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Psychological Experts in Divorce Actions, Sixth Edition

Psychological Experts in Divorce Actions, Sixth Edition

By Marc J. Ackerman, Andrew W. Kane, Jonathan Gould, Milfred D. Dale
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Overview

Emotionally charged issues abound in matrimonial practice , especially in custody disputes. Expert testimony can have a dramatic impact on the outcome of a case, and when matters are highly sensitive or sensational the seeming objectivity of an expert can be dispositive. To effectively reinforce or question that testimony, certain specialized knowledge is essential. Scientifically accepted standards and theories are constantly evolving. Keeping up with the data had been a challenge, but one integrated resource has made it simple.

Psychological Experts in Divorce Actions, Sixth Edition pulls all the research together into the definitive guide to understanding the role of psychological evaluations in divorce and custody actions. Focused on providing the best approach to protecting your client’s interests, this work explains all the leading testing instruments, what conclusions may be drawn and how to challenge or support those conclusions. In addition to offering effective examination and cross-examination strategies, it assists you in handling the gamut of psychological factors that affect clients in divorce and custody cases.

Authors Marc J. Ackerman, Ph.D., Andrew W. Kane, Ph.D., Jonathan Gould, Ph.D., and Milfred D. Dale, Ph.D., are licensed psychologists who have been involved in hundreds of custody cases. Drawing on their extensive experience—testing parties to a divorce and treating psychological patients in the clinic—and as psychological experts in the courtroom, they identify the most important psychological evaluation research used in divorce and custody decision-making and distill the information into clear terms lawyers can readily apply. They also examine vital issues including:

  • Ethics—confidentiality, privilege, duty to warn or protect (Tarasoff), sharing raw data, test integrity
  • Sexual abuse—bona fide or fabricated allegations, psychological effects of sexual abuse, profiles of abuser and abused
  • Testing—personality tests (including MMPI-2, and the new MMPI-2-RF, Rorschach,Millon,TAT); intelligence tests (Wechsler scales,Kaufman scales, Stanford Binet); custody tests (ASPECT, PCRI, PASS, BPS); and many more
  • How divorce affects families—custody, placement, age and gender differences, grandparents, sexual preference, psychological problems

Last Updated 12/15/2017
Update Frequency Updated annually
Product Line Wolters Kluwer Legal & Regulatory U.S.
ISBN 9781454857525
SKU 10045745-7777
Table of Contents

Chapter 1

THE EXPERT WITNESS

  • § 1.1 Overview: The Expert Witness
  • § 1.2 The Common Law History of the Rules of Evidence for Experts
  • § 1.3 Admissibility of Expert Witness Testimony: The Daubert Trilogy
  • § 1.4 The Expert’s Task: Helpfulness to the Court or ‘‘Assist the Trier of Fact’’
  • § 1.5 Relevance of Expert Witness Testimony
  • § 1.6 Disclosure of Facts or Data Underlying Expert Opinion
  • § 1.7 Expertise Required to Conduct Child Custody Evaluations
  • § 1.8 Opinion on Ultimate Issue in Child Custody
  • § 1.9 Expert Testimony: Science and Law
  • § 1.10 Need for a Model to Organize Evaluation
  • § 1.11 Expert’s Knowledge, Attitude, and Personality
  • § 1.12 Evaluating the Expert’s Training and Experience
  • § 1.13 Activities and Services of Experts
  • § 1.14 Preparing the Expert
  • § 1.15 Work Product and Discovery
  • § 1.16 Expert Witness Immunity and Liability
  • § 1.17 Standards of Care and Practice
  • § 1.18 Types of Bias
  • § 1.19 Fees
  • § 1.20 Non-Mental Health ‘‘Experts’’
  • § 1.21 Temporary Practice of Psychology in Foreign Jurisdictions (Interstate Practice)
  • § 1.22 Questions for Chapter 1

