Forensic mental health assessment : a casebook

Content: Preface 
 About the Editors 
 Contributors 
 1 Introduction and Overview 
 2 Miranda Waiver Capacity 
 Case 1 
 Principle: Use nomothetic evidence in assessing clinical condition, functional abilities, and causal connection 
 case contributed by I. Bruce Frumkin 
 Teaching Point: What is the value of specialized forensic assessment instruments in forensic mental health assessment 
 contributed by I. Bruce Frumkin 
 Case 2 
 Principle: Use case-specific (idiographic) evidence in assessing clinical condition, functional abilities, and causal connection 
 case contributed by Alan M. Goldstein 
 Teaching Point: What are the limits of specialized Forensic Assessment Instruments? 
  contributed by Alan M. Goldstein 
 3 Competence to Stand Trial 
 Case 1 
 Principle: Use testing when indicated in assessing response style 
 case contributed by Richard Rogers 
 Teaching Point: Integrating different sources of response style data 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 Case 2 
 Principle: Select the most appropriate model to guide in data gathering, interpretation, and communication 
  case contributed by Patricia A. Zapf 
 Teaching Point: How can you use a model to structure the way you write the report? 
 contributed by Patricia A. Zapf 
 Case 3 
 Principle: Attribute information to sources 
  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 
  contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 4 Criminal Responsibility 
 Case 1 
 Principle: Be familiar with the relevant legal, ethical, scientific, and practice literatures pertaining to FMHA 
 case contributed by Robert M. Wettstein 
 Teaching Point: Sources of particularly relevant information from the literature 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 Case 2 
 Principle: Attribute information to sources 
  case contributed by Kathleen Kemp and Daniel Murrie 
 Teaching Point: Line-by-line versus paragraph-level attribution 
  contributed by Daniel Murrie 
 Case 3 
 Principle: Decline the referral when evaluator impartiality is unlikely 
 case contributed by Ira K. Packer 
 Teaching Point: Remaining impartial in high visibility cases 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 5 Sexual Offending Risk Evaluation 
 Case 1 
 Principle: Provide appropriate notification of purpose and obtain appropriate authorization before beginning 
 case contributed by Philip H. Witt 
 Teaching Point: Obtaining informed consent in Sexually Violent Predator cases 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 6 Federal Sentencing 
 Case 1 
 Principle: Describe findings so that they need change little under cross-examination 
 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 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 Case 2 
 Principle: Use scientific reasoning in assessing the causal connection between clinical condition and functional abilities 
 case contributed by David DeMatteo 
 Teaching Point: Risk-assessment in sentencing 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 7 Capital Sentencing 
 Case 1 
 Principle: Use multiple sources of information for each area being assessed. Review the available background information and actively seek important missing elements 
 case contributed by Kirk Heilbrun and Jacey Erickson 
 Teaching Point: How much is enough? Diminishing returns from information sources 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 Case 2 
 Principle: Obtain relevant historical information 
 case contributed by Mark Cunningham 
 Teaching Point: Evaluating the accuracy of different sources of third-party information 
  contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 8 Capital Sentencing, Atkins-type Evaluations 
 Case 1 
 Principle: Accept referrals only within area of expertise 
  case contributed by J. Gregory Olley 
 Teaching Point: Gauging the training and experience in forensic and mental health areas needed for this kind of evaluation 
  contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 Case 2 
 Principle: Use relevance and reliability (validity) as guides for seeking information and selecting data sources 
  case contributed by Karen L. Salekin 
 Teaching Point: Selecting tools for use in FMHA 
  contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 9 Competence for Execution 
 Case 1 
 Principle: Identify relevant forensic issues 
 case contributed by Patricia A. Zapf 
 Teaching Point: Identify assessment targets when legal standards are broad or non-specific 
  contributed by Patricia A. Zapf 
 10 Capacity to Consent to Treatment 
 Case 1 
 Principle: Use third party information in assessing response style 
  case contributed by David DeMatteo 
 Teaching Point: Balancing results from interview, testing, and third party sources as they relate to response style 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 Teaching Point: Communicating complex scientific material to legal professionals and lay audiences 
  contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 11 Testamentary Capacity 
 Case 1 
