Correctional Psychology Research Articles

Expertise in the correctional setting: Comment on Neal (2018).

Comments on an article by T. M. S. Neal (see record 2018-05574-001). Drawing out the distinctions and differences between forensic and correctional psychology, Neal (2018) provides a compelling overview of these separate but related subfields, yet the specialized postdoctoral training model described for forensic psychology is not necessary for the development of correctional psychologists. This comment elucidates 3 reasons why generalist training in an applied psychology setting provides a better model. The absence of an accumulated and advanced scientific base of specialized practice, the delivery of services to psychologically healthy and pathological populations, and the need for supervised practice in an applied setting are each described and point to a developmental model in which generalist skills in an applied setting are all suitable as an alternate to the specialization training model. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Why theory matters in correctional psychology

Abstract Effective and ethical psychological practice relies on good science, and good science takes theory construction very seriously, as seriously as data collection. There is little point in developing valid research designs and sophisticated data analytic techniques if the ideas driving research are mistaken or trivial. In this paper I explore the problem of theoretical illiteracy for correctional psychological research and practice. First, I discuss why theory is important in science and the dangers of ignoring it. Second, I review the role of theory in addressing the myriad of practical problems facing human beings. Third, I outline three strategies to increase researchers and practitioners' appreciation of theory construction and development: adopting a more comprehensive model of scientific method, epistemic iteration, and promoting model pluralism. Fourth, I take an example of a core concept from correctional psychology, that of dynamic risk factors, and demonstrate how the above strategies can be used to rectify problems with this construct. Finally, I discuss the research, practice and normative implications of my approach to addressing theoretical illiteracy.

Department of a University and Social Sphere of the Region

One of the main structural units of the University is the Department. Its quality largely determines the image of the institution of higher education, its attractiveness for potential students. Special importance is given to the profiling, graduating Department, organizing research work and practical training of students. In this regard, this article summarizes the five-year experience of one of the departments of the regional University in the aspect of optimization and meeting the social demands to education. The leading method of research is a systematic analysis of the main activities of the Department of correctional pedagogy, psychology and speech therapy, staffed by highly qualified specialists. The article presents the most significant achievements of this Department, which justify its impact on the sphere of educational needs of society. Throughout the considered time period, the Department of correctional pedagogy, psychologists and speech therapy conducted training and retraining of psychological and pedagogical personnel soughed after in the Jewish Autonomous region for the system of special and inclusive education for persons with disabilities. At the same time the Department carried out an effective scientific and practical interaction with the pedagogical community of the region. The materials and results of the presented study were experimentally tested, implemented in the educational process and repeatedly discussed at the meetings of the Department, as well as during scientific seminars and conferences. The gained experience can be useful for managers and scholars of the departments.

Professional propaedeutic council in the university

Introduction. The implementation of inclusive education (IE) for people with disabilities in Russian Federation is enshrined in legal acts. The state sets the task of implementing new requirements to provision of education for people with disabilities in health care in higher education. However, one of the obstacles to IE is the lack of readiness for new requirements and inclusive activity of a vast majority of teachers. When developing and implementing adapted vocational education programmes (AVEP) for students with disabilities, the teachers need regular consultations and specialists’ qualified assistance in the sphere of medicine, defectology, pedagogical and correctional psychology. The aim of the present publication was to justify the rationale for creating a professional propaedeutic council (PPC) at a higher educational institution as a permanent system to manage and support the process of vocational education for people with disabilities. Methodology and research methods. The methodological basis of the study involved inclusive and propaedeutic approaches to education and the principles of multi-, inter-, trans- and cross-disciplinary. In the course of the research, a complex of theoretical and empirical research methods was employed: analysis, synthesis, moving from abstract to concrete, systematisation, and generalisation. Results and scientific novelty. Today, different levels of government have declared the need for providing professional working capacity of people with disabilities in order to become socially and financially independent and avoid social dependence; at the higher vocational school, there is a change vector for social policy concerning this category of citizens – from delivery of educational services to reorientation to their socialisation. As a state strategy in higher education, vocational education should be provided for everyone creating equal opportunities. At some large universities, structural divisions are already functioning (resource centers including the defectology faculties and departments), which promote satisfaction of special educational needs of students with disabilities. Meanwhile, numerous studies point the fact that teachers are not ready to work with students, who have visual, hearing and musculoskeletal disorders. Higher educational institutions, which are just starting inclusive education without internal resources for such activity, are offered to organise PPCs. PPCs should involve the experts, who carry out medical, psychological and pedagogical support for students with disabilities and provide comprehensive assistance to teachers in addressing the particular issues of inclusive education. The article reveals the mission, purpose and tasks of PPC in university. The structure of such council, its organisational-network, medical-social and educational-methodological blocks are presented. Functional duties of experts and specialists, united in each of PPC blocks, are defined. Practical significance. The principles of PPC work and the offered structure of AVEP, taking into account the clinical diagnosis and physical disabilities of students, can be taken as the basis of realisation of inclusive education at university.