Chapter 2

ETHICAL ISSUES

  • § 2.1 Codes of Ethics
  • § 2.2 The American Psychological Association Code of Ethics
  • § 2.3 Specialty Guidelines for Forensic Psychology
  • § 2.4 Other Relevant Codes of Ethics and Standards
  • § 2.5 Competency of Experts
  • § 2.6 Expert’s Openness and Honesty with the Retaining Attorney
  • § 2.7 Rights and Responsibilities of Test Takers
  • § 2.8 Preserving Legal and Civil Rights
  • § 2.9 Promoting Client and Patient Welfare
  • § 2.10 Avoiding Dual or Multiple Relationships
  • § 2.11 Avoiding Iatrogenic Harm
  • § 2.12 Understanding and Avoiding Biases

OBTAINING DATA

  • § 2.13 The Expert’s Need for Data and Time to Collect It
  • § 2.14 Requirement to Use Best Methods Available
  • § 2.15 Need for a Personal Interview
  • § 2.16 Requirement That Tests and Interviews are Properly Conducted Administered
  • § 2.17 Presence of Third-Party Observers During Evaluations
  • § 2.18 Revision of the Standards for Educational and Psychological Testing
  • § 2.19 Requirement to Report All Relevant Data
  • § 2.20 Limits on Going Beyond the Data

DRAWING CONCLUSIONS

  • § 2.21 Drawing Conclusions on Matters of Law
  • § 2.22 Limits on Predictions
  • § 2.23 Limits on Predictions from Tests
  • § 2.24 Limits on Custody Recommendations
  • § 2.25 Sharing Draft Report with Attorney

DISCOVERY AND DISSEMINATING INFORMATION

  • § 2.26 Informed Consent
  • § 2.27 Confidentiality and Privilege
  • § 2.28 Duty to Warn or Protect (‘‘Tarasoff’’ Duty )
  • § 2.29 Reporting Child Abuse
  • § 2.30 Test Integrity
  • § 2.31 Personal Notes
  • § 2.32 Hearsay
  • § 2.33 What Psychologists Must Not Forget
  • § 2.34 What Psychologists Should Know About the State Law

OTHER CONCERNS

  • § 2.35 Providing Quality Services
  • § 2.36 Contingency Fees and Insurance Billing: Dangerous Practices PSYCHOLOGICAL EXPERTS IN DIVORCE ACTIONS
  • § 2.37 Interplay Between the Guardian ad Litem and Psychological Expert
  • § 2.38 Computerized Scoring and Computer-Generated Reports
  • § 2.39 Concluding Remarks § 2.40 Questions for Chapter 2

Chapter 3

WHAT CONSTITUTES A PSYCHOLOGICAL EVALUATION?

  • § 3.1 Three Kinds of Evaluations: Differences Between Psychological, Parental Fitness, and Child Custody Evaluation
  • § 3.2 Stages of the Psychological Evaluation
  • § 3.3 Conceptual Model Guiding Psychological Assessment in Child Custody Evaluations
  • § 3.4 Factors Affecting the Examinee
  • § 3.5 Criteria for the Selection of a Psychological Test
  • § 3.6 Test Administration
  • § 3.7 Criteria for the Use of Testing
  • § 3.8 The Interview
  • § 3.9 Communicating Results
  • § 3.10 Guidelines for Child Custody Evaluations in Family Law Proceedings
  • § 3.11 Orienting Guidelines: Purpose of a Child Custody Evaluation
  • § 3.12 General Guidelines: Preparing for a Child Custody Evaluation
  • § 3.13 Handling Biases
  • § 3.14 Multiple Relationships/Conflict of Interest
  • § 3.15 Procedural Guidelines: Conducting a Child Custody Evaluation
  • § 3.16 Informed Consent
  • § 3.17 Gathering Data
  • § 3.18 Interpretation of Data
  • § 3.19 Rendering Opinion About Individuals Not Evaluated
  • § 3.20 Recommendations by Psychologists
  • § 3.21 Maintaining Records
  • § 3.22 Association of Family and Conciliation Courts Model Standards
  • § 3.23 American Academy of Matrimonial Lawyers Child Custody Evaluation Standards
  • § 3.24 Written Report
  • § 3.25 Custody Evaluation Practices
  • § 3.26 A Potentially Dangerous Book
  • § 3.27 Defining the Standards of Practice and Care
  • § 3.28 Attachment and Parenting Plan
  • § 3.29 What Judges Want to Hear
  • § 3.30 Review of a Colleague’s Work Product: A Review of a Child Custody Report
  • § 3.31 Second Opinions
  • § 3.32 Questions for Chapter 3

