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Richard Rogers


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Richard Rogers, Ph.D., ABPP


Teaching Philosophy


            I am fortunate that my graduate teaching efforts have been recognized. In 2004, I was named the Toulouse Scholar, the outstanding graduate professor at the University of North Texas. My teaching philosophy embraces three core values: (a) commitment to excellence, (b) a true integration of science and practice, and (c) respect for the individual. I will provide a brief summary about each of these values as it relates to scholarship.


Commitment to Excellence

            I find nothing more frustrating than a talented student with aspirations toward mediocrity. I challenge members of the research team and myself to achieve excellence. I define excellence largely in terms of achievement. As a well-defined objective, I want each student's research to be published in highly competitive journal. More subjectively, I want each student to strive for integrity and originality in his or her work. Overall, I want team members to strive to be primus inter pares or first among their peers.


Integration of Science and Practice

            I ask my doctoral students to consider theory and clinical methods in developing their research programs. In forensic psychology, empirical findings have little relevance unless they can be understood within a legal framework and tied to psycholegal constructs. I have attempted to model this approach in my work on malingering, Miranda, insanity, and competency to stand trial. I am very gratified to see several of my students embracing this approach with significant contributions to forensic psychology, including (a) juvenile waivers to adult court, (b) assessment and treatment of adolescent psychopathy, and (c) evaluations of sexually violent predators.


Respect for the Individual

            Graduate students in forensic psychology are unified by their interests in forensic research and practice. However, I am struck by their differences, both as persons and doctoral students. Each student has strengths and weaknesses in their previous academic preparation, their adaptability to the rigors of graduate school, and their determination to succeed professionally. I attempt to recognize and value their differences. I am convinced that one student's road to success might stymie and frustrate an equally talented student.


Prospective Students


            Doctoral students typically apply to work with Dr. Rogers for one of the two reasons outlined below:


Forensic Psychology
            A small number of doctoral students in clinical and counseling psychology work closely with Dr. Rogers and other graduate faculty in developing specialty training in forensic psychology. These students through coursework, practica, and forensic research develop knowledge and experience with forensic psychology, especially as applied to criminal populations. Students have been successful in achieving top internships and the premier postdoctoral fellowship in forensic psychology.

Academic Track
            Most students under Dr. Rogers' mentorship achieve one or more publications during their doctoral training. Often, one or two students with strong academic aspirations through talent, hard work, and opportunities for collaboration are able to produce 5 or more articles. In developing a coherent research program, they become competitive for academic positions.