Kean University College of Humanities and Social Sciences School of Psychology November 2015
Title and Type of Program: M.A. in Forensic Psychology Department Offering Program: Psychology Proposed Date of Implementation: Fall 2016 Date of Document: Fall 2015
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Table of Contents 1. Objectives ..................................................................................................................................................3 2. Evaluation and Learning Outcomes ...........................................................................................................4 3. Relationship of Program to Institutional Strategic Plan ............................................................................6 4. Need for Program .......................................................................................................................................6 5. Students ......................................................................................................................................................11 6. Program Resources ....................................................................................................................................12
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1. Objectives The multidimensional mission of the Kean University M.A. in Forensic Psychology is based on a liberal arts foundation and the commitment of the University to scholarship and critical inquiry. The program is designed to foster an advancement of scientific knowledge applied to psycholegal issues providing a comprehensive education and training relevant to the application of psychological theory, knowledge, skills, and competencies to the civil and criminal justice system. Consistent with this mission, and the University’s mission and values, the Degree Program’s objectives are: Objective 1 – Knowledge Base of Psychology and Foundations of Forensic Psychology Students will be able to: 1.1 Integrate current theory and research to explain behavior from a legal/forensic psychological perspective. 1.2
Identify the role of psychology within the legal system.
1.3
Be able to discuss seminal works within the field of forensic psychology and how they relate to research and policy
Objective 2 – Apply Knowledge and Demonstrate Skills in the Scientific, Methodological, and Theoretical Foundations of Forensic Psychology. Students will be able to: 2.1
Understand and demonstrate the role of empirical research and how it relates to psycholegal issues.
2.2
Demonstrate proficiency in evaluating the effectiveness of empirically supported methods of research and/or teaching.
2.3
Demonstrate proficiency in evaluating case law and how it may apply to forensic practice and research.
2.3
Understand professional ethical guidelines and requirements.
Objective 3 – Demonstrate the Ability to Apply Theoretical Knowledge and Research Skills to Forensic Populations. Students will be able to: 3.1
Integrate current theory and research to explain behavior from a psycholegal perspective.
3.2
Delineate the psychological origins and dynamics of criminal behavior.
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3.3
Explain the relationship between law and psychology, the mental health system, mental illness and criminal conduct.
3.4
Point out the ethical and legal conflicts and dilemmas a forensic practitioner might encounter working within the legal system.
3.5
Perform a risk assessment of an individual within the context of prediction, supervision and intervention in both a correctional and mental health setting.
3.6
Describe a range of psychological impairments and psychiatric conditions, and their relevance to major legal questions and standards.
3.7
Discuss the role and impact of issues related to diversity and multiculturalism in a variety of settings.
3.8
Select, administer, score, and interpret psychological assessments needed in a forensic setting.
Objective 4 – Actively Identify With and Contribute to the Profession by Demonstrating Attitudes and Behaviors Essential for Lifelong Learning, Scholarly Inquiry, Advocacy, and Professional Problem Solving. Students will be able to: 4.1
Discuss how sociopolitical issues, policies, legislation, and social justice issues impact the field of forensic psychology.
4.2
Apply their knowledge of forensic psychology to scholarly and/or professional activities to promote social justice, positive social change, and diversity of thought.
4.3
Distinguish and implement professional roles, responsibilities, and ethics to the practice of forensic psychology at the master’s level.
2. Evaluation and Learning Outcomes Assessment Upon successful completion of the proposed M.A. Forensic Psychology students will be able to: o Demonstrate an advanced knowledge of and critical understanding of research design and statistics as applied to empirical research in general and psycholegal research in particular. o Identify the role of mental health professionals within the legal system. o Implement relevant case law as it applies to forensic practice.
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o Discuss the identification, prevention, and treatment of antisocial behavior. o Demonstrate the ability to implement psychological assessment instruments in clinical and forensic settings. o Apply professional and ethical standards in clinical and legal settings.
