Contributors |
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xvii | |
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Introduction And Overview |
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3 | (14) |
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17 | (20) |
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17 | (9) |
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Principle: Use nomothetic evidence in assessing causal connection between clinical condition and functional abilities |
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Teaching Point: What is the value of specialized forensic assessment instruments in forensic mental health assessment? |
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26 | (11) |
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Principle: Use case-specific (idiographic) evidence in assessing causal connection between clinical condition and functional abilities |
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Teaching Point: What are the limits of forensic assessment instruments? |
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Competence to Act As One's Own Attorney |
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37 | (9) |
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37 | (9) |
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Principle: Clarify financial arrangements |
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Teaching Point: How do you clarify financial arrangements under different circumstances (e.g., performing an evaluation privately, negotiating a contract, billing hourly vs. a prespecified amount) in forensic assessment? |
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Competence to Stand Trial |
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46 | (39) |
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46 | (8) |
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Principle: Use plain language; avoid technical jargon |
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Teaching Point: How do you communicate complex scientific material to legal professionals and lay audiences? |
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54 | (10) |
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Principle: Select and employ a model to guide data gathering, interpretation, and communication |
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Teaching Point: How can you use a model to structure the way you write the report? |
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64 | (10) |
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Principle: Decline referral when impartiality is unlikely |
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Teaching Point: What strategies can be used for remaining as impartial as possible in high-visibility cases? |
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74 | (11) |
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Principle: Attribute information to sources |
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Teaching Point: How does and evaluator separate interview data from structured-test data in analyzing, reasoning about, and communicating the results of FMHA? |
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Competence to Be Sentenced |
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85 | (11) |
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85 | (11) |
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Principle: Use testing when indicated in assessing response style |
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Teaching Point: How do you assess feigned cognitive deficits? |
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Competence to Be Executed |
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96 | (20) |
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96 | (20) |
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Principle: Attribute information to sources |
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Teaching Point: Why and how do you attribute information to sources in forensic mental health assessment? |
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116 | (58) |
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116 | (12) |
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Principle: Provide appropriate notification of Purpose and/or obtain appropriate authorization before beginning |
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Teaching Point: How do you obtain informed consent in capital cases? |
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128 | (6) |
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Principle: Obtain relevant historical information |
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Teaching Point: Role of history in sentencing in forensic mental health assessment |
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134 | (18) |
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Principle: Decline referral when impartiality is unlikely |
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Teaching Point: What kinds of cases do you avoid accepting because they would make it too difficult for you to remain impartial? |
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152 | (22) |
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Principle: Obtain relevant historical information |
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Teaching Point: How do you evaluate the accuracy of different sources of third-party information? |
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174 | (14) |
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174 | (14) |
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Principle: Accept referrals only within area of expertise |
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Teaching Point: What training and experience in forensic and mental health areas are needed for juvenile forensic expertise? |
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Juvenile Competence to Stand Trial |
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188 | (19) |
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188 | (7) |
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Principle: Use relevance and reliability (validity) as guides for seeking information and selecting data sources |
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Teaching Point: How does a forensic clinician decide on tools to use in evaluating juvenile competence to stand trial? |
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195 | (12) |
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Principle: Ensure that conditions for evaluation are quiet, private, and distraction free |
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Teaching Point: What constitutes ``good enough'' testing conditions? |
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Juvenile Waiver And Reverse Waiver |
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207 | (24) |
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207 | (13) |
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Principle: Assess legally relevant behavior |
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Teaching Point: How does a forensic clinician translate legal criteria into forensic capacities? |
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220 | (11) |
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Principle: Use third-party information in assessing response style |
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Teaching Point: How can results from the interview, testing, and third-party sources be balanced? |
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Sanity At The Time Of The Offense |
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231 | (16) |
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231 | (8) |
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Principle: Determine whether the individula understands the purpose of the evaluation and associated limits on confidentiality |
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Teaching Point: What are the advantages of using written versus oral notification in determining whether the notification was understood? |
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239 | (8) |
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Principle: Do not answer the ultimate legal question directly |
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Teaching Point: What should be considered in the decision about whether to answer the ultimate legal question? |
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Mens Rea And Diminished Capacity |
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247 | (12) |
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247 | (12) |
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Principle: Use multiple sources of information for each area being assessed |
