PSY 781-01 Clinical Psychology Ethics and Professional Issues
Fall 2013
Instructor:
E-mail:
Phone number:
Meetings:
Office Hours:
Licensed Clinical Psychologist
firstname.lastname@gallaudet.edu
(202) 651-5540 (Psychology Department)
Monday, 1:00 to 3:50, HMB 321
Course Description:
This course introduces clinical psychology doctoral students to ethical issues and professional practice
in clinical psychology. The course covers the APA Code of Ethics, ethical decision-making and clinical
judgment, professional expectations and guidelines, legal obligations of psychologists, and an overview
of clinical practice settings. Cross-cultural and social justice issues in clinical practice are emphasized
as they relate to ethical decision making in the evolving world of clinical practice.
Expected Time Commitments:
In addition to required participation in class, the combination of readings, analysis of ethical dilemmas,
and preparation of assignments dictates a minimum of six additional hours outside of the class meeting
times.
Required Books:
American Psychological Association. (2010). Ethical principles of psychologists and code of conduct.
http://www.apa.org/ethics/code/index.aspx).
Fisher, C.B. (2011). Decoding the Ethics Code (updated 2nd ed.). Thousand Oaks, CA: SAGE.
Gutman, V. (2002). Ethics in Mental Health and Deafness. Washington DC: Gallaudet University
Press.
Koocher, G. & Spiegel, P. Children, Ethics, and the Law http://kspope.com/ethics/Children_Ethics_and_the_Law.pdf
Bersoff, D.N. (2008). Ethical Conflicts in Psychology – 4th Edition. Washington, DC: APA.
Suggested Texts and Required Literature
Baker, D.C., Bufka, L.F. (2011). Preparing for the telehealth world: Navigating legal, regulatory,
reimbursement, and ethical issues in an electronic age. Professional Psychology: Research
and Practice, 42(6), 405-411.
Bryan, C.J., Corso, K.A., Neal-Walden, T.A. & Rudd M.D. (2009). Managing suicide risk in primary
care: Practice recommendations for behavioral health consultants. Professional Psychology:
Research and Practice, 40(2), 148-155.
Cohen, A.B. (2009). Many forms of culture. American Psychologist, 64(3). 194-204.
Devereaux, R.L., & Gottlieb, M.C. (2012). Record keeping in the cloud: Ethical considerations.
Professional Psychology: Research and Practice, doi:
10.1037/a0028268
District of Columbia (2008, May 2). District of Columbia municipal regulations for psychology.
Specific site:
http://app.doh.dc.gov/prof_license/services/pdffile/psychology/MunicipalPsychologyRegulations.pdf
(retrieved July 6, 2009).
Fox, R.E., DeLeon, P.H., Newman, R., Sammons, M.T., Dunivin, D.L., & Baker, D.C. (2009).
Prescriptive authority and psychology: A status report. American Psychologist, 64(4), 257-268.
Hsiung, R.C. (March 2001). Suggested principles of professional ethics for the online provision of
mental health services. Telemedicine Journal and e-Health, 7(1), 39-45.
Hwa-Froelich, D.A. & Westby, C.E. (2003). Consideration when working with interpreters.
Communication Disorders Quarterly, 24(2), 78-85.
Kaslow, F.W., Patterson, T., & Gottlieb, M. (2011). Ethical dilemmas in psychologists accessing internet
data: Is it justified? Professional Psychology: Research and Practice, 42(2), 105-112.
Martin, S. (2009). A new day for practice. Monitor on Psychology, 64(5), 18-21.
McGarrah, N.A., Alvord, M.K., Martin, J.N., & Halderman, D.C. (2009). In the public eye: The
ethical practice of media psychology. Professional Psychology: Research and Practice, 40(2),
172-180.
Pabian, Y.L., Welfel, E., & Beebe, R.S. (2009). Psychologists’ knowledge of their states’ laws
pertaining to Tarasoff-type situations. Professional Psychology: Research and Practice, 40(1),
8-14.
Sue, D.W., Bingham, R.P., Porche’-Burke, L., & Vasquez, M. (1999). The diversification of
psychology: A multicultural revolution. American Psychologist, 54(12), 1061-1069.
Sue, S. (1998). In search of cultural competence in psychotherapy and counseling. American
Psychologist, 53(4), 440-448.
Tunick, R.A., Mednick, L., & Conroy, C. (2011). A snapshot of child psychologists’ social media
activity: Professional and ethical practice implications and recommendations. Professional
Psychology: Research and Practice, 42(6), 440-447.
Van Allen, J. & Roberts, M.C. (2011). Critical incidents in the marriage of psychology and
technology:
A discussion of potential ethical issues in practice, education, and policy.
Professional
Psychology: Research and Practice, 42(6), 433-439.
Whaley, A.L. & Davis, K.E. (2007). Cultural competence and evidence-based practice in mental
health services: A complementary perspective. American Psychologist, 62(6), 563-574.