Assessment The M.A. in Forensic Psychology Student Goals and Outcomes will be assessed using a variety of direct and indirect measurements. The specific measurement strategies used, and where appropriate, the course in which they are embedded, to assess each outcome and goal can best be understood by reviewing the Assessment Matrix detailing the assessment measures employed in specific courses to document goals. Assessment Matrix Goal 1 : Knowledge Base of Psychology and Foundations of Forensic Psychology
Assessment Measures 1. 2. 3. 4. 5.
Goal 2 : Apply Knowledge and Demonstrate Skills in the Scientific, Methodological, and Theoretical Foundations of Psychology with a Focus on Forensic Psychological Research.
Assessment Measures 1. 2. 3. 4. 5.
Goal 3 : Demonstrate the Ability to Apply Theoretical Knowledge and Research Skills to Forensic Populations.
Oral Presentations Course Projects Course Exams Master’s Project Courses that aspire to meet Goal 1: PSY5555, PSY 5530, PSY 5585
Oral Presentations Course Projects Course Exams Master’s Project Courses that aspire to meet Goal 2: PSY 5555, PSY 5560, PSY 5565, PSY 5910 Assessment Measures
1. 2. 3. 4. 5.
Oral Presentations Course Projects Course Exams Master’s Project Courses that aspire to meet Goal 3: PSY 5555, PSY 5560, PSY 5565, PSY 5910, PSY 5585, PSY 5570, PSY 5575, PSY 5580
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Goal 4 : Actively Identify and Contribute to the Profession by Demonstrating Attitudes and Behaviors Essential for Lifelong Learning, Scholarly Inquiry, Advocacy, and Professional Problem Solving.
Assessment Measures 1. 2. 3. 4. 5.
Oral Presentations Course Projects Course Exams Master’s Project Courses that aspire to meet Goal 4: PSY 5555, PSY5560, PSY 5565, PSY 5910
3. Relationship of the Program to Institutional Strategic Plan The proposed M.A in Forensic Psychology will compliment the rich diversity and scholarly inquiry of the existing undergraduate and graduate programs currently offered at Kean University. The subject matter of the proposed program is designed to follow a scientistpractitioner model of training consistent with the University Mission Statement of excellence in teaching, research, and enhancing skills in professional areas. This approach aligns with Goal 1 of the University’s Strategic Plan “to locate Kean University as a focal point of ongoing and transformational educational engagement.” The program as a whole is structured from a global perspective, preparing graduates to assume leadership positions in national and international settings in business, government, health care, education, and the community. The proposed M.A in Forensic Psychology supports Goal 2 of the University’s Strategic Plan “to attract more full-time, first-time undergraduate students, transfer and graduate students.” The structured nature of the program is designed to provide graduate students entering Kean University at any level, first-time, traditional or non-traditional, full- or part-time, the opportunity to complete a graduate degree in two years. The proposed program is consistent with Goal 4 of the University’s Strategic Plan of excellence in diversity reflecting the University’s commitment to equity, inclusivity, and social justice. Each of the courses offered in the program were designed to address these values at the individual, institutional, and social level.
