The Buck Stops Here

Falvey, Janet Elizabeth; Cohen, Carol R.

doi:10.1300/j001v22n02_05

Cited by 10 publications

(4 citation statements)

References 22 publications

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“…Assessment, evaluation, and feedback are essential compo nents of ethical supervision (Carroll, 2010;., However, supervisors have been found to provide it relatively infrequently (e.g., Ellis et al, 2014;Friedlander, Siegel, & Brenock, 1989;Hoffman, Hill, Holmes, & Frei tas, 2005), which leads to failures in gatekeeping and failures of supervisors in informing supervisees about their competency development (Thomas, 2010), and creates po tential for ethical complaints (Falvey & Cohen, 2004;. To be effective, assessment, evalua tion, and feedback need to be directly linked to specific competencies, to observed behaviors, and be timely (APA, 2010, 7.06;Hattie & Timperley, 2007).…”

Section: O M a I N E: A S S E S S M E N T / E V A L U A T I O N / Fmentioning

confidence: 99%

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Guidelines for clinical supervision in health service psychology.

Goodyear¹

2015

American Psychologist

208

164

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This document outlines guidelines for supervision of students in health service psychology education and training programs. The goal was to capture optimal performance expectations for psychologists who supervise. It is based on the premises that supervisors (a) strive to achieve competence in the provision of supervision and (b) employ a competency-based, meta-theoretical approach to the supervision process. The Guidelines on Supervision were developed as a resource to inform education and training regarding the implementation of competency-based supervision. The Guidelines on Supervision build on the robust literatures on competency-based education and clinical supervision. They are organized around seven domains: supervisor competence; diversity; relationships; professionalism; assessment/evaluation/feedback; problems of professional competence, and ethical, legal, and regulatory considerations. The Guidelines on Supervision represent the collective effort of a task force convened by the American Psychological Association (APA) Board of Educational Affairs (BEA).

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Section: O M a I N E: A S S E S S M E N T / E V A L U A T I O N / Fmentioning

confidence: 99%

“…Keeping supervision records is an important means of documenting the conduct of supervision and supervisee progress (e.g., APA, 2007b;Falvey & Cohen, 2004;Luepker, 2012;Thomas, 2010).…”

Section: O M a I N G : E Th Ic S L E G A L A N D R E G U L A T mentioning

confidence: 99%

Guidelines for clinical supervision in health service psychology.

Goodyear¹

2015

American Psychologist

208

164

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“…The supervisor must be given all identifi able client information that would allow contact with the client if needed, and the supervisee must inform the client about the supervision and the resulting limits of confidentiality. Supervisors ordinarily are expected to document the supervision ( Falvey & Cohen, 2003 ).…”

Section: Consultation and Supervision Rolesmentioning

confidence: 99%

Confidentiality and record keeping.

Fisher¹

2012

APA Handbook of Ethics in Psychology, Vol 1: Moral Foundations and Common Themes.

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Confi dentiality is an ethical duty. The Ethical Principles of Psychologists and Code of Conduct (the Ethics Code; American Psychological Association [APA], 2010b ) describes the protection of confi dential information as a "primary obligation" (p. 7). It has been variously defi ned as "a standard of professional conduct that obliges a professional not to discuss information about a client with anyone" ( Koocher & Keith-Spiegel, 2008, p. 194 ), "the secret-keeping duty that arises from the establishment of the professional relationship that psychologists develop with their clients" ( Younggren & Harris, 2008, p. 589 ), and "a duty to keep private things private" ( Haas & Malouf, 2005, p. 32 ).Confi dentiality is also a legal duty. Many laws provide legal support for the profession ' s ethical rule. In many states, the Ethics Code has been incorporated into psychologists ' licensing regulations, thereby giving the profession ' s confi dentiality standards the force of law. It confuses matters, however, that certain other state laws can severely limit confidentiality by requiring psychologists to disclose information without the client ' s consent.Historically, psychologists were ethically free to begin client relationships by saying, "Everything you tell me stays in this room," because they usually were free legally to keep that promise. As laws began to require psychologists to disclose certain client information, strong voices within the profession, including a former APA president ( Siegel, 1979 ), argued that psychologists nevertheless should protect confidentiality absolutely. Some still advocate that therapists of all professions should refuse to disclose client information under any circumstances, regardless of the legal consequences ( Bollas & Sundelson, 1995 ;Kipnis, 2006 ). But neither the mental health professions nor the law now treat confi dentiality as an absolute value. Because laws often require confi dential client information to be disclosed, the APA Ethics Code now explicitly permits psychologists to make exceptions to the ethical rule. In other words, both the profession and the law now place some conditions on the client ' s right to confi dentiality.Ethically speaking, this "conditional confi dentiality" can be complicated to practice. In part, this diffi culty arises from the fact that, although all psychologists must uphold the same ethical standards about confi dentiality ( APA, 2010b ), each state imposes different legal limitations on their ability to protect clients ' confi dences. Although confi dentiality might seem to be an easy concept on the surface, it becomes quite complex when exceptions differ from circumstance to circumstance and from state to state ( Younggren & Harris, 2008 ). Confusion about confi dentiality was increased by the fact that while states were enacting some laws that protected confi dentiality (i.e., privileged communications laws), they also were enacting other laws that required clinicians to disclose confi dential information (e.g., mandated reporting laws...

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“…Supervisors support gatekeeping efforts by documenting supervision as thoroughly and consistently as they document individual, group, family, or couples counseling. The importance of documenting supervision has been emphasized by Bernard and Goodyear (2004), Borders and Brown (2005), Bridge and Bascue (1990), Disney and Stephens (1994), Falvey and Cohen (2004), Harrar, et al (1990), Haynes, Corey, and Moulton (2003), Tanenbaum and Berman (1990), and Westefeld (2008).…”

Section: Documenting Supervisionmentioning

confidence: 99%

Endorsement for Licensure: Practices and Challenges Reported by Counselor Supervisors

Miller¹

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The purpose of this mixed-method study was to explore the extent to which supervisors of post-matriculation, pre-licensed counselors engage in gatekeeping. Two-hundred seventy-nine supervisors of post-matriculation, pre-licensed counselors completed an online survey that assessed 1) what methods of supervision supervisors of postmatriculation, pre-licensed counselors use that promote gatekeeping; 2) whether training in supervision increases the likelihood that supervisors engage in gatekeeping; 3) if supervisors endorse individuals for licensure about whom they have reservations; and 4) what barriers supervisors of post-matriculation, pre-licensed counselors report to engaging in gatekeeping at the licensure level. Analysis of the data revealed that, in the course of supervising an individual for licensure, supervisors engage in very few practices that promote gatekeeping. In addition, supervisors in the sample admitted to endorsing individuals for licensure despite concerns about their level of skill or appropriateness for the profession. The amount of training a supervisor had in supervision had no appreciable relationship to the amount of time supervisors spent engaged in the more objective methods of supervision. There was, however, a significant difference in the median number of hours of training reported by supervisors who had refused to endorse at least one individual for licensure compared to the median number of hours of training of those who had never refused to endorse someone for licensure, with the former group having a higher median. Implications for supervisors, state licensing boards, and academic training programs are discussed.

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The Buck Stops Here

Cited by 10 publications

References 22 publications

Guidelines for clinical supervision in health service psychology.

Guidelines for clinical supervision in health service psychology.

Confidentiality and record keeping.

Endorsement for Licensure: Practices and Challenges Reported by Counselor Supervisors

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