This document outlines a presentation on unlearning received wisdom in ethics. It discusses using an acculturation model to integrate personal and professional ethics through higher identification with both. Three strategies are presented: asking patients, focusing on patient flourishing, and honest self-reflection. Five ethical principles - autonomy, beneficence, nonmaleficence, fidelity, and justice - provide a framework. Unhealthy strategies like overemphasizing rules without principles are discussed. The presentation involves examining examples of received wisdom that may not be helpful, like assumptions about informed consent, self-disclosure, and referral practices. It aims to have participants thoughtfully evaluate common beliefs through discussion.
John Gavazzi, PsyD ABPP - June 2011
This .ppt was part of a 3 hour workshop. I spent 45 minutes on the slide show. My co-presenter spent 45 minutes disclosing ethical decision-making issues, and we discussed vignettes for about 1 hour, using the questions at the end.
Unlearning Ethics: Ethical Memes and Moral DevelopmentJohn Gavazzi
Recent presentation on moral development, moral reflection, acculturation to the community of psychology, principle-based ethics of psychology, and false ethical memes for psychologists
John Gavazzi, PsyD ABPP - June 2011
This .ppt was part of a 3 hour workshop. I spent 45 minutes on the slide show. My co-presenter spent 45 minutes disclosing ethical decision-making issues, and we discussed vignettes for about 1 hour, using the questions at the end.
Unlearning Ethics: Ethical Memes and Moral DevelopmentJohn Gavazzi
Recent presentation on moral development, moral reflection, acculturation to the community of psychology, principle-based ethics of psychology, and false ethical memes for psychologists
Ethics is More than a Code: Ethical Foundations, Positive Ethics, and Ethical Decision-Making
This was a day-long, 6 hour CE course.
Not for the faint of heart.
Ethics and Skills for Psychologist as Supervisor: Post-Doctoral Supervision i...John Gavazzi
This is the first in a 3-part series to help psychologists obtain requisite continuing education to function as a post-doctoral supervisor in Pennsylvania
As of December 15, 2015, psychologists acting as post-doctoral supervisors must complete either doctoral-level university coursework on supervision or 3 hours of continuing education on supervision.
This program may be helpful for post-doctoral supervisees to understand the supervision process.
Dr. Arnold, a former member of the Ohio Board of Psychology, reviews Ohio's rules for psychologists, counselors, and social workers about multiple roles. The recent updates to the Ohio psychology rules are covered.
Sometimes, psychologist feel like they are in Ethics Hell. In this presentation, we focus on ethical decision-making, clinical skills, and emotional reactions to patients. The idea is to see how we create our own hell, and some suggestions to avoid it, or how to ascend from it.
This presentation deal with ethics, advocacy and leadership for a non-profit, state psychological association. The presentation is for volunteer psychologists who take leadership roles and want to advocate on behalf of the citizens of Pennsylvania for access to high quality psychological services.
Ethics and Skills for Psychologist as Supervisor: Post-Doctoral Supervision i...John Gavazzi
This is the third in a 3-part series to help psychologists obtain requisite continuing education to function as a post-doctoral supervisor in Pennsylvania
As of December 15, 2015, psychologists acting as post-doctoral supervisors must complete either doctoral-level university coursework on supervision or 3 hours of continuing education on supervision.
This program may be helpful for post-doctoral supervisees to understand the supervision process.
Ethics and Skills for Psychologist as Supervisor: Post-Doctoral Supervision i...John Gavazzi
This is the second in a 3-part series to help psychologists obtain requisite continuing education to function as a post-doctoral supervisor in Pennsylvania
As of December 15, 2015, psychologists acting as post-doctoral supervisors must complete either doctoral-level university coursework on supervision or 3 hours of continuing education on supervision.
This program may be helpful for post-doctoral supervisees to understand the supervision process.
In Episode 5, John continues to outline relevant factors related to ethical decision-making. The psychologist's fiduciary responsibility is emphasized. Additionally, John outlines one ethical decision-making model as well as cognitive biases and emotional factors involved with ethical decision-making. John will make suggestions on how to improve ethical decision-making.
Dark side of ethics podcast: False Risk management strategiesJohn Gavazzi
In this episode, John talks with Dr. Sam Knapp, Psychologist and Ethics Educator, about false risk management strategies. Using the acculturation model as a guide, Sam and John discuss how some psychologists have learned false risk management strategies. They discuss the possible erroneous rationale for these strategies. John and Sam provide good clinical and ethical reasons as how these strategies can actually hinder high quality of services. They also discuss ethics education in general and why learning about ethics codes do not necessarily enhance ethical practice and two other counterintuitive facts.
