University of Central Florida
School of Social Work
SOW 6756.0W61 Forensic Social Work
Forensic Social Work Syllabus
Instructor:
George A. Jacinto, PhD, LCSW, CPC
Office:
HPA I, Room 255
Phone:
407-823-6136
E-mail:
george.jacinto@ucf.edu
Location:
World Wide Web
Time:
Each week begins on Monday morning at 8:00 AM
and ends on the following Monday at 7:59 AM.
Office Hours:
Forensic Social Work
SOW 6756 OW61
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W & F: 9:00 AM – 11:00 AM
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TR: 11:30 AM-12:30 PM
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Online by appointment
Spring 2015
Course Description:
This course develops the understanding of the role of social workers with clients within the criminal justice system
and legal system. This course will focus on theory, practice, intervention, and advocacy with diverse forensic
populations including offenders, victims, juveniles, and related systems. The role of social workers as expert
witnesses, in child welfare, etc. is also explored. This course assumes a justice oriented multisystems and
interdisciplinary approach.
Course Objectives
1. Identify and describe the diverse roles, functions, and practice settings of forensic social work. APB 52, 53
2. Demonstrate an ability to describe the interdisciplinary nature of forensic social work. APB 51
3. Describe and critically apply social work values and ethics as they relate to work with forensic populations.
APB 45
4. Demonstrate a familiarity with the adversary process including the steps in civil matters and criminal
prosecution, including in mitigation cases. APB 46, 53
5. Utilize assessment skills relevant to determining competency of an accused to understand rights, waive
rights, be tried, and be executed. APB 45, 46, 62, 67
6. Apply a biopsychosocial assessment process to evaluate criminality, relevant mental health and substance
abuse disorders, environmental influence, and relevant collateral information. APB 59, 66
7. Demonstrate an ability to identify, describe, and apply theories of offender causation including the influence
of oppression and socioeconomic injustice. APB 58
8. Demonstrate the utilization of skills in forensic social work as it relates to child welfare, including in foster
care and adoption cases. APB 49, 51
9. Apply the knowledge and skills required to present court testimony, including the role of expert witness.
APB 51, 58, 62
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10. Demonstrate an ability to identify, describe best practices and evidence-based interventions with the
offender and victim populations, including victims of elder abuse. APB 57, 66
11. Demonstrate an understanding of the role of forensic social workers with juvenile defendant and offender
populations. APB 51, 53, 58, 62
12. Demonstrate an understanding of the role for forensic social work with immigrant, refugee and LGBT
populations. APB 51, 58, 62
Competency
Practice Behavior
Course
Objectives
Assignment
APB 45 Apply ethical
decision-making skills to
issues specific to communitybased clinical practice work
3, 5,
Strengths-Based
Assessment (SBA)
Academic Journal (AJ)
Final Paper (FP)
APB 46 Identify and use
knowledge of relationship
dynamics including power
differentials
4, 5,
SBA
AJ
FP
APB 51 Communicate
professional judgments to
other social workers and to
professionals from other
disciplines in both verbal an
written format
2. 8, 9, 11,
12
AJ
FP
APB 52 Research and apply
knowledge of diverse
populations to enhance client
wellbeing
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Annotated Bibliography (AB)
AJ
FP
APB 53 Work effectively with
diverse populations
1, 4, 11
SBA
AJ
FP
APB 58 Synthesize and
differentially apply theories of
human behavior and the
social environment to guide
clinical practice
7, 9, 11, 12
AB
AJ
FP
APB 59 Use bio-psychosocial-spiritual theories and
systems in formulation of
comprehensive assessments
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SBA
AJ
FP
2.1.2 Apply social work
ethical principles to guide
professional practice
2.1.3 Apply critical thinking to
inform and communicate
professional judgments
2.1.4 Engage diversity and
difference in practice
2.1.7 Apply knowledge of
human behavior and the
social environment
2
APB 62 Assess the quality of
clients’ interactions within
their social contexts
5, 9, 11, 12
AB
SBA
AJ
APB 66 Use bio-psychosocial-spiritual assessment
tools that are evidence-based
and culturally sensitive
6, 10
SBA
AJ
FP
APB 67 Assess clients’
readiness for change
5
SBA
AB
AJ
FP
Required Text
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Maschi, T., Bradley, C., & Ward, K. (Eds.) (2009). Forensic social work: Psychosocial and legal issues in
diverse practice settings. New York, NY: Springer Publishing.