4. Need for Program The rationale for the proposed M.A. in Forensic Psychology is based on several national, regional, and local factors, along with professional trends. Forensic psychology, as described by the American Psychological Association (APA) (Committee on Ethical Guidelines for Forensic Psychologists, 1991) involves the application of professional psychological practices to the evaluation of behavior, personality, relationships, thought processes, and other psychological factors as they impact on the interpretation and understanding of legal principles and standards. A forensic psychologist as defined by the APA is a member of the profession of psychology and has a special responsibility for the quality of psychology practiced in the legal system (APA, 1991). The APA recognized forensic psychology as a specialty in 2001, with subsequent recertification in 2008. Recently, the American Psychology-Law Society (AP-LS, 2013), Division 41 of the APA, adopted a broader definition of forensic psychology in the revised Specialty
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Guidelines for Forensic Psychology. Under this definition, forensic psychology includes “professional practice by any psychologist working within any sub-discipline of psychology (e.g., clinical, developmental, social, cognitive) when applying the scientific, technical, or specialized knowledge of psychology to the law to assist in addressing legal, contractual, and administrative matters” (APA, 2013, p. 7). The field of forensic psychology has experienced a massive expansion during the last 30 years, specifically the last 10 in the United States (Greene & Heilbrun, 2014; Heilbrun & Brooks, 2010; Heilbrun, Grisso, & Goldstein, 2009; Kitaeff, 2011; Najdowski, Bottoms, Stevenson, & Veilleux, 2015) and throughout the rest of the world (Shaw, Öhman & van Koppen, 2013). O’Brien (1998) refers to the fields of forensic psychology and psychiatry as “growth industries” due to the proliferation of journals, professional meetings, and societies representing these areas. Over 52% of clinical and counseling psychology graduate students surveyed indicated that they preferred training in forensic psychology (Morgan, Beer, Fitzgerald, & Mandracchia, 2007). Traditionally, two levels of classification are used to describe the broad field of forensic psychology (a) clinical-forensic applications of psychology to legal issues which include: legal competencies (including competence to waive Miranda rights, the right to stand trial, the right to waive an insanity defense, to be sentenced, and to be executed); mental state at the time of offense (insanity, extreme emotional disturbance, and diminished capacity); the prediction of future dangerousness; civil commitment; compensation for emotional damages in civil suits; child custody determination; and (b) legal-forensic (non-clinical) application of psychology to legal issues which include research topics such as: eyewitness memory and testimony, criminal investigation, and the trial and jury process. Due to the popularity of the field, training in forensic psychology is preferred in other occupational specialties such as state, local, and federal law enforcement, corrections, governmental agencies, and community mental health settings. According to Greene and Heilbrun (2014), it is likely that the growth and popularity of forensic psychology will continue to grow for several reasons. First, mental health practitioners at every level have expertise in a variety of areas relevant to litigation. As new research becomes available, it is frequently used in legal proceedings. Second, the law permits and even encourages the use of expert testimony in a variety of areas, of which psychology has achieved particular prominence. Finally, expert testimony by mental health professionals at all levels, depending upon the area of expertise, can be lucrative. Hourly rates range between $200 and $800 for most experts (Greene & Heilbrun, 2014; Zaitchik, Berman, Whitworth, & Platania, 2007). If one party in a criminal or civil case hires an expert, the other side usually responds by hiring their own expert. Along with the expansion of forensic psychology is the awareness that mental health needs are not being satisfactorily addressed in our society in both forensic and non-forensic settings. In his Preface to the Report of the Surgeon General on Mental Health (U.S. Department of Health and Human Services, 2010), Surgeon General David Satcher indicated that mental disorders including schizophrenia, depression, bipolar disorder, neurodegenerative diseases, and childhood disorders affect nearly one in five Americans in any year. Pointedly, the Surgeon General noted: Even more than other areas of health and medicine, the mental health field is plagued by disparities in the availability of and access to its services. These disparities are viewed readily through the lenses of racial and cultural diversity, age, and gender. A key