Chapter 4

HOW DIVORCE AFFECTS FAMILIES

  • § 4.1 Decisions to Divorce
  • § 4.2 Adversarial Versus Cooperative Divorce
  • § 4.3 Divorce Mediation
  • § 4.4 Collaborative Divorce
  • § 4.5 Arbitration
  • § 4.6 Parent Coordination
  • § 4.7 Joint Versus Sole Custody
  • § 4.8 Physical Placement and Visitation Schedules
  • § 4.9 Nesting
  • § 4.10 Forced Visitation
  • § 4.11 Relocation/Move-Away Cases
  • § 4.12 The Ackerman Plan: Joint Custody/Shared Placement
  • § 4.13 Holidays
  • § 4.14 Families’ Adjustments to Divorce
  • § 4.15 Grandparents’ Visitation
  • § 4.16 Stepparents
  • § 4.17 Problems Confronting Children Following Divorce
  • § 4.18 Parenting Behaviors that Create Risks to Children
  • § 4.19 Overnight Placement for Young Children
  • § 4.20 From Paternal Ownership to Tender Years to Best Interests Standard
  • § 4.21 Psychological Parent and Attachment in Child Custody
  • § 4.22 Attachment and Its Importance to Early Development
  • § 4.23 Overnights in Parenting Plans for Infants
  • § 4.24 The Debate about Overnight Care for Nonresidential Parents
  • § 4.25 Preschool Years
  • § 4.26 Elementary School Years
  • § 4.27 Middle School Years
  • § 4.28 Adolescence
  • § 4.29 College and Young Adult Years
  • § 4.30 Academic Performance
  • § 4.31 Parents’ Relationship After Divorce
  • § 4.32 Alienation Dynamics: Past and Present Ideas
  • § 4.33 Parental Factors § 4.34 Lesbian, Gay, Bisexual, and Transgender Issues
  • § 4.35 Adjustment Following Divorce
  • § 4.36 Judith Wallerstein’s Research: How Divorce Affects Children
  • § 4.37 Diminished Capacity of Parent
  • § 4.38 College Education
  • § 4.39 Five-Year Follow-Up Study
  • § 4.40 Ten-YearFollow-Up Study
  • § 4.41 Fifteen-Year Follow-Up Study
  • § 4.42 Twenty-five-Year and Final Follow-Up Study
  • § 4.43 Parting Comment
  • § 4.44 Questions for Chapter 4

Chapter 5

DO’s AND DON’TS FOR DIVORCE CLIENTS

  • § 5.1 Introduction
  • § 5.2 Do’s
  • § 5.3 Don’ts
  • § 5.4 Questions for Chapter 5

Chapter 6

CHILDREN AS WITNESSES

  • § 6.1 Overview of Issues
  • § 6.2 Interviewing Children
  • § 6.3 Suggestibility
  • § 6.4 Credibility
  • § 6.5 Eyewitness Testimony
  • § 6.6 Concern for Child Witnesses in Court
  • § 6.7 Child Witnesses and the Confrontation Clause
  • § 6.8 Videotaped Testimony
  • § 6.9 Children Testifying
  • § 6.10 False Memories
  • § 6.11 Perception of Lies
  • § 6.12 Courtroom Practices
  • § 6.13 Preparing the Child for Testimony
  • § 6.14 Summary and Conclusions
  • § 6.15 Questions for Chapter 6

Chapter 7

STATISTICAL CONCEPTS

  • § 7.1 Introduction
  • § 7.2 Test Standardization
  • § 7.3 Norms
  • § 7.4 Measures of Central Tendency
  • § 7.5 Measures of Variability
  • § 7.6 Levels of Confidence
  • § 7.7 Standard Error of Measurement
  • § 7.8 Error Rates
  • § 7.9 Reliability Measures
  • § 7.10 Validity
  • § 7.11 Receiver-Operating Characteristic Curve
  • § 7.12 Practice Tips

