The AP-LS Mentorship Committee created this "FAQ" page to answer questions often asked by those who plan to enter a career in psychology and law, and by those in the early stages of their psychology and law careers. Students and new professionals who do not find answers to their questions here may choose to reach out to [email protected] or one of the AP-LS mentors featured on this page below.
Where can I find out about graduate programs in psychology and law?
AP-LS provides information on various graduate programs in psychology and law, including clinical PhD/PsyD programs, non-clinical PhD programs, and Masters programs. More programs are highlighted by the European Association of Psychology and Law's Student Society.
Where can I find out about internships in psychology and law?
More information can be found on our Training Page. The AP-LS Student Committee also maintains a database of clinical predoctoral internships with a forensic component.
How useful is a law degree for someone wanting a career in psychology and law?
There are varying opinions regarding this question in the field. For example, as a psychologist with a job that includes regular contact with the court system (i.e., expert testimony) it is important to understand the legal issues that are involved in each case. However this does not mean that a law degree is necessary to carry out these duties. Certainly, if a psychologist wishes to engage in law related practices then it is incumbent upon that individual to somehow obtain an understanding of the law, which can be accomplished by attending a doctoral program with a specialized focus, reading some of the many well written texts on psychology and law and seeking continuing education in law related material. On another note some argue that having a dual degree may make someone more marketable, but it should be kept in mind that many of the accomplished forensic psychologists do not have a dual degree. In a nutshell it may help and certainly won't hurt, but it may not be necessary.
Where can i find out about careers in psychology and law?
AP-LS provides information about a variety of different careers in psychology and law. For further details, download the document "Careers in Psychology and Law: A Guide for Prospective Students" (PDF, 250KB) that has been prepared by the AP-LS Careers and Training Committee. Included in this comprehensive document is an overview of psychology and law as well as a list of subspecialties in psychology and law (including typical activities within each subspecialty and the education and training required for each subspecialty). A wonderful selection of biographies of selected professionals is also available in this document. Note that the multiple sections included in the "Careers" document is also available to be read online (i.e., not downloaded) with the biographies available as a separate PDF file.
How can I locate job openings in psychology and law?
The main sources of openings in psychology and law (and psychology in general) are the job listings maintained by AP-LS, the American Psychological Association, and the American Psychological Society. Job opportunities in psychology and law are also occasionally listed in the AP-LS newsletter, the PSYLAW-L email discussion list, and The Chronicle of Higher Education.
Also note that that some psychology conferences (e.g., American Psychological Association, Eastern Psychological Association, Midwestern Psychological Association) conduct placement activities (e.g., job applicants can submit their curricula vitae for perusal of those seeking applicants; employers can interview applicants for open positions).
Finally, there are a variety of websites that list non-psychology opportunities that may be of interest to those with training in psychology and law. A sample of these websites follow:
Also note that that some psychology conferences (e.g., American Psychological Association, Eastern Psychological Association, Midwestern Psychological Association) conduct placement activities (e.g., job applicants can submit their curricula vitae for perusal of those seeking applicants; employers can interview applicants for open positions).
Finally, there are a variety of websites that list non-psychology opportunities that may be of interest to those with training in psychology and law. A sample of these websites follow:
- Department of Justice
- Links to state police departments
- International Association of Chiefs of Police (sometimes lists both teaching and non-teaching jobs)
- US Department of State
- Nation Center for State Courts
what should i expect on a job interview for a tenure track position at a college or university?
Different types of institutions (e.g., institutions with PhD programs versus undergraduate institutions) will potentially look for different things in prospective faculty members, thus the "fit" between institution and prospective faculty member is important to consider. The information below is intended to be general, relevant to almost all college/university positions.
Make sure that you become familiar with the college or university you are visiting. Visit the institution's website—familiarize yourself with the names and research interests of the faculty members. Prepare some questions ahead of time to ask of your interviewers.
Most prospective college or university employers will want to learn about your research. This often comes in the form of a "job talk," a presentation that allows you to describe your research in detail. It is important that you establish ahead of time how much time to allow for your presentation (leave time for questions too!). Also establish ahead of time who your audience will be. A talk addressed to students will potentially be different in content than a talk addressed solely to faculty members. Make sure your talk is clear (visual aides are typically a good idea!) and well organized. (Some general presentation tips can be found in the article on conference presentations available in the summer 2005 AP-LS newsletter (PDF, 280KB)). Your interviewers may also want evidence that your work is programmatic (i.e., do you have a research plan that will carry you into the future?), and is your own (i.e., not just your mentor's work).
