Forensic Child Psychology E-Book

Matthew Fanetti

• Herausgeber: John Wiley & Sons
• Kategorie: Geisteswissenschaft
• Sprache: Englisch

Seitenzahl: 704

Veröffentlichungsjahr: 2014

Beschreibung

A guide to working effectively with children in the criminal justice system Uniquely designed to train psychology, criminology, and social work students to work with children in the criminal justice system--both in the courtroom and as clinical clients--Forensic Child Psychology presents current research and practice-based knowledge to improve the judicial and child welfare systems. Authors Matthew Fanetti, William T. O'Donohue, Rachel N. Happel, and Kresta N. Daly bring their combined expertise in child psychology, forensic interviewing, and criminal prosecution to bear on the process of obtaining accurate information from children involved in legal proceedings, preparing professionals to work with: * Children who are victims of crime * Children who are perpetrators of crime * Children who are witnesses of crime The book also covers related topics, including mandated reporting, the structure of juvenile justice and advocacy systems, and contains sidebars, summaries, glossaries, and study questions to assist with material mastery. This is an excellent resource for students of child psychopathology in psychology, social work, nursing, and criminal justice at the graduate and late undergraduate stage of their educations.

Leseprobe

Table of Contents

Title Page

Copyright

Preface

Acknowledgments

Part I: Basic Principles

Chapter 1: Introduction to Forensic Psychology

What Is Psychology—Really?

Important Historical Developments in the Field of Forensic Psychology

Study Questions

Glossary

References

Chapter 2: Social and Behavioral Psychology

Social Psychology

Obedience

Conformity

Deindividuation and Social Role-Playing

Group Polarization

Social Loafing and Nonresponders

Attribution

Prejudice and Discrimination

Learning and Behavior

Dual-Process Theory

Schedules of Reinforcement

Study Questions

Glossary

References

Chapter 3: Understanding Psychopathology and Disruptive Behavior

What Is a Psychological Disorder?

Potential Causes of Mental Disorders

Diagnostic Systems and Methods

The

DSM

System

Developmental Pathways

Violent and Disruptive Behavior in Children

Dimensions of Disruptive Behavior

Patterson's Early Starter Model

Risk and Resilience

Ecological Systems Theory

Disorders of Interest to Forensic Professionals Who Work With Children

Study Questions

Glossary

References

Chapter 4: Memory

What Is Memory?

Information Processing Model

Depth of Processing Model of Memory

The Reconstructive Model of Memory

Context and State Effects on Memory

Interference

Memory Accuracy and Developmental Differences

Seminal Studies of Suggestibility in Child Event Memory

Summary Thoughts About Children's Memory of Forensic Events

Review Questions

Glossary

References

Part II: Applied Principles in Child Abuse

Chapter 5: Child Abuse and Neglect

Introduction to Child Abuse and Neglect

Neglect

Child Physical Abuse

Child Sexual Abuse

Intimate Partner Violence

Study Questions

Glossary

References

Chapter 6: Internet Exploitation of Children

Internet Exploitation and Exposure

Sexual Solicitation

Sexting

Evolution of Internet Exploitation and Technology

Victims of Internet Exploitation Crimes

Perpetrators of Internet Exploitation Crimes

Child Pornography Debate

Applications for Smartphones and Tablets

Geotagging

Legal Issues With Internet Exploitation Crimes

Evidence Collection

Where Do We Go From Here?

Study Questions

Glossary

References

Chapter 7: Process of Forensic Interviewing

Multidisciplinary Teams

Forensic Interview Considerations

Suggestibility

Trauma and Memory

Techniques and Other Considerations

Forensic Interviewing Protocols

Truth/Lie Discussion

Media for Interviewing Children

Drawings

Anatomical/Human Figure Drawings

Anatomical Dolls

Study Questions

Glossary

References

Chapter 8: Understanding Pedophilia

The Other Paraphilias

Are the

DSM-5

Diagnostic Criteria for Pedophilia Clear?

Age and Physiological Development

What Makes Pedophilia Abnormal?

An Important Distinction: The Difference Between a “Child Sexual Abuser” and a “Pedophile”

How Will a Pedophile Behave?

What Causes Pedophilia?

How Is Pedophilia Diagnosed?

A Bit More About the Major Assessment Techniques

Reporting Requirement

How Is Pedophilia Treated?

Can Sex Offenders Be Treated Through Medications?

Other Important Issues

Study Questions

Glossary

References

Chapter 9: The Treatment of the Sexually Abused Child

The Category of “Sexually Abused Child”

What Kinds of Reactions Do Children Have to Sexual Abuse?

