Working with Trauma: Clinical, Legal, and Ethical Considerations

(excerpt) Learning Objectives 1. Describe the added impact of trauma on several common clinical and ethical situations. 2. List three ways that history of trauma exposure could impact clinical work with children and adolescents. 3. List three ways that history of trauma exposure could impact clinical work with adults. 4. Identify common factors that increase risk of legal or disciplinary involvement when working with traumatized patients/clients. 5. Explain strategies for addressing and minimizing risk when working in integrated care settings. 6. Recognize the impact of vicarious traumatization and the importance of self-care

Working with Trauma: Clinical, Legal, and Ethical Considerations

(excerpt) Learning Objectives 1. Describe the added impact of trauma on several common clinical and ethical situations. 2. List three ways that history of trauma exposure could impact clinical work with children and adolescents. 3. List three ways that history of trauma exposure could impact clinical work with adults. 4. Identify common factors that increase risk of legal or disciplinary involvement when working with traumatized patients/clients. 5. Explain strategies for addressing and minimizing risk when working in integrated care settings. 6. Recognize the impact of vicarious traumatization and the importance of self-care

Nine risk management lessons for practitioners.

Risk management is an essential skill for professionals and is important throughout the course of their careers. Effective risk management blends a utilitarian focus on the potential costs and benefits of particular courses of action, with a solid foundation in ethical principles. Awareness of particularly risk-laden circumstances and practical strategies can promote safer and more effective practice. This article reviews nine situations and their associated lessons, illustrated by case examples. These situations emerged from our experience as risk management consultants who have listened to and assisted many practitioners in addressing the challenges they face on a day-to-day basis. The lessons include a focus on obtaining consent, setting boundaries, flexibility, attention to clinician affect, differentiating the clinician’s own values and needs from those of the client, awareness of the limits of competence, maintaining adequate legal knowledge, keeping good records, and routine consultation. We highlight issues and approaches to consider in these types of cases that minimize risks of adverse outcomes and enhance good practice. (PsycINFO Database Record (c) 2018 APA, all rights reserved

An Empirical Evaluation of Experiential Learning

Given the recent proliferation of undergraduate psychology and law courses, there is an increased need to empirically evaluate effective methods of teaching psycholegal material. The current study used a between- and within-subject design across four higher education institutions (N = 291 students) to evaluate the effectiveness of incorporating experiential learning activities in undergraduate psychology and law courses. Students who participated in the experiential activities performed significantly better than did control students on exam questions related to some, but not all, of the activities. In addition, experiential students consistently rated aspects of the course as more enjoyable than did control students. Results suggest that the inclusion of experiential learning activities has the potential to improve student performance and increase interest and motivation

Teaching Psychology and Law An Empirical: \u3ci\u3eEvaluation of Experiential Learning\u3c/i\u3e

Given the recent proliferation of undergraduate psychology and law courses, there is an increased need to empirically evaluate effective methods of teaching psycholegal material. The current study used a between- and within-subject design across four higher education institutions (N = 291 students) to evaluate the effectiveness of incorporating experiential learning activities in undergraduate psychology and law courses. Students who participated in the experiential activities performed significantly better than did control students on exam questions related to some, but not all, of the activities. In addition, experiential students consistently rated aspects of the course as more enjoyable than did control students. Results suggest that the inclusion of experiential learning activities has the potential to improve student performance and increase interest and motivation

Teaching Psychology and Law An Empirical: \u3ci\u3eEvaluation of Experiential Learning\u3c/i\u3e

Given the recent proliferation of undergraduate psychology and law courses, there is an increased need to empirically evaluate effective methods of teaching psycholegal material. The current study used a between- and within-subject design across four higher education institutions (N = 291 students) to evaluate the effectiveness of incorporating experiential learning activities in undergraduate psychology and law courses. Students who participated in the experiential activities performed significantly better than did control students on exam questions related to some, but not all, of the activities. In addition, experiential students consistently rated aspects of the course as more enjoyable than did control students. Results suggest that the inclusion of experiential learning activities has the potential to improve student performance and increase interest and motivation

Beyond recidivism: reconceptualizing success through relational health for trauma-exposed youth experiencing juvenile justice involvement

Youth who have histories of trauma exposure face unique barriers and needs in navigating the juvenile justice system. Accordingly, reliance on recidivism as the primary “success” metric falls short for trauma-impacted youth and may actually prolong their justice involvement. Caregivers and juvenile justice professionals (i.e., judges, attorneys, detention and probation staff, case managers, and mental health clinicians) often struggle to identify and adequately address these challenges and pitfalls. This policy brief provides an overview of specialized considerations for traumatized youth with respect to common policies and practices, namely mandated placement, treatment, and timelines. Specific examples and actionable recommendations are provided to assist juvenile justice professionals and treatment providers with systemic efforts to more appropriately and effectively customize juvenile justice policies and programs for these extremely vulnerable youth