E Test 5 Flashcards

1
Q

What is volatility?

A

.Unpredicted result of a treatment plan.

a behavior that might lead to more harm when treated.

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2
Q

What is a risk-benefit analysis?

A

.weighing risks and benefits of txt and no txt

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3
Q

What is the risk associated with more severe or intense problem behaviors?

A

.greater risk of failure of the plan/injury

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4
Q

What is the risk regarding mediators?

A

.not running the protocols properly

  1. We count on mediators in the client’s natural environment to play a significant role in treatment, having an insufficient number of staff to implement the plan could affect the success of the treatment.
  2. If mediators are not trained to a high degree of compliance with the program, they may make errors or reinforce inappropriate behavior, making treatment plan unsuccessful, and potentially cause the client harm.
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5
Q

What must mediators be?

A

.Mediators must be trained to a high degree of compliance with the program.

i.e. well trained

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6
Q

How does the setting increase risk?

A

.could be dangers in the setting such as drugs or too many people

We work in settings where behavioral procedures are likely to be effective (4.06, 4.07), because unsatisfactory settings put the procedures at risk for failure. In addition, the setting must not put the behavior analyst at risk.

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7
Q

How does competence relate to risk?

A

if BA is not competent or BI is untrained things can go wrong

BCBAs should operate within the boundaries of their competence (1.02), because to operate outside of the boundaries of one’s competence can present a risk to both the proper implementation of procedures and the safety of clients.

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8
Q

You are consulting to a group home. The participant is aggressive and often throws items, i.e., Shoes, books, plates, glasses, magazines, etc. You have decided to use a DRO procedure where if the person does not aggress for 5 minutes, they will earn their chosen reinforcer. What risks should be discussed?

A

failure
escalation
risk of doing nothing

In the group home, there is a possible safety risk to nearby clients and staff when procedures are implemented. The DRO might produce unexpected results, such as an escalation of behavior to get attention. The risks of behavior procedures should never be downplayed to gain approval of the process. They should be discussed frankly with all parties so that everyone is aware of possible risks. Mitigation planning should result from the awareness of the risk, and extra staff members may need to be present during the first few days of treatment just to make sure everyone is safe.

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9
Q

What is meant by “buy-in”?

A

Buy-in means not only that others agree with your program proposal but also that they will do everything possible to ensure that it is implemented according to the plan

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10
Q

What is meant by personal liability?

A

The parents might hold the BA responsible. Possibly mitigate this by doing the demonstration with the teacher or EA the day before so there is no direct physical contact with the client. This could reduce liability.

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11
Q

What are the 5 benefits of behavioral treatment?

A
behavior improved
environment improved
caregivers feel empowered
peers change
liability reduced (less risk of major problems)
  1. Client direct benefit (e.g., client behavior is greatly improved shown in change of rates in behavior and the time frame for success, comes into contact with many new reinforcers and choices)
  2. Indirect benefits to the setting (e.g., client environment is greatly improved because of change in behavior - less stress for caregiver, peers)
  3. Benefits to mediators and caregivers (e.g., caregivers feel more in charge, improved morale, eagerness to move forward with the client)
  4. Benefits to peers in the setting (e.g., peers in the setting may change their behavior toward the client, providing more opportunities for social reinforcers)
  5. General liability to the setting is decreased (e.g., liability to the setting and those involved are greatly reduced)
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12
Q

What are 3 additional benefits for the BCBA and profession?

A

relief/confidence
reduced liability to BA
Possible contribution to body of knowledge

  1. The BCBA or BCaBA who is able to make significant improvements in target behaviors as well as to improve the quality of life for the client and others will not only have a sense of relief that everything worked according to plan but also increased confidence in his or her ability to take on similar cases in the future. Being able to show positive effects builds confidence, improves morale, and encourages future participation in the profession.
  2. Reduction of liability to the designer of the behavior plan. Getting through a case successfully means the dark cloud of uncertainty has disappeared.
  3. Possible contribution to the body of knowledge of ABA and good public relations for the field. While we cannot solicit testimonials from clients, clients often tell others that they were satisfied or even overjoyed with the behavior analysis services that improved their lives
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13
Q

What is the general rule in providing the ethics message?

A

When it comes to delivering a message about ethics, you will need to be as much a communicator as you are a behavior analyst.

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14
Q

What are the parts of being an effective communicator of the ethical message?

A

Thinking on your feet! It is the responsibility of every BA to know and understand the content that is covered in the Code. Buy some time if you are unsure how to respond immediately e..g., “let me get back to you on that,” so you can review the Code, or talk to your supervisor. Fundamentals of good communication: don’t send mixed messages and don’t lie. Think before you speak.