Institutions are also typically interested in your teaching ability. Some institutions may ask you to prepare a class and "teach" it during your visit (the "students" may be other faculty members). Again, be clear and concise, using visual aides when appropriate. Having teaching experience certainly can be an advantage; come prepared with copies of your sample syllabi, handouts, etc. to provide as illustrations of your teaching.
Make sure that you become familiar with the college or university you are visiting. Visit the institution's website—familiarize yourself with the names and research interests of the faculty members. Prepare some questions ahead of time to ask of your interviewers.
Most prospective college or university employers will want to learn about your research. This often comes in the form of a "job talk," a presentation that allows you to describe your research in detail. It is important that you establish ahead of time how much time to allow for your presentation (leave time for questions too!). Also establish ahead of time who your audience will be. A talk addressed to students will potentially be different in content than a talk addressed solely to faculty members. Make sure your talk is clear (visual aides are typically a good idea!) and well organized. (Some general presentation tips can be found in the article on conference presentations available in the summer 2005 AP-LS newsletter (PDF, 280KB)). Your interviewers may also want evidence that your work is programmatic (i.e., do you have a research plan that will carry you into the future?), and is your own (i.e., not just your mentor's work).
Institutions are also typically interested in your teaching ability. Some institutions may ask you to prepare a class and "teach" it during your visit (the "students" may be other faculty members). Again, be clear and concise, using visual aides when appropriate. Having teaching experience certainly can be an advantage; come prepared with copies of your sample syllabi, handouts, etc. to provide as illustrations of your teaching.
I've been offered an adjunt appointment. Should i take it or will it damage my changes for obtaining a tenure track position?
Approximately 3 out of every 10 college and university faculty worked as an adjunct faculty member (i.e., part-time) in 2002 (The Bureau of Labor Statistics, Occupational Outlook Handbook, 2004-2005). These adjunct appointments can be "stepping stones" to more permanent positions (often at other institutions), as they give you experience teaching (this is especially worthwhile if you did not obtain teaching experience during graduate school). Adjunct instructors may also be given opportunities to participate in the activities of the department. If you are interested in pursuing full-time work in academia, be sure to take advantage, as best you can, of these opportunities, as they can later be provided as evidence of your willingness to be a good department citizen.
what types of non-academic jobs are there for legal psychologists and how do you get them?
There are several areas of non-academic work for those interested in a career in psychology and law. Clinical psychologists can perform assessments for the criminal and family courts, and/or conduct treatment or provide assessment with forensic populations (e.g., working with the incarcerated mentally ill in correctional institutions).
Non-forensic also have a variety of opportunities available to them. For example, they can obtain employment with trial consulting firms that conduct jury consulting services in criminal and civil litigation. Trial consultants work with attorneys on a variety of tasks (e.g., evaluating jurors, phrasing case arguments, working on visuals for the jury, preparing the witnesses for questions).
Other possibilities include working as a researcher with the Federal Court system. Researchers in this type of position are responsible for planning and conducting research on issues relevant to the courts (e.g., judge decision-making, instruction wording). There is also the possibility of conducting policy research for other state agencies.
Non-forensic also have a variety of opportunities available to them. For example, they can obtain employment with trial consulting firms that conduct jury consulting services in criminal and civil litigation. Trial consultants work with attorneys on a variety of tasks (e.g., evaluating jurors, phrasing case arguments, working on visuals for the jury, preparing the witnesses for questions).
Other possibilities include working as a researcher with the Federal Court system. Researchers in this type of position are responsible for planning and conducting research on issues relevant to the courts (e.g., judge decision-making, instruction wording). There is also the possibility of conducting policy research for other state agencies.
How can I decide whether to go into academia or not with my clinical degree?
Whether or not you go into academia or not depends on your interests (i.e., do you want to do mostly clinical work or teaching and research) and opportunities. There are ways to combine these interests, however. Positions at medical schools, for example, often include a faculty appointment with opportunities for supervising, teaching and publishing. Many clinical/forensic psychologists' first jobs are clinical in nature. This does not preclude one from remaining competitive for academic jobs in the future. Some advice for a clinician who has an eye toward academia:
- Publish as much as possible. Work with colleagues on empirical studies, grants, and theoretical papers.
- Make presentations at national conferences such as APA and AP-LS.
