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Ethics War > Section 10 > Flashcards

Section 10 Flashcards

1
Q

Why did Roger’s make the test takers bill of rights?

p.697

A

His students were not truly understanding the ethical code. He felt an obligation to present the code in a way they would understand.

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2
Q

What did Rogers change in the test takers bill of rights that made it more understandable?

p.697

A

He changed the wording to 2nd person pronouns, which made each statement from the students, rather than a professionals, perspective
He organized the code into 9 basic topics
This format encouraged students to draw on their own experience

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3
Q

How many elements of the test takers bill of rights should be in place for a testing session to be done properly?

p.699

A

ALL OF THEM:

  1. Respect/Dignity - not affording dignity could impact performance
  2. Fairness - all protocols must be unbiased (admin/interpret, etc) AND should include opportunity for appeal and reevaluation is results are detrimental to test-taker
  3. Informed consent- reasons for testing, types of tests, intended use of results (plus pro/cons)
  4. Explanation of test results - a) actual test results b) interpretation of results c) recommended action
  5. Confidentiality - NO release of data unless explicit permission is given
  6. Professional competence- should be competent as using test, chose appropriate test
  7. Least stigmatizing label - chose label that will cause least potential damage e.g. self-fulfilling prophecies
  8. Linguistic/Handicapping conditions - make appropriate instrument choices (validity, accessibilities, etc)
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4
Q

What does Roger’s (test taker bill of rights guy) suggest you do if you notice a violation of test taker rights?

p.701

refer to the study sheet for this article. It may be helpful to complete to understand the bill of rights. p.703

A

These are presented in the order in which you should do them

  1. Talk informally to violator
  2. Consult with violators supervisor
  3. Approach the employing institution
  4. Lodge a formal complaint
  5. Use media to your advantage
  6. Appeal to the court system (in extreme cases)
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5
Q

Why are rural counsellors more likely to incur ethical violations against them than urban counsellors?

p.681

A
  1. Dual relationships & role blending due to living in or trying to be accepted in the community
  2. Confidentiality concerns when using pre-existing resources
  3. Self-disclosure & therapist anonymity due to high visibility in the community
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6
Q

List some of the benefits found within rural populations that a counsellor can utilize in treatment

p.681

A
  1. Tight knit community = strong social support
  2. Collaborative relationships easy to make–> can make it easier to connect clients to community resources or refer if necessary
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7
Q

How does geographical isolation impact counsellors in rural settings?

p. 682

A
  1. Hard to get peer consultation/supervision/multidisciplinary perspectives
  2. Must be ‘generalists’ and learn how to work with all issues. This may lead to working out of your competency
  3. Referring clients may not be possible
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8
Q

What can you do if an assessment is not authorized to be reimbursed?

p.683

A
  1. Are all the tests you are trying to use necessary?
  2. Appeal the decision–explain why the test is needed
  3. Have good relationship with the body that authorizes test use
  4. Some tests are more likely to be reimbursed than others–use those ones
  5. Use screening first
  6. Only use assessments that are directly relevant to guiding treatment
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9
Q

What can you do if you have a limited budget but you need current assessments?
p.683

A
  1. Keep good inventory of the tests you have-avoids buying duplicates
  2. Track frequency of use of each measure-only buy the ones you use a lot
  3. Remove obsolete tests to avoid temptation to use them
  4. Look for less costly alternatives
  5. Learn more about measures-could be free ones in the literature
  6. Comparison shop alllll the websites and conferences
  7. Bulk rates for forms?!
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10
Q

What can you do if you have a limited number of qualified professionals to administer assessments?

p.684

A
  1. Maximize the utilization of those who are qualified by lessening their case load of non-assessment cases
  2. Hire a psychometrician
  3. Work with other clinics and refer if possible
  4. Cost-benefit of getting more assessment training
  5. Incorporate technology
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11
Q

How can you collaborate with test developers (1)? test publishers (2)? third party payers (3)?
p.685

A
  1. Request sliding scale, campaign for govt. funding, be engaged in test development and develop tests that are cheap cheap cheap, encourage developers to publish their measures in the literature or sell them for a one time fee
  2. Developers tell them that if they don’t do sliding scale for low income areas then you won’t buy their tests, encourage bulk discounts
  3. Be aware of rules about reimbursement procedures, educate them about benefits of assessment
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12
Q

