This document provides an overview and discussion of ethics and practice challenges for school counselors in the digital age. It discusses issues around maintaining appropriate boundaries and confidentiality online, the risks of dual relationships and self-disclosure, and navigating communication technologies like email, texting, and social media. Guidelines are presented for conducting online research about clients, establishing social media policies, and making ethical decisions when dual roles and unforeseen issues arise in small communities or online interactions.
Ethical reasoning: decision science, biases, and errorsJohn Gavazzi
The workshop explores ways to teach ethical reasoning using decision science, cognitive errors, and biases as part of being human. Categories include: the need to act fast, too much information, insufficient evidence, faulty memory processes, and tribal knowledge.
Dr. Arnold, a former member of the Ohio Board of Psychology, reviews Ohio's rules for psychologists, counselors, and social workers about multiple roles. The recent updates to the Ohio psychology rules are covered.
Ethics is More than a Code: Ethical Foundations, Positive Ethics, and Ethical Decision-Making
This was a day-long, 6 hour CE course.
Not for the faint of heart.
Ethical reasoning: decision science, biases, and errorsJohn Gavazzi
The workshop explores ways to teach ethical reasoning using decision science, cognitive errors, and biases as part of being human. Categories include: the need to act fast, too much information, insufficient evidence, faulty memory processes, and tribal knowledge.
Dr. Arnold, a former member of the Ohio Board of Psychology, reviews Ohio's rules for psychologists, counselors, and social workers about multiple roles. The recent updates to the Ohio psychology rules are covered.
Ethics is More than a Code: Ethical Foundations, Positive Ethics, and Ethical Decision-Making
This was a day-long, 6 hour CE course.
Not for the faint of heart.
This is a companion Powerpoint to Ethics & Psychology Podcast on ethical decision-making.
The importance of this podcast and Episode 5 is to set up vignette analysis in future podcasts. Everyone needs to be on the same page in order to apply ethical decision-making in instructional or real life situations.
Dark side of ethics podcast: False Risk management strategiesJohn Gavazzi
In this episode, John talks with Dr. Sam Knapp, Psychologist and Ethics Educator, about false risk management strategies. Using the acculturation model as a guide, Sam and John discuss how some psychologists have learned false risk management strategies. They discuss the possible erroneous rationale for these strategies. John and Sam provide good clinical and ethical reasons as how these strategies can actually hinder high quality of services. They also discuss ethics education in general and why learning about ethics codes do not necessarily enhance ethical practice and two other counterintuitive facts.
In Episode 5, John continues to outline relevant factors related to ethical decision-making. The psychologist's fiduciary responsibility is emphasized. Additionally, John outlines one ethical decision-making model as well as cognitive biases and emotional factors involved with ethical decision-making. John will make suggestions on how to improve ethical decision-making.
This is a companion Powerpoint to Ethics & Psychology Podcast on ethical decision-making.
The importance of this podcast and Episode 5 is to set up vignette analysis in future podcasts. Everyone needs to be on the same page in order to apply ethical decision-making in instructional or real life situations.
Dark side of ethics podcast: False Risk management strategiesJohn Gavazzi
In this episode, John talks with Dr. Sam Knapp, Psychologist and Ethics Educator, about false risk management strategies. Using the acculturation model as a guide, Sam and John discuss how some psychologists have learned false risk management strategies. They discuss the possible erroneous rationale for these strategies. John and Sam provide good clinical and ethical reasons as how these strategies can actually hinder high quality of services. They also discuss ethics education in general and why learning about ethics codes do not necessarily enhance ethical practice and two other counterintuitive facts.
In Episode 5, John continues to outline relevant factors related to ethical decision-making. The psychologist's fiduciary responsibility is emphasized. Additionally, John outlines one ethical decision-making model as well as cognitive biases and emotional factors involved with ethical decision-making. John will make suggestions on how to improve ethical decision-making.
Armatucuadro - Cuadros de Fotos y Cuadros AbstractosDamian Funes
Tienda online donde podrás personalizar tus cuadros, seleccionando fotos de ciudades, abstractos, animales y de arte. Personaliza seleccionando el tamaño, si lo queres en marco o lienzo, el diseño del marco y opcionales.