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15
Q

What is the biggest problem in delivering the message to non-behavioral professionals?

A

.The problem is that other professionals do not have to adhere to our Code.

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16
Q

What are the 2 components in helping others understand the Code?

A
  1. The first part of being effective is identifying something that is not quite right
  2. The second part is knowing what to say and how to say it
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17
Q

What is the first component of a Declaration of Professional services.

A

Credentials/ areas of expertise

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18
Q

How often should you declaration of expertise be updated?

A

Every year

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19
Q

Why do you list “What I do and How I work”?

A

What I do: To explain the basis for behavior analysis services, expressing your understanding of human behavior. As BAs, we work with clients to develop plans, and that family members play a key role in the therapy.

How I work: Spell out for the clients that we do not make judgments about behavior and that it is part of our belief system that psychological pain and suffering come from behaviors that do not adapt well to the current environment. We consult with parents, teachers, and other individuals significant in the life of our client (with permission). We work toward achieving important life goals for the client, “increasing personal happiness and effectiveness.” Also, results aren’t guaranteed.

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20
Q

Why list client responsibilities?

A

We need and expect their full cooperation and their total honesty in dealing with us.

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21
Q

What do you do about faked or missing data?

A

The importance of accurate data should be brought up not only prior to the onset of services but occasionally during the entire treatment process.

Buy-in to the BA approach means you will be asking parents to take data, and success of the treatment depends on those who are taking data to be absolutely honest about it.

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22
Q

What should be do about gifts from clients?

A

don’t accept

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23
Q

What should be done after reviewing the declaration of professional servi es?

A

Client and behavior analyst should sign the declaration. A witness should also be present to ensure the signatures are authentic. Date the document, provide a copy to the family, and keep one for your files.

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24
Q

What guidelines are suggested for choosing a setting or company?

A

Primary considerations might involve salary, location, potential for advancement, matching your professional interests, and behavioral skills. Also, consideration of the ethics and values of the company or organization. Ask questions about the position, ask about the history, and purpose or mission of the agency. Are there political issues connected with the agency, or is the agency currently the target of a lawsuit? Number of BAs employed? Turnover rate? Who are the clients, who will you be supervising?

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25
Q

Why meet your supervisor?

A

strong ethical foundation. Learn their style, interest in working with you, feel certain you won’t be asked to do anything unethical

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26
Q

Why are job expectations important to discuss up front?

A

Clarify what you are to do on a day-to-day basis. Ask questions so you know how the agency does certain tasks such as doing functional assessments or training staff. Ensure that you will be working within your level of competence or whether you will be asked to take on cases or tasks for which you are not fully qualified. Establish the ethical boundaries necessary to protect yourself from engaging in unethical behavior.

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27
Q

As the new person, many therapists come to you for advice, what is a potential downfall?

A

Taking on too much affects your quality of work. Doing more is not always associated with doing better, quality counts especially because you are affecting the life of a person with your work. You owe it to your clients and yourself to take on only the number of cases you can handle. Taking on cases for which you have no expertise = unethical to work outside of your boundaries of competence.

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28
Q

Why is IOA so important?

A

.There is a lot riding on the data;

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29
Q

What is social validity?

A

social importance and acceptability of treatment goals, procedures, and outcomes..

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30
Q

How do you determine if your treatment was in fact responsible for change?

A

Look for ways of demonstrating experimental control either with a reversal, multi-element, or multiple baseline design.

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31
Q

How do you demonstrate that other therapists can implement your program procedures correctly?

A

Make sure you use the most effective antecedents and demonstrate. Ask the supervisees to show you what they’ve learned. Then give immediate positive feedback. Have them practice, make corrections by doing role play and giving more feedback, and do overlaps to ensure programs are run correctly.

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32
Q

Why is it important to document your time and billing?

A

Accurate and honest time accountability is essential to protect you from any allegation that you have been over billing or that you have attempted to defraud a client or the government.

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33
Q

What is the gold standard to avoid conflicts of interest?

A

.”What is in the best interest of the client?” to help guide your decision.

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34
Q

Why do you need to identify a trusted colleague?

A

To help build your confidence in making behavioral decisions, find another behavioral analyst who is knowledgable, easily accessible and not your supervisor or employer.

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35
Q

What guidelines should be in place if you are working with a client and must “touch” the client, e.g. hand over hand prompting; high fives, pats on the back, overcorrection, etc.

