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My name is Tabatha or Tab. I am pursuing an MA in Licensed Professional Counseling.

A personal goal I am setting is to get through this term with an A in both courses. A professional goal is to begin searching for an internship in Big Spring that will allow me to gain hours for my practicum courses.

Through this course, I would like to become more aware of the available resources that are in my area that will provide services to crises and trauma. I want to learn more about how to apply various models and theories to prevent and treat trauma.

I want to work in the field of trauma and hopefully continue on in my education to pursue my doctorate degree.

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The ACA Code of Ethics (2014) is paramount as an LPC as it provides a guide and baseline for both protecting the client and protecting the professional throughout the counseling process. The ACA code of ethics focuses on the relationship(s) between the counselor and the client, as well as other factors of relationships.

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The APA Code of Ethics (2017) promotes client welfare and focuses on qualifications, continuing education, and supervised experience that professionals must adhere to while practicing counseling and remaining professionally competent.

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Cite this

American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (2002, amended effective June 1, 2010, and January 1, 2017). http://www.apa.org/ethics/code/index.html

Including 2010 and 2016 Amendments

Introduction and Applicability

The American Psychological Association's (APA) Ethical Principles of Psychologists and Code of Conduct (hereinafter referred to as the Ethics Code) consists of an Introduction, a Preamble, five General Principles (A-E) and specific Ethical Standards. The Introduction discusses the intent, organization, procedural considerations, and scope of application of the Ethics Code. The Preamble and General Principles are aspirational goals to guide psychologists toward the highest ideals of psychology. Although the Preamble and General Principles are not themselves enforceable rules, they should be considered by psychologists in arriving at an ethical course of action. The Ethical Standards set forth enforceable rules for conduct as psychologists. Most of the Ethical Standards are written broadly, in order to apply to psychologists in varied roles, although the application of an Ethical Standard may vary depending on the context. The Ethical Standards are not exhaustive. The fact that a given conduct is not specifically addressed by an Ethical Standard does not mean that it is necessarily either ethical or unethical.

This Ethics Code applies only to psychologists' activities that are part of their scientific, educational, or professional roles as psychologists. Areas covered include but are not limited to the clinical, counseling, and school practice of psychology; research; teaching; supervision of trainees; public service; policy development; social intervention; development of assessment instruments; conducting assessments; educational counseling; organizational consulting; forensic activities; program design and evaluation; and administration. This Ethics Code applies to these activities across a variety of contexts, such as in person, postal, telephone, Internet, and other electronic transmissions. These activities shall be distinguished from the purely private conduct of psychologists, which is not within the purview of the Ethics Code.

Membership in the APA commits members and student affiliates to comply with the standards of the APA Ethics Code and to the rules and procedures used to enforce them. Lack of awareness or misunderstanding of an Ethical Standard is not itself a defense to a charge of unethical conduct.

The procedures for filing, investigating, and resolving complaints of unethical conduct are described in the current Rules and Procedures of the APA Ethics Committee. APA may impose sanctions on its members for violations of the standards of the Ethics Code, including termination of APA membership, and may notify other bodies and individuals of its actions. Actions that violate the standards of the Ethics Code may also lead to the imposition of sanctions on psychologists or students whether or not they are APA members by bodies other than APA, including state psychological associations, other professional groups, psychology boards, other state or federal agencies, and payors for health services. In addition, APA may take action against a member after his or her conviction of a felony, expulsion or suspension from an affiliated state psychological association, or suspension or loss of licensure. When the sanction to be imposed by APA is less than expulsion, the 2001 Rules and Procedures do not guarantee an opportunity for an in-person hearing, but generally provide that complaints will be resolved only on the basis of a submitted record.

The Ethics Code is intended to provide guidance for psychologists and standards of professional conduct that can be applied by the APA and by other bodies that choose to adopt them. The Ethics Code is not intended to be a basis of civil liability. Whether a psychologist has violated the Ethics Code standards does not by itself determine whether the psychologist is legally liable in a court action, whether a contract is enforceable, or whether other legal consequences occur.