Cafetales de la República Dominicana como Posibles Sistemas Ingeniosos del Pa...FAO
www.fao.org/mexico
Presentación de Lic. Raulín Zapata, realizada durante el taller Internacional SIPAM para América Latina y el Caribe en la Ciudad de México el 27, 28 y 29 de abril de 2016.
Desarrollo Personal y Profesional en Santiago Chile | Coaching de PNLMichael Emery
En la mayoría de los casos es sólo un poco de miedo y la ansiedad que le impide lo que usted desea en la vida.
¿Tiene un plan de desarrollo personal? ¿Un plan de desarrollo profesional? La mayoría de las personas no lo tiene, por lo que imitan a otras personas esperando buenos resultados. Si usted está aburrido en su vida o carrera, esto significa que usted no tiene suficiente desafío. Si tienes miedo, entonces significa que usted no tiene los recursos mentales y emocionales suficientes para gestionar la incertidumbre. Mi objetivo como entrenador es empoderarlo para buscar mayores retos desarrollando los recursos necesarios.
Te reto a dejar de vivir la vida no examinada.
Su éxito es mi negocio
Desarrollo Personal
Desarrollo Profesional
Asesor de Marketing
¿Quién es Michael J. Emery?
Michael Emery es un gringo de Portland, Oregon quien tiene una maestría en Estudios Transpersonales del Institute of Transpersonal Psychology y licenciado en Marketing y Gestión de Publicidad de la Universidad Estatal de Portland. Además, él es un entrenador certificado en la Programación Neuro-Lingüística (PNL) y un hipnoterapeuta certificado especializado en la hipnosis Ericksoniana.
El desarrollo personal es un proceso proactivo para enfrentar los temores y tomar decisiones
beneficiosas basados en tus valores.
Gran parte del entrenamiento de Michael es el proceso de deshipnotizar, desglosar las creencias limitantes y asociaciones no beneficiosas a experiencias pasadas.
"Siempre estamos aprendiendo. No podemos dejar de aprender, pero a menudo aprendemos a asociar experiencias con las creencias que nos roban nuestro poder personal. El desarrollo personal se trata de dejar de ser la víctima y convertirse en el héroe y campeón de su propia vida.”
EL DESARROLLO PERSONAL Y DESARROLLO PROFESIONAL ESTAN INTIMAMENTE ENTRELAZADOS.
La mayor preocupación inicial de mis clientes de desarrollo profesional es el temor a ser descubiertos por su empleador y que éste piense que no son suficientemente buenos en su trabajo.
Adquirir conocimientos técnicos y experiencia profesional es un proceso continuo, pero la mayoría de los temas de trabajo están relacionados con los individuos subdesarrollados que no han sanado sus heridas personales.
Crecimiento personal es igual a éxito en la vida.
Su éxito depende de la eficacia de su mapa de desarrollo personal
"¿Por dónde vas?" -preguntó el gato de Cheshire en la historia de Alicia en el País de las Maravillas. "Realmente no lo sé", respondió Alice. "Entonces no importa el camino que tomes", dijo el gato… ¿A dónde vas?
¿Quién eres?
¿Qué quieres experimentar en tu vida?
Sus respuestas - o la falta de respuesta - determina las decisiones que usted hará con o sin intención.
Child Safeguarding Training for Schools is an Excellence Foundation for South Sudan presentation for school teachers to help them better understand the concept.
Social Media has blurred the boundary lines of how adult service providers can interact and communicate with youth participants in programming. This training seeks to present best practices for outreach activities to youth that includes engagement strategies, codes of conduct, organizational liability, boundaries, mandated reporting, and digital footprints.
You Are What You Tweet - Physicians, Professionalism, and Social MediaDavid Marcus
A brief intro to social media and discussion on the way that GME educators should approach SoMe. Delivered at the Lenox Hill Hospital GME Sub-Committee Retreat on March 31st, 2016.