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American Psychological Association (2010). Publication Manual of APA (6th Edition). Washington, DC:
American Psychological Association.
Supplemental Readings
Throughout the course there are supplemental readings (either from books or journals) that have been identified to
provide you with a perspective beyond the textbook. All required supplemental readings are listed by week in the
course schedule or are included directly in the module materials. The instructor will either provide the citation for
the article or may provide the article. It will be your responsibility to access these readings through the UCF library
and/or check the webcourse media center for these articles.
Library Resources
Students will be expected to utilize UCF library resources to evidence and support their course work. The
UCF Libraries has a full array of paper and electronic resources available for students and their research needs.
The following web sites which can help students find information, navigate through databases and learn how to use
the library:
1. Library Instruction sessions - http://library.ucf.edu/Reference/Instruction
2. Library Research Tutorials - http://library.ucf.edu/Reference/Instruction/LIToursTutorials.asp
3. Streaming videos - http://library.ucf.edu/Reference/Videos/Default.asp
4. Research Guides - http://library.ucf.edu/Reference/Guides/
5. Ask a Librarian service - http://library.ucf.edu/Ask/
6. Consult with the librarian familiar with Social Work – Mr. Hal Mendelsohn
In addition to paper copies of books and journals, UCF students have the ability to access a vast selection of
journals and books in electronic format while on or off campus. The web address to the library's catalog
is http://library.ucf.edu/. The Ask A Librarian service provides students the ability to contact a library professional
either by phone, on-line chat or email, and ask for assistance on "how to" locate, research, and obtain library
materials. The web address for Ask A Librarian is http://library.ucf.edu/Ask/. A series of streaming videos, showing
students how to search for a book or journal article, has been developed and are available
at http://library.ucf.edu/Reference/Videos/Default.asp. Research Guides for different majors, that list books,
journals, databases, and web sites have been developed and are available in electronic format
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at http://library.ucf.edu/Reference/Guides/. Another service to help students conduct library research is a Research
Consultation. After a student has conducted his/her research and is in need of additional information, s/he can work
with a librarian to locate material with the help of his/her expert searching capabilities. To set-up a Research
Consultation, students should complete an on-line Research Consultation request, available
at http://library.ucf.edu/Reference/ResearchConsultations/Default.asp. This method is the preferred one, as it
captures full information about student needs; or, contact the Research Office at (407) 823-3379. Students may
also contact the Ask-a-Librarian Service via the link above, or call the Ask-a-Librarian Desk at (407) 823-5880.
Finally, students may choose to visit the library and ask a Reference Librarian how best to conduct one's research.
If a student has a simple question on how to locate either a book or journal title, the UCF Reference Librarians are
happy to provide this type of service, too.
Online Resources
All assignments will be turned in electronically via webcourses2@UCF. Please also note that all email should be
sent through the webcourse section.
Turnitin.com
All written assignments will be submitted via the online course section (webcourses2@UCF) and will be evaluated
via turnitin.com; an online system that can determine if work has been copied from another source.
Course Requirements
*In the beginning of the course each student will sign up for a specific area of interest, based on 4 key
areas/populations of social work (victims, adult offenders, juvenile offenders, immigrant groups). It will be
expected that students will then organize the following assignments around their specific area of interest:
Annotated Bibliography, FSW Intervention Paper, Academic Journal, and Final Paper.
Annotated Bibliography (10 points)
*Due February 1, 2015
The purpose of this assignment is to assist you in identifying and synthesizing peer reviewed articles that are
relevant to Forensic Clinical Social Work. You will be completing a Psycho-social-spiritual Assessment,
Competency Evaluation, and Population Paper during the semester. Please focus your Bibliography around your
area of interest as you will be using these references in your various assignments. You will include peer reviewed
articles, multimedia sources, and social networking resources. APB 52, 58, 62, 67
Population Paper (20 points)
Due March 1, 2015
The purpose of this paper is to allow the student the opportunity to research and prepare a research paper on
forensic clinical social work roles, theory, and practice with a specific population. This paper assumes a multi-level
(two pronged and PIE) perspective; asking students to consider social work practice with a population from the
individual, family and macro systems levels that are important in work with clients in the sociolegal environment.
