joe. As the child timidly came out, Audrey stabbed the child through the skull in a devastating, fatal blow just as law
This exploration is vital for anyone studying FPSY 8400 and aiming for a career in forensic psychology.
Utilizing strategies from FPSY 8400, you can enhance your understanding of criminal psychology.
Practical applications from FPSY 8400 will allow you to refine your interviewing techniques.
By engaging with content from FPSY 8400, you will learn to navigate difficult interview scenarios.
FPSY 8400 encourages you to explore ethical considerations when dealing with offenders.
Your coursework in FPSY 8400 will cover the implications of such criminal behavior.
This case study is essential for FPSY 8400, as it highlights the importance of assessing psychological states.
In FPSY 8400, understanding the motives behind audacious crimes can enhance your forensic interviewing skills.
FPSY 8400 provides crucial insights into the complex dynamics of forensic psychology.
As part of your learning in FPSY 8400, consider the psychological profile of offenders like Audrey in depth.
FPSY 8400: Advanced Issues in Forensic Psychology Week 6: Offender Interview Role Play Instructions
© 2025 Walden University, LLC 2
enforcement come onto the scene. When detained, Audrey laughed and uttered, “I guess he’s finally mine now. Can you tell him I love him and to call me?”
Offender Interview Questions Template
• Have the accused explain her current legal entanglement (e.g., why is she here, what is she accused of, prompt her to provide details of her offense, etc.).
• Have Audrey discuss her history of enticing and blackmailing men into subversion and compliance (e.g., what prompted her to create this plan, why did she intentionally select married men, inquire about her remorse for playing party to damaging a marriage, etc.).
• Inquire as to why and how Audrey devised the plan to murder Leigh.
• Explore Audrey’s thoughts on facing the death penalty.
- View interviews of psychopaths and sociopaths in Learning Resources
- Review the “Characteristics of Psychopaths and Sociopaths” document in the Learning Resources.
- Review the “Offender Interview Role Play Instructions.” (Note: For the interview, you assumed the role of a forensic interviewer conducting a live interview with an offender actor who assumed the role of either a psychopath or sociopath).
- Review the Offender Interview Questions Template provided in the “Offender Interview Role Play Instructions” you used as a guide to craft interview questions for your Week 5 simulated, role play interview.
- During the live interview with the offender, you considered the following:
- Is the offender a sociopath or psychopath and why do you think so?
- What specific considerations need to be made when interviewing a psychopath/sociopath?
- How does interviewing a psychopath/sociopath differ from interviewing a non-psychopath/non-sociopath?
- What should an interviewer do and not do? Be specific.
Post your completed Offender Interview Questions Template containing your interview questions and offender responses. Also, post your response to the following questions:
- Is the offender a sociopath or psychopath and why do you think so?
- What specific considerations need to be made when interviewing a psychopath/sociopath?
- How does interviewing a psychopath/sociopath differ from interviewing a non-psychopath/non-sociopath?
- What should an interviewer do and not do? Be specific.
Note: Your posts should be substantial (500 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA style.
