Abstract
Forensic psychology continues to receive widespread support and popularity. A similar trend exists with its education and training programs. The core of this attention at the graduate level relates to the operation of various instructional models. To date, no systematic assessment of these models has been developed. This article describes the three leading approaches to graduate education and training in forensic psychology. Four instructional themes including: (1) educational framework; (2) definition of client-practitioner relationship; (3) method of intervention; and (4) definition of psychologist-organization relationship are delineated. Both the strengths and limitations of each model, given their respective positions on the identified themes, are outlined. The article concludes by speculating on the implications of each approach for future forensic psychological practice.
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