PSY4220 Unit Guide 2014

PSY4220
Ethical and Professional Issues in

Psychology
Unit Guide
Semester 1 2014
This unit will focus on ethical, legal and professional issues related to psychological practice.
Conceptual (e.g., theories and definitions) and practical issues (e.g., common ethical dilemmas
and case study appraisals) will be addressed. Some of the issues to be addressed include:
legislation governing psychologists, professional organisations, codes of professional conduct,
and ethical issues raised by: conflicts of interest, children as clients, using psychological tests,
and the provision of psychological services to a multi-cultural population, managing the suicidal
client, the reporting of child abuse, and service delivery over the internet.
Mode of Delivery
Workload
Prerequisites
Chief Examiner
Unit Coordinators:
Lecturer(s)
Campus:
Email:
Consultation hours
On Campus
This unit is taught over 12 weeks during first
semester and involves a weekly 2-hour class. It
is expected that students will read the required
readings prior to each class.
Completed Bachelors Degree and a major
sequence in psychology approved by the
Australian Psychological Society or qualification
assessed as equivalent by the Australian
Psychological Society, with a distinction average
for third year psychology units.
Ms Rebecca Meaney
Rebecca Meaney (Clayton)
Dr Karen Golden (Malaysia)
Ms Rebecca Meaney & Dr Karen Golden
Clayton, Malaysia
Rebecca.meaney.tavares@monash.edu or
rimtavares@gmail.com;
karen.golden@monash.edu
Clayton: (after lecture, room TBA); Malaysia
TBA
www.monash.edu
www.monash.edu
Our Feedback to You

Students will receive individualised or group written feedback (e.g., on their essay and group
feedback for presentations).
Your Feedback to Us
Monash is committed to excellence in education and regularly seeks feedback from students,
employers and staff. One of the key formal ways students have to provide feedback is
through the Student Evaluation of Teaching and Units (SETU) survey. The Universitys
student evaluation policy requires that every unit be evaluated each year. Students are
strongly encouraged to complete the surveys. The feedback is anonymous and provides the
Faculty with evidence of aspects that students are satisfied and areas for improvement.
For more information on Monashs educational strategy, see:
www.monash.edu.au/about/monash-directions/directions.html and on student evaluations,
see: www.policy.monash.edu/policy-bank/academic/education/quality/student-evaluationpolicy.html
Previous Student Evaluations of this Unit
If you wish to view how previous students rated this unit, please go to
https://emuapps.monash.edu.au/unitevaluations/index.jsp
Copyright Monash University 2014. All rights reserved. Except as provided in the Copyright Act 1968, this work may not be reproduced in any form
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ACADEMIC OVERVIEW
Learning Outcomes
At the end of the Unit, students will:
1. Understand the purpose of legislation relating to the practice of psychology and how to
comply with such legislation.
2. Appreciate the role of ethics in maintaining the integrity and cohesiveness of the
profession.
3. Become familiar with the ethical principles to be adhered in psychological practice.
4. Understand the psychologist's responsibilities in relation to clients.
5. Develop an appreciation of appropriate professional behaviour in a number of
potentially complex situations.
6. Develop decision-making strategies to assist in the maintenance of ethical conduct.
Graduate Attributes
Monash prepares its graduates to be:
1. Responsible and effective global citizens who:
a. engage in an internationalized world
b. exhibit cross-cultural competence
c. demonstrate ethical values
2. Critical and creative scholars who:
a. produce innovative solutions to problems
b. apply research skills to a range of challenges
c. communicate perceptively and effectively
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UNIT SCHEDULE
Week
Date
Topic
March 4
Introduction to the law and ethics (and group

presentation topic allocation).
March 11
Ethical dilemmas and decision-making processes.
March 18
Confidentiality and Ethical issues associated with

diverse populations.
March 25
Competency and Working with suicidal clients
April 1
Managing professional boundaries and multiple

relationships. Prohibition of sexual relationships with
clients
April 8
Group presentations A
April 15
Group presentations B
April 22
Mid-semester/Easter break
April 29
Group presentations C
May 6
Group presentations D
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May 13
Evidence Based Practice
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May 20
Review and future directions
12
May 27
Postgraduate careers in psychology
SWOT VAC
No formal assessment is undertaken in SWOT VAC
Examination
period
LINK to Assessment Policy:

www.policy.monash.edu/policybank/academic/education
/assessment/assessment-in-coursework-policy.html
TEACHING APPROACH
This unit comprises of lectures and student-directed assessment tasks. Students are actively
encouraged to join class discussions and during-lecture exercises.
It is essential for students undertaking this course to regularly access the Moodle site.
Students can also find information on inclusive teaching practices for students with learning
disabilities or mental health conditions at: www.monash.edu.au/lls/inclusivity/
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Assessment Summary
1. Group presentation (20%)
2. Essay (40%)
3. Examination (40%)
4. 80% class attendance
Assessment Task
Value
Due Date
1. Group presentation
20%
Various
2. Essay: 2000 words
40%
Tuesday 6th May, 2014
3. Examination (3 hours)
40%
University Exam period.