What are the three main reasons tests go under revision?
What does this mean for psychologists who use these tests?

p.693

A
  1. The construct it measures has changed
  2. The cognitive science underlying the measure has advanced
  3. A problem with the original test
    It means that we need to make sure we are using the right fucking version
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13
Q

What does CAP say about the use of psychological tests?
What does CPA say about them?

p.693

A
  1. CAP says “use reasonable or generally accepted psychological theory and knowledge.”
  2. CPA says “psychologists should provide the best possible service for those needing and seeking service”

Both of these mean that we should USE THE MOST RECENT VERSION OF THE ASSESSMENT

Unless…..there is an acceptable reason to use an older edition

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14
Q

List three reasons when using an outdated version of an assessment is acceptable.
p.693

A
  1. When doing longitudinal research and you used the previous version of the test in the first part of your study
  2. When clients are from minority groups and the new version has not yet been normed on that population
  3. Lack of consensus in the literature regarding of the new version has improved from the previous one
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15
Q

According to CAP practice guidelines, what is the purpose of using an assessment?
p.705

A

To assist in decision-making regarding diagnosis, description, intervention planning, selection/placement, tracking, prediction/prognosis

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16
Q

If appropriate, the psychologist can use a single test score as the sole determinant of decisions about the test-taker. TRUE OR FALSE
p. 705

A

False

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17
Q

Rather than sharing test protocols with clients, psychologists can explain their contractual obligation not to do so, offer to review the test results for clarification, and offer to provide meaningful summary of the test results. TRUE OR FALSE
p.705

A

True

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18
Q

So long as the client has signed a release form, it is acceptable for the psychologist to share raw scores with non-psychologists TRUE OR FALSE
p.705

A

False

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19
Q

If an option, the psychologist should always rely solely on computer-interpreted/generated interpretive results. TRUE OR FALSE
p.705

A

False

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20
Q

Psychological test instruments include any structured and standardized measurement of cognitive, behavioural or emotional functioning. TRUE OR FALSE.
p.705

A

True :)

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21
Q

What should psychologists consider when selecting a psychological test?
p.706

A

Is it appropriate for the population I’m using it on?
Has it been normed on this population?
Does this test have good psychometric properties?

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22
Q

Can you modify a standardized test?

p.706

A

You can, but only based on sound and professional judgment. The potential impact of the modifications on validity should be included in the results and report.

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23
Q

When should a psychologist use a screening test?

p.707

A

When they are identifying clients who may need further evaluation

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24
Q

Should raw scores be included in assessment reports?

p.707

A

No.

And only released to other psychologists with client consent.

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25
Q

Can a psychologist release or disclose test materials?

p.707

A

They should only do so if required by law

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26
Q

In the Child Custody Assessment Guidelines, what are some Child-Related factors that a psychologist may address in their child custody assessment?
p.724

A

Personality of child
Psychological, emotional, & physical needs of child
Education for child
Views of the child
Emotional bonds between child and caregivers and anyone else the child may have access to
Child’s cultural and religious heritage
Length of time the child has lived in a stable home environment

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27
Q

In the Child Custody Assessment Guidelines, what are some Parent-Related factors that a psychologist may address in their child custody assessment?
p.724

A

Ability & willingness of each parent to provide child with guidance and education, necessities of life, attention to special needs
Capacity of each parent to exercise responsibilities associated with custody
Parenting history
Plans for childs upbringing
Permanence and stability
Wishes of father and mother

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28
Q

In the Child Custody Assessment Guidelines, what are some Inter-parental factors that a psychologist may address in their child custody assessment?
p.724

A

Effect that giving custody to one parent would have on the other parent
Support given by each parent to a healthy and ongoing relationship of the child with the other parent figures
Degree of inter-parent conflict

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29
Q

In the Child Custody Assessment Guidelines, what are some Situational factors that a psychologist may address in their child custody assessment?
p.724

A

Relationship by blood or adoption between child and each person who is a party to the application
The presence within the family of child abuse, domestic violence, substance abuse
Mobility issues

