Presented by: LoriAnn Stretch, Ph.D., Susan Foster, Ph.D., Rodney Harris, Ph.D., Tiffany C. Rush-Wilson, Ph.D.
When completed in its entirety, this course offers 6.0 APA CEs for Psychologists or 6.0 BBS California CEUs for Social Workers, Marriage and Family Therapists, and Counselors.
The COVID-19 pandemic has brought telehealth to the forefront as a safe modality for providing ongoing care as agencies, schools, and businesses engage in social distancing to curtail the spread of the virus. Ethical and legal tele-assisted counseling and supervision require specialized skills and knowledge. This presentation will assist mental health professions in developing a transition plan from an on-ground delivery to an online delivery model.
During this presentation, the presenters will examine the use of technology in the delivery of tele-assisted counseling and supervision. The presenters will provide an in-depth exploration of the selection, implementation, and evaluation of technology in the delivery of clinical services. The presenters will review guidelines for screening clients and supervisees and demonstrate how to create an effective technology-assisted relationship. Participants will use ethical and legal guidelines to identify potential concerns and develop solutions regarding the use of technology in clinical services. Participants will examine resources for staying current with this rapidly emerging modality.
For your convenience, we have broken this 6 hour course into 4 parts.
After attending this intermediate-level program, participants will be able to:
- Identify guidelines for screening and verifying clients and supervisees for tele-assisted services.
- Explain informed consent, disclosure, and confidentiality related to tele-assisted clinical services.
- Demonstrate how to create an effective technology-assisted relationship and set appropriate boundaries.
- Identify the scope of practice specific to their profession and jurisdiction.
- Examine standards of care and professionalism related to tele-assisted clinical services.
- Outline procedures for securing documentation of tele-assisted clinical services.
- Explore considerations for social media and website presence.
- Utilize resources to stay current with this rapidly emerging modality.
- Identify key technology requirements for tele-assisted clinical services.
- Describe the selection, implementation, and evaluation of technology in the delivery of effective clinical services.
- Analyze multicultural considerations of tele-assisted clinical services.
- Discuss ethical and legal issues involved in tele-assisted clinical services.
- Develop a transition plan from an on-ground delivery to an online delivery model.
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 impact psychological practice, education, or research.
This program meets APA’s continuing education Goal 1: Program is relevant to psychological practice, education, and/or science.
Agency for Healthcare Research and Quality (2016). Telehealth: Mapping the evidence for patient outcomes form systematic reviews [Technical brief #26]. Rockville, MD: U.S. HHS. Retrieved from https://effectivehealthcare.ahrq.gov/sites/default/files/pdf/ telehealth_technical-brief.pdf
Association Psychological Association. (2013). Guidelines for the Practice of Telepsychology [PDF File]. Retrieved from http://www.apapracticecentral.org/ce/guidelines/telepsychology-guidelines.pdf
American Telemedicine Association. (2014). Core operational guidelines for telehealth services involving provider-patient interactions. Retrieved from http://www.americantelemed.org/docs/default-source/standards/core-operational-guidelines-for-telehealth-services.pdf?sfvrsn=6
Baltrinic, E. R., O’Hara, C., & Jencius, M. (2016). Technology-assisted supervision and cultural competencies. In T. Rousmaniere & E. Renfro-Michel (eds.), ACA Using Technology to Enhance Clinical Supervision (pp. 47 – 66). Alexandria, VA: ACA.
Farnan J.M, Snyder Sulmasy, L., Worster, B.K., Chaudhry, H.J., Rhyne, J.A., Arora, V.M., et al. (2013). Online medical professionalism: Patient and public relationships: Policy statement from the American College of Physicians and the Federation of State Medical Boards. Annals of Internal Medicine, 158, 620-627. doi:10.7326/0003-4819-158-8-201304160-00100
Goss, S., Anthony, K., Stretch, L.S., & Nagel, D.M. (2016). Technology in mental health: Applications in practice, supervision, and training (2nd ed.). Springfield, IL: CC Thomas.
Gough, F., Budhrani, S., Cohn, E., Dappen, A., Leenknecht, C., Lewis, B., et al. (2015). ATA practice guidelines for live, on-demand primary and urgent care. Telemedicine and e-Health, 21(3), 233-241.
