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El. knyga: Forensic Mental Health Assessment: A Casebook

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  • Formatas: PDF+DRM
  • Išleidimo metai: 11-Apr-2002
  • Leidėjas: Oxford University Press Inc
  • Kalba: eng
  • ISBN-13: 9780198033318
  • Formatas: PDF+DRM
  • Išleidimo metai: 11-Apr-2002
  • Leidėjas: Oxford University Press Inc
  • Kalba: eng
  • ISBN-13: 9780198033318

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Written as a companion to Principles of Forensic Mental Health Assessment (Heilbrun, 2001), this casebook presented as the first of its kind includes actual FMHA case material contributed by psychiatrists and psychologists useful for mental health and legal professionals and policy-makers. Heilbrun (clinical and health psychology, MCP Hahnemann U.) presents 24 chapters including one or two cases each with teaching points. Topics include competence to stand trial/consent to treatment, juvenile commitment, sex offender sentencing, worker's compensation, and threat/risk assessment. References include cases studied, 1960-99. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Forensic mental health assessments are evaluations conducted by individuals from different disciplines on a variety of questions in civil, criminal, and family law. A growing number of mental health professionals, including psychologists, psychiatrists, and social workers, are being called upon to assess everything from an individual's competence to stand trial to the risk or threat of future violence, and asked to weigh in on cases ranging from murder and assault to malpractice and child custody." General principles have emerged to guide professionals conducting forensic mental health assessment. Forensic Mental Health Assessment: A Casebook illustrates those principles using relevant, real-world case material. Built around actual case reports from expert forensic psychologists and psychiatrists, the volume probes a broad range of legal questions through the detailed examination of more than 40 cases. Topics include Miranda rights waiver, competence to act as one's own attorney, competence to stand trial, juvenile commitment, sanity at the time of the offense, child custody, termination of parental rights, guardianship, and malpractice. This is the first casebook focusing specifically on forensic assessment. It contains cases from a broad range of civil, criminal, and family legal questions, described in case reports contributed by expert forensic psychologists and psychiatrists. It will be useful for anyone involved in assessments for the courts and attorneys, including psychologists, psychiatrists, social workers, and attorneys.
Contributors xvii
Introduction And Overview
3(14)
Miranda Rights Waiver
17(20)
Case 1
17(9)
Principle: Use nomothetic evidence in assessing causal connection between clinical condition and functional abilities
Alan M. Goldstein
Teaching Point: What is the value of specialized forensic assessment instruments in forensic mental health assessment?
Alan M. Goldstein
Case 2
26(11)
Principle: Use case-specific (idiographic) evidence in assessing causal connection between clinical condition and functional abilities
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Teaching Point: What are the limits of forensic assessment instruments?
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Competence to Act As One's Own Attorney
37(9)
Case 1
37(9)
Principle: Clarify financial arrangements
Ira K. Packer
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?
Ira K. Packer
Competence to Stand Trial
46(39)
Case 1
46(8)
Principle: Use plain language; avoid technical jargon
Norman G. Poythress, Jr.
Teaching Point: How do you communicate complex scientific material to legal professionals and lay audiences?
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Case 2
54(10)
Principle: Select and employ a model to guide data gathering, interpretation, and communication
Steven C. Bank
Teaching Point: How can you use a model to structure the way you write the report?
Steven C. Bank
Case 3
64(10)
Principle: Decline referral when impartiality is unlikely
Kirk Heilbrun
Geff Marczyk
Teaching Point: What strategies can be used for remaining as impartial as possible in high-visibility cases?
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Case 4
74(11)
Principle: Attribute information to sources
Stephen L. Golding
Teaching Point: How does and evaluator separate interview data from structured-test data in analyzing, reasoning about, and communicating the results of FMHA?
Stephen L. Golding
Competence to Be Sentenced
85(11)
Case 1
85(11)
Principle: Use testing when indicated in assessing response style
Karin Towers
Richard Frederick
Teaching Point: How do you assess feigned cognitive deficits?
