Application: Criminal Evaluations

Criminal courts ordinarily handle adults accused of felony crimes. At times, criminal courts will manage cases involving juveniles but only when they have been remanded out of juvenile court. Criminal courts often rely on psychological evaluations to determine a number of different competencies of the accused. The potential applications of these evaluations within the criminal courts range from the typical competency to stand trial evaluation, to the less common competency for execution evaluation. Although, criminal court evaluations usually assess the defendant’s competency on important legal matters, they also play a role in determining mental state at the time of the offense, as well as appropriate sentencing procedures at the conclusion of the trial. In this assignment, you consider when and why you would use particular forensic psychological evaluations in criminal courts. You also explain the similarities and differences between them.

To prepare for this assignment:

· Review the assigned chapters in your course text Psychological Evaluations for the Courts. Focus on the different forensic psychological evaluations applicable to criminal courts. Pay particular attention to when and under what circumstances you would use each.

· Select three types of criminal forensic psychological evaluations that are of interest to you. Think about the similarities and differences between the three evaluations you selected.

The assignment: (1–3 pages)

· Briefly describe the three types of evaluations you selected and explain when and under what circumstances you would use each.

· Compare (similarities and differences) the criminal evaluations you selected.

· Explain what insights you had or conclusions you drew based on your comparison.

· Be specific. Support your response with references to the Learning Resources.

Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list only for those resources not included in the Learning Resources for this course.

Discussion – Week 6

COLLAPSE

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Consequences of Inadequate/Incorrect Criminal Psychological Evaluations No one would argue the seriousness and importance of properly conducting forensic psychological evaluations and using appropriate evaluation methods when working with the courts. For instance, in civil trials, money is often at stake. In juvenile courts, the potential rehabilitation of the accused, which will in turn affect the greater good of society, is an issue of concern.

Criminal courts, on the other hand, are often the setting for the most serious outcomes of inadequate or incorrect evaluations, which in certain cases can be someone’s life. For this reason, criminal courts require the highest level of proof (beyond a reasonable doubt) of the trier of fact (a judge or jury). Forensic psychological evaluations are serious matters that can have serious consequences. In this Discussion, you analyze what happens when forensic psychological evaluations are done either inadequately or incorrectly. To prepare for this Discussion:

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· Review the assigned chapters in your course text Psychological Evaluations for the Courts. Focus on the different forensic psychological evaluations applicable to criminal courts. Reflect on the consequences of an inadequate and/or incorrect evaluation in this setting.

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· Think about real-life examples (contemporary or historical) in which criminal forensic psychological evaluations were inadequate and/or incorrect. You may search for examples using the Internet, library, or other resources.

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· Reflect on the consequences of inadequate evaluations or incorrect use of evaluations.

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· Select two real-life examples to use for this Discussion.

With these thoughts in mind: Post by Day 4 a brief description of the two real-life examples you selected. Then explain the consequences of inadequate and/or incorrect forensic psychological evaluations in criminal matters. Finally, use the examples you selected to illustrate and justify your points. Be specific and reference the Learning Resources.

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HW #5

Embedded Energy Content of Materials

Objectives: To research the total process energy consumed in producing various engineering materials

(ie, a Life Cycle Analysis, LCA) and distill information into a concise summary in memo form. To

apply the material process energy content to a consumer package and compare the package process

energy to the food energy of the contents.

Tasks:

1. Download or otherwise view the “Model Introduction Report for Development and Applications of

GREET 2.7,” (GREET.27Manual) especially Section 5, Materials, available on Canvas or at

http://greet.es.anl.gov/

1. Review data for process energy consumption of different materials listed; in particular Steel,

Aluminum, Copper, Zinc, Magnesium, Lead, Nickel, Glass, Polypropylene, PET (polyester),

Polyethylene, Carbon fiber, glass fiber, Styrene/Butadiene Rubber. Collect data to make a table of

process energy values. Be sure to report source where you found the data (reference page number of

report or other website URL). Be sure to also note the recycled material process energy content where

available. Note: Steel and aluminum values are easier to find in the Aluminum Intensive Vehicle Study

(section 2.1) than summarizing the detailed information in the materials section. Form a table of

information with columns for 1) Material, 2) Virgin Material Energy Content, 3) Recycled Material

Energy Content, and 4) Recycled Mat’l Energy Ratio (ie recycled material / virgin material process

energy). Report data in consistent units (such as Million BTU/ton = MMBTU/ton).

1. Using info on steel and polyethylene, determine the process energy consumed to produce the

packaging (Steel 192 g, Polyethylene 6 gram, vs 13 servings @ 80 Cal food energy content) for Batter

Blaster pancakes. http://www.batterblaster.com/

Write a 1 page memo (date, from, to, title and body) as if the addressee (the instructor) is an executive

that needs the summary data to include in a larger presentation. Summarize key points and answering

the following questions for in a narrative form:

What is the most energy intensive material on the list?

Which material has the greatest proportion of energy saved when recycled?

What is the embedded process energy in the packaging for Batter Blaster pancake batter as

compared to the energy value of the food product it contains?

Attach the table of data on the page following the memo. Remember to label the table and be sure to

reference the data sources for the table so that a reviewer can find the data source.