Chapter 8

INTELLIGENCE TESTING

  • § 8.1 Classification Systems for Intelligence
  • § 8.2 Intellectual Disability and Intelligence Testing
  • § 8.3 Executive Functioning
  • § 8.4 Stability of Intelligence Quotient
  • § 8.5 Heredity Versus Environment
  • § 8.6 Evaluation of Giftedness
  • § 8.7 Stanford-Binet Intelligence Scale—Fifth Edition
  • § 8.8 McCarthy Scales of Children’s Abilities
  • § 8.9 The Wechsler Scales
  • § 8.10 Woodcock-Johnson—Third Edition Tests of Cognitive Abilities
  • § 8.11 Woodcock-Johnson—Third Edition Tests of Achievement
  • § 8.12 Kaufman Assessment Battery for Children—Second Edition
  • § 8.13 Wide Range Achievement Test—Fourth Edition
  • § 8.14 Kaufman Brief Intelligence Test—Second Edition
  • § 8.15 Wechsler Abbreviated Scale of Intelligence
  • § 8.16 Slosson Intelligence Test
  • § 8.17 Raven’s Progressive Matrices
  • § 8.18 Shipley Institute of Living Scale, Second Edition
  • § 8.19 Questions for Chapter 8

Chapter 9

OBJECTIVE PERSONALITY TESTING: MMPI-2, MMPI-2-RF, AND OTHER OBJECTIVE PERSONALITY TESTS

MINNESOTA MULTIPHASIC PERSONALITY INVENTORY— SECOND EDITION

  • § 9.1 Minnesota Multiphasic Personality Inventory
  • § 9.2 Reading Levels
  • § 9.3 Scoring and Interpretation
  • § 9.4 Computerized Scoring
  • § 9.5 Stability over Time
  • § 9.6 Validity Scales
  • § 9.7 Clinical Scales
  • § 9.8 Common Code Types
  • § 9.9 Critical Items
  • § 9.10 Supplementary or Research Scales
  • § 9.11 Content Scales
  • § 9.12 Usefulness of the Content Scales
  • § 9.13 MMPI-2 and Faking
  • § 9.14 Low MMPI-2 Scores
  • § 9.15 MMPI-2 Use in Child Custody Evaluations
  • § 9.16 Ethnic, Gender, and Other Differences
  • § 9.17 MMPI-2 and the Rorschach
  • § 9.18 MMPI-2 and Personality Disorders
  • § 9.19 Status of MMPI-2 Research
  • § 9.20 Minnesota Multiphasic Personality Inventory— Second Edition—Restructured Form (MMPI-2-RF)

MINNESOTA MULTIPHASIC PERSONALITY INVENTORY— ADOLESCENT EDITION

  • § 9.21 Background
  • § 9.22 Validity Scales
  • § 9.23 MMPI-A Clinical Scales
  • § 9.24 MMPI-A Supplementary Scales
  • § 9.25 MMPI-A Content Scales
  • § 9.26 Additional Content Scales
  • § 9.27 Research on the MMPI-A
  • § 9.28 Personality Assessment Inventory
  • § 9.29 Personality Assessment Inventory-Adolescent Edition (PAI-A)
  • § 9.30 Millon Inventory Tests
  • § 9.31 Millon Clinical Multiaxial Inventory–III
  • § 9.32 Millon Adolescent Clinical Inventory
  • § 9.33 Millon: Conclusion
  • § 9.34 Sixteen Personality Factor Questionnaire
  • § 9.35 Questions for Chapter 9

Chapter 10

PROJECTIVE PERSONALITY TESTING

  • § 10.1 Introduction
  • § 10.2 Historical Overview
  • § 10.3 Overview
  • § 10.4 Evaluation of Projective Techniques
  • § 10.5 Rorschach Psychodiagnostic Test
  • § 10.6 Description of the Rorschach
  • § 10.7 Scoring of the Rorschach
  • § 10.8 Interpretation of the Rorschach
  • § 10.9 Malingering on the Rorschach
  • § 10.10 Validity and Reliability of the Rorschach
  • § 10.11 Intended Audience for the Rorschach
  • § 10.12 Acceptance of the Rorschach by Mental Health Professionals
  • § 10.13 A New Rorschach Interpretive System
  • § 10.14 The Rorschach in Court