Ethics is More than a Code: Ethical Foundations, Positive Ethics, and Ethical Decision-Making
This was a day-long, 6 hour CE course.
Not for the faint of heart.
Ethics and Skills for Psychologist as Supervisor: Post-Doctoral Supervision i...John Gavazzi
This is the first in a 3-part series to help psychologists obtain requisite continuing education to function as a post-doctoral supervisor in Pennsylvania
As of December 15, 2015, psychologists acting as post-doctoral supervisors must complete either doctoral-level university coursework on supervision or 3 hours of continuing education on supervision.
This program may be helpful for post-doctoral supervisees to understand the supervision process.
Dr. Arnold, a former member of the Ohio Board of Psychology, reviews Ohio's rules for psychologists, counselors, and social workers about multiple roles. The recent updates to the Ohio psychology rules are covered.
Sometimes, psychologist feel like they are in Ethics Hell. In this presentation, we focus on ethical decision-making, clinical skills, and emotional reactions to patients. The idea is to see how we create our own hell, and some suggestions to avoid it, or how to ascend from it.
This presentation deal with ethics, advocacy and leadership for a non-profit, state psychological association. The presentation is for volunteer psychologists who take leadership roles and want to advocate on behalf of the citizens of Pennsylvania for access to high quality psychological services.
Ethics and Skills for Psychologist as Supervisor: Post-Doctoral Supervision i...John Gavazzi
This is the third in a 3-part series to help psychologists obtain requisite continuing education to function as a post-doctoral supervisor in Pennsylvania
As of December 15, 2015, psychologists acting as post-doctoral supervisors must complete either doctoral-level university coursework on supervision or 3 hours of continuing education on supervision.
This program may be helpful for post-doctoral supervisees to understand the supervision process.
Ethics and Skills for Psychologist as Supervisor: Post-Doctoral Supervision i...John Gavazzi
This is the second in a 3-part series to help psychologists obtain requisite continuing education to function as a post-doctoral supervisor in Pennsylvania
As of December 15, 2015, psychologists acting as post-doctoral supervisors must complete either doctoral-level university coursework on supervision or 3 hours of continuing education on supervision.
This program may be helpful for post-doctoral supervisees to understand the supervision process.
In Episode 5, John continues to outline relevant factors related to ethical decision-making. The psychologist's fiduciary responsibility is emphasized. Additionally, John outlines one ethical decision-making model as well as cognitive biases and emotional factors involved with ethical decision-making. John will make suggestions on how to improve ethical decision-making.
Dark side of ethics podcast: False Risk management strategiesJohn Gavazzi
In this episode, John talks with Dr. Sam Knapp, Psychologist and Ethics Educator, about false risk management strategies. Using the acculturation model as a guide, Sam and John discuss how some psychologists have learned false risk management strategies. They discuss the possible erroneous rationale for these strategies. John and Sam provide good clinical and ethical reasons as how these strategies can actually hinder high quality of services. They also discuss ethics education in general and why learning about ethics codes do not necessarily enhance ethical practice and two other counterintuitive facts.
Closing a Professional Practice: Clinical, Ethical and Practical Consideratio...John Gavazzi
Catherine Spayd and Mary O'Leary Wiley present on ethical, clinical, and practical consideration in closing a practice. The presentation offers valuable information about creating a professional will, in case of untimely death or incapacitation. Presented in August 2014.
This is a companion Powerpoint to Ethics & Psychology Podcast on ethical decision-making.
The importance of this podcast and Episode 5 is to set up vignette analysis in future podcasts. Everyone needs to be on the same page in order to apply ethical decision-making in instructional or real life situations.
Legal, Clinical, Risk Management and Ethical Issues in Mental HealthJohn Gavazzi
The program outlines the fundamental differences between clinical issues, legal questions, risk management strategies, and ethical issues. While overlap exists, ethical questions arise when there are two competing ethical principles at odds. The course will reference both the ACA and the NBCC Code of Ethics. Clinical issues deal with treatment-oriented concerns. Legal issues concern state, federal, and case law, as well as statutes and regulations. Risk management typically focuses on reducing liability. Several case examples will be given to demonstrate how these issues overlap and are important to high quality of care.