DYNAMICS OF PSYCHOLOGICAL CHARACTERISTICS OF A STUDENT-VOLUNTEER IN THE PROCESS OF PROFESSIONALLY-ORIENTED VOLUNTEERING ACTIVITY

Introduction.In the modern world, volunteering is one of the most effective ways for successful social development and improvement of the quality of human life. By the Decree of the President of Russia Vladimir Putin, the year of 2018 has been declared the Year of Volunteer in the Russian Federation. Voluntary activity has a positive impact not only on people who are provided with help but also on volunteers. Volunteering is beneficial for the formation and strengthening of moral position and citizenship, development of philanthropy, responsiveness, sense of justice, leadership skills. Besides, youth volunteering abroad has long been used as an important element of preparation to perform professional duties. Participating in the professionally focused volunteering, the student has an opportunity to gain professional experience, to check the correctness of own professional self-determination and career aptitude. Similar volunteer service is especially relevant for representatives of the “caring” professions – teachers, social workers, psychologists and doctors, i.e. people who have to be a priori ready for pro-social activity and have such qualities as goodwill, communicability and conscientiousness.The aimof the paper is to study the dynamics of the psychological characteristics of future health-care professionals regularly participating in professionally-oriented volunteer activities.Methodology and research methods.The research is based on competency-based and activity approaches to education. Also, research methodology involves the key provisions of the concept of a humanization of the pedagogical process of the higher education institution, and the basic principles of volunteers’ activity declared in documents of the “United Nations Volunteers” (UNV) programme. The survey among students was the main method of information collection. Psycho-diagnostic tools involved: the assessment technique for communicative and organizing tendencies of an individual (V. V. Sinyavsky, V. A. Fedoroshin); the questionnaire for assessing the development level of empathic tendencies (A. Megrabyan, N. Epstein); the methodology for studying of valuable orientations of the individual (M. Rokich); the questionnaire “Motivation of Assistance” (S. K. Nartov-Bochaver). To objectify the data obtained, the Mann–Whitney U Test statistical technique was applied to reveal a difference in values of the parameter between small selections.Results and scientific novelty.The volunteer team was organized at the Department of Psychology of Health and Correctional Psychology of the Kursk State Medical University. This team is engaged in volunteering at the boarding school for children with disabilities. The authors came to the conclusion that the real directions of quasi-professional voluntary student unionism substantially correspond to the abilities and skills required of future health professionals. The authors analyzed the two-year dynamics of changes in students’ psychological characteristics and professional competencies under the influence of their constant involvement in the volunteer movement. The key personality traits of an experienced student volunteer were designated: orientation towards humanistic values; motivation and readiness of providing assistance to needy people; well-developed communicative abilities and empathy. It has been established empirically that the level of development of these professionally important qualities among the student volunteers is initially above, compared with fellow students who were not involved in volunteering. Also, the level mentioned above continues to evolve actively due to the performance of the professionally focused and socially important volunteer mission.Practical significance. Results of the undertaken research prove convincingly that inclusion in the pedagogical process of higher education institution of professional volunteering as one of the priority activities contributes to the spiritual-moral education of students, the formation of professional and general humanistic outlook. In addition, student volunteering allows future graduates to find the necessary experience in the chosen field of employment.

Forensic psychology and correctional psychology: Distinct but related subfields of psychological science and practice.

