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 practice that have shaped the conceptual and empirical underpinnings of FMHA.
The Second Edition of Forensic Mental Health Assessment is thoroughly updated in light of the developments and changes in the field, while still keeping the unique structure of presenting cases, detailed reports, and specific teaching points on a wide range of topics. Unlike anything else in the literature, it provides genuine (although disguised) case material, so trainees as well as legal and mental health professionals can review how high-quality forensic evaluation reports are written; it features contributions from leading experts in forensic psychology and psychiatry, providing samples of work in their particular areas of specialization; and it discusses case material in the larger context of broad foundational principles and specific teaching points, making it a valuable resource for teaching, training, and continuing education. Now featuring 50 real-world cases, this new edition covers topics including criminal responsibility, sexual offending risk evaluation, federal sentencing, capital sentencing, capacity to consent to treatment, personal injury, harassment and discrimination, guardianship, juvenile commitment, transfer and decertification, response style, expert testimony, evaluations in a military context, and many more. It will be invaluable for anyone involved in assessments for the courts, including psychologists, psychiatrists, social workers, and attorneys, as well as for FMHA courses.
Recenzijos
With its excellent case studies demonstrating the components of each evaluation, this is a practical and easy to read book. This book should be in the libraries of both novice and seasoned forensic evaluators. * Gary B Kaniuk, Psy.D. (Cermak Health Services) *
Preface ; About the Editors ; Contributors ; 1 Introduction and Overview
; 2 Miranda Waiver Capacity ; Case 1 ; Principle: Use nomothetic evidence in
assessing clinical condition, functional abilities, and causal connection ;
case contributed by I. Bruce Frumkin ; Teaching Point: What is the value of
specialized forensic assessment instruments in forensic mental health
assessment ; contributed by I. Bruce Frumkin ; Case 2 ; Principle: Use
case-specific (idiographic) evidence in assessing clinical condition,
functional abilities, and causal connection ; case contributed by Alan M.
Goldstein ; Teaching Point: What are the limits of specialized Forensic
Assessment Instruments? ; contributed by Alan M. Goldstein ; 3 Competence to
Stand Trial ; Case 1 ; Principle: Use testing when indicated in assessing
response style ; case contributed by Richard Rogers ; Teaching Point:
Integrating different sources of response style data ; contributed by Kirk
Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke ; Case
2 ; Principle: Select the most appropriate model to guide in data gathering,
interpretation, and communication ; case contributed by Patricia A. Zapf ;
Teaching Point: How can you use a model to structure the way you write the
report? ; contributed by Patricia A. Zapf ; Case 3 ; Principle: Attribute
information to sources ; case contributed by Samuel Hawes and Mary Alice
Conroy ; Teaching Point: Separating and integrating data from different
sources through source attribution in analyzing, reasoning about, and
communicating FMHA results ; contributed by Kirk Heilbrun, David DeMatteo,
Stephanie Brooks Holliday, and Casey LaDuke ; 4 Criminal Responsibility ;
Case 1 ; Principle: Be familiar with the relevant legal, ethical, scientific,
and practice literatures pertaining to FMHA ; case contributed by Robert M.