THEMATIC APPERCEPTION TEST

  • § 10.15 Thematic Apperception Test
  • § 10.16 Description of the TAT
  • § 10.17 Analysis and Interpretation of the TAT
  • § 10.18 Reliability and Validity of the TAT
  • § 10.19 Intended Audience for the TAT
  • § 10.20 Acceptance of the TAT by Mental Health Professionals

CHILDREN’S APPERCEPTION TEST

  • § 10.21 Children’s Apperception Test
  • § 10.22 Description of the CAT
  • § 10.23 Analysis and Interpretation of the CAT
  • § 10.24 Reliability and Validity of the CAT
  • § 10.25 Intended Audience for the CAT
  • § 10.26 Acceptance of the CAT by Mental Health Professionals
  • § 10.27 Children’s Apperceptive Storytelling Test

PROJECTIVE DRAWINGS AND OTHER TECHNIQUES

  • § 10.28 Projective Drawings
  • § 10.29 Draw-a-Person Test
  • § 10.30 House-Tree-Person Drawing Test
  • § 10.31 Draw-a-Family Test
  • § 10.32 Kinetic Family Drawing Test
  • § 10.33 Other Drawing Techniques
  • § 10.34 Bender Visual Motor Gestalt Test, 2nd Edition
  • § 10.35 Roberts Apperception Test for Children
  • § 10.36 Acceptance of Drawing and Other Techniques by Mental Health Professionals

CHAPTER QUESTIONS

  • § 10.37 Questions for Chapter 10

Chapter 11

OTHER TESTS USED IN CHILD CUSTODY EVALUATIONS

  • § 11.1 History of Custody Decision Making

THE ASPECT

  • § 11.2 ASPECT Subscales
  • § 11.3 Principles of Use of the Questionnaire
  • § 11.4 Validity and Reliability
  • § 11.5 ASPECT-Short Form § 11.6 Interpretation
  • § 11.7 Criticism
  • § 11.8 Current Usage

BRICKLIN FAMILY OF INSTRUMENTS

  • § 11.9 Bricklin Instruments
  • § 11.10 Bricklin Perceptual Scales
  • § 11.11 Perception of Relationships Test
  • § 11.12 Validity and Reliability of Other Bricklin Instruments

SENTENCE COMPLETION TESTS

  • § 11.13 Sentence Completion Tests

BECK DEPRESSION INVENTORY

  • § 11.14 Beck Depression Inventory—Second Edition

PARENTING STRESS INDEX

  • § 11.15 Parenting Stress Index
  • § 11.16 Scoring and Interpretation of the PSI
  • § 11.17 Reliability and Validity of the PSI
  • § 11.18 Intended Audience for the PSI
  • § 11.19 Acceptance of the PSI by Mental Health Professionals

ADDITIONAL INSTRUMENTS

  • § 11.20 Personality Inventory for Children–Second Edition
  • § 11.21 Parent-Child Relationship Inventory
  • § 11.22 Behavior Assessment System for Children—Second Edition
  • § 11.23 Achenbach System of Empirically Based Assessment
  • § 11.24 Parenting Alliance Measure
  • § 11.25 Structured Child Assessment of Relationship and Families
  • § 11.26 Questions for Chapter 11

Chapter 12

PHYSICAL ABUSE, EMOTIONAL ABUSE, AND SEXUAL ABUSE

  • § 12.1 Overview
  • § 12.2 Psychological Effect of Physical Abuse
  • § 12.3 Characteristics of Abusers
  • § 12.4 Substantiation
  • § 12.5 Child Abuse Potential
  • § 12.6 Munchausen Syndrome by Proxy
  • § 12.7 The Psychologically Battered Child
  • § 12.8 Parental Factors Related to Psychological Maltreatment
  • § 12.9 Effects of Psychological Maltreatment
  • § 12.10 Treatment and Protection
  • § 12.11 Legal Intervention
  • § 12.12 What Is Sexual Abuse?

