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Dangerous/Violence Potential Behaviour
Introduction
The past decade has witnessed a growing interest in the clinical assessment of dangerousness and violence risk (Monahan & Steadman, 1994; Quinsey, Harris, Rice & Cormier, 1998). Successful prediction of often covert, low-frequency events can be particularly difficult to demonstrate. Within groups of mentally ill, criminal offenders, and/or mentally ill criminal offenders, major predictors of violent recidivism are largely the same, with criminal history variables most predictive of future violence relative to clinical variables associated with diagnosis of mental illness (Bonta, Law & Hanson, 1998).
Several assessment protocols have been advanced, including those adapted for specialized types of violence, such as sexual offending. Reliable and valid procedures such as the Psychopathy Checklist – Revised (PCL-R, Hare, 1991), Violence Risk Appraisal Guide (VRAG, Quinsey et al., 1998), Sex Offender Risk Appraisal Guide (SORAG, Quinsey et al., 1998), HCR-20 (Webster, Douglas, Eaves & Hart, 1997), and Rapid Risk Assessment for Sexual Offense Recidivism (RRASOR, Hanson, 1997) allow forensic practitioners to anchor their clinical opinions in empirically based nomothetic data while providing an estimate of violence potential over a given period of time.
While historical information forms a starting point for assessing potentially dangerous and violent individuals, idiographic data obtained from individualized personality assessment fills in the ‘missing middle’ (adding clinical and dispositional information to substantiated historical and contextual data) to inform and guide the tasks of understanding and treating dangerous and violent patients (Gacono, 2000; Gacono & Meloy, 1994, 2002).
Violence Prediction
Debate over the superiority of actuarial versus clinical approaches in the prediction of behaviour may hazard the creation of an artificial dichotomy. For example, a patient possessed by the delusion that he must hurt or kill another (to save himself, humankind, the earth) should be considered potentially quite dangerous, regardless of actuarially determined risk. In assessing individuals, actuarial tools are used as guides to inform clinical judgement. 1With this caveat in mind, we turn to the most intensive actuarially oriented project assessing violence risk.
The MacArthur Violence Risk Assessment Study
Monahan and Steadman's (1994) work outlining the beginnings of the MacArthur Violence Risk Assessment Study is sometimes credited with reinvigorating a more collaborative, second generation effort to standardize an actuarial approach in the prediction of violence. Drawing upon a panoply of previously identified but variously operationalized risk variables, Monahan and Steadman adapted a number of standardized tests and variables to operationalize prospective violence risk factors found in four general groupings:
- Dispositional factors, including anger, impulsiveness, psychopathy, and personality disorders.
- Clinical or psychopathological factors, including diagnosis of mental disorder, alcohol or substance abuse, and the presence of delusions, hallucinations, or violent fantasies.
- Historical or case history variables, including previous violence, arrest history, treatment history, history of self-harm, as well as social, work, and family history.
- Contextual factors, including perceived stress, social support, and means for violence.
Dependent on the referral context and setting, an assessment of potentially violent individuals requires gathering data from each of these four domains.
Assessing Historical, Dispositional, Clinical, and Contextual Factors
Assessing potentially violent individuals begins with a thorough review of documented historical information, whether performed in institutional or community setting. Documentation, often obtained from legal authorities, must be reviewed relating to history of violence (including sexual assault), previous offences, weapon use, and so forth. Contemporary data including mental status markers (acute paranoid ideation, delusions, etc.) can be substantiated from a review of treatment records, staff interviews, and other corroborative sources. Antecedents and consequents surrounding previous violent acts should be noted along with the mode of violence (affective versus predatory). While a history of affective violence in an unmedicated psychotic patient (without concurrent psychopathy or character pathology) will likely respond, first, to neuroleptic intervention and, second, to anger management instruction, the same interventions will not likely impact the psychotic psychopath with a documented history of predatory violence.3 Evaluation of a patient's past violence includes assessment of the cognitive, affective, and behavioural patterns prior to, during, and consequent to violent episodes, as well as any current situational or dynamic factors that could be impacted by immediate intervention.4 In addition to relevant historical, dispositional, clinical, and contextual factors, victim characteristics (age, gender, circumstances) should also be noted.
