9/5/23, 12:30 PM
Syllabus
Syllabus
Site:
My Courses
Course:
PSYC 6203 - Ethical Standards for Mental Health Service Providers (23F-1O)
Book:
Syllabus
Printed by: Stephanie Jamieson
Date:
Tuesday, 5 September 2023, 12:30 PM
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Table of contents
1. Welcome to the Course!
2. Important Course Information
3. Course Outcomes
4. Required Material
5. Graded Components
6. Discussions
6.1. Rubric
7. MACP & YU Policies
8. Learning Support
9. Articles & Online Content
9.1. A. Resolving Ethical Dilemmas
9.2. B. Ethical Decision-making
9.3. C. Ethical Boundaries & Violations
9.4. D. Informed Consent & Confidentiality
9.5. E. Counselling Culturally Diverse Clients
9.6. F. Counselling Competence
9.7. G. Recommended Readings (Prior to 2013)
9.8. H. Regulatory Information, Legislation and Governance Online Resources
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1. Welcome to the Course!
Diversity, Equity and Inclusion
Yorkville University is committed to making diversity, equity and inclusion an integral part of our learning environment and culture. Please feel free to
connect with any member of the YU Student Diversity Advisory Council (DAC) in order to provide feedback in relation to improving your experience.
Members of the DAC can be found HERE
Accessibility and Accommodations
YU's goal is to create a learning experience that is as accessible as possible. If you anticipate any issues related to the format, materials, or requirements of
this course, please reach out to the Academic Accommodations and Accessibility office: accessibility@yorkvilleu.ca
Ethics is one of the most challenging areas of study for mental health practitioners. It began as a branch of classical philosophy sharing the territory with aesthetics,
metaphysics, psychology, and logic. We have come a long way in synthesizing approximately 3000 years of thinking in this area and then integrating and developing
standards that can be applied to healthcare delivery systems. This journey into professional ethics in mental health services began formally about 50 to 60 years ago in
North America and now covers a wide area that includes such issues as scope of practice, confidentiality, record keeping, appropriate therapeutic relationships and
boundary violations, treatment of minors, assessment, advertising, termination of treatment, and ethical issues associated with group and multicultural counselling.
The ethical and practice standards and the moral principles that underlie them share a common discourse with not only humanistic ideals but also strong spiritual
underpinnings. When we speak of spirituality, we are essentially referring to matters of the human spirit. It seeks to uncover those aspects of reality that transcend our
daily experiences - a “higher call or meaning” if you will. Spiritual life has been described in a variety of ways as a "greater sense of self," a holy life, or the "good
life." In its very basic sense, spirituality refers to either the state of, the search for, or the drive towards what it means to be truly human. Not unlike humanism,
spirituality places an emphasis on those values that we hold as our ideals – to love and protect, to be compassionate and forgiving, to be honest and fair, to show
respect, and to avoid doing harm to others.
In this way, the humanistic paradigm, the spiritual paradigm, and our concern for safe and ethical counselling, all share a common ground. You have a wonderful
textbook, one of the best in the industry to guide you as needed throughout this course. I wish you well in this course and I also look forward to reading a little bit
about you in the Please Introduce Yourself forum
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2. Important Course Information
Please do not post to the weekly discussion forums prior to the first day of your course. Your professor will not be monitoring the discussion forums until the
course gets underway. You may post your introductory message at any time. Thank you for your cooperation.
You are advised to have a backup computer (friend, family member) and backup Internet access plan, for technical problems that may arise.
Students will have access to their courses for about four weeks after the last day of the term. After this four-week period, old courses will not appear on the online
campus and students will not be able to access old lectures, assignments, etc. It is strongly recommended that students download and save any material they wish to
keep such as assignments, projects etc.
It is your responsibility to inform your instructors within the first 48 hours of the course start date of any upcoming religious observances and anticipated
absences. Please see our Religious Observation Guidelines for more details.
Each week, you should review the Unit Tasks and Readings page. This provides important information and reminders that will help you throughout the course.
Your first point of contact for concerns or questions regarding this course is your professor. You can find their information which includes their YU email address
in the Course Syllabus (please use this link). If you are having technical issues in the course or using the YU features and need technical support, submit a ticket
for IT support (please use this link) to contact our ASKYU system. If you need to contact your MACP Program Advisor submit a ticket for Student support
(please use this link).
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3. Course Outcomes
Upon successful completion of this course, students will be able to
understand the content and purpose of ethical codes and standards of practice in counselling and psychology;
understand the principles of the Code of Ethics of the Canadian Counselling and Psychotherapy Association and the Canadian Code of Ethics for Psychologists;
demonstrate knowledge of standards of practice, practice guidelines, and legislation relevant to the practice of counselling and psychology;
recognize the potential conflicts between ethical codes, standards of practice, and legislation in complex ethical dilemmas;
determine an appropriate course of action when faced with various ethical dilemmas using an ethical decision-making model;
engage in safe and effective use of self and explore how personal values influence professional decision-making;
appreciate the need for ongoing development of ethical sensitivity and commitment, ethical knowledge, and ethical decision-making skills; and
appreciate the role of colleges and professional associations in the regulation of counselling and psychotherapy.
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4. Required Material
*Students who apply for registration with CCPA or other colleges (i.e., CRPO, BCACC) as counsellors, therapists and mental health
service providers:
1. Canadian Counselling and Psychotherapy Association. (2020). Code of ethics. https://www.ccpa-accp.ca/wp-content/uploads/2020/05/CCPA-2020-Code-ofEthics-E-Book-EN.pdf
2. Canadian Counselling and Psychotherapy Association. (2021). CCPA standards of practice (6th ed.). https://www.ccpa-accp.ca/wp-content/uploads/2021/10/CCPAStandards-of-Practice-ENG-Sept-29-Web-file.pdf
Please note that this document can be downloaded and printed from the CCPA website or it can be purchased from CCPA or the Online Bookstore.
3. Martin, L., Shepard, B., & Lehr, R. (Eds.). (2015). Canadian counselling and psychotherapy experience: Ethics-based issues and cases. Canadian Counselling and
Psychotherapy Association.
YU Bookstore: https://bookstore.yorkvilleu.ca/collections/psyc-6203
NOTE… to obtain an eBook for this text (PDF), you need to purchase the print book from the bookstore and follow these instructions.
https://my.yorkvilleu.ca/ask/psyc-6203-ebook-of-the-ethics-casebook/
CCPA members are responsible for ensuring that they are familiar with the Code of Ethics, understand its application in their professional conduct, and try to abide
by its principles and values. Counsellors should also be familiar with the CCPA's Standards of Practice as well as other sources of information to help them make
informed professional decisions.
Recommended Text for students who apply for registration with CRPO and BCACC:
The College of Registered Psychotherapists of Ontario (CRPO):
Professional Practice Standards For Registered Psychotherapists: https://www.crpo.ca/wp-content/uploads/2021/07/Professional-Practice-Standards-EN-v-6.0.pdf
Code of Ethics: https://www.crpo.ca/code-of-ethics/
Professional Practice & Jurisprudence for Registered Psychotherapists:
https://www.crpo.ca/professional-practice-and-jurisprudence-for-registered-psychotherapists/
https://www.crpo.ca/wp-content/uploads/2023/03/Professional-Practice-and-Jurisprudence-2.1.pdf
B.C. Association of Clinical Counsellors: https://bcacc.ca/code-of-ethical-conduct-and-standards-of-clinical-practice/
Code of Ethical Conduct | June 2014 (Standard to be Retired November 1, 2023)
Code of Ethical Conduct | Effective November 1, 2023
*Students who apply for registration with the College of Alberta Psychologists as psychologists:
1. Canadian Psychological Association. (2017). Code of ethics. https://www.cpa.ca/docs/File/Ethics/CPA_Code_2017_4thEd.pdf
2. College of Alberta Psychologists. (2023). Standards of Practice.
https://www.cap.ab.ca/Portals/0/adam/Content/PCibGBBnCE6ZY6pd7EKcqQ/Link/Standards%20of%20Practice%20(May%2031,%202023).pdf
Resources & Regulatory Information
A number of documents govern the regulation of the profession of psychology in Alberta: https://www.cap.ab.ca/resources-regulatory-information
Recommended Text:
* Canadian Psychological Association. (2017). Companion manual to the Canadian code of ethics for psychologists (4th ed.). Ottawa, ON.
