1242017 The Ethics of Intervention for Food Refusal Scoring .docxmoggdede
12/4/2017 The Ethics of Intervention for Food Refusal Scoring Guide
https://courseroomc.capella.edu/bbcswebdav/institution/PSY/PSY7704/170100/Scoring_Guides/u09a1_scoring_guide.html 1/1
The Ethics of Intervention for Food Refusal Scoring Guide
Due Date: End of Unit 9.
Percentage of Course Grade: 4%.
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Assess personal
reaction to
interventions used
to address
problematic
behaviors.
25%
Does not describe
personal reaction to
interventions used to
address problematic
behaviors.
Outlines an
incomplete
description of
personal reaction to
interventions used to
address problematic
behaviors.
Assesses personal
reaction to
interventions used to
address problematic
behaviors.
Assesses personal
reaction to
interventions used to
address problematic
behaviors, noting
specific situations.
Explain how
possible undesired
side effects and
ethical guidelines do
not support the use
of certain
interventions.
25%
Does not show how
possible undesired
side effects and ethical
guidelines do not
support the use of
certain interventions.
Provides an
incomplete or
inaccurate
explanation of how
possible undesired
side effects and
ethical guidelines do
not support the use of
certain interventions.
Explains how
possible undesired
side effects and
ethical guidelines do
not support the use of
certain interventions.
Prepares a detailed
explanation using
specific examples of
how possible
undesired side effects
and ethical guidelines
do not support the
use of certain
interventions.
Explain how
potential benefits
and an individual's
right to effective
treatment support
the use of certain
interventions.
25%
Does not show how
potential benefits and
an individual's right to
effective treatment
support the use of
certain interventions.
Provides an
incomplete or
inaccurate
explanation of how
potential benefits and
an individual's right to
effective treatment
support the use of
certain interventions.
Explains how
potential benefits and
an individual's right to
effective treatment
support the use of
certain interventions.
Prepares a detailed
explanation using
specific examples of
how potential benefits
and an individual's
right to effective
treatment support the
use of certain
interventions.
Evaluate personal
reaction to
determine how
ethical and
professional
conduct principles
influence the
selection of
interventions and
treatments for
problematic
behaviors.
25%
Does not distinguish
personal reaction to
determine how ethical
and professional
conduct principles
influence the selection
of interventions and
treatments for
problematic behaviors.
Applies at a basic
level ethical and
professional conduct
principles to evaluate
personal reaction to
the selection of
interventions and
treatments for
problematic
behaviors.
Evaluates personal
reaction to determine
how ethical and
professional conduct
principles influence
the selection of
interventions and
treatments for
problematic
behaviors.
Evaluates perso ...
A BCBA working at a large agency requires employees to sign a 2-year contract with a non-compete clause. There is high turnover among supervisees and a new agency is paying interventionists 10% more without providing the same level of supervision. This violates Guidelines 2.16 on terminating services appropriately, 6.01 on job commitments, and 8.0 on responsibilities to colleagues. Future contracts should avoid non-compete clauses, outline termination procedures, and develop interventions that benefit employees and management in accordance with Guidelines 5.04 and 6.04. The BCBA should discuss ethical violations with former employees and consider the core ethical principles of doing no harm and benefiting others.
CODE OF PROFESSIONAL ETHICS FOR REHABILITATION COUNWilheminaRossi174
CODE OF
PROFESSIONAL ETHICS
FOR
REHABILITATION COUNSELORS
Adopted in September 2016 by the
Commission on Rehabilitation Counselor Certification
for its Certified Rehabilitation Counselors.
This Code is effective as of January 1, 2017.
Developed and Administered by the
Commission on Rehabilitation Counselor Certification
(CRCC®)
1699 East Woodfield Road, Suite 300
Schaumburg, Illinois 60173
(847) 944-1325
www.crccertification.com
TABLE OF CONTENTS
PREAMBLE 1
ENFORCEABLE STANDARDS OF ETHICAL PRACTICE 4
Section A: The Counseling Relationship 4
Introduction 4
A.1. Welfare of Those Served 4
A.2. Respecting Diversity 4
A.3. Client Rights 5
A.4. Avoiding Value Imposition 6
A.5. Roles and Relationships with Clients 6
A.6. Multiple Clients 7
A.7. Group Work 7
A.8. Termination and Referral 7
A.9. End-of-Life Care for Terminally Ill Clients 8
Section B: Confidentiality, Privileged Communication, and Privacy 8
Introduction 8
B.1. Respecting Client Rights 9
B.2. Exceptions 9
B.3. Information Shared with Others 10
B.4. Groups and Families 10
B.5. Responsibility to Clients Lacking Capacity to Consent 10
B.6. Records and Documentation 11
B.7. Case Consultation 12
Section C: Advocacy and Accessibility 12
Introduction 12
C.1. Advocacy 12
C.2. Accessibility 13
Section D: Professional Responsibility 13
Introduction 13
D.1. Professional Competence 13
D.2. Cultural Competence/Diversity 14
D.3. Functional Competence 14
D.4. Professional Credentials 14
D.5. Responsibility to the Public and Other Professionals 15
D.6. Scientific Bases for Interventions 15
Section E: Relationships with Other Professionals and Employers 16
Introduction 16
E.1. Relationships with Colleagues, Employers, and Employees 16
E.2. Organization and Team Relationships 17
E.3. Provision of Consultation Services 17
Section F: Forensic Services 18
Introduction 18
F.1. Evaluee Rights 18
F.2. Forensic Competency and Conduct 18
F.3. Forensic Practices 19
F.4. Forensic Business Practices 19
Section G: Assessment and Evaluation 20
Introduction 20
G.1. Informed Consent 20
G.2. Release of Assessment or Evaluation Information 20
G.3. Proper Diagnosis of Mental Disorders 20
G.4. Competence to Use and Interpret Tests/Instruments 21
G.5. Test/Instrument Selection 21
G.6. Test/Instrument Administration Conditions 21
G.7. Test/Instrument Scoring and Interpretation 22
G.8. Test/Instrument Security 22
G.9. Obsolete Tests/Instruments and Outdated Results 22
G.10. Test/Instrument Construction 22
Section H: Supervision, Training, and Teaching 22
Introduction ...
This short quiz checks your understanding of the concepts relaterochellwa9f
This short quiz checks your understanding of the concepts related to a professional social work identity. The purpose of this 10-question quiz is to demonstrate your understanding and reinforce important concepts from this week’s assigned resources.
InstructionsMultiple AttemptsThis test allows multiple attempts.Force CompletionThis test can be saved and resumed later.
Question Completion Status:
QUESTION 1
According to the NASW Code of Ethics, “The primary mission of the social work profession is to enhance human well-being and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are , , and living in .”
8 points
QUESTION 2
The NASW Code of Ethics summarizes broad ethical principles that reflect the profession’s core values and establishes a set of specific ethical standards that should be used to guide social work practice. The sections of the code outline social workers’ ethical responsibility: [Select all the apply]a.To Themselves as Individualsb.To Clientsc.To Colleaguesd.To the Broader Societye.In Practice Settingsf.As Professionals
8 points
QUESTION 3
An ethical dilemma is when…?a.two or more ethical principles conflict.b.there is a right choice and a wrong choice.
8 points
QUESTION 4
Consider the following scenario:
A client expresses suicidal intent during their session with a social worker. Which ethical responsibilities to clients should be weighed when considering the course of action?a.self-determinationb.commitment to clientsc.informed consentd.derogatory languagee.payment for services
8 points
QUESTION 5
Part of a social worker’s ethical responsibility to colleagues is outlined in the Code of Ethics in section 2.01: Respect. This states “
(a) Social workers should treat with and should represent and the qualifications, views, and obligations of colleagues.
(b) Social workers should unwarranted of colleagues in communications with clients or with other professionals
(c) Social workers should with social work colleagues and with colleagues of other professions when such serves the well-being of clients.”
8 points
QUESTION 6
The following behaviors are associated with Competency 1: Demonstrate Ethical and Professional Behavior:a.demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communicationb.use supervision and consultation to guide professional judgment and behaviorc.apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levelsd.use and translate research evidence to inform and improve practice, policy, and service delivery
8 points
QUESTION 7
Cultural competence within the framework of cultural humility means:a.Treating all clients the same and ignoring differences related to race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marit ...
This document provides guidelines for consumers to use in determining who may be qualified to direct applied behavior analysis (ABA) programs for individuals with autism spectrum disorders. It recommends that directors be certified as a Board Certified Behavior Analyst (BCBA) and have extensive, supervised experience providing ABA services directly to individuals with autism. The guidelines describe the necessary training and competencies in areas such as designing individualized ABA programs, implementing teaching procedures, collecting and analyzing behavioral data, and collaborating with other professionals and families. Consumers are advised to request documentation of qualifications from prospective ABA directors.
The document provides an overview of the American Institute of Certified Planners (AICP) Code of Ethics. It summarizes the four main sections of the code: Aspirational Values and Ideals, Rules of Conduct, Procedures, and Planners Convicted of Serious Crime. The Values section outlines the planner's responsibilities to the public, clients/employers, and profession. The Rules of Conduct lists specific prohibited actions. The Procedures describe how ethics complaints are handled. The document also discusses Massachusetts ethics laws and the Open Meeting Law.
The document provides an overview of the American Institute of Certified Planners (AICP) Code of Ethics. It summarizes the four main sections of the code: Aspirational Values and Ideals, Rules of Conduct, Procedures, and Planners Convicted of Serious Crime. The Values section outlines the planner's responsibilities to the public, clients/employers, and profession. The Rules of Conduct lists specific prohibited actions. The Procedures describe how ethics complaints are handled. The document also discusses Massachusetts ethics laws and the Open Meeting Law.
1242017 The Ethics of Intervention for Food Refusal Scoring .docxmoggdede
12/4/2017 The Ethics of Intervention for Food Refusal Scoring Guide
https://courseroomc.capella.edu/bbcswebdav/institution/PSY/PSY7704/170100/Scoring_Guides/u09a1_scoring_guide.html 1/1
The Ethics of Intervention for Food Refusal Scoring Guide
Due Date: End of Unit 9.
Percentage of Course Grade: 4%.
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Assess personal
reaction to
interventions used
to address
problematic
behaviors.
25%
Does not describe
personal reaction to
interventions used to
address problematic
behaviors.
Outlines an
incomplete
description of
personal reaction to
interventions used to
address problematic
behaviors.
Assesses personal
reaction to
interventions used to
address problematic
behaviors.
Assesses personal
reaction to
interventions used to
address problematic
behaviors, noting
specific situations.
Explain how
possible undesired
side effects and
ethical guidelines do
not support the use
of certain
interventions.
25%
Does not show how
possible undesired
side effects and ethical
guidelines do not
support the use of
certain interventions.
Provides an
incomplete or
inaccurate
explanation of how
possible undesired
side effects and
ethical guidelines do
not support the use of
certain interventions.
Explains how
possible undesired
side effects and
ethical guidelines do
not support the use of
certain interventions.
Prepares a detailed
explanation using
specific examples of
how possible
undesired side effects
and ethical guidelines
do not support the
use of certain
interventions.
Explain how
potential benefits
and an individual's
right to effective
treatment support
the use of certain
interventions.
25%
Does not show how
potential benefits and
an individual's right to
effective treatment
support the use of
certain interventions.
Provides an
incomplete or
inaccurate
explanation of how
potential benefits and
an individual's right to
effective treatment
support the use of
certain interventions.
Explains how
potential benefits and
an individual's right to
effective treatment
support the use of
certain interventions.
Prepares a detailed
explanation using
specific examples of
how potential benefits
and an individual's
right to effective
treatment support the
use of certain
interventions.
Evaluate personal
reaction to
determine how
ethical and
professional
conduct principles
influence the
selection of
interventions and
treatments for
problematic
behaviors.
25%
Does not distinguish
personal reaction to
determine how ethical
and professional
conduct principles
influence the selection
of interventions and
treatments for
problematic behaviors.
Applies at a basic
level ethical and
professional conduct
principles to evaluate
personal reaction to
the selection of
interventions and
treatments for
problematic
behaviors.
Evaluates personal
reaction to determine
how ethical and
professional conduct
principles influence
the selection of
interventions and
treatments for
problematic
behaviors.
Evaluates perso ...
A BCBA working at a large agency requires employees to sign a 2-year contract with a non-compete clause. There is high turnover among supervisees and a new agency is paying interventionists 10% more without providing the same level of supervision. This violates Guidelines 2.16 on terminating services appropriately, 6.01 on job commitments, and 8.0 on responsibilities to colleagues. Future contracts should avoid non-compete clauses, outline termination procedures, and develop interventions that benefit employees and management in accordance with Guidelines 5.04 and 6.04. The BCBA should discuss ethical violations with former employees and consider the core ethical principles of doing no harm and benefiting others.
CODE OF PROFESSIONAL ETHICS FOR REHABILITATION COUNWilheminaRossi174
CODE OF
PROFESSIONAL ETHICS
FOR
REHABILITATION COUNSELORS
Adopted in September 2016 by the
Commission on Rehabilitation Counselor Certification
for its Certified Rehabilitation Counselors.
This Code is effective as of January 1, 2017.
Developed and Administered by the
Commission on Rehabilitation Counselor Certification
(CRCC®)
1699 East Woodfield Road, Suite 300
Schaumburg, Illinois 60173
(847) 944-1325
www.crccertification.com
TABLE OF CONTENTS
PREAMBLE 1
ENFORCEABLE STANDARDS OF ETHICAL PRACTICE 4
Section A: The Counseling Relationship 4
Introduction 4
A.1. Welfare of Those Served 4
A.2. Respecting Diversity 4
A.3. Client Rights 5
A.4. Avoiding Value Imposition 6
A.5. Roles and Relationships with Clients 6
A.6. Multiple Clients 7
A.7. Group Work 7
A.8. Termination and Referral 7
A.9. End-of-Life Care for Terminally Ill Clients 8
Section B: Confidentiality, Privileged Communication, and Privacy 8
Introduction 8
B.1. Respecting Client Rights 9
B.2. Exceptions 9
B.3. Information Shared with Others 10
B.4. Groups and Families 10
B.5. Responsibility to Clients Lacking Capacity to Consent 10
B.6. Records and Documentation 11
B.7. Case Consultation 12
Section C: Advocacy and Accessibility 12
Introduction 12
C.1. Advocacy 12
C.2. Accessibility 13
Section D: Professional Responsibility 13
Introduction 13
D.1. Professional Competence 13
D.2. Cultural Competence/Diversity 14
D.3. Functional Competence 14
D.4. Professional Credentials 14
D.5. Responsibility to the Public and Other Professionals 15
D.6. Scientific Bases for Interventions 15
Section E: Relationships with Other Professionals and Employers 16
Introduction 16
E.1. Relationships with Colleagues, Employers, and Employees 16
E.2. Organization and Team Relationships 17
E.3. Provision of Consultation Services 17
Section F: Forensic Services 18
Introduction 18
F.1. Evaluee Rights 18
F.2. Forensic Competency and Conduct 18
F.3. Forensic Practices 19
F.4. Forensic Business Practices 19
Section G: Assessment and Evaluation 20
Introduction 20
G.1. Informed Consent 20
G.2. Release of Assessment or Evaluation Information 20
G.3. Proper Diagnosis of Mental Disorders 20
G.4. Competence to Use and Interpret Tests/Instruments 21
G.5. Test/Instrument Selection 21
G.6. Test/Instrument Administration Conditions 21
G.7. Test/Instrument Scoring and Interpretation 22
G.8. Test/Instrument Security 22
G.9. Obsolete Tests/Instruments and Outdated Results 22
G.10. Test/Instrument Construction 22
Section H: Supervision, Training, and Teaching 22
Introduction ...
