Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Ethics War > Thematic Articles > Flashcards

Thematic Articles Flashcards

1
Q

Truscott and Crook:

Ethics for the Practice of Psychology in Canada

Appreciating the Legal Expectations

Section 5: MALPRACTICE

A
  1. To understand the characteristics of the legal system
    (civil vs criminal, three main characteristics)
  2. To understand Negligence and the 5 components of the negligence charge
  3. To understand potential malpractice issues in suicide, psychotherapy, assessment and with third party risk
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Thomas:

Licensing Board Complaints: Minimizing the Impact on the Psychologist’s Defense and Clinical Practice

Section 5: MALPRACTICE

A
  1. To understand areas of practice/types of clients that might put psychologists at higher risk for complaints
  2. The impact of the complaint process on the psychologists
  3. Things they psychologists can do to better handle and protect themselves during the complaint process
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Corey, Corey, Callanan

The Gatekeeping Role of Faculty in Promoting Competence

Section 5: MALPRACTICE

A
  1. To understand ethical obligation of faculty to protect the public from students who may not suited to the discipline
  2. Admin and faculty continue to clash on enforcing this
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Spelliscy: Providing Professional Services/recommendations for children in the absence of one of more guardians

Section 10(2): Child Custody

A

Purpose: To highlight common pitfalls when providing services in the absence of one or more guardians

  1. Psychologist’s PRE informed consent obligation: to establish who can provide consent for child (do NOT assume family in tact): asking all guardians and looking at court orders
  2. Psychologist must conduct and document their OWN informed consent procedures
  3. Clarify referral issue - (do I have the competencies to for this referral issue/are parents aware of referral issue)
  4. Clarify you role -
    * *CANNOT undertake assessment role that impacts legal/funding if you’ve have a previous therapeutic role with client
    * * Psychologists cannot make recommendations that impact custody in absence of guardians (not all of the info)
  5. Restrict professional opinions to areas of competence/reason for referral, evidence and individuals at hand *** common source of professional conduct complaint
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Foot and Shuman

Consent, Disclosure and Waiver for the Forensic Psychological Evaluation: Rethinking the Roles of Psychologist and Lawyer

A

Psychologists and Lawyers each have areas they must explain to the client in order to achieve informed consent (each cannot ethically convey information about the other’s area of expertise

Psychologists shares: role of evaluator, form of report,

Lawyers share: how it will help/harm case, legal purpose of evaluation**

Both share: who gets to see info, limits to confidentiality

Best Model 3: Psychologist sends lawyer a letter to initiate the process by outlining what they will disclose to the litigant (the authors argue this is the best model - the psychologist is adhering to their ethical responsibilities, and the logistics would be easier)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Oberlander and Barnett

Multiple Relationships between graduate students and students: Ethical and practice considerations

A

Often little training, limited support and “forced” into dual relationships.

DMM

  1. Is the dual relationship NECESSARY
  2. Is the dual relationships EXPLOITATIVE
  3. Who does the dual relationships BENEFIT
  4. Is there RISK that dual relationship could HARM STUDENT
  5. Could dual relationship DISRUPT EDUCATIONAL relationship
  6. Is evaluation of dual relationships OBJECTIVE
  7. Have you DOCUMENTED decision-making process
  8. Did student give INFORMED CONSENT to risks of dual relationships
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Robinson, Lehr And Severi

Confidentiality in the Canadian Context: Honouring Fiduciary Responsibilities within the Parameters of Ethical and Legal best practice

A
  1. Confidentiality = fidelity + autonomy (trust and dignity)
  2. Who has privilege
  3. Limits to confidentiality
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Corey, Corey, Callanan
Issues and ethics in the helping professions
p.37

