Verfügbarkeit: Forensic mental health assessment

Forensic mental health assessment: a casebook

Gespeichert in:

Bibliographische Detailangaben
Weitere Verfasser:	Heilbrun, Kirk (HerausgeberIn)
Format:	Buch
Sprache:	English
Veröffentlicht:	Oxford [u.a.] Oxford Univ. Press 2014
Ausgabe:	2. ed.
Schlagworte:	Forensic psychology > Case studies Mentally ill offenders > Case studies Forensic psychiatry > Case studies USA Fallstudiensammlung
Online-Zugang:	Inhaltsverzeichnis
Beschreibung:	Includes bibliographical references and index
Beschreibung:	XXII, 616 S. graph. Darst.
ISBN:	9780199941551

Internformat

MARC


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245	1	0	\|a Forensic mental health assessment \|b a casebook \|c ed. by Kirk Heilbrun ...
250			\|a 2. ed.
264		1	\|a Oxford [u.a.] \|b Oxford Univ. Press \|c 2014
300			\|a XXII, 616 S. \|b graph. Darst.
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500			\|a Includes bibliographical references and index
650		4	\|a Forensic psychology \|v Case studies
650		4	\|a Mentally ill offenders \|v Case studies
650		4	\|a Forensic psychiatry \|v Case studies
651		4	\|a USA
655		7	\|0 (DE-588)4522595-3 \|a Fallstudiensammlung \|2 gnd-content
700	1		\|a Heilbrun, Kirk \|4 edt
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Datensatz im Suchindex

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adam_text	CONTENTS PREFACE ABOUT THE EDITORS CONTRIBUTORS 1. INTRODUCTION AND OVERVIEW XV XVII XXX 1 10 2. MIRANDA WAIVER CAPACITY CASE ONE PRINCIPLE: USE NOMOTHETIC EVIDENCE IN ASSESSING CLINICAL CONDITION, FUNCTIONAL ABILITIES, AND CAUSAL CONNECTION (PRINCIPLE 28) 10 CASE CONTRIBUTED BY I. BRUCE FRUMKIN TEACHING POINT: WHAT IS THE VALUE OF SPECIALIZED FORENSIC ASSESSMENT INSTRUMENTS IN FORENSIC MENTAL HEALTH ASSESSMENT? 17 CONTRIBUTED BY I. BRUCE FRUMKIN CASE TWO PRINCIPLE: USE CASE-SPECIFIC (IDIOGRAPHIC) EVIDENCE IN ASSESSING CLINICAL CONDITION, FUNCTIONAL ABILITIES, AND CAUSAL CONNECTION (PRINCIPLE 27) 18 CASE CONTRIBUTED BY ALANM. GOLDSTEIN TEACHING POINT: WHAT ARE THE LIMITS OF SPECIALIZED FORENSIC ASSESSMENT INSTRUMENTS? 31 CONTRIBUTED BY ALAN M. GOLDSTEIN 3. COMPETENCE TO STAND TRIAL 33 CASE ONE PRINCIPLE: USE TESTING WHEN INDICATED IN ASSESSING RESPONSE STYLE (PRINCIPLE 26) 33 CASE CONTRIBUTED BY RICHARD ROGERS TEACHING POINT: INTEGRATING DIFFERENT SOURCES OF RESPONSE STYLE DATA 43 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE CASE TWO PRINCIPLE: SELECT THE MOST APPROPRIATE MODEL TO GUIDE IN DATA GATHERING, INTERPRETATION, AND COMMUNICATION (PRINCIPLE 16) 43 CASE CONTRIBUTED BY PATRICIA A. ZAPF TEACHING POINT: HOW CAN YOU USE A MODEL TO STRUCTURE THE WAY YOU WRITE THE REPORT? 