Learning From SAGE Journal Articles

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Chapter 1: Clinical Psychology: Definition and Training

  1. Implication of the scientist-practitioner model in counseling psychology training and practice training.
    Myers, D. (2007). American Behavioral Scientist, 50, 789-796.

      2. Discussion Questions:

    1. Describe the dichotomization of research and practice discussed by the author. Do you believe that someone entering graduate training in clinical or counseling psychology must choose either research or practice for a career? Why?
    2. What does the author say about the relevancy of the Boulder model? Do you believe the Boulder model to still be relevant to clinical training? Do you think that another training model, such as the Vail model, is better suited for training clinical and counseling psychologists? Why?
  2. The scientist-practitioner model: A rose by any other name is still a rose.
    Horn, R. A., Troyer, J. A., Hall, E. J, Mellott, R. N., Cote, L. S., & Marquis, J. D. (2007). American Behavioral Scientist, 50, 808-819.

      3. Discussion Questions:

    1. As reported by the authors, what is the reported use of the clinical-scientist model in doctoral training programs?
    2. What was the method utilized by the authors to collect data for this article?
  3. Current status and future prospects of clinical psychology: Toward a scientifically principled approach to mental and behavioral health care.
    Baker, T. B., McFall, R. M., & Shoham, V. (2008). Psychological Science in the Public Interest, 9, 67-103.

      4. Discussion Questions:

    1. According to these authors, what does the future of clinical psychology hold?
    2. What purpose would their proposed accreditation system serve?

Chapter 2: Evolution of Clinical Psychology

  1. Benevolent theory: Moral treatment at the York Retreat.
    Charland, L. C. (2007). History of Psychiatry, 18, 61-80.

      2. Discussion Questions:

    1. What was the main therapeutic goal of the York Retreat?
    2. What is Benevolent Theory?
  2. What is good psychotherapy?
    Walsh, R. (2004). Journal of Humanistic Psychology, 44, 455-467.

      3. Discussion Questions:

    1. What are some of the implications of manualized psychotherapy movements as discussed by the author?
    2. Discuss some of the examples of qualitative research exploring the meaning of “good therapy” that are mentioned in the article. How is “good therapy” understood by clinicians? How is “good therapy” understood by clients?
  3. Science and morals in the affective psychopathology of Philippe Pinel.
    Charland, Louis C. (2010). History of Psychiatry, 21, 38 - 53.

      4. Discussion Questions:

    1. What were Pinel’s interests in “affective psychopathology”?
    2. How do these interests relate to Pinel’s contributions to the evolution of the field of clinical psychology?

Chapter 3: Current Controversies in Clinical Psychology

  1. Prescription errors in psychiatry - a multi-centre study.
    Stubbs, J., Haw, C., & Taylor, D. (2006). Journal of Psychopharmacology, 20, 553-561.

      2. Discussion Questions:

    1. In their article, the authors discuss various errors in prescribing throughout the practice of psychiatry. Which types of errors were most common? Do you think the reported number of errors is high, low, or at an expected level? Why?
    2. What outcome measures did the authors use in the study? Do these measures seem appropriate for the research question posed by the authors? Why or why not?
  2. Addressing individual client needs in manualized treatment: Case comparisons.
    Herman-Smith, R., Pearson, B., Cordiano, T. S., & Aguirre-McLaughlin, A. (2008). Clinical Case Studies, 7, 377-396.

      3. Discussion Questions:

    1. What are some of the concerns that clinicians have raised in response to the emergence of manualized interventions?
    2. How do the three clients depicted in the case studies differ in terms of their treatment needs? How was the parent-child interaction therapy (PCIT) manualized intervention modified for each client?
  3. When the evidence says, "yes, no, and maybe so": attending to and interpreting inconsistent findings among evidence-based interventions.
    De Los Reyes, A. & Kazdin, A. E. (2008). Current Directions in Psychological Science, 17, 47-51.

