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A Survey of Graduate Training Programs and Coursework in Forensic Psychology

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Abstract

An increasing number of graduate programs are available to students interested in the study of forensic psychology. The growth of forensic training opportunities is reflective of the wider development of forensic psychology as a discrete specialty area. An Internet-based survey was conducted to provide descriptive information to academic advisors of students interested in pursuing graduate-level training in forensic psychology. The goals of this survey were to identify forensic psychology graduate programs, categorize these programs by degree type, and examine their coursework content. The results of this survey will be useful to advisors seeking an understanding of the graduate training opportunities available in forensic psychology.

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... Mental health and forensic settings experience the highest workplace violence incidents in the healthcare field (Harrell, 2011), yet graduate programs in psychology generally do not teach clinicians how to manage risk in these settings (Burl et al., 2012). To identify preventable risk factors in forensic settings seven subject matter experts employed in forensic settings completed a qualitative survey. ...
... In a field known to have particularly high rates of workplace violence, it would seem logical to prepare incoming specialists for the realities of potential violence. Yet, despite graduate programs offering specializations in forensic psychology now including at least 68 programs in the United States (Alexander, 2017), less than 25% of clinicians working in correctional settings have received any formal training in their graduate program on workplace violence risk, such as conflict resolution and safety training (Burl et al., 2012;Magaletta et al., 2007). The forensic specialty aims to train students for the described forensic and psychiatric settings laden with high rates of workplace violence; however they are not trained to mitigate workplace violence. ...
... We move staff to other treatment areas if they prove to be unfit or have an abrasive approach." However, while intervening with offenders during an escalation seems related to the skills of psychology staff, many students report not being trained in deescalation, safety, and conflict resolution (Burl et al., 2012). These statements indicate that staff must both be aware of offenders' repertoire of behavior and recent escalations, as well as develop skills to de-escalate them when needed. ...
Article
Mental health and forensic settings experience the highest workplace violence incidents in the healthcare field (Harrell, 2011), yet graduate programs in psychology generally do not teach clinicians how to manage risk in these settings (Burl et al., 2012). To identify preventable risk factors in forensic settings seven subject matter experts employed in forensic settings completed a qualitative survey. Responses were combined into themes with the goal of representing both variety and prevalence of responses. Those sources of risk included: selfawareness, situational awareness, system checks, and de-escalation and offender knowledge. Some of their recommendations for addressing these issues included having staff identify and monitor their own needs and boundaries, with particular attention to sexual cues. Avoid becoming complacent with offenders, remain skeptical, and keep up to date on threats. Ensure facility staff are aware of your movements and schedule. Lastly, enlist interpersonal skills, de-escalation techniques, and adequately prepare for the setting, to effectively work with dangerous persons.
... The present investigation was, therefore, aimed at gaining insights into the training curricula of specialist forensic psychology courses elsewhere in the world that could inform local training initiatives, regulatory guidelines, and policy developments. A similar study was undertaken by Burl, Shah, Filone, Foster, and DeMatteo (2012), although those researchers examined programmes only in North America. The current study includes the United States, the United Kingdom, Australia, and Canada. ...
... This increased focus is notable considering that insufficient legal knowledge has been a source of criticism against psychologists and psychiatrists conducting forensic evaluations (Viljoen et al., 2003). Many scholars agree that this component is essential in the training of forensic psychologists (Burl et al., 2012;DeMatteo et al., 2009;Heilbrun, 2001) and should include foundations of the legal system, sources of law, legal research, relevant civil and criminal case law, criminal and civil procedures relevant to forensic practice, legal rules and professional guidelines relating to expert testimony, and substantive law in relevant areas (e.g., competence to stand trial, mental state at the time of the offense). (DeMatteo et al., 2009, p. 189) The knowledge base that is developed from a module in law and criminal justice could include an understanding of the various legal questions that forensic psychologists typically need to address. ...
... The results of the survey of North American forensic programmes conducted in 2012 (Burl et al., 2012) overlapped somewhat with the current review, although some differences exist. Both the current study and the 2012 study shared some coursework categories: forensic assessment, forensic treatment/intervention, testimony, psychology of criminal behaviour/theories of crime, mental health law, and ethics. ...