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disparity often hinges on a person’s financial status; formidable financial barriers block off needed mental health care from too many people regardless of whether one had health insurance with an adequate mental health benefits, or is one of the 44 million Americans who lack any insurance. (2010, p.3) Satcher went on to state: Given that 28% of the population have a diagnosable mental or substance abuse disorder and only 8% of adults both have a diagnosable disorder and use mental health services, one can conclude that less than one-third of adults with a diagnosable mental disorder receives treatment in one year. In short, a substantial majority of those with specific mental disorders do not receive treatment. (2010, VI, p.7) The number of individuals receiving treatment in mental health facilities has declined significantly over the last several decades in the United States. According to Scott, Lakin, and Larson (2008), between the years 1967 to 2007, the number of people in mental health facilities declined by 81%. This decline is due, at least in part, to the deinstitutionalization movement, which shifted the treatment of individuals with mental illness from mental health facilities to community-based settings. As a result, many former patients became homeless and unable to care for themselves. Many of these former patients, for a variety of reasons, find themselves in correctional institutions. Although some type of mental health treatment is available in correctional institutions, most inmates either do not receive proper treatment or receive no treatment at all. Most of the mental health services available are provided to inmates who are undergoing court-ordered (forensic) evaluations. Currently, there are more mentally ill people in jails and prisons than in hospitals. As a result, correctional facilities in the United States have become the largest providers of mental health treatment (Abramsky & Fellner, 2003; Torrey, Kennard, Eslinger, Lamb, & Pavle, 2010). The United States contains 5% of the world’s population but 25% of the world’s prison population (Bartol & Bartol, 2012). Between 1970 and 2005 the correctional population in the United States increased 700% (Epperson, Wolff, Morgan, Fisher, Frueh, & Huening, 2011). According to the Bureau of Justice Statistics, U.S. Department of Justice, at the end of 2012 approximately 7 million offenders were under the supervision of adult correctional systems and 4.1 million adults moved onto or off probation (Glaze & Herberman, 2013). The proposed new M.A. in Forensic Psychology would be a highly functional nonterminal degree for those interested in pursuing doctoral training in psychology and/or law; master’s-level forensic jobs (e.g., in juvenile/adult court clinics, correctional settings, law enforcement research departments or forensic psychiatric settings); and those who are currently or plan to work in a variety of law enforcement positions (e.g., police, corrections, federal law enforcement or governmental agencies). Over the course of the past three decades, Forensic Psychology as a field has grown
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tremendously (Najdowski et al., 2015). The American Psychology-Law Society (Division 41 of the American Psychological Association) expects steady growth in the forensic psychology field over the next decade in a variety of forensic positions. The Bureau of Labor Statistics predicts the growth rate of 14 to 20% for forensic psychologists through 2022, outpacing most other occupations (see Appendix B). In addition, the Employment Projections Program of the Bureau of Labor Statistics predicts that about 28% of psychologists holding professional employment will need to be replaced in the 10-year period from 2008 to 2018 (www.bls.gov/emp/#tables). In addition, the Bureau of Labor Statistics predicts a growth rate of 31% for substance abuse and behavioral disorder counselors and a growth rate of 5% for correctional officers, police officers and detectives through 2022 (see Appendix B). In New Jersey, according to the New Jersey Department of Labor and Workforce Development, jobs requiring a Master’s degree will increase 8.6% through 2022. The northern region of the state, which encompasses Bergen, Essex, Hudson, Morris, Passaic, and Union counties, accounts for over 45% of all state employment. Employment in this region is expected to grow 8% per year through 2022, with nearly 60,000 job openings, nearly double any other region of the state. Student Demand In Fall 2014, a Qualtrics survey was administered to Kean University Psychology majors and related undergraduate majors from the College of Humanities and Social Sciences to document student demand for an M.A. in Forensic Psychology. The results of the survey indicated that 50% (n = 183) of students were either likely or extremely likely to apply to a graduate program in psychology (see Table 1) within the next semester or next year (see Table 2). Sixty-six percent (n = 232) indicated that they were interested in a graduate program that would culminate in receiving an M.A. in Forensic Psychology (see Table 3). The overall results of the survey are consistent with other findings (Clay, 2009; Najdowski et al., 2015; Ward, 2013; Zaitchik et al., 2007) indicating an interest in graduate programs in Forensic Psychology.