 Principle: Determine whether the individual understands the purpose of the evaluation and associated limits on confidentiality 
 case contributed by Eric Drogin 
 Teaching Point: Advantages of written versus spoken notification in determining whether the notification is understood 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 12 Personal Injury 
 Case 1 
 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 
 case contributed by Bill Foote 
 Teaching Point: Answering the ultimate legal question directly 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 Case 2 
 Principle: Decline the referral when evaluator impartiality is unlikely 
 case contributed by Alan M. Goldstein 
 Teaching Point: Declining the case when impartiality would be too difficult 
 contributed by Alan M. Goldstein 
 13 Civil Commitment 
 Case 1 
 Principle: Use relevance and reliability (validity) as guides for seeking information and selecting data sources 
 case contributed by Tadeus Edward Kowalski and Douglas Mossman 
 Teaching Point: The strengths and weaknesses of classification systems 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 14 Harassment and Discrimination 
 Case 1 
 Principle: Do not become adversarial, but present and defend your opinions effectively 
 Principle: Write report in sections, according to model and procedures 
 case contributed by Bill Foote 
 Teaching Point: Communicating firmly but fairly 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 Teaching Point: The value of sequential communication of FMHA results 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 15 Workplace Disability 
 Case 1 
 Principle: Assess legally relevant behavior 
 case contributed by Lisa Drago Piechowski 
 Teaching Point: The relationship between symptoms and disability in capacity to work 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 Case 2 
 Principle: Assess clinical characteristics in relevant, reliable, and valid ways 
 case contributed by Robert L. Sadoff 
 Teaching Point: Useful approaches to assessing clinical characteristics in FMHA 
  contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 16 Guardianship 
 Case 1 
 Principle: Be aware of the important differences between clinical and forensic domains 
 Principle: Be familiar with the relevant legal, ethical, scientific, and practice literatures pertaining to FMHA 
 case contributed by Randy K. Otto 
 Teaching Point: Guardianship and the revised Specialty Guidelines for Forensic Psychology 
 contributed by Randy K. Otto 
 17 Child Custody 
 Case 1 
 Principle: Determine the particular role to be played if the referral is accepted 
 case contributed by Marsha Hedrick 
 Teaching Point: Can one ever play more than one role in a single FMHA case? 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 Case 2 
 Principle: Use multiple sources of information for each area being assessed 
 case contributed by Jonathan W. Gould 
 Teaching Point: The role of the forensic clinician in collecting third party information 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 18 Child Protection 
 Case 1 
 Principle: Assess legally relevant behavior 
 case contributed by Jennifer Clark and Karen Budd 
 Teaching Point: Identifying forensic capacities when the legal standard is vague or unelaborated 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 Case 2 
 Principle: Be guided by honesty and striving for impartiality, actively disclosing the limitations on as well as the support for one\'s opinions 
 case contributed by Kathryn Kuehnle and H. D. Kirkpatrick 
 Teaching Point: Specific strategies for promoting impartiality in a particular evaluation 
 contributed by Kirk Heilbrun, 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 
 contributed by Kathryn Kuehnle and H. D. Kirkpatrick 
 19 Juvenile Miranda Waiver Capacity 
 Case 1 
 Principle: Use nomothetic evidence in assessing causal connection between clinical condition and functional abilities 
 case contributed by I. Bruce Frumkin 
 Teaching Point: Applying group-based evidence supporting a specialized forensic assessment measure in a single case 
 contributed by I. Bruce Frumkin 
 Case 2 
 Principle: Do not become adversarial, but present and defend your opinions effectively 
 case contributed by Kirk Heilbrun and Megan Murphy 
 Teaching Point: Whether and how to criticize material from the records 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 20 Juvenile Competence to Stand Trial 
 Case 1 
 Principle: Use relevance and reliability (validity) as guides for seeking information and selecting data sources 
 case contributed by David DeMatteo 
 Teaching Point: Selecting a specialized measure on juvenile CST 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 Case 2 
 Principle: Ensure that conditions for evaluation are quiet, private, and distraction-free 
 case contributed by Janet I. Warren 
 Teaching Point: Identifying and implementing strategies for improving inadequate conditions 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 21 Juvenile Commitment 
 Case 1 
 Principle: Accept referrals only within area of expertise 
 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? 
