Ethical and professional considerations in divorce and child custody cases.

The provision of psychological (e.g., psychotherapy, coparenting, mediation, collaborative divorce, child custody evaluation) services for families of divorce are growing specialties for many clinical and forensic psychologists. However, practice in domestic relations psychology, such as divorce and custody assessment and testimony, is a high-risk venture for incurring ethics complaints and law suits. The lead article and the three commentaries that follow enumerate the various roles practitioners might play, clarify how each role requires specific skill sets that may be outside one’s particular competence and necessitate additional training, describe how countertransferential issues arise, urge meticulous record keeping, discuss some of the subtleties of confidentiality and the releasing of information, describe how transparency in clarifying expectations leads to a lowering of contentiousness, and provide tips for divorce and forensic practice. The special challenges associated with psychologists being tempted to move beyond their role on a case and those of particularly high-risk situations (e.g., complaints of child abuse or domestic violence) are also discussed. Suggestions are offered to help psychologists better serve the public while taking steps to better inoculate themselves from complaints. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Legal standards, expertise, and experts in the resolution of contested child custody cases.

The authors critically evaluate the roles of forensic practitioners and psychological researchers in determinations of the best-interest-of-the-child standard (BICS) in child custody disputes. The authors examine (a) the existing empirical research on the adjustment of children of divorce, (b) the current forensic practice of mental health practitioners, (c) the standardized forensic assessment instruments available, and (d) the ethical dilemmas faced by mental health practitioners who work in this area. On the basis of their analysis, the authors argue that current evidence does not support most of the "expert testimony" proffered by mental health practitioners to the court. As a consequence, they posit that the BICS does not reflect either the needs of the legal system or the expertise of the psychological profession, and that the least detrimental alternative to the child standard more accurately meets the needs of both fields. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assessment of sexual abuse allegations in child custody cases.

Family courts frequently rely on the expertise of mental health professionals to assess allegations of sexual abuse within the context of child custody evaluations. Such evaluations are complex and require knowledge of techniques used in sexual abuse and sexual offender evaluations, as well as knowledge of child custody practices. Preliminary findings from a national survey of 84 psychologists indicated that respondents tend to adhere to the child custody guidelines of the American Psychological Association. However, few practitioners followed formal models, protocols, or guidelines when evaluating alleged victims or alleged perpetrators of sexual abuse in conjunction with child custody disputes. Implications for professional practice are discussed, along with a proposed comprehensive model for assessing sexual abuse allegations in child custody cases. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Child custody cases: A content analysis of evaluations in practice.

Guidelines for custody evaluations recommend multiple ways for assessing the parent-child relationship and outline appropriate means of assessing special issues such as domestic violence, child abuse, and substance use. However, little is known about the implementation of these guidelines in practice. This study examines 60% of custody evaluations in one circuit court over a 2-year period. Custody evaluations were examined for adherence to guidelines and for differences based on evaluator training. This analysis suggests much variety in techniques used and a lack of consistency between guidelines and clinical practice. The findings suggest a need for more standardized approaches to conducting custody evaluations as well as the assessment of domestic violence, child abuse, and substance abuse. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Tearing the child apart: The contribution of narcissism, envy, and perverse modes of thought to child custody wars.

This article takes a psychoanalytic approach to questions usually considered to be matters of the family court system. The psychological effects of high-conflict divorce on children are well known, but what motivates their parents is less understood. Pathological narcissism, pathological envy, disavowal, and a perverse attitude toward reality can produce unending conflicts over visitation and custody. Fighting over seemingly insignificant matters can manage aggression and ward off psychic collapse. These families are frequently referred to coparenting counseling or psychoeducational groups; however, the author proposes that psychoanalytically oriented treatment can best address these parents' unconscious wishes to damage or destroy their own children and the perverse character structure that enables parents to negate their roles in tearing their children apart. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Parenting Assessments in Child Welfare Cases: A Practical Guide.

In this article the author provides a review of the book by Terry Pezzot-Pearce and John Pearce. The author states that this book sets out to fulfil four major goals: 1) presenting a model for comprehensive parenting assessments; 2) setting out the practical steps to be taken in such assessments; 3) identifying potential errors in carrying out assessments; and 4) providing critical considerations, identified by the authors as "practice alerts." The reviewer believes these goals are fulfilled in exhaustive fashion, thus providing a comprehensive text for those called upon to make such complex judgments. In fact, the reviewer suggests that the book could be titled a practical and theoretical guide for parenting assessments in child welfare and in consideration of custody and access decision-making. A refrain throughout the book is the reminder that the central question in parenting assessments is: Can this parent meet the needs of this particular child? Once this is understood then the complexity of the work becomes apparent. The author presents strengths, weaknesses, and a summary of the book. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A survey of training in rehabilitation psychology practice in the United States and Canada: 2007.