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- 1. Theory and Methodology
- Ambulatory Assessment
- Assessment Process
- Assessor's Bias
- Automated Test Assembly Systems
- Classical and Modern Item Analysis
- Classical Test Theory
- Classification (General, including Diagnosis)
- Criterion-Referenced Testing: Methods and Procedures
- Cross-Cultural Assessment
- Decision (including Decision Theory)
- Diagnosis of Mental and Behavioural Disorders
- Diagnostic Testing in Educational Settings
- Dynamic Assessment (Learning Potential Testing, Testing the Limits)
- Ethics
- Evaluability Assessment
- Evaluation: Programme Evaluation (General)
- Explanation
- Factor Analysis: Confirmatory
- Factor Analysis: Exploratory
- Formats for Assessment
- Generalizability Theory
- History of Psychological Assessment
- Intelligence Assessment through Cohort and Time
- Item Banking
- Item Bias
- Item Response Theory: Models and Features
- Latent Class Analysis
- Multidimensional Item Response Theory
- Multidimensional Scaling Methods
- Multimodal Assessment (including Triangulation)
- Multitrait-Multimethod Matrices
- Needs Assessment
- Norm-Referenced Testing: Methods and Procedures
- Objectivity
- Outcome Assessment/Treatment Assessment
- Person/Situation (Environment) Assessment
- Personality Assessment through Longitudinal Designs
- Prediction (General)
- Prediction: Clinical vs. Statistical
- Qualitative Methods
- Reliability
- Report (General)
- Reporting Test Results in Education
- Self-Presentation Measurement
- Self-Report Distortions (including Faking, Lying, Malingering, Social Desirability)
- Test Adaptation/Translation Methods
- Test User Competence/Responsible Test Use
- Theoretical Perspective: Cognitive
- Theoretical Perspective: Cognitive-Behavioural
- Theoretical Perspective: Constructivism
- Theoretical Perspective: Psychoanalytic
- Theoretical Perspective: Psychological Behaviourism
- Theoretical Perspective: Psychometrics
- Theoretical Perspective: Systemic
- Trait-State Models
- Utility
- Validity (General)
- Validity: Construct
- Validity: Content
- Validity: Criterion-Related
- 2. Methods, Tests and Equipment
- Adaptive and Tailored Testing
- Analogue Methods
- Autobiography
- Behavioural Assessment Techniques
- Brain Activity Measurement
- Case Formulation
- Coaching Candidates to Score Higher on Tests
- Computer-Based Testing
- Equipment for Assessing Basic Processes
- Field Survey: Protocols Development
- Goal Attainment Scaling (GAS)
- Idiographic Methods
- Interview (General)
- Interview in Behavioural and Health Settings
- Interview in Child and Family Settings
- Interview in Work and Organizational Settings
- Neuropsychological Test Batteries
- Observational Methods (General)
- Observational Techniques in Clinical Settings
- Observational Techniques in Work and Organizational Settings
- Projective Techniques
- Psychoeducational Test Batteries
- Psychophysiological Equipment and Measurements
- Self-Observation (Self-Monitoring)
- Self-Report Questionnaires
- Self-Reports (General)
- Self-Reports in Behavioural Clinical Settings
- Self-Reports in Work and Organizational Settings
- Socio-Demographic Conditions
- Sociometric Methods
- Standard for Educational and Psychological Testing
- Subjective Methods
- Test Accommodations for Disabilities
- Test Anxiety
- Test Designs: Developments
- Test Directions and Scoring
- Testing through the Internet
- Unobtrusive Measures
- 3. Personality
- Anxiety Assessment
- Attachment
- Attitudes
- Attribution Styles
- Big Five Model Assessment
- Burnout Assessment
- Cognitive Styles
- Coping Styles
- Emotions
- Empowerment
- Interest
- Leadership Personality
- Locus of Control
- Motivation
- Optimism
- Person/Situation (Environment) Assessment
- Personal Constructs
- Personality Assessment (General)
- Personality Assessment through Longitudinal Designs
- Prosocial Behaviour
- Self-Control
- Self-Efficacy
- Self-Presentation Measurement
- Self, The (General)
- Sensation Seeking
- Social Competence (including Social Skills, Assertion)
- Temperament
- Time Orientation
- Trait-State Models
- Values
- Weil-Being (including Life Satisfaction)
- 4. Intelligence
- Attention
- Cognitive Ability: g Factor
- Cognitive Ability: Multiple Cognitive Abilities
- Cognitive Decline/Impairment
- Cognitive Plasticity
- Cognitive Processes: Current Status
- Cognitive Processes: Historical Perspective
- Cognitive/Mental Abilities in Work and Organizational Settings
- Creativity
- Dynamic Assessment (Learning Potential Testing, Testing the Limits)
- Emotional Intelligence
- Equipment for Assessing Basic Processes