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Table 1. How likely are you to apply to a graduate program in psychology? #
Answer
Response
%
1
Extremely Unlikely
57
16%
2
Unlikely
54
15%
3
Undecided
69
19%
4
Likely
83
23%
5
Extremely Likely
97
27%
Total
360
100%
Table 2. If you are interested in a Master's program, when would you like to start? #
Answer
Response
%
1
Next semester
23
7%
2
Next Year
123
35%
3
In 2-3 years
141
40%
4
In 3-4 years
30
9%
5
In 4-5 years
20
6%
6
In more than 5 years
14
4%
Total
351
100%
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Table 3. How interested might you be to attend a graduate program that would culminate in receiving an M.A. in Forensic Psychology (application of Psychology to legal/judicial system) #
Answer
Response
%
1
Minimally Interested
56
16%
2
Somewhat Interested
99
28%
3
Not interested
69
19%
4
Interested
59
17%
5
Very Interested
74
21%
Total
357
100%
Similar Programs within the State and Region According to the Guide to Graduate Programs in Forensic and Legal Psychology 20142015 published by the American Psychology-Law Society, only 17 programs exist in the United States specifically offering a Master’s degree in forensic psychology or closely related field such as psychology and law (see Appendix A). The proposed Kean University M.A. in Forensic Psychology would compare to two similar programs in the region. The other two programs are:
John Jay College of Criminal Justice (New York, NY) offers a 42-credit M.A. in Forensic Psychology.
Fairleigh Dickinson University - Metropolitan Campus (Teaneck, NJ) offers a 36-credit MA in Forensic Psychology.
5. Students Student enrollment projections are based on information obtained from Graduate study in psychology 2014 (APA, 2013). The information below is based on the reported admissions for the MA in Forensic Psychology programs at John Jay College of Criminal Justice and Fairleigh Dickinson University. John Jay College 2011-2012 (new admits) Applications: 307 Accepted: 254
FDU 2011-2012 (new admits) Applications: 60 Accepted: 10
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F/T Enrolled: 117 P/T Enrolled: 103
F/T Enrolled: 11 P/T Enrolled: 0
Based on these data, first semester enrollment for the Forensic M.A. would be estimated to be 20-25 students. Optimal enrollment would be expected to be 30-35 students per academic year. It is estimated that optimum implementation would be achieved after two years. 6. Program Resources Full-Time Faculty It is anticipated that one additional full-time faculty member will be needed to support the program. Since the current full-time faculty are sufficient in number and expertise to begin the program, the new faculty line will be phased in as student enrollment increases. The new faculty member will be an individual with a doctorate in psychology and demonstrated expertise in forensic psychology. Part-Time Faculty The School of Psychology currently has no part-time faculty. Adjunct Faculty The current adjunct faculty, some of whom have expertise in forensic psychology and related fields, will be helpful in the implementation of the program. Support Personnel (Clerical, Technical, Administrative) During the initial phase, a Graduate Assistant or Academic Specialist will be sufficient to help support the implementation of the program. Therefore, initial expenditures are expected to be kept to a minimum as enrollments increase. Later, as the program begins to generate interest and income, its resource development can proceed apace with its capacity to be self-sustaining. Library Resources All Kean University students, faculty, and staff have access to the electronic databases, books, journals, DVDs, and other materials contained in the Nancy Thompson Library. It is anticipated that these existing library resources, supplemented by the addition of two journals (The American Journal of Forensic Psychology and The American Journal of Forensic Psychiatry), totaling approximately $160 per year, will be sufficient to support the implementation of the program. Equipment (Including Computers and Specialized Software or Services) The Psychology program currently has a range of psychological tests available that will provide initial support to the new program by permitting some course-related assessments, although additional testing resources will be needed as detailed below. Five (5) each of the following: Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV) Wechsler Memory Scale – Fourth Edition (WMS-IV) Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V)