Objective: Examine the structures, processes, and outcomes of training for rehabilitation psychology practice in the United States and Canada during 2007. Methods: Public data sources provided 947 potential training sites and programs, with 635 meeting selection criteria, from which 328 unique sites were identified. Of these, 117 sites (36%) reported providing training in rehabilitation psychology practice, and were sent a survey. Eighty percent (80%) returned the survey (n = 94). Results: There were nearly equal numbers of intern and resident training sites. Of the resident training sites, 46% had a complete rehabilitation focus, and 41% had faculty with American Board of Rehabilitation Psychology (ABRP) certification. Resident training sites ranged from 73% to 100% in meeting the Patterson and Hanson (1995) training guidelines, and ranged from 7% to 100% in formally teaching the current ABRP required competencies. Discussion: Many rehabilitation patients receive psychological services from practitioners whose professional emphasis is not in rehabilitation psychology, and many trainees involved with rehabilitation populations do not receive comprehensive training in rehabilitation psychology. There is a need for increased structure in and funding of training programs for rehabilitation psychology practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Neuropsychological assessment and the school-aged child: Issues and procedures.

Reviews the book, Neuropsychological assessment and the school-aged child: Issues and procedures edited by G. W. Hynd and J. E. Obrzut (1981). The editors of this book have attempted to examine the issues related to the assessment of children with possible neuropyschological disorders. Each chapter is presented with the assumption that a neuropsychological perspective is germane to our understanding of children's cognitive functions. The compilation of knowledge and skills are presented in a clear and comprehensible language for individuals with very little familiarity with the subject. Each of the four major sections of the book addresses a particular topic. Section I presents a neuropsychological perspective of children's learning problems. Section II contains three chapters that examine general issues in child neuropsychology. Section III of the book focuses on neuropsychological assessment approaches useful in developing remediational strategies for children's learning disorders. The final section of this book addresses the neuropsychological implications within the educational setting. The editors have done a commendable job in integrating the diverse nature of human cognitive functioning and in focusing in on the neuropsychological aspects of school age children's learning. Their choice of contributors and the topics covered will certainly make this book a valued asset in the school psychologist's library. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Eyewitness Identification: Guidelines and Recommendations for Identification Procedures in the United States and in Canada.

Innocent people are convicted each year because of mistaken eyewitness identification. This paper addresses both historical and more contemporary perspectives on the possible limitations of eyewitness identification. The primary purpose of this article is to describe some of the attempts made to protect the fact-finding process from misidentifications. The development and nature of guidelines and recommendations for the design and administration of identification lineups in the United States and in Canada are described. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Legal recognition of same-sex relationships in the United States: A social science perspective.

Whether and how civil society should recognize committed relationships between same-sex partners has become a prominent, often divisive, policy issue. The present article reviews relevant behavioral and social science research to assess the validity of key factual claims in this debate. The data indicate that same-sex and heterosexual relationships do not differ in their essential psychosocial dimensions; that a parent's sexual orientation is unrelated to her or his ability to provide a healthy and nurturing family environment; and that marriage bestows substantial psychological, social, and health benefits. It is concluded that same-sex couples and their children are likely to benefit in numerous ways from legal recognition of their families, and providing such recognition through marriage will bestow greater benefit than civil unions or domestic partnerships. Trends in public opinion toward greater support for legal recognition of same-sex couples are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The practice of forensic psychology: A look toward the future in light of the past.

In a 1987 American Psychologist article, Tom Grisso summarized the state of forensic psychological assessment, noted its limitations and potential, and offered suggestions for researchers and practitioners interested in contributing to its future. Since that time, there have been many important developments in the field of forensic psychology, as well as in clinical psychology more generally, some of which were anticipated and recommended by Grisso, and some of which were not. Forensic psychology is now at a crossroads, and the specialty must make an effort to respond to current challenges if it is to aid in the administration of justice by assisting legal decision makers. The need to distinguish between and identify levels of forensic knowledge and practice, establish guidelines for practice, educate legal consumers, and devote more attention to treatment issues in forensic contexts is highlighted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Children and the law.