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Teaching Point: How much is enough? Diminishing returns from information sources |
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259 | (20) |
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259 | (6) |
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Principle: Use relevance and reliability (validity) as guides for seeking information and selecting data sources |
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Teaching Point: Strengths and weaknesses of classification systems |
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265 | (14) |
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Principle: Use scientific reasoning in assessing the causal connection between clinical condition and functional abilities |
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Teaching Point: Sex offender typologies in sentencing |
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279 | (20) |
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279 | (3) |
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Principle: Use third-party information in assessing response style |
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Teaching Point: How can the influences of social desirability and defensiveness be managed in FMHA? |
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282 | (10) |
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Principle: Use nomothetic evidence in assessing causal connection between clinical condition and functional abilities |
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Teaching Point: How can forensic clinicians use nomothetic evidence to apply science to practice? |
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292 | (7) |
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Principle: Testify in an effective manner |
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Teaching Point: How can the forensic clinician move from ``adequate'' to ``outstanding'' in presenting expert testimony? |
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299 | (51) |
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299 | (8) |
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Principle: Obtain appropriate authorization |
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Teaching Point: Who must authorize FMHA--and how? |
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307 | (12) |
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Principle: Avoid dual roles of therapist and forensic evaluator |
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Teaching Point: What strategies do you use in trying to remain impartial in the course of forensic assessment? |
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319 | (17) |
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Principle: Base testimony on the results of the properly performed forensic mental health assessment |
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Teaching Point: How does the forensic clinician use the report to facilitate effective testimony? |
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336 | (14) |
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Principle: Testify in an effective manner |
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Teaching Point: What kind of errors do you avoid to make your testimony more effective? |
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Termination of Parental Rights |
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350 | (26) |
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350 | (26) |
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Principle: Obtain appropriate authorization |
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Teaching Point: How can the forensic clinician handle reluctance and refusal to participate in court-ordered evaluations? |
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376 | (11) |
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376 | (11) |
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Principle: Describe findings so that they need change little under cross-examination |
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Teaching Point: How should the forensic clinician communicate violence risk? |
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Civil Psychological Injury |
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387 | (20) |
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387 | (12) |
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Principle: Determine the role to be played if the referral is accepted |
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Teaching Point: What are strategies for resisting pressure to play multiple roles in FMHA? |
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399 | (8) |
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Principle: Write report in sections, according to model and procedures |
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Teaching Point: Why is sequential communication of FMHA results important? |
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Competence to Consent to Treatment |
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407 | (10) |
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407 | (10) |
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Principle: Assess relevant clinical characteristics in reliable and valid ways |
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Teaching Point: How do structured instruments such as the Mac CAT-T increase the relevance and reliability of FMHA? |
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417 | (8) |
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417 | (8) |
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Principle: Determine the role to be played if the referral is accepted |
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Teaching Point: Can one ever play more than one role in a single FMHA case? |
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425 | (13) |
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425 | (13) |
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Principle: Use multiple sources of information for each area being assessed |
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Teaching Point: What is the role of the forensic clinician in collecting third-party information? |
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438 | (16) |
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438 | (10) |
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Principle: Use testing when indicated in assessing response style |
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Teaching Point: How does the forensic clinician integrate response style data? |
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448 | (6) |
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Principle: Assess legally relevant behavior |
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Teaching Point: What is the relationship between symptoms and disability in capacity to work? |
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454 | (25) |
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454 | (8) |
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Principle: Identify relevant forensic issues |
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Teaching Point: What are strategies for predicting violent behavior, and others for assessing risk reduction? |
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462 | (8) |
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Principle: Clarify role with attorney |
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Teaching Point: What are strategies for avoiding dual roles in FMHA? |
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470 | (9) |
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Principle: Use nomothetic evidence in assessing causal connection between clinical condition and functional abilities |
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Teaching Point: What are the advantages and disadvantages of using actuarial approaches in risk assessment in forensic contexts? |
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479 | (33) |
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479 | (33) |
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Principle: Use case-specific (idiographic) evidence in assessing clinical condition, functional abilities, and causal connection |
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Teaching Point: How does case-specific evidence contribute to the assessment of malingering? |
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References |
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512 | (7) |
Index |
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519 | |