Welch, B. (2009, June 16). Torture, psychology, and Daniel Inouye: The true story behind
psychology’s role in torture. http://www.huffingtonpost.com/bryant-welch/torture-psychologyand-da_b_215612.html (retrieved 08/12/09).
Zeranski, L. & Halgin, R.P. (2011). Ethical issues in elder abuse reporting: A professional
psychologist’s guide. Professional Psychology: Research and Practice, 42(4), 294-300.
Zur, O., Williams, M.H., Lehavot, K., & Knapp, S. (2009). Psychotherapist self-disclosure and
transparency in the internet age. Professional Psychology: Research and Practice, 40(1), 22-30.
Assigned articles on the class Blackboard. In addition to the required books, outside readings
will be regularly required. The course schedule section listed below provides you with dates by
which assignments must be read. The readings that are not from the books can be found by
accessing the online library system. Additional interesting readings that are discovered during
the semester may be added. See me if there are any difficulties.
Course Goals:
There are three major training goals of the Ph.D. program in Clinical Psychology, which are described
in your Program Handbook. Each of these three goals has a number of individual objectives. The
present course addresses the following objectives:
Graduates will:
1. Graduates will demonstrate knowledge of ethical & professional problems and their solutions
(Goal 2/Objective 4).
2. Graduates will demonstrate knowledge of ethical & professional problems and their solutions as
applied to deaf, hard-of-hearing, and deafblind clients (Goal 2/Objective 4).
3. Graduates will be able to demonstrate knowledge of cultures other than their own and be able to
apply clinical information to multicultural settings (Goal 2/Objective 5).
4. Graduates will demonstrate the communication skills needed for effective clinical services to
deaf, hard of hearing, and deafblind clients (Goal 3/Objective 1).
Course Objectives:
Student Learning Outcomes
At the end of the semester, students will be able to:
1. Demonstrate a clear understanding of ethical decision-making models in the field of psychology
with specific focus on the American Psychological Association Code of Ethics and the field of
clinical psychology.
2. Demonstrate a clear understanding of the complexities of ethical principles and professional
issues when working with children, adolescents, and adult.
3. Demonstrate a clear understanding of professional principles and practices in the field of
psychology with specific focus on the field of clinical psychology.
4. Demonstrate professional presentation skills.
5. Demonstrate an introductory understanding of cultural competency as it applies to ethical
decision making when working with diverse populations in diverse practice settings.
Student Learning
Outcome
Program
Outcomes
addressed
Learning
Opportunities
Demonstrate a clear
understanding of ethical
decision-making models in
the field of psychology
with specific focus on the
American Psychological
Association Code of Ethics
and the field of clinical
psychology
2.4
Essays, student
presentations
and
participation;
Assessment of
Learning (see
detailed rubric at
end of syllabus)
Evaluation of
essays based on a
rubric that assesses
organization,
clarity, integration
of material from
readings, and
accuracy;
Participation
evaluated based on
attendance AND
asking and
answering
questions based on
readings and
classmates’
discussion points;
Evaluation of the
presentation will be
based on a rubric
that includes
organization,
clarity,
understanding of
material,
encouragement of
discussion, and
comfort level
fielding questions.
Evaluation of
essays based on a
rubric that assesses
organization,
clarity, integration
of material from
readings, and
accuracy;
Participation
evaluated based on
attendance AND
asking and
answering
questions based on
readings and
classmates’
discussion points;
Demonstrate a clear
understanding of the
complexities of ethical
principles and professional
issues when working with
children and adolescents.
2.4
Assigned
readings;
Class
participation;
professional
essays;
Lectures on
selected topics;
Demonstrate a clear
understanding of
professional
principles and
practices in the field
of psychology with
specific focus on
the field of clinical
psychology
2.4
Assigned
readings;
Class
participation;
Writing
professional
essays;
Developing a
CV;
Lectures on
selected topics;
Evaluation of
essays based on a
rubric that assesses
organization,
clarity, integration
of material from
readings, and
accuracy;
Participation
evaluated based on
attendance AND
asking and
answering
questions based on
readings and
classmates’
discussion points;
CV evaluated based
on CV rubric.
Demonstrate
3.1
Class
Evaluation of the
professional
presentation skills
presentation;
Demonstrate an
2.5
introductory understanding
of cultural competency as it
applies to ethical decision
making when working with
diverse populations in
diverse practice settings.
Assigned
readings;
Class
participation;
Class
presentation;
presentation will be
based on a rubric
that includes
organization,
clarity,
understanding of
material,
encouragement of
discussion, and
comfort level
fielding questions.
Participation
evaluated based on
attendance AND
asking and
answering
questions based on
readings and
classmates’
discussion points;
Evaluation of the
presentation will be
based on a rubric
that includes
organization,
clarity,
understanding of
material,
encouragement of
discussion, and
comfort level
fielding questions.
Course Requirements and Grading:
We will enhance our knowledge of ethics and professional issues in psychology through a variety of
activities. Readings are assigned to provide you the opportunity to gain a thorough understanding of the
field, and support class discussions and case reviews. You will be asked to complete a set of essays,
create a curriculum vita, present on issues pertaining to cultural competence, and participate actively in
class discussions.