This article delineates 2 separate but related subfields of psychological science and practice applicable across all major areas of the field (e.g., clinical, counseling, developmental, social, cognitive, community). Forensic and correctional psychology are related by their historical roots, involvement in the justice system, and the shared population of people they study and serve. The practical and ethical contexts of these subfields is distinct from other areas of psychology-and from one another-with important implications for ecologically valid research and ethically sound practice. Forensic psychology is a subfield of psychology in which basic and applied psychological science or scientifically oriented professional practice is applied to the law to help resolve legal, contractual, or administrative matters. Correctional psychology is a subfield of psychology in which basic and applied psychological science or scientifically oriented professional practice is applied to the justice system to inform the classification, treatment, and management of offenders to reduce risk and improve public safety. There has been and continues to be great interest in both subfields-especially the potential for forensic and correctional psychological science to help resolve practical issues and questions in legal and justice settings. This article traces the shared and separate developmental histories of these subfields, outlines their important distinctions and implications, and provides a common understanding and shared language for psychologists interested in applying their knowledge in forensic or correctional contexts. (PsycINFO Database Record

Supplemental Material for Forensic Psychology and Correctional Psychology: Distinct but Related Subfields of Psychological Science and Practice

Supplemental Material for Forensic Psychology and Correctional Psychology: Distinct but Related Subfields of Psychological Science and Practice

Tablet computers and forensic and correctional psychological assessment: A randomized controlled study.

Mobile computing technology presents various possibilities and challenges for psychological assessment. Within forensic and correctional psychology, assessment of justice-involved persons facilitated by such technology has not been empirically examined. Accordingly, this randomized controlled experiment involved administering questionnaires about risk-needs, treatment readiness, and computerized technology opinions to a large (N = 212) and diverse sample of individuals under custodial correctional supervision using either a tablet computer or traditional paper-and-pencil materials. Results revealed that participants in the paper-and-pencil condition completed the packet of questionnaires faster but omitted items more frequently. Older participants and those with lower levels of education tended to take longer to complete the tablet-administrated measures. The tablet format was rated as more usable irrespective of demographic and personal characteristics, and most participants across the 2 conditions indicated that they would prefer to use computerized technology to complete psychological testing. Administration format did not have a clear effect on attitudes toward correctional rehabilitation services. Noteworthy for researchers is the substantial time saved and absence of practical problems with the tablet condition. Implications for practitioners include the general usability of the devices, their appeal to incarcerated persons, and the potential for tablets to facilitate clinical and administrative tasks with corrections clients. Considering the novel nature of this study, its promising results, and its limitations, future research in this area is warranted. (PsycINFO Database Record

Phased approach to information competence formation of future teachers of visually impaired

The article deals with a phased approach to the development of information competence of future teachers of visually impaired, which was implemented in teaching students of "Special education (pedagogy for the blind)." General pedagogical and special literature about the introduction of the latest computer technologies in educational process of secondary and higher education was analyzed, as well as the level of development of this in Ukraine. The interpretation of the concepts of "computer training", "information and computer competence of tiflopedagog" and "readiness to use the latest computer technology by future teachers" was high lighted. The content of training in computer technology was identified and justified for the future teachers of visually impaired, which is a system of information and disciplines of computer sphere, associated with the study of the multifaceted phenomenon of information technologies, as well as the patterns and characteristics of its manifestations in various spheres of professional work of teachers of visually impaired. The efficiency of a phased approach is shown on training of students of the Faculty of Correctional Pedagogy and Psychology of National Pedagogic University named after N.P. Dragomanov.

Musical influence in the practice of correctional psychology: The emotional aspect

Musical influence in the practice of correctional psychology: The emotional aspect

The role of mental health and specific responsivity in juvenile justice rehabilitation.

