PROFESSIONAL ISSUES: ETHICS, CONDUCT, AND LAW
PP7100 (C3/C4)
Susan S. Zoline, Ph.D.
Spring Semester 2005
Course Syllabus
This course deals with ethical and legal issues related to professional conduct, including such topics as ethical reasoning, APA Ethical Principles, state regulations with respect to licensure and rules of conduct, complaint resolution procedures, confidentiality, release of information, records, and the duty to warn. The course addresses ethical issues in such areas as assessment, therapy, forensics, consultative, and supervisory relationships. (3 credit hours)
II. COURSE OBJECTIVES
1. To familiarize students with contemporary ethical and conduct issues facing professional psychologists
2. To provide students with guidelines for evaluating and resolving ethical dilemmas
3. To prepare students to function sensitively and ethically with diverse populations
4. To prepare students for the roles, responsibilities, and involvements of the professional psychologist
5. To provide students with readings and resources on the topic of professional ethics and practice.
III. READINGS
Assigned Journal Articles (see weekly schedule)
IV. OFFICE HOURS
Dr. Zoline is in Room 347. Office hours for Spring semester are Mondays 11:30 A.M.-12:30P.M, Tuesdays 9:00-10:00 A.M., Wednesdays 12:00-1:00 P.M., and Thursdays 9:00-10:00 A.M. She may be reached at (312) 279-3918 or at szoline@argosyu.edu.
V. COURSE REQUIREMENTS
Section C3 classes will meet on Tuesdays from 12:30-3:15 P.M.
Section C4 classes will meet on Wednesdays from 9:00 A.M. to 11:45 A.M.
2. Classes will begin on January 11th/12th and will end on April 19th/20th.Students are expected to attend all classes, to read all materials by the assigned dates, and to be prepared to discuss readings in class. Please contact the instructor if you are unable to attend. Absence from more than two class sessions may result in a failing grade (F) for the course.
3. The mid-term exam, an in-class closed book exam, will be given on February 15th/16th (Week 6). Make-up exams will be granted only at the instructor's discretion. Requests for special arrangements regarding exams must be submitted with one week's notice.
4. The final exam, a take home exam, will be distributed to students on March 29th/30th (Week 12).Exams are due by 11:00 A.M. on April 19th/20th (Week 15) Demerits of one grade will be applied to papers submitted late without instructor permission. Exams may be delivered via hard copy or fax (312-201-1907). Students should allow up to one hour transmission time when using fax. In addition, a phone number should be provided in case of transmission difficulty. Make-up exams will be granted only at the instructor’s discretion. Requests for special arrangements regarding exams must be submitted personally to the instructor.
5. Students may write a term paper in lieu of taking the final exam. Guidelines for writing the paper are attached to the syllabus. Term papers are due no later than 11:00 A.M. on April 19th/20th (Week 15). Term papers turned in late without the instructor’s permission will automatically receive a deduction of one grade. Papers may be delivered via hard copy or fax. Students who send their papers via fax should allow up to one hour extra time in case of transmission difficulties and should submit a phone number in case of difficulties with transmission. Requests for special arrangements regarding term papers must be submitted personally to the instructor.
6. The use of exams from previous semesters as study aids is strictly prohibited. Students found to be using old exams will receive diminished grades and will be referred to the ISPP Evaluation and Ethics Committees.
7. Students with disabilities or other conditions that require special accommodation are encouraged to identify themselves to the instructor at the beginning of the semester so that suitable services or adjustments may be arranged.
VI. GRADING
Professional Ethics is a required course in the Clinical Masters Program. A grade of B- or better is required. Professional Ethics is an important component of the M.A. Comprehensive Exam and must be completed prior to taking the Exam.
Professional Ethics is one of five sections of the CEC competency exams required of all Doctoral students. A grade of B- or better in Professional Ethics is required for passage of the Ethics CEC. Final Grades will be based on the following:
Mid-Term Exam: 50%
Final Exam/Term Paper 50%
Exams may consist of true/false, multiple choice, short answer, policy statements, and/or case study analyses. For both term papers and exams, students will be graded on their knowledge and application of ethical theories, professional codes, and state laws.