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30
Q

What should be included in a comprehensive assessment report?
p.725

A
  1. Referral source and methodology
  2. Family history
  3. Parent figures-functioning of each
  4. Children-psych. perception of children as relevant to assessment
  5. Summary
  6. Alternative parenting arrangement + strengths and weaknesses of them
  7. Conclusion-rationale for your opinion, ID criterion used in making recommendations
  8. Recommendation
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31
Q

All records in custody and access assessment are always accessible by the public domain. TRUE OR FALSE.
p.719

A

False

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32
Q

A psychologist can make a recommendation about custody and access by evaluating at lease one parent. TRUE OR FALSE.
p.719

A

False

Need to evaluate both parents or caregivers.

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33
Q

The scope of an assessment is always determined by the court. TRUE OR FALSE
p.719

A

False.

It is determined by the evaluator based on the referral questions.

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34
Q

Knowledge and relevant laws and procedures in the local jurisdiction is not essential to competently addressing issues in child custody assessments. TRUE OR FALSE.
p.719

A

False.

35
Q

It is common for reimbursement if a psychologists assessment services to be contingent on successful outcome of a case for their client. TRUE OR FALSE.
p.719

A

False.

Get clients to sign a payment confirmation form prior to starting assessment to avoid this argument.

36
Q

Regardless of whether a parent, a parent’s legal counsel, or the court have hired a psychologist to do a child custody assessment, the psychologist’s primary purpose is to serve the best interests of the child. TRUE OR FALSE.
p.719

A

True

37
Q

It is acceptable for the psychologist to seek information that is not directly pertinent to the scope and intent of the assessment. TRUE OR FALSE
p.719

A

False.

Only gather what is directly relevant.

38
Q

Dual relationships for assessing psychologists are acceptable so long as roles are clarified and made known to all parties at the outset of an assessment. TRUE OR FALSE.
p.719

A

True

39
Q

When appropriate, a child custody assessment can be substituted for an assessment focused on a specific issue.

A

False.

40
Q

A psychologist can be both an expert witness in a custody proceeding while simultaneously providing therapy to a client involved in he case. TRUE OR FALSE.
p.719

A

False.

41
Q

Multiple avenues of data collection should be used to arrive at a sound professional opinion. TRUE OR FALSE.
p.719

A

True.

42
Q

A comprehensive child custody assessment should evaluate the parenting capacities of the parents but not their new partners, along with evaluating the needs of the children, while capturing observations and interactions between them. TRUE OR FALSE
p.719

A

False.

It should also assess the parenting capacities of the parents new partners.

43
Q

What should you do if you are no longer objective on a child custody case?
p.719

A

Withdraw.

44
Q

What is an assessor?

p.720

A

A psychologist who is contracted by attorneys to assess a family situation for the purpose of custody determination and to serve as expert witness

45
Q

What is a consultant?

p.720

A

A psychologist who is hired by one or both parents to provide information on child development, children of divorce, and what to expect in the situation.

46
Q

What is a mediator?

p.720

A

Psychologist hired as a neutral facilitator to assist parents in decision making. Cannot make recommendations regarding custody.

47
Q

What is an arbitrator?

p.720

A

Psychologist who is conducting an abbreviated assessment upon request of lawyers, judge, parents and offers their opinion to the court.

48
Q

What is an advisor?

p.721

A

A psychologist who is asked by a lawyer to critique the psychological report of another psychologist.
Do not provide their own opinion on custody.

49
Q

As evaluators in child protection cases, psychologists are frequently asked to address questions such as…
(there are 7)
p.730

A
  1. How seriously has child’s psych. well-being been affected?
  2. What interventions recommended to assist child?
  3. Can parents be successfully treated to prevent harm to child in future?
  4. Psychological effect on child if returned to parents?
  5. Psychological effect on child if separated from parents or PGO?
  6. Effect of another person who lives in the home on the parents ability to protect the child?
  7. Is another parent/interested person able to assume responsibility for the child?
50
Q

Burden of proof

p.736

A

Obligation by a party to demonstrate to the court that the weight of the evidence in the legal action favors his/her side

51
Q

Beyond a reasonable doubt.

p.736

A

Highest standard of proof. 90-95% certainty.

