Juvenile Forensic Assessment Certificate
Learn the theoretical, empirical, and practical skills to reliably conduct juvenile forensic assessments. This professional growth opportunity allows for mastery of the specialty skills crucial for work with community mental health agencies, forensic hospitals, correctional facilities, state hospitals, and more. The certificate program spans 150 hours of CE-earning content across 12 programs.
What You Can Expect
This Certificate program includes 12 courses, with 70 hours of foundational training and 80 hours of specialized content.
- You will learn to assess risk for violence, waiver to criminal court, and competence to stand trial.
- With an emphasis on buttressing strengths as well as mitigating risks, you will have the tools to assess juveniles as they navigate the legal system.
Presented By

Stephen D. Hart PhD

Ivan Kruh PhD

Keith Cruise PhD

Randy Otto PhD, ABPP

Barry Rosenfeld PhD, ABPP

Itiel Dror PhD

Michele Galietta PhD

David DeMatteo JD, PhD, ABPP (Forensic)

Jodi Viljoen PhD

Randall Salekin PhD

Martin Sellbom PhD
Dr. Stephen D. Hart obtained BA, MA, and Ph.D. degrees in psychology at the University of British Columbia. He has been on faculty in the Department of Psychology at Simon Fraser University since 1990 and has held the rank of Professor since 2001. He also served as a Visiting Professor in the Faculty of Psychology at the University of Bergen in Norway between 2000 and 2021. His expertise is in the field of clinical-forensic psychology, with a special focus on the assessment of violence risk and psychopathic personality disorder. He has co-authored more than 250 books, chapters, and articles. He has served as editor of two scientific journals, a member of the editorial board of eight journals, and an ad hoc reviewer for more than 40 journals. He has served as an executive committee member of several professional organizations, including the President of the American Psychology-Law Society and the International Association of Forensic Mental Health Services. He has received various distinctions for his professional work, including the Career Achievement Award from the Society of Clinical Psychology, the Saleem Shah Award for Early Career Research Excellence in Psychology and Law from the American Psychology-Law Society and the American Academy of Forensic Psychology, and the Distinguished Achievement Award from the Association of Threat Assessment Professionals. He maintains an active practice in violence risk assessment. He has consulted with government agencies from more than 25 countries; led more than 500 training workshops around the world; and given expert evidence before courts, tribunals, inquests, review boards, and parliamentary committees in Canada, the United States, and the United Kingdom.
Dr. Keith Cruise is an Associate Professor in the Department of Psychology and Adjunct Professor of Law at Fordham University. Dr. Cruise conducts research on the clinical-forensic assessment of youth within the juvenile justice system. Various research projects have focused on developing and validating specialized risk assessment protocols, investigating the utility of mental health screening instruments with justice-involved youth, and understanding the connection between trauma exposure, trauma reactions, and delinquent behavior. Dr. Cruise also conducts forensic evaluations of justice-involved youth including post-disposition assessments of risk and treatment amenability, providing expert testimony to juvenile courts, and providing technical assistance and consultation to local and state juvenile justice systems. Dr. Cruise is a Co-Principal Investigator on a grant from the Office of Juvenile Justice and Delinquency Prevention investigating the impact of trauma screening on service delivery and legal outcomes for justice-involved youth, and is a Co-Director of the Center for Trauma Recovery and Juvenile Justice (CTRJJ), a technical assistance center that is part of the National Child Traumatic Stress Network (NCTSN).
Based on my training in clinical-forensic psychology and the law, my research interests are closely connected to my clinical interests and forensic practice. Broadly defined, my research interests are in the areas of assessment and treatment of legal defendants with an emphasis on justice-involved youth. My primary research interest is developing and investigating the clinical utility of specialized assessment instruments to better understand the complex, overlapping needs of adolescents who come into contact with the court system. My interest in this area is grounded in the position that psychologists who are responsible for assessing and treating justice-involved youth must base their work on empirically supported decision tools and interventions. Translating research findings into practice is a central theme of my research, my consultation to juvenile justice systems across the country, and my clinical-forensic practice.
