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6/4/2018
1
TRANSFORMING PASSION INTO INNOVATIVE INITIATIVES FOR THE
FUTUREPPA 2018
Emerging Leaders Program
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)
• Shari Kim, PhD (ECP)
2018 EMERGING LEADERS PROGRAM
History and purpose of the PPA Emerging Leaders Program
Aspects of the program
• Leadership Training/Development
• Mentoring
• Leadership Action Project
• Involvement in PPA WHEN YOUR COLLECTION’S NOT COMPLETE: DEVELOPMENT OF RESOURCE GUIDE FOR CLINICIANS WORKING WITH
LGBTQ+ INDIVIDUALS
Katie Jones, PhDCenter for Pediatric Behavioral
HealthIndependence Family Center
Cleveland Clinic
AGENDA
Objectives
Application of a problem solving model
Problem identification
Solution generation
Trying it out: Current resource guide
Future directions
OBJECTIVES
Discuss application of a problem solving model in project development
Demonstrate use of resource guide
Highlight future directions for resource guide
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PROBLEM SOLVING MODEL
1) Problem Identification2) Possible Solution Generation3) Evaluation4) Alternative Solution Generation
PROBLEM IDENTIFICATION
Need for information targeting intersection between social justice concerns and patient care
Based on noted frequency of resource requests on listservs (PPA, APA, ADAA, CFHA)
Routed in APA Ethical Principles and Code of Conduct (APA, 2016)• Principle D: Justice• Section 2: Competence
SOLUTION GENERATION
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
CURRENT RESOURCE GUIDE
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
DISCIPLINARY VIOLATIONS 2007 THRU 2017
Krystal Schultz, MA, LPCChatham University
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PROJECT OBJECTIVESReview all disciplinary actions taken by the Pennsylvania State Board of Psychology
Identify & categorize the type of violation
Compare Psychologist membership with PPA (2011 through 2017 only)
Identify and compare the number of years the Psychologist has been licensed, by violation category
Compare 2007 to 2017 data with 1997 to 2007 data published by Knapp and VandeCreek (2009)
Identify proactive measures to reduce chances of future disciplinary actions
TYPES OF VIOLATION
Continuing education (i.e., Missing mandated trainings, Less that 30 credits, Less than 15 credits in-person trainings)
Ethics (e.g., Dual Relationships, Negligence, Gross Incompetence, Unprofessional Conduct)
Sexual relationships
Violation in another licensing state
Practicing without a license (e.g., failure to renew while continuing to practice)
Other (e.g., Legal/Criminal/Misdemeanor charges, Practicing when Impaired)
Charges from previous year (i.e., adjudicated charges from another year)
VIOLATIONS BY TYPE PPA MEMBERS VS NON-MEMBERS
Who is Charged by Membership Type (2011-2017)
Types of Violations by Membership (2007-2017)
p = 0.00543
*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
VIOLATIONS BY NUMBER OF YEARS LICENSED
NOTE: 7 violations not included due to sealed records
SUMMARY BY YEAR
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DATA FROM 1997 TO 2007 VS DATA FROM 2007 TO 2017
Membership Type Violation Type
* PPA membership data only available from 2011 to 2017
PREVENTATIVE ACTIONS TO REDUCE DISCIPLINARY ACTIONSContinued membership to PPA• 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
Awareness and plan to deal with the increased risk that comes with increased distance from licensure
ETHICAL BLIND SPOTS OF STUDENTS AND ECPS
Whitney Walsh, MSChestnut Hill College
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
WHAT IS AN ETHICAL BLIND SPOT?
• “The gap between who you want to be and the person you actually are Bazerman & Tenbrunsel (2011)
• “Unintentional unethical behavior”Sezer, Gino, & Bazerman (2015)
PURPOSE OF THIS PROJECT
Explore current student and ECP population• Experiences with ethical dilemmas• How were they resolved?• Formally and informally
•What supports were in place?
Hoped to uncover:•What training would have been helpful?•What would participants have done differently?•What advice would they give others?
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ETHICAL DILEMMA VS. BLIND SPOT
Three conditions of:• Individual must make a decision about best course of action• There are different courses of action to choose from• An ethical principle is compromised with any course of action
AWARENESS IS KEY
Allen, K (2012)
COLLECTED DATA
Ended up being more information on ethical dilemmas than blind spots•Word choice and/or participant perception
Some anecdotes had blind spots inherently within them•All participants but one indicated “I was aware I was in an ethical dilemma”
FUTURE IMPLICATIONS
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 11223344
ETHICS FEUD ETHICS FEUD ETHICS FEUD ETHICS FEUD ETHICS FEUD ETH
ETHICS FEUD ETHICS FEUD ETHICS FEUD ETHICS FEUD ETHICS FEUD ETHICS
ETHICS EDITION!