ADVOCACY 101: Introduction to Student Leadership and AdvocacyLeneka Rhoden
Understanding student leadership and advocacy is of paramount importance due to its multifaceted impact. Firstly, engagement in leadership roles cultivates crucial life skills like effective communication, decision-making, and teamwork, contributing significantly to personal development. It fosters self-confidence, empowering students to tackle challenges and pursue their goals with assurance. Academically, these experiences promote better time management and goal-setting, translating into improved academic performance.
Moreover, student leadership and advocacy instill a sense of social responsibility. By honing advocacy skills, students learn to express their opinions, stand up for their beliefs, and actively participate in addressing societal issues. This not only prepares them for civic engagement but also nurtures a commitment to positive change within their communities. The collaborative nature of leadership roles contributes to community building, promoting teamwork and fostering a culture of diversity and inclusion.
Looking towards the future, the leadership experience becomes a valuable asset in career development. The skills acquired—ranging from effective communication to teamwork—are highly sought after by employers. Additionally, these roles provide opportunities for professional networking, establishing connections that can prove beneficial in future endeavors. Student leadership also plays a pivotal role in promoting change, allowing students to contribute to positive societal shifts and advocate for a more just and equitable world.
Rumination, Cyberbullying, and the use of Cell Phones among 11 and 12 year oldsYTH
Educating youth about cyberbullying and online privacy is important, but all too often it's done through fearmongering, and focusing on what kids shouldn't do. Unfortunately, these approaches tend to be ineffective because young people don't perceive online spaces to be unsafe, and deem the adults in their lives who suggest otherwise to be technically out of touch.nInstead, educators and parents need to give kids the confidence to see themselves as active agents of change who can positively impact the virtual worlds that they already inhabit, thereby increasing the level of digital citizenship, which will help all youth make good decisions about their own and others' privacy. This presentation will talk about the CyberKids research project, which is a 4-year longitudinal study involving 11 and 12 year olds. In particular, the presentation will focus on the interface of access to technology and mental health.
Partners in Prevention Erin Merryn's Law Presentation, May 2018Jim McKay
Overview of Erin Merryn Law Recommendations and Implementation in WV. Recommendations submitted by the State Task Force on the Prevention of Child Sexual Abuse.
This presentation was prepared as part of a group consultation assignment in the psychiatric mental-health nurse practitioner program at University of Tennessee Health Sciences Center.
To encourage employee representatives and employers to build cultures in which respect for individuals is regarded as an essential part of the conduct of all those who work in the organization.
•To increase awareness and knowledge of bullying in the workplace, and encourage the development of employment practices that enhance worker safety and prevent bullying in the workplace.
How Should We Address Bulling In The Workplace Medical WhistleblowerMedicalWhistleblower
This powerpoint presentation by Medical Whistleblower, Dr. Janet Parker DVM examines how we can make workplaces less hostile and to promote good employment practices to identify, decrease and eliminate bullying in the workplace.
Similar to Ethics Update for School Counselors (20)
Introduction to Moral Injury, Theory & PracticeJohn Gavazzi
This presentation outlines how humans beings are moral animals. Our morality is a function of biological, psychological, and evolutionary processes. Moral Injury refers to longstanding emotional, psychological, social, and spiritual suffering related to an individual’s moral compass, conscience, or spiritual beliefs.
We review examples of moral injury and ways to work with moral injury in context of psychotherapy.
Learning Telehealth in the Midst of a PandemicJohn Gavazzi
This presentation outlines the basics of beginning to work with patients via telehealth. The workshop offers both pragmatic and technical assistance to start working with patients at a distance or online
The Assessment, Management, and Treatment of Suicidal PatientsJohn Gavazzi
This PowerPoint is a companion to The Ethics and Psychology Podcast #25: The Assessment, Management, and Treatment of Suicidal Patients. Dr. John Gavazzi speaks with Dr. Sam Knapp about assessing, managing and treating the suicidal patient. Please read the disclaimer and the note on competence in dealing with suicidal patients. The podcast or video meets the requirements for Pennsylvania Act 74 requirements for all mental health professionals in Pennsylvania.
