By Rebecca Jackson, Ronald Roesch
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Additional resources for Learning Forensic Assessment (International Perspectives on Forensic Mental Health)
Sample text
Psycholegal treatment and intervention: The next challenge. Law and Human Behavior, 16(2), 175–183. Freeman, R. , & Roesch, R. (1992). Psycholegal education: Training for forum and function. In D. K. Kagehiro & W. S. ), Handbook of psychology and law (pp. 567–576). New York: Springer-Verlag. , & Shuman, D. (1997). Irreconcilable conflict between therapeutic and forensic roles. Professional Psychology: Research and Practice, 1, 50–57. Grisso, T. (1986). Evaluating competencies: Forensic assessments and instruments.
In response, Heilbrun (2001) provided a detailed description of such a set of broadly applicable principles. The 29 principles of forensic mental health assessment (FMHA) identified and described by Heilbrun (2001) were organized sequentially around the four broad steps within FMHA: (a) preparation, (b) data collection, (c) data interpretation, and (d) communication. The principles under the preparation category referred to the earliest steps taken in the process of forensic assessment and include the following: Identify relevant forensic issue; accept referrals only within area of expertise; decline referral when evaluator impartiality is unlikely; clarify role with attorney; clarify financial arrangements; obtain appropriate authorization; avoid dual-role relationships of therapist and forensic evaluator; determine the role to be played within forensic assessment if the referral is accepted; and select and employ a model to guide data gathering, interpretation, and communication.
2002). To date, this question has not been addressed to nearly the same degree as it has within the forensic assessment context. Despite the great need for uniform bestpractice standards, there is a relative dearth of research and scholarly writing on the topic. 6 Training in Forensic Assessment and Intervention 23 At least one author has offered a conceptual model for “psycholegal intervention and treatment” that adapted Grisso’s (1986) assessment model to therapeutic venues (Elwork, 1992). This approach essentially grafts Grisso’s model onto interventions and treatments offered within legal contexts.
