Integrating Knowledge and Application

Integrating Knowledge and Application

Reflections on Learning in Psychology: Integrating Knowledge and Application

As I approach the completion of my bachelor’s program in psychology, it is crucial to reflect on the vast knowledge and skills acquired throughout this academic journey. This position paper synthesizes the insights gained from various areas of psychology, with a specific focus on forensic psychology and its intersection with socioeconomic factors, mental health, and educational interventions. This paper aims to answer the central question: What have I learned, and how will I use what I learned? By examining key literature and reflecting on my academic experiences, I will explore how these concepts have profoundly shaped my understanding of psychology and how I intend to apply this knowledge in my future career as a professional in the field.

Literature Review

Forensic Psychology and Socioeconomic Factors

Among the major areas of learning, an area worth highlighting is the relationship between socioeconomic status (SES) and forensic psychology. SES has been shown to have a primary relation to numerous components of the criminal justice system, including juvenile offending and recidivism, as well as mental health services. For instance, McCausland Baldry (2023) demonstrates a high level of positive association between poverty and illiteracy as well as criminality. They stressed, however, that to create efficient prevention rather than a mere response to such inequalities, these disparities must be addressed first and foremost. Understanding these aspects of human life is vital to forensic psychologists because they need to factor in these socioeconomic issues when evaluating a patient and coming up with an appropriate treatment plan.

However, the economic dispositions are not only restricted to the people but also signify systems. Research indicates that the lower SES forms a higher composition of the populace in the criminal justice system since they are affected by factors such as lack of job opportunities, poor education, and compromised access to quality health care (Sosu et al., 2021). Such a systemic bias justifies the need to advocate for patients in forensic psychology. Thus, as future practitioners, we should demand justice for these disparities by advocating for those, especially minority persons, who deserve equal treatment based on their status in society.

Further, Thomeer et al. (2022) also emphasize the importance and necessity of equal and fair access to Mental Health Care irrespective of any calamity like COVID-19. They highlighted that their findings stress racism, sexism and other forms of inequality, where marginalized groups, which are addressing lower SES statuses, had worsening mental health inequalities during the pandemic. This emphasizes the role that forensic psychologists must take in lobbying for policy changes that enhance the physical and metaphysical support for those with such disorders to enable them to fight the legal processes as well as their inner battles.

Educational Interventions in Correctional Facilities

Another major concept I have learned during my studies is the impact of education in minimizing the rate of recidivism and the effective rehabilitation of offenders. In this case, educational interventions otherwise supported by research inform the social injustices that lead to one being a criminal (Beaudry et al., 2021). Narrowing down the role of education in correctional facilities where, through learning programs, offenders are empowered, as well as social imbalance among the offenders, which leads to crime, is also addressed. Education can, therefore, impact prisoners in fundamentally relevant ways when applied in correctional facilities. Forensic psychologists are currently involved in demanding these program provisions by arguing for the availability of such programs as well as by advocating for the suitability of the prisoners. These include offering offenders paraphernalia, such as vocational training and life skills, to enable them to be productive citizens instead of repeating the same mistakes that landed them in jail. The above approach is in line with the general objectives of forensic psychology, including reforming offenders to become constructive citizens.

Moreover, these interventions enable equality in the sense that people who grow up in disadvantaged circumstances are afforded a chance they may not otherwise receive. It is the responsibility of forensic psychologists to champion these programs, as they should be a standard part of the correctional service.

Mental Health and Trauma in Forensic Psychology

It has been equally evident across my coursework to appreciate the effects caused by trauma on mental wellness (Goldenson et al., 2022). Discussion of ethical and professional issues in forensic psychology, specifically with regard to the assessment of maladaptive trauma histories, has enriched my understanding of the challenges that can be associated with evaluating and treating trauma survivors. This is especially important in forensic situations, where people often come with complex somatic histories that influence their conduct, including their engagement with the criminal justice apparatus.

Ethnic-origin considerations and cultural sensitivity, as well as trauma-informed assessment and intervention models, remain crucial to ensuring that basic and clinical assessments and supportive interventions are both valid and effective, especially among multi-ethnic people. Consequently, psycho-trauma affects all domains of human life and may affect cognitive processes, moods, and emotions; forensic psychologists should know these aspects of psycho-trauma. Implementing the principles of trauma-sensitive practices will be beneficial not only for clients with criminal records who have experienced traumatic situations in their pasts but also for everyone that we encounter in the course of our duties and who may possibly require some help in dealing with the trauma they have experienced.

In addition, one must not forget the constant education and training of the staff in providing trauma-informed care. It is necessary to understand that the current state of development of the field of psychology requires new approaches to evaluating and treating the effects of trauma. Forensic psychologists should also commit themselves to continuing education, always seeking to update their practices consistent with current research and standards in the treatment of trauma. This commitment to professional development will not only improve the quality of patient care but will also improve the overall quality of the nursing profession as a whole.

Conclusion

The interactions of forensic psychology and socioeconomic issues of education and mental health have influenced my knowledge. With this knowledge, I will be equipped for my career where plans for assessments, advocating for educational intervention, and practicing trauma-informed care will respect the culturally diverse needs of clients, ensuring a safe justice system.

References

Beaudry, G., Yu, R., Perry, A. E., & Fazel, S. (2021). Effectiveness of Psychological Interventions in Prison to Reduce recidivism: a Systematic Review and meta-analysis of Randomised Controlled Trials. The Lancet Psychiatry, 8(9), 759–773. https://doi.org/10.1016/s2215-0366(21)00170-x

Goldenson, J., Brodsky, S. L., & Perlin, M. L. (2022). Trauma-informed forensic mental health assessment: Practical implications, ethical tensions, and alignment with therapeutic jurisprudence principles. Psychology, Public Policy, and Law, 28(2). https://doi.org/10.1037/law0000339

McCausland, R., & Baldry, E. (2023). Who Does Australia Lock Up? The Social Determinants of Justice. International Journal for Crime, Justice and Social Democracy, 12(3). https://doi.org/10.5204/ijcjsd.2504

Sosu, E. M., Dare, S., Goodfellow, C., & Klein, M. (2021). Socioeconomic status and school absenteeism: A systematic review and narrative synthesis. Review of Education, 9(3). https://doi.org/10.1002/rev3.3291

Thomeer, M. B., Moody, M. D., & Yahirun, J. (2022). Racial and ethnic disparities in mental health and mental health care during the COVID-19 pandemic. Journal of Racial and Ethnic Health Disparities, 10(2). https://doi.org/10.1007/s40615-022-01284-9

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Instructions
Position Paper

Over the past five weeks, you have examined several areas of psychology in relation to the areas/fields of psychology that you are most interested in. As you enter the final week of the course and potentially the end of your bachelor program you may think “What have I learned?”, not just for this course but for the program as a whole. Often, what is created toward the end of an academic program is a portfolio of work that demonstrates your academic achievements and knowledge. This assignment will take a part of that idea but within a position paper. A position paper is your synthesis of ideas and thoughts regarding psychology supported by relevant sources. The basic purpose of the paper is to answer this question:

Integrating Knowledge and Application

What have I learned and how am I going to use what I learned?

The paper should adhere to the following guidelines: Title page
Introduction
Literature review
Conclusion
Reference page(s)
The paper must use proper APA style for citing sources and references.
Introduction: The introduction provides a brief overview of what will be covered and the purpose of the paper.
Literature review: The literature review is outside information that supports your conclusions in the next section. For this assignment, you could use the articles that you had found in the previous week’s assignments. Conclusions: The conclusion is the section that pulls it all together. It provides the reader with a better understanding of the information you presented in the earlier section as well as your views regarding the original question/purpose of the paper.