| Preface |
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xix | |
| About the Authors |
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xxiii | |
| CHAPTER 1 Forensic Psychology: Promises and Problems |
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1 | (24) |
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What Is Forensic Psychology? |
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2 | (2) |
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History of the Relationship Between Psychology and the Law |
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4 | (6) |
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4 | (1) |
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The Academic Side: The Role of Hugo Munsterberg |
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5 | (3) |
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Reaction From the Legal Community |
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8 | (1) |
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8 | (1) |
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9 | (1) |
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10 | (1) |
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Conflicts Between Psychology and the Law |
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10 | (12) |
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10 | (2) |
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12 | (3) |
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15 | (1) |
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The Legal System's Criticisms of Psychology |
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15 | (2) |
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Two Illustrative Court Decisions |
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17 | (5) |
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The Future of the Relationship Between Psychology and the Law |
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22 | (1) |
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22 | (1) |
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23 | (1) |
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23 | (2) |
| CHAPTER 2 Forensic Psychologists: Roles and Responsibilities |
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25 | (26) |
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The Multitude of Forensic Psychology Roles and Activities |
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26 | (1) |
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Specific Roles: Researcher |
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26 | (1) |
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Specific Roles: Consultant to Law Enforcement |
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27 | (1) |
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Specific Roles: The Trial Consultant |
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27 | (2) |
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Specific Roles: Forensic Evaluator and Expert Witness |
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29 | (11) |
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Evaluation and Assessment |
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30 | (1) |
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31 | (9) |
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Specific Roles: Presentation of Psychology to Courts and Legislatures |
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40 | (6) |
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The Temptations of Forensic Psychology |
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46 | (3) |
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47 | (1) |
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Substituting Advocacy for Scientific Objectivity |
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47 | (1) |
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Letting Values Overcome Empirical Findings |
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48 | (1) |
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48 | (1) |
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49 | (1) |
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49 | (1) |
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50 | (1) |
| CHAPTER 3 Psychology and Law Enforcement: Selection, Training, and Evaluation |
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51 | |
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52 | (3) |
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52 | (3) |
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55 | (1) |
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55 | (7) |
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A History of Psychology and Police Selection |
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56 | (1) |
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Tools for Psychological Selection |
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56 | (6) |
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62 | (6) |
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Activities of a Psychologist in a Police Department |
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62 | (2) |
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The Curriculum ofTraining Programs |
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64 | (1) |
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65 | (1) |
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65 | (3) |
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Evaluating Effectiveness of Police Activities |
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68 | (1) |
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Fitness for-Duty Evaluations |
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68 | (1) |
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69 | (1) |
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69 | (1) |
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70 | (1) |
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70 | |
| CHAPTER 4 Techniques of Criminal Investigation: Profiling, Psychological Autopsies, Hypnosis, and Lie Detection |
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7 | (98) |
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Criminal Profiling and Forensic Psychology |
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73 | (1) |
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Why Develop Criminal Profiles? |
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73 | (4) |
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Definitions and Recurring Mysteries |
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73 | (2) |
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False Stereotypes and Simplified Assumptions |
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75 | (1) |
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76 | (1) |
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What Is Criminal Profiling? |
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77 | (4) |
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77 | (1) |
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Three Approaches to Criminal Profiling |
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78 | (3) |
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Procedures Used in Criminal Profiling |
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81 | (6) |
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Crime Scene Analysis and the Generation of Psychological Profiles |
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82 | (3) |
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How Effective Is Criminal Profiling? |
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85 | (1) |
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Are Professional Profilers Better? |
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86 | (1) |
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An Evaluation of Profiling |
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87 | (1) |
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87 | (4) |
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89 | (1) |
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89 | (2) |
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Hypnosis in Criminal Investigations |
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91 | (4) |