Understanding the role that mental health issues play in justice-involved youth poses challenges for research, policy, and practice. While mental health problems are generally not risk factors for criminal behavior according to the risk-needs-responsivity (RNR) framework of correctional psychology practice, prevalence rates are very high and RNR principles suggest that mental health as a responsivity variable may moderate the success of interventions targeted to criminogenic needs. In this study we investigated the relationships among mental health status, criminogenic needs treatment, and recidivism in a sample of 232 youth referred for court-ordered assessments and followed through their community supervision sentence (probation). Youth with mental health needs were no more likely than youth without these needs to reoffend, regardless of whether those needs were treated. Youth who received mental health treatment also more frequently had their criminogenic needs matched across several domains, suggesting an association between mental health treatment and intermediate treatment targets. However, mental health did not moderate the effect of criminogenic needs treatment: youth who had a greater proportion of criminogenic needs targeted through appropriate services were less likely to reoffend, regardless of mental health status. Findings are consistent with the RNR stance that, within a correctional context in which the primary goal of intervention is preventing recidivism, treatment for mental health needs should be in addition to criminogenic needs treatment, not in replacement of it. They also point to the need for continued research to understand precisely how mental health treatment interacts with intervention targeting criminogenic needs. (PsycINFO Database Record

Professor Gościmierz Geras – Memory and Introduction to Understanding Issues in the Area of Correctional Psychology

The aim of this article is to promote Professor Gościmierz Geras’ contribution to scientific research on correctional psychology and his impact on the further development of our general knowledge on human nature. Insights, concepts and theories developed, among others, by the Professor, should continue to be the source of inspiration for studies based on updated knowledge, but also respecting previous contributions. Finding out about man in extreme or unusual circumstances still seems to be a challenge if one does not look at human actions holistically. We perceive prisoners too often from the narrow context of tasks and functions without the broader knowledge of mechanisms which are at the root of their actions. Getting to know what we define as pathological, we also find the path to the healthy norm and even heroism.

Culture is our business: Issues and challenges for forensic and correctional psychologists

Psychology has made significant advances in the development of more empirical, standardized, and consistent approaches to the prediction, assessment, and treatment of offending behaviour. However, crime occurs in a cultural context. Similarly, forensic and correctional psychology derive from a cultural basis that privileges certain types of knowledge and promotes certain forms of practice that are incommensurate with the outlook and realities of some offenders and their communities. While there is an emerging literature on ethnicity and race in criminal justice psychology, very little research that addresses culture is published. The reasons for this knowledge gap are complex, not least because the worldviews of indigenous and diverse communities do not superimpose neatly onto current best-practice models of risk assessment or offender rehabilitation. Given Australia and New Zealand’s commitment to the involvement and wellbeing of indigenous peoples as well as the shared experience of progressively more pluralistic societies, it is argued that there is a critical need to bring the somewhat disparate domains of forensic psychology and culture into conversation with a view to informing policy and practice. The example of risk assessment is used to illustrate some of the complexities of working with cultural difference. Central to this article is a call for a culturally-engaged and proactive philosophy of practice that embraces the needs of diverse offenders, victims and communities.

Violence risk assessment and psychological treatment in correctional and forensic settings: Advances in research and practice.

This article is an introduction to the special section "Correctional and Criminal Justice Psychology." The eight articles in this issue advance the goals of delivering and assessing psychological services within the legal and correctional systems and achieving lasting change in individuals, groups, and systems. (PsycINFO Database Record

Forensic Psychology and Law

Preface vii Acknowledgments ix Chapter 1 Introduction to Psychology and Law: Civil and Criminal Applications 1 Chapter 2 Forensic Assessment in Criminal Domains 29 Chapter 3 Civil Forensic Assessment 59 Chapter 4 Forensic Treatment 97 Chapter 5 Eyewitness Identifi cation 119 Chapter 6 Police Investigations, Interrogations, and Confessions 147 Chapter 7 Juries and Legal Decision Making 173 Chapter 8 Juveniles in the Legal System 207 Chapter 9 Police Psychology 239 Chapter 10 Correctional Psychology 269 Chapter 11 Psychology, Law, and Public Policy 299 Chapter 12 Ethics and Professional Issues 323 Author Index 341 Subject Index 351

Review of expertise and its general implications for correctional psychology and criminology

In this introductory article we begin by setting out the aims of this special issue, including: why the expertise paradigm may prove fruitful in understanding the proximal processes surrounding cognition, emotion and behavior at the scene of the crime; and to draw together strands of an emerging field at this important time in its development. We then go on to outline what we see as the key components of perceptual and procedural expertise as defined in mainstream cognitive psychology. We then review strands of complementary knowledge from allied fields in cognitive science that have developed in parallel and lend support for core basic elements of expertise. Adopting the notion that expertise is on a continuum and that most individuals will not reach the extreme end of competence, we describe a model of functional expertise which most people could achieve with practice. Finally, we then discuss ‘dysfunctional expertise’ that offenders might display through practice in a particular criminal domain and consider how this might enhance our understanding and prevention of criminal behavior.

