Name: PSY 496: Applied Project Communication Competency: Presenting Mental Health Information Ashford University
Brand: Ashford University
Price: 2 USD
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Author: Hunter Harris

Running head: PRESENTING MENTAL HEALTH INFORMATION 1
Final Project
Communication Competency: Presenting Mental Health Information
Ashford University
PSY 496: Applied Project
Instructor:
University attached:
Date:
Discuss the development and significance of forensic psychology, highlighting both its historical
context and modern-day applications. In your response, include an analysis of the educational
and training advancements within the field, as well as the emerging competency standards
required for practitioners. How do portrayals in popular media impact the public’s understanding
of forensic psychology? Be sure to reference at least three scholarly sources to support your
arguments.
Word count requirement: 1,500-2,000 words.

PRESENTING MENTAL HEALTH INFORMATION 2
Introduction
As the final project of this course, the requirement was to prepare a fully
functional website containing the following information, each of the parts in a tab or page
that was linked within the website. This word document has compiled all the written
information that was in the website to be submitted for the convenience of grading for the
instructor. The website of my final project
is:http://tonygusm.wix.com/guzmanpsy496finalpro
I. Home Page
Greetings readers,
My name is Antonio or Tony Guzman from San Diego, California. I am 28 years
old and a former Marine only two years ago where I was privileged enough to be able to
explore and travel the world and gained a lot experiences, that up till now, still did not
seem aall possible to happen. After being in the marines I continued on and provided my
service to the National Guard. Additionally I have also worked as an Analytical Linguist
for the government where I came across working on many criminal cases, something I’m
truly passionate about as I get to work first hand with issues that affects the society and
community directly.

PRESENTING MENTAL HEALTH INFORMATION 3
Having introduced my passion within this topic, I have also taken the initiative to
further improve myself by obtaining a Bachelor’s degree in Psychology so as I could
progress into a Master’s program in Forensic Psychology, which would help me reach my
goal of an ultimate career, becoming an Agent for an agency. The skills that I have
gained in my undergrad program in Ashford University as well as the work experience
that I have accumulated I believe I could apply in the work force in my career of choice.
Upon graduation I hope to get confirmation of my application to a Criminal
Analyst internship and continue enriching my experiences as well as knowledge and
skills on the related field of Forensic Psychology and it also deepens my understanding of
this field that I would like to be a part of. I would like to be able to have a passenger seat
experience of filed work and learn from the great minds within this field and acquire the
useful skills on my own through a firsthand experience.
-Tony
II. Literature Review
The topic of my interest is Forensic Psychology, which is the application of
psychological knowledge into law and justice related matters in order to better evaluate
competency of the interviewed eyewitness or interrogated suspects and criminals so as a
just and deserving sentence to be carried out by the convicted criminal. As highlighted
within the article by Piotrowski in 2012, the attention and focus that forensic psychology
has received is in a stationary state with moderate attention within this field but it should

PRESENTING MENTAL HEALTH INFORMATION 4
not be neglected and receive a decline as I believe this field to be of critical importance in
the process of evaluating the reliability of verbal evidence that were collected from all
related personnel regarding the case being dealt.
Compared to the early past, the field of Forensic Psychology has surely observed
a growth of popularity with individuals showing interest on participation at some point
possibly to be partly due to portrayals in TV shows or such entertainment programs being
routinely showed on the television at home or by the great convenience of internet,
viewed from tablets or mobile phones on the go. Although it should be noted that not all
portrayal of the characters from televised drama are accurate to their real responsibilities
within the real world and the entertainment companies should be more responsible and
not indirectly spread inaccurate portrayals of the professional figures as it probably
affects the choice of the younger generation of a future career that they would need to
start working towards from a young age. The program shows does however accurately
shows the impact that the role of forensic psychologists plays in affecting the decisions
within a court case by their professional evaluation that is able to provide substantial
evidence that is accepted by the people of the court for consideration that is eventually
reflected in the decision that they make at the end.
According to Otto &Heilbrun in 2002, the American Psychological Association
(APA) has just recently in 2001 officially states forensic psychology as a formal
distinguished specialization although it has a long history dating back to a lineage as
early as 1900, that has witnessed rapid growth throughout (Otto &Heilbrun, 2002 as cited
in DeMatteo, Marczyk, Krauss & Burl, 2009). DeMatteo and colleagues in 2009 has
further continued to elaborate the a proof of the growth can be seen in the focus and

