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Forensic mental health assessment : a casebook /
Forensic mental health assessment (FMHA) continues to develop and expand as a specialization. Since the publication of the First Edition of Forensic Mental Health Assessment: A Casebook over a decade ago, there have been a number of significant changes in the applicable law, ethics, science, and pra...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Oxford ; New York :
Oxford University Press,
2014.
|
| Edición: | Second edition. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover
- Forensic Mental Health Assessment
- Copyright
- Contents
- Preface
- About the Editors
- Contributors
- Forensic Mental Health Assessment
- 1 Introduction and Overview
- Deriving Principles of Forensic Mental Health Assessment
- The Principles of Forensic Mental Health Assessment
- The Need for a Revised Casebook
- Applying Principles to FMHA Cases
- Cautions in Using Case Material
- How to Use This Book
- 2 Miranda Waiver Capacity
- CASE ONE Principle: Use nomothetic evidence in assessing clinical condition, functional abilities, and causal connection (Principle 28)
- Teaching Point: What is the value of specialized forensic assessment instruments in forensic mental health assessment?
- CASE TWO Principle: Use case-specific (idiographic) evidence in assessing clinical condition, functional abilities, and causal Connection
- Teaching Point: What are the limits of specialized forensic assessment instruments?
- 3 Competence to Stand Trial
- CASE ONE Principle: Use testing when indicated in assessing response style (Principle 26)
- Teaching Point: Integrating Different Sources of Response Style Data
- CASE TWO Principle: Select the most appropriate model to guide in data gathering, interpretation, and communication (Principle 16)
- Teaching Point: How can you use a model to structure the way you write the report?
- CASE THREE Principle: Attribute information to sources (Principle 32)
- Teaching Point: Separating and integrating data from different sources through source attribution in analyzing, reasoning about and communicating FMHA results
- 4 Criminal Responsibility
- CASE ONE Principle: Be familiar with the relevant legal, ethical, scientific, and practice literatures pertaining to FMHA (Principle 3)
- Teaching Point: Sources of particularly relevant information from the literature.
- CASE TWO Principle: Attribute information to sources (Principle 32)
- Teaching Point: Line-by-line versus paragraph-level attribution (contributed by Daniel Murrie)
- CASE THREE Principle: Decline the referral when evaluator impartiality is unlikely (Principle 10)
- Teaching Point: Remaining impartial in high visibility cases
- 5 Sexual Offending Risk Evaluation
- CASE ONE Principle: Provide appropriate notification of purpose and obtain appropriate authorization before beginning (Principle 23)
- Teaching Point: Obtaining informed consent in sexually violent predator cases
- 6 Federal Sentencing
- CASE ONE Principle: Describe findings so that they need change little under cross-examination (Principle 31)
- Teaching Point: Communicating findings to accurately reflect their strength and the evaluator's confidence in them
- CASE TWO Principle: Use scientific reasoning in assessing the causal connection between clinical condition and functional abilities
- Teaching Point: Risk-need assessment in sentencing
- 7 Capital Sentencing
- CASE ONE Principle: Use multiple sources of information for each area being assessed. Review the available background information and actively seek important missing elements (Principle 17)
- Teaching Point: How much is enough? Diminishing returns from information sources
- CASE TWO Principle: Obtain relevant historical information (Principle 19)
- Teaching Point: Evaluating the accuracy of different sources of third party information
- 8 Capital Sentencing, Atkins-Type Evaluations
- CASE ONE Principle: Accept referrals only within area of expertise (Principle 9)
- Teaching Point: Gauging the training and experience in forensic and mental health areas needed for this kind of evaluation.