What Is Not Known

Clinical Assessment and Diagnosis

What an Assessment of a Sexually Abused Child Might Look Like

Conclusions and Informing Session

Evidence-Based Treatment

Treatment Protocols for Cases of Sexual and Physical Abuse

Conclusions

Study Questions

Glossary

References

Part III: Understanding the Law

Chapter 10: Understanding What It Is to Be an Expert Witness

Basic Information and the Legal System in the United States

Advice for the Expert Witness

Other Miscellaneous Issues

An Example of an Expert Report Used as Evidence

Study Questions

Glossary

References

Chapter 11: An Overview of the U.S. Legal System

Fundamentals of the U.S. Legal System

State Law and Federal Law

Civil Versus Criminal Courts

State Versus Federal Jurisdiction

The Professional Parties

Burdens of Proof

Basic Procedure in Civil Cases

Basic Procedure in Criminal Cases

Criminal Sentences

Collateral Consequences of Felony Convictions

Crimes Children Should Know About

Victims' Rights

Conclusion

Study Questions

Glossary

Chapter 12: Mandated Reporters

Basic Legal Principles

Who Is a Mandated Reporter?

What Triggers a Report?

What Mandated Reporters Are Required to Report

What Is Abuse and Neglect?

Privileged or Confidential Information

How Do Mandated Reporters Make a Report?

Common Reasons Mandated Reporters Do Not Report

When Am I Supposed to Make a Report?

What Information Do I Provide to the Hotline Call Taker?

What Happens After a Report Is Made?

Conclusion

Study Questions

Glossary

References

Chapter 13: Juveniles and the Justice System

Overview

Juvenile Delinquency

The Petition

Juvenile Dependency

Conclusion

Study Questions

Glossary

References

Author Index

Subject Index

End User License Agreement

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Guide

Cover

Table of Contents

Part I: Basic Principles

Begin Reading

List of Illustrations

Figure 3.1

Figure 3.2

Figure 3.3

List of Tables

Table 2.1

Table 9.1

Forensic Child Psychology Working in the Courts and Clinic

Matthew Fanetti

William O'Donohue

Rachel Fondren Happel

Kresta Daly

Cover image: © iStockphoto/jammydesign

Cover design: Wiley

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Preface

The field of forensic psychology has grown slowly over the past century. From the early debates by Hugo Munsterberg and Sigmund Freud that psychology should play a larger role in the legal system, to the use of psychology in advocating the elimination of segregation in schools in the U.S. Supreme Court case Brown v. Board of Education, psychology has struggled to help legal decision makers be better informed. The past five decades have seen an exponential growth in the use of scientific research to answer important questions in forensics, from matters such as bystander inaction to the strengths and frailties of the memories of eyewitnesses. In the 1990s, psychology responded to a rash of well-publicized day-care child sexual abuse scandals, with a push for scientific understanding of children's allegations of sexual abuse. In just 25 years, the applied field of child sexual abuse assessment has come from an ad hoc and unstandardized approach to assessment, characterized by wild disagreements and untrained assessors, to a (mostly) highly controlled approach, which is informed by research with an aim to understand and reduce error. In our estimation, this is a very desirable outcome of mere decades. Psychology can work with the applied community and it can help to work toward better responses to real problems. Ultimately, this was the position of Munsterberg and Freud, though the field at the time was not ready to provide the necessary support.

College instructors today have an interesting problem: finding a text that supports the goals of their classes in forensic psychology. Unlike courses such as the typical general Introduction to Psychology experience (for which available texts are plentiful and varied), undergraduate texts in forensic psychology are rare. Even worse, those with a focus on child issues are even more rare. Compound this with the fact that most available texts are written for students with strong backgrounds in psychology (or graduate students and professors in psychology) and what does an instructor do for a forensic psychology course filled with sophomores in social work, criminology, nursing, premed, and so on? These students need to understand some basic principles, because these principles affect an everyday working environment. However, many students do not have sufficient background in psychology to use an advanced forensic psychology text. Furthermore, they have little need of many of the specific topics discussed in those texts.

The overarching goal of this text is to provide an accessible and basic examination of psychology and law pertaining to children so that students who will enter into the workforce with need of this kind of information will be better prepared. We have focused on writing style and ease of use. Rather than a text that explores every permutation of every relevant concept, we focus on a clear and well-explained iteration of basic ideas. The goal is clarity and understanding, not comprehensive depth.

The first focus of the text is a basic review of some concepts in psychology that may be important to those who actually work in forensic environments, including (1) why psychology is a science and why that is important, (2) relevant social and learning psychology, (3) relevant psychopathology, and (4) basic concepts in memory as applied to forensics.

The second focus of the text is an examination of specific topics and concepts related to child forensics, including (1) an overview of child abuse and exploitation, (2) child abuse in the modern technological world, (3) pedophilia and child molestation, (4) assessment of child sexual abuse, and (5) treatment of children who have been abused.