PRESENTING MENTAL HEALTH INFORMATION 5
development that was done in terms of the educational and training programs that has
been developed throughout the years for the convenience of the students as well as
professional individuals to have access to as well as empower themselves. With that in
mind DeMatteo and colleagues (2009) constructed the article on summarizations of the
various programs curricula that are available and identifies the core set of individual
skills that are important for consideration in preparation of a doctoral-level forensic
psychology curricula so as the students that graduate from it will be fully prepared to face
the real world with more options of roles to be assumed by forensic psychologists.
The article by DeMatteoet al. in 2009 has also stated that a recent cause that
drives more general clinical practitioners into the field of forensic psychology was due to
the changes in the health care reimbursement system for psychologist and also forensic
services are not usually bounded in terms of finance by managed care making the
forensic option more appealing and pose as a better choice to them. The article reported
that the authors have mainly evaluated and summarized the trend within the tertiary
education programs as well as training programs that was made available by professional
academic establishments and institutions through the evaluation of surveys being
collected from the past as well as recently (DeMatteoet al., 2009). They noted a definitely
trend in the varieties that were made available throughout the years and many high-
ranking psychology departments have found to offer at least one law-psychology course
within their establishments and forensic psychology is found to be most popularly among
them (DeMatteoet al., 2009) in terms of undergraduate training in forensic psychology.
For the case of graduate programs, they noted that the programs could be categorized by
program focus; such as clinical forensic psychology or non-clinical forensic psychology,

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PRESENTING MENTAL HEALTH INFORMATION 6
by training models; such as clinical scientist practitioner and nonclinical scientist-scholar,
as well as the degree awarded; such as doctorate or masters, all programs has the
possibility of being conducted from the span of 2 to 7 years in total in order to obtain the
completed title; an astounding 10 years is recorded for students that conducted joint-
degree programs (DeMatteoet al., 2009).
As concluded by the article, there are a total of seven area of competencies that a
student should develop in order to better adapt to the educational curricula and it was
suggested that a model curricula be constructed with these seven points as the key
backbone of the program so as graduates of better qualifications could graduate and give
back to the community with their knowledge and skills acquired from the program
(DeMatteoet al., 2009). The seven areas include, Substantive psychology; aimed to equip
the students with core knowledge on the basic areas of their major discipline, Research
design; prepares the student for the basic conduct of a research or have quick
understanding of the results presented in a research, Conducting research; students
themselves be wholly involved in performing and conducting the research for the
culmination of a doctoral dissertation, Legal knowledge; all matters related to legal
aspects such as competence to stand trial and mental state at the time of the offence,
Integrative law-psychology knowledge; to equip the students with the knowledge of the
process and all the roles of each individuals within the court process, Ethics and
professional issues; the basics as well as specialized issues related to forensic matters,
and finally Clinical forensic training; that prepares clinical forensic psychologists to face
the challenges found in the real world.

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PRESENTING MENTAL HEALTH INFORMATION 7
As much as it is important to have the best curricula developed in order to train
better and more adeptly prepared individuals that graduate from tertiary institutions and
enter their respective forensic psychology related career in order to give back to the
community, with the spot light in these recent decade being placed on the field of
forensic psychology, it would also be wise to monitor the standards of currently
practicing psychologist within the field as well so that the quality of forensics
psychologists would not decrease following the recent hype of focus within the field. As
highlighted in the article by Varela & Conroy (2012) the growth of forensic psychology
that was immense in the past three decades, has pushed forward a necessity to develop a
taxonomy of competency standards required in order to evaluate a practitioner of their
competency within the field of forensic psychology to be applied onto the real world.
They have also highlighted that the field of forensic psychology has been specialized and
a generalized competency standard that is common among practitioners and researchers
of the general field of Psychology are necessary within the forensic field but a specialized
specialty competencies have been developed for subspecialties of forensic psychology,
which are important for all applications within forensic work (Varela & Conroy, 2012).
The article by Varela & Conroy (2012) has also begun by shedding light on the
emergence of forensic psychology as a specialty within the field of psychology, stating
that it had begun in the efforts of the great Hugo Munsterberg in 1908 to have the
psychological findings be acknowledged as a force to be reckon with by the judicial
system and the court room. Collective works within the field of forensic psychology such
as scholarly articles, scientific research and professional courtroom practices has
blossomed and well known acknowledged top class journals such as Criminal Justice and