- Teach undergraduate or graduate level courses (i.e., part-time) at a local college or university.
How much does one beginning their professional career in psychology and law typically get paid?
Salaries for psychologists will vary widely according to the setting and type of work. Generally, those with a doctoral degree will make more than those with a masters degree. See the section on "Salaries and Compensation" in the "Overview of Psychology and Law" document available online for more specific information. In addition, the Bureau of Labor Statistics is typically a good, up-to-date source for this type of information (search the Occupational Outlook Handbook at the Bureau of Labor Statistics website) using the desired occupation (e.g., "psychologist," "professor") as a search term).
If you are pursuing an academic position, The Chronicle of Higher Education has salary information for most academic institutions (also check out the following website to figure out if you can live on what you are being offered).
If you are pursuing an academic position, The Chronicle of Higher Education has salary information for most academic institutions (also check out the following website to figure out if you can live on what you are being offered).
How can i find out about grant opportunities in psychology and law?
Pages on the AP-LS website list some funding opportunities for both graduate students and professionals, including grants offered by AP-LS. Also see The National Science Foundation for information on grants for "Law and Social Sciences." Additional information about funding opportunities specifically for students can also be found on the Funding page.
Now that i'm a new faculty member, i am expected to provide service to my profession. How can i do this?
The following are some possible ideas for ways to provide service to the profession of psychology and law. You can review conference submissions, review journal articles, serve on a journal's editorial board, serve on your association's (e.g., AP-LS!) committees, and/or run for an office in your association. While these activities can certainly be rewarding, be sure not to overextend yourself in service to the degree that you neglect your other obligations. Familiarize yourself with the particular demands of your institution.
How can i get more involved in ap-ls?
There are a variety of AP-LS Committees and some have both student and professional members. Descriptions of each committee are available online. If you are interested in joining a particular committee, write to the committee chair to express your interest and determine if any openings are available. Students may also consider becoming a Campus Representative or run for an officer position on the Student Committee!
how can i find opportunities to review conference submissions?
Each time the chairs of a conference issue a "call for papers" they typically issue a request for reviewers of proposal submissions. This is one way to serve your profession. If you cannot locate the "request for reviewers" on the "call for papers" website, contact a conference chairperson to ask about reviewing possibilities.
How can i find opportunities to review journal articles?
As a student, you may be able to find opportunities to review journal articles through your advisor. This can be a stepping stone, improving your chances to later serve as a reviewer for a journal.
how do you build a forensic practice (e.g., how do you obtain clients)?
Here are some tips:
- First, you should be a really well-trained psychologist. Make sure you learn about a wide range of things in psychology, even things you disagree with. (You will be asked to defend your opinions with data.)
- Second, arrange to get supervised forensic experience, preferably in a forensic fellowship. If not, find a very experienced and well-respected forensic psychologist to supervise you carefully (this will usually cost you money).
- Third, write articles in professional journals, especially about the kinds of cases you would like to attract to your new practice.
- Fourth, be pretty good at everything in forensic psychology, but try to be really, really good at some particular thing. It will help to get you known.
- Fifth, give away advice and consultation to other psychologists every chance you get. (Make sure the advice is asked for.) Only do so, however, in areas that you know really well.
- Sixth, be available to speak for free to your local bar association.
- Seventh, get in the habit of turning down cases that are not within your field of expertise. Make sure that you tell them why you are turning them down, and what your field of expertise is. Say to people something like, "You deserve to get the best expert there is. In this case, I could do an OK job, but to be honest with you, Dr. X is much stronger on this issue. Now if he can't help you or you get a case dealing with (my issue) or (my other issue), then give me a call back." This will keep you from ruining your young career by botching up a case you never should have taken, and clearly announce you in the legal community as a person with ethics and high standards of excellence. The attorney in question will look for a case to use you on, and the forensic psychologist you complimented with the referral will probably be very grateful.
- Eighth, most importantly of all, do every case well—as if it were your dissertation! Work harder than they pay you to work. Leave no stone unturned. Don't take shortcuts. If your initial opinion doesn't help the side that hired you, tell them before you use up lots of their money. Even though being ethical costs you money in the short run, it will make you lots of money over the course of decades.
what does it mean to be a board certified forensic psychologist by the abfp (american board of forensic psychology)? How does a psychologist become board certified?