A

(1) . To avoid false client allegation of inappropriate touching, always make sure to have another person (often called a witness) present.
(2) . Make sure the witness knows what you are doing and why you are doing it.
(3) . If you are involved in any sort of physical restraint use, make sure that you have been properly trained and certified to do so.
(4) . If you know of a client who has a history of false reports of inappropriate touching, be wary of close contact with that person unless you have done 1 and 2.
(5) . Avoid cross-sex therapeutic interactions (male therapist and female client) unless there is no alternative.

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36
Q

If you are working with non-behavioral colleagues and reach an impasse in services provided, what must you do?

A

Inform about studies
Refer to the code
talk in private
connect with supervisor for help

Be ready with copies of published studies to justify your treatments and be scrupulous about taking objective and accurate data to determine if the interventions in fact worked with the client. Make them aware of how you adhere to a code of ethics that is clear on client’s rights, use of empirically based procedures, and the evaluation of treatments using data. Consult with your supervisor if you need to, meet with the person alone to discuss your concerns. If you and your supervisor feel you have done everything possible to have some impact but have been unsuccessful, it may be necessary to terminate your involvement. Code 2.15 on interrupting or discontinuing services. Be ambassadors if they don’t know about ABA, educate them about current developments and how we are concerned about the ethical, effective, and humane treatment of clients. Be patient, let them educate you about their field, and listen.

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37
Q

What is the verbal rule regarding sexual harassment?

A

As a check on your performance, ask yourself, “What if Channel Six Eyewitness News was here taping this? Would I still engage in this behavior?” If “No,” then you need to modify your own behavior to prevent any misunderstandings or false accusations.

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38
Q

What are stealth dilemmas?

A

slowly move and pass professional boundaries

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39
Q

What is the central question in any multiple relationship situation?

A

Whose needs are being met here

40
Q

What are 3 factors to consider in multiple relationships?

A

Power. How much of a power differential is there between the psychologist and the other person?

Duration. Will it be brief contact or will it be continuous or episodic contact over a long time? Before entering into a dual relationship, psychologists should consider whether, for example, a client could return for additional services.

Termination. Has the therapeutic relationship been permanently terminated, and does the client understand that as well?

41
Q

What is the rule regarding sexual relationships with clients?

A

never ok

42
Q

You are working with a child with autism who attends a youth program at your local religious program (you attend). The church staff know you provide services to the family and comes up to you and states the child is very disruptive during the youth program and asks “What do you and the parents do when Eric refuses to sit on the chair and flops on the floor and makes all those noises?”. What do you say?

A

.Be clear that you can’t release any information without parent consent.

43
Q

When may you disclose client information?

A

Obey mandatory reporting laws.
or consent is given
payment purposes

44
Q

How do you prevent confidentiality problems?

A
  • Discuss the limits of confidentiality,
  • Ensure safe storage of documents
  • Know federal and state law
45
Q

What is meant by respecting people’s autonomy?

A

Psychologists need to provide clients with information they need to give their informed consent right at the start. If individuals are not competent to make decisions for themselves, then the person who’s giving permission must have access to that same information.

46
Q

Who is responsible for the acts of interns?

A

Supervisor

47
Q

What is the major responsibility of a supervising psychologist?

A

continually assess their supervisees’ competence and make sure they are managing them appropriately.

48
Q

Why is it important to identify your role?

A

Knowing who your client is, what your role is and being transparent about what it is that you do and mindful about the professional boundaries that arise are good guideposts to effective practices.

49
Q

What is the rule regarding documentation?

A

Never alter a record after the fact. It’s illegal, and it gets you into trouble, and more times than not you get caught

50
Q

Does being certified as a BCBA make you competent to practice?

A

stay in touch with the profession through conferences, continuing education, seeking diplomate status, consulting with colleagues, and reading journals, guidelines and other publications. Exceptions for psychologists in extraordinary circumstances: Psychologists with closely related experience can provide services if there’s no one else who can–as long as they make a reasonable effort to obtain the competence required.

51
Q

What is meant by abandonment?

A

Abandonment occurs when a psychologist inappropriately ends treatment, such as halting needed therapy with no notice.

52
Q

do you avoid “dumping” the client?

A

Abandonment is not the same as treatment termination. Psychologists should provide pre-termination counseling and suggest alternative service providers.

53
Q

What central theme has emerged from inquiries?

A

Identifying and distinguishing the ethical, legal and clinical aspects of the question posed.

54
Q

2 common kinds of calls?