52
Q

Child protection services.

p.736

A

Range of statuatory services provided under manade of the Child, Youth and Family Enhancement Act to a child who needs protective services

53
Q

Child and Family Service

p.736

A

The system that delivers child protection services under the Alberta Child Youth and Family Enhancement Act

54
Q

What is the philosophical belief of social service agencies?

p.737

A

Family preservation/reunification

Children and families should remain together if the safety of the children can be ensured.

55
Q

Guardian ad litem

p.737

A

Adult appointed by the court to make decisions for someone legally incapable of doing so.
Can be any adult with a demonstrated interest.

56
Q

Balance of probability

p.737

A

Lowest standard of proof.

51% likelihood.

57
Q

The Child Youth and Family Enhancement Act gives the province the responsibility to intervene in cases where a child is at risk for harm because of the action or inaction of the caregivers. TRUE OR FALSE.
p. 729

A

True

58
Q

There are several reasons an evaluation may be necessary, including determining whether a child’s health and welfare have been harmed or at risk of being harmed, focusing on rehabilitation recommendations to aid the child and family, or to facilitate reunification of a family

A

True

59
Q

Child and family services try to remove the unsafe child from the home within 48 hours of the report. TRUE OR FALSE.
p.729

A

False

60
Q

An evaluation may focus on parental capacities in conjunction with the psychological and developmental needs of the child, thereby assessing for things such as the psychological functioning and developmental needs of a child. TRUE OR FALSE.
p.729

A

True

61
Q

A permanent guardianship order (PGO) is the most extreme disposition, requiring the highest standard of proof and a fair process. TRUE OR FALSE.
p.729

A

True.
It is the most extreme because it involves removing all legal rights from the caregivers and making the child a guardian of the state.

62
Q

When evaluating, psychologists act as judges, applying the law to all relevant evidence, and advocating for the relevant party. TRUE OR FALSE.
p.729

A

False.

Psychologists must remain objective.

63
Q

A psychologist may be retained by the childs parents/guardians or act as an agent of the court or as an agent of CFS. TRUE OR FALSE.
p.729

A

True.

64
Q

The scope of an evaluation is always determined by CFS. TRUE OR FALSE.
p.729

A

False.

The scope is determined by the evaluator based on the referral questions.

65
Q

In the course of their evaluation, psychologists must always evaluate the parents and child together. TRUE OR FALSE.
p.729

A

False

Observing parents and child together is a necessary part, but so is individual assessment

66
Q

Records for child protection evaluations must be stored for a minimum of 5 years in accordance with CAP standards of practice. TRUE OR FALSE.
p.729

A

False.
They must be stored for longer.

CHECK THIS LATER

67
Q

Family history, personality functioning, developmental needs, quality of parent-child relationship and evidence of trauma should all be considered in the evaluation. TRUE OR FALSE.
p.729

A

True.

68
Q

Aspects of human diversity should not be considered because they may bias the psychologist.
TRUE OR FALSE.
p.729

A

False.

All aspects of diversity should be considered while doing the evaluation.

69
Q

There is a clause in the Child Youth and Family Enhancement Act that concerns preserving aboriginal children’s culture, heritage, spirituality and traditions.
TRUE OR FALSE.
p.729

A

TRUE there is

70
Q

Expert witnesses can provide testimony based on hypothetical scenarios, and can provide opinions in court. TRUE OR FALSE.
p.729

A

True.

They can do this. Yes they can.

71
Q

What are the two main areas of concern in working with children of separation and divorce?
p.747

A
  1. Working with children in a counselling setting without consent from both parents
  2. Making statements that can impact a child’s time with either parent
72
Q

What is the opinion of CAP on parental consent for therapy?

p. 747-748

A

CAP suggests that you need both legal guardians consent.
“psychologists carry out informed consent with those people who are LEGALLY RESPONSIBLE to give consent on behalf of someone is is legally incapable…”

Thus, you need to have proof of custody before doing informed consent. Like, look at court documents kind of proof.

73
Q

Why do we need to be careful when giving written statements or recommendations when working with children of divorce?
p.749

A

Parents can deceive you into giving a benign written statement which is then used to influence a custody agreement.
Always know the reason behind the intervention they are asking for.

