What is ART? Briefly summarize its curriculum.
> What role do forensic psychologists play in dealing with victims of child sexual abuse?
> What role do forensic psychologists play in dealing with adult victims of sexual assault?
> What role do forensic psychologists play in dealing with the co-victims of criminal homicide?
> List some of the common psychological effects of crime on its victims.
> What type of information about victimization is available from the NCVS?
> List and describe any five rights granted to victims as a result of the Crime Victims’ Rights Act of 2004.
> What are the two venues in which victims of crime may seek recourse?
> Are persons with disabilities more likely to be victims of crime? Explain your answer
> What is monocultural psychology, and what challenges does it present to forensic psychologists?
> Provide three findings from the research literature on custody evaluations and the effects of custody arrangements on children.
> What is the role of the forensic psychologist in a. capital sentencing and b. sexually violent predator proceedings?
> Compare the assessment of competence to stand trial and that of sanity/criminal responsibility.
> Provide illustrations of how changes in federal and state statutes have made it more difficult for defendants pleading not guilty by reason of insanity.
> Why are the following cases significant to forensic psychology: Riggins v. Nevada, Jackson v. Indiana, and Foucha v. Louisiana? What are any three other significant cases covered in this chapter?
> List at least five aspects that are common to all FMHAs.
> List at least five competencies in criminal suspects and defendants that might have to be assessed by forensic psychologists.
> What is the role of the forensic psychologist in child abuse? In parental abduction? In elder abuse?
> What conclusions were reached by the APA Working Group on Investigation of Memories of Childhood Abuse?
> List and describe briefly the four major types of child maltreatment.
> List five measures used to assess symptoms of PTSD.
> Distinguish between geographical profiling and geographical mapping.
> What are the major differences between same-sex intimate partner violence (SS-IPV) and opposite-sex intimate partner violence (OS-IPV)?
> What progress has been achieved in the treatment of batterers?
> Why is the term battered woman syndrome controversial?
> What obstacles are placed in the path of victims of intimate partner violence who want to leave the relationship?
> Summarize Meuer, Seymour, and Wallace’s stage theory of domestic violence.
> Contrast the narrow and broad definitions of forensic psychology.
> What recommendations were made by researchers regarding lineups and photo spreads in the “Police Lineups” white paper to increase the reliability of identifications made in these lineups?
> List any five findings from the research on a. the polygraph and b. hypnosis.
> In light of research findings on deception, how can investigators best detect deception on the part of persons being interviewed?
> What suggestions have psychologists offered for improving the police interviewing and interrogation process?
> Distinguish among the five types of profiling covered in the chapter.
> What are the three types of false confessions?
> Discuss the advantages of supervising low-level offenders in the community as opposed to incarcerating them in jails and prisons.
> Provide an illustration of a treatment program for each of the following special populations: violent offenders, criminal psychopaths, women offenders, sex offenders, and inmates in jail.
> Identify the tasks that might be assumed by psychologists in relation to both screening and classification of inmates.
> Which two categories of adult offenders have been determined incompetent to be executed, according to the U.S. Supreme Court? Discuss the implication of these Court rulings for forensic psychologists.
> Does the constitutional right to treatment include a right to psychiatric/psychological treatment? Explain your answer.
> List the main differences between prisons and jails.
> List any five topics covered in the IACFP Standards.
> Explain the difference between institutional and community corrections.
> Both sexual harassment and gender harassment are forms of discrimination. Although gender harassment can be considered a form of sexual harassment, what is the distinction?
> What three questions are central to the process of investigative psychology?
> What is AOT? What has research demonstrated about its effectiveness?
> What is a hastened death evaluation?
> Give illustrations of when a forensic psychologist might be asked to assess competence to consent to treatment or to refuse treatment.
> List any five civil capacities that may be assessed by forensic psychologists.
> Summarize the reasons why custody or parenting evaluations are considered among the most difficult forensic evaluations.
> What is CBT? Illustrate how it might be used with a juvenile offender found to have committed a sexual assault.
> Compare and contrast Homebuilders, FFT, MST, and MTFC on such factors as population served, treatment approaches, and evaluation research.
> What are the strengths and weaknesses of the teaching-family approach?
> Discuss the common psychological reactions police may have to a shooting incident.
> Other than candidate screening, describe any three special evaluations that might be conducted by a police psychologist.
> State the controversy over labeling juveniles as psychopaths.
> List Cleckley’s behavioral features of the psychopath.
> What is intelligence? How has Howard Gardner contributed to psychology’s understanding of this concept?
> What are three alternative explanations for the IQ–delinquency connection?
> What are at least three explanations of ADHD?
> Explain how Moffitt’s original dichotomy of juvenile offending has been modified in recent years.
> Discuss reasons why juveniles as a group may be especially susceptible to waiving their constitutional rights and to making false confessions.
> In the Scrivner study, what five different officer profiles were prone to excessive force complaints?
> Debate the pros and cons of EBP with several classmates. Why would a focus on EBP be good for nursing? What are some drawbacks?
> Following the example of CRNA student Maria in the opening case study, outline a potential research study using one of the theories or models presented in this chapter as a framework as depicted in the opening case study. Show how the model or theory can
> Examine early issues of American Journal of Nursing (1900–1950). Determine if and how theories were used in nursing practice. What types of theories were used? Review current issues to analyze how this has changed.
