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Articoli di riviste sul tema "Psychology (law)"

Autore: Grafiati

Pubblicato: 19 ottobre 2024

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1

Taylor, Maxwell. "Psychology, Law and Law Enforcement". Irish Journal of Psychology 8, n. 1 (giugno 1987): 20–30. http://dx.doi.org/10.1080/03033910.1987.10557689.

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2

Martín, Eugenio Garrido. "Psychology and Law". Applied Psychology 43, n. 2 (aprile 1994): 303–11. http://dx.doi.org/10.1111/j.1464-0597.1994.tb00824.x.

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3

Haward, Lionel. "Psychology and law". Behaviour Research and Therapy 23, n. 4 (1985): 496–97. http://dx.doi.org/10.1016/0005-7967(85)90209-8.

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4

Hans, Valerie P. "Internationalizing Psychology and Law". Contemporary Psychology: A Journal of Reviews 35, n. 9 (settembre 1990): 859–60. http://dx.doi.org/10.1037/029020.

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5

Thomson, Don. "Psychology, Crime and Law". Australian Psychologist 31, n. 1 (marzo 1996): 40. http://dx.doi.org/10.1080/00050069608260174.

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6

Sales, Bruce. "Rehabilitation psychology and law." Rehabilitation Psychology 31, n. 1 (1986): 5–11. http://dx.doi.org/10.1037/0090-5550.31.1.5.

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7

van de Vijver, Fons. "Psychology and Law: Introduction". European Journal of Psychological Assessment 11, n. 1 (gennaio 1995): 58. http://dx.doi.org/10.1027/1015-5759.11.1.58.

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8

Sales, Bruce. "Rehabilitation psychology and law." Rehabilitation Psychology 31, n. 1 (1986): 5–11. http://dx.doi.org/10.1037/h0091526.

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9

Zelechoski, Amanda D., Christina L. Riggs Romaine e Melinda Wolbransky. "Teaching Psychology and Law". Teaching of Psychology 44, n. 3 (31 maggio 2017): 222–31. http://dx.doi.org/10.1177/0098628317711316.

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Abstract (sommario):

Given the recent proliferation of undergraduate psychology and law courses, there is an increased need to empirically evaluate effective methods of teaching psycholegal material. The current study used a between- and within-subject design across four higher education institutions ( N = 291 students) to evaluate the effectiveness of incorporating experiential learning activities in undergraduate psychology and law courses. Students who participated in the experiential activities performed significantly better than did control students on exam questions related to some, but not all, of the activities. In addition, experiential students consistently rated aspects of the course as more enjoyable than did control students. Results suggest that the inclusion of experiential learning activities has the potential to improve student performance and increase interest and motivation.

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10

Schimmel, Solomon. "Psychology and Jewish Law". Shofar: An Interdisciplinary Journal of Jewish Studies 14, n. 2 (1996): 1–10. http://dx.doi.org/10.1353/sho.1996.0098.

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11

Vredeveldt, Annalies. "Where psychology meets law". PsyPag Quarterly 1, n. 78 (marzo 2011): 31–32. http://dx.doi.org/10.53841/bpspag.2011.1.78.31.

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12

Orr, Russell. "Ideology, Psychology, and Law". Social Psychological Review 15, n. 1 (2013): 26–28. http://dx.doi.org/10.53841/bpsspr.2013.15.1.26.

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13

Cavanaugh, James L., e Richard Rogers. "Psychology in law enforcement". Behavioral Sciences & the Law 4, n. 4 (1986): 351–52. http://dx.doi.org/10.1002/bsl.2370040401.

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14

Taratukhin, E. O. "Risk communication: ethics, psychology, law". Russian Journal of Cardiology 26, n. 9 (19 ottobre 2021): 4678. http://dx.doi.org/10.15829/1560-4071-2021-4678.

