PLAGIARISM FREE IN 10 HOURS or LESS

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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.

Slide 1: Issues and Ethics in the Helping Professions
Slide 2: Learning Objectives (1 of 2)
Slide 3: Learning Objectives (2 of 2)
Slide 4: Therapist Competence
Slide 5: Assessment of Competence
Slide 6: Developing or Upgrading Skills
Slide 7: Making Referrals
Slide 8: Ethical Issues in Training Therapists
Slide 9: Selection of Trainees
Slide 10: Working in a Digital Culture
Slide 11: Evaluating Knowledge, Skills, and Personal Functioning
Slide 12: Evaluation of Interpersonal Behavior and Personal Characteristics
Slide 13: Evaluating Character and Psychological Fitness of Trainees
Slide 14: Gatekeeper Role of Faculty in Promoting Competence (1 of 2)
Slide 15: Gatekeeper Role of Faculty in Promoting Competence (2 of 2)
Slide 16: Dismissing Students for Nonacademic Reasons
Slide 17: Professional Licensing and Certification (1 of 2)
Slide 18: Professional Licensing and Certification (2 of 2)
Slide 19: Continuing Professional Education and Demonstration of Competence (1 of 2)
Slide 20: Continuing Professional Education and Demonstration of Competence (2 of 2)
Slide 21: Review, Consultation, and Supervision by Peers