LEADER 05562nam 22007094a 450 001 9910825728303321 005 20240410085145.0 010 $a1-280-53191-6 010 $a9786610531912 010 $a0-19-803331-1 010 $a0-19-530291-5 035 $a(CKB)1000000000029046 035 $a(EBL)241493 035 $a(OCoLC)475956933 035 $a(SSID)ssj0000156992 035 $a(PQKBManifestationID)11151768 035 $a(PQKBTitleCode)TC0000156992 035 $a(PQKBWorkID)10130966 035 $a(PQKB)11586097 035 $a(MiAaPQ)EBC241493 035 $a(Au-PeEL)EBL241493 035 $a(CaPaEBR)ebr10084851 035 $a(CaONFJC)MIL53191 035 $a(OCoLC)935227234 035 $a(EXLCZ)991000000000029046 100 $a20010907d2002 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aForensic mental health assessment $ea casebook /$fKirk Heilbrun, Geoffrey R. Marczyk, David DeMatteo [editors] 205 $a1st ed. 210 $aOxford ;$aNew York $cOxford University Press$dc2002 215 $a1 online resource (548 p.) 300 $aDescription based upon print version of record. 311 $a0-19-514568-2 320 $aIncludes bibliographical references (p. 512-518) and index. 327 $aContents; Contributors; 1 INTRODUCTION AND OVERVIEW; 2 MIRANDA RIGHTS WAIVER; Case 1; Principle: Use nomothetic evidence in assessing causal connection between clinical condition and functional abilities; Teaching Point: What is the value of specialized forensic assessment instruments in forensic mental health assessment?; Case 2; Principle: Use case-specific (idiographic) evidence in assessing causal connection between clinical condition and functional abilities; Teaching Point: What are the limits of forensic assessment instruments?; 3 COMPETENCE TO ACT AS ONE'S OWN ATTORNEY; Case 1 327 $aPrinciple: Clarify financial arrangements 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?; 4 COMPETENCE TO STAND TRIAL; Case 1; Principle: Use plain language; avoid technical jargon; Teaching Point: How do you communicate complex scientific material to legal professionals and lay audiences?; Case 2; Principle: Select and employ a model to guide data gathering, interpretation, and communication 327 $aTeaching Point: How can you use a model to structure the way you write the report? Case 3; Principle: Decline referral when impartiality is unlikely; Teaching Point: What strategies can be used for remaining as impartial as possible in high-visibility cases?; Case 4; Principle: Attribute information to sources; Teaching Point: How does an evaluator separate interview data from structured-test data in analyzing, reasoning about, and communicating the results of FMHA?; 5 COMPETENCE TO BE SENTENCED; Case 1; Principle: Use testing when indicated in assessing response style 327 $aTeaching Point: How do you assess feigned cognitive deficits? 6 COMPETENCE TO BE EXECUTED; Case 1; Principle: Attribute information to sources; Teaching Point: Why and how do you attribute information to sources in forensic mental health assessment?; 7 CRIMINAL SENTENCING; Case 1; Principle: Provide appropriate notification of purpose and/or obtain appropriate authorization before beginning; Teaching Point: How do you obtain informed consent in capital cases?; Case 2; Principle: Obtain relevant historical information 327 $aTeaching Point: Role of history in sentencing in forensic mental health assessment Case 3; Principle: Decline referral when impartiality is unlikely; Teaching Point: What kinds of cases do you avoid accepting because they would make it too difficult for you to remain impartial?; Case 4; Principle: Obtain relevant historical information; Teaching Point: How do you evaluate the accuracy of different sources of third-party information?; 8 JUVENILE COMMITMENT; Case 1; Principle: Accept referrals only within area of expertise 327 $aTeaching Point: What training and experience in forensic and mental health areas are needed for juvenile forensic expertise? 330 $aForensic 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 assess 606 $aForensic psychology$vCase studies 606 $aMentally ill offenders$vCase studies 606 $aForensic psychiatry$vCase studies 615 0$aForensic psychology 615 0$aMentally ill offenders 615 0$aForensic psychiatry 676 $a614/.1 701 $aHeilbrun$b Kirk$01599697 701 $aMarczyk$b Geoffrey R.$f1964-$01714857 701 $aDeMatteo$b David$f1972-$01714858 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910825728303321 996 $aForensic mental health assessment$94109010 997 $aUNINA