shopping cart
nothing in cart
 
browse by subject
new releases
best sellers
sale books
browse by author
browse by publisher
home
about us
upcoming events
Aug 26th - Integrating EMDR into Your Clinical Practice: Five-Day Intensive in Toronto [Leading Edge Seminars]
Sep 5th - Building Recovery Capital in Canada: Building on Our Strengths to Overcome Addiction - British Columbia [Last Door Recovery Society]
Sep 5th - COURSE ONE – Psychological Trauma: A Clinical Psychoanalytic Approach [tps&i - Toronto Psychoanalytic Society & Institute]
Sep 9th - 5-Session Clinical Extension Program: Autism Spectrum [Canadian Institute for Child & Adolescent Psychoanalytic Psychotherapy (CICAPP)]
Sep 11th - SCIENTIFIC MEETING – The Group at Work in Our Modern Internet Connected World: Teaching the Intervention of Infant-Parent Psychotherapy, using Zoom Internet Platform [tps&i - Toronto Psychoanalytic Society & Institute]
schools agencies and other institutional orders (click here)
Forensic Mental Health Assessment: A Casebook, Second Edition
Heilbrun, Kirk, David DeMatteo, Stephanie Brooks Holliday and Casey Laduke (Eds)
Oxford U Press - POD / Hardcover / 2014-06-01 / 0199941556
Forensic
price: $147.95 (may be subject to change)
624 pages
Not in stock - available within 6 weeks.

Forensic mental health assessment (FMHA) continues to develop and expand as a specialization. Since the publication of the First Edition of Forensic Mental Health Assessment: A Casebook over a decade ago, there have been a number of significant changes in the applicable law, ethics, science, and practice that have shaped the conceptual and empirical underpinnings of FMHA.

The Second Edition of Forensic Mental Health Assessment is thoroughly updated in light of the developments and changes in the field, while still keeping the unique structure of presenting cases, detailed reports, and specific teaching points on a wide range of topics. Unlike anything else in the literature, it provides genuine (although disguised) case material, so trainees as well as legal and mental health professionals can review how high-quality forensic evaluation reports are written; it features contributions from leading experts in forensic psychology and psychiatry, providing samples of work in their particular areas of specialization; and it discusses case material in the larger context of broad foundational principles and specific teaching points, making it a valuable resource for teaching, training, and continuing education.

Now featuring 50 real-world cases, this new edition covers topics including criminal responsibility, sexual offending risk evaluation, federal sentencing, capital sentencing, capacity to consent to treatment, personal injury, harassment and discrimination, guardianship, juvenile commitment, transfer and decertification, response style, expert testimony, evaluations in a military context, and many more. It will be invaluable for anyone involved in assessments for the courts, including psychologists, psychiatrists, social workers, and attorneys, as well as for FMHA courses.

Contents:

Preface
About the Editors
Contributors

1. Introduction and Overview

2. Miranda Waiver Capacity
Case 1
I. Bruce Frumkin: Principle: Use nomothetic evidence in assessing clinical condition, functional abilities, and causal connection
I. Bruce Frumkin: Teaching Point: What is the value of specialized forensic assessment instruments in forensic mental health assessment
Case 2
Alan M. Goldstein: Principle: Use case-specific (idiographic) evidence in assessing clinical condition, functional abilities, and causal connection
Alan M. Goldstein: Teaching Point: What are the limits of specialized Forensic Assessment Instruments?

3. Competence to Stand Trial
Case 1
Richard Rogers: Principle: Use testing when indicated in assessing response style
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Integrating different sources of response style data
Case 2
Patricia A. Zapf: Principle: Select the most appropriate model to guide in data gathering, interpretation, and communication
Patricia A. Zapf: Teaching Point: How can you use a model to structure the way you write the report?
Case 3
Samuel Hawes and Mary Alice Conroy: Principle: Attribute information to sources
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Separating and integrating data from different sources through source attribution in analyzing, reasoning about, and communicating FMHA results

4. Criminal Responsibility
Case 1
Robert M. Wettstein: Principle: Be familiar with the relevant legal, ethical, scientific, and practice literatures pertaining to FMHA
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Sources of particularly relevant information from the literature
Case 2
Kathleen Kemp and Daniel Murrie: Principle: Attribute information to sources
Daniel Murrie: Teaching Point: Line-by-line versus paragraph-level attribution
Case 3
Ira K. Packer: Principle: Decline the referral when evaluator impartiality is unlikely
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Remaining impartial in high visibility cases

5. Sexual Offending Risk Evaluation
Case 1
Philip H. Witt: Principle: Provide appropriate notification of purpose and obtain appropriate authorization before beginning
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Obtaining informed consent in Sexually Violent Predator cases

6. Federal Sentencing
Case 1
Kirk Heilbrun and Stephanie Brooks Holliday: Principle: Describe findings so that they need change little under cross-examination
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Communicating findings to accurately reflect their strength and the evaluator's confidence in them
Case 2
David DeMatteo: Principle: Use scientific reasoning in assessing the causal connection between clinical condition and functional abilities
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Risk-assessment in sentencing