The following grading distribution will be used:
A = 93-100%. The student demonstrates outstanding mastery of course material, originality of thought, and strong communication skills.
A- = 90-92%. The student demonstrates excellent mastery of course material and strong
communication skills.
B+ = 87-89%. The student demonstrates good mastery of course material.
B = 83-86%. The student demonstrates adequate mastery of course material.
B- = 80-82%. The student demonstrates minimal mastery of course material.
C = <80%. The student demonstrates insufficient mastery of course material.
It is the policy of the Argosy University/Chicago to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations to complete the instructor’s course requirements, the student must notify the Director of Student Services. Procedure for documenting student disability and the development of reasonable accommodations will be provided to students upon request.
Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. It is the student’s responsibility to present the form (at his or her discretion) to the instructor in order to receive the requested accommodations in class. In an effort to protect student privacy, Student Services will not discuss the accommodation needs of any student with instructors.
The University seeks to foster a spirit of honesty and integrity. Any work submitted by a student must represent original work produced by that student. Any source used by a student must be documented through normal scholarly references and citations, and the extent to which any sources have been used must be apparent to the reader. The University further considers resubmission of a work produced for one course in a subsequent course or the submission of work done partially or entirely by another to be academic dishonesty. It is the student’s responsibility to seek clarification from the course instructor about how much help may be received in completing an assignment or exam or project and what sources may be used. Students found guilty of academic dishonesty or plagiarism shall be subject to disciplinary action up to and including dismissal from the University.
Argosy University encourages the use of technology throughout the curriculum. This course uses the following: videotapes and online syllabus.
X. WEEKLY SCHEDULE
1. January 11/12 Topics
Introduction and Overview
Conceptual Models in Ethics
1. Kitchener, K.S. (1984). Intuition, critical evaluation and ethical principles: The foundation for ethical decisions in counseling psychology. The Counseling Psychologist, 12 (3), 43-55.
2. Lazarus, A.A., & Gabbard, G.O. (1996). Teaching Ethics and Psychotherapy. Ethics and Behavior, 6 (1), 79-86.
3. Smith, D., & Fitzpatrick, M. (1995). Patient-Therapist Boundary Issues: An integrative review of theory and research. Prof. Psych., 26 (5), 499-506.
II. January 18/19 Topics
Review of Professional Codes, Principles, Guidelines, and
Laws
Readings
1. APA (2002). Ethical Principles of Psychologists and Code of Conduct. American Psychologist, 57 (12), 1060-1073.
2. APA (1996). Statement on the disclosure of test data. American
Psychologist, 51 (6), 644-648.
3. APA (1993). Record keeping guidelines. American Psychologist, 48 (9), 984-986.
4. State of Illinois (2002). Mental Health and Developmental Disabilities Confidentiality Act.
5. State of Illinois (2002). Mental Health and Developmental Disabilities
Code. P.H. Act 80-1414. (Code not in course packet-see selected sections in packet.)
6. State of Illinois (1991). AIDS Confidentiality Act.
III. January 25/26 Topics
Confidentiality, Privacy, and Privilege
Record Keeping and Report Writing
Duty to Warn (suicide, homicide, abuse, AIDS)
Readings
1. Truscott, D., Evans, J., & Mansell, S. (1995). Outpatient psychotherapy with dangerous clients: A model for clinical-decision making. Prof. Psychology, 26 (5), 484-490.
2. Chenneville, T. (2000). HIV, Confidentiality, and the duty to protect: A decision-making model. Professional Psychology, 31 (6), 661-670.
3. Siegel, M. (1976). Confidentiality. The Clinical Psychologist, 30, 22-23.
4. Tranel, D. (1994). The release of psychological data to nonexperts: Ethical and legal considerations. Professional Psychology: Research and Practice, 25, 33-38.
