Intelligence,crises and security: Lessons from history?

The scholarly study of intelligence has grown steadily into what is now a distinct sub-field of history and political science. Recent events – notably jihadist attacks on the US, Spain and the UK and the war on Iraq and its aftermath – have generated debate and controversy about the use and representation of intelligence. A plethora of official inquiries have fuelled debates into the ‘intelligence failures’ involved. This essay explores how lessons might be learned from the history of intelligence for contemporary debates and controversies. An overview of the issues includes discussion of how different approaches are apparent between American and British perspectives. Challenges and opportunities for applying lessons from the past are explored and a case is made for greater engagement between academia and officialdom.     

Editorial on PIL’s First Year: Growing Pains and Growing Prospects

The first year in publishing a new journal is an exciting but difficult one. The editorial enumerates the journal’s growing pains and growing prospects.     

Psychological Injury and Law: Editorial on What Mental Health Clinicians/Practitioners Need to Know

Mental health clinicians and practitioners often deal with cases of psychological injury (e.g., PTSD, pain, TBI), but frequently remain unprepared for the intricacies of providing adequate quality of service and of potential legal challenges of such cases. The editorial lists the areas in which specified knowledge is needed in working with cases of psychological injury and the dangers of being unprepared for court. At the same time, the list constitutes guides to central topics of the journal, Psychological Injury and Law, and its parent organization, the Association for Scientific Advancement in Psychological Injury and Law (ASAPIL). Professionals in mental health should be aware of the risks inherent in working in the field, as well as remedies, such as this journal.     

Causality and Causation in Law, Medicine, Psychiatry, and Psychology: Progression or Regression?

In this article, I review recent developments in the areas of law, medicine, psychiatry, and psychology concerning causality and causation. I analyze the validity of the 2008 edition of the American Medical Association (AMA)’s guides to the evaluation of permanent impairment and its accompanying volume on causation. I conclude with recommendations for a synthetic approach to causality in the legal field and a more consistent model of impairment in the mental health one. The AMA’s book on medical causation needs careful revision.     

New Technology Meets an Old Teaching Challenge: Using Digital Video Recordings, Annotation Software, and Deliberate Practice Techniques to Improve Student Negotiation Skills

There is a world of difference between teaching negotiation theory, which pertains to conceptual understanding, and teaching negotiation skills, which pertain to actual behavior in real‐world situations. The principle of reflective practice is widely used for theoretical instruction. Deliberate practice, however, is a more powerful model for skills training. Cognitive scientists have discovered that subjects will learn skills best when they perform well‐defined tasks at appropriate levels of difficulty, and when they are given immediate feedback, an opportunity to correct their errors, and an opportunity to practice until the tasks become routine. To satisfy the deliberate practice conditions for large graduate‐level negotiation courses (some as large as seventy students), students were assigned to use webcams with their laptop computers to video record their negotiation exercises. Before each exercise, students were assigned to prepare for and to concentrate on performing two or three well‐defined tasks. Students reviewed these recordings and commented on their performances in a journal before uploading the videos and journals to an assigned network folder. The instructor and teaching assistants then reviewed the journals and specified portions of the videos and provided individual written feedback to the students. The instructors found that student negotiating skills have improved significantly using this new system. In comparison with earlier semesters, students also felt they were involved in a more intense and personal learning experience. A majority of students reported they intend to apply the principles of deliberate practice in their professional lives after graduation. The authors have found this method continues to challenge their ability to identify and describe the skills used by expert negotiators. As an addition to this new methodology, two of the authors have spearheaded the development of video annotation software, known as “MediaNotes,” to help students and instructors review, comment upon, and learn from video recordings of negotiations. Based on their experiences using the software to support deliberate practice, the authors expect this tool to initiate a significant advance in our ability to recognize and describe expert negotiation behavior and in students’ ability to improve their negotiating skills.