Recent research projects have included a federally funded study investigating the effectiveness of enhanced mental health screening for poly-victimization in justice-involved youth, developing and validating the Short-term Assessment of Risk and Treatability: Adolescent Version (START:AV), and examining the impact of trauma on adolescent risk/needs assessments and case planning. As a core faculty member of the Center for Trauma Recovery and Juvenile Justice (CTRJJ), I have collaborated on a national survey of juvenile probation officer practices related to trauma-informed care. Selected presentations and publications reflecting these interests are noted below.
Dr. Itiel Dror is a cognitive neuroscientist who received his Ph.D. at Harvard (1994) in the area of cognitive factors in human expert performance. Since his Ph.D. over twenty years ago, Dr. Dror has been researching this area, and has published over 100 peer-reviewed articles specifically looking at cognitive factors that mediate human expert performance. His insights and understanding of the human brain and cognitive system underpin the workshop. Without such deep knowledge, it is not possible to properly deliver a workshop on the ‘cognitive factors’. Dr. Dror has been working in the forensic domain for over a decade. In fact, he is the person who introduced the human and cognitive factors to the forensic community and has made this issue central in forensic science.
Over the last decade Dr. Dror has worked with a variety of forensic laboratories across the US, in which he has visited and shadowed examiners doing casework, reviewed SOPs and practices. Dr. Dror was the Chair of the OSAC Human Factor group (the new ‘SWGs’ organized under NIST/NIJ), which is responsible for the cognitive factor issues across all the OSAC forensic domains. The National Commission on Forensic Science has recognized Dr. Dror as the leader in this area and has asked him to present to the commission (as well as appointed him to their Human Factors subcommittee), as well as many other forensic bodies who have solicited Dr. Dror. The recommendations on cognitive and human factors of the NCFS and the NAS report, and other bodies is mainly based on the research of Dr. Dror. He is also a member of the AAAS (The American Association for the Advancement of Science) Advisory Committee on Forensic Science Assessment (a project in which the AAAS will conduct an analysis of the underlying scientific bases for the forensic tools and methods currently used).
Dr. Itiel Dror has a proven track record in successfully delivering workshops, specifically on ‘Cognitive Factors in Making Forensic Comparisons’, to dozens of forensic laboratories. He is the only person who has the combined cognitive and forensic expertise to deliver this training. His workshops on this specific issue have been delivered with great success to the FBI, LAPD, NYPD, SFPD, Boston PD, Kansas, and many other forensic laboratories across the US.
As the world leader in this area, Dr. Dror has also been commissioned to deliver this workshop in a variety of countries across the world (Australia, Finland, the Netherlands, Italy, Canada, as well as other countries –not to mention numerous police forces the UK). The success of his workshops and his training in this area has been recognized by the professional bodies: Dr. Dror has received the ABP Annual Award for 'Excellence in Training' for his workshops on cognitive factors in making forensic comparisons. The purpose of the award is to recognize excellence in demonstrating how applying an understanding of the science of human behaviour can impact and deliver practical value to organizations. The judges commented that Dr. Dror's workshops are: "Truly outstanding and inspiring", "A highly rigorous application of relevant theoretical frameworks", "Truly innovative, breaking entirely new ground in a most challenging context", "Internationally ground-breaking impact already being used around the world", "Entirely focused on application of conceptual models – underpinned by deep research", and "Impact is highly impressive".
Juvenile Forensic Assessment Certificate
Foundational Trainings
Specialized Trainings
You Will Learn To:
1
Answer questions such as: Is this youth at risk to be violent, and under what circumstances? Does this youth meet the standard for competence to stand trial? Does this youth meet criteria for waiver to criminal court?
2
Describe the admissibility standards for expert evidence articulated by the Supreme Court of the United States
3
Describe a 7-step problem-solving process to respond to ethical/legal dilemmas
4
Describe the principles of cultural competence in psychological evaluations
5
Describe background information regarding the human mind and cognitive system
6
Describe the rationale for Forensic Case Formulation
7
Describe the various functions that reports and affidavits which summarize forensic evaluations serve
8
Describe the components/qualities of effective communication generally, and effective testimony specifically
9
Describe the best practices in conducting juvenile adjudicative competence evaluations
10
Describe principles of Violence Triage for prioritizing cases and actions
11
Describe an integrative assessment of adolescents’ risks for harm to others
12
Describe how traits and pathology relate to understanding the young person and writing the psychological report
13
Describe the rationale for, and methods used in, the development of the MMPI-A-RF and much more
14
Learning objective 14
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