5. Sommers-Flanagan, J., & Sommers-Flanagan, R. (1995). Intake interviewing with suicidal patients: A systematic approach. Professional Psychology, 26 (1), 41-47.
IV. February 1/2 Continuation of Week III Topics/Readings
V. February 8/9 Topics
Confidentiality versus Duty to Warn (Continued)
Malpractice/Risk Management
Readings
1. Anderson, S.K., & Kitchener, K.S. (1998). Nonsexual posttherapy relationships: A conceptual framework to assess ethical risks. Professional Psychology: Research and Practice, Vol. 29 (1), 91-99.
2. Monahan, J. (1993). Limiting therapist exposure to Tarasoff liability. American Psychologist, 48 (3), 242-250.
3. Gabbard, G. (1994). Reconsidering the American Psychological Association's policy on sex with former patients: Is it justifiable? Professional Psychology: Research and Practice, 25 (4), 329-335.
4. Knapp, S., & Vandecreek, L. (1993). Legal and ethical issues in billing patients and collecting fees. Psychotherapy, 30 (1), 25-31.
5. APA (1996). Strategies for private practitioners coping with subpoenas or compelled testimony for client records or test data. Professional Psychology: Research and Practice, 27 (3), 245-251.
6. APA Committee on Professional Practice and Standards. (2003). Legal issues in the professional practice of psychology. Professional Psychology: Research and Practice, 34 (6), 595-600.
VI. February 15/16 MID-TERM EXAMINATION
VII. February 22/23 Topics
Mid-Term Exam Review
Special Issues with Elderly Persons
Elder Abuse Reporting Laws
Readings
1. Fitting, M.D. (1984). Professional and ethical responsibilities for psychologists working with the elderly. The Counseling Psychologist, 12 (3), 69-78.
2. The Illinois Department on Aging. 2003. Elder Abuse and Neglect Act and Related Laws. This document will be handed out in class.
VIII. March 1/2 Topics
Child Abuse and Neglect
Child Abuse Reporting Law
Special Issues with Minors
Readings
1. Kavanaugh, P.B. (1988). Reporting cases of suspected child abuse. The Independent Practitioner, 8 (4), 22-23.
2. Koocher, G.P. (1989). Ethical issues in legally mandated child abuse reporting. The Independent Practitioner, 9 (2), 43-44.
3. Illinois Department of Children and Family Services (2004). Abused and Neglected Child Reporting Act.
4. APA (1995). Twenty-four questions (and answers) about professional practice in the area of child abuse. Professional Psychology: Research and Practice, 26 (4), 377-358.
5. Mannheim, C.I., Sancilio, M., Phipps-Yonas, S., Brunnquell, D., Somers, P., Farseth, G., & Ninonuevo, F. (2002). Ethical ambiguities in the practice of child clinical psychology. Professional Psychology: Research and Practice, 33 (1), 24-29.
6. APA (1994). Guidelines for child custody evaluations in divorce proceedings. American Psychologist, 49 (7), 677-680.
IX. March 8/9 Topics
Ethical Issues with Specific Populations
“Dialogues with Mad Women”: PBS Documentary POV Series, Allie Light, Director
Readings
1. APA (1993). Guidelines for providers of psychological services to ethnic, linguistic, and culturally diverse populations. American Psychologist, 48, 45-48.
APA (2000). Guidelines for psychotherapy with lesbian, gay, and bisexual clients. American Psychologist, 55 (12), 1440-1451.
Garnets, L., Hancock, K., Cochran, S., Goodchilds, J., & Peplau, L. (1991). Issues in psychotherapy with lesbians and gay men. American Psychologist, 46 (9), 964-972.
Knapp, S., & Vandecreek, L. (1996). Risk management for psychologists: Treating patients who recover lost memories of childhood abuse. Professional Psychology: Research and Practice, 27 (5), 452-459.
Pollack, W.S. (1992). Should men treat women? Dilemmas for the male psychotherapist: Psychoanalytic and developmental perspectives. Ethics and Behavior, 2 (1), 39-49.