7. Capital Sentencing
Case 1
Kirk Heilbrun and Jacey Erickson: Principle: Use multiple sources of information for each area being assessed. Review the available background information and actively seek important missing elements
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: How much is enough? Diminishing returns from information sources
Case 2
Mark Cunningham: Principle: Obtain relevant historical information
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Evaluating the accuracy of different sources of third-party information

8. Capital Sentencing, Atkins-type Evaluations
Case 1
J. Gregory Olley: Principle: Accept referrals only within area of expertise
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Gauging the training and experience in forensic and mental health areas needed for this kind of evaluation
Case 2
Karen L. Salekin: Principle: Use relevance and reliability (validity) as guides for seeking information and selecting data sources
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Selecting tools for use in FMHA

9. Competence for Execution
Case 1
Patricia A. Zapf: Principle: Identify relevant forensic issues
Patricia A. Zapf: Teaching Point: Identify assessment targets when legal standards are broad or non-specific

10. Capacity to Consent to Treatment
Case 1
David DeMatteo: Principle: Use third party information in assessing response style
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Balancing results from interview, testing, and third party sources as they relate to response style
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Communicating complex scientific material to legal professionals and lay audiences

11. Testamentary Capacity
Case 1
Eric Drogin: Principle: Determine whether the individual understands the purpose of the evaluation and associated limits on confidentiality
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Advantages of written versus spoken notification in determining whether the notification is understood

12. Personal Injury
Case 1
Bill Foote: 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
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Answering the ultimate legal question directly
Case 2
Alan M. Goldstein: Principle: Decline the referral when evaluator impartiality is unlikely
Alan M. Goldstein: Teaching Point: Declining the case when impartiality would be too difficult

13. Civil Commitment
Case 1
Tadeus Edward Kowalski and Douglas Mossman: Principle: Use relevance and reliability (validity) as guides for seeking information and selecting data sources
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: The strengths and weaknesses of classification systems

14. Harassment and Discrimination
Case 1
Principle: Do not become adversarial, but present and defend your opinions effectively
Bill Foote: Principle: Write report in sections, according to model and procedures
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Communicating firmly but fairly
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: The value of sequential communication of FMHA results

15. Workplace Disability
Case 1
Lisa Drago Piechowski: Principle: Assess legally relevant behavior
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: The relationship between symptoms and disability in capacity to work
Case 2
Robert L. Sadoff: Principle: Assess clinical characteristics in relevant, reliable, and valid ways
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Useful approaches to assessing clinical characteristics in FMHA

16. Guardianship
Case 1
Principle: Be aware of the important differences between clinical and forensic domains
Randy K. Otto: Principle: Be familiar with the relevant legal, ethical, scientific, and practice literatures pertaining to FMHA
Randy K. Otto: Teaching Point: Guardianship and the revised Specialty Guidelines for Forensic Psychology

17. Child Custody
Case 1
Marsha Hedrick: Principle: Determine the particular role to be played if the referral is accepted
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Can one ever play more than one role in a single FMHA case?
Case 2
Jonathan W. Gould: Principle: Use multiple sources of information for each area being assessed
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: The role of the forensic clinician in collecting third party information

18. Child Protection
Case 1
Jennifer Clark and Karen Budd: Principle: Assess legally relevant behavior
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Identifying forensic capacities when the legal standard is vague or unelaborated
Case 2
Kathryn Kuehnle and H. D. Kirkpatrick: Principle: Be guided by honesty and striving for impartiality, actively disclosing the limitations on as well as the support for one's opinions
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Specific strategies for promoting impartiality in a particular evaluation
Kathryn Kuehnle and H. D. Kirkpatrick: Teaching Point: Mental health professionals' role in assisting the court in determining the veracity of allegations of child sexual abuse

19. Juvenile Miranda Waiver Capacity
Case 1
I. Bruce Frumkin: Principle: Use nomothetic evidence in assessing causal connection between clinical condition and functional abilities
I. Bruce Frumkin: Teaching Point: Applying group-based evidence supporting a specialized forensic assessment measure in a single case
Case 2
Kirk Heilbrun and Megan Murphy: Principle: Do not become adversarial, but present and defend your opinions effectively
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Whether and how to criticize material from the records

20. Juvenile Competence to Stand Trial
Case 1
David DeMatteo: Principle: Use relevance and reliability (validity) as guides for seeking information and selecting data sources
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Selecting a specialized measure on juvenile CST
Case 2
Janet I. Warren: Ensure that conditions for evaluation are quiet, private, and distraction-free
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Identifying and implementing strategies for improving inadequate conditions

21. Juvenile Commitment
Case 1
David DeMatteo and Heidi Strohmaier: Principle: Accept referrals only within area of expertise
Dewey G. Cornell: Teaching Point: What training and experience in forensic, developmental, and mental health areas are needed for juvenile forensic expertise?
Case 2
Kirk Heilbrun and Lindsey Peterson: Principle: Provide appropriate notification of purpose and obtain appropriate authorization before beginning
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Obtaining authorization for evaluating minors who cannot yet legally consent

