Info
- Utilizzare la checkbox di selezione a fianco di ciascun documento per attivare le funzionalità di stampa, invio email, download nei formati disponibili del (i) record.
Adolescent mental health in the Middle East and North Africa / / edited by Caroline Barakat and Fatme Al Anouti
| Adolescent mental health in the Middle East and North Africa / / edited by Caroline Barakat and Fatme Al Anouti |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (126 pages) |
| Disciplina | 613.04330956 |
| Collana | Global Perspectives on Health Geography |
| Soggetto topico |
Mentally ill offenders
Forensic psychology |
| ISBN | 3-030-91790-8 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Acknowledgments -- Contents -- Contributors -- Part I: Introduction -- Adolescent Mental Health in the Middle East and North Africa (MENA): Where Are We and Where Do We Go from Here? -- 1 Introduction -- 1.1 Current Status of Adolescent Mental Health Research in MENA -- 1.2 Future Areas of Research -- References -- Part II: Mental Health in the MENA -- There Is No Health Without Mental Health: The Middle East and North Africa -- 1 Context: Happy to Unhappy Arabia? -- 2 Method -- 3 Results -- 3.1 Depression -- Measuring Depression in the Arab World -- BDI Scores for Arab Youth -- 3.2 Eating Disorders -- Socioeconomic Perspective -- Sociocultural Perspective -- The Thin Body Cult in the Arabia -- 3.3 Eating Disorders in the Arab World -- 3.4 Rethinking Eating Disorders -- 4 Discussion -- 5 Conclusions -- References -- A Silent Epidemic of Depression Among Adolescents in the Middle East and North Africa Region: Emerging Tribulation -- 1 Introduction -- 2 The Middle East and North Africa (Mena) Region -- 3 Research Methodology -- 3.1 Characteristics of the Included Studies -- 4 Findings -- 4.1 Prevalence Rate of Depression Among Adolescents from the MENA Region -- 4.2 Risk Factors for Depression -- Gender -- Age -- Psychosocial Context -- Family History -- Political Climate -- 4.3 Consequences -- 5 Summary and Recommendations -- References -- 'Cn I jus txt, coz I don wan 2b heard': Understanding Mental Illness Stigma in Arab Youth's Everyday Lives -- 1 Introduction -- 2 Section 1: What Is Mental Illness Stigma -- 2.1 What Is Mental Health? -- 2.2 Mental Illness Stigma Is a Social Determinant of Mental Health -- 2.3 The Stigma Process -- 2.4 Mental Illness Public Stigma and Self-Stigma -- 3 Section 2: MENA Mental Illness Stigma Rapid Review -- 3.1 Anxiety and Depression -- 3.2 Mental Illness and Negative Beliefs.
3.3 Mental Illness Stigma and Help-Seeking -- 4 Section 3: Mental Illness Stigma Research: A Way Forward -- 4.1 Making Sense of Depression -- 4.2 A New Zealand Social Media Mental Health Intervention -- 4.3 Youthline: 'Cn I jus txt, coz I don wan 2b heard' -- 5 Summary -- References -- Part III: Policy and Programs Needs That Target Adolescent Mental Health in the MENA -- Developing and Implementing Youth-Friendly Public Policies: A Perspective into the Arab Region -- 1 Introduction -- 2 Methodology -- 2.1 Data Extraction and Search Process -- 2.2 Inclusion and Exclusion Criteria -- 3 Results -- 3.1 Palestine -- 3.2 Lebanon -- 3.3 Egypt -- 3.4 Tunisia -- 4 Discussion -- References -- Adolescent Health in Saudi Arabia: Policy Dimensions -- 1 Introduction -- 2 Methodology -- 3 Results -- 3.1 Adolescent Demographics -- 3.2 Adolescent Health Needs, Conditions, and Causes -- 3.3 Consolidations Toward Policy-Directive Dimensions -- 4 Conclusions -- References -- Health Policies of Adolescents in the Middle East and North Africa: Past Experiences, Current Scene, and Future Strategic Directions -- 1 Part 1: The Landscape of Health Policies and Stakeholders of Adolescents in the MENA Region and Evidence from the Ground -- 1.1 Introduction -- 1.2 A Comprehensive Overview of the Sociopolitical and Biosocial Conditions in the MENA -- Adolescent Health Policies and SDGs in the MENA Region -- Stakeholders Involved and Their Contributions -- Adolescence Health Policies: Case Studies from the Region (Sudan, Palestine, and Lebanon) -- Sudan -- Palestine -- Lebanon -- The Kingdom of Saudi Arabia -- 2 Part 2: What Works, What