Mr Maschke,

On your home page, you make the statement:

"Did you know it takes less training to give lie detector "tests" than it does to give haircuts? The longest polygraph school (run by the U.S. Government; perhaps its students are slow learners) produces newly minted polygraphers in just 14 weeks -- less than half the time it takes to graduate from a typical barber college."

Well, I thought I would do a little research, so I accessed the website of the DoD Polygraph Institute (DoDPI).  This is the "U.S. government" school you are clearly alluding to and you might be interested to learn that this is a school that requires a B.A. degree to get into, and then teaches well in excess of 500 hours of GRADUATE LEVEL material.  In fact, the DoDPI graduate walks out the door more than half way to a Master's degree from a fully accredited university.

Now, I have never been to barber school, but I am pretty sure that barber school does not require a B.A. degree to get in, nor does it teach graduate level material, nor is it affiliated to a graduate level accredited university program.

Mr. Mashcke, clearly you are being dishonest in the statement you make on your home page.  For proof, I offer the material below: 

This is what I found of the DoDPI website:

"The Forensic Psychophysiology Program is an academically challenging 520-hour comprehensive series of courses that prepares the student to begin a polygraph career in law enforcement or counterintelligence. This graduate level program consists of courses in psychology, physiology, and research methods, as well as polygraph history, theory, and methodology. Realistic scenario-based practical exercises are conducted throughout the program to provide the students with hands-on instruction in polygraph techniques and instrumentation.

Continuing Education Program
This program, established in 1996, requires every federal examiner attend a minimum of 80 hours of continuing education every two years. This educational requirement can be met through attendance at DoDPI sponsored or approved courses and seminars such as those provided by the University of Virginia, or one of the 26 continuing education courses taught on campus at DoDPI or at other locations.

Course Descriptions 
Core Requirements: 
26 Semester Hours 

PHY 501 PHYSIOLOGY OF PDD 4 credit hours 

This course integrates an in-depth knowledge and understanding of the major human physiological systems as they pertain to the clinical applications of PDD. Emphasis is placed on the integrated functions of the nervous, cardiovascular, respiratory, and integument systems, with some attention given to the skeletal and muscular systems. Special attention is placed on the physiology of the neuron resting and action potentials, synaptic transmission, sensory and motor pathways, brain lateralization, and autonomic nervous system modulation. Cardiovascular and respiratory system dynamics are described with an emphasis on neural integration. Eccrine gland dynamics and its innervations is the focal point of the integument system. The physiological dynamics of this systemic approach to human body function are described with respect to PDD assessment. Computerized CDs, PowerPoint, videos and handouts are used extensively in the lecture presentations as learning aids.

PSY 501 PSYCHOLOGY OF PDD 3 credit hours 

The psychological theories and processes underlying human behavior and its relationship to PDD are examined. Topics include sensation, perception, human learning, memory, cognition, motivation, emotion, stress, personality, psychological disorders, social processes, and social psychology. All topics covered will be developed specifically with respect to their relevance to the PDD process. In addition, topics of relevance will be developed in relation to causes and explanations for criminal behavior. Finally, psychological concepts relevant to extraction and retention of information of criminal incidents as perceived by eyewitnesses will be covered.

Recommended Prerequisite: Introduction to Psychology 

PDD 501 INTERVIEW TECHNIQUES 4 credit hours 

Interviewing skills facilitate and complement the PDD process from the pre-test development of suitable test questions to the post-test discussion of the examination results. Through class lecture and live exercises, this course provides the student examiner with a foundation for building rapport with examinees, preparing them for testing. Dependent on the testing format utilized, students are taught how to encourage self-report of behaviors relevant to the test issues. Students learn to become sensitive to nonverbal cues, tailoring their approach according to individual characteristics, and consider cultural aspects that may pertain to an examinee. Several methods of pre-test and post-test interviews are presented to students, who practice them under field-like conditions in mock crime scenarios.

Prerequisite: PSY 501 

PDD 502 PDD ANALYSIS I 2 credit hours 

Constructing proper test interrogatives is an important and integral part of the PDD examination process. If inappropriate or improper interrogatives are used, it could have a significant impact on the outcome of a PDD examination. This course studies the theory and formulation of PDD interrogatives based upon case investigative analysis. The students are acquainted with the use and purpose of all types of interrogatives utilized in specific issue and expanded counterintelligence (CI) screening PDD examinations. The various types of relevant questions utilized in specific issue and expanded CI examinations are discussed in detail. The students are acquainted with the various categories of comparison questions authorized for most major crime specific issue and expanded CI examinations. They will then learn how to formulate the most appropriate comparison questions based upon an examinee’s personal history and tested relevant issue for all DoDPI specific issue PDD formats. From a discussion of the basic principles of psycholinguistics, the students will apply these attributes in developing specific issue and expanded CI examination interrogatives. For investigative matters having multiple relevant issues, the students will utilize the concepts of relevant target selection in determining the primary issue for initial testing. Through a review of investigative mock-crime scenarios, the students will learn how to construct the most appropriate relevant and comparison interrogatives for selected specific issue major crimes and CI matters.