The modifiers used in some of the standards of this Ethics Code (e.g., reasonably, appropriate, potentially) are included in the standards when they would (1) allow professional judgment on the part of psychologists, (2) eliminate injustice or inequality that would occur without the modifier, (3) ensure applicability across the broad range of activities conducted by psychologists, or (4) guard against a set of rigid rules that might be quickly outdated. As used in this Ethics Code, the term reasonable means the prevailing professional judgment of psychologists engaged in similar activities in similar circumstances, given the knowledge the psychologist had or should have had at the time.

In the process of making decisions regarding their professional behavior, psychologists must consider this Ethics Code in addition to applicable laws and psychology board regulations. In applying the Ethics Code to their professional work, psychologists may consider other materials and guidelines that have been adopted or endorsed by scientific and professional psychological organizations and the dictates of their own conscience, as well as consult with others within the field. If this Ethics Code establishes a higher standard of conduct than is required by law, psychologists must meet the higher ethical standard. If psychologists' ethical responsibilities conflict with law, regulations, or other governing legal authority, psychologists make known their commitment to this Ethics Code and take steps to resolve the conflict in a responsible manner in keeping with basic principles of human rights.

Psychologists are committed to increasing scientific and professional knowledge of behavior and people's understanding of themselves and others and to the use of such knowledge to improve the condition of individuals, organizations, and society. Psychologists respect and protect civil and human rights and the central importance of freedom of inquiry and expression in research, teaching, and publication. They strive to help the public in developing informed judgments and choices concerning human behavior. In doing so, they perform many roles, such as researcher, educator, diagnostician, therapist, supervisor, consultant, administrator, social interventionist, and expert witness. This Ethics Code provides a common set of principles and standards upon which psychologists build their professional and scientific work.

This Ethics Code is intended to provide specific standards to cover most situations encountered by psychologists. It has as its goals the welfare and protection of the individuals and groups with whom psychologists work and the education of members, students, and the public regarding ethical standards of the discipline.

The development of a dynamic set of ethical standards for psychologists' work-related conduct requires a personal commitment and lifelong effort to act ethically; to encourage ethical behavior by students, supervisees, employees, and colleagues; and to consult with others concerning ethical problems.

This section consists of General Principles. General Principles, as opposed to Ethical Standards, are aspirational in nature. Their intent is to guide and inspire psychologists toward the very highest ethical ideals of the profession. General Principles, in contrast to Ethical Standards, do not represent obligations and should not form the basis for imposing sanctions. Relying upon General Principles for either of these reasons distorts both their meaning and purpose.

Section 1: Resolving Ethical Issues

(b) Where scientific or professional knowledge in the discipline of psychology establishes that an understanding of factors associated with age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, or socioeconomic status is essential for effective implementation of their services or research, psychologists have or obtain the training, experience, consultation, or supervision necessary to ensure the competence of their services, or they make appropriate referrals, except as provided in Standard 2.02, Providing Services in Emergencies .

(c) Psychologists planning to provide services, teach, or conduct research involving populations, areas, techniques, or technologies new to them undertake relevant education, training, supervised experience, consultation, or study.

(d) When psychologists are asked to provide services to individuals for whom appropriate mental health services are not available and for which psychologists have not obtained the competence necessary, psychologists with closely related prior training or experience may provide such services in order to ensure that services are not denied if they make a reasonable effort to obtain the competence required by using relevant research, training, consultation, or study.

(e) In those emerging areas in which generally recognized standards for preparatory training do not yet exist, psychologists nevertheless take reasonable steps to ensure the competence of their work and to protect clients/patients, students, supervisees, research participants, organizational clients, and others from harm.

(f) When assuming forensic roles, psychologists are or become reasonably familiar with the judicial or administrative rules governing their roles.