Doesn't in the Health Policies of Adolescents in the Middle East and North Africa, How the COVID-19 Impacted on Adolescence, and How Do We Strategize from Needs and Priorities lens. 2.1 General Discussion: A Perspective on the Past and Current Scenes -- Adolescents Amid the Coronavirus Pandemic -- Psychosocial Impacts of COVID-19 on Adolescents Globally -- The Needs and Priorities of Adolescents at the Policy Level in the MENA Region -- 2.2 Conclusion and Future Roadmap for Policy Development of Adolescent Health in MENA -- 2.3 Public Health Policy and Intervention Recommendations in the MENA Region -- 2.4 Future Outlook and Critical Questions for Consideration -- References -- Index. |
| Record Nr. | UNINA-9910568273403321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
After the insanity defense [[electronic resource] ] : when the acquitted return to the community / / Matthew F. Shaw
| After the insanity defense [[electronic resource] ] : when the acquitted return to the community / / Matthew F. Shaw |
| Autore | Shaw Matthew F. <1972-> |
| Pubbl/distr/stampa | New York, : LFB Scholarly Pub. LLC, 2007 |
| Descrizione fisica | 1 online resource (211 p.) |
| Disciplina | 364.8 |
| Collana | Criminal justice recent scholarship |
| Soggetto topico |
Mentally ill offenders
Recidivism Criminal behavior, Prediction of Mentally ill offenders - United States Recidivism - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-59332-258-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Studying recidivism -- NGRI research programs -- Conducting a study -- Findings from the study -- Policy and research implications -- Appendix A: Additional NGRI research programs -- Appendix B: Adult needs and strengths assessment -- References -- Index. |
| Record Nr. | UNINA-9910452355403321 |
Shaw Matthew F. <1972->
|
||
| New York, : LFB Scholarly Pub. LLC, 2007 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
After the insanity defense [[electronic resource] ] : when the acquitted return to the community / / Matthew F. Shaw
| After the insanity defense [[electronic resource] ] : when the acquitted return to the community / / Matthew F. Shaw |
| Autore | Shaw Matthew F. <1972-> |
| Pubbl/distr/stampa | New York, : LFB Scholarly Pub. LLC, 2007 |
| Descrizione fisica | 1 online resource (211 p.) |
| Disciplina | 364.8 |
| Collana | Criminal justice recent scholarship |
| Soggetto topico |
Mentally ill offenders
Recidivism Criminal behavior, Prediction of Mentally ill offenders - United States Recidivism - United States |
| ISBN | 1-59332-258-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Studying recidivism -- NGRI research programs -- Conducting a study -- Findings from the study -- Policy and research implications -- Appendix A: Additional NGRI research programs -- Appendix B: Adult needs and strengths assessment -- References -- Index. |
| Record Nr. | UNINA-9910777817003321 |
|
Shaw Matthew F. <1972->
|
||
| New York, : LFB Scholarly Pub. LLC, 2007 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
After the insanity defense [[electronic resource] ] : when the acquitted return to the community / / Matthew F. Shaw
| After the insanity defense [[electronic resource] ] : when the acquitted return to the community / / Matthew F. Shaw |
| Autore | Shaw Matthew F. <1972-> |
| Pubbl/distr/stampa | New York, : LFB Scholarly Pub. LLC, 2007 |
| Descrizione fisica | 1 online resource (211 p.) |
| Disciplina | 364.8 |
| Collana | Criminal justice recent scholarship |
| Soggetto topico |
Mentally ill offenders
Recidivism Criminal behavior, Prediction of Mentally ill offenders - United States Recidivism - United States |
| ISBN | 1-59332-258-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Studying recidivism -- NGRI research programs -- Conducting a study -- Findings from the study -- Policy and research implications -- Appendix A: Additional NGRI research programs -- Appendix B: Adult needs and strengths assessment -- References -- Index. |
| Record Nr. | UNINA-9910818466403321 |
|
Shaw Matthew F. <1972->
|
||