This analysis will utilize the comprehensive materials covered throughout the semester, including: the text, the
modules, and external materials and the student's own research in the form of books, program descriptions, law
resources (policy), peer reviewed journals, multimedia sources, and social networking resources. You are expected
to support your assertions, conclusions, and recommendations and citing appropriately. Your language should be
free of bias. Use highlighted areas of the outline below as subheadings in your paper. APB 45, 46, 52, 53, 59, 62,
66,
Strengths-Based Bio-Psycho-Social-Spiritual Assessment (30 points)
*Due March 22, 2015
The purpose of this paper is to allow you to demonstrate your ability to construct a bio-psycho-social-spiritual
assessment of a person involved in the criminal justice system. Refer to Assignment in Canvas for outline of the
paper and other details. APB 45, 46, 52, 53, 59, 62, 66,
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Academic Journal (AJ) (10 points)
*Due April 12, 2015
You will keep a weekly journal that memorializes your journey this semester that includes: key ideas, insights, and
skill development. The journal is uniquely your own and will be worth 10 points. There will be no rubric for this
assignment. On April 14, 2014, I will collect the journals and scan them to verify that you made weekly entries and
that the entries are a running account of your learning. You may use the Reflection questions that I include in
each of the Weekly Notes found under the Modules tab. The Final Paper asks you to provide an overview of your
learning for the semester. Your astute use of this Academic Journal assignment will assist you in preparing the
material you will need to successfully complete the Final Exam. Plan ahead. APB 45, 46, 51, 53, 58, 59, 62, 66, 67
Final Paper (FP) (30 points)
*Due April 26, 2015
The final exam allows you to demonstrate the highlights of your learning this semester. This is why you have
maintained an academic journal for the semester. The final exam will be written as an essay that outlines your key
insights from the semester and how you would use in forensic social work practice in your work. Please use
subheadings in your paper. I have given you two ideas here. Note the Bold words in my subheading list or use the
subheadings you find in the rubric. Please read the rubric carefully. My suggestion is that before you start writing
the paper you place the subheadings first and then you will not leave out any of the key parts of the paper.
APB 45, 46, 51, 53, 58, 59, 62, 66, 67
Missed Assignments/Make-Ups/Extra Credit
Students are expected to plan ahead in order to meet assignment due dates. All assignments must be turned in by
the due date and time indicated in the schedule. Late assignments will lose a full letter grade (this means the
equivalent of A to a B drop in grade) for each week (If turned in 2 days late the assignment is still subject to a
week’s point deduction, if 9 days late this would equal two week’s point deduction) that they are late unless the
student gained prior approval from the instructor due to an extreme emergency. No assignment will be accepted
after week 15 of class. It is the student’s responsibility to make arrangements with the instructor regarding late
assignments. This policy applies to all late assignments except in EXTREME emergencies which must be
documented. Students are expected to plan ahead in order to submit assignments and participate in discussion
boards within the time allowed in the webcourse. It is the student’s responsibility to make arrangements with the
instructor regarding late assignments or exams in the case of an EXTREME emergency. Examples of extreme
emergency include death or serious family injury, and exceptional health emergencies. No extra credit is given in
this course.
Evaluation and Grading
Assignment
Percentage of Grade
Annotated Bibliography
10%
Population Paper
20
Strengths-Based Paper
30
Academic Journal
10%
Final Paper
30%
Total
100%
Letter Grade Points
5
A
90-100 Points
B
80-89 Points
C
70-79 Points
D
60-69 Points
F
59 and below
Attendance Policy
Students are expected to log into the webcourse each week. Participation is based upon ongoing course activity, as
demonstrated by the completion of module materials and course assignments. It is the student's responsibility to
log in weekly to keep up with course readings and materials.
Written Assignments
Effective written communication skills are essential to professional social work practice. Thus, students are
expected to present their ideas clearly and properly and to adhere to accepted standards of writing. Grammar,
punctuation, and spelling are to be correct in all written materials submitted and will be considered in grading
written assignments. All written assignments must adhere to APA 6th edition. Assignments must be typed in a 12font print, and all margins must be one inch. The cover page of a paper does not count towards page number
requirements, nor do reference pages. References should be included in the APA 6th edition citation and reference
style.
Work not conforming to these standards or demonstrating serious deficiencies in common English usage will be
returned ungraded.