2.05 Delegation of Work to Others
Psychologists who delegate work to employees, supervisees, or research or teaching assistants or who use the services of others, such as interpreters, take reasonable steps to (1) avoid delegating such work to persons who have a multiple relationship with those being served that would likely lead to exploitation or loss of objectivity; (2) authorize only those responsibilities that such persons can be expected to perform competently on the basis of their education, training, or experience, either independently or with the level of supervision being provided; and (3) see that such persons perform these services competently. (See also Standards 2.02, Providing Services in Emergencies ; 3.05, Multiple Relationships ; 4.01, Maintaining Confidentiality ; 9.01, Bases for Assessments ; 9.02, Use of Assessments ; 9.03, Informed Consent in Assessments ; and 9.07, Assessment by Unqualified Persons .)

(b) When psychologists become aware of personal problems that may interfere with their performing work-related duties adequately, they take appropriate measures, such as obtaining professional consultation or assistance, and determine whether they should limit, suspend, or terminate their work-related duties. (See also Standard 10.10, Terminating Therapy .)

Section 3: Human Relations

Section 4: Privacy and Confidentiality

(b) Unless it is not feasible or is contraindicated, the discussion of confidentiality occurs at the outset of the relationship and thereafter as new circumstances may warrant.

(c) Psychologists who offer services, products, or information via electronic transmission inform clients/patients of the risks to privacy and limits of confidentiality.

(b) Psychologists discuss confidential information obtained in their work only for appropriate scientific or professional purposes and only with persons clearly concerned with such matters.

(b) Psychologists disclose confidential information without the consent of the individual only as mandated by law, or where permitted by law for a valid purpose such as to (1) provide needed professional services; (2) obtain appropriate professional consultations; (3) protect the client/patient, psychologist, or others from harm; or (4) obtain payment for services from a client/patient, in which instance disclosure is limited to the minimum that is necessary to achieve the purpose. (See also Standard 6.04e, Fees and Financial Arrangements .)

Section 5: Advertising and Other Public Statements

(b) Psychologists do not make false, deceptive, or fraudulent statements concerning (1) their training, experience, or competence; (2) their academic degrees; (3) their credentials; (4) their institutional or association affiliations; (5) their services; (6) the scientific or clinical basis for, or results or degree of success of, their services; (7) their fees; or (8) their publications or research findings.

(c) Psychologists claim degrees as credentials for their health services only if those degrees (1) were earned from a regionally accredited educational institution or (2) were the basis for psychology licensure by the state in which they practice.

(b) Psychologists do not compensate employees of press, radio, television, or other communication media in return for publicity in a news item. (See also Standard 1.01, Misuse of Psychologists' Work .)

(c) A paid advertisement relating to psychologists' activities must be identified or clearly recognizable as such.

Section 6: Record Keeping and Fees

Section 7: Education and Training

(b) When engaged in teaching or training, psychologists present psychological information accurately. (See also Standard 2.03, Maintaining Competence .)

(b) Faculty who are or are likely to be responsible for evaluating students' academic performance do not themselves provide that therapy. (See also Standard 3.05, Multiple Relationships .)

(b) Psychologists evaluate students and supervisees on the basis of their actual performance on relevant and established program requirements.

Section 8: Research and Publication

History and Effective Date

Amendments to the 2002 "Ethical Principles of Psychologists and Code of Conduct" in 2010 and 2016

2010 Amendments

Introduction and Applicability
If psychologists' ethical responsibilities conflict with law, regulations, or other governing legal authority, psychologists make known their commitment to this Ethics Code and take steps to resolve the conflict in a responsible manner. If the conflict is unresolvable via such means, psychologists may adhere to the requirements of the law, regulations, or other governing authority in keeping with basic principles of human rights.