National Frontier and Rural – Addiction Technology Transfer Center Network (NFAR-ATTC, 2014). Technology-based clinical supervision: Extending the reach of clinical supervisor’s curriculum. Retrieved from http://nattc.org/national-focus-areas/content.aspx?rc=frontierrural&content=CUSTOM1SUB3
Rousmaniere, T., & Renfro-Michel, E. (2016). Regulatory and legal issues related to the use of technology in clinical supervision. In T. Rousmaniere & E. Renfro-Michel (eds.), ACA Using Technology to Enhance Clinical Supervision (pp. 19 – 30). Alexandria, VA: ACA.
Webber, J.M., & Deroche, M.D. (2016). Technology and accessibility in clinical supervision: Challenges and solutions. In T. Rousmaniere & E, Renfro-Michel (eds.), ACA Using Technology to Enhance Clinical Supervision (pp. 67 – 86). Alexandria, VA: ACA.
Wilkinson, T., & Reinhardt, R. (2015). Technology in counselor education: HIPAA and HITECH as best practice. The Professional Counselor, 5(3), 407-418. doi: 10.15241/tw.5.3.407
LoriAnn Stretch, PhD, Department Chair for CMHC-Online and
National Counseling Curriculum Chair
LORIANN STRETCH, PhD, LCMHC-S, NCC, ACS, BC-TMH is the Department Chair Counselor Education program at the Online Campus of The Chicago School of Professional Psychology, where she founded the Virtual Clinical Training Center. She has taught in on-ground and distance education for over 20 years, served as clinical director of a multidisciplinary mental health agency, and counseled in a variety of settings including vocational rehabilitation, domestic violence/sexual assault support, court advocacy,
college counseling, disability services, foster care group homes, clinical supervision, and private practice. Dr. Stretch co-edited and authored several chapters in Technology in Mental Health: Applications in
Practice, Supervision, and Training. She received the first clinical supervision license in NC in recognition of her advocacy work in that state and has served as the Chair and Ethics Chair for the North Carolina
Board of Licensed Professional Counselors. In addition, she served on the ACA Ethics Review Panel, as the Public Policy Chair for her state branch of AMHCA, and is a CACREP Team Lead. She currently serves as a 2-year Board Trustee with ACC, as a journal reviewer, and on various committees across several national associations.
Susan Foster, PhD, Director of Clinical Training, CMHC-Online
SUSAN FOSTER, PhD, LPC-S, NCC, ACS, BC-TMH is the Director of Clinical Training for Clinical Mental Health Counseling at The Chicago School. She has taught in on-ground and virtually for 10 years. She has also counseled in a variety of settings including K-12 education, community mental health, partial hospitalization, intensive outpatient, and private practice. Dr. Foster recently co-authored several book chapters related to the group counseling, family counseling, and using metaphors and counseling. She currently serves as the webinar committee chairperson for SACES and the senior editor for the AHC newsletter entitled Infochange. She has also served as a conference proposal review for WACES and AHC. She has presented in numerous state, national and international conferences.
Rodney Harris, PhD, Co-Director of Virtual Clinical Training
Rodney E. Harris, PhD, LCMHCS, NCC, ACS, BC-TMH, BCC is a scholar-practitioner in the field of counselor education who divides his time between clinical practice, teaching, and consulting outside Raleigh, NC. He is an Assistant Professor in the CACREP-accredited, MA Clinical Mental Counseling Program (Online-Campus), at the Chicago School of Professional Psychology. He is also the Co-Director of the Virtual Clinical Training Center. Dr. Harris has practiced for over 20 years; and primarily identifies as a Clinical Supervisor. He operates a virtual counseling/supervision practice and consulting company that integrates Brainspotting, Trauma Focused Cognitive Behavioral Therapy, and Strengthening the Family evidenced-based models. He frequently presents/trains at conferences, behavioral and public health factors, churches and community organizations on critical incident stress debriefing (specializing in complicated grief, secondary trauma, stigma-reduction, and disaster recovery), particularly through a cultural lens. His research interests include: Complicated Grief/Secondary Trauma in Communities of Color, Community Mental Health Practices and Multicultural and Virtual Supervision. He is licensed to practice in several southeastern states, and is also certified as a Nationally Certified Counselor, Approved Clinical Supervisor, Board Certified Telemental Health Counselor, and a Board Certified Coach. He is most proud of his role as a husband to Tracee; and a father to his daughter, Skylar; and their dog, Jaxon.
Target Audience: Healthcare and Mental healthcare professionals, University faculty and students. Members of the TCSPP community.
Psychologists. This program, when attended in its entirety, is available for 6.0 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.
MFTs, LPCCs, and LCSWs. Course meets the qualifications for 6.0 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.
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 content.