- CASE TWO Principle: Use relevance and reliability (validity) as guides for seeking information and selecting data sources (Principle 18)
- Teaching Point: Selecting tools for use in FMHA
- 9 Competence for Execution
- CASE ONE Principle: Identify relevant forensic issues (Principle 8)
- Teaching Point: Identify assessment targets when legal standards are broad or non-specific
- 10 Competence to Consent to Treatment
- CASE ONE Principle: Use third party information in assessing response style (Principle 25)
- Teaching Point: Balancing results from interview, testing, and third party sources as they relate to response style
- Teaching Point: Communicating complex scientific material to legal professionals and lay audiences
- 11 Testamentary Capacity
- CASE ONE Principle: Determine whether the individual understands the purpose of the evaluation and associated limits on confidentiality (Principle 24)
- Teaching Point: Advantages of written versus spoken notification in determining whether the notification is understood
- 12 Personal Injury
- CASE ONE Principle: Carefully consider whether to answer the ultimate legal question. If answered, it should be in the context of a thorough evaluation clearly describing data and reasoning, and with the clear recognition that this question is in the domain of the legal decision maker (Principle 30)
- Teaching Point: Answering the ultimate legal question directly
- CASE TWO Principle: Decline the referral when evaluator impartiality is unlikely (Principle 10)
- Teaching Point: Declining the case when impartiality would be too difficult
- 13 Civil Commitment
- CASE ONE Principle: Use relevance and reliability (validity) as guides for seeking information and selecting data sources (Principle 18)
- Teaching Point: The strengths and weaknesses of classification systems.
- 14 Harassment and Discrimination
- CASE ONE Principle: Do not become adversarial, but present and defend your opinions effectively (Principle 7)
- Teaching Point: Communicating firmly but fairly
- Teaching Point: The value of sequential communication of FMHA results
- 15 Workplace Disability
- CASE ONE Principle: Assess legally relevant behavior (Principle 21)
- Teaching Point: The relationship between symptoms and disability in capacity to work
- CASE TWO Principle: Assess clinical characteristics in relevant, reliable, and valid ways (Principle 20)
- Teaching Point: Useful approaches to assessing clinical characteristics in FMHA
- 16 Guardianship
- CASE ONE Principle: Be aware of the important differences between clinical and forensic domains (Principle 1)
- Teaching Point: Guardianship and the revised Specialty Guidelines for Forensic Psychology
- 17 Child Custody
- CASE ONE Principle: Determine the particular role to be played if the referral is accepted (Principle 15)
- Teaching Point: Can one ever play more than one role in a single FMHA case?
- CASE TWO Principle: Use multiple sources of information for each area being assessed (Principle 17)
- Teaching Point: The role of the forensic clinician in collecting third party information
- 18 Child Protection
- CASE ONE Principle: Assess legally relevant behavior (Principle 21)
- Teaching Point: Identifying forensic capacities when the legal standard is vague or unelaborated
- CASE TWO Principle: Be guided by honesty and striving for impartiality, actively disclosing the limitations on, as well as the support for, one's opinions (Principle 4)
- Teaching Point: Specific strategies for promoting impartiality in a particular evaluation
- Teaching Point: Mental health professionals' role in assisting the court in determining the veracity of allegations of child sexual abuse.
- 19 Juvenile Miranda Waiver Capacity
- CASE ONE Principle: Use nomothetic evidence in assessing causal connection between clinical condition and functional abilities
- Teaching Point: Applying group-based evidence supporting a specialized forensic assessment measure in a single case
- CASE TWO Principle: Do not become adversarial, but present and defend your opinions effectively (Principle 7)
- Teaching Point: Whether and how to criticize material from the records
- 20 Juvenile Competence to Stand Trial
- CASE ONE Principle: Use relevance and reliability (validity) as guides for seeking information and selecting data sources (Principle 18)
- Teaching Point: Selecting a specialized measure on juvenile competence to stand trial
- CASE TWO Principle: Ensure that conditions for evaluation are quiet, private, and distraction-free (Principle 22)
- Teaching Point: Identifying and implementing strategies for improving inadequate conditions
- 21 Juvenile Commitment
- CASE ONE Principle: Accept referrals only within area of expertise (Principle 9)
- Teaching Point: What training and experience in forensic, developmental, and mental health areas are needed for juvenile forensic expertise
- CASE TWO Principle: Provide appropriate notification of purpose and obtain appropriate authorization before beginning (Principle 23)
- Teaching Point: Obtaining authorization for evaluating minors who cannot yet legally consent
- 22 Juvenile Transfer and Decertification
- CASE ONE Principle: Assess legally relevant behavior (Principle 21)
- Teaching Point: Translating legal criteria into forensic capacities
- CASE TWO Principle: Use third party information in assessing response style (Principle 25)
- Teaching Point: Addressing conflicting information from the interview, testing, and third party sources
- 23 Military.