Unprepared Students Face Careers in Forensic Mental Health

Unfortunately, I chose this topic because I have felt over-whelmed by circumstance each and every time I have tried to focus on my chosen topic for this paper. Sure, I know my own past, I have continuously forced myself to acknowledge my own limitations, and I know I am more than capable of disassociating my own emotions in order to provide assistance to others. However, I have never been placed in a situation like this where I have felt so over-whelmed by a research project.
The fact is both examples mentioned in this paper represent my own struggles, especially since I currently possess the beginnings of 3 different first drafts (different topics) that were interrupted by an unknown, and unmanageable force. Such devastation is understandable. I mean, I can totally accept the fact I may make mistakes, and/or be affected by things beyond my control, but what I cannot accept is that I need further training; training that so far has not been provided, but is needed in order for me to accomplish my goal as a forensic psychologist. After all, if I cannot continue a research paper (even temporarily), then I worry that I will fail a future client in the same manner. (Yes, I am aware of how “the fear of failure” feelings relate to my past, which is why I am confronting them now by expressing complete honesty).
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Introduction
Do actions create reactions, that will either enhance or hinder the ability of a forensic social scientist to perform his or her duties in a rational yet compassionate manner? Do these “professional” positions require that individuals disregard the natural order of his or her personal psyche by asking them to emotionally detach from their research and practice? More importantly, what if the answer to these questions, result in negative consequences for one or both professional, and future client? The fact is that these questions represent the frustration brought forth by a fourth year, psychology major at City University. In other words, our current educational curriculum, or that associated with other lower level courses, did not focus enough on the psychological needs of a student whose career will depend on human interaction, and the ability to remain focused as he or she faces the inevitable emotional roller coaster that will be associated with a career in mental health. After all, it is often an individual’s personal experience, and in a sense, bias that fuels the flame of passion and sends them on a quest for knowledge in the first place. This means that the individual success of most students will depend on the individual’s ability to understand their own bias, and emotional health.
The Historical Connection
Many psychology courses focus on theory. Some provide minor details, while others explore in-depth how to put each theory into practice. Obviously, such courses are an essential part of a student’s educational career. However, they do not provide a window into the heart and soul of the theory’s founder, therefore they leave many unanswered questions for students who need personal connections to the theories themselves. This is why Psy314 “Personality Theory” is so important. You see, this course allows students to discover not only the details involved with particular theories, but also provides a short personal history concerning the theories founders, who generally have been motivated by their own torn and tattered backgrounds (Allen, 2006).
For instance, Sigmund Freud was a brilliant child prodigy (Allen, 2006). However, The fact is, Freud emerged from a childhood of poverty, and over stimulation, while witnessing the possible emotional neglect of his siblings (Allen, 2006). Alfred Adler on the other hand, was just the opposite. He spent much of his childhood plagued by illness, and due to his fragile state, he shadowed his siblings; thus creating an inferiority complex which represented its self in Adler’s childhood shyness (Allen, 2006). Carl Jung suffered through many childhood experiences, which is probably what forced him to believe that he had what today we call Disassociate Identity Disorder (Allen, 2006). In other words, he believed he held two personalities. Harry S. Sullivan suffered from the effects of alcoholism and schizophrenia (Allen, 2006). Further, more, rumors suggest that he had a questionable background, which included such accusations as involvement in criminal acts, gang activity, and bisexual intimate relationships (Allen, 2006). Today, this information suggests that Sullivan’s life was directly affected by hardship. After all, even if he wasn’t “mentally ill, he was at the very least a victim of town gossip. Over all, these details prove that the mentors that represent psychology’s history were far from flawless. Instead, they were ordinary human beings that surpassed their own psychological issues, in order to provide change for other prospective victims (with or without the client having the same problem) (Allen, 2006).
The Ethical Connection
“Kantain Duty Ethics” suggests that animals act in self-serving fashions (Cooper, 2004). Human beings on the other hand are capable of acting out of duty (Cooper, 2004). It also suggests that rewards and punishments aren’t always the driving force behind such actions, that the meaning lays much deeper (Cooper, 2004). Lastly, this theory suggests that people do not want to feel used, but that they want to be helped to reach their goals in life and that some simply need more help than others (Cooper, 2004). In other words, this theory seems to respect the use of hardship as a means to an end. On the other hand, the “Ethical Egoism” theory proves that while duty may drive an individual, they are capable of buckling under pressure, which means that they don’t always follow what they believe to be right; such as the solicitation of new ideas, or a negative declaration against older ones (Cooper, 2004).