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Advocacy: Martin Reiser's Position |
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91 | (1) |
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The Hillside Strangler Case |
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91 | (1) |
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Hypnosis of Witnesses and Victims |
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92 | (1) |
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92 | (1) |
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93 | (1) |
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93 | (1) |
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94 | (1) |
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95 | (2) |
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Use of the Polygraph in Interrogation |
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95 | (1) |
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95 | (2) |
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97 | (2) |
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Criticisms of the Polygraph |
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97 | (2) |
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99 | (1) |
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The Role of the Forensic Psychologist |
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99 | (2) |
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101 | (1) |
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102 | (1) |
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103 | (2) |
| CHAPTER 5 Insanity and Competency |
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105 | (20) |
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106 | (4) |
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The Difficulty in Determining Insanity |
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106 | (1) |
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Insanity versus Psychosis |
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106 | (4) |
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The Psychologist's Roles in Insanity Cases |
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110 | (6) |
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Assessment of Criminal Responsibility |
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110 | (1) |
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Testifying as an Expert Witness |
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111 | (5) |
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116 | (6) |
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Competency to Plead Guilty |
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116 | (1) |
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Competency to Stand Trial |
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117 | (3) |
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120 | (2) |
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122 | (1) |
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123 | (1) |
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124 | (1) |
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124 | (1) |
| CHAPTER 6 From Dangerousness to Risk Assessment: Violence, Sexual Offending, Domestic Violence, Child Abuse, and Suicide |
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125 | (14) |
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Risk Assessment and Predictions of Dangerousness |
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126 | (1) |
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The "First Generation" of Research |
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127 | (1) |
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Movement From Prediction of Dangerousness to Risk Assessment |
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128 | (1) |
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129 | (3) |
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Prediction of Sexual Offending |
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132 | (1) |
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Prediction of Domestic Violence and Child Abuse |
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133 | (3) |
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133 | (2) |
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135 | (1) |
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136 | (1) |
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137 | (1) |
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137 | (1) |
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138 | (1) |
| CHAPTER 7 "Syndrome" Evidence: Battered Woman Syndrome and Rape Trauma Syndrome |
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139 | (31) |
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The Battered Woman Syndrome (BWS) |
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140 | (5) |
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140 | (2) |
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Components of the Battered Woman Syndrome |
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142 | (1) |
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The Relationship of BWS to Post-Traumatic Stress Disorder (PTSD) |
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143 | (1) |
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Role of the Forensic Psychologist in the Assessment of BWS |
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143 | (2) |
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145 | (4) |
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145 | (1) |
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146 | (3) |
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The Use of a Psychologist as an Expert Witness on the Battered Woman Syndrome |
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149 | (3) |
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Reasons for Use of the Expert Witness |
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149 | (1) |
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150 | (2) |
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Procedural and Ethical Issues Regarding the Use of Expert Witnesses |
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152 | (1) |
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Admissibility of Expert Testimony on BWS |
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152 | (1) |
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The Stance of the Expert Witness-Objectivity or Advocacy? |
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152 | (1) |
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Jurors' Reactions to BWS as a Part of Defense Evidence |
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153 | (1) |
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Criticisms of the Use of the Battered Woman Syndrome and the Battered Woman Defense |
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154 | (1) |
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Defense of Women at Trial |
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154 | (1) |
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Perpetuating the Battered Woman Stereotype: The Passive, Helpless Woman |
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154 | (1) |
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The Scientific Validity of the Battered Woman Syndrome |
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155 | (1) |
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155 | (6) |
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What Is the Rape Trauma Syndrome? |
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155 | (2) |
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Phase I: Acute Crisis Phase |
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157 | (1) |
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Phase II: Long-Term Reactions |
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158 | (2) |
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The Relationship of RTS to PTSD |
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160 | (1) |
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What Can a Psychologist Do? |
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161 | (2) |
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161 | (1) |
