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Data were collected through semi-structured individual interviews using an interview guide, which allows participants to express their experiences in their own words in depth, while the researcher can stay focused on the research questions of the study. Data were analyzed using a constructivist phenomenological approach, and thematic identifications were conducted under overarching categories that were closely related to research questions including (1) motivation to engage in capital trial defense practice for indigent clients, (2) challenges in defending clients who face the death penalty, (3) emotional reactions to clients receiving death verdicts, (4) effects of the stress on the practitioners, (5) coping strategies, and (6) support system.
The findings indicate that a significant number of the participants had secondary traumatic experiences because of their engagement in capital trial defense practice for indigent clients. A death verdict for clients was perceived as a traumatic experience by the participants because of their long-term empathetic engagement with their clients and their family members as well as the dehumanization against their clients in death penalty jurisprudence. The participants often experienced stigmatization in their communities that was associated with their work, while organizational support in recognizing their emotional pain and attendance to psychological needs was unavailable. The findings of this study suggest that the human cost of the death penalty should be re-examined and organizational effects be made to address the negative psychological effects associated with capital trial defense practice for indigent clients.
This study aims to produce efficient and effective group writing workshops for students within the Barrett Honors College at Arizona State University. To balance two opposing theories in writing center pedagogy - the direct instruction theory and the student-led/ collaborative theory - this study also aims to determine whether a balanced combination of these approaches in writing workshops will increase student confidence in their writing abilities. Several writing workshops were held over Zoom utilizing a combination of direct teaching methods and collaborative techniques. Students were then surveyed to determine whether they found the workshops helpful, learned new skills, and/or grew more confident in their abilities. The student responses proved the hypothesis that a combined approach leads to an increase in student confidence.
The current study used the Trauma Symptom Checklist-40 (TSC-40) to index both childhood sexual abuse (CSA) and childhood physical abuse (CPA) in a college student sample of both men and women (N = 441). Although the TSC-40 was designed as a measure of CSA trauma, this study concludes the measure is appropriately reliable for indexing the traumatic sequelae of CPA as well as CSA in nonclinical samples. The current study also explored the effects of gender and abuse severity on resulting symptomatology, finding that women and severely abused individuals report the most negative sequelae. Both CSA and CPA emerged as significant explanatory variables in TSC-40 scale scores beyond gender, supporting its validity for indexing traumatic sequelae in nonclinical samples.
Prompted by the involvement of psychologists in torturous interrogations at Guantanamo and Abu Ghraib, the American Psychological Association (APA) revised its Ethics Code Standard 1.02 to prohibit psychologists from engaging in activities that would “justify or defend violating human rights.” The revision to Standard 1.02 followed APA policy statements condemning torture and prohibiting psychologists’ involvement in such activities that constitute a violation of human rights (APA, 2010). Cogent questions have subsequently been raised about the involvement of psychologists in other activities that could arguably lead to human rights violations, even if the activity in question is legal. While this language was designed to be expansive in defining psychologists’ ethical responsibilities, it remains difficult to determine whether and how Standard 1.02 might apply to a particular situation.
In the present analysis, we focus on the question of whether psychologists should be involved in death penalty cases. We assert that the APA should not take an ethical stand against psychologists’ participation in death penalty cases. Our position is not intended necessarily to reflect approval or disapproval of the death penalty although we recognize that there are serious flaws in the American legal system with regard to capital punishment. Our perspective is that psychologists have an important role in the administration of due process in capital cases. We oppose a bright-line rule prohibiting psychologists’ involvement in death penalty cases for several reasons. We begin by considering whether the death penalty per se constitutes a human rights violation, move on to describe the basic functioning of the legal system, analyze how the involvement of psychologists actually affects the capital trial process, and end with providing practical advice for psychologists’ provision of ethical services in capital trials.