      4. Discussion Questions:

    1. How can psychotherapy outcomes be gauged?
    2. How can different methods of gauging psychotherapy outcome affect the results obtained?

Chapter 4: Cultural Issues in Clinical Psychology

  1. Culture and psychology: Perspective of cross-cultural psychology.
    Sinha, D. (2002). Psychology and Developing Societies, 14, 11-25.

      2. Discussion Questions:

    1. Describe some of the studies cited by the article’s author which illustrate non-Western research detailing the relevance of culture in understanding psychological processes.
    2. Define the main thesis of this article. Do you agree with the argument provided by the author? Why or why not?
  2. The role of culture in interpersonal relationships: Do second generation South Asian candidates want a traditional partner?
    Lalonde, R. N., Hynie, M., Pannu, M., & Tatle, S. (2004). Journal of Cross-Cultural Psychology, 35, 503-524.

      3. Discussion Questions:

    1. This article used two studies to examine the influence of Eastern cultural heritage on relationship preferences among second generation immigrants to the West. Identify the research design of each study (i.e., between-subjects, within-subjects, repeated measures, etc.) as well as the independent variable(s) and dependent variable(s) for each study.
    2. Identify the hypotheses of each study described in the article. Were these hypotheses supported or rejected?
  3. Multicultural personality: An evolving theory of optimal functioning in culturally heterogeneous societies.
    Ponterotto, J. G. (2010). The Counseling Psychologist, 38, 714-758.

      4. Discussion Questions:

    1. How does the author define the "multicultural personality?"
    2. Discuss several of the implications for "multicultural personality" in counseling training and practice. Do you agree with these implications? What are other possible implications on training and practice that the author has not identified?

Chapter 5: Ethical Issues in Clinical Psychology

  1. The practical aspects of online counseling.
    Mallen, M. J., Vogel, D. L., & Rochlen, A. B. (2005). The Counseling Psychologist, 33, 776-818.

      2. Discussion Questions:

    1. As cited in the article, how does the APA Code of Ethics address the practice of online counseling?
    2. According to the article, how are danger and duty to warn issues ethically addressed in online counseling scenarios?
  2. Multiple relationships in rural counseling.
    Erickson, S. H. (2001). The Family Journal, 9, 302-304.

      3. Discussion Questions:

    1. The author discusses numerous scenarios in which multiple relationships may occur. What suggestions are provided for therapists faced with a multiple relationship?
    2. What protective steps are suggested for therapists engaging in multiple relationships? How could these steps be applied to the case study presented in the article?
  3. I knew you when: A case study of managing preexisting nonamorous relationships in counseling.
    Heaton, Kevin J. & Black, Linda L. (2009). The Family Journal, 17, 134 - 138.

      4. Discussion Questions:

    1. What does this case study indicate about potential problems inherent in multiple relationships?
    2. What lessons should clinical psychologists learn from this case study?
  4. The ethics of care and treatment of sex offenders.
    Ward, T., & Salmon, K. (2011). Sexual Abuse, 23, 3, 397-413.

      5. Discussion Questions:

    1. What is your response to the definition of "care" cited in the article (Engster, 2007)? Do you think this definition is as applicable to sex offenders as it is to the general population?
    2. Does the APA Code of Ethics (2002) already address the ethical issues discussed in the article? Does the article present new ethical issues for a special population (sex offenders) that are not covered by the APA ethical code?

Chapter 6: Conducting Research in Clinical Psychology

  1. Construct validation in counseling psychology research.
    Hoyt, W. T., Warbasse, R. E., & Chu, E. Y. (2006). The Counseling Psychologist, 34, 769-805.

      2. Discussion Questions:

    1. How do the authors define content, criterion-related, and construct validity? According to the article, what are convergent and divergent validity? What are the two broad threats to construct validity outlined in the article?
    2. According to the article, what is social desirability motivation? How might social desirability affect a researcher’s findings?
  2. Survey response rates and survey administration in counseling and clinical psychology: A meta-analysis.
    Van Horn, P. S., Green, K. E., & Martinussen, M. (2009). Educational and Psychological Measurement, 69, 389 - 403.