Social Media, Ethics and Professional EducationJohn Gavazzi
This is my portion of a presentation at the American Psychological Association's convention in Toronto in 2015. In it, I review: the importance of social media for your professional mission, learn how to enhance online education, and creating professional versus personal boundaries on the internet. The talk focuses on the use of Twitter, podcasting, YouTube, and Blogger/WordPress.
Ethics and Skills for Psychologist as Supervisor: Post-Doctoral Supervision i...John Gavazzi
This is the third in a 3-part series to help psychologists obtain requisite continuing education to function as a post-doctoral supervisor in Pennsylvania
As of December 15, 2015, psychologists acting as post-doctoral supervisors must complete either doctoral-level university coursework on supervision or 3 hours of continuing education on supervision.
This program may be helpful for post-doctoral supervisees to understand the supervision process.
The darker side of ethics and morality in psychotherapy.pptxJohn Gavazzi
The presentation highlights those areas in psychotherapy and ethics that we cannot see. These phenomena include emotions, decision-making skills, biases, personal values, and other non-conscious processes in the therapeutic dynamic.
Ethics and Skills for Psychologist as Supervisor: Post-Doctoral Supervision i...John Gavazzi
This is the second in a 3-part series to help psychologists obtain requisite continuing education to function as a post-doctoral supervisor in Pennsylvania
As of December 15, 2015, psychologists acting as post-doctoral supervisors must complete either doctoral-level university coursework on supervision or 3 hours of continuing education on supervision.
This program may be helpful for post-doctoral supervisees to understand the supervision process.
Ethics and Skills for Psychologist as Supervisor: Post-Doctoral Supervision i...John Gavazzi
This is the first in a 3-part series to help psychologists obtain requisite continuing education to function as a post-doctoral supervisor in Pennsylvania
As of December 15, 2015, psychologists acting as post-doctoral supervisors must complete either doctoral-level university coursework on supervision or 3 hours of continuing education on supervision.
This program may be helpful for post-doctoral supervisees to understand the supervision process.
This presentation deal with ethics, advocacy and leadership for a non-profit, state psychological association. The presentation is for volunteer psychologists who take leadership roles and want to advocate on behalf of the citizens of Pennsylvania for access to high quality psychological services.
Sometimes, psychologist feel like they are in Ethics Hell. In this presentation, we focus on ethical decision-making, clinical skills, and emotional reactions to patients. The idea is to see how we create our own hell, and some suggestions to avoid it, or how to ascend from it.
Child Abuse Reporting Guidelines: Ethical and Legal IssuesJohn Gavazzi
In 2013 and 2014 Pennsylvania enacted numerous changes to the Child Protective Services Law. This training is designed to review legal, ethical, risk management, and clinical decisions related to the changes in the law. The training will review the signs leading to the recognition of child abuse and also the reporting requirements for suspected child abuse in Pennsylvania. The topics to be covered include a description of child welfare services in Pennsylvania, important definitions related to the child abuse reporting law, responsibilities of mandated reporters, ways to recognize child abuse and other topics. We will review clinical scenarios that challenge ethical issues, legal requirements, risk management concerns, and clinical choices.
Act 31 Training for Licensed Professionals in PennsylvaniaJohn Gavazzi
Recognition of the Signs of Child Abuse and Reporting Requirements for Suspected Child Abuse in Pennsylvania
by Sam Knapp and John Gavazzi
These slides are a companion to Episodes 19 and 20 of the Ethics and Psychology podcast.
Closing a Professional Practice: Clinical, Ethical and Practical Consideratio...John Gavazzi
Catherine Spayd and Mary O'Leary Wiley present on ethical, clinical, and practical consideration in closing a practice. The presentation offers valuable information about creating a professional will, in case of untimely death or incapacitation. Presented in August 2014.
Legal, Clinical, Risk Management and Ethical Issues in Mental HealthJohn Gavazzi
The program outlines the fundamental differences between clinical issues, legal questions, risk management strategies, and ethical issues. While overlap exists, ethical questions arise when there are two competing ethical principles at odds. The course will reference both the ACA and the NBCC Code of Ethics. Clinical issues deal with treatment-oriented concerns. Legal issues concern state, federal, and case law, as well as statutes and regulations. Risk management typically focuses on reducing liability. Several case examples will be given to demonstrate how these issues overlap and are important to high quality of care.