Correctional Psychology and the Desistance Paradigm

[Extract] Let me begin this commentary by suggesting that many of the ideas contained in this special issue will be important to the future of correctional psychology. Although each of the authors offer different perspectives on the role that the criminal justice system has to play in the process of desistance from crime, they all identify the importance of a value-oriented analysis to effective offender rehabilitation. Their focus is on promoting desistance at all points of the justice process; from how the legal system can promote therapeutic outcomes through to the provision of post-release support services and the need for community engagement. By approaching the tasks of both rehabilitation and reintegration from a values perspective, they have been able to identify a range of novel and innovative approaches that have the potential to make a real difference. Even more encouragingly, these draw on resources that may already be available to correctional psychologists and yet are often underutilized. In addition, the confidence, and indeed the optimism, expressed in these articles provides a refreshing counter to suggestions that contemporary correctional practice has become pre-occupied with the need to “manage” offenders and for professionals to focus on fulfilling their administrative obligations (see Hardy, 2014).

Where has all the psychology gone?

Evidence-Based Practice (EBP) represents the gold standard for effective clinical psychological practice. In this review, we examine ways in which EBP tenets are being neglected by correctional psychologists worldwide. We examine three key aspects of EBP currently being neglected: (a) individualized and flexible client focus, (b) the therapeutic alliance, and (c) psychological expertise. We also highlight two highly related issues responsible for correctional psychologists' neglect of EBP. The first relates to policy makers' and correctional psychologists' overreliance on the Risk–Need–Responsivity Model to guide correctional practice. We argue that the narrow focus and implementation of this model has resulted in a severe identity problem for correctional psychologists that has severely exacerbated the dual relationship problem. That is, the tension psychologists experience as a result of engaging in psychological practice while also obliging the risk and security policies of correctional systems. The second issue concerns psychologists' response to the dual relationship problem. In short, psychology, as a discipline appears to have acquiesced to the dual-relationship problem. In our view, this constitutes a ‘crisis’ for the discipline of correctional psychology. We offer several recommendations for injecting EBP back into correctional psychology for the individual, psychology as a discipline, and correctional policy makers.

Tendency of Some Psychological Directions Development

This article is devoted to the review of abstracts of the dissertations defended in Russia on three psychological specialties-of psychophysiology, medical psychology and correctional psychology (psychology of blind, deaf and mentally retarded children) in 15 years (1996-2010). 99 abstracts of the dissertations defended in St.-Petersburg, Moscow, Rostov-on-Don, Ufa, Krasnoyarsk are analysed. Theses were analyzed by qualitative criteria (scope of works, a correctness of a formulation of a task, a research objective, a set of variables, final forms of representation of results, processing methods, quality of work) and quantitative (quantity of conclusions, number of examinees, number of headings in the abstract prolog, number of publications, quantity of used techniques). The conclusion is drawn that the subject of theses, generally, corresponds to the problems arising in the Russian society, but there are many shortcomings having “technical” character that doesn’t allow psychology to act in its modern look as the instrument of synthesis of the knowledge accumulated by different sciences about the person.

Vocational Psychology in Corrections

This reaction to the major contribution (MC) “The Vocational Development of Offenders: Barriers, Interventions, and Implications for Social Justice” commends the authors for bringing an understudied and underdiscussed population to counseling psychologists. This reaction provides a contextual response to the MC in its entirety, as well as for the three articles comprising the MC. The authors are commended for educating readers about the complexities of correctional rehabilitation, emphasizing the role of work in the rehabilitation process to reduce criminal recidivism, and examining current vocational practices; however, this reaction provides practical suggestions for improving the integration of best correctional practices into vocational counseling, and provides suggestions for policy change. In addition, this reaction further emphasizes the necessity of counseling psychologists’ involvement in offender rehabilitation.