interest in more depth than would otherwise be avail-
able through regular coursework; the research may
allow students to directly impact the systems and
clients with which they interface through their field
placements and potentially build on this area of
research throughout their career.
Students pursue master’s level training for a variety
of reasons. Professionals working within law enforce-
ment, legal, or mental health systems may attend mas-
ter’s programs in an effort to enhance their training
and/or opportunities for promotion. Undergraduate
students may want to explore a specialized field of
study, such as law and psychology, without having to
commit to the time required to complete a doctoral
degree. Similarly, undergraduate students may post-
pone an eventual goal of obtaining a specialized doc-
toral degree by first gaining clinical and/or research
experience through a master’s level program. Finally,
because many states allow master’s level clinicians to
practice independently, many graduates of these pro-
grams will have lengthy careers in the forensic field.Considerations for Students
Pursuing a Master’s Degree
The decision to attend a master’s program in forensic
psychology is a major commitment that warrants much
research. Current master’s programs in this field vary
greatly in program orientation, curriculum, opportuni-
ties for practical experience, faculty interests and expe-
rience, as well as student requirements. Each of these is
an aspect prospective graduate students may find help-
ful to consider. Students need to choose a path that best
fits their individual needs, encompassing their current
interests as well as their future plans.
One of the fundamental questions prospective
graduate students in forensic psychology should con-
sider when faced with the often daunting task of
choosing a master’s program is how the program’s
orientation matches their own. For example, while
some students may seek a clinically oriented program,
others may find their interests rooted in research.
Therefore, the student should thoroughly review each
program’s orientation. Such a consideration will pre-
vent students from embarking on graduate study at
programs with an orientation different from their own.
Exploration of requirements for graduation may also
prove useful for students. Although the majority of mas-
ter’s programs in this field are clinically based, those
students interested in research may find themselvesgiven the opportunity to pursue this interest in a clini-
cally based program in lieu of competency exams to ful-
fill a graduation requirement. Therefore, one should not
discount a program solely based on orientation but,
rather, should explore each option within an individual
program.
Additional consideration should be given to how a
student’s educational and professional goals align with
those of each program. Whereas some programs aim to
prepare students for their respective state’s profes-
sional licensing exams or a career in the public sector,
others focus on preparation for doctoral programs.
Thus, it is important for prospective students to inquire
and consider the educational and professional paths of
previous graduates, as well as consider their own
intentions. Furthermore, a student may find it helpful
to explore the experience and formal education
requirements for occupations in their areas of interest.
The educational framework and organization of
each program should be closely examined by appli-
cants. Prospective students should critically evaluate
the curriculum of each program to ensure a solid foun-
dation is provided and their specific interests addressed.
Introductory courses aimed at the integration and
applicability of psychology within the legal system
should be a standard at each program, which should
include criminal and civil aspects. At the same time,
students should consider whether they have the flexi-
bility to take electives or seminars in which their spe-
cific interests are addressed. After careful
consideration of these elements, students can then
begin selecting programs that offer a solid but broad
curriculum and at the same time allow exploration of
specific areas of interest through electives and semi-
nars.
Although most clinical programs address profes-
sional ethics, a comprehensive curriculum in forensic
psychology will not only address general ethical issues
but also attend to and integrate the Forensic Specialty
Guidelines set forth by the American Psychological
Association. The issues addressed include exclusions
in confidentiality when treating convicted offenders,
conflicts of interest in child custody cases, and licens-
ing requirements. These guidelines are vital in adher-
ing to standards pertinent to forensic psychology and
in offering the best services possible.
Students and professionals in forensic psychology
programs are often faced with a variety of clients from
backgrounds with which they are not familiar. Forensic
clients vary greatly in race, ethnicity, sexual orientation,Master’s Programs in Psychology and Law——— 481M-Cutler (Encyc)-45463.qxd 11/18/2007 12:43 PM Page 481