Reviews the book, Children and the law by Jeffrey Wilson and Mary Tomlinson (1986). This book is divided into nine chapters focusing on almost all aspects of law that affect children including: custody and access issues, child protection and adoption, family support, property and civil participation, the child in the courtroom, crime and the child, children in education, and the child as an immigrant. The book Children and the Law is indispensible for both lawyers involved with children before the court as well as mental health professionals working with children. I know of no other accounts that are available that delve into the specifics related to legislation that are as highly readable and thorough as this account provided by Wilson and Tomlinson. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward a process-focused model of test score validity: Improving psychological assessment in science and practice.

Although definitions of validity have evolved considerably since L. J. Cronbach and P. E. Meehl's classic (1955) review, contemporary validity research continues to emphasize correlational analyses assessing predictor–criterion relationships, with most outcome criteria being self-reports. The present article describes an alternative way of operationalizing validity—the process-focused (PF) model. The PF model conceptualizes validity as the degree to which respondents can be shown to engage in a predictable set of psychological processes during testing, with those processes dictated a priori by the nature of the instrument(s) used and the context in which testing takes place. In contrast to the traditional approach wherein correlational methods are used to quantify the relationship between test score and criterion, the PF model uses experimental methods to manipulate variables that moderate test score–criterion relationships, enabling researchers to draw more definitive conclusions regarding the impact of underlying psychological processes on test scores. By complementing outcome-based validity assessment with a process-driven approach, researchers will not only improve psychology's assessment procedures but also enhance their understanding of test bias and test score misuse by illuminating the intra- and interpersonal factors that lead to differential performance (and differential prediction) in different groups. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Promotion criteria for clinician-educators in the United States and Canada. A survey of promotion committee chairpersons

CONTEXT: Clinician-educators have concerns about their ability to be promoted and the criteria used by medical school promotion committees. OBJECTIVE: To discover the criteria and methods that medical school promotion committees use to make decisions about the promotion of clinician-educators. METHODS: In June 1996 we mailed a questionnaire to chairpersons of all medical school promotion committees in the United States and Canada. RESULTS: Of 142 schools surveyed, 115 (81%) responded; 45% of respondents had a clinician-educator promotion track. On a scale from 1 (minimally important) to 7 (extremely important), the mean importance ratings of aspects of clinician-educators' performance were the following: teaching skills (6.3), clinical skills (5.8), mentoring (5.7), academic administration (5.3), developing educational programs (5.3), nonresearch scholarship (5.1), clinical research (4.8), service coordination (4.7), and education research (4.5). Methods to evaluate each aspect of performance were rated by respondents for importance and frequency of use. The 4 most important methods for evaluating teaching were awards, peer evaluation, learner evaluation, and teaching portfolio; 70% or more of schools used these frequently or always. The 4 most important methods of evaluating clinical skills were peer evaluation, awards, trainee evaluation, and objective measures, which were used frequently or always by 78%, 65%, 58%, and 29% of schools, respectively. Clinician-educators were expected to have fewer peer-reviewed publications to be promoted than investigators (5.7 vs 10.6, P<.001). Schools with separate clinician-educator tracks differed little in survey responses from schools without such tracks. CONCLUSION: Most, but not all, promotion committees now assign high importance to the special contributions of clinician-educators and use a variety of methods to assess these, regardless of whether they have a separate clinician-educator promotion track.     

Syndromal structure of psychopathology in children of Thailand and the United States.

Are the syndromes of child psychopathology similar across cultures? Yes, in most comparisons of Western cultures. Here the authors compared Thailand and the United States, Eastern and Western cultures differing markedly in racial/ethnic composition, religious-philosophical traditions, and beliefs and practices regarding children. Exploratory factor analysis and a useful kappa approach were used to compare Child Behavior Checklist factor structure in Thai and American children aged 6 to 11. A few syndromes (e.g., somatic problems) showed strong cross-cultural agreement; most did not. Among the narrowband syndromes (e.g., aggression, anxiety), more than half the cross-cultural comparisons showed concordance kappas at or below .40. Such differences in syndromal structure have implications for child classification, assessment, psychopathology, and treatment research, both across and within cultures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prediction of treatment outcome from relationship variables in child and adolescent therapy: A meta-analytic review.