For a complete answer to questions about ABFP certification, go to their website. The rationale for Board certification in psychology is to ensure the competence of diploma holders. Although there are other organizations that offer "Diplomates" or "board certification" they do not require the rigorous standards required by the ABFP. Consequently, they are not as highly regarded or as useful in clinical practice. (Lawyers and judges are becoming increasingly educated to the differences and may be skeptical of clinicians with these ersatz diplomas.) The ABFP Diplomate process involves four parts:
- Submission of proof of sufficient specialized experience and training in Forensic Psychology. Specifically a candidate must have 1000 hours of post-doctoral forensic experience over a minimum of four post-doctoral years (although there are waivers for post-doctoral programs, law degrees, etc.) and a minimum of 100 hours of specialized training.
- Written examination – 200 multiple choice questions covering 8 areas of forensic psychology.
- Two Work samples
- Oral examination
how likely is a graduate student to get a job in forensic work if they do not have specific focus on this area in graduate school? is outside experience sufficient, and if so, how much is necessary?
Getting a forensic job without specific graduate school training appears to be getting more difficult. There are ways to increase one's chances. Obviously, getting forensic experience and training in a pre-doc internship is one way to do so. There are more and more APA-accredited internships with at least a forensic component. Completing one of these internships can lead to a post-doctoral fellowship. Even if one does not have pre-doctoral forensic experience, however, there are ways to pursue forensic experience and training. Some states (for example, Massachusetts) offer post-doctoral training, experience, and certification to clinical psychologists who work in the public sector. Another thing you can try to do is to obtain relevant experience with similar populations. For example, if you want to obtain employment in a correctional/forensic treatment or assessment setting, you might seek to work in psychiatric hospital with patients who have serious mental illness. As for how much experience is necessary, the more you get the better off you will be.
what are the various job titles that forensic psychologists can hold? What are the strengths and weaknesses of these different positions (i.e., working at a jail/prison, juvenile detention center, private practice, expert witness, etc.)?
Forensic psychology is a broad field encompassing many clinical and research areas. For example, you may conduct criminal evaluations (competency, criminal responsibility, etc.), forensic treatment program evaluations, civil (disability) evaluations, and/or court clinic evaluations. You may become an administrator in a forensic inpatient unit. You may evaluate sexually dangerous individuals or provide treatment to psychiatric inpatients. Clinical opportunities can be broken down into two broad categories: treatment and assessment. The "strengths and weaknesses" of each will, of course, depend upon what one enjoys doing. It may depend on how much one wants to provide therapy, how much one would rather work in a consulting role, how much one enjoys assessing criminals, how much one relishes testifying in court, etc. One way to find out what you will enjoy doing is to garner as much different kind of experience as possible. Internships and post-docs can be a good way of doing so.
Still have questions?
The former AP-LS Mentorship Committee arranged for forensic and non-forensic mentors to be available to answer questions from graduate students. You can see who the mentors are and will find biographical information about each mentor including their area of specialty below. You can use this information to determine which mentor may be best suited to respond to your question(s). Please check the FAQs on this page first before contacting a mentor.
Our mentors are divided into categories to facilitate finding the best mentor for your questions. We have mentors in the following areas: forensic and non-forensic.
- Forensic mentors can discuss areas where clinical psychology has been applied to the legal system. Examples of topics in this area are risk assessment, competency, profiling, and psychological assessment.
- Non-forensic mentors specialize in topics in which areas such as social and cognitive psychology have been applied to the legal system. Examples of topics in this area are eyewitness evidence, jury decision-making, expert testimony, confessions and detecting deception.
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Forensic Mentors
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Non-Forensic Mentors
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Kirk Heilbrun, PhD
Dr. Kirk Heilbrun is the Head of the Department of Psychology at Drexel University. He has previously served as an adjunct member of the Villanova Law School faculty where he co-taught the Law & Mental Health course (with David DeMatteo, JD, PhD). He received his PhD in psychology from the University of Texas at Austin in 1980 and then completed a postdoctoral fellowship in law and psychology at Florida State University. His research interests include forensic mental health assessment, violence risk assessment, and risk-reducing interventions, all of which have received extramural funding since 1994. He has served as president of the American Psychology-Law Society and the American Board of Forensic Psychology. He is a Diplomate (ABPP) in both clinical and forensic psychology.