Running Head COUNSELING AND SEXUAL ORIENTATION 1COUNSELLING.docxsusanschei
Running Head: COUNSELING AND SEXUAL ORIENTATION 1
COUNSELLING AND SEXUAL ORIENTATION 2
Counseling and Sexual Orientation
Executive Summary
In clinical practice, there is always a case to solve every day which involves making decisions which are fair or unfair. There is always a criterion to use when making such decisions and that involves ethical or moral theories and practices.
Consequentialist Theory
Consequentialists argue that the moral value of anything lies in its impact. The most influential type of consequentialist theory is the utilitarianism theory which was founded and promoted by Jeremy Bentham and John Stuart Mill in 18th and 19th century respectively. They argued that utility is the principle that judges moral thinking through maximization of happiness and minimization of suffering (Bentham 2012). Some welfare-utilitarian argue enhancing or lowering human welfare while preference utilitarian’s aim at establishing and satisfying human preferences in their actions. I have to use this theory in accepting the client since that is the morally right thing to do.
Deontological Theory
This theory criticizes the consequentialist one as it focuses on the ways of meeting one’s goals meaning it may overlook the moral importance. The theory uses rules rather than consequences in justifying an action (Ethical Theories 1983). Kant in his theory argued that rules had to comply with categorical imperative which holds that: Moral rules should be applied to all rational and moral society members but not to some. All individuals should be treated never simply as means but rather as ends themselves. Members of a moral society should have a hand in making laws and live by them. This theory is depicted in the idea of duties psychologists owe to patients on their duty of care and duty of not harming them.
Casuistry
This case-based reasoning focuses on practical decision-making in specific cases based on precedent but not on rules. It first identifies the specific feature of a case, makes a comparison to other similar cases and experience and tries to identify similarities and differences between them. It is useful when discussing the best patient interests (Lodge 2014). Considering other few preceding cases of homosexuality, one must handle the case recognizing gay marriage was recently legalized.
Principles
a. Respect for autonomy: This involves respect for decision-making abilities of individuals through enabling them to make informed decisions and allowing them to live their life so long as it does not affect the welfare of others (Anshen, 1969)
b. Beneficence: This involves balancing the benefits of treatment against the risks and costs of the same.
c. Non-maleficence: This involves the professional not harming the patient or avoiding causing harm.
d. Justice: When dealing with others, it is important to assume equal treatment to ensure each person get their due portion. My decision would be to take in the client, however much my Christi ...
Justice or Just Us: Understanding Bias and Managing Health Professional Lice...Harry Nelson
Presentation to the National Medical Association on the issue of bias in Medical Board and other health professional licensing and enforcement and recommendations for preventing and managing investigations.
Introduction to Moral Injury, Theory & PracticeJohn Gavazzi
This presentation outlines how humans beings are moral animals. Our morality is a function of biological, psychological, and evolutionary processes. Moral Injury refers to longstanding emotional, psychological, social, and spiritual suffering related to an individual’s moral compass, conscience, or spiritual beliefs.
We review examples of moral injury and ways to work with moral injury in context of psychotherapy.
Ethical reasoning: decision science, biases, and errorsJohn Gavazzi
The workshop explores ways to teach ethical reasoning using decision science, cognitive errors, and biases as part of being human. Categories include: the need to act fast, too much information, insufficient evidence, faulty memory processes, and tribal knowledge.
Learning Telehealth in the Midst of a PandemicJohn Gavazzi
This presentation outlines the basics of beginning to work with patients via telehealth. The workshop offers both pragmatic and technical assistance to start working with patients at a distance or online
The Assessment, Management, and Treatment of Suicidal PatientsJohn Gavazzi
This PowerPoint is a companion to The Ethics and Psychology Podcast #25: The Assessment, Management, and Treatment of Suicidal Patients. Dr. John Gavazzi speaks with Dr. Sam Knapp about assessing, managing and treating the suicidal patient. Please read the disclaimer and the note on competence in dealing with suicidal patients. The podcast or video meets the requirements for Pennsylvania Act 74 requirements for all mental health professionals in Pennsylvania.
Social Media, Ethics and Professional EducationJohn Gavazzi
This is my portion of a presentation at the American Psychological Association's convention in Toronto in 2015. In it, I review: the importance of social media for your professional mission, learn how to enhance online education, and creating professional versus personal boundaries on the internet. The talk focuses on the use of Twitter, podcasting, YouTube, and Blogger/WordPress.
