6/4/2018 AGENDA Brief overview of Emerging Leaders Program Introduction of 2018 Emerging Leaders • Katie Jones, PhD (ECP) • Krystal Schultz, MA, LPC (Student) • Whitney Walsh, MS (Student) • Max Shmidheiser, PsyD, ABPP-CN, MBE (ECP) TRANSFORMING PASSION INTO • Shari Kim, PhD (ECP) INNOVATIVE INITIATIVES FOR THE PPA 2018 Emerging Leaders Program FUTURE 2018 EMERGING LEADERS PROGRAM History and purpose of the PPA Emerging Leaders Program Aspects of the program • Leadership Training/Development • Mentoring • Leadership Action Project WHEN YOUR COLLECTION’S NOT • Involvement in PPA Katie Jones, PhD COMPLETE: DEVELOPMENT OF RESOURCE Center for Pediatric Behavioral Health GUIDE FOR CLINICIANS WORKING WITH Independence Family Center Cleveland Clinic LGBTQ+ INDIVIDUALS AGENDA OBJECTIVES Objectives Discuss application of a problem solving model in project development Demonstrate use of resource guide Application of a problem solving model Highlight future directions for resource guide Problem identification Solution generation Trying it out: Current resource guide Future directions 1
6/4/2018 PROBLEM SOLVING MODEL PROBLEM IDENTIFICATION 1) Problem Identification Need for information targeting intersection between social justice concerns and patient care 2) Possible Solution Generation 3) Evaluation Based on noted frequency of resource requests on listservs (PPA, APA, ADAA, 4) Alternative Solution Generation CFHA) Routed in APA Ethical Principles and Code of Conduct (APA, 2016) • Principle D: Justice • Section 2: Competence SOLUTION GENERATION CURRENT RESOURCE GUIDE Resource guide • Compilation of resources related to social justice concerns • Information for providers and for patients • Improve competence and efficacy Advantages • Provides immediate information to providers as needed • Allows for crowdsourcing after initial set up • Can develop and grow over time • Format applicable to other areas/concerns Disadvantages • Time consuming and need for maintenance • Huge amount of available information FUTURE DIRECTIONS Continue updating resources based on PPA member feedback Expand to other areas such as: • Immigrant/refugee populations • Children with incarcerated parents • People with health-related conditions STATE BOARD OF PSYCHOLOGY Krystal Schultz, MA, LPC DISCIPLINARY VIOLATIONS Chatham University 2007 THRU 2017 2
6/4/2018 PROJECT OBJECTIVES TYPES OF VIOLATION Review all disciplinary actions taken by the Pennsylvania State Board of Psychology Continuing education (i.e., Missing mandated trainings, Less that 30 credits, Less than 15 credits in-person trainings) Identify & categorize the type of violation Ethics (e.g., Dual Relationships, Negligence, Gross Incompetence, Unprofessional Conduct) Compare Psychologist membership with PPA (2011 through 2017 onl y ) Sexual relationships Identify and compare the number of years the Psychologist has been licensed, by violation category Violation in another licensing state Compare 2007 to 2017 data with 1997 to 2007 data published by Knapp Practicing without a license (e.g., failure to renew while continuing to practice) and VandeCreek (2009) Other (e.g., Legal/Criminal/Misdemeanor charges, Practicing when Impaired) Identify proactive measures to reduce chances of future disciplinary actions Charges from previous year (i.e., adjudicated charges from another year) PPA MEMBERS VS NON-MEMBERS VIOLATIONS BY TYPE Who is Charged by Membership Types of Violations by Membership Type (2011-2017) (2007-2017) *The average number of licensed psychologists with membership in in PPA ranges between 35% to 40% NOTE: 75 charges not included due to inability to verify PPA membership p = 0.00543 SUMMARY BY YEAR VIOLATIONS BY NUMBER OF YEARS LICENSED NOTE: 7 violations not included due to sealed records 3