Richard Frederick
Competence to Be Executed
96(20)
Case 1
96(20)
Principle: Attribute information to sources
Mark D. Cunningham
Teaching Point: Why and how do you attribute information to sources in forensic mental health assessment?
Mark D. Cunningham
Criminal Sentencing
116(58)
Case 1
116(12)
Principle: Provide appropriate notification of Purpose and/or obtain appropriate authorization before beginning
James R. Eisenberg
Teaching Point: How do you obtain informed consent in capital cases?
James R. Eisenberg
Case 2
128(6)
Principle: Obtain relevant historical information
J. Reid Meloy
Teaching Point: Role of history in sentencing in forensic mental health assessment
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Case 3
134(18)
Principle: Decline referral when impartiality is unlikely
Alan M. Goldstein
Teaching Point: What kinds of cases do you avoid accepting because they would make it too difficult for you to remain impartial?
Alan M. Goldstein
Case 4
152(22)
Principle: Obtain relevant historical information
Mark D. Cunningham
Teaching Point: How do you evaluate the accuracy of different sources of third-party information?
Mark D. Cunningham
Juvenile Commitment
174(14)
Case 1
174(14)
Principle: Accept referrals only within area of expertise
Dewey G. Cornell
Teaching Point: What training and experience in forensic and mental health areas are needed for juvenile forensic expertise?
Dewey G. Cornell
Juvenile Competence to Stand Trial
188(19)
Case 1
188(7)
Principle: Use relevance and reliability (validity) as guides for seeking information and selecting data sources
Geoffrey R. McKee
Teaching Point: How does a forensic clinician decide on tools to use in evaluating juvenile competence to stand trial?
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Case 2
195(12)
Principle: Ensure that conditions for evaluation are quiet, private, and distraction free
Kirk Heilbrun
David DeMatteo
Geff Marczyk
Teaching Point: What constitutes ``good enough'' testing conditions?
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Juvenile Waiver And Reverse Waiver
207(24)
Case 1
207(13)
Principle: Assess legally relevant behavior
Kirk Heilbrun
David DeMatteo
Geff Marczyk
Teaching Point: How does a forensic clinician translate legal criteria into forensic capacities?
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Case 2
220(11)
Principle: Use third-party information in assessing response style
Geoffrey R. McKee
Teaching Point: How can results from the interview, testing, and third-party sources be balanced?
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Sanity At The Time Of The Offense
231(16)
Case 1
231(8)
Principle: Determine whether the individula understands the purpose of the evaluation and associated limits on confidentiality
Kathleen Stafford
Teaching Point: What are the advantages of using written versus oral notification in determining whether the notification was understood?
Kathleen Stafford
Case 2
239(8)
Principle: Do not answer the ultimate legal question directly
David L. Shapiro
Teaching Point: What should be considered in the decision about whether to answer the ultimate legal question?
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Mens Rea And Diminished Capacity
247(12)
Case 1
247(12)
Principle: Use multiple sources of information for each area being assessed
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Teaching Point: How much is enough? Diminishing returns from information sources
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Sex Offender Sentencing
259(20)
Case 1
259(6)
Principle: Use relevance and reliability (validity) as guides for seeking information and selecting data sources
Philip Witt
Teaching Point: Strengths and weaknesses of classification systems
Philip Witt
Case 2
265(14)
Principle: Use scientific reasoning in assessing the causal connection between clinical condition and functional abilities
Robert A. Prentky
Teaching Point: Sex offender typologies in sentencing
Robert A. Prentky
Release Decision Making
279(20)
Case 1
279(3)
Principle: Use third-party information in assessing response style
Robert G. Meyer
Teaching Point: How can the influences of social desirability and defensiveness be managed in FMHA?
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Case 2
282(10)
Principle: Use nomothetic evidence in assessing causal connection between clinical condition and functional abilities
Douglas Mossman
Teaching Point: How can forensic clinicians use nomothetic evidence to apply science to practice?