The darker side of ethics and morality in psychotherapy.pptxJohn Gavazzi
The presentation highlights those areas in psychotherapy and ethics that we cannot see. These phenomena include emotions, decision-making skills, biases, personal values, and other non-conscious processes in the therapeutic dynamic.
Child Abuse Reporting Guidelines: Ethical and Legal IssuesJohn Gavazzi
In 2013 and 2014 Pennsylvania enacted numerous changes to the Child Protective Services Law. This training is designed to review legal, ethical, risk management, and clinical decisions related to the changes in the law. The training will review the signs leading to the recognition of child abuse and also the reporting requirements for suspected child abuse in Pennsylvania. The topics to be covered include a description of child welfare services in Pennsylvania, important definitions related to the child abuse reporting law, responsibilities of mandated reporters, ways to recognize child abuse and other topics. We will review clinical scenarios that challenge ethical issues, legal requirements, risk management concerns, and clinical choices.
Act 31 Training for Licensed Professionals in PennsylvaniaJohn Gavazzi
Recognition of the Signs of Child Abuse and Reporting Requirements for Suspected Child Abuse in Pennsylvania
by Sam Knapp and John Gavazzi
These slides are a companion to Episodes 19 and 20 of the Ethics and Psychology podcast.
What is the TDS Return Filing Due Date for FY 2024-25.pdfseoforlegalpillers
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Kseniya Leshchenko: Shared development support service model as the way to make small projects with small budgets profitable for the company (UA)
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Unlearning Ethics
1. Unlearning Ethics
“Received Wisdom” and
Principle-Based Ethics
By Sam Knapp, EdD ABPP and John Gavazzi, PsyD, ABPP
June 2013 – Pennsylvania Psychological Association
3. Course Objectives
• List common beliefs that are not based on
overarching ethical principles
• Describe the methodology to be used to identify
false or unhelpful ethical or risk management
principles
5. General Outline
• The Unlearning Experience**
• Examples of “Received Wisdom”**
**This is the time for the most group interaction.
However, we want to make this fun and
informative, so feel free to contribute at any time
during the presentation.
6. Participant Safety
• Creating a safe environment
• Avoid the word “unethical”
• We are all learning in this process
• Demonstrate courtesy and respect for others
8. I. An Acculturation Model
One way of remaining a life-long
learner
Provides another way to discuss ethical
behaviors and decisions
9. Acculturation
A process to change the cultural behavior of an
individual through contact with another culture.
The process of acculturation occurs when there is
an adaptation into an organization or society.
10. Ethics Acculturation Model
• An outgrowth of positive ethics that integrates
personal ethics and professional obligations.
• Psychology has a system of shared and
distinctive norms, beliefs, and traditions.
• This set of beliefs is reflected in our ethics code.
11. Acculturation as a Process
• Can be a complex process
• Some parts of a psychologist’s practice and
lifestyle may be easily acculturated while
others not
• Process that will likely continue throughout
the education or career as a psychologist
13. Acculturation Model of ethical
development
Integration Separation
Assimilation Marginalization
Higher on
Professional Ethics
Higher on Personal
Ethics
Lower on Personal
Ethics
Lower on
Professional Ethics
14. Marginalized
Matrix: Lower on professional ethics
Lower on personal ethics
Risks: *Greatest risk of harm
*Lack appreciation for ethics
*Motivated by self-interest
*Less concern for patients
15. Assimilation
Matrix: Higher on professional ethics
Lower on personal ethics
Risks: Developing an overly legalistic
stance
Rigidly conforming to certain
rules while missing broader
issues
16. Separation
Matrix: Lower on professional ethics
Higher on personal ethics
Risks: Compassion overrides good
professional judgment
Fail to recognize the unique
role of psychologists
17. Integrated
Matrix: Higher on professional ethics
Higher on personal ethics
Reward: Implement values in context
of professional roles
Reaching for the ethical
ceiling
Aspirational ethics
18. II. Three simple strategies
1. Ask the patient first (if and when appropriate)
2. Does the intervention or issue help the patient
flourish?
3. Honest self-reflection:
Will this satisfy your needs/values or the patient’s?
20. Respect for Autonomy
• Does not mean promoting autonomy
(individuation or separation)
• Means respecting the autonomous decision
making ability of the patient
21. Autonomy
• It encompasses freedom of thought and action.
• Individuals are at liberty to behave as they
chose.
