Forensic Industrial Psychology

1. Forensic Industrial Psychology IOP 203S SU 1- Introduction

2. SU 1: Introduction to forensic psychology • See SG page 2 – 9 • See prescribe book of Roos + Voster 2009 - Introduction IOP 203S SU 1- Introduction

3. Learning outcomes • Explain the role of the psychologist in the forensic context in SA • Differentiate between the various specialisation areas in psychology IOP 203S SU 1- Introduction

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10. History of forensic psychology in South Africa • Group discussion • See prescribed book IOP 203S SU 1- Introduction

11. 1.2 The role of the Psychologist in the forensic context • Do activity 1.1 in class • Page 3 SG IOP 203S SU 1- Introduction

12. Functions of a Psychologist • Civil cases • Degree of damage sustained in 3rd party claims or other cases • Assist in divorce proceedings – court has to award custody and control over children • Advise on decisions about an individual’s competency to handle his own affairs IOP 203S SU 1- Introduction

13. Functions of a Psychologist(cont) • Criminal cases • Assess the criminal capacity of the accused • Assist the court in deciding on mitigation of sentence IOP 203S SU 1- Introduction

14. 1.3 Specialisation categories in Psychology • Three Counseling and Therapy Schools • The psychodynamic school  The term ‘psychodynamic’ refers to the transfer of psychic or mental energy between the different structures and levels of consciousness within peoples minds. Psychodynamic approaches emphasize the importance of unconscious influences on how people function. Therapy aims to increase clients’ abilities to exercise greater conscious control over their lives. Analysis or interpretation of dreams can be a central part of therapy.  IOP 203S SU 1- Introduction

15. Three Counseling and Therapy Schools (cont) • The humanistic - existential school  • The humanistic school is based on humanism, a system of values and beliefs that emphasizes the better qualities of humankind and people’s abilities to develop their human potential. Humanistic therapists emphasize enhancing clients’ abilities to experience their feelings and think and act in harmony with their underlying tendencies to actualize themselves as unique individuals. Existential approaches to therapy stress peoples capacity to choose how they create their existences.  IOP 203S SU 1- Introduction

16. Three Counseling and Therapy Schools (cont) • The cognitive-behavioural school  • Traditional behaviour therapy focuses mainly on changing observable behaviours by means of providing different or rewarding consequences. The cognitive-behavioural school broadens behaviour therapy to incorporate the contribution of how people think to creating, sustaining and changing their problems. In cognitive-behavioural approaches, therapists assess clients and then intervene to help them to change specific ways of thinking and behaving that sustain their problems IOP 203S SU 1- Introduction

17. Specialisation categories in Psychology (Cont) • Overview of counselling and therapy approaches • Psychodynamic school  • Classical psychoanalysisOriginator: Sigmund Freud (1856 - 1939) Pays great attention to unconscious factors related to infantile sexuality in the development of neurosis. Psychoanalysis, which may last for many years, emphasizes working through the transference, in which clients perceive their therapists as reincarnations of important figures from their childhoods, and the interpretation of dreams.  IOP 203S SU 1- Introduction

18. Psychodynamic school(cont) • Analytical therapyOriginator: Carl Jung (1875 - 1961) Divides the unconscious into the personal unconscious and the collective unconscious, the latter being a storehouse of universal archetypes and primordial images. Therapy includes analysis of the transference, active imagination and dream analysis. Jung was particularly interested in working with clients in the second half of life.  IOP 203S SU 1- Introduction

19. Humanistic-existential school • Person-centred therapyOriginator: Carl Rogers (1902 - 1987) Lays great stress on the primacy of subjective experience and how clients can become out of touch with their actualizing tendency through introjecting others’ evaluations and treating them as if their own. Therapy emphasizes a relationship characterized by accurate empathy, respect and non-possessive warmth.  IOP 203S SU 1- Introduction

