Undergraduate education in legal psychology.

Fulero, Solomon M.; Greene, Edith; Nietzel, Michael T.; Small, Mark; Wrightsman, Lawrence S.

doi:10.1023/a:1022382925188

Cited by 11 publications

(12 citation statements)

References 22 publications

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“…Reviews of psychology and law courses reveal reasonable consistency in the core topics covered and the techniques and exercises designed to teach the topics. Again, this consistency is reflected by the growing popularity of such courses at universities (Fulero et al, 1999) and has likely been facilitated by the growing access to teaching techniques and course syllabi, published in the AP-LS newsletter and made available on the AP-LS website (http://www.apadivisions.org/division-41/). More people who already teach psychology and law should describe their techniques and courses in such venues, for the benefit of college teachers who are and are not in the field of psychology and law.…”

Section: Discussionmentioning

confidence: 99%

A historical review and resource guide to the scholarship of teaching and training in psychology and law and forensic psychology.

Najdowski¹,

Bottoms²,

Stevenson³

et al. 2015

Training and Education in Professional Psychology

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The field of psychology and law, including forensic psychology, is an exciting concentration of research activity and student training and has grown rapidly, but to what extent have teaching and training efforts in the field been systematically catalogued and evaluated? We conducted a historical review and content analysis of the American and Canadian literature on the scholarship of teaching and training in the field. This review catalogs (a) information related to the development of training and teaching, (b) descriptions of programs and courses at various levels, and (c) articles on teaching resources or techniques in this field. We hope it serves as a useful guide to the literature resources for those in the field and a catalyst for future interest in this area of scholarship, especially for future evaluations of teaching and training.

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Section: Discussionmentioning

confidence: 99%

A historical review and resource guide to the scholarship of teaching and training in psychology and law and forensic psychology.

Najdowski¹,

Bottoms²,

Stevenson³

et al. 2015

Training and Education in Professional Psychology

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show abstract

“…The results of various training models on undergraduate and graduate students interested in studying psychology and law have been mixed (Zatichik, Berman, Whitworth, & Platania, 2007;Clements & Wakeman, 2007;Ogloff, 2002). The number of graduate programs and publications related to training and development in psychology and law have grown exponentially (Bersoff et al, 1997;Fulero et al 1999;Ogloff 2002;Packer, 2008b). The establishment in the 1960s and tremendous growth of the American Psychology-Law Society (AP-LS), now Division 41 of the American Psychological Association, has contributed to interest in the field.…”

mentioning

confidence: 99%

Navigating the Expanding Field of Law and Psychology: A Comprehensive Guide to Graduate Education

Hall¹,

Cook

Berman

2010

Journal of Forensic Psychology Practice

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Graduate programs in psychology and law are growing enormously in number and type. The Teaching, Training, and Careers Committee of the American Psychology-Law Society conducted a survey for the purpose of compiling a comprehensive guide to graduate programs in legal and forensic psychology. The resulting guide was intended to be a source of valuable information for prospective graduate students and faculty advising them and for the community of psychology-law educators and professionals who are developing and shaping the discipline. This article traces the history of program development in psychology and law and the process involved in developing the Guide to Graduate Programs in Legal and Forensic Psychology

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“…The class connects to our world and raises a lot of intriguing and controversial issues. Curricular materials, sources for teaching aids, and possible approaches to teaching the undergraduate course can be found in Fulero et al (1999). Sometimes the class is more narrowly focused.…”

mentioning

confidence: 99%

Psychology and the Legal System: An Interview with Edie Greene

Woody

2003

Teaching of Psychology

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William Douglas Woody completed his doctoral work at Colorado State University and is now Assistant Professor of Psychology at the University of Northern Colorado. He teaches and conducts research in the areas of psychology and the law, social psychology, and history and systems of psychology. He is the recipient of regional and national teaching awards. While completing his doctoral work, Doug started collaborating with Edie Greene on projects related to civil jury decision making. Edie Greene earned her BA in psychology from Stanford University, her MA from the University of Colorado–Boulder, and her PhD in psychology and law from the University of Washington. Additionally, she completed a postdoctoral fellowship at the University of Washington from 1983 to 1986, and she served as Fellow in Law and Psychology at Harvard Law School from 1994 to 1995. Edie is currently Professor of Psychology at the University of Colorado at Colorado Springs where she conducts research on jury trials, eyewitness memory, and other topics in psychology and law. Her work has been funded by number of federal agencies, and she has earned extensive research recognition including an award from her college for Outstanding Research and Creative Works. Edie is a coauthor of the textbook Psychology and the Legal System (5th ed.), published by Wadsworth (2002), and she coauthored Determining Damages: The Psychology of Jury Awards, published by the American Psychological Association (2002). She has published more than 70 articles and book chapters as well as an annotated bibliography on the adversarial system (Strier & Greene, 1990). In addition to conducting research, she has served as a trial consultant, and she has testified extensively as an expert witness on eyewitness memory and jury decision making. Edie has been active in the American Psychology–Law Society in numerous roles including membership on the executive committee. She serves on the editorial boards of Law and Human Behavior and Psychology, Public Policy and Law.

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Undergraduate education in legal psychology.

Cited by 11 publications

References 22 publications

A historical review and resource guide to the scholarship of teaching and training in psychology and law and forensic psychology.

A historical review and resource guide to the scholarship of teaching and training in psychology and law and forensic psychology.

Navigating the Expanding Field of Law and Psychology: A Comprehensive Guide to Graduate Education

Psychology and the Legal System: An Interview with Edie Greene

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