Wettstein ; Teaching Point: Sources of particularly relevant information from
the literature ; contributed by Kirk Heilbrun, David DeMatteo, Stephanie
Brooks Holliday, and Casey LaDuke ; Case 2 ; Principle: Attribute information
to sources ; case contributed by Kathleen Kemp and Daniel Murrie ; Teaching
Point: Line-by-line versus paragraph-level attribution ; contributed by
Daniel Murrie ; Case 3 ; Principle: Decline the referral when evaluator
impartiality is unlikely ; case contributed by Ira K. Packer ; Teaching
Point: Remaining impartial in high visibility cases ; contributed by Kirk
Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke ; 5
Sexual Offending Risk Evaluation ; Case 1 ; Principle: Provide appropriate
notification of purpose and obtain appropriate authorization before beginning
; case contributed by Philip H. Witt ; Teaching Point: Obtaining informed
consent in Sexually Violent Predator cases ; contributed by Kirk Heilbrun,
David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke ; 6 Federal
Sentencing ; Case 1 ; Principle: Describe findings so that they need change
little under cross-examination ; case contributed by Kirk Heilbrun and
Stephanie Brooks Holliday ; Teaching Point: Communicating findings to
accurately reflect their strength and the evaluator's confidence in them ;
contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and
Casey LaDuke ; Case 2 ; Principle: Use scientific reasoning in assessing the
causal connection between clinical condition and functional abilities ; case
contributed by David DeMatteo ; Teaching Point: Risk-assessment in sentencing
; contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday,
and Casey LaDuke ; 7 Capital Sentencing ; Case 1 ; Principle: Use multiple
sources of information for each area being assessed. Review the available
background information and actively seek important missing elements ; case
contributed by Kirk Heilbrun and Jacey Erickson ; Teaching Point: How much is
enough? Diminishing returns from information sources ; contributed by Kirk
Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke ; Case
2 ; Principle: Obtain relevant historical information ; case contributed by
Mark Cunningham ; Teaching Point: Evaluating the accuracy of different
sources of third-party information ; contributed by Kirk Heilbrun, David
DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke ; 8 Capital Sentencing,
Atkins-type Evaluations ; Case 1 ; Principle: Accept referrals only within
area of expertise ; case contributed by J. Gregory Olley ; Teaching Point:
Gauging the training and experience in forensic and mental health areas
needed for this kind of evaluation ; contributed by Kirk Heilbrun, David
DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke ; Case 2 ; Principle:
Use relevance and reliability (validity) as guides for seeking information
and selecting data sources ; case contributed by Karen L. Salekin ; Teaching
Point: Selecting tools for use in FMHA ; contributed by Kirk Heilbrun, David
DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke ; 9 Competence for
Execution ; Case 1 ; Principle: Identify relevant forensic issues ; case
contributed by Patricia A. Zapf ; Teaching Point: Identify assessment targets
when legal standards are broad or non-specific ; contributed by Patricia A.
Zapf ; 10 Capacity to Consent to Treatment ; Case 1 ; Principle: Use third
party information in assessing response style ; case contributed by David
DeMatteo ; Teaching Point: Balancing results from interview, testing, and
third party sources as they relate to response style ; contributed by Kirk
Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke ;
Teaching Point: Communicating complex scientific material to legal
professionals and lay audiences ; contributed by Kirk Heilbrun, David
DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke ; 11 Testamentary
Capacity ; Case 1 ; Principle: Determine whether the individual understands
the purpose of the evaluation and associated limits on confidentiality ; case
contributed by Eric Drogin ; Teaching Point: Advantages of written versus
spoken notification in determining whether the notification is understood ;
contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and
Casey LaDuke ; 12 Personal Injury ; Case 1 ; 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 ; case contributed by Bill Foote ; Teaching Point:
Answering the ultimate legal question directly ; contributed by Kirk
Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke ; Case
2 ; Principle: Decline the referral when evaluator impartiality is unlikely ;
case contributed by Alan M. Goldstein ; Teaching Point: Declining the case
when impartiality would be too difficult ; contributed by Alan M. Goldstein ;
13 Civil Commitment ; Case 1 ; Principle: Use relevance and reliability
(validity) as guides for seeking information and selecting data sources ;
case contributed by Tadeus Edward Kowalski and Douglas Mossman ; Teaching
Point: The strengths and weaknesses of classification systems ; contributed
by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke
; 14 Harassment and Discrimination ; Case 1 ; Principle: Do not become
adversarial, but present and defend your opinions effectively ; Principle:
Write report in sections, according to model and procedures ; case
contributed by Bill Foote ; Teaching Point: Communicating firmly but fairly ;
contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and
