Psychology Question

Psychology Question

In this assessment, complete an assessment of a criminal offender based on a case study.

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Introduction

We do not know everything about the mental illness-crime relationship, but mental illness does have an impact on behavior, how individuals are perceived, and how others interact with the individual. Your work here will help you explore possible answers to the question of whether and how mental illness impacts involvement in crime, as well as how forensic professionals deal with the challenges of interacting and working with individuals with mental disorders within criminal justice systems. Assessment 2 focuses on a case study; you'll consider various origins and contributors to the criminal or deviant behavior of a particular individual.

NOTE: It's recommended that you complete this assessment before Assessment 3; Assessment 3 will be a continuation of this case study analysis.

Preparation

Complete the following to prepare for this assessment:

• View the Criminal Offenders: Case Studies presentation. Choose one of the cases presented as the focus for your work in this assessment. (CASE STUDY 1

  Derek

  Read below to learn more about Derek.

  Derek’s Story

  Derek is a twenty-year-old, African American patient who is accused of second-degree murder for killing a twenty-one-year-old female (Yvonne) one year ago, and was subsequently certified into a state forensic hospital for further evaluation and treatment while awaiting trial. His counsel intends to allege that he was in a dissociative state, due to possible drug use, when he stabbed the victim to death.

  Childhood

  Derek is an only child. From the age of five, his teachers and parents noted undue aggression, distractibility, and a lack of concentration. By his own admission, he was impulsive, acted out, and experienced temper tantrums three to four times per week. At school and at home his temper problems continued and he was described at school as "a bully with no friends." His parents noted that around the age of nine, they began to see a cycle developing. In the first stage of the cycle, he would start school, a project, or a new routine motivated and positive. His positive beginnings were short-lived however, and he would become frustrated, blow up and get angry, followed by a calm period. His parents noted that his ability to cope with feelings such as frustration related to the phase of the cycle.At the age of thirteen, his maternal grandfather, with whom he was very close, died. This was devastating to him. He took this quite badly as his grandfather was a significant person in his life. In grade seven (age thirteen), he attended a new school, and although he was very anxious about starting there, the year began well. However, within six months his parents reported that he had poor peer relationships and was bullying other children. He was suspended for stealing items from other students’ lockers. During this period, he reports that he frequently lied and stole from his parents. Derek admitted in the intake interview that he started using marijuana and having frequent sex when he was thirteen.

  Home Life

  Derek’s parents state that there was a great deal of emotional tension in the house. He was referred to the Nelson Treatment Centre for assessment but refused to see the therapist. During the summer months in subsequent years, he spent a lot of time at the family cottage and seemed to benefit greatly from his relationship with Yvonne (the murder victim). The relationship was described by his parents as a "brother-sister" relationship. He returned to school in September each year, but was suspended often for infrequent attendance. His mother reports that he was difficult to tolerate because of his drug use and his refusal to do any chores around the house. His mother reported that she was afraid of him because his outbursts were so unpredictable.An unchaperoned house party led to substantial damage to Derek's house and this resulted in a significant confrontation with his parents. His parents asked him to leave (he had just turned eighteen) and he spent several weeks living in Yvonne's apartment. He reports that his status at her apartment was one of a friend who was staying with her temporarily.During this period, he had a girlfriend who broke up with him. His parents reported that he was quite upset by this. He stole Yvonne's car, drove to his grandmother's summer cottage, and broke in. He vandalized several cottages. After spending two days at the cottage, he decided to return the car to Yvonne.However, he panicked when he saw the police at the roadblock (checking for drunk drivers). The police chased him but he managed to lose them. He hid for an hour and started driving again but fell asleep while driving and the car ended up in the ditch. He walked to the nearest town, went to the police department, and told them what happened. He was arrested and sent to the Mental Health Center for a court-ordered assessment. He was given a one-year probation (convicted of six counts of breaking and entering, taking an automobile without consent, and careless driving). His conditions of treatment included seeing a doctor and attending group therapy.