      3. Discussion Questions:

    1. What is the average response rate in clinical psychology surveys?
    2. Upon what variables does this response rate depend?
  3. Research mentoring and women in clinical psychology.
    Dohm, F., & Cummings, W. (2002). Psychology of Women Quarterly, 26, 163-167.

      4. Discussion Questions:

    1. What factors that influence a woman’s choice to include research in her career were discussed in the article? Can you think of any other possible factors?
    2. The article states that more men than women are professors in psychology, while more women than men are entering Ph.D. programs as doctoral students. What might be some possible explanations for these trends?

Chapter 7: Diagnosis and Classification Issues

  1. What is wrong with the DSM?
    Cooper, R. (2004). History of Psychiatry, 15, 5-25.

      2. Discussion Questions:

    1. The author examines the history and criticisms of the DSM. Why does the author propose that the DSM is conceptually flawed? Why does the author state that the DSM may fail to reflect mental disorders in their natural structure?
    2. According to the author, to what extent is the DSM based on psychological theory? To what extent is the DSM shaped by social and financial factors? Do you agree with the arguments proposed by the author? Why or why not?
  2. Intermittent, luteal phase nefazodone treatment of premenstrual dysphoric disorder.
    Kodesh, A., Katz, S., Lerner, A. G., Finkel, B., & Sigal, M. (2001). Journal of Psychopharmacology, 15, 58-60.

      3. Discussion Questions:

    1. In the study, the authors utilized nefazodone in treatment of the proposed DSM diagnosis of premenstrual dysphoric disorder. Did the study contain a control group of participants for comparison to the experimental group of patients receiving nefazodone? If not, what might a control group for the study have looked like?
    2. The authors conclude that luteal phase nefazodone treatment is preferable to continuous nefazodone administration. What rationale do they provide for this recommendation?
  3. Fundamental flaws of the DSM: Re-envisioning diagnosis.
    Bradford, G. Kenneth (2010). Journal of Humanistic Psychology, 50, 335-350.

      4. Discussion Questions:

    1. According to this author, what are the fundamental flaws of the current DSM diagnostic system?
    2. How should the DSM be changed in upcoming editions?

Chapter 8: The Clinical Interview

  1. A comparison of two mental status examinations in an inpatient psychiatric sample.
    Blais, M. A., & Baity, M. R. (2005). Assessment, 12, 455-461.

      2. Discussion Questions:

    1. The authors compared the psychometric properties of the Mini-Mental Status Exam (MMSE) and the Modified MMSE (3MS). How were participants recruited for this study? How and when was data gathered?
    2. According to the authors, which mental status exam better predicted length of hospitalization? Which mental status exam better predicted discharge level of care?
  2. Learning to interview in the social sciences.
    Roulston, K., deMarrais, K., & Lewis, J. B. (2003). Qualitative Inquiry, 9, 643-668.

      3. Discussion Questions:

    1. The authors examined the process by which individuals in the social sciences learn to interview. How did the authors recruit participants for their study?
    2. What did the authors determine are challenges of the interviewing process? What recommendations do they authors make for educators attempting to teach the interview process to their students?
  3. The Asperger Syndrome (and High-Functioning Autism) Diagnostic Interview (ASDI): A preliminary study of a new structured clinical interview.
    Gillberg, C., Gillberg, C., Råstam, M., & Wentz, E. (2001). Autism, 5, 57 - 66.

      4. Discussion Questions:

    1. What is the proposed purpose of the ASDI?
    2. What are the strengths and weaknesses of using the ASDI for clinical psychologists interviewing clients who may fall on the autism spectrum?

Chapter 9: Intellectual and Neuropsychological Assessment

  1. Neuropsychological assessment in prisons: Ethical and practical challenges.
    Vanderhoff, H., Jeglic, E. L., & Donovick, P. J. (2011). Journal of Correctional Health Care, 17, 51-60.