22. Transfer and Decertification
Case 1
Amy L. Wevodau and Mary Alice Conroy: Principle: Assess legally relevant behavior
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Translating legal criteria into forensic capacities
Case 2
Kirk Heilbrun and Casey LaDuke: Principle: Use third party information in assessing response style
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Addressing conflicting information from the interview, testing, and third party sources

23. Military
Case 1
Michael Sweda and Samantha M. Benesh: Principle: Identify relevant forensic issues
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Forensic issues in this kind of evaluation that is conducted in a military context, and comparability with and distinctions from civilian law
Case 2
Paul Montalbano: Principle: Obtain appropriate authorization
Paul Montalbano: Teaching Point: How does the evaluator address the question of "severe mental disease or defect?"
Paul Montalbano: Teaching Point: Obtaining appropriate authorization in military FMHA, and similarities with and differences from civilian parameters
Case 3
Eric B. Elbogen: Principle: Use nomothetic evidence of clinical condition, functional abilities, and causal connection
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Combining nomothetic data with case-specific idiographic information

24. Release Decision-Making
Case 1
Chad Brinkley and David Mrad: Principle: Obtain relevant historical information
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Integrating information from hospitalization and pre-hospitalization in release decision-making
Case 2
Craig R. Lareau: Principle: Use multiple sources of information for each area being assessed
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Using multiple sources for relevant hospitalization and pre-hospitalization information
Case 3
Terrance J. Kukor: Principle: Describe findings and limits so that they need change little under cross-examination
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Achieving balance and facilitating accuracy in reporting findings

25. Threat/Risk Assessment
Case 1
Stephen D. Hart and Kelly A. Watt: Principle: Identify relevant forensic issues
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: The role of RNR in contemporary threat/risk assessment
Case 2
Dewey J. Cornell: Principle: Ensure that conditions for evaluation are quiet, private, and distraction-free
Dewey J. Cornell: Teaching Point: How can threat assessment be distinguished as a form of risk assessment?
Case 3
Randy K. Otto and Jay Singh: Principle: Use nomothetic evidence in assessing clinical condition, functional abilities, and causal connection
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Combining nomothetic data with case-specific, idiographic information
Randy K. Otto: Teaching Point: How can different approaches to risk assessment be used to inform the evaluation and the case outcome?
Case 4
Joel A. Dvoskin: Principle: Obtain relevant historical information

26. Response Style
Case 1
Ashley Kirk Burgett and Richard Frederick: Principle: Use testing when indicated in assessing response style
Richard Frederick and Ashley Kirk Burgett: Teaching Point: Assessing malingering of cognitive deficits using testing
Case 2
Phillip J. Resnick: Principle: Use third party information in assessing response style
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Using records and collateral interviews in assessing response style

27. Expert Testimony
Case 1
Stanley Brodsky: Principle: Communicate effectively
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Moving from "adequate" to "effective" in presenting expert testimony
Stanley Brodsky: Principle: Base testimony on the results of the properly performed forensic mental health assessment
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Using the report to facilitate expert testimony
Stanley Brodsky: Principle: Control the message. Strive to obtain, retain, and regain control over the meaning and impact of what is presented in expert testimony
Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke: Teaching Point: Strategies for maintaining some control over the message
case contributed by Kirk Heilbrun and Jacey Erickson

References

Index

About the Editors:

Kirk Heilbrun, PhD, is Professor, Department of Psychology, Drexel University. His current research focuses on juvenile and adult offenders, legal decision-making, forensic evaluation associated with such decision-making, and diversion. He is the author of a number of articles and books in the area of forensic assessment.

David DeMatteo, JD, PhD, is an Associate Professor of Psychology and Law at Drexel University, where he is also Director of the JD/PhD Program in Law and Psychology. His research interests include psychopathy, forensic mental health assessments, drug policy, and diversion. He has authored several books and numerous articles on forensic mental health assessment and related topics.

Stephanie Brooks Holliday, PhD, a graduate of Drexel University, is a Postdoctoral Fellow with the War Related Illness and Injury Study Center (WRIISC) at the Washington DC VA Medical Center. Her current research interests include adult offenders, risk assessment, interventions for risk reduction, justice-involved veterans, and neuropsychological functioning in veteran populations.

Casey LaDuke, MS, is a doctoral candidate in the Department of Psychology at Drexel University, with concentrations in forensic psychology and clinical neuropsychology. His current interests include forensic mental health assessment, psychopathy, diversion, and the application of clinical neuropsychology in the forensic context.

Caversham Booksellers
98 Harbord St, Toronto, ON M5S 1G6 Canada
(click for map and directions)
All prices in $cdn
Copyright 2019

Phone toll-free (800) 361-6120
Tel (416) 944-0962 | Fax (416) 944-0963
E-mail info@cavershambooksellers.com
Hours: 9-6 M-W / 9-7 Th-F / 10-6 Sat / 12-5 Sun EST

search
Click here to read previous issues.
authors
DeMatteo, David
other lists
Forensic
Oxford University Press
Publisher Advertised Titles 2014
University Presses