Students from Alberta upon graduation may apply for psychologist registration in that province but before must also pass the ethical exam (The LEAP Examination).
In the province of Alberta, registered psychologists are self–regulated professionals who are required to demonstrate a minimum standard of professional knowledge
in ethics and jurisprudence to inform their professional practice. As per the Psychologists Profession Regulation 3(1)(c), the LEAP Examination facilitates the
requirement that a regulated member on the general register must successfully complete the jurisprudence and ethics examination approved by Council. The LEAP
examination will assess whether applicants demonstrate a minimum standard of knowledge and judgment in jurisprudence and ethics matters: Law And Ethics For
Alberta Psychologists
CAP Bylaws (May 2023). https://www.cap.ab.ca/Portals/0/adam/Content/VJbDYRcUGky3IgVq7nAiSg/Link/Bylaws%20(May%202023)-1.pdf
Psychologists Professions Regulation (April, 2023).
https://www.cap.ab.ca/Portals/0/adam/Content/ZXvDghlmakOqtbF3WunzQQ/Link/2023%2004%2001%20HPA.pdf
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Articles & Online Content
There are collective articles and online content to help students broaden their knowledge of ethics. Please use the material in Chapter 10 of the course syllabus to
access a list of readings.
Students are also expected to include relevant standards of practice and professional guidelines in their discussion posts. It is not necessary to recite the full title of the
standard each time. Simply use the letter and number in parentheses in the sentence, for example, (B4).
Reference Content
These are the references of choice for ensuring proper use of psychology terms. Please do not use Oxford, Merriam, or Dictionary.com etc. for psychological terms.
Gladding, S. T. (2018). The counseling dictionary (4th ed.). American Counseling Association. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?
direct=true&AuthType=url,cookie,ip,uid&db=nlebk&AN=1561316&ebv=EB&ppid=pp_C1
Neukrug, E., Brace-Thompson, J., Maurer, C., & Harman, C. (2015). The SAGE encyclopedia of theory in counseling and psychotherapy. SAGE. https://searchebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=nlebk&AN=1061337&ebv=EB&ppid=pp_C
Ethics Code References: https://apastyle.apa.org/style-grammar-guidelines/references/examples/ethics-code-references
MACP Skills Lab
The Skills Learning Lab serves as a central location for the MACP program practical application materials focused on skill acquisition. It is open throughout your
program so that you can review this material at your own pace while also giving you the opportunity to revisit concepts, ideas, and skills. Each module is a
combination of videos, text, or interactive elements with a singular goal of preparing you to be a competent helping professional! Please watch this demo video to
learn more about how to use the Skills Learning Lab.
Ethical Connections publications:
• Ethical Connections, Vol 1-3: (MACP Skills Learning Lab: Module 9)
• FridayEC: 36 newsletters (MACP Skills Learning Lab: Module 9)
• PSYC 6203 Refresher (MACP Skills Learning Lab: Module 13)
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5. Graded Components
Graded Item
% of Final Grade Due Date
Discussions
35 %
Weekly
Reflection Cases #1 15 %
Unit 3
Reflection Cases #2 20 %
Unit 4
Final Paper
30 %
Unit 5
Total
100%
Participating in required discussion questions is mandatory. Not doing so will result in a grade of zero and one of the following outcomes:
1. You will be required to withdraw from the course (if during the withdrawal period). Please reach out to Students Services to inquire, or
2. You will fail the course and be required to retake it (two fails will result in academic dismissal from the program).
IMPORTANT
Opportunities for re-submission will be limited, as per the MACP Late Submission policy.
Grading of Assessments
Assignments will be marked based on comprehensiveness, presentation quality, form, and content. Submissions must be presented in the manner requested of each
particular assignment.
Rubrics
Each submitted assignment has its own rubric depending on the assignment’s goals and objectives. General requirements include the understanding of the course
material in question, neatness and organization, and successful completion of minimum requirements. After being submitted, assignments will be graded by the
professor and returned to the student with feedback.
Grade Standards
Every graded assignment will have a rubric defining the criteria unique to the assignment. Student evidence of having relatively demonstrated or mastered these
criteria will be assessed according to the grade standards found in the New Brunswick Academic Calendar (Section 8 - Graduate Program Grading Policies).
APA
All written work for this course must be formatted according to the APA style as outlined in the 7th edition of the Publication Manual of the APA.
Program Expectations for Assignments
Please use 12pt text size with Times New Roman font for all assignments. Running head for the assignment is not needed. The reference list should only include
sources that were used for in-text citations in the paper itself.
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6. Discussions
Value
35% of final grade.
Participating in required discussion questions is mandatory. Not doing so will result in a grade of zero and one of the following outcomes:
You will be required to withdraw from the course (if during the withdrawal period). Please reach out to Student Services to inquire, or
You will fail the course and be required to retake it (two fails will result in academic dismissal from the program).
Evaluation
Your discussion grade will be evaluated on each requirement below. Receiving a high score in one (1) criterion does not equal an overall high discussion question
grade. Posts must address all requirements from every category:
Quantity and Timeliness (15%)
Posts should be between 150-200 words (not including references).
Posts should spread out during the week to facilitate interaction with others.
Discussion post deadlines are based on Atlantic Standard Time. (Sunday at midnight is the end of each week.)
Evidence of Reading (20%)
Reflects the degree to which you have read and absorbed, and then incorporated into the discussion, the readings assigned to the unit (or in some cases, to the
specific questions themselves).
Reflects the extent to which you have read other postings on the topic from your peers and have integrated their perspectives into the conversation.
Encourages students to engage in all the parts of the questions and topics.
Critical Thinking, Reflection, and Participation in Ongoing Discussions (50%)
Ensure your posts take the discussion to a deeper level, contributing new perspectives or examples, asking probing questions, stimulating reflection and providing
graduate level conversation - this is a higher level skill.
Read what has already been posted (or, if starting the discussion, avoid regurgitating course readings and, instead, build on the readings by offering your insights,
reflections, critique, concerns, or unique perspective).
Demonstrate respect for differences in opinion; debate and critical reflection is encouraged but it must remain respectful.
Although encouragement and support for each other is appreciated, contributions must go beyond “cheerleading” to add something of substance to the discussion.
Quality of the Writing (15%)
Focus on writing in a clear, intelligent, and professional manner.
Avoid mini-essays compiled in isolation; discussions are intended to be interactive.
Avoid colloquialisms and texting-style shorthand - professional grammar, spelling, and style is expected.
Provide clear and accurate citations and/or links to external references where necessary – again, you do have to give clear credit for other peoples’ work.
Clearly indicate and cite all direct quotations (plagiarism will result in a “Zero”).
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6.1. Rubric
Your discussion grades per question will be based on the rubric. You are expected to contribute to all posts in the units they are posted. In Units 1, 3, & 5, your
instructor will provide one grade reflecting your overall contributions to the discussion. It is absolutely critical to be active in these forums throughout the course. You
must contribute a minimum number of posts to register a grade for EACH of these three grading periods; a grade of ‘0’ in any grade period (a result of not posting
anything in that grade period) will result in a failing of the course overall.*
The Unit 1 grade will be worth 20% of the final discussion grade, the Unit 3 grade (covering Units 2 & 3 discussions) will be worth 40% of the final discussion grade,
and the Unit 5 grade (covering Unit 4 & 5 discussions) will be worth 40% of the final discussion grade.
Class discussion is an important and significant part of an online course. The discussion boards are the heart of these discussions and student engagement is essential
for their success. While class discussion can be characterized by free-flowing conversation and the exchange of ideas, there are identifiable characteristics that
distinguish outstanding contributions to class discussion. The criteria on this rubric will be used to assess the quality of your initial postings and responses to the
postings and comments of your peers and instructor during class discussion.
Participation in each discussion forum is mandatory. This is based on regulatory conditions.