This short quiz checks your understanding of the concepts relaterochellwa9f
This short quiz checks your understanding of the concepts related to a professional social work identity. The purpose of this 10-question quiz is to demonstrate your understanding and reinforce important concepts from this week’s assigned resources.
InstructionsMultiple AttemptsThis test allows multiple attempts.Force CompletionThis test can be saved and resumed later.
Question Completion Status:
QUESTION 1
According to the NASW Code of Ethics, “The primary mission of the social work profession is to enhance human well-being and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are , , and living in .”
8 points
QUESTION 2
The NASW Code of Ethics summarizes broad ethical principles that reflect the profession’s core values and establishes a set of specific ethical standards that should be used to guide social work practice. The sections of the code outline social workers’ ethical responsibility: [Select all the apply]a.To Themselves as Individualsb.To Clientsc.To Colleaguesd.To the Broader Societye.In Practice Settingsf.As Professionals
8 points
QUESTION 3
An ethical dilemma is when…?a.two or more ethical principles conflict.b.there is a right choice and a wrong choice.
8 points
QUESTION 4
Consider the following scenario:
A client expresses suicidal intent during their session with a social worker. Which ethical responsibilities to clients should be weighed when considering the course of action?a.self-determinationb.commitment to clientsc.informed consentd.derogatory languagee.payment for services
8 points
QUESTION 5
Part of a social worker’s ethical responsibility to colleagues is outlined in the Code of Ethics in section 2.01: Respect. This states “
(a) Social workers should treat with and should represent and the qualifications, views, and obligations of colleagues.
(b) Social workers should unwarranted of colleagues in communications with clients or with other professionals
(c) Social workers should with social work colleagues and with colleagues of other professions when such serves the well-being of clients.”
8 points
QUESTION 6
The following behaviors are associated with Competency 1: Demonstrate Ethical and Professional Behavior:a.demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communicationb.use supervision and consultation to guide professional judgment and behaviorc.apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levelsd.use and translate research evidence to inform and improve practice, policy, and service delivery
8 points
QUESTION 7
Cultural competence within the framework of cultural humility means:a.Treating all clients the same and ignoring differences related to race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marit ...
This document provides guidelines for consumers to use in determining who may be qualified to direct applied behavior analysis (ABA) programs for individuals with autism spectrum disorders. It recommends that directors be certified as a Board Certified Behavior Analyst (BCBA) and have extensive, supervised experience providing ABA services directly to individuals with autism. The guidelines describe the necessary training and competencies in areas such as designing individualized ABA programs, implementing teaching procedures, collecting and analyzing behavioral data, and collaborating with other professionals and families. Consumers are advised to request documentation of qualifications from prospective ABA directors.
The document provides an overview of the American Institute of Certified Planners (AICP) Code of Ethics. It summarizes the four main sections of the code: Aspirational Values and Ideals, Rules of Conduct, Procedures, and Planners Convicted of Serious Crime. The Values section outlines the planner's responsibilities to the public, clients/employers, and profession. The Rules of Conduct lists specific prohibited actions. The Procedures describe how ethics complaints are handled. The document also discusses Massachusetts ethics laws and the Open Meeting Law.
The document provides an overview of the American Institute of Certified Planners (AICP) Code of Ethics. It summarizes the four main sections of the code: Aspirational Values and Ideals, Rules of Conduct, Procedures, and Planners Convicted of Serious Crime. The Values section outlines the planner's responsibilities to the public, clients/employers, and profession. The Rules of Conduct lists specific prohibited actions. The Procedures describe how ethics complaints are handled. The document also discusses Massachusetts ethics laws and the Open Meeting Law.
This document provides an overview of an upcoming workshop on ethics and jurisprudence in clinical practice. The workshop will compare ethical and legal considerations from various codes of ethics and explore issues around compliance. It will focus on applying ethics and legal considerations to treatment and clinical decision making. The objectives are to recognize essential ethics principles and legal issues in managing cases, apply clinical decision making using ethics guidelines, and identify high-risk clinical issues.
Network Infrastructure Design TemplatePart 1 Complete the Router Ne.docxgibbonshay
Network Infrastructure Design TemplatePart 1: Complete the Router Networking Tables
Table 1 lists the current Router Networking and Information for the organization. For your Part 1, use the information in this table to complete Tables 2, 3, and 4 below. Add additional rows if necessary.
Table 1: Current Router Networking and Information
Site number
Orlando Site Router
1
Management VLAN
IP - 192.168.1.0
Production VLAN
IP - 192.168.11.0
Internet VLAN
IP-
IP Assignments
Loopback - 10.1.1.1/32
VPN Tunnels
TBD - based on requirements
Phoenix Site Router 1
2
Management VLAN
IP - 192.168.2.0
Production VLAN
IP - 192.168.22.0
Internet VLAN
IP-
IP Assignments
Loopback - 10.2.2.2/32
VPN Tunnels
TBD - based on requirements
Phoenix Site Router 2
3
Management VLAN
IP - 192.168.3.0
Production VLAN
IP - 192.168.33.0
Internet VLAN
IP-
IP Assignments
Loopback - 10.3.3.3/32
VPN Tunnels
TBD - based on requirements
Toronto Site Router
4
Management VLAN
IP - 192.168.4.0
Production VLAN
IP - 192.168.44.0
Internet VLAN
IP-
IP Assignments
Loopback - 10.4.4.4/32
VPN Tunnels
TBD - based on requirements
Table 2: Orlando Site
Net ID
Usable Range
Subnet Mask
CIDR Value
Broadcast
Table 3: Phoenix Site
Net ID
Usable Range
Subnet Mask
CIDR Value
Broadcast
Table 4: Toronto Site
Net ID
Usable Range
Subnet Mask
CIDR Value
Broadcast
Part 2: Design the Network Infrastructure
Create a network drawing using Visio or Draw.io, specific to this organization listing the network’s topology.
In your diagram, include any necessary hardware. The drawing should include enough detail to show the interconnections of the topology. The viewer should be able to understand the Bacon Enterprises network environment.
All devices require hostnames and should use the following naming conventions:
· Routers: Rx; where x is the site number
· Switches: Sx; where x is the site number
· Include necessary details for high availability.
· Any external source that is consulted should be cited properly.
When you are finished, save the diagram as a PDF and submit it to the Assignment folder along with this template.
Note: You will need to use this diagram in Project 3, so save the source file.
1
4
Counselor Dispositional Expectations
Dispositions are the values, commitments, and professional ethics that influence behaviors toward others, and, if sincerely held, dispositions lead to actions and patterns of professional conduct. The Grand Canyon University Counseling Program’s dispositions adhere to the University’s mission statement, as well as to the established counseling profession codes of ethics.
The Grand Canyon University Counseling Program have adopted the following dispositions for its students derived from the American Counseling Association (ACA) Code of Ethics. Although these dispositions are not all inclusive, they do represent values and qualities that are warranted by counseling students. Students who fail to adhere to or demo.
Personal Finance Professional Ethics & Standards of Practice - A Professional...milfamln
This webinar covers a high level introduction to the subject of ethics as a primer for understanding the basics of ethics (for those who may not have had any previous formal education or training in ethics). This will help to serve as a framework for approaching the discussion of case studies. A number of brief case studies will be presented, and participants will be given an opportunity to respond in text to questions posed about each case study, including how they might respond in these situations. We will then consider and discuss the case study scenario and our various responses.
This document summarizes Debbie Ohl's presentation on MDS 3.0 care planning. The presentation covers new terms related to MDS 3.0 and care planning such as CATs, CAAs, CPGs, and EBPs. It discusses the expectations of person-centered care planning and the seven components of the care plan. It also outlines the three primary content areas to be considered in care planning, and traces the evolution of care planning from an emphasis on paperwork to a focus on quality of life.
Richard G. Ankers has over 10 years of experience in healthcare management and advocacy. He holds a Master's degree in Clinical Mental Health Counseling and a Bachelor's degree in Psychology. His professional background includes roles as a Clinical Mental Health Psychotherapist, Project Manager/Sales Director, Planning Officer/Director, Benefit Services Specialist, and Peer Review Specialist/Utilization Review Examiner. He has extensive skills in areas such as diagnostic assessment, coding, benefits coordination, employee relations, and presentation skills.
WAL_PSYC3011_01_A_EN-CC.mp4ETHICAL PRINCIPLES OF PSYCH.docxjessiehampson
WAL_PSYC3011_01_A_EN-CC.mp4
ETHICAL PRINCIPLES
OF PSYCHOLOGISTS
AND
CODE OF CONDUCT
Printed in the United States of America
Adopted August 21, 2002
Effective June 1, 2003
(With the 2010 Amendments
to Introduction and Applicability
and Standards 1.02 and 1.03,
Effective June 1, 2010)
With the 2016 Amendment
to Standard 3.04
Adopted August 3, 2016
Effective January 1, 2017
INTRODUCTION AND APPLICABILITY
PREAMBLE
GENERAL PRINCIPLES
Principle A: Beneficence
and Nonmaleficence
Principle B: Fidelity and Responsibility
Principle C: Integrity
Principle D: Justice
Principle E: Respect for People’s Rights
and Dignity
ETHICAL STANDARDS
1. Resolving Ethical Issues
1.01 Misuse of Psychologists’ Work
1.02 Conflicts Between Ethics and Law,
Regulations, or Other Governing
Legal Authority
1.03 Conflicts Between Ethics and
Organizational Demands
1.04 Informal Resolution of Ethical
Violations
1.05 Reporting Ethical Violations
1.06 Cooperating With Ethics Committees
1.07 Improper Complaints
1.08 Unfair Discrimination Against
Complainants and Respondents
2. Competence
2.01 Boundaries of Competence
2.02 Providing Services in Emergencies
2.03 Maintaining Competence
2.04 Bases for Scientific and Professional
Judgments
2.05 Delegation of Work to Others
2.06 Personal Problems and Conflicts
3. Human Relations
3.01 Unfair Discrimination
3.02 Sexual Harassment
3.03 Other Harassment
3.04 Avoiding Harm
3.05 Multiple Relationships
3.06 Conflict of Interest
3.07 Third-Party Requests for Services
3.08 Exploitative Relationships
3.09 Cooperation With Other
Professionals
3.10 Informed Consent
3.11 Psychological Services Delivered to
or Through Organizations
3.12 Interruption of Psychological Services
4. Privacy and Confidentiality
4.01 Maintaining Confidentiality
4.02 Discussing the Limits of
Confidentiality
4.03 Recording
4.04 Minimizing Intrusions on Privacy
4.05 Disclosures
4.06 Consultations
4.07 Use of Confidential Information
for Didactic or Other Purposes
5. Advertising and Other Public
Statements
5.01 Avoidance of False or Deceptive
Statements
5.02 Statements by Others
5.03 Descriptions of Workshops and
Non-Degree-Granting Educational
Programs
5.04 Media Presentations
5.05 Testimonials
5.06 In-Person Solicitation
6. Record Keeping and Fees
6.01 Documentation of Professional
and Scientific Work and
Maintenance of Records
6.02 Maintenance, Dissemination,
and Disposal of Confidential Records
of Professional and Scientific Work
6.03 Withholding Records for
Nonpayment
6.04 Fees and Financial Arrangements
6.05 Barter With Clients/Patients
6.06 Accuracy in Reports to Payors and
Funding Sources
6.07 Referrals and Fees
7. Education and Training
7.01 Design of Education and Training
Programs
7.02 Descriptions of Education and
Training Programs
7.03 Accuracy in Teaching
7.04 Student Disclosure of Personal
Information
7.05 Mandatory Indiv ...
PCN-610 Topic 1 State’s Rules Review WorksheetComplete the .docxdanhaley45372
The document provides instructions for a counseling student to complete assignments reviewing counseling ethics, rules, and dispositions. The student is asked to:
1) Review counseling rules and regulations from Arizona and their planned state of practice, and cite two multicultural ethics codes, two dual relationship codes, and their importance.
2) Complete a worksheet ranking their strengths in 10 counselor dispositions and reflecting on cultural competence.
3) Take a multicultural awareness survey and write a brief summary of what they learned.
BSB51915 – Sep 2018
Assessment Resource Summary
Unit Details BSBHRM501 Manage Human Resource Services
This is a summative assessment, this assessment
Assessment Type need adequate practice prior to undertaking this
assessment.
Case Study & Role-play Assessment 1
Project work & PPT Assessment 2
Assessment Methods
Project work Assessment 3
Short Question &
Assessment 4 Answers / Case Study
BSBHRM501 – Assessment Resource
Unit Summary
This unit describes the skills and knowledge required to plan, manage and evaluate delivery of human
resources service, integrating business ethics.
It applies to individuals with responsibility for coordinating a range of human resource services across
an organisation. They may have staff reporting to them.
Prerequisite Units
There are no recommended pre-requisite units for this competency.
ELEMENT PERFORMANCE CRITERIA
Elements describe the essential Performance criteria describe the performance needed to
outcomes. demonstrate achievement of the element.
1 Determine strategies for delivery of 1.1 Analyse business strategy and operational plans to determine
human resource services human resource requirements
1.2 Review external business environment and likely impact on
organisation's human resource requirements
1.3 Consult line and senior managers to identify human resource
needs in their areas
1.4 Review organisation's requirements for diversity in the
workforce
1.5 Develop options for delivery of human resource services that
comply with legislative requirements, organisational policies and
business goals
1.6 Develop and agree on strategies and action plans for delivery of
human resource services
1.7 Agree and document roles and responsibilities of human
resource team, line managers, and external contractors
2 Manage the delivery of human 2.1 Develop and communicate information about human resource
resource services strategies and services to internal and external stakeholders
2.2 Develop and negotiate service agreements between the human
resource team, service providers and client groups
BSBHRM501 – Assessment Resource
2.3 Document and communicate service specifications,
performance standards and timeframes
2.4 Identify and arrange training support if required
2.5 Agree on, and arrange monitoring of quality assurance processes
2.6 Ensure that services are delivered by appropriate providers,
according to service agreements and operational plans
2.7 Identify and rectify underperformance of human resource team
or service providers
2.8 Identify appropriate return on investment of providing human
resource services
3 Evaluate human resource service 3.1 Establish systems for gathering an.
1) Behavior analysts are expected to actively pursue professional development regarding cultural responsiveness and diversity to better serve clients from all backgrounds. This includes evaluating personal biases that could impact work.
2) The document discusses a case scenario where a behavior analyst, Joe, refused a client's request for a female service provider due to believing the client's views were sexist.
3) An 11-step model for ethical decision making is presented, involving defining the issue, identifying stakeholders, consulting resources, developing options to minimize harm while prioritizing client interests, taking action, and evaluating outcomes.
This document provides the full text of the 2015 NCDA Code of Ethics. It begins with an introduction and overview of the code's purpose and structure. The code contains 9 sections that establish ethical guidelines for career professionals regarding their professional relationships and responsibilities, confidentiality, professional conduct, relationships with other professionals, assessment practices, use of technology/social media, supervision/training, research, and resolving ethical issues. Each section provides definitions and principles to guide ethical decision-making. The code aims to define professional standards and protect the public, profession, and individuals served.
This document provides the full text of the 2015 NCDA Code of Ethics. It begins with an introduction and overview of the code's purpose and structure. The code contains 9 sections that establish ethical guidelines for career professionals regarding their professional relationships and responsibilities, confidentiality, professional conduct, relationships with other professionals, assessment practices, use of technology/social media, supervision/training, research, and resolving ethical issues. Each section provides definitions and principles to guide ethical decision-making. The code aims to protect clients, define professional standards, and serve as a resource for addressing ethical dilemmas.