Results from 23 studies examining associations between therapeutic relationship variables and treatment outcomes in child and adolescent therapy were reviewed with meta-analytic procedures. Results indicated that the overall strength of the relationship-outcome associations was modest and quite similar to results obtained with adults. This modest association was moderated by 1 substantive factor, type of patient problem, and 5 methodological factors, timing and source of relationship measurement, type and source of outcome, and shared versus cross-source measurement of relationship and outcome variables. Type, mode, structure, and context of treatment did not moderate associations between relationship variables and outcomes. Findings indicated that the association between the therapeutic relationship and treatment outcome was consistent across developmental levels and across diverse types and contexts of child and adolescent therapy. Recommendations for future process research on the therapeutic relationship in child psychotherapy are offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Maternal scaffolding of children's problem solving and children's adjustment in kindergarten: Hmong families in the United States.

The study examined relations between maternal scaffolding of children's problem solving and children's adjustment in kindergarten in Hmong families living in the United States. Mothers and their children (63 dyads) were visited the summer before kindergarten. Mothers' years in the United States, age, education, reasoning skills, and parenting beliefs were assessed. Maternal scaffolding (cognitive support, directiveness of instruction, praise, and criticism) was coded while mothers helped their children with school-like tasks. Children's reasoning skills, conscientiousness, autonomous behavior, and task persistence in kindergarten were reported by teachers at the end of kindergarten (54 children). Maternal cognitive support of children's problem solving predicted children's reasoning skills in kindergarten even after controlling for maternal education and reasoning skills. Maternal directive instruction positively predicted children's conscientious behavior and negatively predicted children's autonomous behaviors after controlling for maternal education and parenting beliefs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A retrospective study of school safety conditions in high schools using the Virginia threat assessment guidelines versus alternative approaches.

Threat assessment has been widely recommended as a violence prevention approach for schools, but there are few empirical studies of its use. This nonexperimental study of 280 Virginia public high schools compared 95 high schools using the Virginia threat assessment guidelines (Cornell & Sheras, 2006), 131 following other (i.e., locally developed) threat assessment procedures, and 54 not using a threat assessment approach. A survey of 9th grade students in each school obtained measures of student victimization, willingness to seek help for bullying and threats of violence, and perceptions of the school climate as caring and supportive. Students in schools using the Virginia threat assessment guidelines reported less bullying, greater willingness to seek help, and more positive perceptions of the school climate than students in either of the other 2 groups of schools. In addition, schools using the Virginia guidelines had fewer long-term suspensions than schools using other threat assessment approaches. These group differences could not be attributed to school size, minority composition or socioeconomic status of the student body, neighborhood violent crime, or the extent of security measures in the schools. Implications for threat assessment practice and research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assessing coparenting in families of school-age children: Validation of the Coparenting and Family Rating System.

Studied (1) the psychometric properties of an observational co-parenting measure and (2) the relationship between co-parenting and the adjustment of school-age children. Ss were 67 couples in the US with a 1st-born, 7-11 yr old child. Family interactions during unstructured family play in a laboratory setting were coded with the Coparenting and Family Rating System (CFRS; J. P. McHale et al, 2000). Three self-report measures of marital adjustment, the Child Behavior Checklist (CBCL), and the Revised Children's Manifest Anxiety Scale were administered. For boys, the CFRS measure Hostility-Competitiveness correlated with anxiety (Revised Children's Manifest Anxiety Scale) and with mother-reported internalizing, externalizing, and overall problems (CBCL). For girls, the CFRS measure Parenting Discrepancy correlated with mother-reported internalizing (CBCL). The possibility of sex differences in co-parenting-adjustment links is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Standards of practice and care in forensic mental health assessment: Legal, professional, and principles-based consideration.

The specialization of forensic mental health assessment (FMHA) has incorporated important advances during the last two decades. As scientific advances, specialized tools, and relevant ethical guidelines have become core elements of FMHA, however, the question of how to regulate poor practice has assumed increasing importance. One such means of regulation that has been rarely applied to FMHA thus far is malpractice litigation using a clearly defined standard of care. This article focuses on the relationship between standard of practice and standard of care in FMHA. The authors discuss the current absence of a standard of care in FMHA, describing the historical, regulatory, and legal influences that have helped to shape the current state of practice in this specialty area and their relevance to operationalizing a standard of care. The authors address the various sources of authority that the law might consider in defining a standard of care and specify circumstances under which legal regulation using a standard of care would be more useful than would ethical/professional regulation using a standard of practice. Finally, the authors describe the advantages of developing a clearer standard of practice in FMHA, which can then inform the operationalization of a standard of care. (PsycINFO Database Record (c) 2010 APA, all rights reserved)