Discussion
Rubric
15 points
13 points
Quantity and
Timeliness
5 or more posts
per topic. Posts
4 posts per topic. 3 posts per topic. 3 posts per topic. 2 posts per topic. 2 or more posts
Posts distributed Posts distributed Posts distributed Posts distributed per topic on the
(15%)
distributed across across 4 days.
5 days.
across 3 days.
across 2 days.
across 2 days.
same day.
20 points
15 points
12 points
5 points
2 points
1 point
Demonstrates a
good
Demonstrates a
proficient
Demonstrates a
basic
Demonstrates
little
Posts not relevant Did not meet any
to the required posting
17 points
Evidence of
Demonstrates an Demonstrates a
Reading (20%) excellent
very good
10 points
8 points
6 points
4 points
2 points
1 post per topic. Did not meet any
posting
requirements.
understanding of understanding of understanding of understanding of understanding of understanding of readings and
the required
the required
the required
the required
the required
the required
topics.
readings and
readings and,
readings and
readings and
readings and
topics, including topics, including topics, including topics. A limited topics. A lack of
consistent
application of
frequent
application of
basic application application of
of concepts
concepts
application of
concepts
concepts
throughout
concepts
throughout
throughout
postings.
throughout
postings.
throughout
postings.
postings.
postings.
50 points
45 points
40 points
35 points
30 points
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0 points
0 points
requirements.
readings and
topics.
15 points
8 points
0 points
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Critical
Syllabus
All posts integrate Most posts
Some posts
Some posts
Posts summarize Posts lack originalPosts do not
Thinking,
an outside
integrate an
integrate an
connect the
correct
thinking and
Reflection, and resource, or
outside resource, outside resource, material to outside information, but evaluation or
Participation in relevant research, or relevant
or relevant
resources, or real- do not connect the analysis of the
Ongoing
Discussions
or specific reallife application
(50%)
(work experience, application (work application (work to the depth and
prior coursework, experience, prior experience, prior scope of the
contribute to
ongoing
discussions or
Did not meet any
posting
requirements.
research, or
research, or
life applications. material to outside material. Posts
respond to other
specific real-life specific real-life Posts begin to add resources, relevantgenerally do not postings. Limited
research, or real- add to the depth participation (2
life applications and scope of the posts or less) to
etc.) to support coursework, etc.) coursework, etc.) discussions
and do not
important points. to support
to support
through reflective consider
discussions
sufficiently
through reflective evaluate the
Posts actively
engage in all
ongoing
important points. important points. observation and
Posts engage in Posts add to the critical
several ongoing depth and scope commentary.
alternative
perspectives or
connections
observation or
critical
commentary.
discussions by
building on
discussions by
building on
between ideas.
Posts typically
Describes rather repeat other
of the discussions
through reflective
discussion
discussion
observation and
responses through responses through critical
than analyzes
postings and offer
ideas. Attempts to superficial
asking a new
question,
engage in
discussions but
asking a new
question,
commentary.
providing critical providing critical
commentary
commentary
supported by
supported by
research or
personal
research or
personal
experience, or
starting a new
experience.
quality of the
work.
commentary.
does not move the
discussion
forward.
topic for
discussion.
15 points
Quality of the
Writing (15%)
13 points
No grammatical, Minor
spelling, citation, grammatical,
or referencing
errors. All posts
11 points
10 points
8 points
A few
grammatical,
Some
grammatical,
Many
grammatical,
Grammatical,
Writing is far
spelling, citation below graduate
spelling, citation, spelling, citation spelling, citation spelling, citation or referencing
or referencing
or referencing
or referencing
or referencing
errors are
are in the 150 – errors. All posts
200 word range. are in the 150 –
Posts are
organized and
well written.
12 points
5 points
0 points
Did not meet any
posting
level standards. requirements.
Most posts are
errors. Most posts errors. Most posts errors. Most posts common in each well above or
are in the 150 – are in the 150 – are in the 150 – post. Many posts below the 150-
200 word range. 200 word range. 200 word range. 200 word range. are well above or 200 word range.
Posts are
Posts are
Posts are
Most posts are
below the 150 – Not enough posts
organized and
organized and
organized and
organized and
200 word range. (2 posts or less)
well written.
well written.
well written.
well written.
Not enough posts to sufficiently
(2 posts or less) to evaluate the
sufficiently
evaluate the
quality of the
writing.
quality of the
writing.
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7. MACP & YU Policies
Academic Appeals Process
Choose Section 5 of the New Brunswick Academic Calendar
Grade Policies
Choose Section 8 of the New Brunswick Academic Calendar
Note: In fairness to other students, individual assignment/final grades will not be adjusted on request so that a student may achieve the next grade level, e.g., A+
from an A.
Academic Integrity and Honesty
Academic dishonesty, including plagiarism, results in serious consequences. Punishments range from a reduced grade or a grade of zero on an assignment to
automatic failure of a course to academic dismissal from the university (see Yorkville University Academic Calendar Section 5 of the New Brunswick Academic
Calendar, Student Conduct, for a statement of the University’s policy).
MACP Late Submission Policy
Every assignment has a due date. Students are expected to submit assignments on or before the assigned due date.
Late assignment submissions must be arranged with the instructor PRIOR to the assignment due date.
Approved late assignments will be penalized 3% for each day that they are late, up to 5 days (15%).
Approved late assignments will not be accepted after 5 days unless there are extenuating circumstances (such as major illness or death in the family) that have
been discussed with the professor before the new assignment deadline.
Late assignment submissions that have not been prearranged with the instructor will only be accepted under extenuating circumstances (such as major illness or
death in the family).
The student must contact their instructor and Student Services Advisor as soon as reasonably possible to discuss the extenuating circumstance.
In the case of illness, arrangements may be made at the discretion of the instructor to make up the work, however, documentation from a health care professional
will be required.
Religious Observation Guidelines
Religious Observation Guidelines
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8. Learning Support
Students are strongly encouraged to use numerous student learning support resources available through the Library and the Yorkville University: MACP Student
Orientation.
The MACP Student Orientation at Yorkville University provides extensive information on how to use and navigate the Online learning environment, ways to contact
key personnel, and access to your program information pages. Return to the Orientation frequently, as this resource is constantly being updated and you may find
answers to your questions about this course and your program.
If you want to submit a ticket for student support, please use this link.
If you wish to report a technical problem, please click on the MyYU button at the top of the page and choose the AskYU option to submit a case to our HelpDesk.
Library
Library resources include research tutorials, APA writing guides, sample essays, FAQs on information literacy, links to web tools to help find and organize materials,
and much more. The Library can be accessed throughout the course by clicking on the MyYU icon at the top of every page.
Journal databases are also provided through the Library Website. For more information on searching databases and course-related articles, please refer to the Library.
You can contact your Librarian HERE.
Student Success Centre
The Student Success Centre is all about helping ensure your success as a student, providing strategies, best practices, demonstrations, tutoring services, and interactive
labs on a wide variety of topics.
Also, to access Alexander Street's Behavioural and Mental Health Online video resources, login to MyYU, select "Library", "free trials", then select "Counselling
Videos".
You may also use the Psychology Open Access Journals for quick access to e-books and other resources.
APA Style and Support Resources
APA Support Centre: https://yorkvilleu.libguides.com/apasupportcentre
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9. Articles & Online Content
Use this compilation of readings is to help broaden and support. Please review each sub-chapter for a reading that will help support your assignments and discussion
responses.