Casey LaDuke ; Teaching Point: The value of sequential communication of FMHA
results ; contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks
Holliday, and Casey LaDuke ; 15 Workplace Disability ; Case 1 ; Principle:
Assess legally relevant behavior ; case contributed by Lisa Drago Piechowski
; Teaching Point: The relationship between symptoms and disability in
capacity to work ; contributed by Kirk Heilbrun, David DeMatteo, Stephanie
Brooks Holliday, and Casey LaDuke ; Case 2 ; Principle: Assess clinical
characteristics in relevant, reliable, and valid ways ; case contributed by
Robert L. Sadoff ; Teaching Point: Useful approaches to assessing clinical
characteristics in FMHA ; contributed by Kirk Heilbrun, David DeMatteo,
Stephanie Brooks Holliday, and Casey LaDuke ; 16 Guardianship ; Case 1 ;
Principle: Be aware of the important differences between clinical and
forensic domains ; Principle: Be familiar with the relevant legal, ethical,
scientific, and practice literatures pertaining to FMHA ; case contributed by
Randy K. Otto ; Teaching Point: Guardianship and the revised Specialty
Guidelines for Forensic Psychology ; contributed by Randy K. Otto ; 17 Child
Custody ; Case 1 ; Principle: Determine the particular role to be played if
the referral is accepted ; case contributed by Marsha Hedrick ; Teaching
Point: Can one ever play more than one role in a single FMHA case? ;
contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and
Casey LaDuke ; Case 2 ; Principle: Use multiple sources of information for
each area being assessed ; case contributed by Jonathan W. Gould ; Teaching
Point: The role of the forensic clinician in collecting third party
information ; contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks
Holliday, and Casey LaDuke ; 18 Child Protection ; Case 1 ; Principle: Assess
legally relevant behavior ; case contributed by Jennifer Clark and Karen Budd
; Teaching Point: Identifying forensic capacities when the legal standard is
vague or unelaborated ; contributed by Kirk Heilbrun, David DeMatteo,
Stephanie Brooks Holliday, and Casey LaDuke ; Case 2 ; Principle: Be guided
by honesty and striving for impartiality, actively disclosing the limitations
on as well as the support for one's opinions ; case contributed by Kathryn
Kuehnle and H. D. Kirkpatrick ; Teaching Point: Specific strategies for
promoting impartiality in a particular evaluation ; contributed by Kirk
Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke ;
Teaching Point: Mental health professionals' role in assisting the court in
determining the veracity of allegations of child sexual abuse ; contributed
by Kathryn Kuehnle and H. D. Kirkpatrick ; 19 Juvenile Miranda Waiver
Capacity ; Case 1 ; Principle: Use nomothetic evidence in assessing causal
connection between clinical condition and functional abilities ; case
contributed by I. Bruce Frumkin ; Teaching Point: Applying group-based
evidence supporting a specialized forensic assessment measure in a single
case ; contributed by I. Bruce Frumkin ; Case 2 ; Principle: Do not become
adversarial, but present and defend your opinions effectively ; case
contributed by Kirk Heilbrun and Megan Murphy ; Teaching Point: Whether and
how to criticize material from the records ; contributed by Kirk Heilbrun,
David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke ; 20 Juvenile
Competence to Stand Trial ; Case 1 ; Principle: Use relevance and reliability
(validity) as guides for seeking information and selecting data sources ;
case contributed by David DeMatteo ; Teaching Point: Selecting a specialized
measure on juvenile CST ; contributed by Kirk Heilbrun, David DeMatteo,
Stephanie Brooks Holliday, and Casey LaDuke ; Case 2 ; Principle: Ensure that
conditions for evaluation are quiet, private, and distraction-free ; case
contributed by Janet I. Warren ; Teaching Point: Identifying and implementing
strategies for improving inadequate conditions ; contributed by Kirk
Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke ; 21
Juvenile Commitment ; Case 1 ; Principle: Accept referrals only within area
of expertise ; case contributed by David DeMatteo and Heidi Strohmaier ;
Teaching Point: What training and experience in forensic, developmental, and
mental health areas are needed for juvenile forensic expertise? ; contributed
by Dewey G. Cornell ; Case 2 ; Principle: Provide appropriate notification of
purpose and obtain appropriate authorization before beginning ; case
contributed by Kirk Heilbrun and Lindsey Peterson ; Teaching Point: Obtaining
authorization for evaluating minors who cannot yet legally consent ;
contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and
Casey LaDuke ; 22 Transfer and Decertification ; Case 1 ; Principle: Assess
legally relevant behavior ; case contributed by Amy L. Wevodau and Mary Alice
Conroy ; Teaching Point: Translating legal criteria into forensic capacities
; contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday,
and Casey LaDuke ; Case 2 ; Principle: Use third party information in
assessing response style ; case contributed by Kirk Heilbrun and Casey LaDuke
; Teaching Point: Addressing conflicting information from the interview,
testing, and third party sources ; contributed by Kirk Heilbrun, David
DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke ; 23 Military ; Case 1
; Principle: Identify relevant forensic issues ; case contributed by Michael