A
  1. Values VS Ethics VS Morality
  2. Levels/types of ethical practice (mandatory, aspirational, principle, virtue)
  3. Moral principles to guide decision making (Very Jumbo Ferrets Drew Dark AvocadoS) :):):)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Barstow (2006) The right use of power: The heart of ethics

p.59

A
  1. What does it mean to use the right use of power?
    (act sensitively, creatively, effectively in the service of others and yourself; engages compassion, helps us to stay related through conflict and repair relationships; the synthesis of POWER and HEART;
  2. What are the four right use of power dimensions?
    (Be skillful, be informed, be compassionate, be connected)
  3. Foundational values of the right use of power (6)
  4. What is the role of ‘excess baggage’ in the right use of power?
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Corey, Corey, Callanan
The counsellor as a person and as a professional
p.69

A
  1. How does the counsellors self awareness impact the therapeutic process?
  2. The importance of counsellors getting their own personal therapy
  3. Ethical implications of transference and countertransference
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Corey, Corey, Callanan
Values and the helping relationship
p. 89

A
  1. The importance of counsellors evaluating their own values before treating clients
  2. The ethics of imposing your values on clients. Are referrals due to value conflict/discrimination appropriate?
  3. The counsellors role when bringing spiritual/religious values into a session
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Chenneville (2000)
HIV, confidentiality, and duty to protect: a decision-making model
p.183

A
  1. 3 ethical issues discussed in the article related to disclosing HIV status
    (confidentiality; duty to protect; harm to public)
  2. The 3 criteria used to decide in confidentiality should be breached
    (forseeability of harm, identifiability of victim, implications of disclosure)
  3. Steps of Chenneville’s decision making model (how does it compare to CPA?)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Hill, Glasser, Harden (2005)
A feminist model for ethical decision making
p.193

A
  1. What did feminists believe was missing from existing decision making models?
  2. How does the feminist decision making model differ from CPA’s?
  3. Intuitive VS Critical moral reasoning
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Huss (2001)
Navigating the ethical quagmire of inherent ethical dilemmas present in elementary school counselling programs
p.215

A
  1. The 3 main ethical issues discussed in the article
    (who is client? confidentiality; privilege)
  2. What are some things school counsellors can do to work effectively with students, while also working effectively with teachers and parents?
  3. Risk management that can be used by school counsellors
  4. The role of advocacy
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Crowhurst and Dobson (1993)
Informed consent: legal issues and applications to clinical practice
p.449

A
  1. Battery VS Negligence
  2. Professional disclosure standard
    (criteria for disclosure determined by what is normally done in the professional community. This is broken down into three variants. 1. local community standard; 2. prevailing practice standard; 3. reasonable practitioner standard)
  3. Guidelines for obtaining valid consent
    (client must be competent; must be VOLUNTARY; consent must be SPECIFIC; must be INFORMED; appropriate METHOD (written, verbal, etc.); must be DOCUMENTED)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Bass and Quimby (2006)
Addressing secrets in couples counselling: an alternative approach to informed consent
p.477

A
  1. Ways counsellors can address secrets in couples counselling
    (keep individual secrets; 0 tolerance for secrets; never see them individually so secrets are not possible; case-by-case discretion in sharing secrets)
  2. Importance of understanding our own values when thinking about how to address secrets
  3. Things you should put in the consent form to address secrets
    (how you plan on dealing with them; disclaimer that betrayal is a common emotion when it is discovered that the counsellor was keeping something secret; complications that can arise from whatever secret keeping policy you use)
17
Q

Truscott and Crook (2013)
Maintaining professional boundaries
p.539

A
  1. What moral principles underlie boundaries?
    (do no harm/do good; integrity)
  2. Dual relationship VS Dual HARMFUL relationship
  3. Situations where dual relationships are a risk
    (bartering; gifts; RURAL; forensic; teaching/supervision; self-disclosure; physical contact; social; sexual exploitation/advances)

BONUS: what are some guidelines you can follow to ensure your clients don’t think you want to boink them?

18
Q

Corey, Corey, Corey (2011)
Managing boundaries and dual relationships
p.559

A
  1. Factors to consider when given a gift
  2. Nonerotic touching. Is it ever beneficial? What should you consider before engaging in it?
  3. Slippery slope phenomena

BONUS: What should you always first consider when considering if you should receive a gift or touch a client?
(POWER differential and how it will impact the relationship; YOUR OWN NEEDS. COUNTER-TRANSFERENCE. EVERYWHERE.)