Unlearning Ethics: Ethical Memes and Moral DevelopmentJohn Gavazzi
Recent presentation on moral development, moral reflection, acculturation to the community of psychology, principle-based ethics of psychology, and false ethical memes for psychologists
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
Acute scrotum is a general term referring to an emergency condition affecting the contents or the wall of the scrotum.
There are a number of conditions that present acutely, predominantly with pain and/or swelling
A careful and detailed history and examination, and in some cases, investigations allow differentiation between these diagnoses. A prompt diagnosis is essential as the patient may require urgent surgical intervention
Testicular torsion refers to twisting of the spermatic cord, causing ischaemia of the testicle.
Testicular torsion results from inadequate fixation of the testis to the tunica vaginalis producing ischemia from reduced arterial inflow and venous outflow obstruction.
The prevalence of testicular torsion in adult patients hospitalized with acute scrotal pain is approximately 25 to 50 percent
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
1. Ethics Update
For School Counselors
Presented by:
Gary R. Schoener, M.Eq., Licensed
Psychologist
Director of Consultation & Training
SCHOOL DISTRICT 279
26 APRIL 2013
2. • School or Agency rules & policies
• Ethics codes
• Codes of conduct (licensure board)
• Laws & rules
• Standard of care: what a reasonable &
prudent practitioner would do in the
same or similar circumstances
(failure = malpractice)
Standards for Conduct
3. Roles & Responsibilities
• The school & professional as fiduciaries –
position of trust – explicit vs. implicit
warranties – we set the rules
• Supervisory role – the supervisor is
responsible for actions of the supervisee
done within scope of employment –
vicarious liability (respondeat superiori)
vs. negligent supervision
• Consultation -- is there such a thing as
negligent consultation?
4. EthicalStandards [ASCACode,2010]
• Responsibilities to students
• Confidentiality
• Dual Relationships
• Appropriate Referrals
• Standards related to group work
• Danger to self or others
• Student records
• Evaluation, Assessment & Interpretation
• Technology
5. Decision-makingrecommendedby ASCA
•Define the problem emotionally &
intellectually
•Apply the ASCA standards & the law
•Consider the student’s age &
develop-mental level
•Consider the setting, child’s rights,
parent’s rights
7. •Beneficence – doing good; helping
•Non-maleficence – avoiding harm
•Autonomy – client’s input and role
•Fidelity – consistent with what
promised
•Justice -- welfare of client vs. others;
fair use of resources – having a basis
to proportion them
Ethical Framework
8. Ethical Decision-Making
•Not what is ethical vs. unethical, but
the comparative ethicality of the
options
•Weigh which principles are best
dealt with through each option
•Likely positive vs. negative outcomes
of choosing a given course of action?
9. Positive Outcomes Negative Outcomes
Option A ______________ _________________
______________ _________________
______________ _________________
Option B ______________ _________________
______________ _________________
______________ _________________
Decision table or chart
11. Dual relationships [ASCACode,2010]
Avoid dual relationships that might impair
their objectivity and increase the risk of
harm to students (e.g. counseling family
members or children of close friends or
associates). If a dual relationship is
unavoidable, the school counselor is
responsible for taking action to eliminate
or reduce the potential for harm to the
student through use of safeguards, which
might include informed consent, consult-
ation, supervision, & documentation.
12. Confidentiality
• IEP Meeting & similar challenges – (a)
group discussion of confidentiality; (b)
private meetings with colleagues from
other fields to work out understandings.
• Specific issues – who needs to know?:
• Girl is pregnant
• Boy involved in gang activity
• Drug or alcohol abuse
• Girl is sexually assaulted
13. Boundaries challenges
•Contact w/ students not on caseload
•Children/relatives of colleagues
•Gifts from parents or students
•Social encounters
•Recovery groups
•Attending funeral, graduation, etc. –
issue of how visible to be
14. Ethical& Practice Challenges
• Suicide intervention – related challenges:
• Keeping up to date -- assessment
• Having consultative resources
• Safety plans
• Intervening w/ dangerousness:
• What do we know about assessment?
