Human rights and psychologists involved in assessment

Human rights and psychologists involved in assessment

Human rights and psychologists involved in assessment

Assignment: Human rights and psychologists

Assignment: Human rights and psychologists involved in assessment

he choices so far are 7 and 4 which one would every one like

1. Human rights and psychologists involved in assessment related to death penalty cases: 4

a. An explanation of how the clients in this case study would be affected by unethical disclosure of client information- Patricia

b. A discussion on how your research into the dilemma affected your prior views and assumptions

2. Confidentiality and involvement of parents in mental health services for children and adolescents: 7

a. An explanation of how the clients in this case study would be affected by unethical disclosure of client information- Patricia

b. A discussion on how your research into the dilemma affected your prior views and assumptions

Notes for # 5

Bodner, K. E. (2012). Ethical principles and standards that inform educational gatekeeping practices in psychology. Ethics & Behavior, 22(1), 60-74.

Educational gatekeeping functions in psychology serve to assess, remediate, and/or dismiss students and trainees with problematic professional competencies (STPPC). Recently, professional psychology graduate programs have increasingly focused on problems with professional competency, and they have begun to implement formal procedures to intervene with STPPC (Rubin et al., 2007). However, there has been considerably less literature addressing the ethics and ethical considerations of instituting these gatekeeping functions, especially in different stages of education and training in psychology. The American Psychological Association (APA; 2002) Ethical Principles of Psychologists and Code of Conduct (Ethics Code) offers faculty and supervisors ethical principles and obligatory standards that provide guidance about how to implement highly ethical gatekeeping practices. The purpose of this article is to highlight the major ethical issues and dilemmas that faculty and supervisors may face when intervening with STPPC and provide recommendations for ethical gatekeeping practices that are inspired by the APA Ethics Code.

GATEKEEPING

Typical gatekeeping functions are put into place to assess acceptable professional competency

in students and trainees, and to remediate or dismiss STPPC (Vacha-Haase, Davenport, &

Kerewsky, 2004). Remediation may require students and trainees to take further training or

coursework; attend therapy; extend practica, internships, or postdoctoral training; and/or even

change career focus (Forrest, Elman, Gizara, & Vacha-Haase, 1999). Students and trainees

develop professional competency skills at different rates as they progress through their programs,

and faculty and supervisors may find it difficult to determine if problematic professional

competencies are developmental in nature and can be remediated. At times, student and trainee

professional competency problems may be so severe that remediation may not be successful.

Graduate programs have increasingly focused on problems with professional competency, and

they have begun to implement formal procedures to intervene with STPPC (Rubin et al., 2007).

DEFINITION OF STUDENTS AND TRAINEES WITH PROBLEMS

OF PROFESSIONAL COMPETENCE (STPPC)

For the purpose of this article, the term “students” refers to undergraduate and graduate students

and the term “trainees” refers to internship and postdoctoral trainees. Students and trainees

may display problematic professional competency at any stage of education or training. In their

Benchmark document, Fouad and colleagues (2009) identified 15 core competencies, defined

their essential components that are necessary for each stage of training and education, and

described how to assess these competencies across educational levels (e.g., readiness for practica,

internship, and entry to practice). The authors further characterized each core competency

through its multiple elements. For example, the core competency of professionalism is characterized

by the elements of integrity/honesty, deportment, accountability, concern for the welfare

of others, and professional identity. An example of a student or trainee who displays problematic

professional competence in professionalism might be cheating on assignments, falsifying information,

and/or being disrespectful during interpersonal interactions with clients or colleagues.

A description of each core competency and its elements is beyond the scope of this article (see

Fouad et al., 2009, for a complete list). Student and trainees that display problems in one or more

of the 15 core competencies are identified as STPPC for the purpose of this article.

Prevalence and Type of Competency Problems

There is little to no research evaluating the prevalence rate of undergraduate students with

problematic professional competency. White and Franzoni (1990) evaluated 1st-year counseling