This document summarizes the 2015 NCDA Code of Ethics. It begins with an introduction acknowledging the work of the American Counseling Association and noting that NCDA follows ACA's structure to ensure compatibility. The document then outlines the nine main sections of the NCDA Code of Ethics which address issues such as professional responsibilities, confidentiality, relationships with clients and other professionals, assessments, online services/technology, supervision/training, research/publication, and resolving ethical issues. Each section provides guidelines for ethical conduct in that area. The summary concludes by noting that career professionals are expected to follow these guidelines and seek consultation if faced with ethical dilemmas.
This document contains the full text of the 2015 NCDA Code of Ethics. It begins with an introduction and acknowledgement of ACA's Ethics Code. The main sections of the NCDA Code of Ethics are then outlined, including the Professional Relationship (Section A) which establishes guidelines regarding the welfare of clients, informed consent, avoiding harming clients or imposing values, and appropriate roles/relationships with clients.
A code of ethics outlines principles to guide professionals in conducting business honestly and with integrity. It provides rules and guidelines for ethical behavior, though it may not solve every dilemma. A compliance-based code relies on clear rules and consequences, while a value-based code requires greater self-regulation. Well-known professions like doctors, lawyers and engineers often have their own codes addressing topics like integrity, objectivity, confidentiality and competency. Implementing a code involves distributing it widely, specifying management's role, and establishing accountability measures.
This document provides an overview of ethics topics for planners, including a discussion of local and state ethics codes and commissions, the AICP Code of Ethics, and hypothetical ethics scenarios. It begins with definitions of ethics and advice on seeking formal ethics advice. It then covers what local and state ethics codes may include. Key aspects of the AICP Code of Ethics like aspirational principles and rules of conduct are summarized. The bulk of the document presents hypothetical ethics scenarios in planning practice and asks what the ethical issues and responses may be. It concludes with a list of ethics resources for planners.
Course 203_Lesson 1_Telepractice Telehealth Law & Ethics Implementation Works...Marlene Maheu
At the Telebehavioral Health Institute, you can earn CEs while you learn. Benefit from our webinars, our individual courses or full certificate in telebehavioral health and online therapy.
CSWE 2015 EPAS Core Competencies and Practice Behavior ExaMargenePurnell14
CSWE 2015 EPAS Core Competencies and Practice Behavior Examples in This Text
Competency Chapter
Competency 1: Demonstrate Ethical and Professional Behavior Ethical and Professional
Behavior
Behaviors:
Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant
laws and regulations, models for ethical decision making, ethical conduct of research, and
additional codes of ethics as appropriate to context
9, 14
Use reflection and self-regulation to manage personal values and maintain professionalism in
practice situations
2, 8, 12
Demonstrate professional demeanor in behavior; appearance; and oral, written, and
electronic communication
14
Use technology ethically and appropriately to facilitate practice outcomes
Use supervision and consultation to guide professional judgment and behavior 13
Competency 2: Engage Diversity and Difference in Practice Diversity and Difference
in Practice
Behaviors:
Apply and communicate understanding of the importance of diversity and difference in
shaping life experiences in practice at the micro, mezzo, and macro levels
2, 3, 10, 11, 12
Present themselves as learners and engage clients and constituencies as experts of their own
experiences
2
Apply self-awareness and self-regulation to manage the influence of personal biases and
values in working with diverse clients and constituencies
3, 6, 7
Competency 3: Advance Human Rights and Social, Economic,
and Environmental Justice
Human Rights and Justice
Behaviors:
Apply their understanding of social, economic, and environmental justice to advocate for
human rights at the individual and system levels
2, 6, 9
Engage in practices that advance social, economic, and environmental justice 1
Competency 4: Engage in Practice-informed Research
and Research-informed Practice
Research-informed
Practice (OR) Practice-
informed Research
Behaviors:
Use practice experience and theory to inform scientific inquiry and research 7
Apply critical thinking to engage in analysis of quantitative and qualitative research methods
and research findings
Use and translate research evidence to inform and improve practice, policy, and service delivery 4, 6
Adapted with the permission of Council on Social Work Education. Content also appears in margin callouts throughout the text.
A01_CROS7923_07_SE_FM.indd 1 13/10/16 7:05 PM
CSWE 2015 EPAS Core Competencies and Practice Behavior Examples in This Text
Competency Chapter
Competency 5: Engage in Policy Practice Policy Practice
Behaviors:
Identify social policy at the local, state, and federal level that impacts well-being, service
delivery, and access to social services
5, 6
Assess how social welfare and economic policies impact the delivery of and access to social
services
1, 8, 11, 14
Apply critical thinking to analyze, formulate, and advocate for policies that advance human
rights and social, economic, and environmental justice
1
Competency 6: Engage with ...
You have collected the following documents (unstructured) and pl.docxbriancrawford30935
You have collected the following documents (unstructured) and plan to apply an index technique to convert them into an inverted index.
Doc 1?Information retrieval is the activity of obtaining information resources relevant to an information need from a collection of information resources. Searches can be based on full-text or other content-based indexing.
Doc 2?Information retrieval is finding material of an unstructured nature that satisfies an information need from within large collections.
Doc 3?Information systems is the study of complementary networks of hardware and software that people and organizations use to collect, filter, process, create, and distribute data.
In the process of creating the inverted index, please complete the following steps:
Remove all stop words and punctuation, and then apply Porter’s stemming algorithm to the documents. Thelist of stop words for this task is provided as follows:
Is, The, Of, To, An, A, From, Can, Be, On, Or, That, Within, And, Use
Create a merged inverted list including the within-document frequencies for each term.
Use the index created in part (b) to create a dictionary and the related posting file.
You may like to test the inverted index by using the following keywords:information, system, index
.
You have been working as a technology associate the information .docxbriancrawford30935
You have been working as a technology associate the information systems department at Corporation Techs for a while now. You have discovered so far that all of Corporation Techs’ computer systems share the same Class C public IP address range, including workstations along with servers providing authentication, e-mail, and both secure and public Web sites.
Your next task in this project is to construct a basic network design. An important requirement for the network design is to reduce the number of public addresses needed as the subnet lease results in very high ISP costs.
Tasks
Construct a basic network design, separating private and public services within the Corporation Techs’ network. To do so, you must:
Access the PCAP files using NetWitness Investigator, and browse the Nmap scan (XML format), topology fisheye chart (PDF format), and Nessus report (HTML format).
Identify vulnerabilities and clear-text information transfer.
Conduct research and determine the best network design to ensure security of internal access while retaining public Web site availability.
Identify any opportunities for reduced ISP costs through port redirection or address translation.
Design a network configuration, identifying network gateways, port or address redirection systems, and the location of hosts within private and protected network segments.
Create a professional report detailing the information above as supportive documentation for the network security plan.
Create a report that includes a basic network diagram and research results.
.
More Related Content
Similar to Professional and Ethical Compliance Code for Behavior Anal.docx
This document provides an overview of an upcoming workshop on ethics and jurisprudence in clinical practice. The workshop will compare ethical and legal considerations from various codes of ethics and explore issues around compliance. It will focus on applying ethics and legal considerations to treatment and clinical decision making. The objectives are to recognize essential ethics principles and legal issues in managing cases, apply clinical decision making using ethics guidelines, and identify high-risk clinical issues.
Network Infrastructure Design TemplatePart 1 Complete the Router Ne.docxgibbonshay
Network Infrastructure Design TemplatePart 1: Complete the Router Networking Tables
Table 1 lists the current Router Networking and Information for the organization. For your Part 1, use the information in this table to complete Tables 2, 3, and 4 below. Add additional rows if necessary.
Table 1: Current Router Networking and Information
Site number
Orlando Site Router
1
Management VLAN
IP - 192.168.1.0
Production VLAN
IP - 192.168.11.0
Internet VLAN
IP-
IP Assignments
Loopback - 10.1.1.1/32
VPN Tunnels
TBD - based on requirements
Phoenix Site Router 1
2
Management VLAN
IP - 192.168.2.0
Production VLAN
IP - 192.168.22.0
Internet VLAN
IP-
IP Assignments
Loopback - 10.2.2.2/32
VPN Tunnels
TBD - based on requirements
Phoenix Site Router 2
3
Management VLAN
IP - 192.168.3.0
Production VLAN
IP - 192.168.33.0
Internet VLAN
IP-
IP Assignments
Loopback - 10.3.3.3/32
VPN Tunnels
TBD - based on requirements
Toronto Site Router
4
Management VLAN
IP - 192.168.4.0
Production VLAN
IP - 192.168.44.0
Internet VLAN
IP-
IP Assignments
Loopback - 10.4.4.4/32
VPN Tunnels
TBD - based on requirements
Table 2: Orlando Site
Net ID
Usable Range
Subnet Mask
CIDR Value
Broadcast
Table 3: Phoenix Site
Net ID
Usable Range
Subnet Mask
CIDR Value
Broadcast
Table 4: Toronto Site
Net ID
Usable Range
Subnet Mask
CIDR Value
Broadcast
Part 2: Design the Network Infrastructure
Create a network drawing using Visio or Draw.io, specific to this organization listing the network’s topology.
In your diagram, include any necessary hardware. The drawing should include enough detail to show the interconnections of the topology. The viewer should be able to understand the Bacon Enterprises network environment.
All devices require hostnames and should use the following naming conventions:
· Routers: Rx; where x is the site number
· Switches: Sx; where x is the site number
· Include necessary details for high availability.
· Any external source that is consulted should be cited properly.
When you are finished, save the diagram as a PDF and submit it to the Assignment folder along with this template.
Note: You will need to use this diagram in Project 3, so save the source file.
1
4
Counselor Dispositional Expectations
Dispositions are the values, commitments, and professional ethics that influence behaviors toward others, and, if sincerely held, dispositions lead to actions and patterns of professional conduct. The Grand Canyon University Counseling Program’s dispositions adhere to the University’s mission statement, as well as to the established counseling profession codes of ethics.
The Grand Canyon University Counseling Program have adopted the following dispositions for its students derived from the American Counseling Association (ACA) Code of Ethics. Although these dispositions are not all inclusive, they do represent values and qualities that are warranted by counseling students. Students who fail to adhere to or demo.
Personal Finance Professional Ethics & Standards of Practice - A Professional...milfamln
This webinar covers a high level introduction to the subject of ethics as a primer for understanding the basics of ethics (for those who may not have had any previous formal education or training in ethics). This will help to serve as a framework for approaching the discussion of case studies. A number of brief case studies will be presented, and participants will be given an opportunity to respond in text to questions posed about each case study, including how they might respond in these situations. We will then consider and discuss the case study scenario and our various responses.
This document summarizes Debbie Ohl's presentation on MDS 3.0 care planning. The presentation covers new terms related to MDS 3.0 and care planning such as CATs, CAAs, CPGs, and EBPs. It discusses the expectations of person-centered care planning and the seven components of the care plan. It also outlines the three primary content areas to be considered in care planning, and traces the evolution of care planning from an emphasis on paperwork to a focus on quality of life.
Richard G. Ankers has over 10 years of experience in healthcare management and advocacy. He holds a Master's degree in Clinical Mental Health Counseling and a Bachelor's degree in Psychology. His professional background includes roles as a Clinical Mental Health Psychotherapist, Project Manager/Sales Director, Planning Officer/Director, Benefit Services Specialist, and Peer Review Specialist/Utilization Review Examiner. He has extensive skills in areas such as diagnostic assessment, coding, benefits coordination, employee relations, and presentation skills.
WAL_PSYC3011_01_A_EN-CC.mp4ETHICAL PRINCIPLES OF PSYCH.docxjessiehampson
WAL_PSYC3011_01_A_EN-CC.mp4
ETHICAL PRINCIPLES
OF PSYCHOLOGISTS
AND
CODE OF CONDUCT
Printed in the United States of America
Adopted August 21, 2002
Effective June 1, 2003
(With the 2010 Amendments
to Introduction and Applicability
and Standards 1.02 and 1.03,
Effective June 1, 2010)
With the 2016 Amendment
to Standard 3.04
Adopted August 3, 2016
Effective January 1, 2017
INTRODUCTION AND APPLICABILITY
PREAMBLE
GENERAL PRINCIPLES
Principle A: Beneficence
and Nonmaleficence
Principle B: Fidelity and Responsibility
Principle C: Integrity
Principle D: Justice
Principle E: Respect for People’s Rights
and Dignity
ETHICAL STANDARDS
1. Resolving Ethical Issues
1.01 Misuse of Psychologists’ Work
1.02 Conflicts Between Ethics and Law,
Regulations, or Other Governing
Legal Authority
1.03 Conflicts Between Ethics and
Organizational Demands
1.04 Informal Resolution of Ethical
Violations
1.05 Reporting Ethical Violations
1.06 Cooperating With Ethics Committees
1.07 Improper Complaints
1.08 Unfair Discrimination Against
Complainants and Respondents
2. Competence
2.01 Boundaries of Competence
2.02 Providing Services in Emergencies
2.03 Maintaining Competence
2.04 Bases for Scientific and Professional
Judgments
2.05 Delegation of Work to Others
2.06 Personal Problems and Conflicts
3. Human Relations
3.01 Unfair Discrimination
3.02 Sexual Harassment
3.03 Other Harassment
3.04 Avoiding Harm
3.05 Multiple Relationships
3.06 Conflict of Interest
3.07 Third-Party Requests for Services
3.08 Exploitative Relationships
3.09 Cooperation With Other
Professionals
3.10 Informed Consent
3.11 Psychological Services Delivered to
or Through Organizations
3.12 Interruption of Psychological Services
4. Privacy and Confidentiality
4.01 Maintaining Confidentiality
4.02 Discussing the Limits of
Confidentiality
4.03 Recording
4.04 Minimizing Intrusions on Privacy
4.05 Disclosures
4.06 Consultations
4.07 Use of Confidential Information
for Didactic or Other Purposes
5. Advertising and Other Public
Statements
5.01 Avoidance of False or Deceptive
Statements
5.02 Statements by Others
5.03 Descriptions of Workshops and
Non-Degree-Granting Educational
Programs
5.04 Media Presentations
5.05 Testimonials
5.06 In-Person Solicitation
6. Record Keeping and Fees
6.01 Documentation of Professional
and Scientific Work and
Maintenance of Records
6.02 Maintenance, Dissemination,
and Disposal of Confidential Records
of Professional and Scientific Work
6.03 Withholding Records for
Nonpayment
6.04 Fees and Financial Arrangements
6.05 Barter With Clients/Patients
6.06 Accuracy in Reports to Payors and
Funding Sources
6.07 Referrals and Fees
7. Education and Training
7.01 Design of Education and Training
Programs
7.02 Descriptions of Education and
Training Programs
7.03 Accuracy in Teaching
7.04 Student Disclosure of Personal
Information
7.05 Mandatory Indiv ...
PCN-610 Topic 1 State’s Rules Review WorksheetComplete the .docxdanhaley45372
The document provides instructions for a counseling student to complete assignments reviewing counseling ethics, rules, and dispositions. The student is asked to:
1) Review counseling rules and regulations from Arizona and their planned state of practice, and cite two multicultural ethics codes, two dual relationship codes, and their importance.
2) Complete a worksheet ranking their strengths in 10 counselor dispositions and reflecting on cultural competence.
3) Take a multicultural awareness survey and write a brief summary of what they learned.