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9.1. A. Resolving Ethical Dilemmas
Bemister, T. B., & Dobson, K. S. (2011). An updated account of the ethical and legal considerations of record keeping. Canadian Psychology, 52(4), 296309. https://search-proquest-com.libraryservices.yorkvilleu.ca/docview/903807662?accountid=142373
Chenneville, T. (2000). HIV, confidentiality, and duty to protect: A decision-making model. Professional Psychology: Research and Practice, 31(6), 661-670.
doi:10.1037/70735-7028.31.6.661 https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?
direct=true&AuthType=url,cookie,ip,uid&db=pdh&AN=2000-16736-010
College of Alberta Psychologists. (2012). Practice alerts: Access to a deceased client’s file. http://www.cap.ab.ca/Portals/0/pdfs/CAPPAAccessToADeceasedClientsFile.pdf
College of Alberta Psychologists. (2005). Practice guidelines: Release of confidential information: Special issues in client and third party.
requests. https://www.cap.ab.ca/Portals/0/pdfs/Release%20of%20confidential%20information%20-%20Sept%202005%20(Sept%202016).pdf?
ver=2016-10-03-135756-000
College of Alberta Psychologists. (2013). Practice alerts: Rationale for records. http://www.cap.ab.ca/Portals/0/pdfs/CAPPA-RationaleForRecords.pdf
College of Alberta Psychologists. (2014). Practice alerts: Retention of records. http://www.cap.ab.ca/Portals/0/pdfs/CAPPA-RetentionOfRecords.pdf
College of Alberta Psychologists. (2013). Practice alerts: Signing of reports. http://www.cap.ab.ca/Portals/0/pdfs/CAPPA-SigningOfReports.pdf
College of Alberta Psychologists. (2013). Practice guidelines: Fees for service and for provision of client file copies to authorized
persons. http://www.cap.ab.ca/Portals/0/pdfs/FeesForServiceAndForProvisionOfClientFileCopiesToAuthorizedPersons.pdf
College of Alberta Psychologists. (2015). Practice alerts: Involved third party observers and psychological
assessments. http://www.cap.ab.ca/Portals/0/pdfs/CAPPA-InvolvedThirdPartyObserversAndPsychologicalAssessments.pdf
Gothjelpsen, S., & Truscott, D. (2018). How do Canadians rank the Canadian code of ethics for psychologists' principles? Canadian Psychology/Psychologie
Canadienne, 59(1), 31-37. https://search-proquest-com.libraryservices.yorkvilleu.ca/docview/2051219722?accountid=142373
Mills, J. (2012). Recordkeeping in the real world of private practice: Recommendations for Canadian psychologists: Commentary on Bemister and Dobson
(2011). Canadian Psychology, 53(2), 140-142. https://search-proquest-com.libraryservices.yorkvilleu.ca/docview/1017714534?accountid=142373
https://courses.yorkvilleu.ca/mod/book/tool/print/index.php?id=2497039
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9.2. B. Ethical Decision-making
Canadian Psychological Association. (2019). Canadian code of ethics for psychologists (4th ed.). http://www.cap.ab.ca/Portals/0/pdfs/StandardsOfPractice.pdf
Canadian Psychological Association. (2001). Practice guidelines for providers of psychological
services. https://www.cpa.ca/cpasite/UserFiles/Documents/publications/Practice%20Guidelines2001(2).pdf
Canadian Psychology. (2011). Special issue: Introduction to the 25th anniversary of the Canadian code of ethics for psychologists. Canadian Psychology, 52(3).
https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pdh&AN=2011-18506-001&site=eds-live&custid=s7439054
Cottone, R. R., & Claus, R. E. (2000). Ethical decision-making models: A review of the literature. Journal of Counseling and Development, 78, 275-283.
https://doi.org/10.1002/j.1556-6676.2000.tb01908.x / https://search.ebscohost.com/login.aspx?
direct=true&AuthType=ip,sso&db=bth&AN=3310768&site=eds-live&custid=s7439054
Fehr, K. K., Hazen, R. A., & Nielsen, B. A. (2017). Ethical decision making for psychology trainees in the clinical pediatric setting: Case examples and practical
solutions for trainees and supervisors. Clinical Practice in Pediatric Psychology, 5(1), 123-136.
https://doi.org/10.1037/cpp0000162 / https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pdh&AN=2017-02983-001&site=edslive&custid=s7439054
Gauthier, J., & Pettifor, J. L. (2012). The tale of two universal declarations: Ethics and human rights. In N. M. Leach, M. J. Stevens, G. Lindsay, A. Ferrero, & Y.
Korkut (Eds.), The Oxford handbook of international psychological ethics (pp.113-133). Oxford University Press.
Gothjelpsen, S., & Truscott, D. (2018). How do Canadians rank the Canadian code of ethics for psychologists' principles? Canadian Psychology/Psychologie
Canadienne, 59(1), 31-37. https://doi.org/10.1037/cap0000133 / https://search.ebscohost.com/login.aspx?
direct=true&AuthType=ip,sso&db=pdh&AN=2017-57598-001&site=eds-live&custid=s7439054
Jacob, S., Decker, D. E., & Hartshorne, T. S. (2016). Ethics and law for school psychologists (7th ed.). John Wiley & Sons.
Kakkad, D. (2005). A new ethical praxis: Psychologists’ emerging responsibilities in issues of social justice. Ethics and Behavior, 15(4), 293-309.
https://doi.org/10.1207/s15327019eb1504_2 / https://search.ebscohost.com/login.aspx?
direct=true&AuthType=ip,sso&db=pbh&AN=19320789&site=eds-live&custid=s7439054
Koocher, G. P. (2007). Twenty-first century ethical challenges for psychology. American Psychologist, 62(5), 375-384. https://search.ebscohost.com/login.aspx?
direct=true&AuthType=ip,sso&db=eric&AN=EJ769789&site=eds-live&custid=s7439054
Lomas, T. (2017). Recontextualizing mindfulness: Theravada Buddhist perspectives on the ethical and spiritual dimensions of awareness. Psychology of Religion
and Spirituality, 9(2), 209-219. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pdh&AN=2016-12798-001&site=edslive&custid=s7439054
Pettifor, J. L., & Sinclair, C. (1998). Special issue on the Canadian code of ethics for psychologists. Canadian Psychology/Psychologie Canadienne, 39(3),
165. https://doi.org/10.1037/h0092488 (Special Issue of 18 articles on ethics in Canada) / https://search.ebscohost.com/login.aspx?
direct=true&AuthType=ip,sso&db=pdh&AN=2009-19711-001&site=eds-live&custid=s7439054
Rogerson, M. D., Gottlieb, M. C., Handelsman, M. M., Knapp, S., & Youngren, J. (2011). Nonrational processes in ethical decision-making. American
Psychologist, 66(7), 614-623. https://doi.org/10.1037/a0025215 / https://search.ebscohost.com/login.aspx?
direct=true&AuthType=ip,sso&db=pdh&AN=2011-19198-001&site=eds-live&custid=s7439054
Sinclair, C. (2017). Ethics in psychology: Recalling the past, acknowledging the present, and looking to the future. Canadian Psychology, 58(1), 20-29.
https://doi.org/10.1037/cap0000086 / https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pdh&AN=2017-04477-003&site=edslive&custid=s7439054
Tyreman, S. (2011). Integrity: Is it still relevant to modern healthcare? Nursing Philosophy, 12(2), 107-118. https://doi.org/10.1111/j.1466-769X.2011.00486.x
Walters, D. (1995). Mandatory reporting of child abuse: Legal, ethical and clinical implications within a Canadian context. Canadian Psychology/ Psychologie
Canadienne, 36(3), 163- 182. https://doi.org/10.1037/0708-5591.36.3.163 / https://discovery.ebsco.com/linkprocessor/plink?id=41411d2a-375d-317683a6-db5dc2704caa
Database: EBSCOhost
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9.3. C. Ethical Boundaries & Violations
Behnke, S. (2004, December). Sexual involvements with former clients: A delicate balance of core values. APA Monitor, 35(11), 76.
http://www.apa.org/monitor/dec04/ethics.aspx
Behnke, S. (2009, September). Termination and abandonment: A key ethical distinction. APA Monitor, 40(8), 70. http://www.apa.org/monitor/2009/09/ethics.aspx
Black, S. (2017). To cross or not to cross: Ethical boundaries in psychological practice. Journal of the Australian and New Zealand Student Services Association,
25(1). https://janzssa.scholasticahq.com/article/1339-to-cross-or-not-to-cross-ethical-boundaries-in-psychological-practice
Bonitz, V. (2008). Practice review: Use of physical touch in the “talking cure”: A journey to the outskirts of psychotherapy. Psychotherapy Theory, Research,
Practice, and Training, 45(3), 391- 404. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?
direct=true&AuthType=url,cookie,ip,uid&db=pdh&AN=2008-13167-010
British Columbia Association of Clinical Counsellors. (2014). Standards for promoting and advertising services. http://bc-counsellors.org/wpcontent/uploads/2015/09/BCACC-Standard-For-Promoting-Advertising-2014-REVISION.pdf
College of Alberta Psychologists. (2013). Practice guidelines: Dual roles in conducting assessments and providing therapy with the same
client. https://www.cap.ab.ca/Portals/0/pdfs/DualRolesInConductingAssessmentsAndProvidingTherapyWithTheSameClient.pdf?ver=2016-08-24170928-000
College of Alberta Psychologists. (2000, Fall). Providing psychological services on the internet. CAP Monitor, 3-4.
https://www.cap.ab.ca/Portals/0/publications/CAPCAPM-Issue9-ProvidingPsychologicalServices.pdf
Doverspike, W. F. (2008). Dual relationships and psychotherapy. Georgia Psychologist, 62(3), 17.