1.02 Conflicts Between Ethics and Law, Regulations, or Other Governing Legal Authority
If psychologists' ethical responsibilities conflict with law, regulations, or other governing legal authority, psychologists clarify the nature of the conflict , make known their commitment to the Ethics Code, and take reasonable steps to resolve the conflict consistent with the General Principles and Ethical Standards of the Ethics Code . If the conflict is unresolvable via such means, psychologists may adhere to the requirements of the law, regulations, or other governing legal authority. Under no circumstances may this standard be used to justify or defend violating human rights .

1.03 Conflicts Between Ethics and Organizational Demands
If the demands of an organization with which psychologists are affiliated or for whom they are working are in conflict with this Ethics Code, psychologists clarify the nature of the conflict, make known their commitment to the Ethics Code, and to the extent feasible, resolve the conflict in a way that permits adherence to the Ethics Code. take reasonable steps to resolve the conflict consistent with the General Principles and Ethical Standards of the Ethics Code. Under no circumstances may this standard be used to justify or defend violating human rights .

2016 Amendment

3.04 Avoiding Harm
(a) Psychologists take reasonable steps to avoid harming their clients/patients, students, supervisees, research participants, organizational clients, and others with whom they work, and to minimize harm where it is foreseeable and unavoidable.

(b) Psychologists do not participate in, facilitate, assist, or otherwise engage in torture, defined as any act by which severe pain or suffering, whether physical or mental, is intentionally inflicted on a person, or in any other cruel, inhuman, or degrading behavior that violates 3.04(a).

Contact APA Ethics Office

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Ethical principles of psychologists and code of conduct

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The American Psychological Association's Ethical Principles of Psychologists and Code of Conduct provides guidance for psychologists in professional, scientific and educational roles. The Ethics Code also outlines standards of professional conduct for APA members and student affiliates.

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The Texas Behavioral Health Executive Council (n.d.) discusses the state requirements, both educational and legal, that must be met for LPC licensure. This page also discusses continuing education and other legal guidelines.

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Applying for a License – Texas Behavioral Health Executive Council

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Applications for initial LPC and LPC-Associate (formerly Intern) license can only be submitted via the Online Licensing System. Paper applications are no longer accepted and will be returned if received.

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As far as prior knowledge and experience, I come from a family line of mental health diagnoses. I also have bipolar disorder, and I am a person in long-term recovery from SUD. My daughters and I have all experienced various levels of trauma that have opened my eyes to its impacts…especially if left untreated. I have worked within the mental health community as a helping professional in some capacity or another for the last 10 years or more off and on as well. I have also taken the MHFA course previously when I worked for West Texas Centers and found it very enlightening. I have worked in Crisis Stabilization Units, State Hospitals, and treatment centers.

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Creating this reference guide for MH disorders helped me in completing part of my goal of learning more about the resources that are available for various types of disorders. I especially appreciate that it discusses each disorder and sub-types of that disorder in detail while providing information on treatment options and resources.

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Reference Guide for Mental Health Disorders TEMPLATE

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I learned a lot about various types of trauma's through this discussion. I also learned that the ACE screening tool is useful but could also be updated for the time that we are in and the many aspects that can contribute to traumatic experiences and perceptions.

I also gained a great deal of knowledge concerning types of trauma and how each individual involved can be impacted by trauma, no matter the type. This is one of my favorite assignments thus far. I am excited about the documentary to come.

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This documentary taught me so much about the various aspects of trauma and crisis. What I found most interesting, or eye opening was when one of the survivors mentioned that people do not think about trauma as being something that you can “get over” (Farber, 2019). He discussed how he has done so much work on himself in respect to what happened, but that there was a whole new level of the trauma developing as he returned to the school and the room that he was in when it happened. There is such a stereotypical aspect to grief and trauma in that many people think it can be cured. It cannot be. It can be something that you can grow from, if you allow that, and when it is time but, you cannot cure it.