      Discussion Questions:

    1. What special limits to confidentiality are present when conducting neuropsychological examinations of prison inmates?
    2. How does the article propose that prison conditions may compromise the validity of neuropsychological testing? How can such factors be minimized?
  2. Neuropsychological testing in the diagnosis of dementia.
    Sano, M. (2006). Journal of Geriatric Psychiatry and Neurology, 19, 155-159.

      3. Discussion Questions:

    1. According to the article, neuropsychological tests that focus on the domain of memory impairment are well established with recognized predictive value for dementia diagnoses. What other neuropsychological domains does the author feel are important in dementia diagnoses despite the existence of only a limited number of tools to assess them?
    2. What weaknesses does the author identify in the current criteria for dementia diagnosis?
  3. The importance of relying on the manual: Scoring error variance in the WISC-IV Vocabulary Subtest.
    Erdodi, L. A., Richard, D. C. S., & Hopwood, C. (2009). Journal of Psychoeducational Assessment, 27, 374 - 385.

      4. Discussion Questions:

    1. What are the primary findings of this study?
    2. What do these findings suggest about the scoring of subjective items on the WISC-IV and other tests of intelligence?

Chapter 10: Personality Assessment and Behavioral Assessment

  1. Identifying MMPI-2 predictors of police officer integrity and misconduct.
    Sellborn, M., Fischler, G. L., & Ben-Porath, Y. S. (2007). Criminal Justice and Behavior, 34, 985-1004.

      2. Discussion Questions:

    1. The researchers examined the ability of MMPI-2 subscales to predict police officer misconduct. What outcome measures did the researchers select for this study?
    2. According to the authors, what MMPI-2 interpretation procedures maximize the prediction of police officer misconduct?
  2. Increasing the on-task homework behavior of youth with behavior disorders using functional behavioral assessment.
    Hawkins, Renee O. & Axelrod, Michael I. (2008). Behavior Modification, 32, 840 - 859.

      3. Discussion Questions:

    1. According to this article, how can behavioral assessment be beneficial to children who tend not to do their homework?
    2. How might other approaches to assessment (i.e., traditional assessment including objective or projective testing) approach this problem differently?
  3. A comparative analysis of MMPI-2 malingering detection models among inmates.
    Steffan, J. S., Morgan, R. D., Lee, J., & Sellbom, M. (2010). Assessment, 17, 185-196.

      4. Discussion Questions:

    1. What are the seven purposes that malingering (“faking bad”) might serve for patients in a correctional facility? Can you think of any other benefits of malingering?
    2. This study utilized a prison inmate sample. Can you think of any ethical guidelines or dilemmas that might apply when working with such individuals?

Chapter 11: General Issues in Psychotherapy

  1. Specific and nonspecific treatment factors in the experimental analysis of behavioral treatment efficacy.
    Lohr, J. M., DeMaio, C., & McGlynn, F. D. (2003). Behavior Modification, 27, 322-368.

      2. Discussion Questions:

    1. The article discusses empirically supported psychotherapeutic treatments. What potential causes of Type I error in studies of these treatments’ efficacies do the authors describe?
    2. The authors discuss eye movement desensitization and reprocessing (EMDR) in an example of the experimental analysis of treatments. Does the summary of EMDR efficacy research presented in the article lend support to this treatment? What experimental designs do the authors propose for examining nonspecific factors of EMDR administration?
  2. Therapist adherence and competence with manualized cognitive-behavioral therapy for PTSD delivered via videoconferencing technology.
    Frueh, B. C., Monnier, J., Grubaugh, A. L., Elhai, J. D., Yim, E., & Knapp, R. (2007). Behavior Modification, 31, 856-866.