PROFILES OF ABUSER AND ABUSED

  • § 12.13 Profiles of Abuser and Abused
  • § 12.14 Recidivism
  • § 12.15 Gender-Related Characteristics of Abuse Survivors
  • § 12.16 Incest Families
  • § 12.17 Family Dynamics

PSYCHOLOGICAL EFFECTS

  • § 12.18 Psychological Effects of Sexual Abuse
  • § 12.19 Revictimization
  • § 12.20 Sitting Duck Syndrome
  • § 12.21 Intervention
  • § 12.22 Factors That Contribute to the Impact of Abuse
  • § 12.23 Posttraumatic Stress Disorder
  • § 12.24 Rape Trauma Syndrome
  • §12.25 Normative Sexual Behavior and Knowledge
  • § 12.26 Comparing Abused with Non-abused Children

SEXUAL ABUSE ALLEGATIONS

  • § 12.27 Case Examples
  • § 12.28 False Abuse Allegations
  • § 12.29 Myths About Sexual Abuse Allegations

INVESTIGATION

  • § 12.30 Sexually Anatomically Detailed Dolls
  • § 12.31 Interview Process
  • § 12.32 Disclosure/Recantation
  • § 12.33 Investigating Likelihood of Abuse
  • § 12.34 Unsupported Child Sexual Abuse Allegation Assessment Techniques
  • § 12.35 Police Involvement Following Sexual Abuse Allegations
  • § 12.36 Recommended Interventions

MEMORIES

  • § 12.37 Sexual Abuse Memories: Repressed, False, or Confabulated
  • § 12.38 Popular Cases Involving Recovered Memories
  • § 12.39 Memory and Suggestibility
  • § 12.40 Sources of Memory Error
  • § 12.41 Repressed Memory
  • § 12.42 Repressed Memory or Suggestibility?
  • § 12.43 Recovered Memories
  • § 12.44 False Memory Syndrome Foundation
  • § 12.45 Guidelines on How to Handle ‘‘False Memory’’ Cases
  • § 12.46 Research Findings Regarding Memory Cases

HOW COMMON IS FORGETTING?

  • § 12.47 Surveys of Mental Health Professionals

ROLES OF PROFESSIONALS

  • § 12.48 Psychologists’ Role
  • § 12.49 Factors Influencing Professionals’ Perceptions
  • § 12.50 In Summary
  • § 12.51 Questions for Chapter 12

Chapter 13

DOMESTIC VIOLENCE/INTIMATE PARTNER VIOLENCE & CHILD CUSTODY

  • § 13.1 ‘‘Tensions’’ in Child Custody Evaluation in Cases Involving Domestic Violence
  • §13.2 Domestic Violence as a Social Issue: The Duluth Model
  • § 13.3 The Duluth Model: Systems Must Respond to Power and Control Dynamics
  • § 13.4 Duluth Power and Control Wheel
  • § 13.5 Domestic Violence & Child Custody: Different Paradigms
  • § 13.6 Screening for Domestic Violence in Custody Cases
  • § 13.7 Foundation Concepts and Typologies of Domestic Violence
  • § 13.8 Indicators and Factors Contributing to Domestic Violence
  • § 13.9 Effects of Domestic Violence on the Victim and Children
  • § 13.10 Children Who Witness Domestic Violence
  • § 13.11 Issues of Cultural Diversity
  • § 13.12 Treatment and Protection
  • § 13.13 Questions for Chapter 13

Chapter 14

SPECIAL CONCERNS: MENTAL DISORDERS

  • § 14.1 Introduction
  • § 14.2 Children’s Needs
  • § 14.3 Nature of Serious Mental Illness: Psychosis,Major Depressive Disorder, or Bipolar Disorder
  • § 14.4 Nature of Other Mental Disorders

EFFECTS OF PARENTAL MENTAL DISORDERS

  • § 14.5 Competency and Parenting
  • § 14.6 Effect of Major Parental Mental Disorders on Children
  • § 14.7 Extent of Non-psychotic Conditions at Various Points in Time
  • § 14.8 Personality Disorders

