.

  The article I selected is titled The Spontaneous Formation of Stereotypes via Cumulative Cultural Evolution (2014).  Of the articles I read, researching this subject, I found this one particularly interesting because the researchers were investigating the origin of cultural stereotypes.  In the experiment the researchers introduced participants to alien attributes and documented how that information was transmitted across a chain of participants.  The experiment showed that people routinely discuss the attributes and actions of other people (Martin, Hutchison, Slessor, Urquhart, Cunningham, & Smith, 2014).  According to the article, the findings suggest that the process of repeatedly passing social information from person to person may result in the inadvertent formation of cultural stereotypes (Martin, et. al., 2014).  As the experiment progresses it appeared that the participants became better at remembering the attributes associated with social targets as the task became increasingly simplified through the loss of attributes and the development of a systematic categorical structure.  The systematic categorical structure began as random attributes in a social structure and over time became a culturally passed stereotype. 

            The findings in this article can be applied to the evaluations conducted by a forensic psychologist by helping the psychologist develop an awareness of how stereotypes may be formed socially.  A forensic psychologist must be careful to collect the data without tainting it with personal stereotypes.  This can be compared to the data collected in my current career.  In flight test we have to be careful of assumptions; in forensic psychology we must be careful of stereotypes.  As we develop a test to determine the functionality of a particular change, we must keep our assumptions in check so they do not affect the way the test is developed.  The test must be designed to log every step, without allowing our assumptions to skip any, so the pilot does not skip any.  It is up to the flight test team to develop the test so all data is logged or the data will be useless.  My point is, assumptions can be compared to stereotypes; they are present.  We all have stereotypes that we apply to daily situations and encounters and we must be careful those stereotypes do not affect the way we conduct evaluations of others. 

Reference

Martin, D., Hutchison, J., Slessor, G., Urquhart, J., Cunningham, S. J., & Smith, K. (2014). The spontaneous formation of stereotypes via cumulative cultural evolution. Psychological Science, 25(9), 1777-1786. doi:10.1177/0956797614541129. 

Link to article: http://pss.sagepub.com.ezproxy.snhu.edu/content/25/9/1777 

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The Specialty Guide for Forensic Psychology was developed for two primary reasons.  First, over the past 50 years the growth of forensic psychology has expanded exponentially.  Secondly, the practice of forensic focused psychology varies significantly from traditional psychology practice and requires additional guidance. 

            The two roles I have selected for this week's discussion are Forensic Evaluator and Victim Advocate.  The first role, forensic evaluator, is an individual who conducts psychological assessments which may be court ordered.  There are several APA Specialty Guidelines that are both vital and challenging for the forensic evaluators.  First, section 2 discusses competence which may prove challenging for an individual acting as an evaluator.  It is important that the evaluator understand the scope of their competence (2.01) and if there is a question they should consult with their colleagues.    As a forensic evaluator it is important to follow 9.00 Methods and Procedures closely because not doing so will cause issues.  For example, 9.01 discusses the use of appropriate methods to ensure the integrity of the test.  Additionally, 9.03 discusses the reporting of opinions regarding persons not examined.  If this standard is violated the integrity of the examiner will be at risk.  It is better to report that the opinion or testimony being shared is based on information collected without administering a test.  Finally, for a forensic examiner it is important to ensure the selection and use of assessments is done so in accordance with the guide.  Forensic practitioners should use any assessment or procedure whose validity and reliability have been established with the population being assessed (APA, 2015).  If an evaluator does not follow this guideline the data collected can be detrimental to the individual and the case the evidence or opinion is being presented.

            The second role, victim advocate, is an individual who provides crisis intervention and other services to victims of a crime.  Responsibilities discussed in section one is an important guideline to keep in mind while engaging in advocacy role because a violation here could prove detrimental.  For example, 1.03 discusses avoiding conflicts; if a victim advocate has personal or legal conflicts of interest when meeting a victim for the first time it is vital for them to address the apparent conflict before going any further.   A second issue may arise if the victim advocate does not follow the guidelines discussed under the relationship section.  It could be easy for an advocate to develop a personal attachment with a victim and this guideline should be followed closely.  One thing that is driven home over and over again in the advocate training I have taken in stay out of the investigation.  If a victim shares something in private it is vital that the advocate does not share that with the police.   We can encourage the victim to share the information but if we say, "the victim said the attacker did such-and-such" we can become part of the investigation; not to mention lose the victims trust.  Section 8 discusses privacy, confidentiality, and trust and this section can prove challenging for an advocate.  Specifically, section 8.01 Release of Information discusses situations when doubt arises to seek advice from their own attorney (APA, 2015).

            The best way to ensure that a forensic evaluator or victim advocate does not violate the ethics guide is to educate themselves on the guidelines and to seek the counsel of their colleagues when questions arise.       

Reference

American Psychological Association (2015).  Specialty Guidelines for Forensic Psychology.  Retrieved from http://www.apa.org/practice/guidelines/forensic-psychology.aspx