  Pre-Murder

  About six weeks prior to the homicide, Derek reports that he started having what he called "rushes" in which he would feel very strange, tense, and agitated. The acute stage would last for about five minutes but he would continue to feel strange for a few hours. His parents had left town on a two-week holiday and he was staying at home alone. He sought help from his uncle who took him to the emergency room at the hospital. The doctor described Derek as being "very anxious, continually clenching his fists" and gave him a prescription for diazepam.The night prior to the homicide he stayed at a friend's house partying (doing acid and drinking vodka). The next evening around 9:00 p.m. he went to stay with Yvonne. He reports waking up at 3:00 a.m. trying to control his feelings of panic and his need to run away. He was having suicidal thoughts and felt that he needed to take Yvonne's car and get away. At some point he remembers the knife being in his hand and that he was stabbing Yvonne in a state of extreme emotional rage (victim was stabbed approximately sixteen times). He claims he did not remember the actual attack, but he remembers feeling a sense of relief some time afterward. He remembers covering the body with a sheet. He says he took a shower, changed clothes, took her car keys, and left. He went to work and told them he did not feel well. When asked about cuts on his hands he claimed he had cut his hand when changing a tire. He returned to Yvonne's apartment and took her car and left the city heading towards his grandmother's cottage. The car broke down several miles outside the city. When the police stopped to ask him if he needed help he acted very confused and could not identify himself. The police arrested him.

  Post-Murder

  Derek has not been able to explain adequately the motivation behind his actions. He reports he does not understand why he would have killed his "best friend." During the interview, he talked at length about his friendship with Yvonne, described her as like a big sister to him, and expressed remorse for what he had done. He stated that he felt she was the only person in the world that he could turn to and that he valued her friendship and support.When he first arrived at this hospital, Derek reported that he wanted to gain insight into his behavior. More recent reports, however, indicate that he blames the homicide on his mental illness and is refusing to take part in psychotherapy. In the last four months, he seems to have gained a measure of control over his impulses and has not been a management problem on the unit. According to nursing reports, Derek tends to have somewhat condescending attitude towards the other patients and can be sarcastic to staff when denied a request. It has also been noted that Derek will "go shopping from staff to staff when he does not receive the answer he wants."

CASE STUDY 2

Meredith

Read below to learn more about Meredith.

Meredith’s Story

Meredith is a twenty-year-old, Native American patient who is accused of second-degree murder for killing a twenty-one-year-old male (Carl) one year ago, and was subsequently certified into a state forensic hospital for further evaluation and treatment while awaiting trial. Her counsel intends to allege that she was in a dissociative state, due to possible drug use, when she stabbed the victim to death.

Childhood

Meredith is an only child. From the age of five, her teachers and parents noted undue aggression, distractibility, and a lack of concentration. By her own admission, she was impulsive, acted out, and experienced temper tantrums three to four times per week. At school and at home her temper problems continued and she was described at school as "a bully with no friends." Her parents noted that around the age of nine, they began to see a cycle developing. In the first stage of the cycle, she would start school, a project, or a new routine motivated and positive. Her positive beginnings were short-lived however, and she would become frustrated, blow up and get angry, followed by a calm period. Her parents noted that her ability to cope with feelings such as frustration related to the phase of the cycle.

At the age of thirteen, her maternal grandmother, with whom she was very close, died. This was devastating to her. She took this quite badly as her grandmother was a significant person in her life. In grade seven (age thirteen), she attended a new school, and although she was very anxious about starting there, the year began well. However, within six months her parents reported that she had poor peer relationships and was bullying other children. She was suspended for stealing items from other student's lockers. During this period, she reports that she frequently lied and stole from her parents. Meredith admitted, in the intake interview, that she started using marijuana and having frequent sex when she was thirteen.

Home Life

Meredith’s parents state that there was a great deal of emotional tension in the house. She was referred to the Nelson Treatment Centre for assessment but refused to see the therapist. During the summer months in subsequent years, she spent a lot of time at the family cottage and seemed to benefit greatly from her relationship with Carl (the murder victim). The relationship was described by her parents as a "brother-sister" relationship. She returned to school in September each year, but was suspended often for infrequent attendance. Her mother reports that she was difficult to tolerate because of her drug use and her refusal to do any chores around the house. Her mother reported that she was afraid of her because her outbursts were so unpredictable.

An unchaperoned house party led to substantial damage to Meredith's house and this resulted in a significant confrontation with her parents. Her parents asked her to leave (she had just turned eighteen) and she spent several weeks living in Carl's apartment. She reports that her status at his apartment was one of a friend who was staying with him temporarily.