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Testimony as an Expert Witness |
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162 | (1) |
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Admissibility of Psychological Testimony on RTS |
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163 | (2) |
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The Status of Research on RTS |
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165 | (1) |
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Substituting PTSD for RTS |
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166 | (1) |
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167 | (1) |
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168 | (1) |
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169 | (1) |
| CHAPTER 8 Child Sexual Abuse |
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170 | (18) |
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The McMartin Preschool Case |
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171 | (1) |
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The Charges and the Trials |
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171 | (1) |
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171 | (1) |
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172 | (1) |
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172 | (1) |
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Assessing Competency to Testify |
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172 | (1) |
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Preparing the Child to Testify |
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172 | (1) |
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Testifying as an Expert Witness |
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173 | (1) |
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Assessing Allegations by the Child |
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173 | (6) |
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173 | (2) |
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Using the Criterion-Based Content Analysis Technique |
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175 | (1) |
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Using Anatomically Detailed Dolls |
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176 | (3) |
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Suggestions for Improving Procedures |
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179 | (1) |
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Determining If the Child Is Competent to Testify |
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179 | (1) |
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Children's Rights When Testifying |
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180 | (2) |
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Psychologists as Expert Witnesses |
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182 | (3) |
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Types of "Testimony for the Prosecution |
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182 | (3) |
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Testimony for the Defense |
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185 | (1) |
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185 | (1) |
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186 | (1) |
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186 | (2) |
| CHAPTER 9 Child Custody and Related Decisions |
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188 | (23) |
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What Roles Can Psychologists Play? |
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190 | (4) |
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190 | (1) |
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190 | (1) |
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191 | (1) |
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Court-Appointed Evaluator |
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192 | (1) |
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193 | (1) |
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194 | (1) |
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194 | (1) |
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194 | (1) |
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194 | (1) |
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194 | (1) |
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The Court-Appointed Evaluator |
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195 | (11) |
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Standards for Resolution of Custody Disputes |
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195 | (2) |
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Custody Determinations in Mixed-Race Cases or in Cases Involving a Parent With a Homosexual Orientation |
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197 | (1) |
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Ethical Issues and Temptations |
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198 | (2) |
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The Technique of Custody Evaluation |
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200 | (6) |
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206 | (1) |
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Ultimate-Opinion Testimony |
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206 | (1) |
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206 | (1) |
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The Evaluation Researcher Role |
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206 | (3) |
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Effects of Divorce on Children |
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207 | (1) |
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Effects of 7jype of Custody |
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207 | (2) |
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209 | (1) |
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209 | (1) |
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210 | (1) |
| CHAPTER 10 Improving Eyewitness Identification Procedures |
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211 | (23) |
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How Important Is Eyewitness Testimony in Criminal Cases? |
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212 | (1) |
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Can Eyewitness Testimony Contribute to Wrongful Convictions? |
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212 | (1) |
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How Can Forensic Psychologists Help Police Obtain Useful Information From Eyewitnesses? |
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213 | (4) |
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System Variables versus Estimator Variables |
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213 | (1) |
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Examples of Problematic Police Procedures |
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214 | (3) |
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Questioning Witnesses (Information Generation) |
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217 | (3) |
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217 | (1) |
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218 | (1) |
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Failure to Recognize the Dynamics of the Interview |
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218 | (1) |
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Ways to Improve the Accuracy of Information Elicited From Witnesses |
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219 | (1) |
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Use of Lineups and Photo Arrays |
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220 | (5) |
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222 | (1) |
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223 | (2) |
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225 | (1) |
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225 | (6) |
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Recent Changes in Statute-of-Limitation Laws in Recovered Memory or Child Sexual Abuse Cases |