20. Humanistic-existential school(cont) • Gestalt therapyOriginator: Fritz Perls (1893-1970) Individuals become neurotic by losing touch with their senses and interfering with their capacity to make strong contact with their environments. Therapy emphasizes increasing clients’ awareness and vitality through awareness techniques, experiments, sympathy and frustration, and dream work.  IOP 203S SU 1- Introduction

21. Humanistic-existential school(cont) • Transactional analysisOriginator: Eric Berne (1910 - 1970) Transactions between people take place between their Parent, Adult and Child ego states. Therapy includes structural analysis of ego states, analysis of specific transactions, analysis of games - a series of transactions having ulterior motivations, and analysis of clients’ life scripts.  IOP 203S SU 1- Introduction

22. Humanistic-existential school(cont) • Reality therapy Originator: William Glasser (1925-) Clients choose to maintain their misery through choosing inappropriate ways to control the world to satisfy their needs. Therapy includes identifying clients’ wants and needs, teaching choice theory, planning and, where appropriate, training clients in behaviours they need to succeed.  IOP 203S SU 1- Introduction

23. Humanistic-existential school(cont) • Existential therapy Originators: Irvin Yalom (1931- ) and Rollo May (1909-1994) Draws on the work of existential philosophers and focuses on helping clients deal with anxieties connected with four main ultimate concerns of human existence: death, freedom, isolation and meaninglessness. Therapy focuses on clients’ current situations, with different interventions used according to the nature of clients’ enveloping fears.  IOP 203S SU 1- Introduction

24. Humanistic-existential school(cont) • Logotherapy Originator: Viktor Frankl (1905 - 1997) Clients can become neurotic because they face an existential vacuum in which they are unable to find meaning in their lives. Logotherapists use methods such as teaching the importance of assuming responsibility for finding meaning, Socratic questioning, offering meanings and analysing dreams.  IOP 203S SU 1- Introduction

25. Cognitive-behavioural school  • Behaviour therapy Important figures: theory, Ivan Pavlov (1849 - 1936) and B. F. Skinner (1904 - 1990); practice, Joseph Wolpe (1915 - 1997) Emphasizes the learning of behaviour through classical conditioning, operant conditioning and modelling. Therapy consists of learning adaptive behaviours by methods such as systematic desensitization, reinforcement programmes and behaviour rehearsal.  IOP 203S SU 1- Introduction

26. Cognitive-behavioural school • Rational emotive behaviour therapyOriginator: Albert Ellis (1913 - ) Emphasizes clients re-indoctrinating themselves with irrational beliefs that lead to unwanted feelings and self-defeating actions. Therapy involves disputing clients’ irrational beliefs and replacing them with more rational beliefs. Elegant or profound therapy entails changing clients’ philosophies of life.  IOP 203S SU 1- Introduction

27. Cognitive-behavioural school • Cognitive therapyOriginator: Aaron Beck (1921 - ) Clients become distressed because they are faulty processors of information with a tendency to jump to unwarranted conclusions. Therapy consists of educating clients in how to test the reality of their thinking by interventions such as Socratic questioning and conducting real-life experiments.  IOP 203S SU 1- Introduction

28. Cognitive-behavioural school • Multimodal therapyOriginator: Arnold Lazarus (1932 - ) Clients respond to situations according to their predominant modalities: behaviour, affect, sensation, imagery, cognition, interpersonal and drugs/biology. Based on a multimodal assessment, therapists are technically eclectic, using a range of techniques selected on the basis of empirical evidence and client need. IOP 203S SU 1- Introduction

29. Name the same generic principles of psychology • Respect for • Assistance with • Acceptance of and • The ability to share with • Understanding IOP 203S SU 1- Introduction

30. Activity 1.3 • Page 7 SG and also Prescribed book • Definitions in groups IOP 203S SU 1- Introduction

31. Specialisation Category • Research psychologist • Clinical psychologist • Counselling psychologist • Industrial organisational psychologist • Educational psychologist IOP 203S SU 1- Introduction

32. Interesting facts: • Overseas we get some more specialisations IOP 203S SU 1- Introduction

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