Discussion: Assessment of Depression Although there has recently been a deluge of media highlighting various prescription drugs for treatment of depression and anxiety, there remains a lack of understanding about mental health, in general. Further, stigma often is attached to seeking professional help for mental health issues. Depression is a disorder that people often do not realize they are experiencing. The symptoms of depression can vary from person to person (i.e., weight gain vs. weight loss, loss of sleep vs. increased sleep), which can also make it difficult to diagnose. Many people experience times of sadness, including waking up feeling down for no apparent reason. These feelings are not unusual and come with the ups and downs of life. As a professional, understanding the criteria for depression and comorbid diseases is part of a comprehensive assessment. Depression and anxiety can precede other mental health and physical issues and can also be a result of those issues. Clarifying the progression of the presenting problem will enable you to establish a well-informed treatment plan and intervention.

For this Discussion, review the course-specific case study for Miranda in this week’s resources. As you review and analyze this case, remind yourself of the need for a comprehensive assessment that does not focus on the perceived deficits. You will read and then consider the responses of the professionals involved in the case. While reviewing their varied responses, consider their possible biases and how they have chosen to focus on the presenting problem and the client’s situation.

Post the depression scale you located, summarize how it is used, and describe the target population. Describe how you might apply this assessment to the course-specific case study of Miranda and include any additional questions you would ask Miranda to assess her level of depression. Then, identify the red flags that might cause concern and/or indicate significant depression. Finally, identify a scale that can be used to assess risk for suicide.

Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references.

PRACTICE

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Mental Health Diagnosis in Social Work: The Case of Miranda

Miranda is a 35-year-old, Scottish female who sought counseling for increased feelings of depression and anxiety. Her symptoms include constant worry, difficulty sleeping, irritability, increased appetite, unexplained episodes of panic, feelings of guilt and worthlessness, and feelings of low self-esteem. She denied any suicidal/homicidal ideation but verbalized feelings of wanting to be dead. She maintained these thoughts were fleeting and inconsis- tent. She reported an increase in alcohol consumption, although clarified it was only when she felt anxious. She denied any black- outs or reckless/illegal behavior while drinking. She denied any other drug use.

Miranda works in the fashion industry and reported that she is very well liked by her peers and clientele. She is regularly chosen to train other staff members and comanage the store. However, she is often given a heavier workload to compensate for coworkers who are unable to perform at the expected level of her employer. Miranda stated that she has trouble saying no and feels increas- ingly irritable and frustrated with her increased workload.

Miranda has been married to her husband for 3 years, and they have no children. She reported that both her mother and father have a history of mental illness. Miranda’s parents are divorced, and when they separated, Miranda chose to live with her mother. Miranda’s mother remarried a man she described as “vicious and verbally abusive.” Miranda stated that her stepfather called her names and told her that she was worthless. She said he made her believe that she was sick with chronic health issues and many times forced her to take medicine that was either unnecessary or not prescribed by a doctor. Eventually he asked Miranda to leave her mother’s home. Miranda stated that her mother was well aware of her stepfather’s behavior but chose not to intervene, stating, “He is a sick man. Just do what he says.” She denied any physical or sexual abuse in the home.

SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR

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In order to treat Miranda’s symptoms, we first addressed the need for medication, and I provided a referral to a psychiatrist. The psychiatrist diagnosed her with panic disorder and major depres- sive disorder and prescribed appropriate medications to assist her with her symptoms. Miranda and I began weekly sessions to focus on managing her boundaries both at work and with her family. We discussed her behavior around boundary setting as well as the possibility of enlisting her husband as a support person to encourage and promote healthy boundaries. We also discussed unresolved issues from her childhood. This approach enabled Miranda to gain insight into the self and how her maltreatment as a child affected her functioning in the present time. This insight enabled Miranda to validate her feelings of anger, frustration, and sadness about her upbringing and further give herself permis- sion to set appropriate boundaries in her relationships. We also discussed the need for relaxation and stress management. Miranda was able to identify that she used to enjoy cycling and running but had not been engaging in them because of the demands at work. After discussing the importance of self-care, Miranda began to exercise again and set a goal to enter local running and cycling events to encourage herself to continue.

After 1 year of therapy, Miranda decided to taper down her medication, which was monitored by her psychiatrist. She has chosen to remain in therapy weekly to monitor her mood as she decreases her medication. Miranda’s overall presentation has improved greatly. With the use of medication, behavioral therapy, relaxation techniques, and psychodynamic therapy, Miranda’s affect presents as stable and her symptoms of depression are gone. Miranda is a client that is able to verbalize the benefits of treatment in helping her gain insight and empower herself to vali- date her own emotional needs. She has been a highly motivated patient who enjoys the safety of being able to express her thoughts and feelings without judgment.

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Reflection Questions The social worker in each of the cases answered select additional questions as follows.

Practice

Mental Health Diagnosis in Social Work: The Case of Miranda \

1. What specific intervention strategies (skills, knowledge, etc.)did you use to address this client situation? I referred the client to a psychiatrist. I used behavioral therapy,

2. Which theory or theories did you use to guide your practice? I used psychodynamic and structural family theories to address

3. What were the identified strengths of the client(s)? Miranda was motivated, identified goals well, and had a supportive husband.

4. What were the identified challenges faced by the client(s)? Miranda reported a mental health history. 5. What were the agreed-upon goals to be met to address the concern?

5. How can evidence-based practice be integrated into this situation?

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1. Is there any additional information that is important to the case?

2. Describe any additional personal reflections about this case. Miranda’s case is a great example of the need for a thorough mental health history, mental status exam, as well as family history of mental health issues and relationships.