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PRESENTING MENTAL HEALTH INFORMATION 8
Behavior and Behavioral Sciences and the Law were established and dedicated to the
distribution of the research materials that are regularly accessed by the mental health and
legal constitutions to keep up to date with the recent advancement within the related field
(Varela & Conroy, 2012). With such an impact onto and contribution from the field of
forensic psychology it is only a matter of standard procedure to keep the competencies of
practicing individuals in check with certain guidelines and referring checklists that has
been developed following the bloom of the field of forensic psychology.
Varela & Conroy in 2012 has listed out the developed competencies for six
functional domains inclusive of assessment, intervention, consultation, research,
supervision-training, and management-administration, further categorizing them into
competencies with relation to knowledge, skills, and attitudes in tabulated forms. It is
noted that there are more competency evaluations for the functional domain of
Assessment and Intervention, and Consultation and Management Administration are
considerably less (Varela & Conroy, 2012). All of the listed points are extremely relevant
and applicable to the field of forensic psychology and especially with the specialty
competencies that has specified criteria regarding certain issues within the functional
domain that was listed. The article was prepared as an aim to provide practicing forensic
psychologists with a convenient access of the list of competencies, the authors have
concluded with an expectation of the list to be updated with more addition in the future
by the coming generation of forensic professionals.
Other than the aspect of working professionals that should be taken note of, the
types of practices being applied should also be reviewed for the efficacy of the
assessment being applied as well as the efficiency of the practitioner on applying the

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PRESENTING MENTAL HEALTH INFORMATION 9
techniques. McLaughlin and Kan in 2014 have conducted a practice survey with aims of
providing information about the current trends among forensic psychology evaluators and
estimates how “typical” practices follows best practices. The article has discussed the use
of assessment tools in evaluations of four common cases of forensic mental health
assessments being dealt by forensic psychologists, which are competency to stand trial,
mental state at time of alleged offence, nonsexual violence risk, and response
style/malingering and provided and updated information about the assessment tools
(McLaughlin &Kan, 2014).
A large number of forensic evaluators, 102 out of 115 in profession psychological
practice has shown to apply assessment tools during their assessment session with the
client, and there are 4 types of assessment tools available, multiscale inventories, forensic
assessment/relevant instruments, cognitive/neuropsychological instruments, and
projective techniques, among which multiscale inventories is extremely popular among
the evaluators being applied in evaluations of mental state at time of offense and the
remaining three assessments however is commonly applied with the forensic
assessment/relevant instruments assessment tool (McLaughlin &Kan, 2014). With
relation to application on all four forensic issues, projective techniques are recorded to be
the lowest in comparison to other tools (McLaughlin &Kan, 2014).
An online survey with three sections was performed onto the large sample of
forensic evaluators, where the first section was performed to obtain personal information,
inclusive of age, race, gender, graduate training and such information from the
participants and also the estimated portion of the participant’s practice being dedicated
for the conducts of forensic related practices within their professional establishments as

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PRESENTING MENTAL HEALTH INFORMATION 10
well as their frequency on performing such practices (McLaughlin &Kan, 2014). The
second section is a personality measure following the Goldberg Five-Factor Markers and
the third section is the main survey containing four subsections, each dedicated
individually to the four forensic cases, in order to get the evaluators responses on the use
of the four listed types of assessment tools (McLaughlin &Kan, 2014).
The article ended with a stressed importance of remaining updated on the latest
advancement and development in terms of research and literature being published with
regards to the application of assessment tools and its efficacy with no bias on the
evaluator’s experience, training, or duration of degree attained (McLaughlin &Kan,
2014). McLaughlin and Kan in 2014 has also noted several limitations of their study,
which includes the recruitment of their sample population was done a way that might not
be able to represent the “average” conduct of a forensic evaluator, to which they suggest
a further improvement to be made about this would be to recruit participants in person
instead of what they have done which was recruitment through e-mailing (McLaughlin
&Kan, 2014). There was also the concern that the study did not choose to specify on the
application of one specific type of assessment tool on overall to the other forensic issues
or specify one forensic issue to be tested with a few assessment tool but instead had
different tools tested on different forensic issues (McLaughlin &Kan, 2014). A final
concern noted by the authors are inclusion of their rationale on the choice of assessment
tools as well as rationale of rejection within the survey that they have not included to
perform, as this would be able to provide more information on the standards of care
(McLaughlin &Kan, 2014).

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PSY 496: Applied Project Communication Competency: Presenting Mental Health Information Ashford University

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