法医心理学教育需要教学和经验培训组件。教学课程是必要的,因为他们提供了获取科学和实践知识库的强化机会,潜在的法医心理学。在从业者下的考虑只会导致对法医有关的狭隘感知和一项技能集合,这些技能限于从业者在实践中所知道的。通过外部,实习和其他监督实战的经验培训可以增加课堂和定向读物课程所发生的学习。
对未来的学生来说,重要的一点是评估现有的课程和体验式学习机会是否符合他们的培训需求。这不是一项容易的任务。该项目不太可能提供司法心理学所有领域的培训。因此,根据定义,所有受训人员都缺乏某些领域的司法心理学知识(例如,学习监护权法和司法实践)。虽然在现有的培训计划下,成为所有法医领域的专家不是一个必然的结论,但这并不一定是个问题。研究生培训是一个人终生学习的开始,而不是一个人学习司法心理学知识和技能的结束。如果受训人员学习如何确定具体的法律问题、处理法律问题所需的科学知识基础以及与这些问题有关的法医技能,受训人员毕业后就可以获得实质性的知识。
教学和体验培训特别关注的是该培训的质量。It is important for students to be educated regarding the current approaches to forensic psychological practice, but the hallmark of the scientist-practitioner model (i.e., the Boulder model) is that trainees learn how to think scientifically and ask whether what is, is what ought to be. The importance of this level of critical analysis in teaching in the classroom, in research settings, and in experiential settings cannot be overemphasized because it fosters critical questioning of forensic psychological skills and services. Externships and internships are particularly vulnerable to not allowing for this analytic process to be learned. Trainees often begin their practice experiences in work settings with professionals who are overworked and report having limited time to stay abreast of the current scholarly literature. What they share with trainees is what they do rather than presenting the full panoply of approaches that are available for use with different problems and clients. For example, a psychodynamically oriented practitioner may provide excellent training to externs concerning his or her approach to therapy with particular types of clients but provide no information about alternative approaches or how one chooses between them, given a particular problem, client, and setting. The result is that the trainees can confuse information acquired during apprenticeship with the best available scholarly information in the field or even the best current clinical practices.
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