During this period, she had a boyfriend who broke up with her. Her parents reported that she was quite upset by this. She stole Carl's car, drove to her grandfather's summer cottage, and broke in. She vandalized several cottages. After spending two days at the cottage, she decided to return the car to Carl.

However, she panicked when she saw the police at the roadblock (checking for drunk drivers). The police chased her but she managed to lose them. She hid for an hour and started driving again but fell asleep while driving and the car ended up in the ditch. She walked to the nearest town, went to the police department, and told them what happened. She was arrested and sent to the Mental Health Center for a court-ordered assessment. She was given a one-year probation (convicted of six counts of breaking and entering, taking an automobile without consent, and careless driving). Her conditions of treatment included seeing a doctor and attending group therapy.

Pre-Murder

About six weeks prior to the homicide, Meredith reports that she started having what she called "rushes" in which she would feel very strange, tense and agitated. The acute stage would last for about five minutes but she would continue to feel strange for a few hours. Her parents had left town on a two-week holiday and she was staying at home alone. She sought help from her aunt who took her to the emergency room at the hospital. The doctor described Meredith as being "very anxious, continually clenching her fists" and gave her a prescription for diazepam.

The night prior to the homicide she stayed at a friend's house partying (doing acid and drinking vodka). The next evening around 9:00 p.m. she went to stay with Carl. She reports waking up at 3:00 a.m. trying to control her feelings of panic and her need to run away. She was having suicidal thoughts and felt that she needed to take Carl's car and get away. At some point she remembers the knife being in her hand and that she was stabbing Carl in a state of extreme emotional rage (victim was stabbed approximately sixteen times). She claims she did not remember the actual attack, but she remembers feeling a sense of relief some time afterward. She remembers covering the body with a sheet. She says she took a shower, changed clothes, took his car keys and left. She went to work and told them she did not feel well. When asked about cuts on her hands she claimed she had cut her hand when changing a tire. She returned to Carl's apartment and took his car and left the city heading towards her grandfather's cottage. The car broke down several miles outside the city. When the police stopped to ask her if she needed help she acted very confused and could not identify herself. The police arrested her.

Post-Murder

Meredith has not been able to explain adequately the motivation behind her actions. She reports she does not understand why she would have killed her "best friend." During the interview, she talked at length about her friendship with Carl, described him as like a big brother to her, and expressed remorse for what she had done. She stated that she felt he was the only person in the world that she could turn to and that she valued his friendship and support.

When she first arrived at this hospital, Meredith reported that she wanted to gain insight into her behavior. More recent reports, however, indicate that she blames the homicide on her mental illness and is refusing to take part in psychotherapy. In the last four months, she seems to have gained a measure of control over her impulses and has not been a management problem on the unit. According to nursing reports, Meredith tends to have somewhat condescending attitude towards the other patients and can be sarcastic to staff when denied a request. It has also been noted that Meredith will "go shopping from staff to staff when she does not receive the answer she wants."

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Continue to the Conclusion

• Review the DSM-5-TR diagnostic criteria for:
  • Depressive disorders.
  • Bipolar and related disorders.
  • Anxiety disorders.
  • Schizophrenia spectrum and other psychotic disorders.
• In the Capella library, locate three peer-reviewed journal articles:
  • At least one article on the mental health disorder relevant to the case.
  • At least one article on the assessment you chose.

Instructions

Carefully follow the directions on the Case Study Assessment Form [DOCX]. Fill out each of the sections on the form.

Be sure you review the Case Study Assessment scoring guide to ensure that you have met all the criteria for this assessment.

Submission Requirements

Submit your Case Study Assessment Form [DOCX].

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

• Competency 1: Interpret behavior based on biological, social, and psychological factors.
  • Apply DSM-5-TR criteria to a case study.
  • Interpret behavior based on biological factors.
  • Interpret behavior based on learning and situational factors.
  • Interpret behavior based on developmental and protective factors.
• Competency 2: Apply reliability and validity and generalizability to research findings and assessments.
  • Apply reliability, validity, and generalizability to chosen assessment.
• Competency 4: Apply information literacy skills to problems in forensic psychology.
  • Apply evidence from peer-reviewed journal articles.
• Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
  • Use APA style formatting for citations and reference list with only minor errors.
  • Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
  Use the resources linked below to help complete this assessment.Collapse All

  Forensic Psychology Foundations

  Theoretical Perspectives on Criminal BehaviorReview the following:
  • Bartol, C. R., & Bartol, A. M. (2021). Criminal behavior: A psychological approach (12th ed.). Pearson.
    • Chapter 1 discusses three of the main theoretical perspectives of criminal behavior—sociological, psychological, and psychiatric. Each of these perspectives has a variety of different theories that you will find useful throughout this course.
      • Chapter 1, “Introduction to Criminal Behavior.”