48 CONTRIBUTED BY PATRICIA A. ZAPF CASE THREE PRINCIPLE: ATTRIBUTE INFORMATION TO SOURCES (PRINCIPLE 32) 49 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 56 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE 4. CRIMINAL RESPONSIBILITY 57 CASE ONE PRINCIPLE: BE FAMILIAR WITH THE RELEVANT LEGAL, ETHICAL, SCIENTIFIC, AND PRACTICE LITERATURES PERTAINING TO FMHA (PRINCIPLE 3) 57 CASE CONTRIBUTED BY ROBERT M. WETTSTEIN TEACHING POINT: SOURCES OF PARTICULARLY RELEVANT INFORMATION FROM THE LITERATURE 66 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE CASE TWO PRINCIPLE: ATTRIBUTE INFORMATION TO SOURCES (PRINCIPLE 32) 66 CASE CONTRIBUTED BY KATHLEEN KEMP AND DANIEL MURRIE VLLL CONTENTS TEACHING POINT: LINE-BY-LINE VERSUS PARAGRAPH-LEVEL ATTRIBUTION 77 CONTRIBUTED BY DANIEL MURRIE CASE THREE PRINCIPLE: DECLINE THE REFERRAL WHEN EVALUATOR IMPARTIALITY IS UNLIKELY (PRINCIPLE 10) 78 CASE CONTRIBUTED BY IRA K. PACKER TEACHING POINT: REMAINING IMPARTIAL IN HIGH VISIBILITY CASES 86 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE 5. SEXUAL OFFENDING RISK EVALUATION 87 CASE ONE PRINCIPLE: PROVIDE APPROPRIATE NOTIFICATION OF PURPOSE AND OBTAIN APPROPRIATE AUTHORIZATION BEFORE BEGINNING (PRINCIPLE 23) 87 CASE CONTRIBUTED BY PHILIP H. WITT TEACHING POINT: OBTAINING INFORMED CONSENT IN SEXUALLY VIOLENT PREDATOR CASES 95 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE 6. FEDERAL SENTENCING 97 CASE ONE PRINCIPLE: DESCRIBE FINDINGS SO THAT THEY NEED CHANGE LITTLE UNDER CROSS-EXAMINATION (PRINCIPLE 31) 97 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 109 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE CASE TWO PRINCIPLE: USE SCIENTIFIC REASONING IN ASSESSING THE CAUSAL CONNECTION BETWEEN CLINICAL CONDITION AND FUNCTIONAL ABILITIES (PRINCIPLE 29) 109 CASE CONTRIBUTED BY DAVID DEMATTEO TEACHING POINT: RISK-NEED ASSESSMENT IN SENTENCING 119 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE 7. CAPITAL SENTENCING 121 CASE ONE PRINCIPLE: USE MULTIPLE SOURCES OF INFORMATION FOR EACH AREA BEING ASSESSED. REVIEW THE AVAILABLE BACKGROUND INFORMATION AND ACTIVELY SEEK IMPORTANT MISSING ELEMENTS (PRINCIPLE 17) 121 CASE CONTRIBUTED BY KIRK HEILBRUN AND JACEY ERICKSON TEACHING POINT: HOW MUCH IS ENOUGH? DIMINISHING RETURNS FROM INFORMATION SOURCES 13S CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE CASE TWO PRINCIPLE: OBTAIN RELEVANT HISTORICAL INFORMATION (PRINCIPLE 19) 136 CASE CONTRIBUTED BY MARK D. CUNNINGHAM TEACHING POINT: EVALUATING THE ACCURACY OF DIFFERENT SOURCES OF THIRD PARTY INFORMATION 144 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE CAPITAL SENTENCING, ATKINS-TYPE EVALUATIONS 146 CASE ONE PRINCIPLE: ACCEPT REFERRALS ONLY WITHIN AREA OF EXPERTISE (PRINCIPLE 9) 146 CASE CONTRIBUTED BY], GREGORY OLLEY TEACHING POINT: GAUGING THE TRAINING AND EXPERIENCE IN FORENSIC AND MENTAL HEALTH AREAS NEEDED FOR THIS KIND OF EVALUATION 163 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE CASE TWO PRINCIPLE: USE RELEVANCE AND RELIABILITY (VALIDITY) AS GUIDES FOR SEEKING INFORMATION AND SELECTING DATA SOURCES (PRINCIPLE 18) 164 CASE CONTRIBUTED BY KAREN L. SALEKIN TEACHING POINT: SELECTING TOOLS FOR USE IN FMHA 200 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE 9. COMPETENCE FOR EXECUTION 201 CASE ONE PRINCIPLE: IDENTIFY RELEVANT FORENSIC ISSUES (PRINCIPLE 8) 201 CASE CONTRIBUTED BY PATRICIA A, ZAPF TEACHING POINT: IDENTIFY ASSESSMENT TARGETS WHEN LEGAL STANDARDS ARE BROAD OR NON-SPECIFIC 207 CONTRIBUTED BY PATRICIA A. ZAPF CONTENTS 10. COMPETENCE TO CONSENT TO TREATMENT 209 CASE ONE PRINCIPLE: USE THIRD PARTY INFORMATION IN ASSESSING RESPONSE STYLE (PRINCIPLE 25) 209 PRINCIPLE: USE PLAIN LANGUAGE; AVOID TECHNICAL JARGON (PRINCIPLE 33) 210 CASE CONTRIBUTED BY DAVID DEMATTEO TEACHING POINT: BALANCING RESULTS FROM INTERVIEW, TESTING, AND THIRD PARTY SOURCES AS THEY RELATE TO RESPONSE STYLE 216 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE TEACHING POINT: COMMUNICATING COMPLEX SCIENTIFIC MATERIAL TO LEGAL PROFESSIONALS AND LAY AUDIENCES 217 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE 11. TESTAMENTARY CAPACITY 218 CASE ONE PRINCIPLE: DETERMINE WHETHER THE INDIVIDUAL UNDERSTANDS THE PURPOSE OF THE EVALUATION AND ASSOCIATED LIMITS ON CONFIDENTIALITY (PRINCIPLE 24) 218 CASE CONTRIBUTED BY ERIC Y. DROGIN TEACHING POINT: ADVANTAGES OF WRITTEN VERSUS SPOKEN NOTIFICATION IN DETERMINING WHETHER THE NOTIFICATION IS UNDERSTOOD 223 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE 12. PERSONAL INJURY 225 CASE ONE 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 (PRINCIPLE 30) 225 CASE CONTRIBUTED BY BILL FOOTE TEACHING POINT: ANSWERING THE ULTIMATE LEGAL QUESTION DIRECTLY 237 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE CASE TWO PRINCIPLE: DECLINE THE REFERRAL WHEN EVALUATOR IMPARTIALITY IS UNLIKELY (PRINCIPLE 10) 238 CASE CONTRIBUTED BY ALANM. GOLDSTEIN TEACHING POINT: DECLINING THE CASE WHEN IMPARTIALITY WOULD BE TOO DIFFICULT 250 CONTRIBUTED BY ALANM. GOLDSTEIN 13. CIVIL COMMITMENT 252 CASE ONE PRINCIPLE: USE RELEVANCE AND RELIABILITY (VALIDITY) AS GUIDES FOR SEEKING INFORMATION AND SELECTING DATA SOURCES (PRINCIPLE 18) 252 CASE CONTRIBUTED BY TADEUS EDWARD KOWALSKI AND DOUGLAS MOSSMAN TEACHING POINT: THE STRENGTHS AND WEAKNESSES OF CLASSIFICATION SYSTEMS 256 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE 14. HARASSMENT AND DISCRIMINATION 25S CASE ONE PRINCIPLE: DO NOT BECOME ADVERSARIAL, BUT PRESENT AND DEFEND YOUR OPINIONS EFFECTIVELY (PRINCIPLE 7) 258 PRINCIPLE: WRITE REPORT IN SECTIONS, ACCORDING TO MODEL AND PROCEDURES (PRINCIPLE 34) 259 CASE CONTRIBUTED BY BILL FOOTE TEACHING POINT: COMMUNICATING FIRMLY BUT FAIRLY 270 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE TEACHING POINT: THE VALUE OF