A

Involve mandatory child-abuse reporting and Tarasoff-the duty to protect

55
Q

What is meant by determining whether the legal threshold has been reached?

A

the answer to which will likely depend on the relevant jurisdiction’s law.

Rules to determine if you need to report something

56
Q

What is the difference between a duty to disclose information and permission to disclose information?

A

clinical assessment to determine the likelihood that a genuine threat of harm is present. Based upon this clinical assessment, the psychologist will determine whether the jurisdiction’s law requires or permits the psychologist to disclose information.

57
Q

What is meant by “the ethical follows upon the legal which, in turn, follows upon the clinical”?

A

Close relationship between law, ethics, and our clinical work. Ethics consultation allow us to determine how do these perspectives fit together. Legal and ethical dilemmas arise in the course of our work. Our background, training, and experience are always central in formulating our ethical response.

58
Q

Who determines competence?

A

Applicants or licensees shall recognize the boundaries of their competence, and limitations of their techniques.

59
Q

Who is responsible for verifying a claim of competence?

A

The provider shall limit practice to the services that they can provide competently.

60
Q

When expanding you areas of competence what must you do?

A

additional education, training, supervision, etc.

61
Q

you are working with a child with autism who exhibits high levels of anxiety, what must you do?

A

If this is beyond your scope of competence, assist client in obtaining professional help.

62
Q

When may you disclose information without informed consent of the client?

A

When emergency or crisis services are provided, the provider shall not be required to obtain informed consent

63
Q

You are working with a child with autism and a new staff member wants to see the programs that have been developed, what is the correct response?

A

You cannot share personal information with anyone without the client’s(parents?) permission.

64
Q

When presenting information on a particular treatment protocol at a conference what must you do?

A

Remove all identifiers. All client information used in teaching, presentations, professional
meetings, or publications shall be disguised to prevent identification of the client unless the
provider has obtained a signed release of information.

65
Q

You are collecting baseline data and notice your IOA is not adequate, you meet with the team and decide to videotape a couple of sessions for training purposes, what must occur?

A

.Diagnostic interviews or therapeutic sessions with a client may be observed or electronically recorded only with written informed consent, except as
otherwise provided by law or court order. Consent for that type of media, purposes of obtaining and how long before it is destroyed.

66
Q

Can you release private information?

A

When a client initiates a request for the release of
private information, the provider shall comply with Minnesota Statutes. However, if the provider initiates the release of private information to a third party, a
written authorization for release of information

67
Q

client wants to see your notes and data, what do you say?

A

Each client has a right to access only that part of the records that
includes information provided directly by the client or authorized by the client to be part of the
record, unless otherwise directed by law or court

68
Q

. When working with a child you notice bruising on the child’s arm. You talk with the parents and they say the child fell down. What must you do?

A

Document where bruising occurred, date etc. and the conversation with parents?

69
Q

You are collecting baseline data and notice your IOA is not adequate, you meet with the team and decide to videotape a couple of sessions for training purposes, what must occur?

A

They won’t understand these terms, you must explain it in a way that they will understand what these services are.

70
Q

Can you release private information?

A

The provider shall display prominently on the premises of the professional practice or make available as a handout the bill of rights of clients which must
include a statement that consumers of psychological services have the right:
A. to expect that the provider has met the minimum qualifications of education,
training, and experience required by state law for licensure;
B. to examine public records maintained by the Board of Psychology that contain the
credentials of the provider;
C. to report complaints to the Board of Psychology;
D. to be informed of the cost of professional services before receiving the services;
E. to privacy as defined and limited by rule and law;
F. to be free from being the object of unlawful discrimination while receiving
psychological services;

71
Q

A parent asks you to develop a gluten free diet for their child, what must you do?

A

I say no, this is out of my scope of practice.

72
Q

A parent insists in hiring a “therapy dog” for their child and you have severe reservations regarding this treatment, what must you do?

A

Provide them research behind the use of therapy dogs and educate the parent before they make their decision?

73
Q

What are 2 conditions for terminating a professional relationship?

A
  1. The provider’s objectivity or effectiveness is impaired, unless a resolution can be achieved as permitted in part
  2. The client is unlikely to benefit from continued professional services by the provider
74
Q

How do you inform a client when terminating services?

A

Promptly inform the client in a manner that minimizes harm.

75
Q

If you see a psychologist who appears to be in violation of a rule of conduct (with the exception of sexual contact, failure to report abuse) what must you do?

A

they attempt to resolve the issue by bringing it to the attention of that individual, if an informal resolution appears appropriate and the intervention does not violate any confidentiality rights that may be involved.