• Talk, writings, posts & what they mean
• Duty to warn or protect
15. Caution regarding internet posts
• Some suicides and violent acts against others
follow angry posts on websites or blogs;
• The problem is that we have no good data on
what constitutes a warning we should heed
• In the wake of tragedies, over-reaction to
writings & statements can bring about harsh
treatment. A 17 year old high school student
was suspended after she wrote a poem in her
personal notebook including: “I understand the
killings in Connecticut; I understand why he
pulled the trigger” (referring to Adam Lanza)
16. Challenges of private knowledge
• CASE 1: You have a case with severe
abuse. You visit your sister and notice the
family lives next door, and her kids are
going over to play in the abuse house.
What actions do you take if any?
• CASE 2: Your brother brags to you how he
fooled child protection into closing a case,
by threatening his wife and kids to deny
the complaint. What action options are
there? What if any should you take?
17. Traditional Boundaries with
regard to Information Access
• Client has access to information about
the professional based on published
biography or revelations, news items
• Professional only has access to
information about client from
disclosures or access granted through
signed releases
18. Self-disclosure by professional
• Are you obligated to answer all of the
student or parent’s questions?
• There are not clear rules on this, and
there is great variability in the field
• What helpful or expected?
• What is risky or ill-advised?
• In general, problematic if too often, too
much, too personal – Most complaint
letters begin with list of alleged self-
disclosures
19. Realities of a small community
• You & client belong to same church, same
social club, same athletic club
• Client lives in same building as a friend of
yours – what are the issues?
• Client interacts with member of your
family, with or without knowing the
connection;
• Former client interacts with you or a
friend or family
20. Traditional Communication
• Communication by traditional mail (now
called “snail mail”);
• Communication by phone during limited
business hours;
• Leave messages on answering machines
for later response;
• Phone calls private, although a message
left might be saved;
• Quick response not expected or promised
21. Communication in today’s world
• Expectation of being able to connect at all
hours, even when professional is away
from office, via cell phones, texting, etc.
• Same is true for emails;
• Emails and text messages create a record;
• Emails can be misdirected or examined by
others – need to warn people about
employer access to work computers
22. Technology [SectionA.10.inASCACode]
• Promote benefits of and clarify
limitations of technological applications
• Advocate for equal access to technology
• Take reasonable measures for maintain-
ing confidentiality of student info.
• Understand the intent of FERPA and its
impact on sharing electronic records
• Consider the extent to which cyberbully-
ing is interfering with student’s educa-
tional progress.
23. Text Messaging
• A growing number of people do texting
instead of (or in addition to) emailing;
• This is an abbreviated type of message
with less information;
• This the only way to quickly reach people;
• Unlike a phone call, it is silent, so people
can receive and view a text without the
ring of a phone
24. Text Messaging (continued)
• Veterans Crisis Line (800) 273-8255 or text
to 838255 http://veteranscrisisline.net
• Crisis Connection has a program for
texting in 7 counties in northeast Minn. –
they are receiving more texts from young
people in a day than they previously
received as phone calls in a month.