SEQUENTIAL COMMUNICATION OF FMHA RESULTS 270 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE 15. WORKPLACE DISABILITY 271 CASE ONE PRINCIPLE: ASSESS LEGALLY RELEVANT BEHAVIOR (PRINCIPLE 21) 271 CASE CONTRIBUTED BY LISA DRAGO PIECHOWSKI TEACHING POINT: THE RELATIONSHIP BETWEEN SYMPTOMS AND DISABILITY IN CAPACITY TO WORK 281 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE CASE TWO PRINCIPLE: ASSESS CLINICAL CHARACTERISTICS IN RELEVANT, RELIABLE, AND VALID WAYS (PRINCIPLE 20) 281 CASE CONTRIBUTED BY ROBERT L. SADOFF CONTENTS TEACHING POINT: USEFUL APPROACHES TO ASSESSING CLINICAL CHARACTERISTICS IN FMHA 285 CONTRIBUTED BY KIRKHEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE 16. GUARDIANSHIP 287 CASE ONE PRINCIPLE: BE AWARE OF THE IMPORTANT DIFFERENCES BETWEEN CLINICAL AND FORENSIC DOMAINS (PRINCIPLE L) 287 PRINCIPLE: BE FAMILIAR WITH THE RELEVANT LEGAL, ETHICAL, SCIENTIFIC, AND PRACTICE LITERATURES PERTAINING TO FMHA (PRINCIPLE 3) 287 CASE CONTRIBUTED BY RANDY K. OTTO TEACHING POINT: GUARDIANSHIP AND THE REVISED SPECIALTY GUIDELINES FOR FORENSIC PSYCHOLOGY 298 CONTRIBUTED BY RANDY K. OTTO 17. CHILD CUSTODY 299 CASE ONE PRINCIPLE: DETERMINE THE PARTICULAR ROLE TO BE PLAYED IF THE REFERRAL IS ACCEPTED (PRINCIPLE 15) 299 CASE CONTRIBUTED BY MARSHA HEDRICK TEACHING POINT: CAN ONE EVER PLAY MORE THAN ONE ROLE IN A SINGLE FMHA CASE? 317 CONTRIBUTED BY KIRKHEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE CASE TWO PRINCIPLE: USE MULTIPLE SOURCES OF INFORMATION FOR EACH AREA BEING ASSESSED (PRINCIPLE 17) 318 CASE CONTRIBUTED BY JONATHAN W. GOULD TEACHING POINT: THE ROLE OF THE FORENSIC CLINICIAN IN COLLECTING THIRD PARTY INFORMATION 346 CONTRIBUTED BY KIRKHEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE 18. CHILD PROTECTION 348 CASE ONE PRINCIPLE: ASSESS LEGALLY RELEVANT BEHAVIOR (PRINCIPLE 21) 348 CASE CONTRIBUTED BY JENNIFER CLARK AND KAREN BUDD TEACHING POINT: IDENTIFYING FORENSIC CAPACITIES WHEN THE LEGAL STANDARD IS VAGUE OR UNELABORATED 363 CONTRIBUTED BY KIRKHEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE CASE TWO PRINCIPLE: BE GUIDED BY HONESTY AND STRIVING FOR IMPARTIALITY, ACTIVELY DISCLOSING THE LIMITATIONS ON, AS WELL AS THE SUPPORT FOR, ONE S OPINIONS (PRINCIPLE 4) 363 CASE CONTRIBUTED BY KATHRYN KUEHNLE AND H. D. KIRKPATRICK TEACHING POINT: SPECIFIC STRATEGIES FOR PROMOTING IMPARTIALITY IN A PARTICULAR EVALUATION 395 CONTRIBUTED BY KIRKHEILBRUN, 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 395 CONTRIBUTED BY KATHRYN KUEHNLE AND H. D. KIRKPATRICK 19. JUVENILE MIRA;I(IA WAIVER CAPACITY 397 CASE ONE PRINCIPLE: USE NOMOTHETIC EVIDENCE IN ASSESSING CAUSAL CONNECTION BETWEEN CLINICAL CONDITION AND FUNCTIONAL ABILITIES (PRINCIPLE 28) 397 CASE CONTRIBUTED BY I. BRUCE FRUMKIN TEACHING POINT: APPLYING GROUP-BASED EVIDENCE SUPPORTING