Snowden, L.R., & Cheung, F.K. (1990). Use of inpatient mental health services by members of ethnic minority groups. American Psychologist, 45, 347-355.
Yarhouse, M.A., & Burkett, L.A. (2002). An inclusive response to LGB and conservative religious persons: The case of same-sex attraction and behavior. Professional Psychology: Research and Practice, 33 (3), 235-241.
X. March 15/16 Topics
Ethical Issues with Different Treatment Modalities
Readings
1. APA (1995). Services by Telephone, Teleconferencing, and Internet: A Statement by the Ethics Committee of the APA.
2. Haas, L.J., Benedict, J.G., & Kobos, J.C. (1996). Psychotherapy by telephone: Risks and benefits for psychologists and consumers. Professional Psychology: Research and Practice, 27 (2), 154-160.
3. Hoffman, L. (1998). Contracts and group psychotherapy. The Independent Practitioner, 8 (2), 20-21.
4. Patten, C., Barnett, T., & Houlihan, D. (1991). Ethics in marital and family therapy: A review of the literature. Professional Psychology: Research and Practice, 22 (2), 171-175.
5. Naglieri, J.A. et al. (2004). Psychological testing on the internet: New problems, old issues. American Psychologist, 59 (3), 150-162.
XI. March 22/23 Topics
Professional Development Concerns:
Choosing Professional Roles and Employment Settings
Intra- and Inter-Professional Relationships
Readings
1. Berg, M. (1986). Toward a diagnostic alliance between psychiatrist and psychologist. American Psychologist, 41, 52-59.
2. Pace, T.M., Chaney, J.M., Mullins, L.L., & Olson, R.A. (1995). Psychological consultation with primary care physicians: Obstacles and opportunities in the medical setting. Professional Psychology: Research and Practice, 26, 123-131.
3. Wood, K.A., Rogers, J.H., McCarthy, S.M., & Lewine, R.R.J. (1994). Psychologists in public inpatient settings: Ethical dilemmas. Professional Psychology: Research and Practice, 25 (3), 234-240.
XII. March 29/30 Topics
Contemporary Issues in Psychology:
Prescription Privileges
Changes in Service Delivery Models (Managed Care)
Readings
1. Gutierrez, P.M., & Silk, K.R. (1998). Prescription privileges for psychologists: A review of the psychological literature. Professional Psychology, 29(3), 213-222.
2. Cummings, N. (1995). Impact of managed care on employment and training: A primer for survival. Professional Psychology: Research and Practice, 26, 10-15.
3. Barnett, J.E. (1994). Ethical practice in a managed care environment. The Independent Practitioner, 13, (4), 160-162.
XIII. April 5/6 Topics
Regulation and Quality Assurance
Professional Associations: Their Roles and Standards
Professional Impairment and Misconduct
Videotape Presentations
"My Doctor, My Lover": PBS Documentary shown on Frontline, Nov. 12, 1991.
Readings
1. O’Connor, M.F. (2001). On the etiology and effective management of professional distress and impairment among psychologists. Professional Psychology: Research and Practice, 32 (4), 345-350.
2. Pope, K.S., & Vetter, V.A. (1992). Ethical dilemmas encountered by members of the American Psychological Association. American Psychologist, 47 (3), 397-411.
3. Pope, K.S., & Bajt, T.R. (1988). When laws and values conflict: A dilemma for psychologists. American Psychologist, 43 (10), 828-829.
4. Ansell, C., & Ross, H.L. (1990). Reply to Pope and Bajt. American Psychologist, 45 (3), 399.
6. Van Eenwyk, J.R. (1990). When laws and values conflict: Reply to Pope and Bajt. American Psychologist, 45 (3), 399-400.
7. State of Illinois (2001). Clinical Psychology Licensure Act. Public Act 90-0473.
8. State of Illinois (1998). Professional Counselor and Clinical Professional Counselor Licensing Act. Public Act 90-0580.
8. APA Practice Organization and APA Insurance Trust (March 2002). Getting Ready for HIPPA: What you need to know. A primer for Psychologists.
