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Forensic mental health assessment : a casebook
| Forensic mental health assessment : a casebook |
| Edizione | [Second edition /] |
| Pubbl/distr/stampa | Oxford ; ; New York : , : Oxford University Press, , [2014] |
| Descrizione fisica | 1 online resource (641 p.) |
| Disciplina | 614/.15 |
| Soggetto topico |
Forensic psychology
Mentally ill offenders Forensic psychiatry |
| Soggetto genere / forma | Electronic books. |
| ISBN |
0-19-026167-6
0-19-994156-4 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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 ONEPrinciple: 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 THREEPrinciple: 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 TWOPrinciple: Attribute information to sources (Principle 32); Teaching Point:Line-by-line versus paragraph-level attribution (contributed by Daniel Murrie); CASE THREEPrinciple: 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 ONEPrinciple: 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 |
| Record Nr. | UNINA-9910453666703321 |
| Oxford ; ; New York : , : Oxford University Press, , [2014] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Forensic mental health assessment : a casebook
| Forensic mental health assessment : a casebook |
| Edizione | [Second edition /] |
| Pubbl/distr/stampa | Oxford ; ; New York : , : Oxford University Press, , [2014] |
| Descrizione fisica | 1 online resource (641 p.) |
| Disciplina | 614/.15 |
| Soggetto topico |
Forensic psychology
Mentally ill offenders Forensic psychiatry |
| ISBN |
0-19-026167-6
0-19-994156-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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 ONEPrinciple: 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 THREEPrinciple: 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 TWOPrinciple: Attribute information to sources (Principle 32); Teaching Point:Line-by-line versus paragraph-level attribution (contributed by Daniel Murrie); CASE THREEPrinciple: 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 ONEPrinciple: 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 |
| Record Nr. | UNINA-9910791052703321 |
| Oxford ; ; New York : , : Oxford University Press, , [2014] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Forensic mental health assessment : a casebook
| Forensic mental health assessment : a casebook |
| Edizione | [Second edition /] |
| Pubbl/distr/stampa | Oxford ; ; New York : , : Oxford University Press, , [2014] |
| Descrizione fisica | 1 online resource (641 p.) |
| Disciplina | 614/.15 |
| Soggetto topico |
Forensic psychology
Mentally ill offenders Forensic psychiatry |
| ISBN |
0-19-026167-6
0-19-994156-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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 ONEPrinciple: 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 THREEPrinciple: 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 TWOPrinciple: Attribute information to sources (Principle 32); Teaching Point:Line-by-line versus paragraph-level attribution (contributed by Daniel Murrie); CASE THREEPrinciple: 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 ONEPrinciple: 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 |
| Record Nr. | UNINA-9910809666203321 |
| Oxford ; ; New York : , : Oxford University Press, , [2014] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Forensic mental health assessment [[electronic resource] ] : a casebook / / Kirk Heilbrun, Geoffrey R. Marczyk, David DeMatteo [editors]
| Forensic mental health assessment [[electronic resource] ] : a casebook / / Kirk Heilbrun, Geoffrey R. Marczyk, David DeMatteo [editors] |
| Pubbl/distr/stampa | Oxford ; ; New York, : Oxford University Press, c2002 |
| Descrizione fisica | 1 online resource (548 p.) |
| Disciplina | 614/.1 |
| Altri autori (Persone) |
HeilbrunKirk
MarczykGeoffrey R. <1964-> DeMatteoDavid <1972-> |
| Soggetto topico |
Forensic psychology
Mentally ill offenders Forensic psychiatry |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-280-53191-6
9786610531912 0-19-803331-1 0-19-530291-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; 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
Principle: 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 Teaching 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 Teaching 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 Teaching 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 Teaching Point: What training and experience in forensic and mental health areas are needed for juvenile forensic expertise? |
| Record Nr. | UNINA-9910450344603321 |
| Oxford ; ; New York, : Oxford University Press, c2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Forensic mental health assessment [[electronic resource] ] : a casebook / / Kirk Heilbrun, Geoffrey R. Marczyk, David DeMatteo [editors]
| Forensic mental health assessment [[electronic resource] ] : a casebook / / Kirk Heilbrun, Geoffrey R. Marczyk, David DeMatteo [editors] |
| Pubbl/distr/stampa | Oxford ; ; New York, : Oxford University Press, c2002 |
| Descrizione fisica | 1 online resource (548 p.) |
| Disciplina | 614/.1 |
| Altri autori (Persone) |
HeilbrunKirk
MarczykGeoffrey R. <1964-> DeMatteoDavid <1972-> |
| Soggetto topico |
Forensic psychology
Mentally ill offenders Forensic psychiatry |
| ISBN |
1-280-53191-6
9786610531912 0-19-803331-1 0-19-530291-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; 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
Principle: 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 Teaching 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 Teaching 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 Teaching 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 Teaching Point: What training and experience in forensic and mental health areas are needed for juvenile forensic expertise? |
| Record Nr. | UNINA-9910783265403321 |
| Oxford ; ; New York, : Oxford University Press, c2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Forensic mental health assessment : a casebook / / Kirk Heilbrun, Geoffrey R. Marczyk, David DeMatteo [editors]
| Forensic mental health assessment : a casebook / / Kirk Heilbrun, Geoffrey R. Marczyk, David DeMatteo [editors] |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Oxford ; ; New York, : Oxford University Press, c2002 |
| Descrizione fisica | 1 online resource (548 p.) |
| Disciplina | 614/.1 |
| Altri autori (Persone) |
HeilbrunKirk
MarczykGeoffrey R. <1964-> DeMatteoDavid <1972-> |
| Soggetto topico |
Forensic psychology
Mentally ill offenders Forensic psychiatry |
| ISBN |
1-280-53191-6
9786610531912 0-19-803331-1 0-19-530291-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; 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
Principle: 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 Teaching 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 Teaching 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 Teaching 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 Teaching Point: What training and experience in forensic and mental health areas are needed for juvenile forensic expertise? |
| Record Nr. | UNINA-9910825728303321 |
| Oxford ; ; New York, : Oxford University Press, c2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||