19
Q

Truscott and Crook (2005)
Professional Boundaries
p.575

A
  1. Best way to maintain professional boundaries
    (maintain your personal psychological health; be aware of potential problems; use clear communication)
  2. Questions to consider when your professional role is in conflict with another role
    a. Clients best interest?
    b. whose needs being met?
    c. will this impact my service?
    d. How would clients family/SO view this?
    e. How would I feel about telling a colleague this?
    f. Am I treating this client differently?
    g. Do I feel comfortable documenting this?
20
Q

Pope, Sonne, Holroyd (2000)
Treating victims of therapist-patient sexual involvement
p.599

A
  1. Therapist-patient sex syndrome (symptoms, etc)
  2. What are some ways therapists may react to knowing their client was previously exploited by a colleague?
  3. What can you expect when working with one of these clients?
    (becoming the object of their rage, neediness, ambivalence; a lot of risk assessments; dealing with your own countertransference; may be legal implications of the client decides to file a lawsuit against the perpetrator)
21
Q

Hamberger (2000)
Requests for complete record release: a three step response protocol
p.653

A
  1. Common problems with clients wanting to release their file to third parties
    (client may not have sufficient knowledge concerning what is in their file in order to give informed consent to release it; client may not understand the implications releasing their file may have on their future
  2. What are some implications releasing the file can have on the client?
    (embarrassment; loss of social standing; loss of relationships; loss of jobs or job opportunities; loss of services or service eligibility)
  3. The three part protocol for releasing a client file
    a. Verify the requesting parties signature
    Contact the requesting party (ask why they want the info, if a summary will suffice)
    If they persist, inform them that policy dictates that you meet with the client in person to discuss the potential risks, and view the record with them.
    If the client is unable to come (if they are incarcerated, for example) then a letter may be sent to them outlining your concernsb. Discuss with client the risks and benefits of completely releasing their mental health records
    Emphasize that it is THEIR CHOICE if they release it or notc. Go over the record with the client so that they are informed about everything that would be relased
22
Q

Briffa (2011)
Use more than one tool to diagnose
p.677

A
  1. Don’t get stuck in the idea that every symptom is the result of a mental illness
  2. Many symptoms may be caused by medical issues. ALWAYS RECOMMEND A MEDICAL VISIT.
23
Q

Turchik, Karpenko, Hammers, McNamara (2007)
Practical and ethical assessment issues in rural, impoverished, and managed care settings
p.679

A
  1. How have managed care organizations impacted the use of assessments in psychology
  2. Issues with assessments in rural areas
  3. Know of some ways you can improve access to assessments
    (collaborating with third party payers, test developers/publishers, buy wisely, use your resources wisely)
24
Q

King (2006)
Adopting revised versions of psychological tests
p.693

A
  1. What are some reasons an assessment may undergo revisions
  2. What are some justifications for using outdated assessments
  3. What do CAP and CPA tell us about using outdated assessments?
25
Q

Rogers (1997)
Teaching ethics and test standards in a psychological testing course: a test takers bill of rights
p.697

A
  1. Why was the test takers bill of rights developed?
  2. The 9 topics that the code were organized into
  3. What should you do if you know someone has violated this bill of rights?
26
Q

Carter and Hebert (2012)
Working with children of separation and divorce: Pitfalls, misconceptions, and best practices
p.747

A
  1. See appropriate documents to prove who has custody
  2. Sufficient professional knowledge
  3. Be very careful when writing reports. Do not write anything that you do not have sufficient knowledge to support.
27
Q

Morgan, Harmon, Gliner (2001)
Ethical issues related to publishing and reviewing
p.843

A
  1. Ethical issues related to publishing
    (plagiarism, multiple publications, authorship)
  2. Ghost authorship
  3. Reviews in an environment that is often hostile and competitive

Ethics War (25 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions