Psychological Assessment in Jails - Implementation of the Standards Recommended by the National Advisory Commission on Criminal Justice Standards (From Mental Health Services in Local Jails - Post-workshop Dissemination, Research and Training Planning Meeting, 1979 - See NCJ-75794)

• NCJ Number: 75797
• Author(s): E I Megargee
• Date Published: 1979
• Length: 29 pages
• Publication Format: Document
• Language: English
• Country: United States of America

Annotation

Implementation of the National Advisory Commission on Criminal Justice Standards and Goals recommendations poses a number of challenges and requires diagnosis and assessment at three distinct stages.

Abstract

Certain general problems confront the diagnostician working in a jail setting, including staff, space, and resources limitations; the wide range of characteristics and degrees of cooperation found among clients; limitations on confidentiality; a lack of trained assessment professionals; and a lack of research on assessment among jail populations. The first stage at which assessment takes place is the initial screening after arrest. Decisions must then be made regarding which clients are to be diverted to noncriminal justice community programs and which defendants need to be detained prior to trial. Intake and custodial personnel should be trained to recognize cases needing mental health intervention at this stage and to refer them for assistance. Pretrial detention is the second stage at which assessment is required to identify inmates with special problems, to assist in management classification, and to aid in program planning. Routine administration of the Minnesota Multiphasic Personality Inventory is recommended in addition to the procedures established in the standards. Assessment of convicted offenders, which occurs in stage three, is similar to that which occurs in stage two, except that emphasis should be placed on special assessment procedures for program planning. Such procedures should include use of the MMPI and the California Psychological Inventory; assessment of intellectual ability through such tests as the Wechsler Adult Intelligence Scale or the Revised Beta Examination; use of an educational achievement measure such as the Stanford Achievement Test; and use of a vocational interest inventory. Additional research is needed at all three stages. About 34 references and footnotes are provided. (Author abstract modified)