6/4/2018 DATA FROM 1997 TO 2007 VS DATA FROM PREVENTATIVE ACTIONS TO REDUCE 2007 TO 2017 DISCIPLINARY ACTIONS Violation Type Continued membership to PPA Membership Type • ListServ email reminders • Portal storing CE information • Training opportunities • Access to experts for ethical/legal consultation • Increased accountability Apps to track C.E. information Increase in mandatory ethics trainings * PPA membership data only available from 2011 to 2017 Awareness and plan to deal with the increased risk that comes with increased distance from licensure LEARNING OBJECTIVES At the end of the program, participants will be able to: • Identify what an ethical blind spot is, • Assess their own ethical practices, • Identify their own ethical blind spots, • Decrease future ethical blind spots ETHICAL BLIND SPOTS OF STUDENTS Whitney Walsh, MS AND ECPS Chestnut Hill College WHAT IS AN ETHICAL BLIND SPOT? PURPOSE OF THIS PROJECT • “The gap between who you want to be and the person you Explore current student and ECP population actually are • Experiences with ethical dilemmas Bazerman & Tenbrunsel (2011) • How were they resolved? • Formally and informally • “Unintentional unethical behavior” • What supports were in place? Sezer, Gino, & Bazerman (2015) Hoped to uncover: • What training would have been helpful? • What would participants have done differently? • What advice would they give others? 4
6/4/2018 ETHICAL DILEMMA VS. BLIND SPOT COLLECTED DATA Three conditions of: Ended up being more information on ethical dilemmas than • Individual must make a decision about best course of action blind spots • There are different courses of action to choose from • Word choice and/or participant perception • An ethical principle is compromised with any course of action Some anecdotes had blind spots inherently within them AWARENESS IS KEY • All participants but one indicated “I was aware I was in an ethical dilemma” Allen, K (2012) FUTURE IMPLICATIONS 1 4 3 2 More training on identifying blind spots! Continued processing with students and ECPs after ethical dilemmas occur • Bridge the gap between blind spot and dilemma • Increased supervision (formal or informal) to explore this More frequent refreshers of ethics for students and ECPs REFERENCES ETHICS FEUD ETHICS FEUD ETHICS FEUD ETHICS FEUD ETHICS FEUD ETH Allen, K., (2012). What Is an Ethical Dilemma? The New Social Worker Digital Edition,19 (2). Retrieved from http://www.socialworker.com/feature-articles/ethics- articles/What_Is_an_Ethical_Dilemma?/ ETHICS EDITION! Bazerman, M. H., & Tenbrunsel, A. E. (2011). Blind spots: Why we fail to do what's right and what to do about it . Princeton University Press. Sezer, O., Gino, F., & Bazerman, M. H. (2015). Ethical blind spots: Explaining unintentional unethical behavior. Current Opinion in Psychology , 6 , 77-81 ETHICS FEUD ETHICS FEUD ETHICS FEUD ETHICS FEUD ETHICS FEUD ETHICS 5
6/4/2018 TOPIC RELEVANCE? CONSIDER: EXPONENTIAL GROWTH OF INFORMATION TECHNOLOGIES “We’re doubling the power of information technologies, as measured by price-performance, bandwidth, capacity & many other types of measures, about every year. That’s a factor of a thousand in ten years, a million in twenty years, & a billion in thirty years… Ultimately, everything of importance will be comprised essentially of information technology.” (Kurzweil, 2005) PSYCHOLOGY, ASSESSMENT & TECHNOLOGY: Max Shmidheiser, PsyD, ABPP- OVERVIEW OF PRACTICAL, ETHICAL & CN, MBE ADVOCACY CONSIDERATIONS Kurzweil, 2005 -JANUARY 2007, STEVE JOBS INTRODUCED THE IPHONE. -IN 2010, ¼ OF AMERICANS HAD A SMARTPHONE. -IN 2018, 70% OF AMERICANS HAVE A SMARTPHONE. EXPONENTIAL GROWTH OF INFORMATION WORKSHOP GOALS TECHNOLOGIES Technology is rapidly developing To maintain the highest standards of psychological practice, it is imperative to be familiar with: Various technology platforms are increasingly used in • Recent developments in assessment-related technology psychological & neuropsychological assessments • Relevant ethical guidelines and standards 6
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