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226 | (1) |
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Judges' Decisions on the Admissibility of Expert Testimony |
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226 | (4) |
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230 | (1) |
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Summary and a Cautionary Evaluation |
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231 | (1) |
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232 | (1) |
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232 | (2) |
| CHAPTER 11 Interrogations and Confessions |
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234 | (26) |
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235 | (2) |
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235 | (1) |
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236 | (1) |
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236 | (1) |
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Evaluating the Accuracy of Ingram's Confession |
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236 | (1) |
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237 | (1) |
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The Forensic Psychologist and Police Interrogations |
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237 | (1) |
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The Psychology of False Confessions |
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237 | (4) |
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Three Types of False Confessions |
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237 | (3) |
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How Many Confessions Are False? |
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240 | (1) |
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False Confessions in the Laboratory |
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241 | (1) |
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The Role of Police Interrogations in Generating Confessions |
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241 | (11) |
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The Goals of Interrogations |
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242 | (2) |
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What Can Police Do and What Can't They Do? |
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244 | (8) |
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What Can Psychologists Contribute? |
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252 | (6) |
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The Police as a Clientele |
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252 | (3) |
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The Courts as a Clientele |
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255 | (2) |
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257 | (1) |
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258 | (1) |
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258 | (1) |
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259 | (1) |
| CHAPTER 12 Trial Consultation: Jury Selection, Case Preparation, and Pretrial Publicity |
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260 | (31) |
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261 | (1) |
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Trial Consultants as Forensic Psychologists |
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261 | (1) |
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Trial Consultants: Better Thought of as Litigation Consultants? |
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261 | (1) |
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Possible Pretrial Activities |
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261 | (1) |
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262 | (1) |
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262 | (1) |
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Change-of-Venue Requests in Response to Pretrial Publicity |
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262 | (4) |
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262 | (1) |
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The Litigation Consultant's Activities |
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263 | (1) |
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The Effects of Pretrial Publicity |
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264 | (1) |
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265 | (1) |
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266 | (1) |
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266 | (3) |
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What Is Proper and What Is Not |
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268 | (1) |
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269 | (4) |
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269 | (2) |
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Presentation of the Evidence |
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271 | (1) |
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272 | (1) |
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Jury Selection: Psychology and Law in Conflict |
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273 | (2) |
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Examples of Lawyers' Approaches |
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274 | (1) |
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What Do Psychologists Do? |
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274 | (1) |
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Two Approaches to Jury Selection |
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275 | (1) |
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Broad Attitudes and Traits |
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275 | (1) |
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275 | (1) |
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Measurement of Juror Bias |
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276 | (6) |
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276 | (3) |
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279 | (3) |
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Does Scientific Jury Selection Work? |
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282 | (1) |
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Is It Ethical for Psychologists to Aid in Jury Selection? |
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283 | (4) |
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283 | (1) |
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Use of Supplemental Juror Questionnaires |
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284 | (1) |
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The Problem of Discovery and the Attorney Work Product |
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285 | (1) |
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Fairness in Jury Selection |
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286 | (1) |
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The Relationship of the Trial Consultant to the Attorney |
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287 | (1) |
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287 | (1) |
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288 | (1) |
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289 | (2) |
| CHAPTER 13 Discrimination |
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291 | (20) |
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The Targets of Discrimination |
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292 | (3) |
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292 | (1) |
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293 | (1) |
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Who Are the Recipients of Discrimination? |
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293 | (2) |
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295 | (1) |
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What Can Psychology Contribute? |
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295 | (4) |
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Conceptual Analysis-An Example |
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295 | (1) |