XIV. April 12/13 Topics
The Role of Psychology in Society
Ethical Issues in Termination
Readings
1. Humphreys, K. (1996). Clinical psychologists as psychotherapists: History, future, and alternatives. American Psychologist, 51 (3), 190-197.
2. Norcross, J.C., Hedges, M., & Prochaska, J.O. (2002). The face of 2010: A Delphi poll on the future of psychotherapy. Professional Psychology: Research and Practice, 33 (3), 316-322.
3. Penn, L.S. (1990). When the therapist must leave: Forced termination of psychodynamic therapy. Professional Psychology: Research and Practice, 21 (5), 379-384.
XV. April 19/20 FINAL EXAMINATIONS AND
TERM PAPERS DUE 11:00 A.M.
Guidelines for Policy Paper:
Professional Conduct (PP7100)
Due: Tuesday April 19th/Wednesday April 20th, 11:00 A.M.
Length: 15-20 Pages (Typed)
Parameters:
1. The policy paper will serve as a substitute for taking a final exam. It will count as 50% of the student's final grade. The student must discuss his/her choice of topic with the instructor to determine its appropriateness.
2. The focus of the paper should be on the examination of a critical issue or conflict in the area of professional ethics and/or conduct. A discussion of the competing interests and values involved (i.e. personal, ethical, legal, political, cultural) should be provided.
3. Related to the above, the paper should include a discussion of the antecedent of the problem, mitigating vs. exacerbating circumstances, possible forms of resolution, and anticipated consequences for the various parties involved (i.e. client, therapist, employer, colleague, society).
4. Finally, the student should state clearly his/her own views on the issue, the rationale for one's chosen course of action or resolution, and supporting evidence. This might include a discussion of personal values, theoretical orientation, philosophical premises, ethical principles, or influential course articles.
5. APA style should be followed throughout the paper. A thorough discussion and/or review of at least five course articles must be incorporated into the paper. The paper should include at least 15 references, including citations from both course readings and outside sources. References should be listed in APA format at the end of the paper.
Possible topics:
Dual Relationships
Prescription Privileges/Medication Issues
Inter-Professional Relationships
“Political Correctness” in Psychology
HIV and AIDS
APA Advocacy on Social Issues
Managed Care: Its place in psychotherapy practice
Use of non-traditional treatment techniques
Mandated Reporting of Child Abuse
Ethics in Supervision, Research, Education
Burnout, Impaired Professionals
Duty to Warn Issues
Ethics of New Technologies
DOCTORAL PROGRAM IN CLINICAL PSYCHOLOGY
MISSION STATEMENT
The Doctoral program in Clinical Psychology at Argosy University/Illinois School of Professional Psychology-Chicago Campus is an APA accredited program (APA, 750 First Street NE, Washington, DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training, and practice. The Clinical Psychology program at Argosy University/Illinois School of Professional Psychology/Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:
· The training of practitioners capable of developing diagnostic and therapeutic services effectively to diverse populations of clients in need of such treatment
· The development of mental health practitioners who understand the biological, psychological, and sociological bases of human functioning
· The training of practitioners who are capable of exercising leadership both in the health care delivery system and in the training of mental health professionals
· The preparation of mental health practitioners capable of expanding the role of psychologists within society
· The education of psychologists capable of working with other disciplines as part of a professional team
MASTER OF ARTS IN CLINICAL PSYCHOLOGY
MISSION STATEMENT
The Master’s Program in Clinical Psychology has been designed to educate and train students to enter a professional career as MA level practitioners. Argosy University/Chicago Campus provides students an educational program with all the necessary theoretical and clinical elements that will allow them to be effective members of a mental health team. The program introduces students to basic clinical skills that integrate individual and group theoretical foundations of applied psychology into appropriate client interactions and intervention skills. In addition, the program offers excellent preparation for those considering application to the Doctoral Program in Clinical Psychology.
I HAVE READ AND UNDERSTAND THE COURSE SYLLABUS AND REQUIREMENTS.
SIGNATURE____________________________________________________________