Farber, L. (Director). (2019) We are columbine. [Film]. Amazon Prime Video. https://www.amazon.com/We-Are-Columbine-Gustavo-DArthenay/dp/B07P887252?ref_=nav_signin

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I was really excited to get this certificate. I learned a lot about responding to disasters, terrorisms, and crises. I appreciated the five different modules through this course and that they taught me about recognizing individual needs and addressing them. This is definitely something that I will take with me in my future profession.

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Psychological First Aid (PFA) Online_Certificate

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This was one of my favorite assignments. I had some great experiences working with my team. We all had great ideas and came together to collaborate something that I am proud of. I also learned a lot about statistics of dating violence...they were startling.

I appreciate the information that we compiled concerning referrals and assessments, they were the most informative for me. This is a project that I will refer to several times in the future.

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The ABC Model of Crisis Intervention project was very informative. I appreciate that it covers rapport building, going over the problem, and then using various counseling skills to find relevant solutions. This case study was a great experience of using this model in the field. I did appreciate the feedback as far as adding more detail in terms of compiling a safety plan and what kind of resources I would implement. I also appreciated the input on adding a food schedule for the client and a journal.

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Texas Health and Human Services (n.d.) discusses that when it comes to referrals, the LPC must complete certain steps such as determining level of care and needs assessments to determine the client's needs. The LPC should then have a conversation with the client, discussing preferences and reasons for the referral. There are several considerations with referrals; location, insurance, specializations, and more. It is important for the LPC to conduct research and evaluations to ensure successful referrals.

The LPC should contact the referral and offer support as necessary. Follow-up is also very important. Another consideration is to seek supervision and/or support from other professionals or supervisors when needed.

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Emergency & Non-Emergency Support Services

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Emergency & Non-Emergency Support Services

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1. Dial 911 for Emergency Services

2. 988 Suicide & Crisis Lifeline: Call or text 9-8-8 for 24/7 support, including a chat option and a text line (text TX to 741741).

3. 2-1-1 Texas: Call 2-1-1 or text 2-1-1 for non-emergency mental health and substance use resources, and other community services.

4. West Texas Centers: Call 800-375-4357 for Mental Health Services or Mental Health Crisis Services and Substance Abuse Issues.

5. VA West Texas Health Care: Contact VA health connect at 833-284-7212 or call 432-263-7361 ext. 7301 for mental health care.

6. Big Spring State Hospital: 432-267-8216

7. Crisis Services: For mental health crisis with no immediate risk, please contact the 988 Suicide and Crisis Lifeline.

8. Scenic Mountain Medical Center: 432-263-1211

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References

American Counseling Association. (2014). 2014 ACA code of ethics. https://www.counseling.org/docs/default-source/default-document-library/ethics/2014-aca-code-of-ethics.pdf

American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (2002, amended effective June 1, 2010, and January 1, 2017). https://www.apa.org/ethics/code

Farber, L. (Director). (2019) We are columbine. [Film]. Amazon Prime Video. https://www.amazon.com/We-Are-Columbine-Gustavo-DArthenay/dp/B07P887252?ref_=nav_signin

Texas Behavioral Health Executive Council (n.d.). Applying for a license. https://bhec.texas.gov/texas-state-board-of-examiners-of-professional-counselors/applying-for-a-license/

Texas Health and Human Services. (n.d.). Texas administrative code. https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=22&pt=30&ch=681&rl=31

Youngson, N. (n.d.). "References". The Blue Diamond Gallery. https://thebluediamondgallery.com/hand-held-card/r/references.html

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Cultural competence is a skill that must be practiced with every situation and every client. It is also something that should be continued as far as education and training. First, there are several ethical codes that enforce competency, and second, one of the fastest ways to cause a client harm is not to consider their cultural background or respect it. Not to do so will result in damage done for each party involved.

It also provides a chance for the counselor and the client to build rapport and support the counseling relationship. Our job is to do no harm. Remaining culturally competent will provide a baseline for successful treatment.