Sweda and Samantha M. Benesh ; Teaching Point: Forensic issues in this kind
of evaluation that is conducted in a military context, and comparability with
and distinctions from civilian law ; contributed by Kirk Heilbrun, David
DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke ; Case 2 ; Principle:
Obtain appropriate authorization ; case contributed by Paul Montalbano ;
Teaching Point: How does the evaluator address the question of <"severe
mental disease or defect?>" ; contributed by Paul Montalbano ; Teaching
Point: Obtaining appropriate authorization in military FMHA, and similarities
with and differences from civilian parameters ; contributed by Paul
Montalbano ; Case 3 ; Principle: Use nomothetic evidence of clinical
condition, functional abilities, and ; causal connection ; case contributed
by Eric B. Elbogen ; Teaching Point: Combining nomothetic data with
case-specific idiographic information ; contributed by Kirk Heilbrun, David
DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke ; 24 Release
Decision-Making ; Case 1 ; Principle: Obtain relevant historical information
; case contributed by Chad Brinkley and David Mrad ; Teaching Point:
Integrating information from hospitalization and pre-hospitalization in
release decision-making ; contributed by Kirk Heilbrun, David DeMatteo,
Stephanie Brooks Holliday, and Casey LaDuke ; Case 2 ; Principle: Use
multiple sources of information for each area being assessed ; case
contributed by Craig R. Lareau ; Teaching Point: Using multiple sources for
relevant hospitalization and pre-hospitalization information ; contributed by
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke ;
Case 3 ; Principle: Describe findings and limits so that they need change
little under cross-examination ; case contributed by Terrance J. Kukor ;
Teaching Point: Achieving balance and facilitating accuracy in reporting
findings ; contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks
Holliday, and Casey LaDuke ; 25 Threat/Risk Assessment ; Case 1 ; Principle:
Identify relevant forensic issues ; case contributed by Stephen D. Hart and
Kelly A. Watt ; Teaching Point: The role of RNR in contemporary threat/risk
assessment ; contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks
Holliday, and Casey LaDuke ; Case 2 ; Principle: Ensure that conditions for
evaluation are quiet, private, and distraction-free ; case contributed by
Dewey G. Cornell ; Teaching Point: How can threat assessment be distinguished
as a form of risk assessment? ; contributed by Dewey G. Cornell ; Case 3 ;
Principle: Use nomothetic evidence in assessing clinical condition,
functional abilities, and causal connection ; case contributed by Randy K.
Otto and Jay Singh ; Teaching Point: Combining nomothetic data with
case-specific, idiographic information ; contributed by Kirk Heilbrun, David
DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke ; Teaching Point: How
can different approaches to risk assessment be used to inform the evaluation
and the case outcome? ; contributed by Randy K. Otto ; Case 4 ; Principle:
Obtain relevant historical information ; case contributed by Joel A. Dvoskin
; Teaching Point: When specialized measures cannot be used ; contributed by
Joel A. Dvoskin ; 26 Response Style ; Case 1 ; Principle: Use testing when
indicated in assessing response style ; case contributed by Ashley Kirk
Burgett and Richard Frederick ; Teaching Point: Assessing malingering of
cognitive deficits using testing ; contributed by Richard Frederick and
Ashley Kirk Burgett ; Case 2 ; Principle: Use third party information in
assessing response style ; case contributed by Phillip J. Resnick ; Teaching
Point: Using records and collateral interviews in assessing response style ;
contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and
Casey LaDuke ; 27 Expert Testimony ; Commentary throughout contributed by
Stanley Brodsky ; Case 1 ; Principle: Communicate effectively ; Teaching
Point: Moving from "adequate" to "effective" in presenting expert testimony ;
contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and
Casey LaDuke ; Principle: Base testimony on the results of the properly
performed forensic mental health assessment ; Teaching Point: Using the
report to facilitate expert testimony ; contributed by Kirk Heilbrun, David
DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke ; Principle: Control
the message. Strive to obtain, retain, and regain control over the meaning
and impact of what is presented in expert testimony ; Teaching Point:
Strategies for maintaining some control over the message ; contributed by
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke ;
case contributed by Kirk Heilbrun and Jacey Erickson ; References ; Index
Kirk Heilbrun, PhD, is Professor, Department of Psychology, Drexel University. His current research focuses on juvenile and adult offenders, legal decision-making, forensic evaluation associated with such decision-making, and diversion. He is the author of a number of articles and books in the area of forensic assessment.
David DeMatteo, JD, PhD, is an Associate Professor of Psychology and Law at Drexel University, where he is also Director of the JD/PhD Program in Law and Psychology. His research interests include psychopathy, forensic mental health assessments, drug policy, and diversion. He has authored several books and numerous articles on forensic mental health assessment and related topics.
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