Activities for Teaching Psychology and Law

Amanda D. Zelechoski, JD, PhD, ABPP, is an associate professor of psychology at Valparaiso University, where she primarily teaches courses in psychology and law, child and adolescent psychopathology, professional development in psychology, psychotherapy and counseling, and Inside-Out prison exchange courses. She is a licensed clinical and forensic psychologist and attorney, as well as a risk management consultant for The Trust. In addition to best practices in teaching and training in psychology and law, her research focuses on the intersection of psychology, law, and trauma, particularly related to forensic and mental health assessment, delinquency, and child custody and welfare. Dr. Zelechoski received her BA from the University of Notre Dame, her MS and PhD from Drexel University, and her JD from Villanova University School of Law. She completed a postdoctoral fellowship at the Trauma Center at Justice Resource Institute (Brookline, MA) and is board certified in clinical child and adolescent psychology. She received the 2 American Psychology amp ndash Law Society Early Career Outstanding Teaching and Mentoring Award and the 2 4 Valparaiso University Arts amp amp Sciences Emerging Teacher Award.Melinda Wolbransky, JD, PhD, is a licensed attorney and clinical and forensic psychologist in Los Angeles, California, where she is the evaluation manager for Gateways Hospital and Mental Health Center's Conditional Release Program, providing psychological evaluations, expert witness testimony, and court liaison services for Los Angeles and San Diego counties. She has taught various psychology and law, general psychology, and criminal justice classes at several universities, including John Jay College of Criminal Justice, Drexel University, and the University of New Haven. She specializes in online teaching formats, having spent the past 4 years modifying course content and related experiential activities to an online setting. In addition to conducting research on effective ways to teach psychology and law, she also looks at how jury decision-making (particularly those in capital cases) is affected by evidence related to the defendant's mental illness. Dr. Wolbransky received her BS, MS, and PhD from Drexel University and her JD from Villanova University School of Law.Christina L. Riggs Romaine, PhD, is an assistant professor of psychology at Wheaton College, where she teaches courses in psychology and law, child psychopathology, and research methodology. She is a licensed clinical psychologist and associate with the National Youth Screening and Assessment Partners, providing training to juvenile justice stakeholders on implementation of evidence-based risk assessment and practices. In addition to best practices in teaching and training in law and psychology, her research focuses on the juvenile justice system and youth's understanding and appreciation of rights, as well as factors influencing their risk-taking decisions. Dr. Riggs Romaine received her BA from Gordon College and her MS and PhD from Drexel University. She completed her postdoctoral fellowship in forensic psychology at the University of Massachusetts Medical School. Before joining academia, she was a full-time clinician in the Essex County Juvenile Court Clinic, where she provided forensic mental health evaluations for the court and served as an expert witness.

• PrefaceIntroductionChapter : Fact or Fiction: Psychology and Law in the MediaChapter 2: Legality Versus Morality DebateChapter 3: A Brief TrialChapter 4: Who Do You Want? The Voir Dire ProcessChapter 5: Psychological Profile of a Murder SuspectChapter : Voices for VictimsChapter 7: To Protect and Serve: Training Law EnforcementChapter 8: Do You See What I See? Eyewitness IdentificationChapter 9: To Waive or Not to Waive? Miranda Rights and Due ProcessChapter : Evaluating Juvenile Competency to Stand TrialChapter : A Journey Through Civil CommitmentChapter 2: Do You Swear to Tell the Truth? Expert TestimonyChapter 3: Can We Predict? Appraising and Reducing RiskChapter 4: Freeze! What's a Juvenile Justice Facility to Do?Chapter 5: Problem Solved? Creating a Problem-Solving CourtChapter : May It Please the Court: Amicus Curiae BriefChapter 7: What Would SCOTUS Do? Appendix A: Written Assignment Grading RubricAppendix B: Participation Grading RubricAppendix C: Presentation Grading RubricAppendix D: Group and Self-Evaluation FormAppendix E: Sample Activity Feedback SurveyIndexAbout the Authors