Consequences of Breaching Courtroom Etiquette Discussion

Adhering to courtroom etiquette is not only a civility, but also a requirement of proper courtroom behavior. As a forensic psychology professional working in the courts, you must be mindful of professional etiquette as well as courtroom-specific etiquette. Breaches of professional etiquette are problematic, but breaches of courtroom etiquette can have more serious, though unintended, consequences. In addition to courtroom etiquette, there are common courtesies that you are expected to follow in order to best serve as a professional in the courts. For example, as a forensic psychology professional, you are familiar with the terminology and principles of the profession, but others in the courtroom, such as the judge, jury, or lawyers, may need to hear your testimony in lay terms; otherwise, they may think of you as arrogant instead of knowledgeable.

To prepare for this Discussion:

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Review the article “Bushido in the Courtroom: A Case for Virtue-Oriented Lawyering,” and focus on the virtues that courtroom etiquette are based on.
Review the article “Procedural Default: A De Facto Exception to Civility?” Consider the forms of etiquette expected in a courtroom and the possible consequences of breaching that etiquette.
Review the cours media, “Chapter 6” and “ Chapter 7,” and focus on the frequently asked questions. Think about issues of etiquette and proper interaction in the courtroom.
Watch the review the course media, “Criminal Trial” and “ Civil Trial.” Focus on two breaches of courtroom etiquette you observed, and think about the possible consequences of the breaches you selected.

One of the distinguishing characteristics of skilled trade apprenticeships is the application of “hands-on” learning and assessment as part of the formal training. Apprentices learn from experts, study the models and copy from those models. The experts in turn, guide and critique the practice of the apprentices. Much learning in other walks of life occurs this same way. You learn to play musical instruments or write software code by practicing tasks that are ultimately used to assess your competence.

These tasks are in effect performance tasks. In education, a performance task is a learning activity or assessment that requires students to demonstrate their knowledge, understanding, and proficiency. Performance tasks are essentially the application of course content that you have learned to date in order to solve a simulated problem. The intention is to replicate some of the types of “real-life” situations you are likely to face in the field.
Three performance tasks are assigned during the duration of this course. For this first Performance Task, you will explore the early stages of the single-case design. You will also analyze behaviors, determine operational definitions, and develop a recording strategy.

Review the Learning Resources for this week. Note: Your review of this week’s video lecture will be critical to the completion of this Assignment.
Review the Case Study Performance Tasks document found in the Learning Resources and consider the problem found within the case study. You will use this case study to complete this Assignment.
Performance Task #1 Assignment (2–3 pages):

For any single-case design, explain how you would develop a case history.
Using the Case Study Performance Tasks document found in the Learning Resources:

Explain each of the possible target behaviors identified in the Case Study Performance Tasks document.
Making eye contact
Acknowledging the other person without prompting
Offering a verbal response to the other person’s greeting
Responding reciprocally with a wave or a smile
Maintaining appropriate distance between him and the other person
Choose one of the possible target behaviors identified in the Case Study Performance Tasks and determine a plausible operational definition for the target behavior you choose.
Describe the recording strategy for data collection represented in the Case Study Performance Tasks document.

Innovation in technology and its impact on professional advancement often go hand in hand. As technology changes, most professions, including forensic psychology, must adapt to remain viable. Technological advances, such as using new identification techniques, podcasts of proceedings, and computers and videoconferencing to aid in the assessment of individuals, have impacted the way forensic psychology is used in the courts. As technology changes, forensic psychology professionals in the courts must learn to adapt to these changes while adhering to ethical and legal guidelines

To prepare for this Discussion:

Review the article “Contemporary Tools in Forensic Investigations: The Prospects and Challenges,” and pay particular attention to the ways technology has impacted forensic psychology.
Review the article “Teleconferencing Model for Forensic Consultation, Court Testimony, and Continuing Education,” and focus on the impact of technology on forensic psychology in the courts.
Review the articles “The Forensic Application of ‘Brain Fingerprinting’: Why Scientists Should Encourage the Use of P300 Memory Detection Methods,” “Constructing the Organ of Deceit: The Rhetoric of fMRI and Brain Fingerprinting in Post-9/11 America,” and “Cognitive Liberty and Mental Surveillance: Brain Fingerprinting.” Consider the ways in which advancements in technology have impacted forensic psychology.
Select three examples of technology that you think will have an impact on the future of forensic psychology in the courts.
With these thoughts in mind:

Post a brief description of the three examples of technology that you selected. Then explain why you selected each and how each might impact forensic psychology in the courts. Support your responses with citations from the Learning Resources.

Implementing evidence-based practice (EBP) within healthcare makes it an ever-changing environment (Pivec & Potocan, 2021). As clinicians, we often make implementing EBP a challenge along with other contributing factors. However, without successfully implementing EBP/evidence-based medicine, we cannot help our patients and surrogates in adequated shared decision-making as the two are co-dependent on each other(Hoffmann et al., 2014). For this discussion post, I will share a recent clinical experience explaining how incorporating or not incorporating patient preferences and values impacted the outcome of their treatment plan. Also, I will explain the significance of patient decision aid and how it might contribute to effective decision-making.

Clinical Experience

A 40-year-old woman presents to the emergency department for shortness of breath, fever, and malaise. Symptoms lasted three days, but she became shorter of breath and decided to come to the hospital. She presents a history of extensive comorbidities, including asthma, end-stage renal disease (ESRD), and obesity. Also, she reported recent admission at another facility for asthma exacerbation a month prior and had to be mechanically ventilated. With admission to the intensive unit and an additional diagnosis of the COVID 19 virus, she shared her experience of being intubated and ventilated and wish not to experience said event. Her wishes were honored, and treatment commenced, and high flow oxygen utilizes in the daytime with continuous BiPAP at night along with prone therapy. However, as the days passed, her progress became worse, and intubation was now the only option she refused on countless tries when asked for consent. Days passed, and she got even worse and eventually gave permission. By this time, her lungs were already far gone, and she expired shortly after being intubated.

Base on this woman’s previous experience with being intubated and mechanically ventilated, she was traumatized by the experience. She didn’t want to relive the situation even though her life was dependent on it, and she got educated on the subject regardless.

How does involving or not involving patients preference affect clinical outcome

According to Kon et al. (2016), “Shared decision-making is a central component of patient-centered care in the intensive care unit (ICU).” The shared decision-making concept, in my opinion, is first based on relationship building between patient and caregiver. As information is shared, an understanding bond is formed between the patient and caregiver, resulting in trust. Involving patients’ preferences and values into their care have everything about how the treatment plan will turn out. Decisions based on patients’ values facilitate engagement in the treatment plan and give them autonomy. Not involving them leaves them feeling powerless and may disturb the treatment regimen, lengthen hospital stays and increase the patient cost (Healthcare Value Hub, 2019).

Patient decision aid and its contribution to effective decision making

A patient decision aid designed to its best capacity provides complete information on the possible treatment options available, involving the risk, benefits, and even the burdens of the treatment plan. This better aids the patient in generating knowledge of their condition and understand the clinical evidence beyond their treatment (Healthcare Value Hub, 2019). The patient decision aid of choice for the scenario mentioned above is the Ottawa Personal Decision Guide. The Ottawa Personal Decision Guide depicts a replica of a well-designed decision aid, hence my choice. Also, the patient had multiple medical conditions; therefore, the A-Z option did not apply to the situation.

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