      3. Discussion Questions:

    1. What is the independent variable of the article? What are the two levels of the independent variable?
    2. According to the article’s findings, is therapist adherence to manualized cognitive-behavioral treatment for PSTD higher when delivered in-person, higher when delivered via teleconferencing, or about the same in both conditions?
  3. Culture and empirically supported treatments: On the road to a collision?
    La Roche, Martin & Christopher, Michael S. (2008). Culture & Psychology, 14, 333 - 356.

      4. Discussion Questions:

    1. According to these authors, how might cultural competence and evidence-based treatment work at cross-purposes?
    2. How can cultural competence and evidence-based treatment be integrated?

Chapter 12: Psychodynamic Psychotherapy

  1. Psychodynamic psychotherapy: An effectiveness study.
    Roseborough, D. J. (2006). Research on Social Work Practice, 16, 166-175.

      2. Discussion Questions:

    1. This article examined the effectiveness of psychodynamic psychotherapy. What experimental design was employed in the study (i.e., between-subjects or within-subjects, longitudinal or cross-sectional)?
    2. According to the study, was psychodynamic psychotherapy effective? If so, what was the effect size of the change produced?
  2. The female entrepreneur: Burnout treated using a psychodynamic existential approach.
    Pines, A. M. (2002). Clinical Case Studies, 1, 170-180.

      3. Discussion Questions:

    1. According to the author, this case exemplified three crucial areas to address when treating burnout with a psychodynamic approach. Briefly summarize each of these three important aspects of the treatment.
    2. Identify specific examples of psychodynamic influence in the case conceptualization provided in the article. How would this description compare to the same patient’s conceptualization by a behavioral or cognitive psychologist?
  3. Changes in defensive functioning in completed psychoanalyses: The Penn Psychoanalytic Treatment Collection.
    Roy, C. A., Perry, C. J., Luborsky, L., & Banon, E. (2009). Journal of the American Psychoanalytic Association, 57, 399 - 415.

      4. Discussion Questions:

    1. According to this article, how do clients change when psychoanalytic therapy is successful?
    2. What are the methodological strengths and weaknesses of this study?

Chapter 13: Humanistic Psychotherapy

  1. The hidden dimensions: Profound sorrow and buried potential in violent youth.
    Crenshaw, D. A., & Garbarino, J. (2007). Journal of Humanistic Psychology, 47, 160-174.

      2. Discussion Questions:

    1. What does the article hypothesize is the underlying cause of some youths’ violent outbursts? Relate this explanation to Carl Rogers’ three necessary and sufficient characteristics for effective treatment. How might a behavioral or cognitive psychologist differ in his conceptualization of the youths’ violent acts?
    2. What is the implication of the metaphor “fawns in gorilla suits”? In what way is this metaphor used to conceptualize the violent youth described in the article?
  2. Therapeutic communities, family therapy, and humanistic psychology: History and current examples.
    Soyez, V., & Broekaert, E. (2005). Journal of Humanistic Psychology, 45, 302-332.

      3. Discussion Questions:

    1. What elements of humanistic therapy can be found in modern-day therapeutic communities?
    2. According to the article, in what ways has humanistic psychology influenced contextual therapy?
  3. The significance of therapist genuineness from the client's perspective.
    Schnellbacher, J. & Leijssen, M. (2009). Journal of Humanistic Psychology, 49, 207 - 228.

      4. Discussion Questions:

    1. What is the significance of therapist genuineness from the client’s perspective?
    2. What do these results suggest about humanistic and other forms of psychotherapy?

Chapter 14: Behavioral Psychotherapy

  1. Collaborating with parents to establish behavioral goals in child-centered play therapy.
    Post, P. B., Ceballow, P. L., & Penn, S. L. (2011). The Family Journal, 20, 51-57.

      2. Discussion Questions:

    1. What parenting skills were provided to Taylor’s mother during the parent training described in the case study? Does the description of parenting training presented in the case study match what you had envisioned after reading about parent training in the text?
    2. How does the article recommend that progress of behavioral play therapy with child clients be measured? Are there any other metrics you would have recommended for measuring progress? Are all such metrics behavioral in nature?
  2. Behavioral assessment and intervention in pediatric diabetes.
    Wysocki, T. (2006). Behavior Modification, 30, 72-92.