BSB51915 – Sep 2018
Assessment Resource Summary
Unit Details BSBHRM501 Manage Human Resource Services
This is a summative assessment, this assessment
Assessment Type need adequate practice prior to undertaking this
assessment.
Case Study & Role-play Assessment 1
Project work & PPT Assessment 2
Assessment Methods
Project work Assessment 3
Short Question &
Assessment 4 Answers / Case Study
BSBHRM501 – Assessment Resource
Unit Summary
This unit describes the skills and knowledge required to plan, manage and evaluate delivery of human
resources service, integrating business ethics.
It applies to individuals with responsibility for coordinating a range of human resource services across
an organisation. They may have staff reporting to them.
Prerequisite Units
There are no recommended pre-requisite units for this competency.
ELEMENT PERFORMANCE CRITERIA
Elements describe the essential Performance criteria describe the performance needed to
outcomes. demonstrate achievement of the element.
1 Determine strategies for delivery of 1.1 Analyse business strategy and operational plans to determine
human resource services human resource requirements
1.2 Review external business environment and likely impact on
organisation's human resource requirements
1.3 Consult line and senior managers to identify human resource
needs in their areas
1.4 Review organisation's requirements for diversity in the
workforce
1.5 Develop options for delivery of human resource services that
comply with legislative requirements, organisational policies and
business goals
1.6 Develop and agree on strategies and action plans for delivery of
human resource services
1.7 Agree and document roles and responsibilities of human
resource team, line managers, and external contractors
2 Manage the delivery of human 2.1 Develop and communicate information about human resource
resource services strategies and services to internal and external stakeholders
2.2 Develop and negotiate service agreements between the human
resource team, service providers and client groups
BSBHRM501 – Assessment Resource
2.3 Document and communicate service specifications,
performance standards and timeframes
2.4 Identify and arrange training support if required
2.5 Agree on, and arrange monitoring of quality assurance processes
2.6 Ensure that services are delivered by appropriate providers,
according to service agreements and operational plans
2.7 Identify and rectify underperformance of human resource team
or service providers
2.8 Identify appropriate return on investment of providing human
resource services
3 Evaluate human resource service 3.1 Establish systems for gathering an.
1) Behavior analysts are expected to actively pursue professional development regarding cultural responsiveness and diversity to better serve clients from all backgrounds. This includes evaluating personal biases that could impact work.
2) The document discusses a case scenario where a behavior analyst, Joe, refused a client's request for a female service provider due to believing the client's views were sexist.
3) An 11-step model for ethical decision making is presented, involving defining the issue, identifying stakeholders, consulting resources, developing options to minimize harm while prioritizing client interests, taking action, and evaluating outcomes.
This document provides the full text of the 2015 NCDA Code of Ethics. It begins with an introduction and overview of the code's purpose and structure. The code contains 9 sections that establish ethical guidelines for career professionals regarding their professional relationships and responsibilities, confidentiality, professional conduct, relationships with other professionals, assessment practices, use of technology/social media, supervision/training, research, and resolving ethical issues. Each section provides definitions and principles to guide ethical decision-making. The code aims to define professional standards and protect the public, profession, and individuals served.
This document provides the full text of the 2015 NCDA Code of Ethics. It begins with an introduction and overview of the code's purpose and structure. The code contains 9 sections that establish ethical guidelines for career professionals regarding their professional relationships and responsibilities, confidentiality, professional conduct, relationships with other professionals, assessment practices, use of technology/social media, supervision/training, research, and resolving ethical issues. Each section provides definitions and principles to guide ethical decision-making. The code aims to protect clients, define professional standards, and serve as a resource for addressing ethical dilemmas.
This document summarizes the 2015 NCDA Code of Ethics. It begins with an introduction acknowledging the work of the American Counseling Association and noting that NCDA follows ACA's structure to ensure compatibility. The document then outlines the nine main sections of the NCDA Code of Ethics which address issues such as professional responsibilities, confidentiality, relationships with clients and other professionals, assessments, online services/technology, supervision/training, research/publication, and resolving ethical issues. Each section provides guidelines for ethical conduct in that area. The summary concludes by noting that career professionals are expected to follow these guidelines and seek consultation if faced with ethical dilemmas.
This document contains the full text of the 2015 NCDA Code of Ethics. It begins with an introduction and acknowledgement of ACA's Ethics Code. The main sections of the NCDA Code of Ethics are then outlined, including the Professional Relationship (Section A) which establishes guidelines regarding the welfare of clients, informed consent, avoiding harming clients or imposing values, and appropriate roles/relationships with clients.
A code of ethics outlines principles to guide professionals in conducting business honestly and with integrity. It provides rules and guidelines for ethical behavior, though it may not solve every dilemma. A compliance-based code relies on clear rules and consequences, while a value-based code requires greater self-regulation. Well-known professions like doctors, lawyers and engineers often have their own codes addressing topics like integrity, objectivity, confidentiality and competency. Implementing a code involves distributing it widely, specifying management's role, and establishing accountability measures.
This document provides an overview of ethics topics for planners, including a discussion of local and state ethics codes and commissions, the AICP Code of Ethics, and hypothetical ethics scenarios. It begins with definitions of ethics and advice on seeking formal ethics advice. It then covers what local and state ethics codes may include. Key aspects of the AICP Code of Ethics like aspirational principles and rules of conduct are summarized. The bulk of the document presents hypothetical ethics scenarios in planning practice and asks what the ethical issues and responses may be. It concludes with a list of ethics resources for planners.
Course 203_Lesson 1_Telepractice Telehealth Law & Ethics Implementation Works...Marlene Maheu
At the Telebehavioral Health Institute, you can earn CEs while you learn. Benefit from our webinars, our individual courses or full certificate in telebehavioral health and online therapy.
CSWE 2015 EPAS Core Competencies and Practice Behavior ExaMargenePurnell14
CSWE 2015 EPAS Core Competencies and Practice Behavior Examples in This Text
Competency Chapter
Competency 1: Demonstrate Ethical and Professional Behavior Ethical and Professional
Behavior
Behaviors:
Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant
laws and regulations, models for ethical decision making, ethical conduct of research, and
additional codes of ethics as appropriate to context
9, 14
Use reflection and self-regulation to manage personal values and maintain professionalism in
practice situations
2, 8, 12
Demonstrate professional demeanor in behavior; appearance; and oral, written, and
electronic communication
14
Use technology ethically and appropriately to facilitate practice outcomes
Use supervision and consultation to guide professional judgment and behavior 13
Competency 2: Engage Diversity and Difference in Practice Diversity and Difference
in Practice
Behaviors:
Apply and communicate understanding of the importance of diversity and difference in
shaping life experiences in practice at the micro, mezzo, and macro levels
2, 3, 10, 11, 12
Present themselves as learners and engage clients and constituencies as experts of their own
experiences
2
Apply self-awareness and self-regulation to manage the influence of personal biases and
values in working with diverse clients and constituencies
3, 6, 7
Competency 3: Advance Human Rights and Social, Economic,
and Environmental Justice
Human Rights and Justice
Behaviors:
Apply their understanding of social, economic, and environmental justice to advocate for
human rights at the individual and system levels
2, 6, 9
Engage in practices that advance social, economic, and environmental justice 1
Competency 4: Engage in Practice-informed Research
and Research-informed Practice
Research-informed
Practice (OR) Practice-
informed Research
Behaviors:
Use practice experience and theory to inform scientific inquiry and research 7
Apply critical thinking to engage in analysis of quantitative and qualitative research methods
and research findings
Use and translate research evidence to inform and improve practice, policy, and service delivery 4, 6
Adapted with the permission of Council on Social Work Education. Content also appears in margin callouts throughout the text.
A01_CROS7923_07_SE_FM.indd 1 13/10/16 7:05 PM
CSWE 2015 EPAS Core Competencies and Practice Behavior Examples in This Text
Competency Chapter
Competency 5: Engage in Policy Practice Policy Practice
Behaviors:
Identify social policy at the local, state, and federal level that impacts well-being, service
delivery, and access to social services
5, 6
Assess how social welfare and economic policies impact the delivery of and access to social
services
1, 8, 11, 14
Apply critical thinking to analyze, formulate, and advocate for policies that advance human
rights and social, economic, and environmental justice
1
Competency 6: Engage with ...
Similar to Professional and Ethical Compliance Code for Behavior Anal.docx (20)
You have collected the following documents (unstructured) and pl.docxbriancrawford30935
You have collected the following documents (unstructured) and plan to apply an index technique to convert them into an inverted index.
Doc 1?Information retrieval is the activity of obtaining information resources relevant to an information need from a collection of information resources. Searches can be based on full-text or other content-based indexing.
Doc 2?Information retrieval is finding material of an unstructured nature that satisfies an information need from within large collections.
Doc 3?Information systems is the study of complementary networks of hardware and software that people and organizations use to collect, filter, process, create, and distribute data.
In the process of creating the inverted index, please complete the following steps:
Remove all stop words and punctuation, and then apply Porter’s stemming algorithm to the documents. Thelist of stop words for this task is provided as follows:
Is, The, Of, To, An, A, From, Can, Be, On, Or, That, Within, And, Use
Create a merged inverted list including the within-document frequencies for each term.
Use the index created in part (b) to create a dictionary and the related posting file.
You may like to test the inverted index by using the following keywords:information, system, index
.
You have been working as a technology associate the information .docxbriancrawford30935
You have been working as a technology associate the information systems department at Corporation Techs for a while now. You have discovered so far that all of Corporation Techs’ computer systems share the same Class C public IP address range, including workstations along with servers providing authentication, e-mail, and both secure and public Web sites.
Your next task in this project is to construct a basic network design. An important requirement for the network design is to reduce the number of public addresses needed as the subnet lease results in very high ISP costs.
Tasks
Construct a basic network design, separating private and public services within the Corporation Techs’ network. To do so, you must:
Access the PCAP files using NetWitness Investigator, and browse the Nmap scan (XML format), topology fisheye chart (PDF format), and Nessus report (HTML format).
Identify vulnerabilities and clear-text information transfer.
Conduct research and determine the best network design to ensure security of internal access while retaining public Web site availability.
Identify any opportunities for reduced ISP costs through port redirection or address translation.
Design a network configuration, identifying network gateways, port or address redirection systems, and the location of hosts within private and protected network segments.
Create a professional report detailing the information above as supportive documentation for the network security plan.
Create a report that includes a basic network diagram and research results.
.
You have chosen to join WHO. They are particularly interested in.docxbriancrawford30935
You have chosen to join WHO. They are particularly interested in your microbiology skills since there have been many outbreaks of disease around the world. Now that you have reviewed your microbiology, you have been notified that you will be sent to one of two areas, West Africa, or the Middle East. In preparation, the Peace Corp would like you to choose one of these areas and complete a plan to deal with outbreaks or potential outbreaks in the area.
Choose an outbreak from those below to investigate.
Ebola or Middle East respiratory syndrome coronavirus (MERS-CoV)
Locate resources that will provide information about the infection, causing microbe, mode of infection, mode of spread, group or groups specifically susceptible, where outbreak occurred and when, clinical evaluation and diagnosis, infection control.
Find first person reports such as interviews or personal reports or journals on the outbreak. If you need help work with the librarian.
Design and submit an outline of the information you have uncovered. You will use this information to complete the project.
The outline should contain information and cited resources for:
Name of the disease chosen
Causing microbe
Mode of infection
Mode of spread
Group or groups specifically susceptible
Where outbreak occurred and when
Clinical evaluation and diagnosis
Infection control.
.
You have been tasked to present at a town hall meeting in your local.docxbriancrawford30935
You have been tasked to present at a town hall meeting in your local town or city to present the details about a new local policy that is being proposed. The presentation will need to define the problem, proposed solutions, risks, challenges, and funding opportunities/challenges. Topics may include local government changes to communities (for example, transportation, commercial enterprise effects on nearby townships, affordable housing construction, environmental effects of new/old business operations, addressing homelessness support, and others).
Using the
Policy Identification and Analysis Assignment Template [PPTX],
develop an 8–10 slide presentation in which you:
Analyze and define the problem to include possible political conflicts.
Identify risks and challenges.
Identify and construct policy alternatives and solutions.
Identify stakeholders and key roles.
Identify funding opportunities, challenges, and budget cost factors, to include saving measures.
Select supportive and evaluative criteria.
Identify incentives, subsidies, and potential benefits.
Draw conclusions in a thorough summary, including lessons learned.
Use the Internet or Strayer databases at the
Strayer Library
to locate at least three quality resources in this assignment.
Note
: Wikipedia and similar websites do not qualify as quality resources.
Use the
Policy Identification and Analysis Assignment Template [PPTX]
.
.
You have been tasked as the health care administrator of a major hos.docxbriancrawford30935
You have been tasked as the health care administrator of a major hospital to create a financial plan for your organization. What would you include in your financial plan? Compare an operating budget versus a capital budget? Include examples of each budget in a hypothetical department or unit of a hospital. Cite and reference your resources.
.
You have been tasked to devise a program to address the needs of.docxbriancrawford30935
You have been tasked to devise a program to address the needs of crime victims. To better understand what type of program to devise, you need to review some crime data. The crime data will help you to identify the various types of crimes being committed and how the various types of crime victims are impacted by their offenders. Select a source that compiles crime data. Describe why you selected that particular source and what type of data that source contains. Secondly, describe the basic goals of your proposed program and what types of services the program would provide to crime victims based on the various types of crimes. For example, what would be a program goal for a rape victim, and what type of program(s) or service(s) would be devised to address the victim’s needs (this could include gender, age, and group counseling sessions).
Assignment Guidelines
Select a source that compiles crime data.
Address the following in 750–1,000 words:
Why did you select that particular source? Explain in detail.
What type of data does that source contain? Describe in detail.
What are the basic goals of your proposed program? Explain in detail.
What types of services would the program provide to crime victims with regard to the various types of crime? Explain in detail.
Be sure to reference all sources using APA style.
.
You have been successful in your application for the position be.docxbriancrawford30935
You have been successful in your application for the position below and are invited to interview – time and date to be arranged.
Job Title: Social Care Worker – Residential services Panel
The social care worker will…
· work with children / young people, families and / or significant others, Social Work teams, other healthcare providers and agencies, schools, training agencies and community groups.
· care for, protect, and support vulnerable or dependent clients, individually or in groups, in conjunction with the wider multidisciplinary team and other relevant agencies. S/he will ensure the welfare of those under his / her care and will act as an advocate as appropriate.
· contribute to the planning and evaluation of individualised and group programmes of care, which are based on needs, identified in consultation with the client and others and delivered through day-to-day shared life experiences.
· work as part of a team to provide a safe, caring environment for resident clients/ children / young people with the primary aim of providing the intervention necessary to address the issues that are preventing them from fulfilling their outcomes.
· treat clients/ children/ young people and their families with dignity and respect, promoting a culture of unconditional positive regard at all times.
· recognise clients/ children / young people as expert through experience, promoting their participation in care planning, placement planning, decision-making and service delivery.
· contribute to the promotion of good links with neighbours, local community resources, i.e. schools, employment schemes and clubs, local Gardai and any other appropriate service.
· engage in reflective and evidence based practice
. That guideline to use to answer this question 1 to 3
1. Creative practice, reflective practice and team skills
It is important that the Social Care Worker can work independently as well as part of a wider healthcare team, building and maintaining relationships and understanding and valuing individuals and their respective professional roles. S/he should be able to identify the limits of their practice and know when to seek advice and additional expertise or refer to another professional. S/he should be able to give and receive feedback and to input their learning into their practice.