A SPECIALIZED FORENSIC ASSESSMENT MEASURE IN A SINGLE CASE 402 CONTRIBUTED BY I. BRUCE FRUMKIN CASE TWO PRINCIPLE: DO NOT BECOME ADVERSARIAL, BUT PRESENT AND DEFEND YOUR OPINIONS EFFECTIVELY (PRINCIPLE 7) 403 CASE CONTRIBUTED BY KIRKHEILBRUN AND MEGAN MURPHY TEACHING POINT: WHETHER AND HOW TO CRITICIZE MATERIAL FROM THE RECORDS 411 CONTRIBUTED BY KIRKHEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE 20. JUVENILE COMPETENCE TO STAND TRIAL 412 CASE ONE PRINCIPLE: USE RELEVANCE AND RELIABILITY (VALIDITY) AS GUIDES FOR SEEKING INFORMATION AND SELECTING DATA SOURCES (PRINCIPLE 18) 412 CASE CONTRIBUTED BY DAVID DEMATTEO TEACHING POINT: SELECTING A SPECIALIZED MEASURE ON JUVENILE COMPETENCE TO STAND TRIAL 416 CONTRIBUTED BY KIRKHEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE CONTENTS CASE TWO PRINCIPLE: ENSURE THAT CONDITIONS FOR EVALUATION ARE QUIET, PRIVATE, AND DISTRACTION-FREE (PRINCIPLE 22) 417 CASE CONTRIBUTED BY JANET I. WARREN TEACHING POINT: IDENTIFYING AND IMPLEMENTING STRATEGIES FOR IMPROVING INADEQUATE CONDITIONS 426 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE 21. JUVENILE COMMITMENT 427 CASE ONE PRINCIPLE: ACCEPT REFERRALS ONLY WITHIN AREA OF EXPERTISE (PRINCIPLE 9) 427 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? 433 CONTRIBUTED BY DEWEY G. CORNELL CASE TWO PRINCIPLE: PROVIDE APPROPRIATE NOTIFICATION OF PURPOSE AND OBTAIN APPROPRIATE AUTHORIZATION BEFORE BEGINNING (PRINCIPLE 23) 434 CASE CONTRIBUTED BY KIRK HEILBRUN AND LINDSEY PETERSON TEACHING POINT: OBTAINING AUTHORIZATION FOR EVALUATING MINORS WHO CANNOT YET LEGALLY CONSENT 443 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE 22. JUVENILE TRANSFER AND DECERTIFICATION 445 CASE ONE PRINCIPLE: ASSESS LEGALLY RELEVANT BEHAVIOR (PRINCIPLE 21) 44S CASE CONTRIBUTED BY AMY L. WEVODAU AND MARY ALICE CONROY TEACHING POINT: TRANSLATING LEGAL CRITERIA INTO FORENSIC CAPACITIES 451 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE CASE TWO PRINCIPLE: USE THIRD PARTY INFORMATION IN ASSESSING RESPONSE STYLE (PRINCIPLE 25) 452 CASE CONTRIBUTED BY KIRK HEILBRUN AND CASEY LADUKE TEACHING POINT: ADDRESSING CONFLICTING INFORMATION FROM THE INTERVIEW, TESTING, AND THIRD PARTY SOURCES 461 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE 23. MILITARY 463 CASE ONE PRINCIPLE: IDENTIFY RELEVANT FORENSIC ISSUES (PRINCIPLE 8) 463 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 471 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE CASE TWO PRINCIPLE: OBTAIN APPROPRIATE AUTHORIZATION (PRINCIPLE 13) 472 CASE CONTRIBUTED BY PAUL MONTALBANO TEACHING POINT: HOW DOES THE EVALUATOR ADDRESS THE QUESTION OF SEVERE MENTAL DISEASE OR DEFECT? 