Prerequisite: PSY 501 

PDD 503 PDD ANALYSIS II 2 credit hours 

This course teaches the student the DoDPI Three- and Seven-Position Numerical Evaluation Scoring System. It prepares the student examiner to recognize and evaluate each of the recording channels and associated physiological phenomena, or diagnostic features, of interest in the psychophysiological detection of deception (PDD). The decision rules for various PDD testing formats are presented and the means for rending a diagnostic opinion are taught. Using the knowledge gained in Physiology of PDD and Psychology of PDD, the student examiner gains a greater understanding and appreciation for the inter-relationship between physiology, psychology, and PDD.

Prerequisites: PSY 501 and PHY 501 

PDD 504 PDD METHODS I 2 credit hours 

This course provides the student with the historical aspects of PDD from the crude methods of detecting deception during the days of the Inquisition to the present. The student examiner is acquainted with the early pioneers of PDD who had a tremendous influence in the development of physiological research leading to the development of modern-day sensors and PDD instrumentation. They also become familiar with significant personalities who had an impact on the development of the various PDD testing formats. Beginning with the early 1900s and leading up to present day, the student is presented with information about significant and high profile cases having a profound affect on modern day PDD practices.

The student is exposed to various PDD instrumentation, ranging from the traditional analog instrumentation to proper utilization and operation of the various present day computerized polygraph systems (hardware) and associated software programs. The student is taught acquaintance test protocols (ACQT); selected intelligence and screening PDD formats (TES, LEPET, and R/I Screening); Specific Issue R/I PDD format and usage; along with associated operational methodologies currently being taught at the DoDPI. 


Prerequisites: PSY 501 and PHY 501 

PDD 505 PDD METHODS II 2 credit hours 

This course acquaints the student with the various specific-issue PDD testing formats utilized within the Federal Government. It also introduces the student examiner to the various types of mental, physical, and pharmacological countermeasures that might be encountered in PDD testing and provides counter-countermeasures an examiner might utilize to neutralize these countermeasures. The course provides insight into the utilization of interpreters in conducting PDD examinations of an examinee whose primary language capability is something other than what the examiner possesses. Additionally, the relationship is explored between the field examiner and quality control aspects of their work to ensure that adequate standards and controls are maintained at all times.

Prerequisite: PDD 504 

PDD 506 PDD LABORATORY 4 credits hours 

Students are introduced to state-of-the-art instrumentation available to PDD examiners. Hands-on experience with examinees enables students to apply the principles, theory, and methodology gleaned from their studies of PDD to simulated law enforcement and counterintelligence scenarios. Students will be graded on their ability to utilize, interpret, analyze, and evaluate specific PDD methods of investigation.

PDD 507 FIELD FAMILIARIZATION LAB 1 credit hour 

This course familiarizes the student examiner with field applications of PDD formats and testing techniques. Under the supervision of DoDPI faculty, student examiners conduct PDD examinations and evaluations utilizing their agency’s PDD formats and procedures under the auspices of a representative from the students’ parent organization.

LAW 501 LEGAL AND ETHICAL ASPECTS OF PDD 1 credit hour 

This course acquaints the student examiner with ethical and legal issues affecting PDD. During the ethics portion, students are furnished information and practical dilemmas in an effort to acquaint them with situations they may be confronted with in field PDD procedures. Students are also exposed to various readings and may be required to research an ethical issue on a current PDD situation. During the legal aspects of PDD, students are provided case law on PDD issues and the Federal court systems starting with the first attempt to enter PDD evidence into a court environment in 1923. Additionally, the student examiner is provided information on the legal and technical applications involved in qualifying as an expert witness for PDD issues that the courts have articulated through their various decisions.

RES 501 RESEARCH THEORIES AND ISSUES IN PDD 1 credit hour 

This course exposes the student examiner to the various research theories and issues of PDD. Students are acquainted with scientific research terminology and the procedures for conducting laboratory and field PDD research. They are provided with information on the relative merits of the different types of PDD research. Through assigned readings and individual research, students are expected to recognize and articulate differences between scientific and unscientific PDD research.

PDD 600 PDD 3 credit hours 

This internship gives the student supervised practical application of previously studied PDD knowledge, tools, skills, and experiences. The student can synthesize in-class learning while gaining meaningful professional work experience. The student works with his or her academic advisor throughout this internship period. This course is open to students working with criminal justice, intelligence, counterintelligence or security agencies only.