      3. Discussion Questions:

    1. What common behavioral barriers to acceptable diabetes management are described in the article? What behavioral approaches to these barriers are discussed?
    2. What clinical practice recommendations are provided for psychologists working with a pediatric diabetes population? What is your opinion of these suggestions and their utility?
  3. Behavioral activation is an evidence-based treatment for depression.
    Sturmey, P. (2009). Behavior Modification, 33, 818 - 829.

      4. Discussion Questions:

    1. What is the evidence for the efficacy of behavioral activation for depression?
    2. How does this evidence compare to the evidence for other treatments of depression?

Chapter 15: Cognitive Psychotherapy

  1. The effect of cognitive behavioral therapy (CBT) on depression: The role of problem-solving appraisal.
    Chen, S., Jordan, C., & Thompson, S. (2006). Research on Social Work Practice, 16, 500-510.

      2. Discussion Questions:

    1. According to the study, how did an increase in participants’ problem-solving appraisal skills affect level of depression?
    2. What outcome measures did the authors select for this study? Do you believe these outcome measures are appropriate for the research question of interest? Why or why not?
  2. Reducing anxiety in Alzheimer’s disease family caregivers: The effectiveness of a nine-week cognitive-behavioral intervention.
    Akkerman, R. L., & Ostwald, S. K. (2004). American Journal of Alzheimer’s Disease and Other Dementias, 19, 117-123.

      3. Discussion Questions:

    1. The authors examined CBT for reduction of Alzheimer’s disease caregiver stress. What was the experimental design employed in the study? What were the independent and dependent variables? What were the levels of the independent variable(s)?
    2. Following the six-week CBT program described in the article, what were the results? Were participants more anxious, less anxious, or unchanged?
  3. Mindfulness and mental health among African American college students
    Masuda, Akihiko, Anderson, Page L. and Sheehan, Shawn T. (2009) Complementary Health Practice Review, 14, 115 - 127.

      4. Discussion Questions:

    1. How does mindfulness correlate with mental health among African American college students?
    2. What do these results suggest about the potential role of emphasis on mindfulness in psychotherapy?

Chapter 16: Group and Family Therapy

  1. Group therapy for women sexually abused as children: Mental health before and after group therapy.
    Lundqvist, G., Svedin, C. G., Hansson, K., & Broman, I. (2006). Journal of Interpersonal Violence, 21, 1665-1677.

      2. Discussion Questions:

    1. The researchers examined the effect of group therapy as treatment for women sexually abused as children. What outcome measures did the researchers select for the study?
    2. What was the outcome of the study? Were women who underwent the two-year group therapy program helped by this treatment? Cite data from the article to support your answer.
  2. Change processes in family therapy with Hispanic adolescents.
    Robbins, M. S., Zarate, M., Perez, G. A., Coatsworth, J. D., & Szapocznik, J. (2002). Hispanic Journal of Behavioral Sciences, 24, 505-519.

      3. Discussion Questions:

    1. The authors examined change processes in Hispanic adolescents undergoing family therapy. How were participants selected? How many participants were selected? Is the number of participants large enough to lend generalizability to the study’s findings?
    2. What outcome measures were utilized in the study? What are some limitations of the study, and how might these limitations be improved upon in future research?
  3. ‘‘Marriage’’ misnames, ‘‘couples,’’ and familial therapies.
    Del Rio, C. M. and Mieling, G. G. (2010). The Family Journal, 18, 169 - 177.

      4. Discussion Questions:

    1. What is the authors’ main point about naming this type of therapy?
    2. What effect might a “misname” of this type of therapy have on clients?