  Overrepresentation of Populations

  Use the following section of your reading list to review the articles on overrepresentation of minority populations within the criminal justice system.
  • Overrepresentation of Populations. (https://www.justice.gc.ca/eng/rp-pr/jr/jf-pf/2019/may01.html)
  • https://www.sentencingproject.org/reports/report-to-the-united-nations-on-racial-disparities-in-the-u-s-criminal-justice-system/

  Human Aggression and Violence

  • Bartol, C. R., & Bartol, A. M. (2021). Criminal behavior: A psychological approach (12th ed.). Pearson.
    • Review the following chapter for an introduction to the topic of human aggression and violence.
      • Chapter 5, "Human Aggression and Violence."

  Psychopathy

  • Bartol, C. R., & Bartol, A. M. (2021). Criminal behavior: A psychological approach (12th ed.). Pearson.
    • Review Chapter 7 to explore psychopathic traits, tendencies, and origins.
      • Chapter 7, "Psychopathy"
        • You will find this chapter useful as you think about the work that is done with children—pay particular attention to the discussion of juvenile psychopathy.

  Does Mental Illness Impact Involvement in Crime?

  • Bartol, C. R., & Bartol, A. M. (2021). Criminal behavior: A psychological approach (12th ed.). Pearson.
    • Review Chapter 8 to explore the potential relationships between crime and mental disorders and to learn more about prevalence, defenses, and assessment.
      • Chapter 8, "Crime and Mental Disorders"

  Origins of Criminal Behavior

  Developmental Risk and Protective Factors

  Read the following:
  • Bartol, C. R., & Bartol, A. M. (2021). Criminal behavior: A psychological approach (12th ed.). Pearson.
    • Chapter 2 begins to discuss risk and protective factors for criminal and deviant behavior. Whether or not a person commits a crime or is law-abiding is a combination of many factors; Chapter 2 will help you explore those factors.
      • Chapter 2, “Origins of Criminal Behavior: Developmental Risk and Protective Factors.”

  Biology and Criminal Behavior

  Read the following:
  • Bartol, C. R., & Bartol, A. M. (2021). Criminal behavior: A psychological approach (12th ed.). Pearson.
    • Chapter 3 introduces you to the ‘nature’ origins—biological, genetic, and neurological factors.
      • Chapter 3, "Origins of Criminal Behavior: Biological/Neurological Factors."

  Environment and Criminal Behavior

  Read the following:
  • Bartol, C. R., & Bartol, A. M. (2021). Criminal behavior: A psychological approach (12th ed.). Pearson.
    • Chapter 4 introduces you to the ‘nurture’ origins—environmental and situational factors.
      • Chapter 4, “Origins of Criminal Behavior: Learning and Situational Factors.”

  Juvenile Delinquency

  Read the following chapter, which explores juvenile delinquency and how children come to be involved in deviance.
  • Bartol, C. R., & Bartol, A. M. (2021). Criminal behavior: A psychological approach (12th ed.). Pearson.
    • Chapter 6, “Juvenile Delinquency.”

  DSM-5-TR

  The assessment criteria you will use for the case study are from the DSM-5-TR. To get an overview of the DSM-5-TR, view the following media:
  • Delving into the DSM-5-TR.

  Differential Diagnosis

  In your DSM-5-TR (

  DSM-5-TR

  The DSM‐5‐TR is comprised of three sections and an Appendix— each of which can be very useful not only during your coursework —but in the world of work as well.