Lustgarten, S. D. (2015). Emerging ethical threats to client privacy in cloud communication and data storage. Professional Psychology: Research and
Practice, 46(3), 154-160. doi.org/10.1037/pro0000018 / https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pdh&AN=201518256-001&site=eds-live&custid=s7439054
Malikiosi-Loizos, M. (2013). Personal therapy for future therapists: Reflections on a still debated issue. The European Journal of Counselling Psychology, 2(1),
33-50. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=edsdoj&AN=edsdoj.fd9f32e0cbc4c5885cce9f00104d148&site=edslive&custid=s7439054
Moleski, S., & Kiselica, M. (2005). Dual relationships: A continuum ranging from the destructive to the therapeutic. Journal of Counseling and Development, 83,
3-11. doi:10.1002/j.1556-6678.2005.tb00574.x / https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?
direct=true&AuthType=url,cookie,ip,uid&db=bth&AN=16308460
Database: EBSCOhost
Nigro, T., & Uhlemann, M. (2004). Dual relationships in counselling: A survey of British Columbia Counsellors. Canadian Journal of Counselling and
Psychotherapy, 38(1), 36-53. https://search-proquest-com.libraryservices.yorkvilleu.ca/docview/195800392?accountid=142373
Pettifor, J. L. (2004). Professional ethics across national boundaries. European Psychologist, 9(4), 264- 272. https://search-ebscohostcom.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=pdh&AN=2004-21859-008
Pope, K. S., & Keith-Spiegel, P. (2008). A practical approach to boundaries in psychotherapy: Making decisions, bypassing blunders, and mending fences.
Journal of Clinical Psychology, 64(5), 638-652. http://kspope.com/ethics/boundary.php#copy
AN 31735122
Rappleyea, D. L., Harris, S. M., White, M., & Simon, K. (2009). Termination: Legal and ethical considerations for marriage and family therapists. The American
Journal of Family Therapy, 37(1), 12-27. doi: 10.1080/01926180801960617 / https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?
direct=true&AuthType=url,cookie,ip,uid&db=pbh&AN=35951089
Database: EBSCOhost
Ross, W. (2011). Ethical issues involved in online counseling. Journal of Psychological Issues In Organizational Culture, 2(1), 54-66.
https://doi.org/10.1002/jpoc.20047
Sori, C., & Hecker, L. (2015). Ethical and legal considerations when counselling children and families. Australian and New Zealand. Journal of Family Therapy,
36(4), 450-464. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pbh&AN=111869784&site=eds-live&custid=s7439054
Treloar, H. R. (2010). Financial and ethical considerations, for professionals in psychology. Ethics and Behavior, 20(6), 454-465. https://search-ebscohostcom.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=pbh&AN=55816142
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9.4. D. Informed Consent & Confidentiality
Child, Youth and Family Services Act, S.O. 2017, c. 14-1. (2017). Government of Ontario. https://www.ontario.ca/laws/statute/17c14#BK168
College of Alberta Psychologists. (2019). Jurisprudence: Legislation naming or affecting psychologists in
Alberta. https://www.cap.ab.ca/Portals/0/pdfs/Jurisprudence%202019.pdf?ver=2019-07-03-130034-267
College of Alberta Psychologists. (2014). Practice alerts: Informed consent for minors. http://www.cap.ab.ca/Portals/0/pdfs/CAPPAInformedConsentForMinors.pdf
College of Alberta Psychologists. (2014). Practice alerts: Mature minors. http://www.cap.ab.ca/Portals/0/pdfs/CAPPA-MatureMinors.pdf
College of Alberta Psychologists. (2014). Practice guidelines: Informed consent. http://www.cap.ab.ca/Regulatory-Information/Practice-Guidelines
College of Alberta Psychologists. (2005). Practice guidelines: Release of confidential information: Special issues in client and third party
requests. https://www.cap.ab.ca/Portals/0/pdfs/Release%20of%20confidential%20information%20-%20Sept%202005%20(Sept%202016).pdf?
ver=2016-10-03-135756-000
Duncan, R., Williams, B., & Knowles, A. (2012). Adolescents, risk behaviour and confidentiality: When would Australian psychologists breach confidentiality to
disclose information to parents? Australian Psychologist, 48(6), 408-419. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?
direct=true&AuthType=url,cookie,ip,uid&db=pbh&AN=91972561
Fields, L. M., & Calvert, J. D. (2015). Informed consent procedures with cognitively impaired patients: A review of ethics and best practices. Psychiatry and
Clinical Neurosciences, 69, 462-471. https://discovery.ebsco.com/linkprocessor/plink?id=d5b3fd5f-22fd-3040-b9b5-c5a3d2d685f4
Fisher, M. A. (2008). Protecting confidentiality rights: The need for an ethical practice model. American Psychologist, 63(1), 1-13. https://search-proquestcom.libraryservices.yorkvilleu.ca/docview/212113686?accountid=142373
Goesling, J., Potts, S. M., & Handelsman, M. M. (2000). Perceptions of confidentiality violations among psychologists. Ethics and Behavior, 10(4), 363374. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=a9h&AN=4732553
Huprich, S., Fuller, K., & Schneider, R. (2003). Divergent ethical perspectives on the duty-to-warn principle with HIV patients. Ethics and Behavior, 13(3), 263278. doi:10.1207/S15327019EB1303_05 / https://discovery.ebsco.com/linkprocessor/plink?id=53e36906-d453-36ae-8522-3275611614a2
Database: EBSCOhost
Janzen, T. (2017). Informed consent for psychological services in schools: Some points of clarification. CAP Monitor, 53, 14-20.
https://issuu.com/collegeofabpsych/docs/the_cap_monitor_issue_53
Lawrence, G., & Kurpius, S. E. R. (2000). Legal and ethical issues involved when counseling minors in nonschool settings. Journal of Counseling &
Development, 78(2), 130–136. https://doi.org/10.1002/j.1556-6676.2000.tb02570.x / https://search.ebscohost.com/login.aspx?
direct=true&AuthType=ip,sso&db=pbh&AN=2995865&site=eds-live&custid=s7439054
Nicholson I. (2011). New technology, old issues: Demonstrating the relevance of the Canadian Code of Ethics for psychologists to the ever sharper cutting edge
of technology. Canadian Psychology, 52(3), 215 – 224. https://discovery.ebsco.com/linkprocessor/plink?id=7928f7ce-de51-328c-abeb-9412563ce326
Pietrantonio, A. M., Wright, E., Gibson, K. N., Alldred, T., Jacobson, D., & Niec, A. (2013). Mandatory report of child abuse and neglect. Child Abuse & Neglect,
37, 102-109.
Rasmussen, M. (n.d.). Legal opinion: School psychologists – Parental consent to psychological assessment of students and disclosure of student records.
