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Ethical Issues SU26
| Term | Definition |
|---|---|
| morals | based in self-values and beliefs and determined within a culture. |
| ethics | standards of conduct/actions in relation to others, established by a profession. |
| laws | rules of society that set basic principles for living together as a group. |
| mandatory ethics | comply with minimal standards. "other practitioners do it so it can't be unethical" "it can't be unethical if no one finds out". |
| aspirational ethics | complying with the highest standards of conduct. |
| preventative mechanisms (before the fact) | preferred. minimizes the potential for harm by providing quality of control prior to misconduct. |
| after the fact mechanisms | attempts to regulate the profession after misconduct or harm to the public has occurred. |
| 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. |
| beneficence | obligation to do good and help others. |
| nonmaleficence | do no harm. |
| fidelity | faithfulness and relationship of trust. |
| responsibility | seek consultation and avoid conflicts of interest. |
| integrity | promote honesty, accuracy, and truthfulness. avoid deception, fraud, or misrepresentation. |
| justice | commitment to fairness and equality. everyone should have access to treatment. |
| respect for people's rights and dignity | protect privacy, confidentiality, and self-determination. be aware of cultural and individual differences. |
| misuse of a psychologist's work | if you know about it, you must correct it. |
| informal resolution of ethical violation | if you learn of a breach in ethics, then you must resolve it by bringing it to the violator's attention first. talk about your concerns, and what you saw/read/heard happen. be sure to not break confidentiality. |
| reporting ethical violations | IR is not appropriate (substantial risk of harm or an inability for the issue to be resolved informally) psychologists must take further action. Report to state ethics committees, licensing boards, or institutional authorities. |
| elements of informed consent | capacity/threshold (competence), comprehension/informational, voluntariness. |
| competence | factors to consider related to the client's ability to comprehend informed consent. age, mental status, etc. |
| comprehension/informational | disclosure of info (risks/benefits), free of technical jargon. |
| voluntariness | is the client acting freely, persuasion not coercion. |
| privacy | right of persons to decide what info about themselves will be shared with others. |
| confidentiality | information revealed during therapy will be protected from disclosure without client's consent. |
| privileged communication | protects clients from having confidential communications disclosed in court without their permission. |
| potential limits of confidentiality | client waiver, minors. court-ordered therapy, danger to self/others, abuse/neglect, coworker or supervisor, insurance company or debt collection agency, and hearings against the client/therapist. |
| limits for minors | parents insist on obtaining info, high risk of harm |
| parents insist on obtaining information | ask the minor to tell parents, convince parents of child's best interest, joint session, inform child ahead of time, if necessary, refuse to disclose information if risky. |
| risk of harm | parents must be informed if risk is huge. consult with colleagues and attempt to maintain relationship with the client. |
| subpoena | legal document issued by an attorney that requires the therapist to produce records, appear in court, etc. obtain legal advice and discuss with client. |
| court order | legal document issued by judge. therapist can request limitations on information released. consequences for noncompliance may include hefty fines, loss of license, and jail time. |
| suicide assessment for danger to self | SLAP method |
| S:specificity | assess for specific plan of action |
| L: lethality | assess actual risk of death by plan |
| A: availability | assess how easy the plan is to act upon |
| P: proximity to social support | assess how close or available social support programs are to the client |
| suicide assessment for danger to others | duty to warn and protect intended victims |
| factors to consider for danger to others | credible threat, level of risk/harm, identifiable victim |
| Tarasoff v. University of California (1976) | landmark case, established mental health professional's duty to warn and protect individuals who are being threatened by the patient. |
| distress | caused by stress. |
| burnout | physical, emotional, or mental exhaustion. |
| impairment | inability to perform properly. |
| dual relationship | therapist takes on two or more roles with a client. |
| boundary crossing | departure from commonly accepted practice that occurs to benefit a client, or otherwise for a good purpose. |
| boundary violation | serious breach that causes harm. |
| boundary | frame that defines a set of roles for the participants in a therapeutic relationship. |
| divergent responsibilities | difficult to maintain objectivity and stay neutral when the therapist engages with both personal and professional relationships with a client. |
| power differential | between therapist and client, the client is not in a position of power. therefore, an equal relationship outside of therapy cannot occur. |
| examples of boundary issues | bartering, accepting gifts, social relationships, self-disclosure, and physical contact. |
| example of boundary crossing | attending a client's graduation, wedding ceremony, or otherwise important event. |
| example of boundary violation | engaging in a physical relationship with a client, following a client on social media, attending a client's wedding reception and becoming inebriated. |
| ideation | thoughts |
| intent | intention to act |
| plan | specific course of action |
| client rights, therapist responsibilities and boundaries (standard) | standards 3 and 10 |
| privacy, confidentiality, and privileged communication (standard) | standard 4 |
| competence (standard) | standard 2 |
| examples of codes for resolving ethical issues | misuse of a psychologist's work, informal resolution of ethical violations. reporting ethical violations. |
| examples of codes for client rights and therapist responsibilities | interruption of therapy, terminating therapy, informed consent to research, informed consent in assessments, informed consent to therapy |
| examples of codes for privacy, confidentiality, and privileged communication | maintaining confidentiality, discussing limits of confidentiality, disclosure of confidential information. |
| examples of codes for competence | boundaries of competence, providing services in emergencies, maintaining competence |
| examples of codes for boundaries | exploitative relationships, sexual intimacies with current therapy patients, sexual intimacies with relatives of current patients, therapy with former sexual partners, and sexual intimacies with former patients. |
Created by:
soph.beckerle