Of course, an ethical education can teach a student to seek a much deeper meaning of reality, and with that comes integrity, which means honesty and rule (Cooper, 2004). This is where The “Social Contract” theory slips into the picture; with its no group is a truly equal philosophy (Cooper, 2004). In fact, the truth is, we live in a multicultural world; a place where people are judged on the “norms” of their environment. This will always ethnocentrically judge hardships for those who defy societies expectations; which will ultimately restrict the role and responsibilities of research. On the other hand, humans by nature are self-centered, pleasure-seeking creatures whose unique situations can lead to change when the need arises (Cooper, 2004). Therefore, if such change is possible then, the final theory or “Discourse Ethics” theory can assist individuals who have over come hardship, and wish to use their experience in a supportive manner (Cooper, 2004). After all, this theory believes that everyone should have a right to be heard so long as they are “asserting real beliefs”, and backing up their point of view w/ evidence (Cooper, 2004).
With so many different cultures, and traditions in this world, there is no doubt, a reason for rules and regulations, which is why social science majors are taught a course in ethics. Yet, when a students face difficult research topics, there is little more offered than the advice to distance one’s professional life from those of personal nature. This takes us back to the original problem. Teaching the rules of ethics is one thing, but providing a student with the necessary skills needed to assure that he or she armed with the tools needed to handle unforeseen “triggers” brought on by work is another. Basically, this means that since a psychology major or professional is no less human than their client, they are capable of being over whelmed when “trigger” moments arise.
Example #1A student diligently begins to focus on his/her favorite topic “judicial Reform”. In the process, he or she finds a web link that was provided by his or her instructor. The student thinks to his or her self, “WOW what luck, this link will provide a very in-depth view of not only “death row”, but also the psyche of a person who will face state execution. (Can life get any better?) The student gets excited. He/she grabs a favorite beverage and settles down to what he/she believes will be one of the most educational experiences. However, what he/she is not prepared for is that this site will trigger feelings that the individual will be unable to control. Basically, despite 16 years of personal interest and 3 years of formal education, this student was ill prepared. Why because somewhere deep in his/her psyche were forgotten or repressed memories; memories that would come alive and take over as he/she read the words that just an hour before he/she wanted to hear. The fact is it was not the “killers” words that triggered his/her pain. It was the words of his victim’s granddaughter. You see, this student’s mother was murdered, and while he/she had dealt with the loss, he/she never before thought that such a letter was possible, let alone that the murderer might desire such correspondence. Maybe if he/she had of known he/she may have followed this victim’s actions and resolved the issue or at least familiarized him/herself with the topic while in community college. Instead, here he/she was faced with the reality that he/she never asked such questions of her family’s killer.
Example #2A student is dealing with a very personal issue. He/she has a paper due, so he/she decides to research the topic, so that he/she not only can write a paper, but also solve a personal problem. Why not kill two birds with one stone. Right? Well, the problem with this is that the student becomes over-whelmed when he/she begins to experience flash backs of situations that he/she thought were by-gones. This of course leading the student to wonder if this can happen to someone when they are doing what is RIGHT, what will happen if they screwed up, and something happen like this w/ a client?

Conclusion
No matter how psyched up, educationally prepared, or open-mindedly an individual attempts to be as they approach a topic. The fact is feelings and the responses to those feelings are completely natural. Furthermore, nobody knows when a situation may stimulate a memory and lead to psychological and/or physiological responses. Therefore, students need to learn to recognize their own limitations. They need instruction and guidance that will prepare them to effectively handle emotional over load, because without it they may act out in a manner that is detrimental to the client.
If clients are at risk, then institutions need to begin to focus their attention on the creation of a special course. The course should focus on helping student’s to evaluate his or her own psyche, and should be taught at a very early stage of a Social Science major’s educational career. Finally, such a course should be taught by instructors who will not only provide their undivided attention, but also not skimp on their annotations. After all, what good would such a course be, if the student did not receive in-depth support throughout the process?
Resources:
Allen, B. (2006) Personality Theories. Pearson Publishing Boston, Mass.
Cooper, D. (2004). Ethics for professionals in a multicultural world. Upper Saddle River, NJ: Prentice Hall.