| New York, : LFB Scholarly Pub. LLC, 2007 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Criminal justice and mental health : an overview for students / / Jada Hector, David Khey
| Criminal justice and mental health : an overview for students / / Jada Hector, David Khey |
| Autore | Hector Jada |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | Cham : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (260 pages) |
| Disciplina | 364 |
| Soggetto topico |
Criminal justice, Administration of
Criminal justice, Administration of - United States Mentally ill offenders |
| ISBN | 3-031-15338-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Contents -- Chapter 1: Mental Illness, Then and Now -- 1.1 A Brief History -- 1.1.1 The First Impetus for Change: Dorothea Dix -- 1.1.2 Moral Treatment Thrives and Declines -- 1.1.3 The Miracle Drugs -- 1.1.4 Deinstitutionalization -- 1.1.5 The Media Coverage of Hospital Conditions and Homelessness and Social Awareness -- 1.1.6 The Impact of the War on Crime and the Incarceration State -- 1.2 Current Policy -- 1.3 Key Problems Today -- 1.3.1 Trauma -- 1.3.2 Co-occurring Disorders -- 1.3.3 Dollars and CentsSense -- 1.4 Rethinking Mental Health -- 1.4.1 A Continuum of Care -- 1.5 Conclusion -- References -- Chapter 2: Stigma -- 2.1 Defining Stigma -- 2.1.1 Double and Multiple Stigma - Layered Stigma -- 2.1.2 A Review of Recent Stigma Research -- 2.2 Champions for the Cause -- 2.3 Pop Culture and Real Life -- 2.3.1 Media Scrutiny - A Case Study -- 2.4 Conclusion -- References -- Chapter 3: Size and Scope of Justice-Involved Mental Illness -- 3.1 What We Know - It's Complicated -- 3.1.1 Population Surveys -- 3.1.2 Health Care Surveys -- 3.1.3 Vital Statistics -- 3.1.4 Putting It All Together - A Summary of Mental Health in America Today -- 3.2 What We Don't Know -- 3.3 What We Know We Don't Know - Hidden Mental Illness -- 3.3.1 Marginalized Groups and Cultural Differences -- 3.4 Conclusion -- References -- Chapter 4: The Frontline: EMS, Law Enforcement, and Probation and Parole -- 4.1 Know the Role -- 4.1.1 EMS and Trained Firefighters -- 4.1.2 Law Enforcement -- 4.1.3 Probation and Parole -- 4.2 Common Interactions -- 4.2.1 Frequent Flyers: An Example of Typical and Common Interactions (and Frustrations) -- 4.3 Common Problems -- 4.3.1 Police-Citizen with Mental Illness Encounters -- 4.3.1.1 Baltimore, Maryland: A Model Story for Systemic Failure on the Frontline -- 4.3.1.2 Not All Is Lost: Positive Law Enforcement Interactions.
4.3.1.3 The Treatment Advocacy Center Issues Road Runners Report -- 4.3.2 Interfacing with the Homeless or Near Homeless Population -- 4.4 Evidence-Based Solutions -- 4.4.1 Crisis Intervention Teams: The Preferred Solution -- 4.4.2 Mental Health First Aid -- 4.4.3 Alternative Destination Pilot Project: North Carolina -- 4.4.4 Community Paramedic Program: Grady EMS (Atlanta) -- 4.4.5 A Survey of Other Approaches Across the Country -- 4.5 Conclusion -- References -- Chapter 5: Treatment: Intersection with Criminal Justice -- 5.1 Where Do People Fall Through the Cracks? -- 5.2 Common Problems -- 5.2.1 Medical Coverage -- 5.2.2 Medical Records -- 5.2.3 Barriers of Public Housing -- 5.3 Common Resources -- 5.3.1 Detox -- 5.3.2 Inpatient Treatment Services -- 5.3.3 Intensive Outpatient (IOP) Treatment -- 5.3.4 12 Steps - AA/NA and Alternatives, Such as SMART Recovery -- 5.3.5 Assertive Community Treatment (ACT) Teams -- 5.3.6 The Value of Compulsory Treatment -- 5.4 Treatment Settings -- 5.4.1 Community Mental Health Centers -- 5.4.2 Emergency Rooms and Hospitalization -- 5.4.3 Group Homes -- 5.4.4 Transitional Housing and Recovery Residences: Halfway Houses, Sober Houses, and Three-Quarter Houses -- 5.4.5 Safe Haven, Behavioral Health Solutions Center, and Other "Centralized" One-Stop Facilities -- 5.5 Federal/National Resources -- 5.5.1 SAMHSA -- 5.5.2 National Alliance on Mental Illness -- 5.6 Example of Innovation in Available Resources and Emerging Technology - Mobile Health (mHealth) and Telehealth Options -- 5.7 A Canary in the Shaft - American Mental Health Troubles Seen Abroad -- 5.8 Conclusion -- References -- Chapter 6: Jails -- 6.1 Know the Role -- 6.1.1 Constitutionally Acceptable Level of Care: The Status Quo -- 6.1.2 Common Interactions -- 6.1.3 Common Problems -- 6.1.4 Preventable Tragedies -- 6.2 Evidence-Based Solutions. 