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Abstract (sommario):

When communicating with a patient, a doctor is within a certain cultural practice (science-based medicine and state health care system), falling outside the limits of which is not legal. However, a broader understanding of medicine as a cultural phenomenon with a focus on health also requires a more varied perspective on patient care. The patient’s problem can be more complex than looking at it from science- and evidence-based point of view. Therefore, in risk communication as an element of work with adherence or as part of signing informed consent, different ways are needed to consider a patient’s situation. An ethical and psychological perspective on clinical interactions allows for a more holistic view of the disease.

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15

NAKA, MAKIKO. "Psychology and Law in Japan :". Annual Report of Educational Psychology in Japan 52 (2013): 115–27. http://dx.doi.org/10.5926/arepj.52.115.

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16

Antony, Louise. "Law and Order in Psychology". Philosophical Perspectives 9 (1995): 429. http://dx.doi.org/10.2307/2214229.

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17

Lewin, Kurt. "Law and Experiment in Psychology". Science in Context 5, n. 2 (1992): 385–416. http://dx.doi.org/10.1017/s0269889700001241.

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Abstract (sommario):

The Copernican revolution with which Kant transformed the question of whether knowledge is possible into the query as to how knowledge is possible, constitutes one stage in the development of epistemology from a speculative to an observational science — i.e., one that proceeds from the investigation of concrete, existent objects rather than from a small number of presupposed concepts. This path, leading from speculation to examination of the concrete objects of research — for epistemology, to the investigation of the various individual sciences — is long and arduous, and even now it has been traversed only a small part of the way. Although epistemological research has for a long time had some relation to mathematics and physics, and a more concrete exploration of biology and the humanities has recently been launched as well, we undoubtedly still stand at the very beginning of this enterprise. One major task for the epistemological inquiry into a specific discipline is bound up with tracing the course of development of that science — in particular, the radical shifts and readjustments in a science that promise to furnish the epistemologist with valuable information. Seen from this angle, psychology also currently deserves the special attention of epistemology.

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18

Roesch, Ronald. "PERSPECTIVES IN LAW AND PSYCHOLOGY". International Journal of Forensic Mental Health 1, n. 1 (aprile 2002): 100. http://dx.doi.org/10.1080/14999013.2002.10471165.

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19

Mazur, Dennis J. "Judgmental Psychology, Law, and Ethics". Medical Decision Making 14, n. 4 (ottobre 1994): 413–14. http://dx.doi.org/10.1177/0272989x9401400416.

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20

Mazur, Dennis J. "Judgmental Psychology, Law, and Ethics". Medical Decision Making 16, n. 1 (febbraio 1996): 96–97. http://dx.doi.org/10.1177/0272989x9601600121.

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21

Mazur, Dennis J. "Judgmental Psychology, Law, and Ethics". Medical Decision Making 16, n. 2 (giugno 1996): 202–3. http://dx.doi.org/10.1177/0272989x9601600218.

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22

Mazur, Dennis J. "Judgmental Psychology, Law, and Ethics". Medical Decision Making 16, n. 3 (agosto 1996): 306–7. http://dx.doi.org/10.1177/0272989x9601600319.

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23

Mazur, Dennis J. "Judgmental Psychology, Law, and Ethics". Medical Decision Making 16, n. 4 (ottobre 1996): 427–28. http://dx.doi.org/10.1177/0272989x9601600420.

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24

Mazur, Dennis J. "Judgmental Psychology, Law, and Ethics". Medical Decision Making 17, n. 1 (febbraio 1997): 121–22. http://dx.doi.org/10.1177/0272989x9701700116.

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25

Mazur, Dennis J. "Judgmental Psychology, Law, and Ethics". Medical Decision Making 17, n. 2 (aprile 1997): 239–40. http://dx.doi.org/10.1177/0272989x9701700219.

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26

Mazur, Dennis J. "Judgmental Psychology, Law, and Ethics". Medical Decision Making 17, n. 4 (ottobre 1997): 503–4. http://dx.doi.org/10.1177/0272989x9701700422.

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27

Mazur, Dennis J. "Judgmental Psychology, Law, and Ethics". Medical Decision Making 18, n. 1 (gennaio 1998): 126. http://dx.doi.org/10.1177/0272989x9801800123.