> Consider the following case: A 30-year-old woman arrives in the emergency department. She is diagnosed with a drug overdose. Assessment data reveal the following information: she has three children (18 months, 4 years old, and 14 years old); she is in th
> Select one of the middle range theories derived from a grand nursing theory and one derived from a non-nursing theory. Analyze both for ease of application to research and practice.
> Choose one of the models discussed in this chapter and demonstrate its use in the care of a selected client. Write a nursing care plan using the model. Define all elements of the nursing care plan using the language and the assumptions/propositions of th
> Find an example of a middle range nursing theory (see Chapter 10 or 11 for ideas). Following the preceding exemplar, identify the components of the theory (e.g., scope of the theory, purpose, concepts, and definitions).
> Find an example of a nursing theory in a current book or periodical. Review the theory and classify it based on scope or level of abstraction (grand theory, middle range theory, or practice theory), the purpose of the theory (describe, explain, predict,
> Discuss the use of patient simulators in clinical nursing staff education. Consider the cost and upkeep of the equipment for simulators and faculty training and education and the need for technical support of the equipment.
> Find reports that present middle range or practice theories in the nursing literature. Identify if these theories are descriptive, explanatory, predictive, or prescriptive in nature.
> Does categorizing or classifying grand theories as the writers have done assist in studying and understanding them? Why or why not?
> Find a formula for the general term an of the sequence, assuming that the pattern of the first few terms continues.
> Find a formula for the general term an of the sequence, assuming that the pattern of the first few terms continues. 1 2 4: 9 3 4 16 25 ...)
> Find a formula for the general term an of the sequence, assuming that the pattern of the first few terms continues. {2, 7, 12, 17, ...}
> Find a formula for the general term an of the sequence, assuming that the pattern of the first few terms continues. {1,5,3... 1 1 1 1 3. 9, : • 27 81 27. 8I {
> (a). Let a1 = a, a2 = f (a), a3 = f (a2) = f (f (a))), . . ., an+1 = f (an), where f is a continuous function. If lim n→∞an = L, show that f (L) = L. (b). Illustrate part (a) by taking f (x) = cos x, a = 1, and estimating the value of L to five decimal p
> Show that the sequence defined by satisfies 0 1 а, — 2 an+1 %3D 3 — а.
> Find a formula for the general term an of the sequence, assuming that the pattern of the first few terms continues. {1,. }, 4. . ...} {* 1 1 1 1. 3.3,7, 9,
> Find the limit of the sequence {√2, √2√2, √2√2√2, …}
> If you deposit $100 at the end of every month into an account that pays 3% interest per year compounded monthly, the amount of interest accumulated after months is given by the sequence (a). Find the first six terms of the sequence. (b). How much inter
> If $1000 is invested at 6% interest, compounded annually, then after years the investment is worth an = 1000 (1.06)n dollars. (a). Find the first five terms of the sequence {an}. (b). Is the sequence convergent or divergent? Explain.
> Show that the series is convergent. How many terms of the series do we need to add in order to find the sum to the indicated accuracy? (-1)" Σ R-1 n 5* (lerror|< 0.0001)
> Use a graph of the sequence to decide whether the sequence is convergent or divergent. If the sequence is convergent, guess the value of the limit from the graph and then prove your guess. 1.3. 5.. an - (2n – 1) (2n)"
> List the first nine terms of the sequence {cos(nπ/3)}. Does this sequence appear to have a limit? If so, find it. If not, explain why.
> Use a graph of the sequence to decide whether the sequence is convergent or divergent. If the sequence is convergent, guess the value of the limit from the graph and then prove your guess. n' cos n a, 1+ n? 2
> Use a graph of the sequence to decide whether the sequence is convergent or divergent. If the sequence is convergent, guess the value of the limit from the graph and then prove your guess. 34 + 5a
> Use a graph of the sequence to decide whether the sequence is convergent or divergent. If the sequence is convergent, guess the value of the limit from the graph and then prove your guess. 3 + 2n? V 8n? + n =
> Use a graph of the sequence to decide whether the sequence is convergent or divergent. If the sequence is convergent, guess the value of the limit from the graph and then prove your guess. a, = /n sin(7//n)
> Determine whether the sequence converges or diverges. If it converges, find the limit. (-3)" n!
> Determine whether the sequence converges or diverges. If it converges, find the limit. а, — In(2n? + 1) — In(n? + 1)
> Determine whether the sequence converges or diverges. If it converges, find the limit. (In n)? de
> Determine whether the sequence converges or diverges. If it converges, find the limit. {0, 1, 0, 0, 1, 0, 0, 0, 1, ...}
> Find the radius of convergence and interval of convergence of the series. 00 (х — 2)" 2 A-0 n + 1
> Determine whether the sequence converges or diverges. If it converges, find the limit. (2л — 1)! in (2n + 1)!
> Determine whether the sequence converges or diverges. If it converges, find the limit. 1+3a
> Determine whether the sequence converges or diverges. If it converges, find the limit. an 1 +
> Determine whether the sequence converges or diverges. If it converges, find the limit. {n cos nT}
> Determine whether the sequence converges or diverges. If it converges, find the limit. cos'n 2"
> Determine whether the sequence converges or diverges. If it converges, find the limit. {arctan 2n}