74
Q

What are some of the impacts of divorce on children?

p. 748

A

Increased alcohol/drug use, school and community behavioural problems, academic difficulties, interpersonal relationship difficulties, promiscuity, negative views of marriage

75
Q

What is the “sleeper effect”, in relation to working with children of divorce?
p.748

A

The idea that negative impacts of divorce may not manifest until adolescence

76
Q

One of three conditions must be met in order to best work with children of separation and divorce. What are these three conditions?
p. 748

A
  1. Written consent of the other legal guardian
  2. Proof of sole guardianship or sole custody
  3. A court order is in place allowing parent to bring child in for counselling
77
Q

What is a Practice 7 Note?

In Class - week 10

Child Custody

A

Hiring a parenting expert in child custody case

Psychologist’s act as parenting experts

Makes you an expert witness -in you expert opinion, what would a good parent do?

78
Q

What is a Practice 8 Note?

In Class - week 10

Child Custody

A

“Custody arrangement”

You perform as assessment of parenting time and parenting responsibilities

NO: privilege: anything parents share with you can be shared in court

79
Q

How does the Child, Youth and Family Enhancement Act define a child in need of intervention?

p. 738

Exam?

A

Reasonable and probably grounds to believe that the survival, security and/or development of the child is endangered because of….

-Child is lost
-guardian is dead
-child is neglected by guardian
-risk that child will be abused
-guardian is unwilling to protect child from abuse**
-child will be emotionally injured
guardian is unwilling to protect child from emotional injury
-guardian is unwilling to protect/will cause child cruel/unusual punishment

80
Q

How does the Child, Youth and Family Enhancement Act determine if a child is neglected by a guardian?

p. 738

A

Guardian is:

Unwilling to provide child with necessities of life

Unwilling/Unable to help child get necessary medical/surgical treatment for well-being

Unwilling/unable to provide child with adequate care/supervision

81
Q

How does the Child, Youth and Family Enhancement Act determine if a child is emotionally injured?

p. 739

Exam?

A

Child is

**impaired in mental/emotional functioning/development

***reasonable grounds to suggest that emotional injury is result of:

  • rejection
  • emotional/social/cognitive/physiological neglect
  • deprivation of affection
  • exposure to dv***
  • excessive/inappropriate criticism, threats, humiliation, accusation, exceptions
  • chronic drug/alcohol abuse by guardians or by anyone is same residence
82
Q

What are some alternate root causes for mental illness?

P. 677

A
  • blood sugar
  • low thyroid function
  • low iron/anemia
  • weakened adrenal glands
  • food sensitivity issues ( wheat)
  • blood sugar issues related to bulimia
  • deficiency in omega-3 fats
  • insomnia/anxiety –> low magnesium
83
Q

What is included in Roger’s Test- Taker’s Bill of Rights?

p. 698

A
  1. Respect/Dignity - not affording dignity could impact performance
  2. Fairness - all protocols must be unbiased (admin/interpret, etc) AND should include opportunity for appeal and reevaluation is results are detrimental to test-taker
  3. Informed consent- reasons for testing, types of tests, intended use of results (plus pro/cons)
  4. Explanation of test results - a) actual test results b) interpretation of results c) recommended action
  5. Confidentiality - NO release of data unless explicit permission is given
  6. Professional competence- should be competent as using test, chose appropriate test
  7. Least stigmatizing label - chose label that will cause least potential damage e.g. self-fulfilling prophecies
  8. Linguistic/Handicapping conditions - make appropriate instrument choices (validity, accessibilities, etc)
84
Q

What does Roger’s Test Taker’s Bill of Rights say about Informed Consent?

A

MUST be stated in a language client can understand:

  • reason for testing
  • types of test to be used
  • intended use for results
  • potential consequences of intended use
  • what info will be released and to who

Clients should:

  • have capacity to consent
  • no coercion
  • give consent in writing

Those incapable of giving consent for testing should:
- get an appropriate explanation; obtain assent; get consent from legally appointed guardian

RIGHT to refuse testing in bill of rights - contradicts APA test standards which state the consent is not required when:

-test is mandated by law
-part of regular school activities
when consent is implied (e.g. application for employment)

Ethics War (25 decks)

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