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28

Mazur, Dennis J. "Judgmental Psychology, Law, and Ethics". Medical Decision Making 18, n. 2 (gennaio 1998): 245–46. http://dx.doi.org/10.1177/0272989x9801800217.

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29

Mazur, Dennis J. "Judgmental Psychology, Law, and Ethics". Medical Decision Making 18, n. 3 (agosto 1998): 354–55. http://dx.doi.org/10.1177/0272989x9801800317.

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30

Vredeveldt, Annelies. "American Psychology-Law Society Conference". PsyPag Quarterly 1, n. 76 (ottobre 2010): 28–29. http://dx.doi.org/10.53841/bpspag.2010.1.76.28.

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31

Underwager, Ralph, e Hollida Wakefield. "Poor psychology produces poor law." Law and Human Behavior 16, n. 2 (1992): 233–43. http://dx.doi.org/10.1007/bf01044800.

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32

Müller, David J., e Anthony J. Chapman. "Psychology, law, and the community". Journal of Community Psychology 14, n. 3 (luglio 1986): 239–40. http://dx.doi.org/10.1002/1520-6629(198607)14:3<239::aid-jcop2290140302>3.0.co;2-m.

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33

Roesch, Ronald. "Community psychology and the law". American Journal of Community Psychology 16, n. 4 (agosto 1988): 451–63. http://dx.doi.org/10.1007/bf00922764.

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34

Ostrov, Eric. "Police/law enforcement and psychology". Behavioral Sciences & the Law 4, n. 4 (1986): 353–70. http://dx.doi.org/10.1002/bsl.2370040402.

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35

Trofimovs, Igors. "OPERATIONAL PSYCHOLOGY". Administrative and Criminal Justice 1, n. 78 (31 marzo 2017): 37. http://dx.doi.org/10.17770/acj.v1i78.2798.

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Abstract (sommario):

The author deals with the history of formation of operational psychology as a field of knowledge influencing the national security. The author discloses in details some psychological essentials of the application of this knowledge in everyday activities of employees of special forces units, police, prosecutor’s office, courts, punishment execution system and other law enforcement institutions. The author also notes as important that during operational activities, in the process of determination of the truth, officers have not only to help in the reproduction of the facts, but also to try to achieve the truthfulness of the evidence. Because of applying, psychological techniques of operational investigative psychology create conditions for acquisition of correct and complete information about facts, particular events being of interest to law enforcement institutions ensuring necessary impact on persons who intentionally want to hide the truth and often forward false information. Therefore, the acquisition of psychological knowledge in the operational and investigative activities is a necessity for law enforcement institutions.

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36

Nyberg, Cheryl Rae. "Sources: Encyclopedia of Psychology and Law". Reference & User Services Quarterly 48, n. 1 (1 settembre 2008): 93. http://dx.doi.org/10.5860/rusq.48n1.93.2.

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37

No authorship indicated. "Psychology, Public Policy, and Law: Manuscripts." Psychology, Public Policy, and Law 8, n. 4 (2002): 338. http://dx.doi.org/10.1037/1076-8971.8.4.338.

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38

No authorship indicated. "Psychology, Public Policy, and Law: Editors." Psychology, Public Policy, and Law 8, n. 4 (2002): C2. http://dx.doi.org/10.1037/1076-8971.8.4.c2.

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39

Bersoff, Donald N. "Law and psychology à la carte." PsycCRITIQUES 41, n. 4 (1996): 327–28. http://dx.doi.org/10.1037/002854.

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40

Howell, Robert J. "Integrating Social Psychology Into the Law". Contemporary Psychology: A Journal of Reviews 30, n. 1 (gennaio 1985): 27–28. http://dx.doi.org/10.1037/023463.

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41

Grisso, Thomas. "The Adolescence of Psychology and Law". Contemporary Psychology: A Journal of Reviews 31, n. 6 (giugno 1986): 420. http://dx.doi.org/10.1037/024802.