Students are encouraged to use the University Writing Center (UWC) for assistance in preparing written
assignments. The UWC is located in MOD 608 (near the Communications Building). UWC staff may be reached at
(407) 823-2197 or http://www.uwc.ucf.edu/.
The assignments will emphasize the integration of interviewing, verbal, conceptualization and writing skills in
practice. All assignments will be evaluated and graded on the following criteria.
1. Appropriate use of APA writing style.
2. Adequate number of references cited in appropriate APA (6th edition) format.
3. Organization and clarity of ideas presented.
4. Ability to integrate theory and practice appropriately.
5. Ability to use analytical skills throughout the assignment.
6. Creative ways of responding to the instructions beyond the requirements.
Incomplete Grades
In exceptional circumstances, an incomplete grade may be given per School and University policies. Individual
arrangements must be made with the instructor for the completion of the course requirements, but in no case will
the date set extend beyond the end of the following semester. Students who experience chronic medical or
personal problems that prevent them from attending class regularly are encouraged to review policies relating to
securing a leave of absence from their university studies.
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Academic Integrity/Plagiarism
Social workers must demonstrate high standards of integrity. Every student is expected to do his or her own work
(some group work will be allowed- you will receive instructions on these assignments) and all of the work produced
will be expected to be completed in its entirety by the student who turns it in. Cheating and plagiarism will not be
tolerated. Any acts of plagiarism, including not acknowledging sources of information appropriately and in
accordance with APA guidelines, may result in a failing grade in the course. School and University policies on
academic integrity will be strictly enforced. Students found to have cheated or plagiarized will receive no credit for
the exam or assignment, receive a failing grade for the course and may be subject to appropriate referral to the
Office of Student Conduct for further action. (See the UCF Golden Rule for further information.). Students who
observe others violate this policy are expected to report this to the instructor.
Professional Behavior
Unprofessional behavior will not be tolerated; this includes rude or disrespectful comments via webcourse tools, or
interactions with classmates or the instructor; biased or prejudiced language towards any of the populations served
by social work. Should a student exhibit unprofessional behavior the instructor will deduct a point from their overall
course grade (per module unit week). Should a disruption continue past the instructor addressing it the first time the
student will be referred to the MSW Coordinator and the Office of Student Conduct. Please note that you are
considered burgeoning professionals and are expected to treat your colleagues with respect.
Academic Honesty
Plagiarism and Cheating of any kind on an examination, quiz, or assignment will result at least in an "F" for that
assignment (and may, depending on the severity of the case, lead to an "F" for the entire course) and may be
subject to appropriate referral to the Office of Student Conduct for further action. See the UCF Golden Rule for
further information. I will assume for this course that you will adhere to the academic creed of this University and
will maintain the highest standards of academic integrity. In other words, don't cheat by giving answers to others or
taking them from anyone else. I will also adhere to the highest standards of academic integrity, so please do not
ask me to change (or expect me to change) your grade illegitimately or to bend or break rules for one person.
Disability Statement
The University of Central Florida is committed to providing reasonable accommodations for all persons with
disabilities. This syllabus is available in alternate formats upon request. Students with disabilities who need
accommodations in this course must contact the professor at the beginning of the semester to discuss needed
accommodations. No accommodations will be provided until the student has met with the professor to request
accommodations. Students who need accommodations must be registered with Student Disability Services,
Student Resource Center Room 132, phone (407) 823-2371, TTY/TDD only phone (407) 823-2116, before
requesting accommodations from the professor.
Student Instructor Communication
The instructor is available to meet with students during the office hours listed on this syllabus and by appointment.
The instructor can be contacted by phone or email with the contacts listed at the top of the syllabus. Email should in
most cases be directed through the webcourse section.
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In most cases email will be answered within 24 hours (M-F), however allow up to 48 hours for a response.
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If you send an email on Friday afternoon, Saturday or Sunday please be aware that you may not receive a
response until Monday.
•
If sending an email to George.jacinto@ucf.edu include SOW6756 in the subject line of your email.
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It is your responsibility to initiate contact with the instructor about due date extensions or other concerns
related to emergencies.
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The instructor will communicate any changes to the syllabus via the webcourse email or announcements;
therefore it is your responsibility to regularly check the webcourse.
E-mail
E-mail will be an integral part of this course. Make sure:
1. All email should be sent through the webcourse email function.
2. Check your webcourse e-mail at least twice per week (more often is better).
3. Include "Subject" headings: use something that is descriptive and refer to a particular assignment or topic.
4. Be courteous and considerate. Being honest and expressing yourself freely is very important but being
considerate of others online is just as important as in the classroom.
5. Make every effort to be clear. Online communication lacks the nonverbal cues that fill in much of the
meaning in face-to-face communication.
6. Do not use all caps. This makes the message very hard to read and is considered "shouting." Check
spelling, grammar, and punctuation (you may want to compose in a word processor, then cut and paste the
message into the discussion or e-mail).
7. Break up large blocks of text into paragraphs and use a space between paragraphs.
8. Sign your e-mail messages.
9. Never assume that your e-mail can be read by no one except yourself; others may be able to read or
access your mail. Never send or keep anything that you would not mind seeing on the evening news.
Viruses
A virus can spell disaster. Your use of a reputable anti-virus program is a requirement for participation in this course
(good ones include McAfee or Norton).
Also, back up your files: "My hard drive crashed." "My modem doesn't work." "My printer is out of ink." These are
today's equivalents of "My dog ate my homework." And these events really do occur and they are really
inconvenient when they do. However, these are not valid excuses for failing to get your work in on time.
Technical Resources
For specific problems in any of the areas below or for further information go to the corresponding link for
assistance.
2 BEFORE ME RULE:
I will expect you to check with resources to attempt to solve technical issues with webcourses prior to contacting
me for assistance. I will often have to refer you to one of these resources anyway so it is best to start with them.
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UCF Home Page will help find UCF resources
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UCF Computer Service Desk You can also call the Service Desk at 407-823-5117.
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Learning Online This site provides information on study skills for distance learners, the library and the
writing center.
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•
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computer or upgrading your current equipment http://www.cstore.ucf.edu/
Hardware/Software Requirements
Technical Discussion Topic: If you have technical questions and/or problems, please post a message to the
Technical Discussion Topic. I encourage members of the class who are technically proficient to also
monitor this discussion topic and assist your classmates.
If your equipment problems prevent you from using e-mail from home, there are many computer labs on
campus and virtually every public library offers Internet access.
Note: All dates and times are subject to change by the course professor. Be informed and routinely check
the Schedule and Class Discussion topics for any changes or updates.
Schedule
Week/Dates Topic
Week 1
Forensic Social Work
Defined: Collaborative
Roles in Forensic Social
Work and History
Week 2
Social Work Ethics with
Forensic Populations, a
Social Justice Systems
Perspective
Week 3
Civil and Criminal Law:
Court System; Mitigation
(Death Penalty); Role of
Expert Witness
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Assignments
Due Dates
Readings: Maschi, Bradley &
Monday
Ward (2009), Chapters 1 & 2 (pp. January 12
3-19)
Readings: Maschi, Bradley &
Tuesday
Ward (2009), Chapter 3 & 23 (pp. January 20
21-33 & 313-322)
(Monday is a
holiday)
Readings: Maschi, Bradley &
Monday
Ward (2009), Chapter 4 (pp. 35- January 26
50)
Annotated Bibliography - Due: February 1
Assisting Families Through Readings: Maschi, Bradley &
Forensic Roles
Ward (2009), Chapters 6 & 7 (pp.
63-93).
Victims of Violence and
Readings: Maschi, Bradley &
Abuse
Ward (2009), Chapters 8 & 9 (pp.
95-117)
Role in Child Welfare
Readings: Maschi, Bradley &
Ward (2009), Chapters 12 & 13
(pp. 151-179)
Mental Health, Substance Readings: Maschi, Bradley &
Abuse, Programming &
Ward (2009), Chapters 14 & 15
Prisons
(pp. 183-207)
Prepare for - Population Paper – Due: March 1
Reentry Issues: Planning Readings: Maschi, Bradley &
and Preplanning for
Ward (2009), Chapter 20 (pp.
Success on the Outside
275-287)
Restorative Justice: Human Readings: Maschi, Bradley &
Rights Issues
Ward (2009), Chapter 22 (pp.