- Fluid and Crystallized Intelligence
- Intelligence Assessment (General)
- Intelligence Assessment through Cohort and Time
- Language (General)
- Learning Disabilities
- Memory (General)
- Mental Retardation
- Practical Intelligence: Conceptual Aspects
- Practical Intelligence: Its Measurement
- Problem Solving
- Triarchic Intelligence Components
- Wisdom
- 5. Clinical and Health
- Anger, Hostility and Aggression Assessment
- Antisocial Disorders Assessment
- Anxiety Assessment
- Anxiety Disorders Assessment
- Applied Behavioural Analysis
- Applied Fields: Clinical
- Applied Fields: Gerontology
- Applied Fields: Health
- Caregiver Burden
- Child and Adolescent Assessment in Clinical Settings
- Clinical Judgement
- Coping Styles
- Counselling, Assessment in
- Couple Assessment in Clinical Settings
- Dangerous/Violence Potential Behaviour
- Dementia
- Diagnosis of Mental and Behavioural Disorders
- Dynamic Assessment (Learning Potential Testing, Testing the Limits)
- Eating Disorders
- Health
- Identity Disorders
- Interview in Behavioural and Health Settings
- Irrational Beliefs
- Learning Disabilities
- Mental Retardation
- Mood Disorders
- Observational Techniques in Clinical Settings
- Outcome Assessment/Treatment Assessment
- Palliative Care
- Prediction: Clinical vs. Statistical
- Psychoneuroimmunology
- Quality of Life
- Self-Observation (Self-Monitoring)
- Self-Reports in Behavioural Clinical Settings
- Social Competence (including Social Skills, Assertion)
- Stress
- Substance Abuse
- Test Anxiety
- Thinking Disorders Assessment
- Type A: A Proposed Psychosocial Risk Factor for Cardiovascular Diseases
- Type C: A Proposed Psychosocial Risk Factor for Cancer
- 6. Educational and Child Assessment
- Achievement Testing
- Applied Fields: Education
- Child Custody
- Children with Disabilities
- Coaching Candidates to Score Higher on Tests
- Cognitive Psychology and Assessment Practices
- Communicative Language Abilities
- Development (General)
- Development: Intelligence/Cognitive
- Development: Language
- Development: Psychomotor
- Development: Socio-Emotional
- Diagnostic Testing in Educational Settings
- Dynamic Assessment (Learning Potential Testing, Testing the Limits)
- Evaluation in Higher Education
- Giftedness
- Instructional Strategies
- Interview in Child and Family Settings
- Item Banking
- Learning Strategies
- Performance
- Performance Standards: Constructed Response Item Formats
- Performance Standards: Selected Response Item Formats
- Planning
- Planning Classroom Tests
- Pre-School Children
- Psychoeducational Test Batteries
- Reporting Test Results in Education
- Standard for Educational and Psychological Testing
- Test Accommodations for Disabilities
- Test Directions and Scoring
- Testing in the Second Language in Minorities
- 7. Work and Organizations
- Achievement Motivation
- Applied Fields: Forensic
- Applied Fields: Organizations
- Applied Fields: Work and Industry
- Career and Personnel Development
- Centres (Assessment Centres)
- Cognitive/Mental Abilities in Work and Organizational Settings
- Empowerment
- Interview in Work and Organizational Settings
- Job Characteristics
- Job Stress
- Leadership in Organizational Settings
- Leadership Personality
- Motor Skills in Work Settings
- Observational Techniques in Work and Organizational Settings
- Organizational Culture
- Performance
- Personnel Selection, Assessment in
- Physical Abilities in Work Settings
- Risk and Prevention in Work and Organizational Settings
- Self-Reports in Work and Organizational Settings
- Total Quality Management
- 8. Neurophysiopsychological Assessment
- Applied Fields: Neuropsychology
- Applied Fields: Psychophysiology
- Brain Activity Measurement
- Dementia
- Equipment for Assessing Basic Processes
- Executive Functions Disorders
- Memory Disorders
- Neuropsychological Test Batteries
- Outcome Evaluation in Neuropsychological Rehabilitation
- Psychoneuroimmunology
- Psychophysiological Equipment and Measurements
- Visuo-Perceptual Impairments
- Voluntary Movement
- 9. Environmental Assessment
- Behavioural Settings and Behaviour Mapping
- Cognitive Maps
- Couple Assessment in Clinical Settings
- Environmental Attitudes and Values
- Family
- Landscapes and Natural Environments
- Life Events
- Organizational Structure, Assessment of
- Perceived Environmental Quality
- Person/Situation (Environment) Assessment
- Post-Occupancy Evaluation for the Built Environment
- Residential and Treatment Facilities
- Social Climate
- Social Networks
- Social Resources
- Stressors: Physical
- Stressors: Social
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