In the space below, please give an example of a situation where you were responsible for an individual piece of work with a service user/group of service users and which demonstrates your ability in the above areas
2
.
Flexibility, resilience and ability to deal with challenges.
An effective Social Care Worker demonstrates a commitment to providing a quality service. S/he is innovative and open to change in striving to ensure high standards in service delivery. Challenges can arise in many ways in the course of Social Care practice and an ability to manage adversity when it arises is an important professional skill.
In the space below, please give an.
You have been hired as a project management consultant by compan.docxbriancrawford30935
You have been hired as a project management consultant by company XYZ to review the status of a CRM (Customer Relationship Management) implementation by their internal project manager. Project Manager has spent allot of time with stakeholders on request for additional features being added to the project, resulting in 7 CRs (total potential project impact of $400,000). You are to review and assess the available current data on the project and provide specific recommendations and prioritized next steps to the executive committee.
Start Date: March 2021
Planned Finish Date: September 2021
Current Phase: Implementation
Overall Percent Complete: 40%
Overall Approved budget: $1,000,000
Actual Cost to date: $650,000
Number of Change Requests submitted by stakeholders: 7
CPI = 0.45
SPI = 0.65
EV = $400,000
.
You have been hired to manage a particular aspect of the new ad.docxbriancrawford30935
You have been hired to manage a particular aspect of the new adult addictions center. It is your job to write a proposal to bring to the next board meeting so that funds can be allocated to initiate your plans. This is the brainstorming stage of the planning. Your proposal will need to be scrutinized by the board before it approves it. It is important to be as specific and detailed as possible to justify the needs of your department before going forward. It is also important to be realistic, but at the same time expand your ideas, goals, and aspirations into doable actions because this board wants you to think outside of the box.
MY ASSIGNED ROLE IS COMMUNITY RESOURCES
Community referrals and other needs (e.g., working with the justice system, local businesses, and nonprofit organizations)
Write a 900–1,200 word paper that addresses the following:
What is the department’s role within the organization, and what are its responsibilities?
What are the client needs or services that are addressed by this department?
What individuals and resources are needed to provide those services?
**** Paper must include ****
Abstract
Introduction
Conclusion
References for all of the sections, in APA style
.
You have been hired by Red Didgeridoo Technologies. They know th.docxbriancrawford30935
You have been hired by Red Didgeridoo Technologies. They know that they need to have network storage technologies, but their IT is a little lost. They want to have a scalable infrastructure to be able to expand and shrink the servers in their infrastructure when needed. In order to do this, they have purchased a license for VMware vSphere 6 Enterprise Plus.
NOTE:There must be at least 1 to 2 paragraphs per question.
1. Find and describe 2 distinct uses for a File Sharing Server which uses the sharing protocol named NFS (at least one of these must be a use specifically involving VMware vSphere 6 Enterprise Plus). List the advantages of using these implementations instead of using SMB or CIFS.
2. Find and describe 2 distinct uses (at least one of these must be a use which specifically involve VMware vSphere 6 Enterprise Plus) for iSCSI technology.
.
You have been hired by TMI to design an application using shell scri.docxbriancrawford30935
You have been hired by TMI to design an application using shell script programs. TMI
Case
Projects
needs you to design and create a new directory structure.
The company has several departments: accounting, sales, manufacturing, information tech-
nology, and headquarters. The accounting department has accounts receivable, accounts
payable, and payroll functions within it. The manufacturing department runs three shifts
and a weekend shift.The information technology department has five projects in progress.
The sales department has offices located in the West, East, North, and South.
First, design the Linux file system hierarchy on paper. Keep in mind that the depart-
ments, functions, shifts, regions, and projects need to translate into directories. Next, you
need to create this hierarchy on the Linux system. Create at least one empty file in each
directory. Use the department, function, shift, region, or project name as the filename
and include an extension of .dat.
.
You have been hired to evaluate the volcanic hazards associated .docxbriancrawford30935
You have been hired to evaluate the volcanic hazards of a dormant volcano showing signs of activity. To assess potential future eruptions, you would seek information about prehistoric eruptions by examining the volcano's field to understand eruption styles and magnitudes from similar past events to better predict future volcanic activity and hazards.
You have been hired as an assistant to the public health officer for.docxbriancrawford30935
You have been hired as an assistant to the public health officer for the state. The budget deficit has impacted your state, and with elections high on the list of worries, legislators are concerned about their public image and are contemplating reducing the public health budget for the state. You are being asked to prepare a presentation to persuade legislators not to cut public health spending.
Select a public health program/service that will be impacted by a recently proposed state budget cut.
Prepare a PowerPoint presentation to persuade legislators not to cut public health funding. Present the cost/benefit of the public health program/service, the expected impact of the proposed cut, and conclude with an alternative proposal.
The presentation should have a minimum of 15 slides (not including the reference slides).
Notes should be present with each slide describing the information on the slide.
Provide supporting information.
Use charts, graphs, and other visuals.
Please make sure to present some state and local data of the community that will be impacted by the cuts.
REQUIREMENTS:
- Length: Assignment should be at least 15 slides, not counting reference slides.
- Cite your sources and include reference slides.
.
You have been engaged to develop a special calculator program. T.docxbriancrawford30935
You have been engaged to develop a special calculator program. The requirements for this program are very specific, and are as follows:
Create a Windows Forms application in Visual Studio using C#. The interface should look similar to the following:
Create the following controls, as shown above:
Labels for “Enter Information,” “Name,” “Input 1,” and “Input 2”
3 textboxes, as shown in the picture above
Buttons for addition, subtraction, multiplication, and division
Buttons for calculating sine, cosine, and tangent (based on the first input textbox only)
A button that calculates modulus
A button that clears the textboxes
Write a method for each of these calculations that will accept the incoming numbers from the two input fields and return the calculated value.
This value should be displayed in a MessageBox window, which should also display the user’s name from the first textbox.
Please submit your zipped Visual Studio project.
.
You have now delivered the project to your customer ahead of schedul.docxbriancrawford30935
You have now delivered the project to your customer ahead of schedule, but slightly over budget. Now, it is time to reflect on what went well and what didn’t go so well. Based on feedback throughout the course, what would you have done differently in terms of scope, resources, and / or schedule, and why?
.
You have now delivered the project to your customer. The project was.docxbriancrawford30935
You have now delivered the project to your customer. The project was delivered ahead of schedule, as requested by your project sponsor, but over budget by 20 percent. Now, it is time to reflect on what went well and what didn’t go well. Based on feedback throughout the course, what would you have done differently in terms of scope, resources, and schedule, and why?
.
You have now experienced the work of various scholars, artists and m.docxbriancrawford30935
You have now experienced the work of various scholars, artists and musicians who have connected words to social justice.
Now, it is your turn. Write a poem, song, spoken word, lecture, or rap that captures the struggle, action or hope that exists in a social issue of black lives matter. Be creative; this is your opportunity to express your reflections and ideas in a personal and compelling way.
.
You have learned that Mr. Moore does not drink alcohol in the mornin.docxbriancrawford30935
You have learned that Mr. Moore does not drink alcohol in the mornings. He does not binge drink, and he does not drink on Sundays. He does, however, drink the other 6 days of the week. Mrs. Moore explains his pattern of drinking Monday through Friday with his partners as stated in the scenario above, but he does not drink at home on those days. She also informs you that he does drink on Saturdays at home, often starting in the afternoon and passing out by dinnertime. He has a history of being loud, frightening, and angry when under the influence of alcohol. You also learn that Mr. Moore’s father was a winemaker from Italy.
Your supervisor, Officer Steve, suggests that you apply your knowledge of issues surrounding alcohol abuse and alcohol addiction to this case and write a memo to him. The memo should include the proper headings: "To," "From," "Date," and "Re:." The docket number and probation case file number should be included in the "Re:" section. You are beginning to determine whether Mr. Moore has an issue with alcohol that needs to be further addressed.
In the memo, do the following:
Submit the assignment in the format of a memo.
Include the proper headings: "To," "From," "Date," and "Re:." The docket number and probation case file number need to be included in the "Re:" section.
Apply the facts of Mr. Moore's case to the definitions of alcohol abuse and alcohol addiction.
Apply these facts to the differences between alcohol use and abuse.
Apply these facts to the DSM-IV criteria for a diagnosis of alcohol abuse.
Apply these facts to the disease model of alcohol abuse.
Apply these facts to the role genetics and heredity may play in the transmission of alcohol abuse from one generation to another
.
.
You have been hired by a large hospitality firm (e.g., Marriot.docxbriancrawford30935
You have been asked to speak to the HR staff of a large hospitality firm about managing the project to relocate the company's headquarters office. To ease their fears of project failure, given past experiences, you will explain key elements of project management to them by comparing it to human resources management, which the staff understands well. Your explanation will address how using project management practices can help ensure the project is delivered successfully.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Leveraging Generative AI to Drive Nonprofit Innovation
Professional and Ethical Compliance Code for Behavior Anal.docx
1. Professional and Ethical
Compliance Code for
Behavior Analysts
BEHAVIOR ANALYST CERTIFICATION BOARD®
=
=
®
The Behavior Analyst Certification Board’s (BACB’s)
Professional and Ethical Compliance Code
for Behavior Analysts (the “Code”) consolidates, updates, and
replaces the BACB’s Professional
Disciplinary and Ethical Standards and Guidelines for
Responsible Conduct for Behavior Analysts. The
Code includes 10 sections relevant to professional and ethical
behavior of behavior analysts, along
with a glossary of terms. Effective January 1, 2016, all BACB
applicants, certificants, and registrants
will be required to adhere to the Code.
_________________________
In the original version of the Guidelines for Professional
Conduct for Behavior Analysts, the authors acknowledged
ethics
codes from the following organizations: American
Anthropological Association, American Educational Research
Association,
American Psychological Association, American Sociological
3. 2.0 Behavior Analysts’ Responsibility to Clients
2.01 Accepting Clients
2.02 Responsibility RBT
2.03 Consultation
2.04 Third-Party Involvement in Services
2.05 Rights and Prerogatives of Clients RBT
2.06 Maintaining Confidentiality RBT
2.07 Maintaining Records RBT
2.08 Disclosures RBT
2.09 Treatment/Intervention Efficacy
2.10 Documenting Professional Work and Research RBT
2.11 Records and Data RBT
2.12 Contracts, Fees, and Financial Arrangements
2.13 Accuracy in Billing Reports
2.14 Referrals and Fees
2.15 Interrupting or Discontinuing Services
3.0 Assessing Behavior
3.01 Behavior-Analytic Assessment RBT
3.02 Medical Consultation
3.03 Behavior-Analytic Assessment Consent
3.04 Explaining Assessment Results
3.05 Consent-Client Records
4.0 Behavior Analysts and the Behavior-Change Program
4.01 Conceptual Consistency
4.02 Involving Clients in Planning and Consent
4.03 Individualized Behavior-Change Programs
4.04 Approving Behavior-Change Programs
4.05 Describing Behavior-Change Program Objectives
4.06 Describing Conditions for Behavior-Change Program
Success
4.07 Environmental Conditions that Interfere with
Implementation
4.08 Considerations Regarding Punishment Procedures
4. 4.09 Least Restrictive Procedures
4.10 Avoiding Harmful Reinforcers RBT
4.11 Discontinuing Behavior-Change Programs and Behavior-
Analytic Services
3
=
=
®
Contents, continued
5.0 Behavior Analysts as Supervisors
5.01 Supervisory Competence
5.02 Supervisory Volume
5.03 Supervisory Delegation
5.04 Designing Effective Supervision and Training
5.05 Communication of Supervision Conditions
5.06 Providing Feedback to Supervisees
5.07 Evaluating the Effects of Supervision
6.0 Behavior Analysts’ Ethical Responsibility to the Profession
of Behavior Analysts
6.01 Affirming Principles RBT
6.02 Disseminating Behavior Analysis RBT
7.0 Behavior Analysts’ Ethical Responsibility to Colleagues
7.01 Promoting an Ethical Culture RBT
7.02 Ethical Violations by Others and Risk of Harm RBT
8.0 Public Statements
5. 8.01 Avoiding False or Deceptive Statements RBT
8.02 Intellectual Property RBT
8.03 Statements by Others RBT
8.04 Media Presentations and Media-Based Services
8.05 Testimonials and Advertising RBT
8.06 In-Person Solicitation RBT
9.0 Behavior Analysts and Research
9.01 Conforming with Laws and Regulations RBT
9.02 Characteristics of Responsible Research
9.03 Informed Consent
9.04 Using Confidential Information for Didactic or Instructive
Purposes
9.05 Debriefing
9.06 Grant and Journal Reviews
9.07 Plagiarism
9.08 Acknowledging Contributions
9.09 Accuracy and Use of Data RBT
10.0 Behavior Analysts’ Ethical Responsibility to the BACB
10.01 Truthful and Accurate Information Provided to the BACB
RBT
10.02 Timely Responding, Reporting, and Updating of
Information Provided to the BACB RBT
10.03 Confidentiality and BACB Intellectual Property RBT
10.04 Examination Honesty and Irregularities RBT
10.05 Compliance with BACB Supervision and Coursework
Standards RBT
10.06 Being Familiar with This Code
10.07 Discouraging Misrepresentation by Non-Certified
Individuals RBT
4
6. =
=
®
1.0 Responsible Conduct of Behavior Analysts.
Behavior analysts maintain the high standards of behavior of the
profession.
1.01 Reliance on Scientific Knowledge. RBT
Behavior analysts rely on professionally derived knowledge
based on science and behavior analysis when
making scientific or professional judgments in human service
provision, or when engaging in scholarly or
professional endeavors.
1.02 Boundaries of Competence. RBT
(a) All behavior analysts provide services, teach, and conduct
research only within the boundaries of their
competence, defined as being commensurate with their
education, training, and supervised experience.
(b) Behavior analysts provide services, teach, or conduct
research in new areas (e.g., populations,
techniques, behaviors) only after first undertaking appropriate
study, training, supervision, and/or
consultation from persons who are competent in those areas.
1.03 Maintaining Competence through Professional
Development. RBT
Behavior analysts maintain knowledge of current scientific and
7. professional information in their areas
of practice and undertake ongoing efforts to maintain
competence in the skills they use by reading the
appropriate literature, attending conferences and conventions,
participating in workshops, obtaining
additional coursework, and/or obtaining and maintaining
appropriate professional credentials.
1.04 Integrity. RBT
(a) Behavior analysts are truthful and honest and arrange the
environment to promote truthful and honest
behavior in others.
(b) Behavior analysts do not implement contingencies that
would cause others to engage in fraudulent,
illegal, or unethical conduct.
(c) Behavior analysts follow through on obligations, and
contractual and professional commitments with
high quality work and refrain from making professional
commitments they cannot keep.
(d) Behavior analysts’ behavior conforms to the legal and
ethical codes of the social and professional
community of which they are members. (See also, 10.02a
Timely Responding, Reporting, and Updating
of Information Provided to the BACB)
(e) If behavior analysts’ ethical responsibilities conflict with
law or any policy of an organization with
which they are affiliated, behavior analysts make known their
commitment to this Code and take steps
to resolve the conflict in a responsible manner in accordance
with law.
8. [RBT= The Code element is relevant to Registered Behavior
Technicians™]
Professional and Ethical Compliance Code
for Behavior Analysts
5
=
=
®
1.05 Professional and Scientific Relationships. RBT
(a) Behavior analysts provide behavior-analytic services only in
the context of a defined, professional,
or scientific relationship or role.