76
Q

If you learn that a psychologist has had a sexual relationship with a client what must you do?

A

Mandatory-reporting: The provider shall file a complaint with the board when the provider has reason to believe that another provider is engaging in or has engaged in sexual behavior with a client or former client,

77
Q

If a psychologist comes to you for help (counseling) and states they have had an ongoing sexual relationship with a minor, what must you do?

A

Mandatory-reporting: The provider shall file a complaint with the board when the provider has reason to believe that another provider is engaging in or has engaged in sexual behavior with a client or former client,

78
Q

How is unprofessional conduct defined?

A

Conduct which fails to conform to the accepted standards for the psychology profession and which could jeopardize the health safety and welfare of the client

79
Q

Why do you keep records?

A

Appropriate records can also help protect both the client and the psychologist in the event of legal or ethical proceedings
-billing

80
Q

What is the difference between guidelines and standards?

A

Guidelines refers to statements that suggest or recommend

-Standards are mandatory and may be accompanied by an enforcement mechanism.

81
Q

What was the finding of COPPS on state laws and regulations regarding record keeping?

A

.COPPS: Committee on Professional Practice and Standards examine the possible usefulness of guidelines on record keeping for psychologists.

COPPS surveyed state laws and regulations related to record keeping by psychologists and found them to be vague and to vary substantially across jurisdictions.

82
Q

Who is responsible for the maintenance and retention of client records?

A

Psychologists have a professional and ethical responsibility for the development, maintenance, and retention of their records.

83
Q

What are the guidelines in updating client records?

A
  • active records to reflect professional services delivered to the client
  • a logical file labeling system facilitates the search and recovery of records.
84
Q

You have set up a behavioral program and ask the parents how things went last week. The parents state “things are great, Eric had a good week”. Is this sufficient?

A

Information written in vague or broad terms may not be sufficient if more documentation is needed.

85
Q

When a client requests that limited records of treatment be maintained, what should you do?

A

Although there may be advantages to keeping minimal records, there are legitimate arguments for keeping a highly detailed record. Those may include such factors as improved opportunities for the treatment provider to identify trends or patterns in the therapeutic interaction, enhanced capacity to reconstruct the details of treatment for litigation purposes, and more effective opportunities to use supervision and consultation.
The psychologist then considers whether treatment can be provided under this condition.

86
Q

In cases of an emergency or natural disaster (hurricane, school shooting, death of a student) psychologists may provide services, what is the guideline regarding client records?

A

There may be limited opportunity to keep as detailed records as would be kept in a less urgent situation, particularly in the short-term or immediate crisis.
The records that are created may be less substantial

87
Q

When should you discuss record keeping procedures?

A

appropriate to the circumstances at the beginning of the professional relationship.

88
Q

Why is re-release of data an ethical concern?

A

they may be further distributed without the psychologist’s or the client’s consent.

89
Q

What are the guidelines related to maintenance of client records?

A

Psychologists are encouraged to keep paper records in a secure manner in safe locations where they may be protected from damage and destruction

90
Q

What are the guidelines related to access of records?

A

Consistent with
legal and regulatory requirements and ethical standards, psychologists employ procedures to limit
access of records to appropriately trained professionals and
others with legitimate need to see the records.

91
Q

What is the general rule regarding retention of records?

A

The psychologist strives to be aware of applicable laws and regulations and to retain records for the period required by legal, regulatory, institutional, and ethical
requirements.

92
Q

Why is it important to consider the context in which services were delivered?

A

When that context changes over time, the relevance and meaning of the information may also change. Preserving the context of the record protects the client from the misuse or misinterpretation of those data in a way that could prejudice or harm the client..

93
Q

Why is record keeping in organizational settings a challenge?

A

Often, multiple service providers access and contribute to the record. This potentially affects the degree to which the psychologist may exercise control of the record and its confidentiality.

94
Q

is record keeping of multiple clients a dilemma?

A

ecords may include information about more than one individual client

95
Q

What is a disposition plan and why is it important?

A

In anticipation of unexpected events, such as disability, death, or involuntary withdrawal from practice, the psychologist may wish to develop a disposition plan in which provisions are made for the control and management of the records

96
Q

How do you dispose of client records?

A

eeks methods, such as shredding, that prevent recovery. Disposal of electronic records poses unique challenges
he psychologist may seek consultation from technical consultants regarding adequate methods for destruction of electronic records

97
Q

When can you leave a client?

A

Aren’t benefiting from therapy. May be harmed by the treatment. No longer need therapy. Threaten the therapist, themselves or others.