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The direction of recent and proposed justice policy in Canada is characterised by more criminal offences and longer periods of incarceration. This policy is based on the rationale that crime in Canada is increasing and the perception that Canadians are not safe. This article reviews whether there is empirical support for the rationale of this policy and the related assumption that this policy will reduce crime and better protect the public. From the existing literature, it seems clear that (1) crime is not on the increase in Canada, (2) it is unlikely that the reforms will lower crime rates, and (3) there is a large financial and human cost of the recent and proposed criminal justice policies. We conclude that "tough on crime" policies are not supported by the scientific literature (e.g., Smith, Goggin & Gendreau, 2002; Stalhlskopf, Males, & Macallier, 2010). Psychology would argue for evidenced-based justice policy; specifically, that early intervention, prevention, and rehabilitation are more beneficial in reducing crime in the long-term and more cost-effective (e.g., Aos, Phipps, Barnoski, & Lieb, 2001; CPPRG, 2010). Policy implications from the field of psychology are discussed.

Physician-assisted death (PAD) has been enacted in a number of international jurisdictions, with several extending access to PAD for persons whose condition is not terminal, including those with a mental disorder. We argue that based on the state of the literature, it is too early to make well-defined recommendations on how relevant fields can proceed legally, ethically, and clinically, particularly with regard to PAD for persons with a mental disorder. The aim of this paper is to introduce a framework for further discussions on PAD for persons with a mental disorder to stimulate thoughtful and considered debate in our field. We provide a brief discussion of the principles that guide regulatory frameworks on PAD practices worldwide, including a discussion of jurisdictions in Europe and North America that allow PAD for those suffering from an incurable nonterminal disease, illness, or disability. Next, we present a conceptual framework as a series of questions that address legal, ethical, and clinical dilemmas arising from this trend. We conclude with a summary of guidelines on the practice of PAD from international jurisdictions to assist in the development of potential legal and professional regulations.

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Professional psychology involves comprehensive training incorporating coursework, clinical experience, research, teaching, and professional development. One critical but often overlooked part of professional development is leadership experience. Developing leadership skills is likely to enhance psychology students' training and professional competence and serve to strengthen the profession as a whole. In this article, we discuss the concept of leadership with a particular focus on the role of leadership and its need in psychology. We also highlight important issues in student leadership, such as professional mentoring and multicultural diversity. We then offer recommendations to enhance student leadership development in professional psychology, including illustrative examples of how these recommendations can take place across graduate, internship, and postdoctoral settings and how leadership outcomes may be measured. Finally, we employ a case study to illustrate our recommendations in the context of a professional organization. Recommendations are broad in scope and may also be utilized to foster student leadership in the context of other psychology subdisciplines (e.g., experimental training programs). Our position is informed by the belief that it is important to conceptualize psychology students as developing leaders for the next generation of socially responsible, service-oriented psychologists.

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