$1,835.00 $1,094.00
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*note the WAIS and the WMS are available at a discounted rate if purchased together Total cost for above: $ 14,645.00 Q Local Scoring and Reporting Software: Network Version Wisconsin Card Sorting Test (WCST) Structured Interview of Reported Symptoms (SIRS)
$325.00/year $380.00 $310.00 Total cost $15,660.00
Space (Offices, Laboratories, Classrooms) A secure storage space will be needed to store testing equipment and other materials. Degree Requirements Admission Requirements Application deadlines for the M.A. in Forensic Psychology will be June 1 for Fall admissions and December 1 for Spring admissions. In addition to the University’s admission requirements, the following are required:
Baccalaureate degree from an accredited college or university in Psychology or a related field. Students without an undergraduate degree in Psychology or a related field may be admitted to the program at the discretion of the Program Coordinator. However, the following undergraduate coursework must be completed: o o o o o
General Psychology Statistics Research Methods or Experimental Psychology Abnormal Psychology Developmental Psychology
Cumulative Grade point average (GPA) of 3.0 or higher Official transcripts from all institutions attended Scores from the Graduate Record Exam (GRE) completed within the last 5 years o Applicants with a cumulative GPA of 3.5 do not need to submit GRE scores Sample of scholarly work from undergraduate studies. Students who do not have a sample from their undergraduate studies will be assigned a topic by the program coordinator and will need to submit a 1200 word sample Two letters of recommendation Professional resume/CV Personal statement TOEFL scores (for applicants whose native language is not English)
Program Requirements: 36 credits 3-6 credit master’s project
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Required Courses (27 Credits) Course Number Course Title PSY 5555 Introduction to Forensic Psychology** PSY 5560 Research Design and Statistics I** PSY 5565 Research Design and Statistics II** PSY 5530 Advanced Abnormal Psychology* PSY 5570 Psychology of Criminal Behavior ** PSY 5575 Neuropsychological Assessment** PSY 5580 Personality and Behavioral Assessment ** PSY 5585 Aggression, Violence Risk, and Threat Assessment ** PSY 5910 Research Methods: Seminar* *Existing course; **New course
Credits 3 3 3 3 3 3 3 3 3
Elective Courses (9 credits selected with advisement) Course Number Course Title PSY 5000 Evolutionary Psychology* PSY 5110 Developmental Study of Children* PSY 5120 Social Psychology of Adolescence* PSY 5130 Human Development Across the Life Span* PSY 5170 Psychology of Aging* PSY 5420 Behavior Modification* PSY 5510 Theories of Personality* PSY 5515 Advanced Psychology of Personality* PSY 5550 Psychopathology of Childhood* PSY 5590 Special Topics in Forensic Psychology** PSY 5610 Advanced Social Psychology* PSY 5660 Industrial/Organizational Psychology* PSY 5920 Thesis Seminar (Thesis option)* CJ 5600 The American Legal System* CJ 5650 Race, Class and Gender in the Criminal Justice System* CJ 5680 Victimology* CJ 5690 Corrections* CJ 5730 Criminal Law* SOC 5000 Introduction to Social Justice* SOC 5100 The Sociology of Global Oppression* SOC 5111 Analyzing Power and Oppression* SOC 5150 The Sociology of Community* SOC 5151 Class and Social Injury* SOC 5160 The Oppressive Workplace* *Existing course; **New course
Credits 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