 contributed by Dewey G. Cornell 
 Case 2 
 Principle: Provide appropriate notification of purpose and obtain appropriate authorization before beginning 
 case contributed by Kirk Heilbrun and Lindsey Peterson 
 Teaching Point: Obtaining authorization for evaluating minors who cannot yet legally consent 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 22 Transfer and Decertification 
 Case 1 
 Principle: Assess legally relevant behavior 
 case contributed by Amy L. Wevodau and Mary Alice Conroy 
 Teaching Point: Translating legal criteria into forensic capacities 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 Case 2 
 Principle: Use third party information in assessing response style 
 case contributed by Kirk Heilbrun and Casey LaDuke 
 Teaching Point: Addressing conflicting information from the interview, testing, and third party sources 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 23 Military 
 Case 1 
 Principle: Identify relevant forensic issues 
 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 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 Case 2 
 Principle: Obtain appropriate authorization 
 case contributed by Paul Montalbano 
 Teaching Point: How does the evaluator address the question of <
\"severe mental disease or defect?>
\" 
 contributed by Paul Montalbano 
 Teaching Point: Obtaining appropriate authorization in military FMHA, and similarities with and differences from civilian parameters 
 contributed by Paul Montalbano 
 Case 3 
 Principle: Use nomothetic evidence of clinical condition, functional abilities, and 
 causal connection 
 case contributed by Eric B. Elbogen 
 Teaching Point: Combining nomothetic data with case-specific idiographic information 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 24 Release Decision-Making 
 Case 1 
 Principle: Obtain relevant historical information 
 case contributed by Chad Brinkley and David Mrad 
 Teaching Point: Integrating information from hospitalization and pre-hospitalization in release decision-making 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 Case 2 
 Principle: Use multiple sources of information for each area being assessed 
 case contributed by Craig R. Lareau 
 Teaching Point: Using multiple sources for relevant hospitalization and pre-hospitalization information 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 Case 3 
 Principle: Describe findings and limits so that they need change little under cross-examination 
 case contributed by Terrance J. Kukor 
 Teaching Point: Achieving balance and facilitating accuracy in reporting findings 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 25 Threat/Risk Assessment 
 Case 1 
 Principle: Identify relevant forensic issues 
 case contributed by Stephen D. Hart and Kelly A. Watt 
 Teaching Point: The role of RNR in contemporary threat/risk assessment 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 Case 2 
 Principle: Ensure that conditions for evaluation are quiet, private, and distraction-free 
 case contributed by Dewey G. Cornell 
 Teaching Point: How can threat assessment be distinguished as a form of risk assessment? 
 contributed by Dewey G. Cornell 
 Case 3 
 Principle: Use nomothetic evidence in assessing clinical condition, functional abilities, and causal connection 
 case contributed by Randy K. Otto and Jay Singh 
 Teaching Point: Combining nomothetic data with case-specific, idiographic information 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 Teaching Point: How can different approaches to risk assessment be used to inform the evaluation and the case outcome? 
 contributed by Randy K. Otto 
 Case 4 
 Principle: Obtain relevant historical information 
 case contributed by Joel A. Dvoskin 
 Teaching Point: When specialized measures cannot be used 
 contributed by Joel A. Dvoskin 
 26 Response Style 
 Case 1 
 Principle: Use testing when indicated in assessing response style 
 case contributed by Ashley Kirk Burgett and Richard Frederick 
 Teaching Point: Assessing malingering of cognitive deficits using testing 
 contributed by Richard Frederick and Ashley Kirk Burgett 
 Case 2 
 Principle: Use third party information in assessing response style 
 case contributed by Phillip J. Resnick 
 Teaching Point: Using records and collateral interviews in assessing response style 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 27 Expert Testimony 
 Commentary throughout contributed by Stanley Brodsky 
 Case 1 
 Principle: Communicate effectively 
 Teaching Point: Moving from \"adequate\" to \"effective\" in presenting expert testimony 
 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 
 Teaching Point: Using the report to facilitate expert testimony 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and 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 
 Teaching Point: Strategies for maintaining some control over the message 
 contributed by Kirk Heilbrun, David DeMatteo, Stephanie Brooks Holliday, and Casey LaDuke 
 case contributed by Kirk Heilbrun and Jacey Erickson 
 References 
 Index