(b) When behavior analysts provide behavior-analytic services,
they use language that is fully
understandable to the recipient of those services while
remaining conceptually systematic with
the profession of behavior analysis. They provide appropriate
information prior to service delivery
about the nature of such services and appropriate information
later about results and conclusions.
(c) Where differences of age, gender, race, culture, ethnicity,
national origin, religion, sexual
orientation, disability, language, or socioeconomic status
significantly affect behavior analysts’ work
concerning particular individuals or groups, behavior analysts
9. obtain the training, experience,
consultation, and/or supervision necessary to ensure the
competence of their services, or they make
appropriate referrals.
(d) In their work-related activities, behavior analysts do not
engage in discrimination against
individuals or groups based on age, gender, race, culture,
ethnicity, national origin, religion, sexual
orientation, disability, language, socioeconomic status, or any
basis proscribed by law.
(e) Behavior analysts do not knowingly engage in behavior that
is harassing or demeaning to persons
with whom they interact in their work based on factors such as
those persons’ age, gender, race,
culture, ethnicity, national origin, religion, sexual orientation,
disability, language, or socioeconomic
status, in accordance with law.
(f) Behavior analysts recognize that their personal problems and
conflicts may interfere with their
effectiveness. Behavior analysts refrain from providing services
when their personal circumstances
may compromise delivering services to the best of their
abilities.
1.06 Multiple Relationships and Conflicts of Interest. RBT
(a) Due to the potentially harmful effects of multiple
relationships, behavior analysts avoid multiple
relationships.
(b) Behavior analysts must always be sensitive to the potentially
harmful effects of multiple
relationships. If behavior analysts find that, due to unforeseen
10. factors, a multiple relationship has
arisen, they seek to resolve it.
(c) Behavior analysts recognize and inform clients and
supervisees about the potential harmful effects
of multiple relationships.
(d) Behavior analysts do not accept any gifts from or give any
gifts to clients because this constitutes a
multiple relationship.
1.07 Exploitative Relationships. RBT
(a) Behavior analysts do not exploit persons over whom they
have supervisory, evaluative, or other
authority such as students, supervisees, employees, research
participants, and clients.
6
=
=
®
(b) Behavior analysts do not engage in sexual relationships with
clients, students, or supervisees,
because such relationships easily impair judgment or become
exploitative.
(c) Behavior analysts refrain from any sexual relationships with
clients, students, or supervisees, for at
least two years after the date the professional relationship has
11. formally ended.
(d) Behavior analysts do not barter for services, unless a written
agreement is in place for the barter that
is (1) requested by the client or supervisee; (2) customary to the
area where services are provided;
and (3) fair and commensurate with the value of behavior-
analytic services provided.
2.0 Behavior Analysts’ Responsibility to Clients.
Behavior analysts have a responsibility to operate in the best
interest of clients. The term client as used
here is broadly applicable to whomever behavior analysts
provide services, whether an individual
person (service recipient), a parent or guardian of a service
recipient, an organizational representative, a
public or private organization, a firm, or a corporation.
2.01 Accepting Clients.
Behavior analysts accept as clients only those individuals or
entities whose requested services are
commensurate with the behavior analysts’ education, training,
experience, available resources,
and organizational policies. In lieu of these conditions, behavior
analysts must function under the
supervision of or in consultation with a behavior analyst whose
credentials permit performing such
services.
2.02 Responsibility. RBT
Behavior analysts’ responsibility is to all parties affected by
behavior-analytic services. When multiple
parties are involved and could be defined as a client, a
12. hierarchy of parties must be established and
communicated from the outset of the defined relationship.
Behavior analysts identify and communicate
who the primary ultimate beneficiary of services is in any given
situation and advocates for his or her
best interests.
2.03 Consultation.
(a) Behavior analysts arrange for appropriate consultations and
referrals based principally on the best
interests of their clients, with appropriate consent, and subject
to other relevant considerations,
including applicable law and contractual obligations.
(b) When indicated and professionally appropriate, behavior
analysts cooperate with other
professionals, in a manner that is consistent with the
philosophical assumptions and principles of
behavior analysis, in order to effectively and appropriately
serve their clients.
7
=
=
®
2.04 Third-Party Involvement in Services.
(a) When behavior analysts agree to provide services to a
person or entity at the request of a third
13. party, behavior analysts clarify, to the extent feasible and at the
outset of the service, the nature of
the relationship with each party and any potential conflicts.
This clarification includes the role of
the behavior analyst (such as therapist, organizational
consultant, or expert witness), the probable
uses of the services provided or the information obtained, and
the fact that there may be limits to
confidentiality.
(b) If there is a foreseeable risk of behavior analysts being
called upon to perform conflicting roles
because of the involvement of a third party, behavior analysts
clarify the nature and direction of
their responsibilities, keep all parties appropriately informed as
matters develop, and resolve the
situation in accordance with this Code.
(c) When providing services to a minor or individual who is a
member of a protected population at the
request of a third party, behavior analysts ensure that the parent
or client-surrogate of the ultimate
recipient of services is informed of the nature and scope of
services to be provided, as well as their
right to all service records and data.
(d) Behavior analysts put the client’s care above all others and,
should the third party make
requirements for services that are contraindicated by the
behavior analyst’s recommendations,
behavior analysts are obligated to resolve such conflicts in the
best interest of the client. If said
conflict cannot be resolved, that behavior analyst’s services to
the client may be discontinued
following appropriate transition.
14. 2.05 Rights and Prerogatives of Clients. RBT
(a) The rights of the client are paramount and behavior analysts
support clients’ legal rights and
prerogatives.
(b) Clients and supervisees must be provided, on request, an
accurate and current set of the behavior
analyst’s credentials.
(c) Permission for electronic recording of interviews and
service delivery sessions is secured from
clients and relevant staff in all relevant settings. Consent for
different uses must be obtained
specifically and separately.
(d) Clients and supervisees must be informed of their rights and
about procedures to lodge complaints
about professional practices of behavior analysts with the
employer, appropriate authorities, and the
BACB.
(e) Behavior analysts comply with any requirements for
criminal background checks.
2.06 Maintaining Confidentiality. RBT
(a) Behavior analysts have a primary obligation and take
reasonable precautions to protect the
confidentiality of those with whom they work or consult,
recognizing that confidentiality may be
established by law, organizational rules, or professional or
scientific relationships.
15. 8
=
=
®
(b) Behavior analysts discuss confidentiality at the outset of the
relationship and thereafter as new
circumstances may warrant.
(c) In order to minimize intrusions on privacy, behavior
analysts include only information germane
to the purpose for which the communication is made in written,
oral, and electronic reports,
consultations, and other avenues.
(d) Behavior analysts discuss confidential information obtained
in clinical or consulting relationships,
or evaluative data concerning clients, students, research
participants, supervisees, and employees,
only for appropriate scientific or professional purposes and only
with persons clearly concerned
with such matters.
(e) Behavior analysts must not share or create situations likely
to result in the sharing of any identifying
information (written, photographic, or video) about current
clients and supervisees within social
media contexts.
2.07 Maintaining Records. RBT
(a) Behavior analysts maintain appropriate confidentiality in
creating, storing, accessing, transferring,
16. and disposing of records under their control, whether these are
written, automated, electronic, or in
any other medium.
(b) Behavior analysts maintain and dispose of records in
accordance with applicable laws, regulations,
corporate policies, and organizational policies, and in a manner
that permits compliance with the
requirements of this Code.
2.08 Disclosures. RBT
Behavior analysts never disclose confidential information
without the consent of the client, except
as mandated by law, or where permitted by law for a valid
purpose, such as (1) to provide needed
professional services to the client, (2) to obtain appropriate
professional consultations, (3) to protect
the client or others from harm, or (4) to obtain payment for
services, in which instance disclosure is
limited to the minimum that is necessary to achieve the purpose.
Behavior analysts recognize that
parameters of consent for disclosure should be acquired at the
outset of any defined relationship and is
an ongoing procedure throughout the duration of the
professional relationship.
2.09 Treatment/Intervention Efficacy.
(a) Clients have a right to effective treatment (i.e., based on the
research literature and adapted to the
individual client). Behavior analysts always have the obligation
to advocate for and educate the
client about scientifically supported, most-effective treatment
procedures. Effective treatment
procedures have been validated as having both long-term and
17. short-term benefits to clients and
society.
(b) Behavior analysts have the responsibility to advocate for the
appropriate amount and level of
9
=
=
®
service provision and oversight required to meet the defined
behavior-change program goals.
(c) In those instances where more than one scientifically
supported treatment has been established,
additional factors may be considered in selecting interventions,
including, but not limited to,
efficiency and cost-effectiveness, risks and side-effects of the
interventions, client preference, and
practitioner experience and training.
(d) Behavior analysts review and appraise the effects of any
treatments about which they are aware that
might impact the goals of the behavior-change program, and
their possible impact on the behavior-
change program, to the extent possible.
2.10 Documenting Professional Work and Research. RBT
(a) Behavior analysts appropriately document their professional
18. work in order to facilitate provision
of services later by them or by other professionals, to ensure
accountability, and to meet other
requirements of organizations or the law.
(b) Behavior analysts have a responsibility to create and
maintain documentation in the kind of detail
and quality that would be consistent with best practices and the
law.
2.11 Records and Data. RBT
(a) Behavior analysts create, maintain, disseminate, store,
retain, and dispose of records and data
relating to their research, practice, and other work in
accordance with applicable laws, regulations,
and policies; in a manner that permits compliance with the
requirements of this Code; and in a
manner that allows for appropriate transition of service
oversight at any moment in time.
(b) Behavior analysts must retain records and data for at least
seven (7) years and as otherwise required
by law.
2.12 Contracts, Fees, and Financial Arrangements.
(a) Prior to the implementation of services, behavior analysts
ensure that there is in place a signed
contract outlining the responsibilities of all parties, the scope of
behavior-analytic services to be
provided, and behavior analysts’ obligations under this Code.
(b) As early as is feasible in a professional or scientific
relationship, behavior analysts reach an
agreement with their clients specifying compensation and
19. billing arrangements.
(c) Behavior analysts’ fee practices are consistent with law and
behavior analysts do not misrepresent
their fees. If limitations to services can be anticipated because
of limitations in funding, this is
discussed with the client as early as is feasible.
(d) When funding circumstances change, the financial
responsibilities and limits must be revisited with
the client.
10
=
=
®
2.13 Accuracy in Billing Reports.
Behavior analysts accurately state the nature of the services
provided, the fees or charges, the identity of
the provider, relevant outcomes, and other required descriptive
data.
2.14 Referrals and Fees.
Behavior analysts must not receive or provide money, gifts, or
other enticements for any professional
referrals. Referrals should include multiple options and be made
based on objective determination
of the client need and subsequent alignment with the repertoire
20. of the referee. When providing or
receiving a referral, the extent of any relationship between the
two parties is disclosed to the client.
2.15 Interrupting or Discontinuing Services.
(a) Behavior analysts act in the best interests of the client and
supervisee to avoid interruption or
disruption of service.
(b) Behavior analysts make reasonable and timely efforts for
facilitating the continuation of behavior-
analytic services in the event of unplanned interruptions (e.g.,
due to illness, impairment,
unavailability, relocation, disruption of funding, disaster).
(c) When entering into employment or contractual relationships,
behavior analysts provide for orderly
and appropriate resolution of responsibility for services in the
event that the employment or
contractual relationship ends, with paramount consideration
given to the welfare of the ultimate
beneficiary of services.
(d) Discontinuation only occurs after efforts to transition have
been made. Behavior analysts
discontinue a professional relationship in a timely manner when
the client: (1) no longer needs the
service, (2) is not benefiting from the service, (3) is being
harmed by continued service, or (4) when
the client requests discontinuation. (See also, 4.11
Discontinuing Behavior-Change Programs and
Behavior-Analytic Services)
(e) Behavior analysts do not abandon clients and supervisees.
Prior to discontinuation, for whatever
21. reason, behavior analysts: discuss service needs, provide
appropriate pre-termination services,
suggest alternative service providers as appropriate, and, upon
consent, take other reasonable steps
to facilitate timely transfer of responsibility to another
provider.
3.0 Assessing Behavior.
Behavior analysts using behavior-analytic assessment
techniques do so for purposes that are
appropriate given current research.
11
=
=
®
3.01 Behavior-Analytic Assessment. RBT
(a) Behavior analysts conduct current assessments prior to
making recommendations or developing
behavior-change programs. The type of assessment used is
determined by client’s needs and consent,
environmental parameters, and other contextual variables. When
behavior analysts are developing a
behavior-reduction program, they must first conduct a
functional assessment.
(b) Behavior analysts have an obligation to collect and
22. graphically display data, using behavior-analytic
conventions, in a manner that allows for decisions and
recommendations for behavior-change
program development.
3.02 Medical Consultation.
Behavior analysts recommend seeking a medical consultation if
there is any reasonable possibility that a
referred behavior is influenced by medical or biological
variables.
3.03 Behavior-Analytic Assessment Consent.
(a) Prior to conducting an assessment, behavior analysts must
explain to the client the procedure(s) to
be used, who will participate, and how the resulting information
will be used.
(b) Behavior analysts must obtain the client’s written approval
of the assessment procedures before
implementing them.
3.04 Explaining Assessment Results.
Behavior analysts explain assessment results using language and
graphic displays of data that are
reasonably understandable to the client.
3.05 Consent-Client Records.
Behavior analysts obtain the written consent of the client before
obtaining or disclosing client records
from or to other sources, for assessment purposes.
4.0 Behavior Analysts and the Behavior-Change
23. Program.
Behavior analysts are responsible for all aspects of the
behavior-change program from conceptualization
to implementation and ultimately to discontinuation.
12
=
=
®
4.01 Conceptual Consistency.
Behavior analysts design behavior-change programs that are
conceptually consistent with behavior-
analytic principles.
4.02 Involving Clients in Planning and Consent.
Behavior analysts involve the client in the planning of and
consent for behavior-change programs.
4.03 Individualized Behavior-Change Programs.
(a) Behavior analysts must tailor behavior-change programs to
the unique behaviors, environmental
variables, assessment results, and goals of each client.
(b) Behavior analysts do not plagiarize other professionals’
behavior-change programs.
4.04 Approving Behavior-Change Programs.
24. Behavior analysts must obtain the client’s written approval of
the behavior-change program before
implementation or making significant modifications (e.g.,
change in goals, use of new procedures).
4.05 Describing Behavior-Change Program Objectives.
Behavior analysts describe, in writing, the objectives of the
behavior-change program to the client
before attempting to implement the program. To the extent
possible, a risk-benefit analysis should be
conducted on the procedures to be implemented to reach the
objective. The description of program
objectives and the means by which they will be accomplished is
an ongoing process throughout the
duration of the client-practitioner relationship.
4.06 Describing Conditions for Behavior-Change Program
Success.
Behavior analysts describe to the client the environmental
conditions that are necessary for the
behavior-change program to be effective.
4.07 Environmental Conditions that Interfere with
Implementation.
(a) If environmental conditions prevent implementation of a
behavior-change program, behavior
analysts recommend that other professional assistance (e.g.,
assessment, consultation or therapeutic
intervention by other professionals) be sought.
(b) If environmental conditions hinder implementation of the
behavior-change program, behavior
25. analysts seek to eliminate the environmental constraints, or
identify in writing the obstacles to
doing so.
13
=
=
®
4.08 Considerations Regarding Punishment Procedures.
(a) Behavior analysts recommend reinforcement rather than
punishment whenever possible.
(b) If punishment procedures are necessary, behavior analysts
always include reinforcement procedures
for alternative behavior in the behavior-change program.