482 CONTRIBUTED BY PAUL MONTALBANO TEACHING POINT: OBTAINING APPROPRIATE AUTHORIZATION IN MILITARY FMHA, AND SIMILARITIES WITH AND DIFFERENCES FROM CIVILIAN PARAMETERS 483 CONTRIBUTED BY PAUL MONTALBANO CASE THREE PRINCIPLE: USE NOMOTHETIC EVIDENCE OF CLINICAL CONDITION, FUNCTIONAL ABILITIES, AND CAUSAL CONNECTION (PRINCIPLE 28) 484 CASE CONTRIBUTED BY ERIC B. ELBOGEN TEACHING POINT: COMBINING NOMOTHETIC DATA WITH CASE-SPECIFIC IDIOGRAPHIC INFORMATION 492 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE 24. RELEASE DECISION-MAKING 493 CASE ONE PRINCIPLE: OBTAIN RELEVANT HISTORICAL INFORMATION (PRINCIPLE 19) 493 CASE CONTRIBUTED BY CHAD BRINKLEY AND DAVID F. MRAD XLL CONTENTS TEACHING POINT: INTEGRATING INFORMATION FROM HOSPITALIZATION AND PRE-HOSPITALIZATION IN RELEASE DECISION-MAKING 504 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE CASE TWO PRINCIPLE: USE MULTIPLE SOURCES OF INFORMATION FOR EACH AREA BEING ASSESSED (PRINCIPLE 17) SOS CASE CONTRIBUTED BY CRAIG R. LAREAU TEACHING POINT: USING MULTIPLE SOURCES FOR RELEVANT HOSPITALIZATION AND PRE-HOSPITALIZATION INFORMATION S16 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE CASE THREE PRINCIPLE: DESCRIBE FINDINGS AND LIMITS SO THAT THEY NEED CHANGE LITTLE UNDER CROSS-EXAMINATION (PRINCIPLE 31) 517 CASE CONTRIBUTED BY TERRANCE J. KUKOR TEACHING POINT: ACHIEVING BALANCE AND FACILITATING ACCURACY IN REPORTING FINDINGS 530 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE 25. THREAT/RISK ASSESSMENT S31 CASE ONE PRINCIPLE: IDENTIFY RELEVANT FORENSIC ISSUES (PRINCIPLE 8) 531 CASE CONTRIBUTED BY STEPHEN D. HART AND KELLY A. WATT TEACHING POINT: THE ROLE OF RISK-NEED-RESPONSIVITY IN CONTEMPORARY THREAT/RISK ASSESSMENT 538 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE CASE TWO PRINCIPLE: ENSURE THAT CONDITIONS FOR EVALUATION ARE QUIET, PRIVATE, AND DISTRACTION-FREE (PRINCIPLE 22) 538 CASE CONTRIBUTED BY DEWEY G. CORNELL TEACHING POINT: HOW CAN THREAT ASSESSMENT BE DISTINGUISHED AS A FORM OF RISK ASSESSMENT? 542 CONTRIBUTED BY DEWEY G. CORNELL CASE THREE PRINCIPLE: USE NOMOTHETIC EVIDENCE IN ASSESSING CLINICAL CONDITION, FUNCTIONAL ABILITIES, AND CAUSAL CONNECTION (PRINCIPLE 28) 543 CASE CONTRIBUTED BY RANDY K. OTTO AND JAY P. SINGH TEACHING POINT: COMBINING NOMOTHETIC DATA WITH CASE-SPECIFIC, IDIOGRAPHIC INFORMATION 548 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE SECOND TEACHING POINT: HOW CAN DIFFERENT APPROACHES TO RISK ASSESSMENT BE USED TO INFORM THE EVALUATION AND THE CASE OUTCOME? 549 CONTRIBUTED BY RANDY K. OTTO CASE FOUR PRINCIPLE: OBTAIN RELEVANT HISTORICAL INFORMATION (PRINCIPLE 28) 549 CASE CONTRIBUTED BY JOEL A. DVOSKIN TEACHING POINT: WHEN SPECIALIZED MEASURES CANNOT BE USED 555 CONTRIBUTED BY JOEL A. DVOSKIN 26. RESPONSE STYLE 557 CASE ONE PRINCIPLE: USE TESTING WHEN INDICATED IN ASSESSING RESPONSE STYLE (PRINCIPLE 26) 557 CASE CONTRIBUTED BY ASHLEY KIRKBURGETT AND RICHARD FREDERICK TEACHING POINT: ASSESSING MALINGERING OF