Moore Professional Ethics and the Law 14 Weeks DB 7 and DB 8

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MooreProfessionalEthicsandtheLaw14WeeksDb7andDB8.docx

Chapter8PPT.pptx

Chapter7PPT.pptx

MooreProfessionalEthicsandtheLaw14WeeksDb7andDB8.docx

Used the PPT to do each DB please list them separate.

DB 7

Discussion this week's class lecture.

Discussion post initial response must be 300 words or more in order to receive full credit of 10 points. The discussion post writing prompt and references do not count toward the total word count.

DB 8

Discussion this week's class lecture.

Discussion post initial response must be 300 words or more in order to receive full credit of 10 points. The discussion post writing prompt and references do not count toward the total word count.

Chapter8PPT.pptx

Issues and Ethics in the Helping Professions

Tenth Edition

Chapter 8

Professional Competence and Training

Learning Objectives (1 of 2)

8-1 Clarify how therapist competence is an ethical issue.

8-2 Describe what is involved in the assessment of competence.

8-3 Ascertain when and how to make referrals.

8-4 Examine ethical issues in training therapists.

8-5 Understand the basis of screening candidates in training programs.

8-6 Recognize how to evaluate knowledge, skills, and personal functioning of trainees.

8-7 Describe the gatekeeping role of faculty in promoting competence.

Learning Objectives (2 of 2)

8-8 Explore issues involved in dismissing students for nonacademic reasons.

8-9 Articulate the purpose of licensing and credentialing.

8-10 Gain a greater appreciation of the role continuing education plays in maintaining competence.

Therapist Competence

Professional codes of ethics on competence have common themes.

Counselors practice only within the boundaries of competence, based on:

education

training

supervised experience

state and national professional credentials

appropriate professional experience.

Assessment of Competence

Assessment approaches are most effective when they integrate both formative and summative evaluations.

Formative assessment is a developmentally informed process that provides useful feedback during one’s training and throughout one’s professional career.

Summative assessment is an end point evaluation typically completed at the end of a professional program or when applying for licensure status.

Developing or Upgrading Skills

Work with colleagues or professionals who have more experience.

Seek consultation before moving outside areas in which you have received education and training.

Learn new skills by attending conferences, reading professional articles, taking courses, and participating in workshops.

Making Referrals

You may need to refer a client if the resources are limited in the setting in which you work.

You may also need to refer a client if the boundaries of your professional role restrict you from delivering the services your client needs.

Referring a client because of a value system conflict is not ethically acceptable.

If the client needs a higher level of care than the counselor can provide, then the counselor may refer the client.

Consider a referral as a final intervention after you have exhausted other interventions including consulting.

Ethical Issues in Training Therapists

Training programs have an ethical responsibility to:

Establish clear selection criteria

Provide exposure to major contemporary counseling theories

Teach students strengths and limitations of theories

Combine academic and personal learning

Screen candidates to protect public from incompetent practitioners

Teach a range of skills to work with diverse clients

Provide training in ethics.

Selection of Trainees

A core ethical and professional issue involves formulating policies and procedures for selecting appropriate candidates for a training program.

Screening as a two-way process

Faculty screen candidates

Candidates screen the program and faculty.

Working in a Digital Culture

Technology is evolving at breakneck speed and is expanding the ways counseling services can be conceptualized and delivered.

The need for training in transferring face-to-face skills to the online environment is essential.

Evaluating Knowledge, Skills, and Personal Functioning

Every training institution has an ethical responsibility to screen candidates so the public will be protected from incompetent practitioners.

Ongoing evaluation is crucial to determine whether you are making satisfactory progress in the various areas of the training program.

Evaluation of Interpersonal Behavior and Personal Characteristics

Evaluating trainees on the basis of personal characteristics is often a challenging task.

Interpersonal behaviors of trainees have a direct bearing on their clinical effectiveness, so these factors must be taken into consideration in the evaluation process.

Evaluating Character and Psychological Fitness of Trainees

Character:

The honesty and integrity with which a person deals with others

Psychological fitness:

The emotional or mental stability necessary to practice safely and effectively

Evidenced by the presence of personality adjustment, absence of psychological disorder, and appropriate use of substances.