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296 | (3) |
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Racial Differences and the Use of Test Results to Assign Students to Special Education Classes |
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299 | (3) |
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The Impact of Affirmative Action Policies |
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302 | (4) |
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The Courts and Affirmative Action |
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303 | (2) |
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Psychological Contributions |
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305 | (1) |
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Employment Discrimination |
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306 | (2) |
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308 | (1) |
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309 | (1) |
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309 | (1) |
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310 | (1) |
| CHAPTER 14 Sexual Harassment |
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311 | (14) |
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Increased Awareness of Sexual Harassment |
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312 | (1) |
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312 | (1) |
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312 | (1) |
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313 | (1) |
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Conceptualizations of Sexual Harassment |
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313 | (2) |
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Confusion Surrounding the Term |
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313 | (1) |
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Gruber's Typology of Sexual Harassment |
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314 | (1) |
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314 | (1) |
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Sexual Harassment in the Courts |
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315 | (4) |
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Two Types of Sexual Harassment |
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315 | (1) |
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The Harris v. Forklift Systems, Inc. Decision |
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316 | (3) |
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Psychology's Contributions to Understanding and Ameliorating Sexual Harassment |
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319 | (4) |
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Developing Models for Causes of Sexual Harassment and for Attributions of Causality |
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320 | (1) |
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Distinguishing Between Female and Male Victims |
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321 | (1) |
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321 | (1) |
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Predicting the Outcome of Complaints |
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322 | (1) |
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Restructuring the Workplace |
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322 | (1) |
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323 | (1) |
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323 | (1) |
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324 | (1) |
| CHAPTER 15 Death Penalty Trials and Appeals |
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325 | (27) |
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Why Do Forensic Psychologists Get Involved in Death Penalty Cases? |
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326 | (1) |
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Roles for Forensic Psychologists |
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326 | (6) |
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An Outline of the Process and Possible Roles |
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326 | (5) |
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Is the Role Necessarily That of an Advocate? |
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331 | (1) |
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Social-Psychological Research and Evaluation Research on the Death Penalty |
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331 | (1) |
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Convictions and Executions of Innocent People |
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332 | (8) |
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Estimating the Number of Wrong Convictions |
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332 | (2) |
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Examples of Death Sentences for Innocent People |
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334 | (1) |
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The Case of Randall Dale Adams |
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335 | (1) |
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Trial-Related Reasons for Incorrect Convictions |
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336 | (4) |
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Appellate Courts and the Death Penalty |
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340 | (1) |
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The U.S. Supreme Court's Reaction to Death Penalty Appeals |
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341 | (1) |
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342 | (7) |
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Evaluations for Dangerousness |
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342 | (1) |
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343 | (3) |
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Evaluating Defense Arguments |
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346 | (1) |
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The Problem of Jury Instructions |
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347 | (1) |
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The Generation of Other Research Findings |
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347 | (2) |
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349 | (1) |
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350 | (1) |
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350 | (2) |
| CHAPTER 16 Influencing Public Policy |
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352 | (21) |
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Application of Psychological Knowledge to Decisions by Legal-System Policy Makers |
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353 | (1) |
|
Ways of Influencing Legislatures |
|
|
353 | (1) |
|
Testimony by Psychologists |
|
|
353 | (1) |
|
Psychologists and the Courts |
|
|
354 | (1) |
|
|
|
354 | (5) |
|
History of the Relationship |
|
|
354 | (1) |
|
Direct Attempts to Influence the Courts |
|
|
355 | (1) |
|
Ballew v. Georgia (1978): Too Little and Too Late? |
|
|
356 | (3) |
|
Involvement by the American Psychological Association |
|
|
359 | (1) |
|
Ways of Classifying APA Briefs |
|
|
359 | (1) |
|
What Are the APA's Goals in Submitting Science-Translation Briefs? |
|
|
359 | (1) |
|
The Effectiveness of APA Briefs |
|
|
360 | (1) |
|
How Do We Measure Effectiveness? |
|
|
360 | (1) |
|
Is It Better to Be Ignored or Rejected? |
|
|
361 | (1) |
|
The Relationship of the APA Amicus Brief to the Supreme Court's Decision |
|
|
361 | (8) |
|
An Example of a Decision Consistent with the APA's Goals But Not Directly Reflecting the APA's Input: Ake v. Oklahoma (1985) |
|
|
364 | (2) |
|
An Example of Rejection of the APA Brief: Lockhart v. McCree (1986) |
|
|
366 | (3) |
|
What Can We Learn From an Analysis of Individual Cases? |
|
|
369 | (2) |
|
The Potency of Deeply Held Values |
|
|
369 | (1) |
|
Identifying and Representing Our Goals Accurately |
|
|
369 | (2) |
|
|
|
371 | (1) |
|
|
|
371 | (1) |
|
|
|
372 | (1) |
| References |
|
373 | (48) |
| Name Index |
|
421 | (18) |
| Subject Index |
|
439 | |
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