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Course Descriptions PSY 5555: Introduction to Forensic Psychology (3) Application of psychological knowledge and concepts to legal issues are discussed. Areas include: (a) clinical-forensic applications of psychology to legal issues; and (b) legal-forensic (non-clinical) application of psychology to legal issues. PSY 5560: Research Design and Statistics I (3) Experimental and non-experimental designs described as are basic statistics. Students will develop research projects, analyze their results, and write reports in APA style. PSY 5565: Research Design and Statistics II (3) Continuation of PSY 5560. Advanced quantitative research techniques and qualitative research methods and techniques. Emphasis on non-experimental and correlational methods including regression, partial correlation and path analysis. Expanded consideration of ethics of research and IRB requirements and APA report writing. PSY 5570: Psychology of Criminal Behavior (3) Focuses on the major theories and classifications of criminal and aggressive behavior. Historical, biological, social, and experiential determinants of criminal behavior, in general, and psychopathy, in particular are discussed. PSY 5575: Neuropsychological Functioning (3) Introduces the foundations and fundamentals of cognitive and neuropsychological assessment, including the basic structures, functions, and physiology of the central nervous system. Students administer and become familiar with various measures of neuropsychological functioning. PSY 5580: Personality and Behavioral Assessment (3) Administration, selection, scoring, and interpreting of psychological assessments and their utilization in forensic settings, with particular emphasis on objective and projective assessment of personality, behavior disorders, ADHD, and psychiatric symptoms for children, adolescents and adults. PSY 5585: Aggression, Violence Risk, and Threat Assessment (3) Examines violence and aggression from multiple perspectives, including neurobiology, psychiatry, neuropsychology, psychopharmacology, developmental psychology, psychopathology, psychometrics, and psychosocial perspectives. Risk assessment implications will be emphasized for a variety of offender subtypes. PSY 5590: Special Topics in Forensic Psychology (3) This course will be offered every semester with an in-depth exploration of a specific psycholegal topic that is of current interest. Examples of course topics include: Malingering and Deception; Women, Psychology, and the Law; Eyewitness Identification; Jury Behavior; Police Psychology; The Death Penalty; Hostage Negotiations; Psychological Consultation, Evaluation, and Testimony in the Criminal Justice System.
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Schematic Curriculum Plan – 36 Total Credit Forensic Psychology M.A. Program First Year - Fall Semester Course # Course Name PSY 5555 Introduction to Forensic Psychology PSY 5560 Research Design and Statistics I PSY 5530 Advanced Abnormal Psychology
Credits 3 3 3
First Year - Spring Semester Course # Course Name PSY 5575 Neuropsychological Functioning PSY 5565 Research Design and Statistics II PSY 5570 Psychology of Criminal Behavior
Credits 3 3 3
Second Year - Fall Semester Course # Course Name Credits PSY 5580 Personality and Behavioral Assessment 3 PSY 5585 Aggression, Violence Risk and Threat Assessment 3 PSY 5910 Research Methods: Seminar 3 Second Year - Spring Semester Graduate elective courses chosen with advisement
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Proposed Guide Sheet(s) for Students KEAN UNIVERSITY COLLEGE OF HUMANITIES ANS SOCIAL SCIENCES COURSE REQUIREMENTS FOR THE MASTER OF ARTS IN FORENSIC PSYCHOLOGY This course requirement sheet should be maintained by the student and presented to the advisor at future meetings for graduate advisement
SH CORE COURSES: 27 Credits PSY 5555: Introduction to Forensic Psychology PSY 5560: Research Design and Statistics I PSY 5530: Advanced Abnormal Psychology PSY 5575: Neuropsychological Functioning PSY 5565: Research Design and Statistics II PSY 5570: Psychology of Criminal Behavior PSY 5580: Personality and Behavioral Assessment PSY 5585: Aggression, Violence Risk, and Threat Assessment PSY 5910: Research Methods: Seminar ELECTIVE COURSES: 9 Credits* PSY 5000: Evolutionary Psychology PSY 5110: Developmental Study of Children PSY 5120: Social Psychology of Adolescence PSY 5130: Human Development Across the Life Span PSY 5170: Psychology of Aging PSY 5420: Behavior Modification PSY 5510: Theories of Personality PSY 5515: Advanced Psychology of Personality PSY 5550: Psychopathology of Childhood PSY 5590: Special Topics in Forensic Psychology PSY 5610: Advanced Social Psychology PSY 5660: Industrial/Organizational Psychology PSY 5920: Thesis Seminar CJ 5600: The American Legal System CJ 5650: Race, Class and Gender in the Criminal Justice System CJ 5680: Victimology CJ 5690: Corrections CJ 5730: Criminal Law SOC 5000: Introduction to Social Justice SOC 5100: The Sociology of Global Oppression SOC 5111: Analyzing Power and Oppression SOC 5150: The Sociology of Community SOC 5151: Class and Social Injury SOC 5160: The Oppressive Workplace TOTAL CREDITS: 36 *Chosen with advisement