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42

Prins, Herschel. "Adult fire-raising: Law and psychology". Psychology, Crime & Law 1, n. 4 (ottobre 1994): 271–81. http://dx.doi.org/10.1080/10683169508411964.

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43

Freckelton, Ian. "Psychiatry, Psychology and Law and ANZAPPL1". Psychiatry, Psychology and Law 15, n. 1 (marzo 2008): 1–7. http://dx.doi.org/10.1080/13218710801968681.

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44

Wells, Gary L. "Psychology and Law: A Jam Session". Contemporary Psychology: A Journal of Reviews 39, n. 5 (maggio 1994): 490–91. http://dx.doi.org/10.1037/034320.

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45

Kagehiro, Dorothy K. "Psychology and (Half of) the Law". Contemporary Psychology: A Journal of Reviews 39, n. 7 (luglio 1994): 714–15. http://dx.doi.org/10.1037/034490.

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46

Wrightsman, Lawrence S. "Psychology and the Law: Three Views". Contemporary Psychology: A Journal of Reviews 37, n. 11 (novembre 1992): 1208–10. http://dx.doi.org/10.1037/031626.

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47

Reppucci, N. Dickon, e Catherine A. Crosby. "Law, psychology, and children: Overarching issues." Law and Human Behavior 17, n. 1 (1993): 1–10. http://dx.doi.org/10.1007/bf01044533.

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48

Sorokin, V. V. "Legal psychology in the system of law". Psychology and Law 9, n. 1 (2019): 111–21. http://dx.doi.org/10.17759/psylaw.2019090108.

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Abstract (sommario):

The existence of legal psychology makes the actual problem of the relationship between the spirit of law and the letter of the law. The author uses a spiritual and moral approach, which overcomes the formalism and shortcomings of the materialistic vision of law. When it is argued that the law can regulate only what can be controlled from the outside, make a significant mistake, because the regulatory impact of the law objectively and does not depend on whether we notice its consequences or not. Legal psychology "works" in the inner world of the individual, despite the possibility of external fixation of the process. In law-making subjects Express the legal psychology of society, including themselves. The entire Arsenal of legal equipment is formed in such a way as to facilitate the psychological perception of the addressees of acts of law. The need to interpret the law and the existence of judicial discretion also make legal psychology relevant. Legal relationship – not just external physical actions-entering into legal relations, the subjects give each other their psychological content. All sources of law reflect the national psychology of a particular people. The application of the institution of legal responsibility is entirely permeated with psychological aspects.

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49

Wakabayashi, Kosuke, Yichic Den, Yuki Nakata, Miki Takasuna e Hazime Mizoguchi. "Reconstruction of the history of law and psychology as applied psychology". Proceedings of the Annual Convention of the Japanese Psychological Association 79 (22 settembre 2015): SS—089—SS—089. http://dx.doi.org/10.4992/pacjpa.79.0_ss-089.

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50

Rahmatullah, Bagas. "THE URGENCY OF IMPLEMENTING PSYCHOLOGY EDUCATION AND SERVICE LAW IN PROTECTING PSYCHOLOGY PROFESSIONALS AND COMMUNITY". HERMENEUTIKA : Jurnal Ilmu Hukum 7, n. 1 (28 febbraio 2023): 238. http://dx.doi.org/10.33603/hermeneutika.v7i1.8441.

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Abstract (sommario):

Law Number 23 of 2022 concerning Psychology Education and Services is a law that has just been passed as a government implementation in providing protection for the psychology profession and society, with this law it is hoped that it can provide legal certainty to those who need it. However, there are still deficiencies and overlapping regulations that need to be reviewed regarding the application of this law later. This study uses a normative juridical approach that functions to review laws based on scientific and relevant literature reviews. Based on the research results, there are critical points in this law, such as registration certificates for non-health psychologists and psychology education schemes that are required to conform to Law no. 23 Year 2022 in 2 years time. Based on the results of the study, researchers see the need for alignment between psychology professional organizations, the Ministry of Education and Culture, and also the Ministry of Health in solving this problem.

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