6.2.1 Step Two: Latest Generation Assessment and Screening Tools and Data Capacity -- 6.2.2 Defining a Sequential Intercept Model and Notating Gaps in Services -- 6.2.3 Prioritize and Implement New Policies, Practices, and Improvements and Then Track Progress -- 6.3 Bureau of Justice Assistance: A Source of Support -- 6.4 Evidence-Based Practices Resource Center and Crime Solutions -- 6.5 The Role of Jails in the Future -- 6.5.1 Drain the Jail: Customized Specialty Courts -- 6.5.2 Avoid the Jail: One-Stop Crisis Mental Health Facilities -- 6.5.3 Use the Jail: Expand Available Services, Case Management, and Use of Re-entry Plan -- 6.5.4 Out of the (Pizza) Box Innovations -- 6.6 Conclusion -- References -- Chapter 7: Court Programs -- 7.1 Know the Role: Drug Court -- 7.1.1 Drug Court Adaptations for Special Populations -- 7.1.2 Mental Health Courts -- 7.1.3 The 22nd Judicial District Behavioral Health Court of Louisiana -- 7.2 Older Initiatives, Mental Health Court Precursors -- 7.3 Assisted Outpatient Treatment Court (AOT) -- 7.4 A Note on Veterans Treatment Courts -- 7.5 The Future of Mental Health Courts -- 7.6 A Key Weakness in the Court's Role: Revocation, a Case Study -- 7.7 Conclusion -- References -- Chapter 8: Prison -- 8.1 Know the Role -- 8.1.1 Reaffirming Minimal Mental Health Care: The Epicenter (California) and the New Frontier (Alabama) -- 8.1.2 The Common Affront: Locking Someone in ad seg -- 8.1.3 A Local Case Study: Boston -- 8.2 Example Progressive Programming and Program Elements -- 8.2.1 Pen Pals, Inc. -- 8.3 Pop-Culture and Prison, New Links to Awareness -- 8.4 Out of the Box Innovations -- 8.5 More Traditional Innovation -- 8.6 Conclusion -- References -- Chapter 9: Release and Reentry -- 9.1 They're Back! But They Aren't Poltergeist: Stigma Revisited -- 9.2 How Are We Dealing with It? -- 9.2.1 Jail to Community Reentry. 9.2.1.1 An Example of an Early Adopter: Hampden County Sheriff's Department -- 9.2.2 Prison to Community Reentry -- 9.2.2.1 A Gem in the Rough: Lafayette Parish Sheriff Reentry -- 9.2.3 Reentry Court -- 9.2.3.1 The 22nd Judicial District Reentry Court of Louisiana -- 9.3 Known Gaps and Barriers -- 9.3.1 Technology as a Barrier -- 9.3.2 Disenfranchisement (Felons Can't Vote) -- 9.3.3 Facing Employers -- 9.3.4 Facing Relationships -- 9.3.5 Collateral Consequences -- 9.4 How Do We Break the Cycle? -- 9.4.1 The Role of Employers -- 9.4.2 Ban the Box: Does It Work? -- 9.5 Conclusion -- References -- Chapter 10: Community-Based and Grassroots Programs -- 10.1 Know the Role -- 10.2 Facing the Stigma Head On: Heroin Walks Like Cancer Walks -- 10.3 Partners 4 Strong Minds (Strong 365) and One Mind Care Connect -- 10.4 Heads Together -- 10.5 Born this Way -- 10.6 The Boris Lawrence Henson Foundation -- 10.7 Brands -- 10.7.1 Clothing Brands -- 10.7.2 Beauty Brands -- 10.7.3 Others -- 10.8 Active Minds -- 10.9 SLIDDE, University of Louisiana at Lafayette -- 10.10 Dave's Killer Bread -- 10.11 Conclusion -- References -- Chapter 11: Self-Care for Professionals -- 11.1 What No One Talks About: Our Own Mental Health -- 11.1.1 Burnout, Compassion Fatigue, and Vicarious Trauma: Working with People in Crisis -- 11.2 Traumatic Experiences and Fatigue: What We Know -- 11.3 Self-Care: Why Is It Important -- 11.4 Examples of Self-Care Programming -- 11.5 Conclusion -- References -- Chapter 12: What Works, What's Promising, and Lessons from the Pandemic -- 12.1 Looking Forward -- 12.1.1 Legislative Progress -- 12.2 Change Is Taking Place, Slowly -- 12.3 Change Agents -- 12.4 Theoretical Considerations -- 12.4.1 Restorative Justice and Relevant Theory -- 12.4.2 Reintegrative Shaming in Action -- 12.4.3 The Future of Reintegrative Shaming in Research. 12.5 Pandemic Considerations -- 12.6 Concluding Remarks -- References -- Index. |
| Record Nr. | UNINA-9910616378003321 |
|
Hector Jada
|
||
| Cham : , : Springer, , [2022] | ||
| 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 |
| 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 | ||
| ||
