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The repetitive, successful use of a particular method for tackling tasks significantly increases the likelihood that the method will be employed in approaching the next task. It is known, for example, that certain types of puzzles that stump most adults are more easily solved by children. To those who value education, a causal analysis of this dynamic may create some discomfort: Education, especially in specialized areas, channels our thought processes. We learn to eliminate from consideration problem-solving techniques that, in the past, have not borne fruit. In other words, our problem-solving successes are attributable, in large part, to the fact that education and experience teach us how to differentiate the important from the unimportant. We learn to think within the confines of a cognitive box. As a result, strategies that have produced success in the past are likely to lead to failure when that which, in the past, was unimportant, turns out, in today's context, to be quite important.
Escaping the Cognitive Box
The cognitive box from which most forensic psychologists must extricate themselves, unless they have already done so, is the one that has been created by education, training, and experience in clinical psychology. Depending upon what sources we utilize when we search for definitions, we will encounter somewhat different lists of the key elements of clinical psychology. Dictionary.com defines clinical psychology, concisely, as “the branch of psychology dealing with the diagnosis and treatment of personality and behavioral disorders.” Those who wrote the entry that is found at Wikipedia were somewhat more verbose, but they emphasized “the study and application of psychology for the purpose of understanding, preventing, and relieving psychologically based distress or dysfunction and to promote subjective well-being and personal development.”
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