6/4/2018 AGENDA Brief overview of Emerging Leaders Program - - PDF document

6/4/2018 1

TRANSFORMING PASSION INTO INNOVATIVE INITIATIVES FOR THE FUTURE

PPA 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, PhD Center for Pediatric Behavioral Health Independence 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

6/4/2018 2 PROBLEM SOLVING MODEL

1) Problem Identification 2) Possible Solution Generation 3) Evaluation 4) 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, LPC Chatham University

6/4/2018 3 PROJECT OBJECTIVES

Review 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 ACTIONS

Continued 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, MS Chestnut 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?

6/4/2018 5 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

• ccur
• 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

1 2 3 4

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

6/4/2018 7 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 POPULATIONS

Athletes/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 CONSIDERATIONS

Competence Test Selection Validity

• Test/norms
• Construct/interpretation & diagnosis

Privacy/Confidentiality Security (Tests/Data) Standard of Care in Delivery of Telepsychological Services Informed 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

6/4/2018 8 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

6/4/2018 9 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 skim@svcmhs.org Check your handout for all the ways you can be involved!

Questions for the Group?