Douglas Mossman
Case 3
292(7)
Principle: Testify in an effective manner
Stanley L. Brodsky
Teaching Point: How can the forensic clinician move from ``adequate'' to ``outstanding'' in presenting expert testimony?
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Child Custody
299(51)
Case 1
299(8)
Principle: Obtain appropriate authorization
Herbert N. Weissman
Teaching Point: Who must authorize FMHA--and how?
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Case 2
307(12)
Principle: Avoid dual roles of therapist and forensic evaluator
Beth K. Clark
Teaching Point: What strategies do you use in trying to remain impartial in the course of forensic assessment?
Beth K. Clark
Case 3
319(17)
Principle: Base testimony on the results of the properly performed forensic mental health assessment
Leigh D. Hagan
Teaching Point: How does the forensic clinician use the report to facilitate effective testimony?
Leigh D. Hagan
Case 4
336(14)
Principle: Testify in an effective manner
Gerald Cooke
Margaret Cooke
Teaching Point: What kind of errors do you avoid to make your testimony more effective?
Gerald Cooke
Margaret Cooke
Termination of Parental Rights
350(26)
Case 1
350(26)
Principle: Obtain appropriate authorization
Lois B. Oberalander
Teaching Point: How can the forensic clinician handle reluctance and refusal to participate in court-ordered evaluations?
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Civil Commitment
376(11)
Case 1
376(11)
Principle: Describe findings so that they need change little under cross-examination
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Teaching Point: How should the forensic clinician communicate violence risk?
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Civil Psychological Injury
387(20)
Case 1
387(12)
Principle: Determine the role to be played if the referral is accepted
Herbert N. Weissman
Teaching Point: What are strategies for resisting pressure to play multiple roles in FMHA?
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Case 2
399(8)
Principle: Write report in sections, according to model and procedures
Philip H. Witt
Teaching Point: Why is sequential communication of FMHA results important?
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Competence to Consent to Treatment
407(10)
Case 1
407(10)
Principle: Assess relevant clinical characteristics in reliable and valid ways
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Teaching Point: How do structured instruments such as the Mac CAT-T increase the relevance and reliability of FMHA?
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Guardianship
417(8)
Case 1
417(8)
Principle: Determine the role to be played if the referral is accepted
Randy K. Otto
Teaching Point: Can one ever play more than one role in a single FMHA case?
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Malpractice
425(13)
Case 1
425(13)
Principle: Use multiple sources of information for each area being assessed
William E. Foote
Teaching Point: What is the role of the forensic clinician in collecting third-party information?
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Worker's Compensation
438(16)
Case 1
438(10)
Principle: Use testing when indicated in assessing response style
Kirk Heilbrun
David DeMatteo
Geff Marczyk
Teaching Point: How does the forensic clinician integrate response style data?
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Case 2
448(6)
Principle: Assess legally relevant behavior
Lauren Wylonis
Robert L. Sadoff
Teaching Point: What is the relationship between symptoms and disability in capacity to work?
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Threat/Risk Assessment
454(25)
Case 1
454(8)
Principle: Identify relevant forensic issues
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Teaching Point: What are strategies for predicting violent behavior, and others for assessing risk reduction?
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Case 2
462(8)
Principle: Clarify role with attorney
Joel Dvoskin
Teaching Point: What are strategies for avoiding dual roles in FMHA?
Kirk Heilbrun
Geff Marczyk
David DeMatteo
Case 3
470(9)
Principle: Use nomothetic evidence in assessing causal connection between clinical condition and functional abilities
Stephen D. Hart
Teaching Point: What are the advantages and disadvantages of using actuarial approaches in risk assessment in forensic contexts?
Stephen D. Hart
Malingering
479(33)
Case 1
479(33)
Principle: Use case-specific (idiographic) evidence in assessing clinical condition, functional abilities, and causal connection
Phillip J. Resnick
Teaching Point: How does case-specific evidence contribute to the assessment of malingering?
Kirk Heilbrun
Geff Marczyk
David DeMatteo
References 512(7)
Index 519