Presented by Tracy Levine, MSW, LCSW

This program, when attended in its entirety, offers 3.0 CEs for Psychologists (APA), 3.0 IL CEUs for Counselors and Social Workers, 3.0 BBS California CEUs for Counselors, Social Workers, and LMFTs, or 3.0 NBCC Clock Hours.

Workshop Description:

There are several core principles that serve as the underpinnings of ethical clinical practice. These outline what we should and should not do, and how we should maintain integrity and clinical competence to benefit those with whom we work. Having a code of ethics helps to guide our work and to define our own limits and boundaries. An ethical code also helps to protect the individuals we serve, the organizations where we work and our own professional liability.

Most seasoned clinicians can identify ethical dilemmas they have faced in their clinical practice. This program will present decision-making models for managing ethical dilemmas that emerge in clinical practice.

Learning Objectives:

After attending this introductory level program, program participants will be able to:

1. Describe core values/principles of ethical clinical,
2. Define the purpose and benefits of adhering to a professional code of ethical,
3. Apply at least one ethical decision-making model to their clinical.

Program Standards and Goals:

This program meets APA’s continuing education standard 1.2: Program content focuses on ethical, legal, statutory or regulatory policies, guidelines, and standards that influence psychological practice, education, or research.

This program meets APA’s continuing education goal 2: Program will enable psychologists to keep pace with the most current scientific evidence regarding assessment, prevention, intervention, and/or education, as well as important relevant legal, statutory, leadership, or regulatory issues.

References:

Johnson, Weeks, S. N., Peacock, G. G., & Domenech Rodríguez, M. M. (2022). Ethical decision-making models: a taxonomy of models and review of issues. Ethics & Behavior, 32(3), 195–209. https://doi.org/10.1080/10508422.2021.1913593

Kocet, M. M., & Herlihy, B. J. (2014). Addressing value-based conflicts within the counseling relationship: A decision-making model. Journal of Counseling & Development, 92(2), 180–186. https://doi.org/10.1002/j.1556-6676.2014.00146.x

Johnson, & Aldea, M. A. (2021). Ethical Considerations for Telepsychotherapy and the Management of High-Risk Patients During Coronavirus 2019 (COVID-19): Challenges and Practice Considerations. Ethics & Behavior, 31(3), 193–204. https://doi.org/10.1080/10508422.2020.1870979

Ametrano, I. M. (2014). Teaching Ethical Decision Making: Helping Students Reconcile Personal and Professional Values. Journal of Counseling and Development, 92(2), 154–161. https://doi.org/10.1002/j.1556-6676.2014.00143.x

Collins, & Cassill, C. K. (2021). Psychological wellness and self-care: an ethical and professional imperative. Ethics & Behavior, 1–13. https://doi.org/10.1080/10508422.2021.1971526

 

CONTINUING EDUCATION:

Target Audience: Mental health professionals such as social workers, counselors and psychologists.

Psychologists. This program, when attended in its entirety, is available for 3.0 continuing education credits. The Chicago School of Professional Psychology is committed to accessibility and non-discrimination in its continuing education activities. The Chicago School of Professional Psychology is also committed to conducting all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program. If program content becomes stressful, participants are encouraged to process these feelings during discussion periods. If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to [email protected]. There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest.

Counselors/Clinical Counselors. This program, when attended in its entirety, is available 3.0 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for counselors and clinical counselors. License Number: 197.000159

Social Workers. This program, when attended in its entirety, is available for 3.0 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for social workers. License Number: 159.001036

MFTs, LPCCs, and LCSWs. Course meets the qualifications for 3.0 hour of continuing education credit for MFTs, LPCCs, and/or LCSWs as required by the California Board of Behavioral Sciences. If you are licensed outside of California please check with your local licensing agency to to determine if they will accept these CEUs. The Chicago School of Professional Psychology is approved by the California Board of Behavioral Sciences (BBS) to offer continuing education programming for MFTs, LPCCs, LEPs, and/or LCSWs. The Chicago School of Professional Psychology is an accredited or approved postsecondary institution that meets the requirements set forth in Sections 4980.54(f)(1), 4989.34, 4996.22(d)(1), or 4999.76(d) of the Code.

National Board. This program, when attended in its entirety, is available for 3.0 NBCC Clock Hours. The Chicago School of Professional Psychology has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 3036. Programs that do not qualify for NBCC credit are clearly identified. The Chicago School of Professional Psychology is solely responsible for all aspects of the programs. 

ISBE. This program, when attended in its entirety, is available for 3.0 hours of continuing professional development. The Chicago School of Professional Psychology is an approved provider for continuing professional development by the Illinois State Board of Education.  

Human Resource Professionals. Course meets the qualifications for 3.0 Professional Development Credits for Human Resource Professionals.  

Participation Certificate. The Chicago School of Professional Psychology is able to provide students and other participants who simply wish to have documentation of their attendance at the program a participation certificate.

Non Psychologists. Most licensing boards accept Continuing Education Credits sponsored by the American Psychological Association but non-psychologists are recommended to consult with their specific state-licensing board to ensure that APA-sponsored CE is acceptable.

*Participants must attend 100% of the program in order to obtain a Certificate of Attendance.

The Chicago School of Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Chicago School of Professional Psychology maintains responsibility for this program and its contentor