REFERENCES
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?/
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
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PSYCHOLOGY, ASSESSMENT & TECHNOLOGY:
OVERVIEW OF PRACTICAL, ETHICAL & ADVOCACY CONSIDERATIONS
Max Shmidheiser, PsyD, ABPP-CN, MBE
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)
-JANUARY 2007, STEVE JOBS INTRODUCED THE IPHONE.
-IN 2010, ¼ OF AMERICANS HAD A SMARTPHONE.
-IN 2018, 70% OF AMERICANS HAVE A SMARTPHONE.
Kurzweil, 2005
EXPONENTIAL GROWTH OF INFORMATION TECHNOLOGIES
Technology is rapidly developing
Various technology platforms are increasingly used in psychological & neuropsychological assessments
WORKSHOP GOALS
To maintain the highest standards of psychological practice, it is imperative to be familiar with:
•Recent developments in assessment-related technology
•Relevant ethical guidelines and standards
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WORKSHOP PRESENTATION OUTLINE
1. Introduction & Overview
2. Orientation to Current Computer-Based, Web-Based & Tele-Assessments• A. Testing Platforms
• B. General Pros & Cons
3. Ethical Considerations & Relevant Guidelines• Advocacy Considerations
4. Future Directions• A. Legislation (PSYPACT)
• B. Technology
5. Summary & Conclusions
ORIENTATION TO CURRENT TECHNOLOGY IN ASSESSMENTS: CLINICAL POPULATIONSAthletes/Soldiers → Concussion• ImPACT (Immediate Post-Concussion Assessment and Cognitive Testing)• ANAM (Automated Neuropsychological Assessment Metrics)• CogSport/State/Axon Sports
Geriatric → Dementia• ANAM (Automated Neuropsychological Assessment Metrics)
• CogState
• Computer Assessment of Mild Cognitive Impairment
Children → ADHD • CPT-II• TOVA
PEARSON Q-GLOBAL
Web-based system for scoring & reporting paper administrations such as WISC–V
• Organize examinee information• Generate scores• Produce accurate & comprehensive reports
On-screen administration option; allows assessments such as BASC-3™ & MMPI to be administered on any web-enabled device
Remote on-screen administration option allows respondent to access assessment from their own web-enabled device through a secure URL delivered via email
MHS ONLINE
TECHNOLOGY & ASSESSMENT: ETHICAL CONSIDERATIONSCompetenceTest SelectionValidity • Test/norms• Construct/interpretation & diagnosis
Privacy/ConfidentialitySecurity (Tests/Data)Standard of Care in Delivery of Telepsychological ServicesInformed Consent
TECHNOLOGY & ASSESSMENT: ETHICAL CONSIDERATIONS
Intra & Inter-jurisdictional Practice Issues (e.g., PSYPACT)
Overview of Existing Guidelines • Guidelines for the Practice of Telepsychology (Joint Task Force for the Development of Telepsychology
Guidelines for Psychologists, 2013) • Topics regarding technology, which includes testing & assessment
• Ethical Principles of Psychologists & Code of Conduct (APA Ethics Code, 2012) • Addresses technology minimally, but standards & principles are relevant to all psychological services.
• International Guidelines on Computer-Based & Internet-Delivered Testing (International Test Commission, 2010)
• Specifically addresses ethical considerations of Computer- and Web-based Testing
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TAKE HOME MESSAGE:
As psychologists, we must learn to surf the technology wave…
Or be left behind! PPA DISASTER RESPONSE NETWORK Shari Kim, PhD
OBJECTIVES
To create a means for obtaining CE Credits for Red Cross Courses
Strengthen the Disaster Response Network’s ability to recruit, deploy, and communicate
To create more structure around the current DRN to facilitate deployment to disasters
CE CREDITS
Psychological First Aid will be offered Saturday at
Convention and at future CE Events sponsored by PPA
Other offerings of this course and others have been made
through partnership with other CE sponsors
COMMUNICATE AND STRENGTHEN
Created a SERVPA account
Group conference calls
Information on how to become a disaster responder on the group page
Announcements via listserv
Bridge between state (PABHAC), Red Cross, and PPA
STRUCTURE
DRN Coordinator and regional coordinators
Regional coordinators partner with Red Cross Disaster
Mental Health regional leads
Regions coincide with Red Cross regions
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HOW CAN YOU GET INVOLVED?
Fill out a volunteer application at redcross.org
Contact your local chapter
Take Psychological First Aid, Disaster Mental Health Fundamentals Parts 1 and II
Join the PPA DRN group
Questions? Email Shari at [email protected]
Check your handout for all the ways you can be involved!
Questions for the Group?