299-310)
Prepare for Assignment
Strengths-Based Bio-psycho-social-spiritual assessment
Due: March 22
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Monday
February 2
Monday
February 9
Monday
February 16
Monday
February 23
Monday
March 2
Monday
March 9
Monday
March 16
•
Week 12
Juvenile Justice and Social Readings: Maschi, Bradley &
Work Roles and Practice
Ward (2009), Chapters 10, 11 &
within Juvenile Justice
18 (pp. 121-148 & 231-251)
Monday
March 23
Buying
a new
School as a practice setting
in the prevention and
reentry of juvenile
offenders.
Weeks 13 & Women in Prison, SMI,
Readings: Maschi, Bradley &
Monday
14
Immigrants and Refugees. Ward (2009), Chapters 16, 24, & March 30and
25 (pp. 209-217 & 323-347)
April 6
Prepare for Assignment Academic Journal Due: April 12
Week 15
Week 16
Best Practices & Evidence
Based Practice with
Forensic Populations
Prepare for Assignment
FINAL PAPER DUE
Readings: Maschi, Bradley &
Monday
Ward (2009), Chapter 26 (pp.
April13
349-360)
Final Paper Due: April 26
Best Wishes as you graduate or enter your
Summer break!
Copyright
This course may contain copyright protected materials such as audio or video clips, images, text materials, etc.
These items are being used with regard to the Fair Use doctrine in order to enhance the learning environment.
Please do not copy, duplicate, download or distribute these items. The use of these materials is strictly reserved for
this online classroom environment and your use only. All copyright materials are credited to the copyright holder.
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References
Ashford, J. B. (2009). Overview of forensic social work: Broad and narrow definitions. In Social workers’ desk
reference. 2d ed. Edited by A. R. Roberts, 1055–1060. New York: Oxford Univ. Press.
Austin, A. M., MacGowan, J. J., & Wagner, E. F. (2005). Effective family-based interventions for adolescents with
substance use problems: A systematic review. Research on Social Work Practice, 15(2), 67-83.
Barker, R. L., and D. M. Branson. (2003). Forensic social work: Legal aspects of professional practice (2nd ed.)
Binghamton, NY: Haworth.
Barnett, O., Miller-Perrin, C. L., & Perrin, R. D. (2005). Family violence across the lifespan: An introduction (2nd ed.).
London, UK: Sage.
Brayne, H., and H. Carr. (2010). Law for social workers. 11th ed. New York: Oxford University Press.
Crosson-Tower, C. (2004). Exploring child welfare: A practice perspective. Boston, MA: Allyn & Bacon
Green, C., Thorpe, J., & Traupmann, M. (2005). The sprawling thicket: Knowledge and specialization in forensic
social work. Australian social Work, 58 142-153.
Hess, A. K. (2006). Practicing principled forensic psychology: Legal, ethical and moral considerations. In I. B.
Weinere & A. K. Hess (Eds.), The handbook of forensic psychology (3rd ed., pp. 821-850). Hoboken, NJ:
Wiley.
Hillman, Jennifer L. ( 2002 ) Crisis Intervention and Trauma: New Approaches to Evidence-Based Practice. New
York: Plenum Publishers.
Platt, A. M. (1977). The child savers: The invention of delinquency (2nd ed.). Chicago, IL: University of Chicago
Press.
Regehr, C., and K. Kanani. (2010). Essential law for social work practice in Canada. 2d ed. New York: Oxford Univ.
Press.
Ryan, T., Hatfield, B., & Sharma, I. (2007). Outcomes of referrals over a six-month period to a mental health
gateway team. Journal of Psychiatric & Mental Health Nursing, 14, 527-534.
Simon, R., & Shuman, D. (2007). Clinical manual of psychiatry and law. Washington, D.C.: American Psychiatric
Press.
Slater, L., and K. Finck. (2010). Social work practice and the law. New York: Springer
Springer, D. W., & Roberts, A. R. (Eds.) (2007). Handbook of forensic mental health with victims and offenders:
Assessment, treatment, and research. New York: Springer.
Sullivan, P. (2007). A selected history of juvenile justice facilities. Retrieved from:
http://www.aia.org/SiteObjects/files/caj_a_20070323_juvenile_history.pdf
Swain, P., and S. Rice, eds. (2009). In the shadow of the law: The legal context of social work practice. Melbourne,
Australia: Federated.
Tseng, W. S., Matthews, D., & Elwyn, T. S. (2004). Cultural competence in forensic mental heatlh. New York, NY:
Brunner-Routledge.
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