COGNITIVE DEFICITS USING TESTING 562 CONTRIBUTED BY RICHARD FREDERICK AND ASHLEY KIRK BURGETT CASE TWO PRINCIPLE: USE THIRD PARTY INFORMATION IN ASSESSING RESPONSE STYLE (PRINCIPLE 25) 563 CASE CONTRIBUTED BY PHILLIP J. RESNICK TEACHING POINT: USING RECORDS AND COLLATERAL INTERVIEWS IN ASSESSING RESPONSE STYLE 575 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE 27. EXPERT TESTIMONY 576 (COMMENTARY THROUGHOUT CONTRIBUTED BY STANLEY L. BRODSKY) CASE ONE PRINCIPLE: COMMUNICATE EFFECTIVELY (PRINCIPLE 37) 576 CONTENTS XLLL TEACHING POINT: MOVING FROM ADEQUATE TO EFFECTIVE IN PRESENTING EXPERT TESTIMONY 577 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 (PRINCIPLE 35) S78 TEACHING POINT: USING THE REPORT TO FACILITATE EXPERT TESTIMONY 579 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAYAND 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 (PRINCIPLE 38) S80 CASE CONTRIBUTED BY KIRK HEILBRUN AND JACEY ERICKSON TEACHING POINT: STRATEGIES FOR MAINTAINING SOME CONTROL OVER THE MESSAGE S81 CONTRIBUTED BY KIRK HEILBRUN, DAVID DEMATTEO, STEPHANIE BROOKS HOLLIDAY, AND CASEY LADUKE REFERENCES INDEX 599 611
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spelling	Forensic mental health assessment a casebook ed. by Kirk Heilbrun ... 2. ed. Oxford [u.a.] Oxford Univ. Press 2014 XXII, 616 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Forensic psychology Case studies Mentally ill offenders Case studies Forensic psychiatry Case studies USA (DE-588)4522595-3 Fallstudiensammlung gnd-content Heilbrun, Kirk edt SWB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027531835&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
spellingShingle	Forensic mental health assessment a casebook Forensic psychology Case studies Mentally ill offenders Case studies Forensic psychiatry Case studies
subject_GND	(DE-588)4522595-3
title	Forensic mental health assessment a casebook
title_auth	Forensic mental health assessment a casebook
title_exact_search	Forensic mental health assessment a casebook
title_full	Forensic mental health assessment a casebook ed. by Kirk Heilbrun ...
title_fullStr	Forensic mental health assessment a casebook ed. by Kirk Heilbrun ...
title_full_unstemmed	Forensic mental health assessment a casebook ed. by Kirk Heilbrun ...
title_short	Forensic mental health assessment
title_sort	forensic mental health assessment a casebook
title_sub	a casebook
topic	Forensic psychology Case studies Mentally ill offenders Case studies Forensic psychiatry Case studies
topic_facet	Forensic psychology Case studies Mentally ill offenders Case studies Forensic psychiatry Case studies USA Fallstudiensammlung
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027531835&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
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