(c) Before implementing punishment-based procedures,
behavior analysts ensure that appropriate
steps have been taken to implement reinforcement-based
procedures unless the severity or
dangerousness of the behavior necessitates immediate use of
aversive procedures.
(d) Behavior analysts ensure that aversive procedures are
accompanied by an increased level of training,
supervision, and oversight. Behavior analysts must evaluate the
effectiveness of aversive procedures
in a timely manner and modify the behavior-change program if
it is ineffective. Behavior analysts
26. always include a plan to discontinue the use of aversive
procedures when no longer needed.
4.09 Least Restrictive Procedures.
Behavior analysts review and appraise the restrictiveness of
procedures and always recommend the
least restrictive procedures likely to be effective.
4.10 Avoiding Harmful Reinforcers. RBT
Behavior analysts minimize the use of items as potential
reinforcers that may be harmful to the health
and development of the client, or that may require excessive
motivating operations to be effective.
4.11 Discontinuing Behavior-Change Programs and Behavior-
Analytic Services.
(a) Behavior analysts establish understandable and objective
(i.e., measurable) criteria for the
discontinuation of the behavior change program and describe
them to the client. (See also, 2.15d
Interrupting or Discontinuing Services)
(b) Behavior analysts discontinue services with the client when
the established criteria for
discontinuation are attained, as in when a series of agreed-upon
goals have been met. (See also,
2.15d Interrupting or Discontinuing Services)
5.0 Behavior Analysts as Supervisors.
When behavior analysts are functioning as supervisors, they
must take full responsibility for all facets
of this undertaking. (See also, 1.06 Multiple Relationships and
27. Conflict of Interest, 1.07 Exploitative
Relationships, 2.05 Rights and Prerogatives of Clients, 2.06
Maintaining Confidentiality, 2.15
Interrupting or Discontinuing Services, 8.04 Media
Presentations and Media-Based Services, 9.02
Characteristics of Responsible Research, 10.05 Compliance with
BACB Supervision and Coursework
Standards)
14
=
=
®
5.01 Supervisory Competence.
Behavior analysts supervise only within their areas of defined
competence.
5.02 Supervisory Volume.
Behavior analysts take on only a volume of supervisory activity
that is commensurate with their ability
to be effective.
5.03 Supervisory Delegation.
a) Behavior analysts delegate to their supervisees only those
responsibilities that such persons can
reasonably be expected to perform competently, ethically, and
safely.
28. b) If the supervisee does not have the skills necessary to
perform competently, ethically, and safely,
behavior analysts provide conditions for the acquisition of those
skills.
5.04 Designing Effective Supervision and Training.
Behavior analysts ensure that supervision and trainings are
behavior-analytic in content, effectively and
ethically designed, and meet the requirements for licensure,
certification, or other defined goals.
5.05 Communication of Supervision Conditions.
Behavior analysts provide a clear written description of the
purpose, requirements, evaluation criteria,
conditions, and terms of supervision prior to the onset of the
supervision.
5.06 Providing Feedback to Supervisees.
a) Behavior analysts design feedback and reinforcement systems
in a way that improves supervisee
performance.
b) Behavior analysts provide documented, timely feedback
regarding the performance of a supervisee
on an ongoing basis. (See also, 10.05 Compliance with BACB
Supervision and Coursework
Standards)
5.07 Evaluating the Effects of Supervision.
Behavior analysts design systems for obtaining ongoing
evaluation of their own supervision activities.
29. 6.0 Behavior Analysts’ Ethical Responsibility to the Profession
of
Behavior Analysis.
Behavior analysts have an obligation to the science of behavior
and profession of behavior analysis.
15
=
=
®
6.01 Affirming Principles. RBT
a) Above all other professional training, behavior analysts
uphold and advance the values, ethics, and
principles of the profession of behavior analysis.
b) Behavior analysts have an obligation to participate in
behavior-analytic professional and scientific
organizations or activities.
6.02 Disseminating Behavior Analysis. RBT
Behavior analysts promote behavior analysis by making
information about it available to the public
through presentations, discussions, and other media.
7.0 Behavior Analysts’ Ethical Responsibility to Colleagues.
30. Behavior analysts work with colleagues within the profession of
behavior analysis and from other
professions and must be aware of these ethical obligations in all
situations. (See also, 10.0 Behavior
Analysts’ Ethical Responsibility to the BACB)
7.01 Promoting an Ethical Culture. RBT
Behavior analysts promote an ethical culture in their work
environments and make others aware of this
Code.
7.02 Ethical Violations by Others and Risk of Harm. RBT
(a) If behavior analysts believe there may be a legal or ethical
violation, they first determine whether
there is potential for harm, a possible legal violation, a
mandatory-reporting condition, or an
agency, organization, or regulatory requirement addressing the
violation.
(b) If a client’s legal rights are being violated, or if there is the
potential for harm, behavior analysts
must take the necessary action to protect the client, including,
but not limited to, contacting
relevant authorities, following organizational policies, and
consulting with appropriate
professionals, and documenting their efforts to address the
matter.
(c) If an informal resolution appears appropriate, and would not
violate any confidentiality rights,
behavior analysts attempt to resolve the issue by bringing it to
the attention of that individual and
documenting their efforts to address the matter. If the matter is
not resolved, behavior analysts
31. report the matter to the appropriate authority (e.g., employer,
supervisor, regulatory authority).
(d) If the matter meets the reporting requirements of the BACB,
behavior analysts submit a formal
complaint to the BACB. (See also, 10.02 Timely Responding,
Reporting, and Updating of
Information Provided to the BACB)
16
=
=
®
8.0 Public Statements.
Behavior analysts comply with this Code in public statements
relating to their professional services,
products, or publications, or to the profession of behavior
analysis. Public statements include, but are not
limited to, paid or unpaid advertising, brochures, printed matter,
directory listings, personal resumes or
curriculum vitae, interviews or comments for use in media,
statements in legal proceedings, lectures and
public presentations, social media, and published materials.
8.01 Avoiding False or Deceptive Statements. RBT
(a) Behavior analysts do not make public statements that are
false, deceptive, misleading, exaggerated,
or fraudulent, either because of what they state, convey, or
32. suggest or because of what they omit,
concerning their research, practice, or other work activities or
those of persons or organizations with
which they are affiliated. Behavior analysts claim as credentials
for their behavior-analytic work, only
degrees that were primarily or exclusively behavior-analytic in
content.
(b) Behavior analysts do not implement non-behavior-analytic
interventions. Non-behavior-analytic
services may only be provided within the context of non-
behavior-analytic education, formal
training, and credentialing. Such services must be clearly
distinguished from their behavior-analytic
practices and BACB certification by using the following
disclaimer: “These interventions are not
behavior-analytic in nature and are not covered by my BACB
credential.” The disclaimer should be
placed alongside the names and descriptions of all non-
behavior-analytic interventions.
(c) Behavior analysts do not advertise non-behavior-analytic
services as being behavior-analytic.
(d) Behavior analysts do not identify non-behavior-analytic
services as behavior-analytic services on
bills, invoices, or requests for reimbursement.
(e) Behavior analysts do not implement non-behavior-analytic
services under behavior-analytic service
authorizations.
8.02 Intellectual Property. RBT
(a) Behavior analysts obtain permission to use trademarked or
copyrighted materials as required by
33. law. This includes providing citations, including trademark or
copyright symbols on materials,
that recognize the intellectual property of others.
b) Behavior analysts give appropriate credit to authors when
delivering lectures, workshops, or other
presentations.
8.03 Statements by Others. RBT
(a) Behavior analysts who engage others to create or place
public statements that promote their
professional practice, products, or activities retain professional
responsibility for such statements.
(b) Behavior analysts make reasonable efforts to prevent others
whom they do not oversee (e.g.,
17
=
=
®
employers, publishers, sponsors, organizational clients, and
representatives of the print or broadcast
media) from making deceptive statements concerning behavior
analysts’ practices or professional
or scientific activities.
(c) If behavior analysts learn of deceptive statements about their
work made by others, behavior
34. analysts correct such statements.
(d) A paid advertisement relating to behavior analysts’
activities must be identified as such, unless it is
apparent from the context.
8.04 Media Presentations and Media-Based Services.
(a) Behavior analysts using electronic media (e.g., video, e-
learning, social media, electronic
transmission of information) obtain and maintain knowledge
regarding the security and limitations
of electronic media in order to adhere to this Code.
(b) Behavior analysts making public statements or delivering
presentations using electronic media
do not disclose personally identifiable information concerning
their clients, supervisees, students,
research participants, or other recipients of their services that
they obtained during the course of
their work, unless written consent has been obtained.
(c) Behavior analysts delivering presentations using electronic
media disguise confidential information
concerning participants, whenever possible, so that they are not
individually identifiable to others
and so that discussions do not cause harm to identifiable
participants.
(d) When behavior analysts provide public statements, advice,
or comments by means of public
lectures, demonstrations, radio or television programs,
electronic media, articles, mailed material,
or other media, they take reasonable precautions to ensure that
(1) the statements are based on
appropriate behavior-analytic literature and practice, (2) the
35. statements are otherwise consistent
with this Code, and (3) the advice or comment does not create
an agreement for service with the
recipient.
8.05 Testimonials and Advertising. RBT
Behavior analysts do not solicit or use testimonials about
behavior-analytic services from current
clients for publication on their webpages or in any other
electronic or print material. Testimonials from
former clients must identify whether they were solicited or
unsolicited, include an accurate statement
of the relationship between the behavior analyst and the author
of the testimonial, and comply with all
applicable laws about claims made in the testimonial.
Behavior analysts may advertise by describing the kinds and
types of evidence-based services they
provide, the qualifications of their staff, and objective outcome
data they have accrued or published, in
accordance with applicable laws.
18
=
=
®
8.06 In-Person Solicitation. RBT
Behavior analysts do not engage, directly or through agents, in
36. uninvited in-person solicitation of
business from actual or potential users of services who, because
of their particular circumstances, are
vulnerable to undue influence. Organizational behavior
management or performance management
services may be marketed to corporate entities regardless of
their projected financial position.
9.0 Behavior Analysts and Research.
Behavior analysts design, conduct, and report research in
accordance with recognized standards of
scientific competence and ethical research.
9.01 Conforming with Laws and Regulations. RBT
Behavior analysts plan and conduct research in a manner
consistent with all applicable laws and
regulations, as well as professional standards governing the
conduct of research. Behavior analysts also
comply with other applicable laws and regulations relating to
mandated-reporting requirements.
9.02 Characteristics of Responsible Research.
(a) Behavior analysts conduct research only after approval by an
independent, formal research review
board.
(b) Behavior analysts conducting applied research conjointly
with provision of clinical or human
services must comply with requirements for both intervention
and research involvement by client-
participants. When research and clinical needs conflict,
behavior analysts prioritize the welfare of
the client.
37. (c) Behavior analysts conduct research competently and with
due concern for the dignity and welfare of
the participants.
(d) Behavior analysts plan their research so as to minimize the
possibility that results will be misleading.
(e) Researchers and assistants are permitted to perform only
those tasks for which they are
appropriately trained and prepared. Behavior analysts are
responsible for the ethical conduct of
research conducted by assistants or by others under their
supervision or oversight.
(f) If an ethical issue is unclear, behavior analysts seek to
resolve the issue through consultation with
independent, formal research review boards, peer consultations,
or other proper mechanisms.
(g) Behavior analysts only conduct research independently after
they have successfully conducted
research under a supervisor in a defined relationship (e.g.,
thesis, dissertation, specific research
project).
(h) Behavior analysts conducting research take necessary steps
to maximize benefit and minimize risk
to their clients, supervisees, research participants, students, and
others with whom they work.
(i) Behavior analysts minimize the effect of personal, financial,
social, organizational, or political factors
38. 19
=
=
®
that might lead to misuse of their research.
(j) If behavior analysts learn of misuse or misrepresentation of
their individual work products, they
take appropriate steps to correct the misuse or
misrepresentation.
(k) Behavior analysts avoid conflicts of interest when
conducting research.
(l) Behavior analysts minimize interference with the
participants or environment in which research is
conducted.
9.03 Informed Consent.
Behavior analysts inform participants or their guardian or
surrogate in understandable language about
the nature of the research; that they are free to participate, to
decline to participate, or to withdraw
from the research at any time without penalty; about significant
factors that may influence their
willingness to participate; and answer any other questions
participants may have about the research.
9.04 Using Confidential Information for Didactic or Instructive
Purposes.
(a) Behavior analysts do not disclose personally identifiable
39. information concerning their individual or
organizational clients, research participants, or other recipients
of their services that they obtained
during the course of their work, unless the person or
organization has consented in writing or
unless there is other legal authorization for doing so.
(b) Behavior analysts disguise confidential information
concerning participants, whenever possible,
so that they are not individually identifiable to others and so
that discussions do not cause harm to
identifiable participants.
9.05 Debriefing.
Behavior analysts inform the participant that debriefing will
occur at the conclusion of the participant’s
involvement in the research.
9.06 Grant and Journal Reviews.
Behavior analysts who serve on grant review panels or as
manuscript reviewers avoid conducting any
research described in grant proposals or manuscripts that they
reviewed, except as replications fully
crediting the prior researchers.
9.07 Plagiarism.
(a) Behavior analysts fully cite the work of others where
appropriate.
(b) Behavior analysts do not present portions or elements of
another’s work or data as their own.
40. 20
=
=
®
9.08 Acknowledging Contributions.
Behavior analysts acknowledge the contributions of others to
research by including them as co-authors
or footnoting their contributions. Principal authorship and other
publication credits accurately reflect
the relative scientific or professional contributions of the
individuals involved, regardless of their
relative status. Minor contributions to the research or to the
writing for publications are appropriately
acknowledged, such as, in a footnote or introductory statement.
9.09 Accuracy and Use of Data. RBT
(a) Behavior analysts do not fabricate data or falsify results in
their publications. If behavior analysts
discover errors in their published data, they take steps to correct
such errors in a correction, retraction,
erratum, or other appropriate publication means.
(b) Behavior analysts do not omit findings that might alter
interpretations of their work.
(c) Behavior analysts do not publish, as original data, data that
have been previously published. This does
not preclude republishing data when they are accompanied by
proper acknowledgment.
(d) After research results are published, behavior analysts do
41. not withhold the data on which their
conclusions are based from other competent professionals who
seek to verify the substantive
claims through reanalysis and who intend to use such data only
for that purpose, provided that the
confidentiality of the participants can be protected and unless
legal rights concerning proprietary data
preclude their release.
10.0 Behavior Analysts’ Ethical Responsibility to the BACB.
Behavior analysts must adhere to this Code and all rules and
standards of the BACB.
10.01 Truthful and Accurate Information Provided to the BACB.
RBT
(a) Behavior analysts only provide truthful and accurate
information in applications and documentation
submitted to the BACB.
(b) Behavior analysts ensure that inaccurate information
submitted to the BACB is immediately corrected.
10.02 Timely Responding, Reporting, and Updating of
Information Provided to
the BACB. RBT
Behavior analysts must comply with all BACB deadlines
including, but not limited to, ensuring that the
BACB is notified within thirty (30) days of the date of any of
the following grounds for sanctioning status:
(a) A violation of this Code, or disciplinary investigation,
action or sanction, filing of charges, conviction
42. or plea of guilty or nolo contendre by a governmental agency,
health care organization, third-party
payer or educational institution. Procedural note: Behavior
analysts convicted of a felony directly
related to behavior analysis practice and/or public health and
safety shall be ineligible to apply
21
=
=
®
for BACB registration, certification, or recertification for a
period of three (3) years from the
exhaustion of appeals, completion of parole or probation, or
final release from confinement (if
any), whichever is later; (See also, 1.04d Integrity)
(b) Any public health- and safety-related fines or tickets where
the behavior analyst is named on the
ticket;
(c) A physical or mental condition that would impair the
behavior analysts’ ability to competently
practice; and
(d) A change of name, address or email contact.