Saskatchewan College of Psychologists. http://www.skcp.ca/pdf%20files/school-psychologists-Merrilee%20Rasmussen-advisory-link.pdf
Sanchez, H. G. (2001). Risk factor model for suicide assessment and intervention. Professional Psychology: Research and Practice, 32(4), 351-358.
doi:10.1037/0735-7028.32.4.351 / https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?
direct=true&AuthType=url,cookie,ip,uid&db=pdh&AN=2001-07733-004
Sinclair, C. (2017). Ethics in psychology: Recalling the past, acknowledging the present, and looking to the future. Canadian Psychology, 58(1), 2029. https://search-proquest-com.libraryservices.yorkvilleu.ca/docview/1877753325?accountid=142373
Truscott. (2017). Seven habits of highly ethical psychologists. CAP Monitor, 53, 21-22 https://issuu.com/collegeofabpsych/docs/the_cap_monitor_issue_53
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9.5. E. Counselling Culturally Diverse Clients
American Psychological Association. (2011). Practice guidelines for LGB clients. http://www.apa.org/pi/lgbt/resources/guidelines.aspx
Canadian Psychological Association. (2007). Guidelines for ethical psychological practice with women.
https://cpa.ca/cpasite/UserFiles/Documents/publications/guidelines%20for%20psychological%20practice%20women.pdf
Canadian Psychological Association. (2001). Guidelines for non-discriminatory
practice. https://cpa.ca/cpasite/UserFiles/Documents/publications/NonDiscPractrev%20cpa.pdf
Flowers, B. J., & Davidov, B. J. (2006). The virtue of multiculturalism: Personal transformation, character, and openness to the other. American Psychologist,
61(6), 581-594. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pdh&AN=2006-11202-002&site=edslive&custid=s7439054
Hook, J. N., Davis, D. E., Owen, J., Worthington, E. L., Jr., & Utsey, S. O. (2013). Cultural humility: Measuring openness to culturally diverse clients. Journal of
Counseling Psychology, 60(3), 353-366. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pdh&AN=2013-15106001&site=eds-live&custid=s7439054
Jones, J. M., Sander, J. B., & Booker, K. W. (2013). Multicultural competency building: Practical solutions for training and evaluating student progress. Training
and Education in Professional Psychology, 7(1), 12-22. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?
direct=true&AuthType=url,cookie,ip,uid&db=pdh&AN=2013-09417-002
Knapp, S., & VandeCreek, L. (2007). When values of different cultures conflict: Ethical decision making in a multicultural context. Professional Psychology:
Research and Practice, 38(6), 660-666. doi:10.1037/0735-7028.38.6.660 / https://discovery.ebsco.com/linkprocessor/plink?id=25dc5cea-8c7b-3a9e83ba-44aa98518653
Database: EBSCOhost
MacLeod, B. P. (2014, January 27). Addressing clients’ prejudices in counseling. Counseling Today. https://ct.counseling.org/2014/01/addressing-clientsprejudices-in-counseling/
Malone, J., & Dick, K. G. (2011). Professional ethics in rural and northern Canadian psychology. Canadian Psychology, 52(3), 206-214. https://search-proquestcom.libraryservices.yorkvilleu.ca/docview/887728199?accountid=142373
Malott, K. M., Paone, T. R., Maddux, C., & Rothman, T. (2010). Multicultural counselor training: Assessment of single-course objectives and pedagogical
strategies. Journal of Counselor Preparation & Supervision, 1(1), 16-27. https://search-proquestcom.libraryservices.yorkvilleu.ca/docview/1465031123?accountid=142373
Pettifor, J. (2005). Ethics in multicultural counselling. In N. Arthur & S. Collins (Eds.), Culture-infused counselling: Celebrating the Canadian
mosaic. Counselling Concepts.
Pettifor, J. L., & Ferrero, A. (2012). Ethical dilemmas, cultural differences, and the globalization of psychology. In M. M. Leach, M. J. Stevens, G. Lindsay, A.
Ferrero, & Y. Korkut (Eds.), The Oxford handbook of international psychological ethics (pp. 28-41). Oxford University Press.
Pettifor, J. L., & Sawchuk, T. R. (2006). Psychologists’ perceptions of ethically troubling incidents across international borders. International Journal of
Psychology, 41(3), 216-225. https://doi.org/10.1080/00207590500343505 / https://discovery.ebsco.com/linkprocessor/plink?id=6683be15-8c09-310ca29e-2660e5954230
Rogers-Sirin, L., Melendez, F., Zegarra, Y., & Refano, C. (2015). Immigrant perceptions of therapists’ cultural competence: A qualitative analysis. Professional
Psychology: Research and Practice, 46, 258-269. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?
direct=true&AuthType=url,cookie,ip,uid&db=a9h&AN=108793848
Schwiebert, V., Myers, J., & Dice, C. (2000). Ethical guidelines for counselors working with older adults. Journal of Counseling and Development, 78, 123129. https://discovery.ebsco.com/linkprocessor/plink?id=748c3754-fb4d-3397-8598-e8c718a4bba5
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Syllabus
9.6. F. Counselling Competence
American Psychological Association. (2010). Ethical principles of psychologists and code of conduct, Section 9: Assessment. http://www.apa.org/ethics/code/
(Please click on Section 9. Below several sections of this code, you will find important sub-sections that extend the discussion further.)
Boccio, D. E., Weisz, G., & Lefkowitz, R. (2016). Administrative pressure to practice unethically and burnout within the profession of school psychology.
Psychology in the Schools, 53(6), 659-672. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=ehh&AN=115996325&site=edslive&custid=s7439054
College of Alberta Psychologists. (2013). Practice alerts: Practice outside jurisdictional boundaries. https://www.cap.ab.ca/Portals/0/pdfs/CAPPAPracticeOutsideJurisdictionalBoundaries.pdf?ver=2016-08-24-171724-000
College of Alberta Psychologists. (2013). Practice alerts: Sufficient professional knowledge. http://www.cap.ab.ca/Portals/0/pdfs/CAPPASufficientProfessionalKnowledge.pdf
College of Alberta Psychologists. (2013). Practice guidelines: Control and use of tests by
psychologists. http://www.cap.ab.ca/Portals/0/pdfs/ControlAndUseOfTests.pdf
College of Alberta Psychologists. (2013). Practice guidelines: Representing academic and professional credentials in public
communications. http://www.cap.ab.ca/Portals/0/pdfs/RepresentingAcademicProfessionalCredentials.pdf
College of Alberta Psychologists. (2014). Practice guidelines: Self-regulation in the profession of
psychology. http://www.cap.ab.ca/Portals/0/pdfs/SelfRegulationInTheProfessionOfPsychology.pdf
College of Registered Psychotherapists and Registered Mental Health Therapists of Ontario. (2012). Entry to practice competency profile for registered
psychotherapists. https://www.crpo.ca/wp-content/uploads/2017/08/RP-Competency-Profile.pdf
Johnson W. B., Barnett, J. E., Elman, N. S., Forrest, L., & Kaslow, N. J. (2012). The competency community: Toward a vital reformulation of professional ethics.
American Psychologist, 67(7), 557-569. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?
direct=true&AuthType=url,cookie,ip,uid&db=pdh&AN=2012-04007-001
Rupert, P. A., Miller, A. O., & Dorociak, K. E. (2015). Preventing burnout: What does the research tell us? Professional Psychology: Research and
Practice, 46(3), 168-174. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pdh&AN=2015-22649-001&site=edslive&custid=s7439054
Santana, M. C., & Fouad, N. A. (2017). Development and validation of a Self-Care Behavior Inventory. Training and Education in Professional Psychology,
11(3), 140-145. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=pdh&AN=201709882-001
Tjeltvet, A. C., & Gottlieb, M. C. (2010). Avoiding the road to ethical disaster: Overcoming vulnerabilities and developing resilience. Psychotherapy Theory,
Research, Practice, Training, 47(1), 98-110. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?
direct=true&AuthType=url,cookie,ip,uid&db=pdh&AN=2010-05168-011
Urdang, E. (2010). Awareness of self - A critical tool. Social Work Education, 29(5), 523-538. www.tandfonline.com/doi/pdf/10.1080/02615470903164950?
needAccess=true
Wosket, V. (2017). The therapeutic use of self: Counselling practice, research and supervision (Classic ed.). Routledge.
