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A client's disclosure of sexual contact with a previous treating psychologist raises challenging ethical, legal, and clinical considerations. Following a vignette that describes a psychologist's thoughtful anticipation of such a disclosure by amending his informed consent form to allow reporting of previous sexual contact with a psychotherapist, these articles explore how the American Psychological Association's Ethics Code, jurisdictional laws, and clinical considerations contribute to a psychologist's decision-making in such a circumstance. The articles discuss ways to integrate ethics, law, and clinical care in the psychologist's response to the client's disclosure. Public Significance Statement: This article addresses psychologist-client sexual contact. This issue is significant to promote client autonomy, to protect the public, and to enhance the ethics and integrity of the profession. [ABSTRACT FROM AUTHOR]

Clinical supervision is considered an integral component of the training of psychologists, and most of the professional literature is focused on this type of supervision. But psychologists also may supervise fully credentialed colleagues in other circumstances. One such context occurs when licensing boards mandate supervision as part of a disciplinary order. When supervision is provided in disciplinary cases, there are significant implications for the ethical dimensions of the supervisory relationship and concomitant ethical challenges for supervisors. Not only are the goals, objectives, and supervisory tasks of disciplinary supervision distinct from other types of supervision, but the supervisor's ethical responsibilities also encompass unique dimensions. Competence, informed consent, boundaries, confidentiality, and documentation are examined. Recommendations for reports to licensing boards include a statement of the clinical or ethical problems instigating discipline, description of how these problems have been addressed, and an assessment of the supervisee's current practices and ability to perform competently. [ABSTRACT FROM AUTHOR]

Obtaining informed consent has become a routine part of both initiating and continuing clinical services. Psychologists are trained to anticipate the risks and benefits, identify 'alternatives, understand limits to privacy, explain these factors to prospective clients, and assist them in making decisions about their participation. Only in recent years have psychologists begun to more formally incorporate the principles of informed consent into their work with supervisees. Providing supervisees with relevant information at the outset helps to minimize risks for supervisors and supervisees and to maximize benefits for supervisees and their clients. This article addresses the objectives and benefits of obtaining informed consent to supervision, highlights relevant ethical standards and guidelines, and describes the elements of a supervisory informed consent document. [ABSTRACT FROM AUTHOR]

Most psychologists who face board complaints experience significant personal and professional distress. As a result, they become vulnerable to cognitive, emotional, and behavioral responses that may compromise their clinical work as well as their ability to defend themselves. Awareness of some of the most common sources of distress associated with complaints can allow psychologists to take steps to minimize, if not obviate, problematic countertransference, impaired objectivity, and self-defeating responses throughout and beyond the complaint investigation and adjudication process. Further, awareness of these pitfalls can inform the work of the supervisors, consultants, and psychotherapists who assist psychologists facing ethics complaints. [ABSTRACT FROM AUTHOR]

Professional psychologists are expected to know ethical standards and engage in proactive analysis of ethical considerations across professional roles (e.g., practice, research, teaching). Yet, little is known about the current state of doctoral ethics education in professional psychology, including the content covered and pedagogical strategies used to ensure developing this core component of professional competency (de las Fuentes, Willmuth, & Yarrow, 2005). A survey of ethics educators from APA-accredited programs across the United States and Canada resulted in 136 instructors reporting on their program's ethics training. The majority of questionnaires returned were from PhD programs (77.9%). A substantial number of programs were clinical (59.6%) and followed a scientist practitioner training model (69.9%). The response rate across specialties ranged from 34.5% to 41.4%. Nearly all (95.6%) reported having a required ethics course. Lectures (95.6%) were the most common teaching method reported. Fully 100% of ethics educators reported teaching about mandated reporting and informed consent to treatment. An overwhelming majority (90% and above) covered the same 11 other topics, showing notable convergence in content. The most commonly used document across programs (99.3%) was the Ethical Principles o f Psychologists and Code o f Conduct (APA, 2010). The most common type of assignment was reading (94.1%), and the most common teaching practice was “teaching by example” (90.4%). Finally the most endorsed teaching goal was advancement of critical thinking (94.9%). Implications for ethics education and future research directions are described. [ABSTRACT FROM AUTHOR]