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  Hide All

  Section I – DSM Basics

  • DSM‐5 Basics
  • Introduction
  • Use of the Manual
  • Cautionary Statement for Forensic Use of DSM-5
  Section II – Diagnostic Criteria and Codes
  • Diagnostic Criteria and Codes
  • Neurodevelopmental Disorders
  • Schizophrenia Spectrum and Other Psychotic Disorders
  • Bipolar and Related Disorders
  • Depressive Disorders
  • Anxiety Disorders
  • Obsessive‐Compulsive and Related Disorders
  • Trauma‐ and Stressor‐Related Disorders
  • Dissociative Disorders
  • Somatic Symptom and Related Disorders
  • Feeding and Eating Disorders
  • Elimination Disorders
  • Sleep‐Wake Disorders
  • Sexual Dysfunctions
  • Gender Dysphoria
  • Disruptive, Impulsive‐Control, and Conduct Disorders
  • Substance‐Related and Addictive Disorders
  • Neurocognitive Disorders
  • Personality Disorders
  • Paraphilic Disorders
  • Other Mental Disorders and Additional Codes
  • Medication‐Induced Movement Disorders and Other Adverse Effects of Medication
  • Other Conditions That May Be a Focus of Clinical Attention
  Section III – Emerging Measures and Models
  • Emerging Measures and Models
  • Assessment Measures
  • Cultural Formulation
  • Alternative DSM‐5 Model for Personality Disorders
  • Conditions for Further Study
  Appendix
  • Alphabetical Listing of DSM‐5‐TR Diagnoses and ICD‐10‐CM Codes
  • Numerical Listing of DSM‐5‐TR Diagnoses and ICD-10-CM Codes
  • DSM-5 Advisors and Other Contributors
  reading list, please read the following to understand how diagnoses are made:
  • First, M. B. (2014). DSM-5 handbook of differential diagnosis. American Psychiatric Publishing.
    • Chapter 1, "Differential Diagnosis Step by Step."

  Specific Diagnoses

  To learn about specific diagnoses, please read the following in your DSM-5-TR reading list:
  • Depressive disorders.
  • Bipolar and related disorders.
  • Anxiety disorders.
  • Schizophrenia spectrum and other psychotic disorders.

  Reliability and Validity

  In the following section of your reading list, please review Sullivan's article to learn about the importance of reliability and validity when assessing mental health.
  • Reliability and Validity.
  Then review the following media to learn more on the topic, specifically looking at related terminology and assessment methods of reliability.
  • Reliability and Validity.

    Assessing Reliability

    Common Methods of Assessing Score Reliability on Assessment Predictors

    Test-retest	Appropriate when evaluating reliability of test scores when the test is intended to measure something that is relatively stable over time, such as a personality trait.	Same test administered twice to the same people, with a time interval between testing occasions, such as 3 weeks. Time 1 and time 2 test scores are correlated.	Stability	Memory effect and practice effect:Test scores from two time periods may reflect change over time.
    Coefficient of stability or equivalence (e.g., parallel forms or alternate forms reliability)	The forms are parallel if the means and variances of test scores are equal; alternate forms are designed to be equivalent in terms of content and difficulty level but do not have the same means or variances to be considered parallel.	Coefficient of equivalence is the degree of relationship between different test forms. The test developer constructs two forms of the test that have questions measuring the same construct, knowledge, or skill. These two test versions are administered to the same group of test takers. When the time interval between testing is greater than 6 months, the reliability estimate is often referred to as the coefficient of stability.	Equivalence and stability	Difficult and expensive to develop two equivalent tests.
    Split-half	Useful when it is not practically feasible to develop two tests (parallel or alternate forms) or to administer a test on two occasions with a time interval in between (test-retest).	One test is divided into two comparable, equivalent halves (e.g., odd items and even items). These two halves are administered to two different groups of test takers at the same time. The scores are correlated and adjusted using the Spearman-Brown formula.	Internal consistency	Uses shortened forms
    Internal consistency	Appropriate if the test content is unidimensional (measuring one construct). It answers the question, how similar is the set of data from the test?	One test given at one time (items compared to other items or to the whole test). Use KR-20 for dichotomous items and coefficient alpha with non-dichotomous items, such as a multi-point scale.	Equivalence and internal consistency	Only good if test content is homogenous. Gives high-reliability estimate on a speeded test.

  Research

  Assessments

  For information on specific assessments, use the following database.
  • Database Guide: PsycTESTS.

  Library Help

  Use this resource for additional help.
  • Finding Scholarly Psychology Articles in the Library.
  • Bachelor's in Psychology Library Research Guide.
    • Scroll to the Ask a Librarian tab at the bottom of the left navigation for library help.