10.03 Confidentiality and BACB Intellectual Property. RBT
Behavior analysts do not infringe on the BACB’s intellectual
43. property rights, including, but not limited
to the BACB’s rights to the following:
(a) BACB logo, ACS logo, ACE logo, certificates, credentials
and designations, including, but not
limited to, trademarks, service marks, registration marks and
certification marks owned and
claimed by the BACB (this includes confusingly similar marks
intended to convey BACB affiliation,
certification or registration, or misrepresentation of an
educational ABA certificate status as
constituting national certification);
(b) BACB copyrights to original and derivative works,
including, but not limited to, BACB copyrights
to standards, procedures, guidelines, codes, job task analysis,
Workgroup reports, surveys; and
(c) BACB copyrights to all BACB-developed examination
questions, item banks, examination
specifications, examination forms and examination scoring
sheets, which are secure trade secrets
of the BACB. Behavior analysts are expressly prohibited from
disclosing the content of any BACB
examination materials, regardless of how that content became
known to them. Behavior analysts
report suspected or known infringements and/or unauthorized
access to examination content
and/or any other violation of BACB intellectual property rights
immediately to the BACB. Efforts
for informal resolution (identified in Section 7.02 c) are waived
due to the immediate reporting
requirement of this Section.
10.04 Examination Honesty and Irregularities. RBT
44. Behavior analysts adhere to all rules of the BACB, including the
rules and procedures required by
BACB approved testing centers and examination administrators
and proctors. Behavior analysts must
immediately report suspected cheaters and any other
irregularities relating to the BACB examination
administrations to the BACB. Examination irregularities
include, but are not limited to, unauthorized
access to BACB examinations or answer sheets, copying
answers, permitting another to copy answers,
disrupting the conduct of an examination, falsifying
information, education or credentials, and
providing and/or receiving unauthorized or illegal advice about
or access to BACB examination
content before, during, or following the examination. This
prohibition includes, but is not limited
to, use of or participation in any “exam dump” preparation site
or blog that provides unauthorized
22
=
=
®
access to BACB examination questions. If, at any time, it is
discovered that an applicant or certificant
has participated in or utilized an exam dump organization,
immediate action may be taken to
withdraw eligibility, cancel examination scores, or otherwise
revoke certification gained through use of
inappropriately obtained examination content.
45. 10.05 Compliance with BACB Supervision and Coursework
Standards. RBT
Behavior analysts ensure that coursework (including continuing
education events), supervised
experience, RBT training and assessment, and BCaBA
supervision are conducted in accordance with
the BACB’s standards if these activities are intended to comply
with BACB standards (See also, 5.0
Behavior Analysts as Supervisors)
10.06 Being Familiar with This Code.
Behavior analysts have an obligation to be familiar with this
Code, other applicable ethics codes,
including, but not limited to, licensure requirements for ethical
conduct, and their application to
behavior analysts’ work. Lack of awareness or
misunderstanding of a conduct standard is not itself a
defense to a charge of unethical conduct.
10.07 Discouraging Misrepresentation by Non-Certified
Individuals. RBT
Behavior analysts report non-certified (and, if applicable, non-
registered) practitioners to the
appropriate state licensing board and to the BACB if the
practitioners are misrepresenting BACB
certification or registration status.
23
=
46. =
®
Glossary
Behavior Analyst
Behavior analyst refers to an individual who holds the BCBA or
BCaBA credential, an individual authorized
by the BACB to provide supervision, or a coordinator of a
BACB Approved Course Sequences. Where Code
elements are deemed relevant to the practice of an RBT, the
term “behavior analyst” includes the behavior
technician.
Behavior-Analytic Services
Behavior-analytic services are those that are explicitly based on
principles and procedures of behavior analysis
(i.e., the science of behavior) and are designed to change
behavior in socially important ways. These services
include, but are not limited to, treatment, assessment, training,
consultation, managing and supervising others,
teaching, and delivering continuing education.
Behavior-Change Program
The behavior-change program is a formal, written document that
describes in technological detail every
assessment and treatment task necessary to achieve stated goals.
Client
The term client refers to any recipient or beneficiary of the
professional services provided by a behavior analyst.
The term includes, but is not limited to:
(a) The direct recipient of services;
47. (b) The parent, relative, legal representative or legal guardian
of the recipient of services;
(c) The employer, agency representative, institutional
representative, or third-party contractor for
services of the behavior analyst; and/or
(d) Any other individual or entity that is a known beneficiary of
services or who would normally be
construed as a “client” or “client-surrogate”.
For purposes of this definition, the term client does not include
third-party insurers or payers, unless the
behavior analyst is hired directly under contract with the third-
party insurer or payer.
Functional Assessment
Functional assessment, also known as functional behavior
assessment, refers to a category of procedures
used to formally assess the possible environmental causes of
problem behavior. These procedures include
informant assessments (e.g., interviews, rating scales), direct
observation in the natural environment (e.g., ABC
assessment), and experimental functional analysis.
Multiple Relationships
A multiple relationship is one in which a behavior analyst is in
both a behavior-analytic role and a non-
behavior-analytic role simultaneously with a client, supervisee,
or someone closely associated with or related to
the client.
24
=
48. =
®
Public Statements
Public statements include, but are not limited to, paid or unpaid
advertising, brochures, printed matter, directory
listings, personal resumes or curriculum vitae, interviews or
comments for use in media, statements in legal
proceedings, lectures and public presentations, social media,
and published materials.
Research
Any data-based activity designed to generate generalizable
knowledge for the discipline, often through
professional presentations or publications. The use of an
experimental design does not by itself constitute
research. Professional presentation or publication of already
collected data are exempt from elements in section
9.0 (Behavior Analysts and Research) that pertain to
prospective research activities (e.g., 9.02a). However, all
remaining relevant elements from section 9.0 apply (e.g., 9.01
Conforming with Laws and Regulations; 9.03
Informed Consent relating to use of client data).
Research Review Board
A group of professionals whose stated purpose is to review
research proposals to ensure the ethical treatment
of human research participants. This board might be an official
entity of a government or university (e.g.,
Institutional Review Board, Human Research Committee), a
standing committee within a service agency, or an
independent organization created for this purpose.
Rights and Prerogatives of Clients
51. cultural values.
Be sure to utilize the assigned readings for unit 6 to complete
the assignment.
Part 1: Ethical Guidelines
Scenario 1
Amy is a Board Certified Assistant Behavior Analyst (BCaBA)
who is providing home-based
services for a seven-year-old girl named Sue. Sue was
diagnosed with Autism at the age of
four and has received a variety of services in the past to address
developmental and
behavioral concerns including occupational therapy, speech
therapy, and ABA therapy. Sue
made significant progress through ABA therapy and
occupational therapy resulting in an
increase in socially-appropriate behavior and independence in
activities of daily living. Sue
did not make much progress in the area of speech.
Sue’s mother had heard about the progress that many children
with autism were making
progress on acquiring language skills through the use of Verbal
Behavior Analysis
techniques. Sue’s mother was informed about Amy through a
mutual friend whose family
received ABA therapy from her to address significant problem
behaviors displayed by their
own child.
After three weeks of therapy, Sue’s mother grew concerned that
she was not receiving the
desired treatment, as Amy had only made recommendations to
address whining and
52. tantrums. Sue’s mother expressed her desire to receive Verbal
Behavior Therapy because
Sue’s behavior problems were minimal. Amy stated that there
was a need to establish
behavioral control first. When Sue’s mother asked Amy where
she received training in
Verbal Behavior Analysis, Amy indicated that she did not have
formal training but attended a
workshop where the methodology was discussed.
When Sue’s mother inquired about Amy’s credentials she
simply stated that she was a
behavior analyst without elaborating on her certification level.
Sue’s mother then asked who
provides her supervision. Amy stated that she was an
independent practitioner.
PS385| Targeted Topics in Applied Behavior Analysis
Answer the following questions based on your readings:
1. Provide a summary of the principles upon which guideline 1
(Responsible Conduct of a
Behavior Analyst) and guideline 2 (The Behavior Analyst’s
Responsibility to Clients) are
based.
2. Discuss at least two ethical standards that apply to this
53. scenario. Discuss the
recommendations for appropriate behavior under each ethical
standard chosen. How are
these standards being violated in the scenario?
3. What should be the appropriate course of action in this
scenario?
Scenario 2
Nancy is a BCaBA who works for a mental health agency in a
small Mid-western town.
Nancy has a fairly large caseload because the next closest
mental health service provider is
200 miles away. One night, Nancy was at a bar with a group of
friends when the topic of
work came up. Nancy began to talk about one of her clients and
the behavior that he
displays. She stated, “I work with this kid named Tommy.”
“What a little monster! He always
tantrums for everything and his mother always gives in to him.
He got mad during one of our
sessions when I was trying to model planned ignoring strategies
for his mother and spit on
me. If I wasn’t good at my job, I would have jerked this little
joker up by his shirt collar. I
also go over to Washington Shores Middle School to consult
with his classroom teacher, Ms.
Dowd. She is so frustrated with him. He happens to be in the
same class as another one of
my clients so I thought that I might as well work with him in
54. the classroom as well. I don’t
know how much longer I can take this case. If there was
another clinician that was close
enough, I would definitely try to transfer this one.”
Answer the following questions based on your readings:
1. Provide a summary of the principles upon which guideline 1
(Responsible Conduct of a
Behavior Analyst) and guideline 2 (The Behavior Analyst’s
Responsibility to Clients) are
based.
2. Discuss at least two ethical standards that apply to this
scenario. Discuss the
recommendations for appropriate behavior under each ethical
standard chosen. How are
these standards being violated in the scenario?
3. What should be the appropriate course of action in this
scenario?
Part 2: Dual Relationships
Scenario 1
Bob is a Board Certified Behavior Analyst (BCBA) who works
with A Brighter Day
Consultants, an agency that provides ABA and counseling
therapies. Bob, a Caucasian
55. practitioner, has been providing ABA services to a 10-year-old
African American child named
Ricky and his mother Jessica. The family resides in a rural
Southern community. Jessica is
a single-mother who is raising Ricky and his younger sister.
Jessica also receives parental
support from her mother who resides with the family.
During the course of services, Bob had established a very good
rapport with the family and
they began to accept some of his intervention recommendations.
The family liked and
trusted Bob so much that they invited him to a family barbeque.
Bob had previously
attended a continuing education workshop that addressed
multicultural issues in ABA
services where he learned that African American families
tended to focus more on
interpersonal relationships with clinicians, while White
Americans responded more to the
instrumental skills demonstrated by the clinician. With this in
mind, Bob reluctantly accepted
the invitation and attended the event. During the course of the
family gathering, Ricky was
admonished for verbal disrespect toward a family member and
spanked by his grandmother.
Bob, who firmly believes that spanking is an inappropriate form
of discipline, reminded
Ricky’s grandmother and mother that they needed to continue to
emphasize rewarding Ricky
for good behavior rather than punishing misbehavior.
Grandmother stated that there are
times when a child needs a “good whipping”. She also stated
that “if you spare the rod, you
spoil the child”.
56. Answer the following questions based on your readings:
1. Provide a discussion of how the standards outlined under
Guideline 1.06 (Dual
Relationships and Conflicts of Interest) apply to this scenario?
2. What actions should the practitioner take in this scenario to
ensure that they remain
objective and avoid ethical violations?
3. How would you balance ethical responsibility with respect
for the client’s cultural values in
this case?
Scenario 2
Sandy is a newly certified BCaBA who has been providing in-
home behavior analysis
services with a Hispanic American family. Sandy had always
made an effort to take a
professional approach to services and usually makes efforts to
maintain appropriate
boundaries. In an effort to learn more about the cultural values
of Hispanic American
families, Sandy found that the cultural values of Hispanic
Americans tend to focus on a
familial perspective where relatives and even friends are often
treated as family.
57. Through additional research in mental health services, Sandy
found that a practitioner may
sometimes be perceived as a family member or friend. As such,
that practitioner may be
invited to family functions and given gifts. She also found
research that indicated that rapport
between the practitioner and client is often predicated on
establishing interpersonal
relationships.
In an effort to show gratitude, the patriarch of the family
offered Sandy a bottle of wine and
flowers to express appreciation for all that she has done for the
family. Sandy is touched by
the gesture but feels that accepting gifts could pose an ethical
violation? At the same time,
she does not want to disrespect the family by refusing the offer.
Answer the following questions based on your readings:
1. Provide a discussion of how the standards outlined under
Guideline 1.06 (Dual
Relationships and Conflicts of Interest) apply to this scenario?
2. What actions should the practitioner take in this scenario to
ensure that they remain
objective and avoid ethical violations?
3. How would you balance ethical responsibility with respect
for the client’s cultural values in
this case?
58. Submitting your Assignment
Complete the Unit 6 Assignment Worksheet. When you are
ready to submit it, go to the
Dropbox and complete the steps below:
• Click the link that says "Submit an Assignment."
• In the "Submit to Basket" menu, select Unit 6: Assignment.
• In the comments field, include at least the title of your paper.
• Click the "Add Attachments" button.
• Follow the steps listed to attach your document.
• To view your graded work, come back to the Dropbox or go to
the gradebook after your
instructor has evaluated it.
• Make sure that you save a copy of your submitted Assignment.
Text1: Text2: Text3: Text4: Text5: Text6: Text7: Text8: Text9:
Text10: Text11: Text12:
Unit 6 Assignment
Areas shaded in gray connect to a CLA/GEL.
Grading Criteria
Points
Possible
Points
Earned
Content
59. Using the assigned readings the student clearly addresses the
following:
1. Provide a summary of the principles involved in Guideline 1
(Responsible Conduct of a Behavior Analyst) of the BACB
guidelines for responsible conduct.
1. Provide a summary of the principles involved in Guideline 2
(The Behavior Analyst’s Responsibility to Clients) of the BACB
guidelines for responsible conduct.
1. Discuss standards under Guideline 1.06 (Dual Relationships
and Conflicts of Interest).
Summary contains an overview of the ethical standards
addressed within each of the guidelines.
0-55
Student addresses at least two ethical standards for each of the
scenarios and apply them in the following manner:
2. Discuss recommendations for appropriate behavior in each
scenario based of the standards for responsible conduct that are
chosen.
2. Discuss how the chosen ethical standards are violated in each
scenario.
2. Discussed the appropriate course of action that would allow
the practitioner to remain in compliance with ethical standards
for each scenario.
2. Discuss recommendations for how the practitioner should
balance ethical responsibility with respect for the cultural
values of the client.
0-75
Writing
60. STRUCTURE
Paper includes a title page, introduction with thesis statement,
conclusion, and in-text citations and reference page using APA
style.
Paper is appropriate in length (body of the paper should be 6-8
pages in length, not including the title page or reference page).
Paper includes reference to the textbook and at least one other
academic source.
0-10
MECHANICS
Paper uses Standard American English including correct
grammar, spelling, and punctuation, and complete sentences and
paragraphs.
Paper is free of typographical errors.
Paper includes a highly developed viewpoint and purpose.
Paper demonstrates superior organization; communication is
highly ordered, logical and unified.
0-10
Total
150
An explanation of the points earned, as well as where the
assignment could be strengthened will be included with your
grade.