Students are expected to attend class, participate in discussions, keep up with assigned readings, and
take good notes. While no specific credit is given for attendance, attendance does affect final grades, in
that those who attend class have the opportunity to participate in the learning experiences to a greater
degree.
1. Essay Examinations: You will be asked to complete two sets of essays based on your
acquisition of knowledge pertaining to the ethical principles and code of conduct. You will have
one week to complete the essays. The distribution and due dates are indicated in the schedule
below.
2. Curriculum Vitae: You will be asked to write a Curriculum Vitae (CV). The process of
developing a CV and examples will be provided in class.
3. Presentation: You will be asked to prepare a class presentation based on your analysis of an
ethical or professional practice issue. The presentation should be no longer than 30 minutes,
including 10 minutes for questions and answers. You should consider using overheads, graphics,
and/or PowerPoint for clear communication of information. Your reference list should be
prepared following APA style, and posted on Blackboard. Evaluation of the presentation will be
based on a rubric that includes organization, clarity, understanding of material, encouragement
of discussion, and comfort level fielding questions. The instructor is available to discuss the
organization of the presentation at any time.
4. Participation: Class participation is more than simply attending. You must be willing to be an
active and engaged learner with the material. This means asking questions, responding to
questions and comments of others, relating and sharing your thoughts about the readings with
colleagues/classmates, and considering the viewpoints of others.
Criteria for Evaluation
Course Components
1) Class Participation
2) Essay Examinations
3) Curriculum Vitae
4) Presentation
Percentage (100%)
15%
50% (25% each)
15%
20%
Academic Standards and Policies
See 2011-2012 Gallaudet University Graduate Catalog and the Graduate School Academic
Integrity Policy. Please adhere to ethical academic functioning and avoid plagiarism.
Plagiarism (e.g., cheating, fabrication and falsification of information, multiple submissions,
abuse of academic materials, and complicity in academic dishonesty) is prohibited. Violation of
the Gallaudet University policies will be handled in accordance with the Academic Integrity
Policy.
Students with Disabilities
Gallaudet University is committed to providing all students equal access to learning opportunities. The
Office for Students with Disabilities (OSWD) is the campus unit that works with students who have
disabilities to provide and/or arrange reasonable accommodations. Students registered with OSWD,
who have a letter requesting accommodations, are encouraged to contact the professor early in the
semester. OSWD is located in the Student Academic Center, room 1220. Additional information is
available at the OSWD website http://oswd.gallaudet.edu/.
Communication
Gallaudet is a bilingual university. Both English and ASL will be used in class at various times, and
interpreters will be available to facilitate discussions and activities,. It is expected that all students will
respect different communication styles and fluencies.
Course Schedule and Readings
Every effort will be made to maintain the continuity of the course, but the instructor reserves the right
to make any changes to the lecture and reading schedule. You will be informed of any changes as soon
as possible. Each week you will be asked to read the assigned literature and review the corresponding
sections of the APA Ethical Principles of Psychologists and Code of Conduct (2002).
Date
Week 1
Topics
Introduction to Course
Philosophical Foundations and Moral Principles
Ethical Models and Decision Making
Readings
Fisher, Chapters 1 –3;
Hwa-Froelich
Week 2
Ethical Models and Decision Making - continued
Resolving Ethical Disputes
Legal Perspectives and Issues
Fisher, Chapter 4;
Welch
Week 3
Ethical Models and Decision-making
In working with children
Bersoff; Koocher
Week 4
Professional Competence and Training
Fisher, Chapter 5;
Gutman, Chapter 1
Week 5
Clients Rights, Professional Boundaries
and Multiple Relationships
Fisher, Chapter 6;
Gutman, Chapter 2;
Zur et al.
Week 6
Privacy and Confidentiality
Confidentiality with Minors
Legal Perspectives and Issues – continued
Examination 1 distributed
Bryan et al.; Fisher,
Bersoff;
Chapter 7; Gutman,
Week 7
HIPPA, FERPA
Advertising and Public Statements
Record Keeping and Fees
Examination 1 Due
Chapter 3; Pabian et al.
Fisher, Chapters 8 – 9;
McGarrah et al.
Week 8
Education and Training
Curriculum Vitae Due
Fisher, Chapter 10
Week 9
Research and Publication
Fisher, Chapter 11
Presentation: Gallaudet Institutional Review Board
Week 10
Assessment and Therapy (Adults)
Week 11
Assessment & Therapy (children)
Week 12
Being a Psychologist in the 21st Century
Examination 2 Distributed
DC License Regulation;
Fox et al.; Martin
Week 13
Introduction to Cultural Competency
Examination 2 Due
Cohen; Sue D.W. et al.;
Sue, S. et al.; Whaley &
Davis
Week 14
Diversity and Cultural Competency
Student Presentations
Readings from week 12
Fisher, Chapters 12 – 13
Week 15
Ethics & working with Deaf People
Conclusions
Gutman, Chapters 6, 7,
& 10