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9.7. G. Recommended Readings (Prior to 2013)
American Psychological Association. (2002). Guidelines on multicultural education, training, research, practice, and organizational change for
psychologists. https://www.apa.org/about/policy/multicultural-guidelines-archived.pdf
American Psychological Association. (2007). Guidelines for psychological practice with girls and women. https://www.apa.org/practice/guidelines/girls-andwomen.aspx
American Psychological Association. (2007). Record keeping guidelines. American Psychologist, 62(9), 9931004. https://www.apa.org/pubs/journals/features/record-keeping.pdf
American Psychological Association. (2012). Guidelines for assessment of and intervention with persons with disabilities. American Psychologist, 67(1), 4362. https://www.apa.org/pi/disability/resources/assessment-disabilities.aspx
American Psychological Association. (2012). Guidelines for psychological practice with lesbian, gay, and bisexual clients. American Psychologist, 67(1), 1042. https://discovery.ebsco.com/c/4ax45t/viewer/pdf/uq6yup6u4j
American Psychological Association, Association of State and Provincial Psychology Boards, and American Psychological Association Insurance Trust. (2013).
Guidelines for the practice of telepsychology. https://www.apa.org/pubs/journals/features/amp-a0035001.pdf
Anderson, S. K., & Kitchener, K. S. (1998). Nonsexual posttherapy relationships: A conceptual framework to assess ethical risks. Professional Psychology:
Research and Practice, 29(1), 91-99. https://doi.org/10.1037/0735-7028.29.1.91 / https://search.ebscohost.com/login.aspx?
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Begley, A. M. (2005). Practising virtue: A challenge to the view that a virtue centred approach to ethics lacks practical content. Nursing Ethics, 12(6), 622637. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=cmedm&AN=16312090&site=eds-live&custid=s7439054
Busby, K. (1996). Discriminatory uses of personal records in sexual violence cases: Notes for sexual assault counsellors on the Supreme Court of Canada’s
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Braaten, E. B., & Handelsman, M. M. (1997). Client preferences for informed consent information. Ethics and Behavior, 7(4), 311328. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pbh&AN=7314271&site=eds-live&custid=s7439054
Brosig, C. L., & Kalichman, S. C. (1992). Clinician’s reporting of suspected child abuse: A review of the empirical literature. Clinical Psychology Review, 12,
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Costa, L., & Altekruse, M. (1994). Duty-to-warn guidelines for mental health counselors. Journal of Counseling and Development, 72, 346350. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=bth&AN=9410241446&site=eds-live&custid=s7439054
Daniluk, J. C., & Haverkamp, B. E. (1993). Ethical issues in counseling adult survivors of incest. Journal of Counselling and Development, 72, 16-22.
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Clinical Psychology Journal, 1(2), 68-85. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?
direct=true&AuthType=url,cookie,ip,uid&db=a9h&AN=13090097
Drodge, E. (1997). Confidentiality and the duty to protect: A balancing act for school personnel. Canadian Journal of Education, 22(3), 312322. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=edsjsr&AN=edsjsr.10.2307.1585833&site=eds-live&custid=s7439054
Eberlein, L. (1980). Legal duty and confidentiality of psychologists. Canadian Psychology, 21, 49-58. https://search.ebscohost.com/login.aspx?
direct=true&AuthType=ip,sso&db=pdh&AN=1982-01905-001&site=eds-live&custid=s7439054
Fisher, M. A. (2008). Protecting confidentiality rights: The need for an ethical practice model. American Psychologist, 63(1), 113. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pdh&AN=2007-19520-001&site=eds-live&custid=s7439054
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Fisher, M. A. (2009). Replacing "Who is the client?" with a different ethical question. Professional Psychology: Research and Practice, 40(1), 17. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pdh&AN=2009-01453-001&site=eds-live&custid=s7439054
Fisher, C. B., & Oransky, M. (2008). Informed consent to psychotherapy: Protecting the dignity and respecting the autonomy of patients. Journal of Clinical
Psychology: In Session, 64(5), 576-588. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pbh&AN=31735126&site=edslive&custid=s7439054
Forester-Miller, H., & Davis, T. E. (1996). A practitioner’s guide to ethical decision-making. American Counselling Association.
https://www.counseling.org/docs/ethics/practitioners_guide.pdf
Freud, S., & Krug, S. (2002). Beyond the Code of Ethics, Part II: Dual relationships revisited. Families in Society: The Journal of Contemporary Human
Services, 83(6), 483-492. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=edo&AN=ejs45892175&site=edslive&custid=s7439054
Gottlieb, M. C. (1993). Avoiding exploitive dual relationships: A decision-making model. Psychotherapy, 30, 41-48. https://search.ebscohost.com/login.aspx?
direct=true&AuthType=ip,sso&db=pdh&AN=1994-27371-001&site=eds-live&custid=s7439054
Haney, M. R. (2004). Ethical dilemmas associated with self-disclosure in student writing. Teaching of Psychology, 31(3), 167171. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=ehh&AN=13959131&site=eds-live&custid=s7439054
Harding, A. K., Gray, L. A., & Neal, M. (1993). Confidentiality limits with clients who have HIV: A review of ethical and legal guidelines and professional
policies. Journal of Counselling and Development, 71, 297-305. https://search.ebscohost.com/login.aspx?
direct=true&AuthType=ip,sso&db=bth&AN=9308125683&site=eds-live&custid=s7439054
Harris, J. N. (2008). Can you keep a secret? Confidentiality in psychotherapy. Journal of Clinical Psychology, 64(5), 589600. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pbh&AN=31735119&site=eds-live&custid=s7439054
Haverkamp, B. E. (2005). Ethical perspectives on qualitative research in applied psychology. Journal of Counseling Psychology, 52(2), 146155. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pdh&AN=2005-03263-004&site=eds-live&custid=s7439054
Hesson, K., Bakal, D., & Dobson, K. (1993). Legal and ethical issues concerning children’s rights of consent. Canadian Psychology, 34(3), 317328. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=cmedm&AN=11652841&site=eds-live&custid=s7439054
Hotelling, K. (1988). Ethical, legal, and administrative options to address sexual relationships between counselor and client. Journal of Counseling and
Development, 67, 233-237. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=bth&AN=4961664&site=edslive&custid=s7439054
Kertay, L., & Reviere, S. L. (1993). The use of touch in psychotherapy: Theoretical and ethical considerations. Psychotherapy, 30, 3240. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pdh&AN=1994-26378-001&site=eds-live&custid=s7439054
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. DOI:10.1177/0011000084123005 / https://discovery.ebsco.com/linkprocessor/plink?id=6385ae97-7f37-3dd0-be110404ba26fd86
Koocher, G. (2008). Ethical challenges in mental health services to children and families. Journal of Clinical Psychology, 64(5), 601612. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pbh&AN=31735123&site=eds-live&custid=s7439054
Levenson, J. L. (1986). When a colleague practices unethically: Guidelines for intervention. Journal of Counseling and Development, 64, 315317. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=bth&AN=4963065&site=eds-live&custid=s7439054
Mallen, M. J., Vogel, D. L., & Rochlen, A. B. (2005). The practical aspects of online counselling: Ethics, training, technology, and competency. The Counseling
Psychologist, 33(6), 776-7818. https://www.researchgate.net/publication/238000633_The_Practical_Aspects_of_Online_Counseling_Ethics_Training_Technology_and_Competency
Moleski, S. M., & Kiselica, M. S. (2005). Dual relationships: A continuum ranging from the destructive to the therapeutic. Journal of Counseling and
Development, 83, 3-11. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=bth&AN=16308460&site=edslive&custid=s7439054
National Association of School Psychologists. (1997). Professional conduct manual for school psychologists, the principles for professional ethics, the standards
for the provision of school psychological services. https://www.nasponline.org/standards-and-certification/professional-ethics
National Association of School Psychologists. (2010). Model for comprehensive and integrated school psychological
services. https://www.nasponline.org/x40589.xml
National Association of School Psychologists. (2010). Principles for professional
ethics. https://www.nasponline.org/Documents/Standards%20and%20Certification/Standards/1_%20Ethical%20Principles.pdf
National Association of School Psychologists. (2010). Standards for graduate preparation of school
psychologists. https://www.nasponline.org/Documents/Standards%20and%20Certification/Standards/1_Graduate_Preparation.pdf
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National Association of School Psychologists. (2010). Standards for the credentialing of school psychologists. https://www.nasponline.org/standards-andcertification
Newman, C. F. (2010). Competency in conducting cognitive-behavioral therapy: Foundational, functional, and supervisory aspects. Psychotherapy: Theory,
Research, Practice, Training, 47(1), 12-19. doi:10.1037/a0018849 / https://discovery.ebsco.com/c/4ax45t/details/edht6ci54v?
