Class Victimology

This Curricular Unit aims to develop knowledge within the scope of Victimology as a field of study, exploring its historical, conceptual, and epistemological evolution, as well as the role of the victim as an object of study. It intends to address the fundamental concepts of Victimology, the main ethical and technical dilemmas and issues, and to introduce different types of victimization, their epidemiology, abusive dynamics, multisystemic impact, measurement instruments, support responses, and prevention/intervention approaches. By the end of this CU, students should be able to understand the emergence and paradigmatic evolution of Victimology; understand and reflect on the role of the victim in crime, victimization experiences, formal and informal support systems, and the ethical issues and dilemmas to be managed; understand the main types of victimization and their specific dynamics; recognize new types/forms of victimization, and the main prevention and intervention approaches.

Not applicable

CP1. Historical, Theoretical, and Epistemological Approach to Victimology 1.1. Emergence and evolution of Victimology as a field of knowledge. 1.2. The victim as an object of study. 1.3. Theoretical explanations of victimization. 1.4. Measurement instruments. 1.5. Approaches to prevention/response to victimization. 1.6. Guidelines for victim support and challenges of contemporary Victimology.   CP2. The victim and the Justice system 2.1. Professional contexts of practice, requirements, and psychologists' competencies. 2.2. The victim, their rights, and support mechanisms. 2.4. Dilemmas and challenges of the interface with the justice system.   CP3. Theoretical and empirical framework of the main types of victimization 3.1. Childhood/adolescence 3.1.2. Maltreatment and neglect 3.1.3. Sexual abuse 3.1.4. Other types (e.g., exposure to domestic violence; cyberviolence)   3.2. Adulthood 3.2.1. Intimate partner violence 3.2.2. Sexual violence 3.2.3. Other types (e.g., cyberviolence, human trafficking)

Reflective Case-Based Learning (CBL): analysis and discussion of practical cases to foster critical thinking, problem-solving, and Socratic dialogue. Active and collaborative learning: activities in small and large groups using role-play, practical demonstrations, and guided discussions. Flipped Classroom and Peer Teaching: students prepare and deliver learning content, for example through the critical reading and presentation of scientific articles. Interactive teaching methods: use of digital tools such as Miro and Mentimeter to promote participation, collaboration, and real-time feedback. Continuous formative assessment: in-class activities, exercises, and ongoing feedback to monitor and support student learning.

Banyard, V. L. (2015). Toward the next generation of bystander prevention of sexual and relationship violence: Action coils to engage communities. Springer Barroso, R., & Neto, D. D. (Coords.). (2020). A prática profissional da Psicologia na Justiça. Ordem dos Psicólogos Portugueses. Burgess, A. W. (2017). Victimology. Theories and applications (3rd Ed.). Jones and Bartlett publishers. Cuevas, C., & Rennison, C. (2016). Handbook on the Psychology of Violence. Wiley-Blackwell. Daigle, L. E. (2018). Victimology. A text/reader (2nd Ed.). Sage Doerner, W.G., & Lab, S. P. (2017). Victimology (8th ed.). Routledge Machado, C. (2010). Vitimologia: das novas abordagens teóricas às novas práticas de intervenção. Psiquilibrios Edições. Machado, C. (2010). Novas formas de vitimação criminal. Psiquilibrios Edições. Matos, M. (2014). Vítimas de crime e violência: Práticas de intervenção. Psiquilibrios Edições. Walklate, S. (2018). Handbook of victims and victimology (2nd Ed.). Routledge.