Grade
Date
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References Abramsky, S., & Fellner, J. (2003). Ill-equipped: U.S. prisons and offenders with mental illness. New York, NY: Human Rights Watch. American Psychological Association. (2013). Specialty guidelines for forensic psychology. American Psychologist, 68, 7-19. American Psychological Association. (2014). Graduate study in psychology. Washington, DC: Author. Bartol, C. R., & Bartol, A. M. (2012). Criminal behavior: A psychological approach (10th ed.). Upper Saddle River, NJ: Prentice Hall. Clay, R. A. (2009, November). Postgrad growth area: Forensic psychology. Retrieved from http://www.apa.org/gradpsych/2009/11/postgrad.aspx Committee on Ethical Guidelines for Forensic Psychologists. (1991). Specialty Guidelines for Forensic Psychologists. Law and Human Behavior, 15, 655–665. Epperson, M., Wolff, N., Morgan, R. D., Fisher, W. H., Frueh, B. C., & Huening, J. (2011). The next generation of behavioral health and criminal justice interventions: Improving outcomes by improving interventions. University of Chicago: Center for Behavioral Health Services and Criminal Justice Research. Glaze, L. E., & Herberman, E. J. (2013). Correctional populations in the United States, 2012. Washington, D.C.: Bureau of Justice Statistics. Greene, E., & Heilbrun, K. (2014). Wrightsman’s psychology and the legal system (8th ed.). Belmont, CA: Wadsworth. Heilbrun, K., & Brooks, S. (2010). Forensic psychology and forensic science: A proposed agenda for the next decade. Psychology, Public Policy, and Law, 16, 219-253. Heilbrun, K., Grisso, T., & Goldstein, A. M. (2009). The foundations of forensic mental health
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assessment. New York, NY: Oxford University Press. Kitaeff, J. (2011). Forensic psychology. New York, NY: Prentice Hall. Morgan, R. D., Beer, A. M., Fitzgerald, K. L., & Mandracchia, J. T. (2007). Graduate students’ experiences, interests, and attitudes toward correctional/forensic psychology. Criminal Justice and Behavior, 34, 96-107. Najdowski, C. J., Bottoms, B. L., Stevenson, M. C., & Veilleux, J. C. (2015). A historical review and resource guide to the scholarship of teaching and training in psychology and law and forensic psychology. Training and Education in Professional Psychology, 9(3), 217-228. O'Brien, K. P. (1998). Pivotal issues in forensic psychiatry. Australian and New Zealand Journal of Psychiatry, 32, 1-5. Scott, N. Lakin, K. C., & Larson, S. A. (2008). The 40th anniversary of deinstitutionalization in the United States: Decreasing state institutional populations, 1967 – 2007. Intellectual and Developmental Disabilities, 46(5), 402-405. Shaw, J., Öhman, L. & van Koppen, P. J. (2013). Psychology and law: The past, present, and future of the discipline. Psychology, Crime and Law, 19, 643-647. Torrey, E. F., Kennard, A. D., Eslinger, D., Lamb, R., & Pavle, J. (2010). More mentally ill persons are in jails and prisons than hospitals: A survey of the states. Arlington, VA: Treatment Advocacy Center. U.S. Department of Health and Human Services. (2010). Mental health: A report of the Surgeon General. Rockville, MD: US Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services, National Institutes of Health, National Institute of Mental Health.
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Ward, J. T. (2013, September). What is forensic psychology? Retrieved from http://www. apa.org/ed/precollege/psn/2013/09/forensic-psychology.aspx Zaitchik, M., Berman, G., Whitworth, D., & Platania, J. (2007). The time is now: The emerging need for master's-level training in forensic psychology. Journal of Forensic Psychology Practice, 7(2), 65-71
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