Article
With the growing need for forensic mental health services and the call for increasing rigour in clinical practice, the development of specialised training programmes appears to be increasing globally. In South Africa, the licencing authority has also been focusing on this issue, and its task group has been investigating specialty training models in regard to future developments in licensure, training, qualifications, and related registration matters. The present investigation was undertaken as a way of informing this process, especially in the area of curriculum content and development. The authors undertook a survey of existing accredited forensic psychology training programmes in the United States, the United Kingdom, Australia, and Canada. The aim was to examine the qualification level, period of study, admission criteria, online study option, field placement, and the module content. The results are presented for the 62 programmes surveyed and discussed with reference to the South African context and local needs.
... A growing number of graduate programs in psychology offer specialization in forensic training. A recent survey by Burl et al. (2012) identified a total of 68 programs across 41 institutions that offer this unique training specialty. They also examined the core curriculum within graduate programs specializing in forensic psychology. ...
... They also examined the core curriculum within graduate programs specializing in forensic psychology. Although numerous topics were covered (e.g., forensic assessment, victimology, juvenile offending), safety training and conflict resolution were not among the topics that generalized across programs (Burl et al., 2012). In fact, Magaletta, Patry, Dietz, and Ax (2007) reported that less than 25% of students in psychology graduate programs receive any formalized safety training prior to working in a correctional or forensic setting. ...
... The majority of graduate level forensic psychology programs do not provide formal safety training as part of the curriculum (Burl et al., 2012). This is alarming considering the high prevalence of safety violations among graduate students and ECPs and the desire for such training. ...
Article
This study examined current psychology graduate students' and early career profes-sionals' (ECPs) (N = 156) perceptions of safety and experiences while working with forensic populations. ECPs were defined as individuals who had completed graduate studies in a psychology masters-or doctoral-level program within the past five years. Results suggest that, although the majority of students and ECPs have experienced safety violations while working in forensic settings, they reported feeling fairly safe in such settings. Furthermore, while more safety training and higher self-proclaimed proficiency levels in the different safety training areas (e.g., assertiveness training, self-defense, safety awareness) were generally related to higher reported levels of safety in forensic settings, these respondents reported a higher incidence of safety violations. The results of this survey highlight the prevalence of safety violations among students and ECPs, as well as the need for program-sponsored safety training in graduate training programs.
... Before "Psychology and Law" existed, law scholars recognized the value of integrating psychological con-1 This article is a review of articles, not programs per se. Thus, we review American and Canadian programs that are discussed in the literature, but not all that are currently available (for that, see Burl, Shah, Filone, Foster, & DeMatteo, 2012;Hall, Cook, & Berman, 2010;and Helmus, Babchishin, Camilleri, & Olver, 2011). In addition, the AP-LS website provides a current list of clinical Ph.D. and Psy.D. programs with a concentration in forensic psychology, non-clinical Ph.D. programs with specialty foci in psychology and law, dual-degree programs, Master's programs in forensic psychology, and predoctoral internships and postdoctoral fellowships offering training in forensic psychology. ...
... Two decades later, Hall et al. Ogloff, 1990;Simourd & Wormith, 1995;Helmus et al., 2011;and Burl et al., 2012). Next, we review program-relevant articles following the clinical-forensic, experimental/nonclinical, and joint-degree training models. ...
... The literature discusses two types of Master's programs: Those aimed at preparing students for doctoral level-study (e.g., John Jay College of Criminal Justice) and those focused on training practitioners for jobs (e.g., Roger Williams University). Such programs, growing in popularity (Burl et al., 2012), tend to offer more varied 3 The fields of "forensic psychology" and "correctional psychology" are often confused. Forensic psychology refers to court-related practices such as providing evaluations and testimony related to defendants' sanity at the time of offense or competence to stand trial, issues related to malingering, child custody and visitation determinations, etc. Correctional psychology refers to the application of psychology within correctional settings, primarily with regard to facilitating offender rehabilitation and reintegration into society. ...
Article
Full-text available
The field of psychology and law, including forensic psychology, is an exciting concentration of research activity and student training and has grown rapidly, but to what extent have teaching and training efforts in the field been systematically catalogued and evaluated? We conducted a historical review and content analysis of the American and Canadian literature on the scholarship of teaching and training in the field. This review catalogs (a) information related to the development of training and teaching, (b) descriptions of programs and courses at various levels, and (c) articles on teaching resources or techniques in this field. We hope it serves as a useful guide to the literature resources for those in the field and a catalyst for future interest in this area of scholarship, especially for future evaluations of teaching and training.