• Some use for follow-up or crisis contacts
25. Smartphones & Tablets & Apps
• The Therapist May See You Anytime,
Anywhere (NY Times, 2/13/12)
• Cognitive bias modification (CBM) using
an app for social anxiety which directs
attention away from hostile faces
• Nader Amir at San Diego State –
30”/week for anxiety disorder
• Daniel Pine at NIMH – 40 children with
chronic anxiety
26. More apps
• Hazelden’s Field Guide to Life
• iMedicalApps -- examines new apps
• Mobilyze – “a therapist in your pocket”
• Can be a source of reference information
or assist the practitioner
• Can enable a client to log in personal data
and keep focused on goals
• In future may use sensors
27. More apps
• Mood 24/7 https://www.mood247.com
get to know yourself
• PTSD Coach Mobile App downloaded
45,000 times in 58 countries
www.americantelemed.org/i4a/pges/ind
ex.cfm?pageid=3969
• Defense Dept: T-2 Mood Tracker identify
& track stress; Breathe2Relax release
stress; Tactical Breather manage stress
28. Social Networking Sites
•Facebook -- >845 million users
•50% log in on any given day;
•Linkedin – 175 million members;
•200 million are on Twitter
•Posts can be from you, friend,
relative, including children
29. Networking for support
• Pro-Ana blogs: social support, ways to
cope, self-expression – but risk of
exposure & question about whether it
encourages (“pro-ana” on Wikipedia)
• Bipolar: www.dbsalliance.org
• Victims of abuse: rape and sexual assault
victim bulletin boards
• Do an internet search about any
condition or problem to see what is there
30. Limiting access to sites
• On Jan. 23, 2013, US Court of Appeals for
7th Circuit ruled in Doe v. Marion County
Prosecutor, striking down Indiana law
that imposed broad social media
restrictions on sex offenders,
• The law prevented most registered sex
offenders from using social networking
websites, instant messaging services, &
chat rooms.
31. More visibility issues
• If you use a family photograph on
Facebook, even with the highest privacy
settings people see that photo;
• Even if you don’t show your family to the
world, friends or family may show your
photo or a family activity;
• 90% of US physicians are on Facebook or
Linked in or some social media.
32. Twitter – constantly being in touch
• Twitter involves sending “tweets” – short
messages sent rapidly all over
• People end up engaging in something
akin to a conversation
• For anyone impulsive, this is dangerous
• A French court [1/24/13] told Twitter to
identify people who posted anti-Semitic
& racist entries [lawsuit claims people
broke French law against racist speech]
33. Hazards Never Imagined (for staff
or even clients)
• Happy slapping – assaulting someone while
others film it (usually on cell phone)
• Sexting – sending racy photos of yourself or
someone else
• Filming and/or broadcasting a party, or
other event
• Live broadcast using cell phone or camera
(privacy invasion case – Tyler Clementi
suicide at Rutgers – Dharun Ravi, age 19,
convicted in Feb. 2012.)
34. Hazards Never Imagined (cont.)
• Fake profiles
• Internet harassment – which can lead to
great distress the same as any type of
bullying (1/3 to 1/2 of adolescents?);
• Fake emails & chat screen names – so one
can harass secretly;
• Massive Defriending – being shut-out by
groups of friends or classmates on a social
networking site such as Facebook
35. Undressing your Friends (or
enemies)
• FalseFlesh.com, billed
as “adult image editing
software” allows you to
paste someone’s face
onto a nude body
• “Easily make any
picture a nude picture
in minutes”
36. Cases to lose sleep over
• Draker v. Schreiber (2006, 2008) two
students created My Space site with fake
photos trashing Asst. Principal – Anna
Draker sued them and their parents
without success;
• Megan Meier, driven to suicide by “Josh,”
created by the mother of a girl she was
having a dispute with;
37. Cases (cont.)
• Ryan Hallingan, middle school student
with a learning disorder was the focus of
bullying & suggestions he was gay. He
hanged himself after a girl who claimed
to be his friend told him publicly he was a
“loser” and that she had been pretending
to be just like him so she could post their
conversations on line and humiliate him.
38. Cases (cont.)
• Ghyslain Raza, the “Star Wars Kid,” a
Canadian adolescent made a video in 2002
pretending to fight with a light saber as a
school project. Another student posted it,
adding music, and 900 million saw it on the
web. Raza was taunted repeatedly and
dropped out of school. After treatment for
depression he got support, some from the
internet, graduated law school, and heads a
foundation for preservation.
39. Cases (cont.)
• Jesse Logan, Ohio teenager, sent nude
pictures of herself to her boyfriend. After
they broke up he sent them to other girls
who circulated them on line. She was
called a slut & ridiculed and started
skipping school. Jesse went public with
her story via a TV interview in May 2008,
but two months later hanged herself. A
classic example of the dangers of sexting.