Prerequisite: Certificate of Graduate Study in the Psychophysiological Detection of Deception from DoDPI. 

------------------------------------------

WHEW!  Seems a bit more involved than any BARBER SCHOOL I can think of.   

By the way, are barbers required to have 80 hours of follow on training every two years?

Don't you think that based on your dishonest , untrue, and self serving statement, you owe the graduates of DoDPI an apology and a retraction?

Nonombre
   

Nonombre,

Does polygraph school really require a BS degree?  That would be fitting, at least the BS portion.  The state of Minnesota requires a BS degree in Mortuary Science or a four year degree in addition to mortuary school.  Much more than is required of a polygraph examiner.  We morticians are dealing with dead persons and have a more extensive educational requirement.  I am required to meet continuing educational requirements which are some of the strictest in the nation.  I too had courses in phsychology and physiology in addition to many others.  With that I could simply enroll in polygraph school?  Questionable isn't it?

Quote:


How do you figure?  Is this another twisted interpretation?  It is clearly stated that this is the curriculum for polygraph school.  No statement is made regarding previous educational requirements.  This means that anyone with a 4 year degree in any pursuirt could become a polygraph examiner.  Perhaps this is where I could utilize a four year degree in under-water basket weaving.  The requirement for a BS degree as you have stated, does not have a specific requirement with regard to previous educational pursuits.  Even an uneducated, party animal, college attending baffoon could meet these requirements.  Your point?

George,

You write:

Quote:


That which you, Marty, and Brandon have written on this subject so captures the essence of the reality of polygraph "education" that I can add very little to your analysis.  There is little left for me to do but to reaffirm that which has been written which I heartily do.

nonombre wrote on Aug 21^st, 2005 at 7:54pm:



Nonombre:

With all due respect, I believe your police officer and fire/rescue examples are a bit over simplified. Now, I must admit that I am not familiar with the rules and regulations in the state of California governing such occupations, but I would think that most states/localities are somewhat similar in regards to requirements. When an officer candidate graduates from the academy, the department does not turn him loose on the streets to become a cop the next day. Instead, the officer receives literally hundreds of hours of on the job training before actually becoming a full- fledged officer. Now, I am by no means downplaying the importance of the classroom and hands-on academy experiences. Both are indeed very valuable. However, it seems you have overlooked the extensive real life experience training  newly minted officers receive before they are turned loose to practice their professions. The same holds true for fire and rescue personnel. They too, receive extensive training before they are trusted with the lives of others. This training is beyond the classroom experience and never stops as LE officers and fire/rescue personnel continue to undergo a great deal of training throughout their professional careers. 

If I were you, I wouldn't be so fast to pat myself on the back for practicing polygraphy. No offense, but the two examiners I had the displeasure to deal with were miles away from being intellectuals. You are in denial if you truly believe that you are in respectable company with other polygraph examiners.

hwsternfan wrote on Aug 21^st, 2005 at 9:21pm:


Doing a bit of personalizing and stereotyping here, aren't we?  Hmmm, 

I guess that according to you, since I am Hispanic, that makes me a "Wetback" and an illegal alien too?

Nonombre

Nonombre,

Although amusing, the number of hours of training for polygraph examiners vs. barbers is not the really serious problem with polygraph education.  It, I believe, is that there is virtually no prerequisite science education required to matriculate into the educational process for a profession whose underpinnings are supposedly science based.  As a result the educational process takes the direction that the lowest common denominator would dictate.  I have witnessed this happening leaving that process that you describe as being the basis in part for the awarding of a master's level degree in reality being little more than eighth grade health science level teaching.  Nothing will change as long as the entrance requirements are as they are (i.e., one can enter polygraph school with an undergraduate degree in criminal justice or sociology or none at all for that matter), and, as George has pointed out, if a serious science background was a requirement for entering polygraph school, the house of cards would quickly collapse when serious scientists saw the vacuum of scientific support for what was being taught.  Regards...

Nonombre,

Quote:


What about my comments do you understand but disagree with and why do you disagree?  What was your educational background prior to polygraph school?

Quote:



Dr. Richardson,

I had a B.A. degree in Psychology, and a M.S. degree in Criminal Justice (with a Forensic Science emphasis) prior to attending polygraph school.

The reason I do not agree with your statement regarding  material prior academic work is that it is my understanding  that most of the positions in the federal government (I am not a federal agent) that require B.A. degrees, do not require it to be in any particular area.

Primarily I believe that enough material can be taught in an intense  graduate level resident program, to make up for the lack of same material in a candidate's undergraduate work.  If you believe I am wrong here, I am open to discussion.

Regards,

Nonombre