David DeMatteo, JD, PhD
Dr. David DeMatteo, is Director of Drexel University’s JD/PhD Program in Law and Psychology, and an Associate Professor of Psychology and Law. He received a BA (high honors) in psychology from Rutgers University, an MA and PhD in Clinical Psychology from MCP Hahnemann University, and a JD (magna cum laude) from Villanova Law School. His research interests include psychopathy, forensic mental health assessment, drug policy, and offender diversion, and his research has been funded by several state and federal agencies. He has published numerous articles, book chapters, and books in these and related areas. He is an Associate Editor of Law and Human Behavior, on the Editorial Boards of several journals, and a reviewer for numerous scientific journals. Dr. DeMatteo is licensed as a psychologist in Pennsylvania, where he conducts forensic mental health assessments of juveniles and adults. Dr. DeMatteo was Chair of APA’s Committee on Legal Issues in 2011, and he is currently Council Representative to APA for the American Psychology-Law Society (Div. 41 of APA) as well as President-Elect of AP-LS. He is also board certified in forensic psychology by the American Board of Professional Psychology.
Naomi Goldstein, PhD
Dr. Naomi Goldstein is an Associate Professor of Psychology at Drexel University as well as the Co-Director of Drexel’s JD/PhD Program in Law and Psychology, and a Stoneleigh Foundation Fellow. An applied researcher and Director of the Juvenile Justice Research and Reform Lab at Drexel, Goldstein seeks to improve juvenile justice policy and practice to promote positive outcomes for youth. For the past 15 years, her work has focused on adolescents’ capacities to make legal decisions, their abilities to fulfill behavioral requirements of the law, and the development of juvenile justice interventions and procedures to promote youths’ long-term well-being. Her research interests include: juvenile justice research and program evaluation, juvenile justice policy and practice reform, adolescent development and decision-making capacities, Miranda rights comprehension and juvenile confessions, juvenile probation system reform, dismantling the school-to-prison pipeline, anger management with girls in the juvenile justice system, and reducing rates of disproportionate minority contact with the justice system.
Dr. Kirk Heilbrun is the Head of the Department of Psychology at Drexel University. He has previously served as an adjunct member of the Villanova Law School faculty where he co-taught the Law & Mental Health course (with David DeMatteo, JD, PhD). He received his PhD in psychology from the University of Texas at Austin in 1980 and then completed a postdoctoral fellowship in law and psychology at Florida State University. His research interests include forensic mental health assessment, violence risk assessment, and risk-reducing interventions, all of which have received extramural funding since 1994. He has served as president of the American Psychology-Law Society and the American Board of Forensic Psychology. He is a Diplomate (ABPP) in both clinical and forensic psychology.
David DeMatteo, JD, PhD
Dr. David DeMatteo, is Director of Drexel University’s JD/PhD Program in Law and Psychology, and an Associate Professor of Psychology and Law. He received a BA (high honors) in psychology from Rutgers University, an MA and PhD in Clinical Psychology from MCP Hahnemann University, and a JD (magna cum laude) from Villanova Law School. His research interests include psychopathy, forensic mental health assessment, drug policy, and offender diversion, and his research has been funded by several state and federal agencies. He has published numerous articles, book chapters, and books in these and related areas. He is an Associate Editor of Law and Human Behavior, on the Editorial Boards of several journals, and a reviewer for numerous scientific journals. Dr. DeMatteo is licensed as a psychologist in Pennsylvania, where he conducts forensic mental health assessments of juveniles and adults. Dr. DeMatteo was Chair of APA’s Committee on Legal Issues in 2011, and he is currently Council Representative to APA for the American Psychology-Law Society (Div. 41 of APA) as well as President-Elect of AP-LS. He is also board certified in forensic psychology by the American Board of Professional Psychology.
Naomi Goldstein, PhD
Dr. Naomi Goldstein is an Associate Professor of Psychology at Drexel University as well as the Co-Director of Drexel’s JD/PhD Program in Law and Psychology, and a Stoneleigh Foundation Fellow. An applied researcher and Director of the Juvenile Justice Research and Reform Lab at Drexel, Goldstein seeks to improve juvenile justice policy and practice to promote positive outcomes for youth. For the past 15 years, her work has focused on adolescents’ capacities to make legal decisions, their abilities to fulfill behavioral requirements of the law, and the development of juvenile justice interventions and procedures to promote youths’ long-term well-being. Her research interests include: juvenile justice research and program evaluation, juvenile justice policy and practice reform, adolescent development and decision-making capacities, Miranda rights comprehension and juvenile confessions, juvenile probation system reform, dismantling the school-to-prison pipeline, anger management with girls in the juvenile justice system, and reducing rates of disproportionate minority contact with the justice system.