Gatekeeper Role of Faculty in Promoting Competence (1 of 2)

The academic faculty in a professional program generally has a gatekeeper’s role, protecting consumers by identifying and intervening with graduate students who exhibit problematic behaviors.

The gatekeeper role is addressed in the ethics codes of most professional organizations.

Clinical training faculty also have a responsibility to protect other graduate students in their program from those trainees who are dealing with problems of professional competency.

Gatekeeper Role of Faculty in Promoting Competence (2 of 2)

Peers can play a role in helping to identify students who may be in need of remediation or dismissal.

Well-designed gatekeeping procedures appear to improve the effectiveness with which deficient students are identified and prevented from progressing unremediated into the counseling profession.

Dismissing Students for Nonacademic Reasons

Some students may not possess the emotional maturity or interpersonal skills necessary for clinical work, but they may have other skills that may be useful in the profession.

Board of Curators of the University of Missouri v. Horowitz

Professional Licensing and Certification (1 of 2)

Registry is generally a voluntary listing of individuals who use a title or provide a service.

Certification

Voluntary attempt by a group to promote professional identity

Attempts to verify qualifications

Sets minimum standards

Does not assure quality practice

Professional Licensing and Certification (2 of 2)

Licensure Statutes

Governs professional practice

Highlights uniqueness of an occupation

Restricts both use of title and practice of occupation

Credentialing protects counseling consumers by establishing the minimum standards of professional skills and knowledge.

Continuing Professional Education and Demonstration of Competence (1 of 2)

Professionals are required to engage in ongoing study, education, training, and consultation in their areas of practice.

Level of competence may diminish over time and changes in mental health laws, evolving ethical standards, and new trends in professional and evidence-based practices continue to be made.

The most common area of mandated continuing education is professional ethics.

Continuing Professional Education and Demonstration of Competence (2 of 2)

Combat knowledge obsolescence and maintain competence through:

Consulting with other professionals

Participate in peer consultation groups

Engage in self-directed learning

Attend professional conferences.

Review, Consultation, and Supervision by Peers

Peer review is an organized system by which practitioners within a profession assess one another’s services.

Peer supervision provides a path to continue the transition from trainee to independent practitioner.

image1.png

Chapter7PPT.pptx

This file is too large to display.View in new window

MooreProfessionalEthicsandtheLaw14WeeksDb7andDB8.docx

Used the PPT to do each DB please list them separate.

DB 7

Discussion this week's class lecture.

Discussion post initial response must be 300 words or more in order to receive full credit of 10 points. The discussion post writing prompt and references do not count toward the total word count.

DB 8

Discussion this week's class lecture.

Discussion post initial response must be 300 words or more in order to receive full credit of 10 points. The discussion post writing prompt and references do not count toward the total word count.

Chapter8PPT.pptx

Issues and Ethics in the Helping Professions

Tenth Edition

Chapter 8

Professional Competence and Training

Learning Objectives (1 of 2)

8-1 Clarify how therapist competence is an ethical issue.

8-2 Describe what is involved in the assessment of competence.

8-3 Ascertain when and how to make referrals.

8-4 Examine ethical issues in training therapists.

8-5 Understand the basis of screening candidates in training programs.

8-6 Recognize how to evaluate knowledge, skills, and personal functioning of trainees.

8-7 Describe the gatekeeping role of faculty in promoting competence.

Learning Objectives (2 of 2)

8-8 Explore issues involved in dismissing students for nonacademic reasons.

8-9 Articulate the purpose of licensing and credentialing.

8-10 Gain a greater appreciation of the role continuing education plays in maintaining competence.

Therapist Competence

Professional codes of ethics on competence have common themes.

Counselors practice only within the boundaries of competence, based on:

education

training

supervised experience

state and national professional credentials

appropriate professional experience.

Assessment of Competence

Assessment approaches are most effective when they integrate both formative and summative evaluations.

Formative assessment is a developmentally informed process that provides useful feedback during one’s training and throughout one’s professional career.

Summative assessment is an end point evaluation typically completed at the end of a professional program or when applying for licensure status.

Developing or Upgrading Skills

Work with colleagues or professionals who have more experience.

Seek consultation before moving outside areas in which you have received education and training.

Learn new skills by attending conferences, reading professional articles, taking courses, and participating in workshops.