40. Cases (cont.)
• 4/21/11 Buffalo, NY. Police invade home
with assault rifles; throw man on floor;
call him a “pervert” and “pedophile” and
confiscate all computers and cell phones
in the house including those of his wife
and daughter. He did not have a passcode
on his wireless router and it was utilized
by someone nearby to download
pornography. This can be done by
neighbor, or from a car.
41. Other networking issues
• Caring Bridge – sites related to illness:
counselor’s illness?; posting on client’s
bridge?;
• Blogs -- posting responses;
• Sites focused on special interests:
• Client alerts you to site
• You encounter client on a site
• Former client alerts you to site
42. Google & Net Research
• Should you “Google” a client?
• Emergency Situation – identity issue;
• Client denies suicide history but has
prior attempts;
• Reality check on claims by client;
• Checking on criminal justice history;
• Screening for sex offenders
43. Google & Net Research (cont.)
•What if the client googles you?
• Intern entering therapy googles her
therapist and then wonders if she’s
“blown it” by doing this.
• What if they tell you? What if you
suspect?
• Sites that evaluate professionals –
YELP has >25 million hits a month
44. Some thoughts
• The internet creates a “small town” or
ethnic subgroup for all of us;
• With some areas of work such as criminal
justice, there may be greater challenges –
clientele, role of security;
• Health care rating sites are likely to grow
and include more therapists –
healthgrades.com, vitals.com
45. Self protection
• Be aware of your web-presence
• “Google” yourself
• If there is false information, contact site
administrator to get things changed
• Should you control on-line presence by
expanding it? Should you post your own
www.google/com/profile?
• Collegial discussion – develop standards
46. On line reviews
• It’s hard to know what they mean – they
are not systematic;
• The data about your work or practice may
be in error or outdates;
• Many times there are only a few who do
a review so there can be a heavy
influence of just a few ratings
• Consumers focus on manner – civility,
perceived warmth, etc.
47. Consent and Disclosure
• What ground rules will you have for a
given school or program for googling?
• If you do “Google” someone, will you
disclose this to them?
• What rules if any will you ask clients to
follow as regards the internet?
• Will you ask them to maintain any
privacy or respect any boundaries?
48. Communications & Social Media
Policy (examples)
• Email: Email only to arrange or modify
appointments. Do not email content or
important things we should discuss face
to face…..
• Rating or review sites: Info. on them is
questionable; I cannot respond to them
and do not need positive ratings; ask me
about any concerns you have about my
services.
49. Communications & Social
Media Policy (continued)
• Text messaging: please do not use to contact
me – leave phone message for time changes,
etc.; email not as good but at ….
• Internet interaction: do not use wall
postings or other means of communication
on the internet – none are private
• Blog or Twitter: I do not follow you on either
– if there are things you want to share, bring
them to a session
50. Communications & Social
Media Policy (continued)
• Friending: It is my practice to not accept
contact or “friend” requests from clients
on social networking sites such as
Facebook or Linkedin. They can
compromise privacy and also complicate
our helping relationship.
• Website or Facebook Page: If you have
questions, bring them in a session. Please
don’t interact on the internet.
51. Communications & Social
Media Policy (continued)
• Search Engines: I do not research my
clients on Google or other search engines.
There may be occasions where you will
direct me to look up something related to
your life or experience, and if so we can
discuss it at a future meeting. If you
choose to check me out on the web I
would note that not all information is
accurate, and would suggest that we
discuss anything which you find troubling.
52. Communications & Social
Media Policy (continued)
• Recording: Unless we have specifically
discussed it, there will be no recording of
our meetings or any phone conversation. All
of our discussions are private.
• Records: I will maintain the records of our
work together as confidential although some
billing-related information may be
communicated securely. Please remember
that any notes you make can compromise
your privacy if not carefully protected.
53.
54. Gary R. Schoener, Licensed Psychologist, M.Eq.
Director of Consultation and Training
2421 Chicago Avenue South
Minneapolis, MN 55404
(612) 870-0565 Ext. 107
grschoener@walkin.org
www.WalkIn.org
CONSULTATION &
TRAINING INSTITUTE