The third and final focus of this text is to provide a basic understanding of the legal world related to child forensics, including (1) basic concepts in law, (2) mandated reporting, (3) juvenile justice systems, and (4) the role of psychological expert witnesses in child abuse cases.

Ultimately, we hope that the text provides a sound framework for building new courses that are specifically designed for those who will be working directly with children. We are hoping to have built an accessible entry point into the field for some and an understandable set of working principles for others.

We welcome feedback about how to revise this text to help serve the needs of instructors and working professionals. We would also welcome inquiries from instructors hoping to create courses in forensic child psychology. The process may be easier than you think, and finding community resources to assist in the endeavor is often a productive way to engage a department in the public affairs of its own community. Our team has been able to enlist the support of (and directly include) powerful community agencies that can rally around a common goal: to make our professionals more effective and thus strengthen the fight against child abuse.

For correspondence:Matthew Fanetti, PhDProfessorCoordinator of Child Forensic Psychology CertificationDepartment of PsychologyMissouri State UniversitySpringfield, MO [email protected]

Acknowledgments

The authors wish to acknowledge the Greene County (Missouri) Prosecutor's Office and the Child Advocacy Center of Springfield (Missouri), Inc., for the leadership they have provided in the cause of safeguarding our children. Specifically, Darrell Moore, Dan Patterson, Jill Patterson, and Barbara Brown-Johnson have been instrumental in bringing valuable resources together in this effort and heroically dedicated to the never-ending fight against child abuse.

Many thanks also go to the research assistants in the Forensic Child Psychology Laboratory at Missouri State University who participated in the development of this textbook. Specifically, we would like to acknowledge the hard work and the contributions of Tabitha Carwile, Shannon Nicholson, Emily Rader, Rebecca Pearson, Katie Plasmeier, Jamie Thayer, Mariah Turner, and Kathy Robitsch.

Finally, we also wish to acknowledge the Sacramento Children's Receiving Home for the care and compassion they provide in helping victims of abuse and neglect.

Part IBasic Principles

Chapter 1Introduction to Forensic Psychology

Goals of this chapter:

To understand the basic definitions, development, and role of psychology as a

science

.

To explore the important social events that caused the focus on forensics in psychology.

To understand the broad range of activities a forensic psychologist might engage.

Within the past few decades the label forensic psychology has become more common than it might have been prior to the 1980s. Within the past decade, more researchers and practicing professionals may be using the more specific label forensic child psychology. A quick review of articles listed in PsycInfo revealed that articles containing the keywords “forensic psychology” increased from 156 during the 1960s to 8,117 during the 2000s. A similar review using the keywords “Child” (and) “Forensic Psychology” increased from 9 during the 1960s to 1,395 during the 2000s. But what exactly are these fields of study and practice? The most direct definition of forensic psychology is: the study of human behavior in legal settings or relevant legal environments. The most direct definition of forensic child psychology is: the study of the behavior of children in legal settings or relevant legal environments. However, there are many nuances to these studies.

Most people have probably heard these terms from their growing utilization in the entertainment media. From these experiences, many people may come to believe that forensic psychology is dedicated to understanding the causes of criminal behavior—and they would not be wrong. However, the field is much broader than this very narrow sliver of interest.

Even the word forensic has different implications in various fields. For example, in 1997 this author (Fanetti) was visiting with a law enforcement division that specialized in sex crimes against children. Upon meeting and exchanging introductions, one of the detectives presented a quizzical facial expression when he heard the specialty. After learning what we actually researched, he smiled and said he had thought that “forensic child psychology” meant that we tried to study the behavior of dead children. For them, forensics meant post-mortem.

Many of the students who use this text may not actually be psychology students. The goal of the text has always been to reach every frontline professional who interacts with children on a daily basis. This includes teachers, counselors, social workers, nurses, law enforcement officers, juvenile officers, direct therapists, court personnel, to name just a few. It is these people who become the first line of intervention when children become part of the legal (i.e., forensic) system. These children may be the victims of crime, witnesses to it, or even the perpetrators of the crime. In these scenarios, the way that professionals interact with children can make the difference between cases that are resolved well and justly, and those in which justice becomes confused or difficult to obtain. For example, when witnesses testify that they saw a specific person at a crime scene, but later details reveal that they were not sure until the person was pointed out by law enforcement, there is a legitimate question to be raised about the accuracy of that identification. Clear and focused understanding of basic psychological principles related to forensic cases (e.g., in this case, memory research) can help professionals to be effective in preventing crimes against children, helping child victims, and creating environments in which children are less likely to become involved in crime.