Making Referrals

You may need to refer a client if the resources are limited in the setting in which you work.

You may also need to refer a client if the boundaries of your professional role restrict you from delivering the services your client needs.

Referring a client because of a value system conflict is not ethically acceptable.

If the client needs a higher level of care than the counselor can provide, then the counselor may refer the client.

Consider a referral as a final intervention after you have exhausted other interventions including consulting.

Ethical Issues in Training Therapists

Training programs have an ethical responsibility to:

Establish clear selection criteria

Provide exposure to major contemporary counseling theories

Teach students strengths and limitations of theories

Combine academic and personal learning

Screen candidates to protect public from incompetent practitioners

Teach a range of skills to work with diverse clients

Provide training in ethics.

Selection of Trainees

A core ethical and professional issue involves formulating policies and procedures for selecting appropriate candidates for a training program.

Screening as a two-way process

Faculty screen candidates

Candidates screen the program and faculty.

Working in a Digital Culture

Technology is evolving at breakneck speed and is expanding the ways counseling services can be conceptualized and delivered.

The need for training in transferring face-to-face skills to the online environment is essential.

Evaluating Knowledge, Skills, and Personal Functioning

Every training institution has an ethical responsibility to screen candidates so the public will be protected from incompetent practitioners.

Ongoing evaluation is crucial to determine whether you are making satisfactory progress in the various areas of the training program.

Evaluation of Interpersonal Behavior and Personal Characteristics

Evaluating trainees on the basis of personal characteristics is often a challenging task.

Interpersonal behaviors of trainees have a direct bearing on their clinical effectiveness, so these factors must be taken into consideration in the evaluation process.

Evaluating Character and Psychological Fitness of Trainees

Character:

The honesty and integrity with which a person deals with others

Psychological fitness:

The emotional or mental stability necessary to practice safely and effectively

Evidenced by the presence of personality adjustment, absence of psychological disorder, and appropriate use of substances.

Gatekeeper Role of Faculty in Promoting Competence (1 of 2)

The academic faculty in a professional program generally has a gatekeeper’s role, protecting consumers by identifying and intervening with graduate students who exhibit problematic behaviors.

The gatekeeper role is addressed in the ethics codes of most professional organizations.

Clinical training faculty also have a responsibility to protect other graduate students in their program from those trainees who are dealing with problems of professional competency.

Gatekeeper Role of Faculty in Promoting Competence (2 of 2)

Peers can play a role in helping to identify students who may be in need of remediation or dismissal.

Well-designed gatekeeping procedures appear to improve the effectiveness with which deficient students are identified and prevented from progressing unremediated into the counseling profession.

Dismissing Students for Nonacademic Reasons

Some students may not possess the emotional maturity or interpersonal skills necessary for clinical work, but they may have other skills that may be useful in the profession.

Board of Curators of the University of Missouri v. Horowitz

Professional Licensing and Certification (1 of 2)

Registry is generally a voluntary listing of individuals who use a title or provide a service.

Certification

Voluntary attempt by a group to promote professional identity

Attempts to verify qualifications

Sets minimum standards

Does not assure quality practice

Professional Licensing and Certification (2 of 2)

Licensure Statutes

Governs professional practice

Highlights uniqueness of an occupation

Restricts both use of title and practice of occupation

Credentialing protects counseling consumers by establishing the minimum standards of professional skills and knowledge.

Continuing Professional Education and Demonstration of Competence (1 of 2)

Professionals are required to engage in ongoing study, education, training, and consultation in their areas of practice.

Level of competence may diminish over time and changes in mental health laws, evolving ethical standards, and new trends in professional and evidence-based practices continue to be made.

The most common area of mandated continuing education is professional ethics.

Continuing Professional Education and Demonstration of Competence (2 of 2)

Combat knowledge obsolescence and maintain competence through:

Consulting with other professionals

Participate in peer consultation groups

Engage in self-directed learning

Attend professional conferences.

Review, Consultation, and Supervision by Peers

Peer review is an organized system by which practitioners within a profession assess one another’s services.

Peer supervision provides a path to continue the transition from trainee to independent practitioner.

image1.png

Chapter7PPT.pptx

This file is too large to display.View in new window

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