Bette L. Bottoms, PhD
Dr. Bette L. Bottoms received a bachelor’s degree from Randolph-Macon Woman’s College in Virginia, a Master’s Degree in Cognitive Psychology from The University of Denver, and a PhD in Social Psychology from the State University of New York at Buffalo. Her graduate training and her current research interests are broad (a mix of cognitive, developmental, social, and even a little community and clinical psychology), but her work then and now is unified by the theme of children, psychology, and law. Specifically, she studies the accuracy of children’s eyewitness testimony, techniques to improve children’s reports of past events, jurors’ perceptions of children’s testimony, and various issues related to child abuse. Dr. Bottoms is now a Dean Emerita and Professor of Psychology at the University of Illinois at Chicago. She’s very active in the American Psychological Association, especially Division 41 (AP-LS) and Division 37 (Child, Youth and Family Services), of which was President in 2005.
Michael Saks, PhD, MSL
Dr. Michael Saks has a PhD in social psychology from Ohio State and an MSL from Yale Law School. He has been a professor of psychology at Boston College, and a professor of law at the University of Iowa and currently at the Arizona State University. He has been president of AP-LS and editor of Law & Human Behavior. He studies principal areas of the intersection of psychology and the law: 1) Decision-making in the legal process, especially decision-making by judges and juries, 2) The uses of scientific and other expert evidence in the law, and 3) The "behavior" of the litigation system, especially systems analysis of the tort litigation system and the evaluation of proposed reforms in light of data on the actual behavior of the system.
Eve Brank, JD, PhD
Dr. Brank received her J.D. (2000) and Ph.D (2001) from the University of Nebraska-Lincoln in the Law-Psychology Program. She joined the UNL faculty in 2008 and is part of the law/psychology and social programs. Prior to joining the Nebraska faculty, Dr. Brank was on the faculty in the Department of Criminology, Law and Society at the University of Florida. Her research primarily focuses on the way the law intervenes (and sometimes interferes) in family and personal decision making. In particular, she studies the public support, implementation, and effectiveness of parental responsibility laws within the context of the juvenile justice system and the legal requirements of elder care giving. Dr. Brank also studies issues related to decision making in the context of government searches and plea negotiations.
Dr. Bette L. Bottoms received a bachelor’s degree from Randolph-Macon Woman’s College in Virginia, a Master’s Degree in Cognitive Psychology from The University of Denver, and a PhD in Social Psychology from the State University of New York at Buffalo. Her graduate training and her current research interests are broad (a mix of cognitive, developmental, social, and even a little community and clinical psychology), but her work then and now is unified by the theme of children, psychology, and law. Specifically, she studies the accuracy of children’s eyewitness testimony, techniques to improve children’s reports of past events, jurors’ perceptions of children’s testimony, and various issues related to child abuse. Dr. Bottoms is now a Dean Emerita and Professor of Psychology at the University of Illinois at Chicago. She’s very active in the American Psychological Association, especially Division 41 (AP-LS) and Division 37 (Child, Youth and Family Services), of which was President in 2005.
Michael Saks, PhD, MSL
Dr. Michael Saks has a PhD in social psychology from Ohio State and an MSL from Yale Law School. He has been a professor of psychology at Boston College, and a professor of law at the University of Iowa and currently at the Arizona State University. He has been president of AP-LS and editor of Law & Human Behavior. He studies principal areas of the intersection of psychology and the law: 1) Decision-making in the legal process, especially decision-making by judges and juries, 2) The uses of scientific and other expert evidence in the law, and 3) The "behavior" of the litigation system, especially systems analysis of the tort litigation system and the evaluation of proposed reforms in light of data on the actual behavior of the system.
Eve Brank, JD, PhD
Dr. Brank received her J.D. (2000) and Ph.D (2001) from the University of Nebraska-Lincoln in the Law-Psychology Program. She joined the UNL faculty in 2008 and is part of the law/psychology and social programs. Prior to joining the Nebraska faculty, Dr. Brank was on the faculty in the Department of Criminology, Law and Society at the University of Florida. Her research primarily focuses on the way the law intervenes (and sometimes interferes) in family and personal decision making. In particular, she studies the public support, implementation, and effectiveness of parental responsibility laws within the context of the juvenile justice system and the legal requirements of elder care giving. Dr. Brank also studies issues related to decision making in the context of government searches and plea negotiations.