- Determining goals in therapy
- Making life decisions (e.g., marriage, divorce)
- Scheduling appointments and terminating treatment
22. Autonomy & Consent
Foundational Standard 3.10
“When psychologists conduct research or provide
assessment, therapy, counseling or consulting
services in person or via electronic transmission
or other forms of communication, they obtain the
informed consent of the individual or individuals
using language that is reasonably understandable
to that person ……”
23. Beneficence
• The principle of benefiting others and accepting
the responsibility to do good underlies the
profession.
- Providing the best treatment possible
- Competency
- Referring when needed
24. Beneficence
Basis of foundational standard 2.01
“Psychologists provide services, teach, and
conduct research with populations and in areas
only within the boundaries of their competence.”
25. Nonmaleficence
The principle is doing no harm.
- Demonstrating competence
- Maintaining appropriate boundaries
- Not using an experimental technique as the
first line of treatment
- Providing benefits, risks, and costs
26. Nonmaleficence
Foundational Standard 3.04
“Psychologists take reasonable steps to avoid
harming their clients/patients, students,
supervisees, research participants,
organizational clients, and others with whom
they work, and to minimize harm when it is
foreseeable and unavoidable.”
27. Fidelity
This principle refers to being faithful to
commitments. Fidelity includes promise
keeping, trustworthiness, and loyalty.
- Avoiding conflicts of interests that could
compromise therapy
- Keeping information confidential
- Adhering to therapeutic contract (e.g.,
session length, time, phone contacts, etc.)
29. Justice
Justice primarily refers to treating people fairly
and equally.
In their work-related activities, psychologists do not
engage in unfair discrimination based on age, gender,
gender identity, race, ethnicity, culture, national origin,
religion, sexual orientation, disability, socioeconomic
status, or any basis proscribed by law. (3.01)
30. IV. Unhealthy or Unhelpful
Strategies
These strategies can be readily tied
back into the Acculturation Model
and Principle-based Ethics
31. Unhealthy or Unhelpful Strategies
• Overemphasis on rules or The Code
• Interpreting rules without understanding
overarching ethical principles
• Setting a low bar for professional behavior
32. Unhealthy or Unhelpful Strategies
• Intrusive advocacy
• Lack of understanding boundaries and the
“therapeutic frame”
• Allowing personal values to trump professional
boundaries (without self-reflection and/or
consultation)
33. V. The Unlearning Exercise
10 examples of “Received
Wisdom” that may not be so wise
34. VI. What about the following
examples of “Received Wisdom”?
More Group Discussion
35. Informed Consent
• Informed consent only occurs at the beginning
of treatment
• Informed consent mainly involves the patient to
sign forms for risk management purposes
36. Self-disclosure
• Self-disclosure is never appropriate by the
psychologist during psychotherapy or
assessment
• Self-disclosure is clearly a boundary violation
that is always wrong
38. Suicidal & Homicidal Patients
• When dealing with high risk patients, it is better
to not document a great deal of information.
• If you do not document much detail, then you
have greater legal protection from an attorney
indicating that you did something wrong.
Attorneys can twist words easily, so the less the
better.
39. No suicide contract
• This is an important risk management strategy
• This is the standard of care
• This strategy helps the patient from actually
harming him or herself.
40. Always give 3 names when referring a
person for treatment
• It is the standard of care.
• Co-pay, insurance, ability to access the referral is
immaterial.
• Relationship with the patient or referral is not a
high priority
41. Never talk with patients about religion
• Psychotherapy is like other polite conversations,
so it is improper to talk about religion.
• Psychologists are not sufficiently trained in
religious matters.
• The best strategy is to refer patients to their
priest, pastor, rabbi or spiritual guide
42. HIPAA applies in every situation
• HIPAA applies to pre-employment evaluations
• HIPAA applies to security evaluations.
• HIPAA applies to fitness for duty evaluations.
• What about forensic evaluations?
43. If you have not been investigated,
then you are acting ethically.
• Only people engaging in marginalized behavior
get caught. Therefore, if I am not being
investigated, my behavior must be appropriate.
• I follow all the rules strictly, therefore, I must be
acting ethically.
44. If you know of another psychologist
engaging in marginalized behavior,
then it is best to not do anything.
• Someone else should bring it up
• “I am not supervising the psychologist, so I cannot
bring it up.”
45. Other pearls of wisdom that
seem sketchy?
Other ethical dilemmas?