Dr Jane Adlard CPsychol; HCPC
Programme Director MSc Forensic Psychology
Course Leader for the MSc Forensic Psychology; BPS Chartered Forensic Psychologist; HCPC Registered Practitioner Psychologist.
I am the Programme Director for the MSc Forensic Psychology, which has been running at SHU for since 2017. I lead on three modules on this programme, Assessment and Formulation, Qualitative Research Methods, and Offender Treatment and Intervention, and I teach on other modules on this course, including Legal and Criminal Justice and Investigative Psychology. I also teach at undergraduate level on forensic psychology-related modules, and I supervise both undergraduate and postgraduate dissertations. I am a British Psychological Society Chartered Forensic Psychologist, and a Health and Care Professions Council Registered Practitioner Psychologist. My previous work has included being a Prison Psychologist, and I am carry out consultancy work for criminal justice agencies, for example relating to the risk assessment of offenders. Mr research interests lie in risk assessment and rehabilitation of offenders, in particular individuals who commit sexual offences. I am also involved in research around policing of football and the experiences of fans and police in this context.
MSc Forensic Psychology; BSc Psychology
Assessment and Formulation; Offender Treatment and Intervention; Qualitative Research Methods; Legal and Criminal Justice; Investigative Psychology; Forensic Mental Health; Academic Development and Personal Tutoring.
Client Experiences of the Safer Lives Project; Investigating Communication-Based Strategies for Football Policing in the UK.
Kyriakidou, M., Dekens, K., Coleman, C., Drabble, J., Adlard, J., & Ramdehal, A. (2019). Initial report: Forensic interviewers' and interpreters' attitudes regarding their collaboration during investigative interviews of children. Report Sheffield Hallam University.
Harrison, M., & Adlard, J. (2018). Intra-police communication in public order police management. Policing and Society, 28 (3), 328-344. http://doi.org/10.1080/10439463.2016.1168820