... Miller, Sales, and Delgado (2003), for example, identified more than 75 areas of law that substantially affect the provision of forensic services. A recent survey of forensic psychology graduate programs confirms this omission (Burl et al., 2012), with only one-third of clinical programs with a forensic emphasis offering courses in mental health law. ...
... These programs, however, often neglect important areas of forensic psychological knowledge. For example, results of a recent survey indicate that less than one-third of these programs offer classes on juvenile offending, psychology of criminal behavior, mental health law, ethics, victimology, and sociocultural issues in forensic psychology (Burl et al., 2012). ...
... However, even forensic psychology specialty programs largely fail to offer coursework relevant to ethics in the forensic context, with fewer than 15% of doctoral programs offering a specific course. Forensic psychological ethics receives more attention in master's programs, with approximately half of these programs providing a specific ethics class (Burl et al., 2012). Lack of specialty ethics training is particularly problematic because ethical challenges in general practice are not always identical to the challenges faced by forensic practitioners, with forensic practice generally raising more and different ethical issues. ...
... To date, no research has explored the unique experiences of LGBQ-affiliated mental health professionals who work within the legal system. Although seemingly similar to the general medical and mental health fields, forensic mental health is an independent and unique field with specific specialty guidelines (American Psychological Association, 2013) and training paradigms (Burl, Shah, Filone, Foster, & DeMatteo, 2012;DeMatteo et al., 2009). As such, a better understanding of how LGBQ individuals experience their work specifically in this field is necessary. ...
Article
Full-text available
Recent decades have seen an increase in research examining the experiences of Lesbian, Gay, Bisexual, Queer, and other-identifying (LGBQ) individuals in the workplace, including surveys and empirical studies exploring how an individual’s sexual orientation influences their work, instances of workplace discrimination due to sexual orientation, and the impact of antidiscrimination legislation in changing workplace culture. However, research has yet to examine the experience of LGBQ-identifying forensic mental health professionals. A survey of 37 forensic psychologists and psychiatrists who self-identified with the LGBQ community found half of all participants viewed their sexual orientation as impacting their professional identity in some way. Qualitative analyses suggest this may include an interest in research about or a desire to work with LGBQ-identifying individuals. Although one third of the participants in this study reported they did not believe there was LGBQ related prejudice or discrimination in the field of forensic mental health, 81% of participants reported experiencing some form of prejudice/discrimination. Further, over half of all participants reported changing their professional practice, physical appearance, and/or behaviors to influence others’ perceptions of their sexual orientation. In total, these data suggest LGBQ-identifying forensic mental health professionals may simultaneously feel as though the field is particularly accepting of nonheterosexuality while also identifying ways in which their sexual orientation impacts their workplace behaviors and environment.
... Currently, many psychologists are choosing to focus their careers not just in psychological assessment, but forensic assessment. In fact, many graduate programs emphasize training and specialization in forensic evaluations (see Burl, Shah, Filone, Foster, & DeMatteo, 2012). For this reason, the purpose of the current commentary is to highlight our experiences as novice forensic evaluators. ...
Article
Full-text available
Previous research has considered the psychologist’s professional transition from trainee to independent practitioner. However, this work has generally focused on the experiences of psychotherapists or general psychologists. The purpose of the current commentary is to reflect on the experiences of early professional forensic evaluators. This commentary addresses four specific areas including difficulties with adversarial allegiance, perceptions of professional competency, balancing responsibilities associated with “expert” status, and roadblocks to standard test administration and scoring. When applicable, we reference empirical literature and professional ethical guidelines. We also offer suggestions for coping with these experiences. We hope this commentary will normalize these experiences for other early career evaluators as well as aid graduate students’ transition into the independent evaluator role.
... Relevant postgraduate programs in forensic psychology are, however, relatively scarce. Despite the existence of a small number of training programs in the US (Burl, Shah, Filone, Foster, & DeMatteo, 2012;Zaitchik, Berman, Whitworth, & Platania, 2007), Canada (Helmus, Babchishin, Camilleri, & Olver, 2012), and Australia (Day & Tytler, 2012), there is a general recognition that these training options available are unlikely to meet demand. One possible conclusion from this review is that those with training and experience in adult education (i.e., studentcentered learning methods) might be reasonably well equipped to deliver offending behavior programs, assuming they receive additional training and support. ...