q=Competency%20in%20conducting%20cognitive-behavioral%20therapy
Database: EBSCOhost
Obermeyer, C. M., Baijal, P., & Pegurri, E. (2011). Facilitating HIV disclosure across diverse settings: A review. American Journal of Public Health, 101(6),
1011–1023. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=bth&AN=61353895
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. doi:10.1037/0735-7028.22.2.171 / https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?
direct=true&AuthType=url,cookie,ip,uid&db=pdh&AN=1991-25218-001
Database: EBSCOhost
Pettifor, J. L. (1998). The Canadian code of ethics for psychologists: A moral context for ethical decision-making in emerging areas of practice. Canadian
Psychology, 39(3), 231-238. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pdh&AN=1998-10636-008&site=edslive&custid=s7439054
Picard, E. I., & Robinson, G. B. (1996). Legal liability of doctors and hospitals in Canada. Carswell.
Pipes, R. B., Holstein, J. E., & Aguirre, M. G. (2005). Examining the personal – professional distinction: Ethics codes and the difficulty of drawing a boundary.
American Psychologist, 60(4), 325-334. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pdh&AN=2005-05480004&site=eds-live&custid=s7439054
Pope, K. S., & Vetter, V. A. (1992). Ethical dilemmas encountered by members of the American Psychological Association: A national survey. American
Psychologist, 47, 397–411. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pdh&AN=1992-25072-001&site=edslive&custid=s7439054
Rest, J. (1984). Research on moral development: Implications for training psychologists. The Counseling Psychologist, 12(3), 19-30.
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and Practice, 39(3), 313-319. https://discovery.ebsco.com/linkprocessor/plink?id=07554c0b-fbe2-341b-b409-64f11945609c
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Roysircar, G. (2004). Cultural self-awareness assessment: Practice examples from psychology training. Professional Psychology: Research and Practice, 35(6),
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Russ, S. W. (2001). Tackling ethical dilemmas in personality assessment. Journal of Personality Assessment, 77(2), 255258. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=bth&AN=5389623&site=eds-live&custid=s7439054
Salisbury, W. A., & Kinnier, R. T. (1996). Posttermination friendship between counsellors and clients. Journal of Counselling and Development, 74, 495500. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pbh&AN=9606251084&site=eds-live&custid=s7439054
Schultz, W. G. S., Sheppard, G. Lehr, R., & Shepard, B. (2006). Counselling ethics: Issues and cases. Canadian Counselling Association.
Schwiebert, V. L., Myers, J. E., & Dice, C. (2000). Ethical guidelines for counselors working with older adults. Journal of Counseling & Development, 78(2),
123–129. https://doi.org/10.1002/j.1556-6676.2000.tb02569.x / https://search.ebscohost.com/login.aspx?
direct=true&AuthType=ip,sso&db=bth&AN=2995864&site=eds-live&custid=s7439054
Shaw, H. E., & Shaw, S. F. (2005). Critical ethical issues in online counselling: Assessing current practices with an ethical intent checklist. Journal of Counseling
and Development, 84, 41-53. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=bth&AN=19511329&site=edslive&custid=s7439054
Sinclair, C. (2011). The evolution of the Canadian code of ethics for psychologists over the years (1986-2011). Canadian Psychology, 52(3), 152161. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pdh&AN=2011-18506-002&site=eds-live&custid=s7439054
Stanard, R., & Hazler, R. (1995). Legal and ethical implications of HIV and duty to warn for counsellors: Does Tarasoff apply? Journal of Counseling and
Development, 73, 397-400. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pbh&AN=9506040002&site=edslive&custid=s7439054
Truscott, D. (1993). The psychotherapist’s duty to protect: An annotated bibliography. Journal of Psychiatry and Law, 21, 221-244.
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Truscott, D., & Crook, K. (1993). Tarasoff in the Canadian context: Wenden and the duty to protect. Canadian Journal of Psychiatry, 38, 8489. https://discovery.ebsco.com/linkprocessor/plink?id=c729329d-a6df-373e-aff8-45bfb7902003
Williams, C. C. (2005). Ethical considerations in mental health research with racial and ethnic minority communities. Community Mental Health Journal, 41(5),
509-520. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=cmedm&AN=16142535&site=eds-live&custid=s7439054
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9.8. H. Regulatory Information, Legislation and Governance Online Resources
This section contains a list of professional organizations and websites which provide useful information on the practice and regulation of counselling and psychology.
Alberta
College of Alberta Psychologists: https://www.cap.ab.ca/resources-regulatory-information
Ontario
College of Registered Psychotherapists of Ontario: https://www.crpo.ca/all-resources/
British Columbia
British Columbia Association of Clinical Counsellors: http://bc-counsellors.org/code-of-ethical-conduct-and-standards-of-clinical-practice/
Nova Scotia
Nova Scotia College of Counselling Therapists Nova Scotia: https://nscct.ca
New Brunswick
College of Counselling Therapists of New Brunswick: http://cctnb.ca/
Prince Edward Island
Prince Edward Island Counselling Association: http://peica.org/resources/
Examples of Code of Ethics
American Counselling Association. (2014). Code of Ethics. Alexandria. https://www.counseling.org/knowledge-center/ethics
American Psychological Association. (2017). http://www.apa.org/ethics/code/ethics-code-2017.pdf
The Australian Counselling Association https://www.theaca.net.au/documents/ACA%20Code%20of%20Ethics%20and%20Practice%20Ver%2013.pdf
British Association for Counselling and Psychotherapy. (2018).
https://www.bacp.co.uk/events-and-resources/ethics-and-standards/
Canadian Counselling and Psychotherapy Association. ccpa-accp.ca
There are several Chapters within Canadian Counselling and Psychotherapy Association representing various Regional or Interest groups. You can join as a
student member. Here is a link to the CCPA website that describes the chapters and provides contact information: https://www.ccpa-accp.ca/chapters/
The New Zealand Association of Counsellors ––Te Roopu Kaiwhiriwhiri o Aotearoa https://www.nzac.org.nz/site/about-us/code-of-ethics?nav=sidebar
Psychology
Regulatory Organizations
College of Psychologists of British Columbia - http://www.collegeofpsychologists.bc.ca
College of Psychologists of New Brunswick - http://www.cpnb.ca
L'Ordres des Psychologues du Quebec – http://www.ordrepsy.qc.ca
Nova Scotia Board of Examiners in Psychology - http://www.nsbep.org
PEI Psychologists Registration Board - http://www.peipsychology.org/peiprb/
Saskatchewan College of Psychologists - http://www.skcp.ca
The College of Psychologists of Ontario - http://www.cpo.on.ca
Professional Associations
Canadian Psychological Association (CPA) - http://www.cpa.ca
Canadian Register of Health Service Psychologists (CRHSP) - http://www.crhspp.ca
American Psychological Association (APA) - http://www.apa.org
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Association of State and Provincial Psychology Boards (ASPPB) - http://www.asppb.net
Psychologists Association of Alberta (PAA) - http://www.psychologistsassociation.ab.ca
Psychological Association of Manitoba - http://www.cpmb.ca
Legislation
Forum of Labour Market Ministers, the Labour Mobility Coordinating Group - https://flmm-fmmt.ca/
Government of Alberta - Queen's Printer - http://www.qp.gov.ab.ca
Health and Social Service - Government of Nunavut - http://www.gov.nu.ca/health
National Register of Health Service Psychologists - http://www.nationalregister.org
Office of the Information and Privacy Commissioner of Alberta (OIPC) - http://www.oipc.ab.ca
Office of the Public Guardian of Trustee (OPGT) - Government of Alberta - https://www.alberta.ca/opgt-supports.aspx
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