Chapter 17: Clinical Child and Adolescent Psychology

  1. Effective consultation in educational and child psychology practice.
    Kennedy, E. K., Cameron, R. J., & Monsen, J. (2009). School Psychology International, 30, 603-625.

      2. Discussion Questions:

    1. What is the consultation triad? How is it related to challenges to efficacy research on consultation?
    2. What are some of the specific professional skills that underlie consultation competence in educational and child psychology? Can you think of any other skills that should be included?
  2. Adolescent involvement in discipline decision making.
    Deroma, V. M., Lassiter, K. S., & Davis, V. A. (2004). Behavior Modification, 28, 420-437.

      3. Discussion Questions:

    1. According to the article, what affect, if any, does invited adolescent involvement in discipline decision making have on adolescent anger, self-esteem, and willingness to accept the punishment’s consequences?
    2. What are some limitations of the study? How could these limitations be improved upon in subsequent research?
  3. A meta-analysis of father involvement in parent training.
    Lundahl, B. W., Tollefson, D., Risser, H. & Lovejoy, M. C. (2008). Research on Social Work Practice, 18, 97 - 106.

      4. Discussion Questions:

    1. According to this article, what effect does father involvement have on parent training?
    2. What is the attitude of fathers toward this intervention?

Chapter 18: Health Psychology

  1. Homelessness and health: Challenges for health psychology.
    Flick, U. (2007). Journal of Health Psychology, 12, 691-695.

      2. Discussion Questions:

    1. According to the article, what are some risks associated with becoming homeless?
    2. What health problems are faced by the homeless? According to the article, do homeless individuals face the same or different types of diseases than the remainder of the population?
  2. Efficacy and effectiveness trials: Examples for smoking cessation and bullying prevention.
    Prochaska, J. O., Evers, K. E., Prochaska, J. M., VanMarter, D., & Johnson, J. L. (2007). Journal of Health Psychology, 12, 170-178.

      3. Discussion Questions:

    1. The article discusses a need for more effectiveness studies in the field of health psychology. What reasons are provided for encouraging a switch from efficacy to effectiveness studies?
    2. What are the problems with smoking cessation interventions based upon efficacy trials as described by the authors?
  3. How do people change their diet? An exploration into mechanisms of dietary change.
    Chapman, Katarzyna & Ogden, Jane (2009). Journal of Health Psychology, 14, 1229 - 1242.

      4. Discussion Questions:

    1. According to this article, how, specifically, do people change their diets?
    2. What is the “active path” and the “passive path” to diet change, and how are these concepts relevant to clinical psychologists working in a health or dietary setting?

Chapter 19: Forensic Psychology

  1. Graduate students’ experiences, interests, and attitudes toward correctional/forensic psychology.
    Morgan, R. D., Beer, A. M., Fitzgerald, K. L., & Mandracchia, J. T. (2007). Criminal Justice and Behavior, 34, 96-107.

      2. Discussion Questions:

    1. According to the article, correctional/forensic training is available for what percentage of interested psychology graduate students?
    2. What are graduate students’ attitudes toward prisoners after working in a correctional setting? How do they perceive their work with offenders?
  2. Identifying MMPI-2 predictors of police officer integrity and misconduct.
    3. Sellborn, M., Fischler, G. L., & Ben-Porath, Y. S. (2007). Criminal Justice and Behavior, 34, 985-1004.

      Discussion Questions:

    1. According to the article, which MMPI-2 scales are the best predictors of problematic behavior among currently employed officers?
    2. What are some limitations of the study? How could these limitations be improved upon in future research?
  3. Human rights, ethical principles, and standards in forensic psychology.
    Ward, T., Gannon, T., & Vess, J. (2009). International Journal of Offender Therapy and Comparative Criminology, 53, 126 - 144.

      Discussion Questions:

    1. How does the APA code of ethics apply to the work of forensic psychologists?
    2. How might future editions of the APA code of ethics be improved to better address the work of forensic psychologists?

Author: Andrew M. Pomerantz

Pub Date: September 2012

Pages: 656

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