Article
This paper discusses what is known about effective methods of program delivery in offender rehabilitation programs and how this impacts on the integrity of correctional programs. Drawing on literature from both psychotherapy and adult education, it is concluded that collaborative and client-centred approaches are likely to be associated with the highest levels of effectiveness, and that there is a need to support these methods of delivery through the development of practice guidelines that can be used by both program providers and supervisors.
Chapter
Before applying to graduate school to pursue a career in forensic psychology, a number of prerequisites must be met. These include completing a bachelor’s degree, relevant undergraduate coursework, and standardized tests. This chapter introduces factors to consider that may strengthen one’s application to graduate school, including pursuing research and clinical work opportunities and obtaining competitive grade point averages (GPA) and standardized test (Graduate Record Examinations [GRE®]) scores. This chapter also provides a brief overview of different graduate programs and degrees (e.g., doctoral degrees, master’s degrees), and routes to specialization at the predoctoral and postdoctoral levels that can be pursued in the process of becoming a forensic psychologist.
Article
This study examined the trajectory of forensic psychologists’ careers, as well as personality characteristic differences, between those forensic mental health professionals who choose to work primarily as therapists (treating forensic patients) versus evaluators (performing evaluations of persons in criminal and civil proceedings). The study surveyed graduate students and professionals (N = 151) who indicated that their work primarily involves forensic psychology. Results revealed that current graduate students differed from professionals regarding the trajectory of their study. Personality differences emerged between forensic therapists and evaluators. In particular, the results from this survey suggest that forensic evaluators prefer rigidity while forensic therapists are more comfortable in ambivalent situations. Research should build upon the current study by identifying forensic psychologists who might be best suited for either conducting evaluations or therapy.
Article
Full-text available
In a 1987 American Psychologist article, Tom Grisso summarized the state of forensic psychological assessment, noted its limitations and potential, and offered suggestions for researchers and practitioners interested in contributing to its future. Since that time, there have been many important developments in the field of forensic psychology, as well as in clinical psychology more generally, some of which were anticipated and recommended by Grisso, and some of which were not. Forensic psychology is now at a crossroads, and the specialty must make an effort to respond to current challenges if it is to aid in the administration of justice by assisting legal decision makers. The need to distinguish between and identify levels of forensic knowledge and practice, establish guidelines for practice, educate legal consumers, and devote more attention to treatment issues in forensic contexts is highlighted.
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Although psychology had a brief—and rather dramatic—foray into the legal system early in this century, it was only after World War II that psychology started to systematically permeate the legal system. Building on the interest psychologists and other social scientists had on the law, education and training in the areas of psychology and law/criminal justice has undergone considerable growth and development over the past two decades. The authors discuss the early developments and current models of this education and training. Implications of the increased interest and training in psychology and law/criminal justice, and directions for future developments in these areas, also are explored.
Article
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The field of forensic psychology has experienced remarkable growth over the past three decades. Perhaps the best evidence of this growth is the number of forensic psychology training programs currently enrolling students. Those interested in forensic psychology can choose from several types of programs aimed at different educational outcomes. In addition, opportunities for postdoctoral fellowships, continuing education, and respecialization have become increasingly more available. Despite the increased availability of forensic psychology training programs, there is little consensus regarding the core substantive components of these programs. This article will summarize the existing educational and training models in forensic psychology programs and then identify a core set of competencies that should be considered for inclusion in doctoral-level forensic psychology training curricula to adequately prepare students for the increasingly varied roles assumed by forensic psychologists. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
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Observations on the current state of admissions to clinical programs, and thoughts on some issues for the future, are offered. Application trends and recent developments such as electronic application and the proliferation of admissions-relevant message boards are highlighted. Issues for the future such as the impact of the increasing emphasis on mentorship on the admissions process, the merits of the Graduate Record Examinations (GRE) and the admissions interview, and characteristics of the applicant pool are discussed. It is argued that the admissions process is best served when programs and applicants alike are clear about their goals, interests, strengths, limitations, and core values as they relate to the profession, thereby increasing the probability of an optimum fit between students and programs.
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