EFFECTS OF SPECIFIC NON-PSYCHOTIC DISORDERS

  • § 14.9 Bipolar Disorders
  • § 14.10 Depression
  • § 14.11 Anxiety Disorders
  • § 14.12 Eating Disorders
  • § 14.13 Personality Disorders
  • § 14.14 Chronic Fatigue Syndrome and Fibromyalgia
  • § 14.15 Munchausen Syndrome by Proxy
  • § 14.16 Alcohol and Other Drug Abuse

IMPACT OF OTHER FACTORS

  • § 14.17 Marital Instability, Depression, Diminished Capacity, and Inconsistent Parenting

OTHER ISSUES

  • § 14.18 Role of the Father
  • § 14.19 Resilience in Children
  • § 14.20 Recovery
  • § 14.21 Summary
  • § 14.22 Implications for Child Custody Evaluations

CHAPTER QUESTIONS

  • § 14.23 Questions for Chapter 14

Chapter 15

SPECIAL CONCERNS: ALCOHOL AND OTHER DRUG ABUSE

  • § 15.1 Introduction
  • § 15.2 Clinical Diagnosis
  • § 15.3 Psychological Testing
  • § 15.4 Minnesota Multiphasic Personality Inventory—Second Edition
  • § 15.5 Michigan Alcoholism Screening Test
  • § 15.6 Alcohol Use Inventory
  • § 15.7 Substance Abuse Subtle Screening Inventory (SASSI-3)
  • § 15.8 Brief Screens for AODA
  • § 15.9 The Affect of Alcohol and Other Drug Use/Abuse on Children
  • § 15.10 Summary
  • § 15.11 Questions for Chapter 15

Chapter 16

CRIMINAL HISTORY

  • § 16.1 Children of Incarcerated Parents
  • § 16.2 Criminal Offender Profile
  • § 16.3 Mental State of the Offender
  • § 16.4 Recency and Frequency of the Offense
  • § 16.5 Evidence of Rehabilitation
  • § 16.6 Violence-Related Factors
  • § 16.7 The Effect of Antisocial Personality of Parents on Children
  • § 16.8 Questions for Chapter 16

Chapter 17

CLASSIFICATION SYSTEMS

  • § 17.1 Definition of Mental Disorder
  • § 17.2 Medical and Psychiatric Diagnoses of Mental Disorders
  • § 17.3 History and Development of the Diagnostic and Statistical Manuals
  • § 17.4 DSM-IV
  • § 17.5 Limitations of the DSM-IV and DSM-5 Use of Categories
  • § 17.6 Multiaxial System
  • § 17.7 Social, Occupational, and Relational Functioning
  • § 17.8 DSM-IV-TR
  • § 17.9 Criticisms of DSM-IV-TR
  • § 17.10 DSM-5 and the Law
  • § 17.11 International Classification of Diseases, Injuries,and Causes of Death
  • § 17.12 ICD-10
  • § 17.13 ICIDH-2
  • § 17.14 Physicians’ Current Procedural Terminology
  • § 17.15 Examining Mental Health Professionals
  • § 17.16 Examples of Diagnostic Criteria
  • § 17.17 DSM-5
  • § 17.18 Questions for Chapter 17

APPENDICES:

Appendix A - PROFESSIONAL ORGANIZATIONS

Appendix B - AMERICAN PSYCHOLOGICAL ASSOCIATION ETHICAL PRINCIPLES OF PSYCHOLOGISTS AND CODE OF CONDUCT CONTENTS

Appendix C - AMERICAN PSYCHOLOGICAL ASSOCIATION SPECIALTY GUIDELINES FOR FORENSIC PSYCHOLOGY

Appendix D - AMERICAN PSYCHOLOGICAL ASSOCIATION GUIDELINES FOR CHILD CUSTODY EVALUATIONS IN FAMILY LAW PROCEEDINGS

Appendix E - ASSOCIATION OF FAMILY AND CONCILIATION COURTS MODEL STANDARDS FOR CHILD CUSTODY EVALUATIONS

Appendix F - AMERICAN ACADEMY OF MATRIMONIAL LAWYERS CHILD CUSTODY EVALUATION STANDARDS

Glossary

References

Table of Cases

Index

Volumes