Undergraduate training and correctional service.

Andrews, D. A.; Gendreau, Paul

doi:10.1037/0735-7028.7.1.21

Cited by 13 publications

(9 citation statements)

References 7 publications

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“…Much can be accomplished with undergraduates in a correctional setting (Andrews & Gendreau, 1976). This is consistent with the growing acceptance of the fact that practical experience interlaced with theoretical preparation does not necessarily mean putting the cart before the horse.…”

supporting

confidence: 53%

Some hazards to anticipate in undergraduate corrections counseling.

Benjamin¹

1977

Professional Psychology

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This article discusses some key issues and dilemmas generated by an undergraduate student practicum population in a minimum security corrections institution. This practicum has, by its very nature, contributed to the professional maturity of many of the rehabilitation psychology students. The problems raised include consultation of inmate files, student disillusionment, sex matchings, discrepant value systems between student and inmate, client dissimulation, and time and scheduling factors. Student reactions to these issues are cited, giving a clear picture of their relevance to the students' introduction to the field. Recommendations are offered to minimize or avert some of the hazards while recognizing the inevitability of some others.Corrections counseling, an increasingly prominent area of concern and involvement among the helping professions, has spawned increased contacts between prisoners and "helpers" from outside the walls. Perhaps due to augmented funding in recent years by the Law Enforcement Assistance Administration, interest in the offender has spread beyond the fields of law enforcement and criminology into psychology, counseling, and rehabilitation. Increasingly, practicum experiences in which inmates and students interact have demanded consideration of significant issues in counseling that might not have been highlighted otherwise.This article explores several issues of a professional, ethical, and pragmatic nature that have been generated in an undergraduate rehabilitation psychology program. A standard course in the rehabilitation sequence at Central Missouri State University is a classroom-practicum experience in which students are assigned inmates in a minimum-security municipal corrections institution in an urban area for seven individual weekly sessions. Two to three classroom hours per week of lecture, discussion, and role playing supplement the placement assignment over the course of a 10week term.Upon evaluating their experiences, the students' overall reactions have been favorable. The opportunity to develop a relationship with another individual in a sanctioned helping role is a new experience for many of the students and a first taste of the profession they have thus far studied only theoretically. Significantly, it has been noted by a liaison at the corrections BENNY A. BENJAMIN received his PhD in counseling and guidance from the University of Missouri -Kansas City in 1976. He is currently assistant professor of psychology at Central Missouri State University. His main research and clinical interests are in the areas of modifying client-counselor cognitive sets, offender counseling, and family therapy.

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confidence: 53%

Some hazards to anticipate in undergraduate corrections counseling.

Benjamin¹

1977

Professional Psychology

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“…All participants had responded to announcements at their respective institutions that Community Groups were being established. Details on the institutional settings and group procedures have been provided elsewhere Andrews and Gendreau, 1976). …”

Section: The Contingency Principlementioning

confidence: 99%

Some Experimental Investigations of the Principles of Differential Association Through Deliberate Manipulations of the Structure of Service Systems

Andrews¹

1980

American Sociological Review

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“…The scope of these experiences and the need for qualitative assessment of them is discussed.In recent years, an increasing number of articles have appeared discussing the positive role psychologists can play in various parts of the legal system. For example, burdened with few mental health professionals (Fenster, Litwack, & Symonds, 1975), increasing offender populations (Nietzel & Moss, 1972), little knowledge of research/evaluation techniques (Twain, McGee, & Bennett, 1973;Waldo, 1971), and an isolation from academic institutions and/or professional groups possessing pertinent knowledge and capacity (Andrews & Gendreau, 1976), the correctional system has acknowledged a strong need for an increased involvement of psychologists.The criminal justice system has shown a similar need. For example, professionals see the need for psychologists to be involved in pretrial, presentence, and prerelease assessments (Twain et al, 1973), crisis intervention with victims and families of offenders, counseling of police officers, participation in police recruitment procedures, and training of law enforcement personnel in cultural/racial tension reduction and riot prevention (Brodsky, 1973).The need for psychologists to be involved in civil legal areas, although less widely discussed, is no less important.…”

mentioning

confidence: 99%

“…In recent years, an increasing number of articles have appeared discussing the positive role psychologists can play in various parts of the legal system. For example, burdened with few mental health professionals (Fenster, Litwack, & Symonds, 1975), increasing offender populations (Nietzel & Moss, 1972), little knowledge of research/evaluation techniques (Twain, McGee, & Bennett, 1973;Waldo, 1971), and an isolation from academic institutions and/or professional groups possessing pertinent knowledge and capacity (Andrews & Gendreau, 1976), the correctional system has acknowledged a strong need for an increased involvement of psychologists.…”

mentioning

confidence: 99%

An exploratory assessment of APA internships with legal/forensic experiences.

Levine¹,

Wilson²,

Sales³

1980

Professional Psychology

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An open-ended questionnaire was sent to all American Psychological Association-approved internship programs requesting information on training experiences in their programs that expose the intern to the interface between psychology and law. A listing of the various types of legal/forensic experiences available from specific sites is presented. The scope of these experiences and the need for qualitative assessment of them is discussed.In recent years, an increasing number of articles have appeared discussing the positive role psychologists can play in various parts of the legal system. For example, burdened with few mental health professionals (Fenster, Litwack, & Symonds, 1975), increasing offender populations (Nietzel & Moss, 1972), little knowledge of research/evaluation techniques (Twain, McGee, & Bennett, 1973;Waldo, 1971), and an isolation from academic institutions and/or professional groups possessing pertinent knowledge and capacity (Andrews & Gendreau, 1976), the correctional system has acknowledged a strong need for an increased involvement of psychologists.The criminal justice system has shown a similar need. For example, professionals see the need for psychologists to be involved in pretrial, presentence, and prerelease assessments (Twain et al., 1973), crisis intervention with victims and families of offenders, counseling of police officers, participation in police recruitment procedures, and training of law enforcement personnel in cultural/racial tension reduction and riot prevention (Brodsky, 1973).The need for psychologists to be involved in civil legal areas, although less widely discussed, is no less important. For example, psychologists are involved in helping solve family problems arising out of impending legal separations and divorces, providing consultation services to state service agencies (e.g., Department of Welfare), and providing expert testimony before courts, administrative tribunals, and legislatures relating to numerous civil (and criminal) matters (e.g., the impact of mental distress coverage in workmen's compensation laws).From this brief discussion, it is clear that psychologists are needed to perform a wide variety of services that are directly related to the law, legal system, and legal process (Sales & Elwork, in press). Yet, traditionally when psychology "touched" the law, it was referred to as forensic psychology. That is a misnomer, however, since the term forensic applies only to matters belonging to or connected with a court (Black, 1968). Therefore, the phrase legal/forensic has been chosen for this article, since it is meant to encompass all areas in which an interface between psychology and the law may occur. As such, the term is broad in scope and applies to the involvement or potential involvement of psychology in all legal matters (e.g., evaluation of insanity, incompetency) and all legal agencies (e.g., law enforcement, courts, and correctional agencies).With this broad involvement, it is no wonder that practicing clinicians rate legal/ forensic training as a hig...

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Undergraduate training and correctional service.

Cited by 13 publications

References 7 publications

Some hazards to anticipate in undergraduate corrections counseling.

Some hazards to anticipate in undergraduate corrections counseling.

Some Experimental Investigations of the Principles of Differential Association Through Deliberate Manipulations of the Structure of Service Systems

An exploratory assessment of APA internships with legal/forensic experiences.

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