Date to be advised
Satisfactory attendance (80%)
Hurdle
ASSESSMENT REQUIREMENTS
Hurdle requirement: Participation
80% class attendance is required. Students are asked to sign the class roll each week. Those
not meeting the attendance requirement will be asked to complete additional written work as a
hurdle requirement. Students are expected to actively contribute to class discussions in
addition to being physically present.
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ASSESSMENT TASKS
Assessment Task 1: Group presentations
Due Date: Various (see Unit Schedule)
Assignment submission: Please submit the PowerPoint presentation and copy of the handout (.doc), via email to your lecturer for posting on the Moodle website. Please note: the
presentation must be in PowerPoint format to allow submission to Moodle.
Note: Please keep a copy of the assignment for your records.
Value: 20% of overall grade
Estimated return date of mark: One week following completion of all presentations (May 13,
2014).
Details of task: Students will work in small groups to prepare and deliver a specific topic in
an interesting and integrated manner. Each group will have 30 minutes to deliver their
presentation. A handout with objectives, an outline, and references is required for
distribution to other students in the class. Students are encouraged to discuss or email their
presentation plan with their lecturer at least one week prior to their presentation.
Group presentations A
Discuss confidentiality in relation to the counselling of minors.
Identify any unique ethical issues relevant to working in rural or remote regions and
present strategies for addressing these.
Discuss the ethical issues inherent to the provision of service with multiple clients in a
non-rural setting.
Discuss any unique ethical issue that are relevant to service provision with gay, lesbian
and bisexual clients
Group presentations B
Discuss the advantages and disadvantages of obtaining parental consent for young
people undertaking research.
How does a psychologist apply the code of ethics when working within a
multidisciplinary context?
Discuss the reasons psychologists are prohibited from engaging in a sexual
relationship with clients
Discuss ethical considerations unique to providing therapy for Aboriginal and Torres
Strait Islander peoples
Group presentations C
Select a relatively new intervention or field of psychology and discuss the relevant
ethical issues relating to evidence-based practice.
In what ways are ethical misconduct identified, reported and addressed?
Discuss ethical considerations unique to working with clients who pose a risk to others.
Identify the ethical considerations inherent to working with clients who are at risk of
suicide
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Group presentations D
What are some key ethical issues for promoting and managing psychological services?
Why is the self care of psychologist an ethical issue? Describe and illustrate.
Discuss relevant ethical considerations unique to working with older clients.
Discuss the main ethical issues relevant to a supervisory arrangement
Criteria for Marking
Your presentation will be assessed according to the following criteria:
Was a quality handout provided to students?

Did the presentation address the main issues of the topic?
Did the presenters demonstrate a good understanding of the topic?
Was the topic sufficiently researched?
Was the delivery of information well integrated and smooth flowing?
Were the presenters able to respond to questions and comments competently?
Was class participation encouraged and obtained?
Was the information delivered in an interesting yet educational manner?
Did the presenters work effectively as a team?
Did each presenter contribute approximately equally to the presentation?
Was the presentation within the specified time limit?
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Assessment Task 2: Essay

Due Date: Tuesday 6th May 2014 (by 4pm).
Assignment submission: Assignments must include a cover sheet. The coversheet is
accessible via the Monash portal page located at http://my.monash.edu.au under the heading
Learning and teaching tools. Please ensure you use your personalised cover sheet and
submit the assignment to the Psychology General Office at Clayton campus. For students in
Malaysia, please check the submission location with your lecturer.
Note: Please keep a copy of tasks completed for your records.
Word limit: 2000 words (+/- 10% variance acceptable)
Value: 40% of overall grade
Estimated return date: 4 weeks after submission
Details of task:
Essay Topic:
Psychologists need to adopt flexible approaches to service provision, which include
technological advances such as the internet and electronic social media. Such practices have
many professional and ethical advantages.
Please clearly state, and discuss your position on this statement being sure to demonstrate a
good understanding of the key ethical issues (e.g. Code and Guideline based) and to support
your position with empirical evidence and practical examples, such as social networking,
professional networking, internet-based communication, and internet-based treatments.
Starting references (most in folder on Moodle):
Andersson, G. (2009). Using the Internet to provide cognitive behaviour therapy.

Behaviour research and therapy, 47(3), 175-180.
Barnett, J. E., & Scheetz, K. (2003). Technological advances and telehealth: Ethics,
law, and the practice of psychotherapy. Psychotherapy: Theory, Research, Practice,
Training, 40(1-2), 86.
Carlbring, P., & Andersson, G. (2006). Internet and psychological treatment. How well
can they be combined? Computers in human behavior, 22(3), 545-553.
Fitzgerald, T. D., Hunter, P. V., Hadjistavropoulos, T. & Koocher, G. P. (2010): Ethical
and Legal Considerations for Internet-Based Psychotherapy, Cognitive Behaviour
Therapy, 39, 173-187
Gackenbach, J. (Ed.). (2011). Psychology and the Internet: Intrapersonal,
interpersonal, and transpersonal implications. Access Online via Elsevier.
Taylor, L., McMinn, M. R., Bufford, R. K., & Chang, K. B. (2010). Psychologists
attitudes and ethical concerns regarding the use of social networking web sites.
Professional Psychology: Research and Practice, 41(2), 153.
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Criteria for Marking:

Your essay will be assessed according to the following criteria:
Did the essay address the main question? (all key components)
Was the topic sufficiently researched? (at least 15 quality references should be cited).
Did the student demonstrate a good understanding of the topic?
Did the student present a clear position and was this adequately justified?
Was the essay coherent, logical and well written?
Was critical analysis and original thought evident throughout the essay?
Did the writing style adhere to APA formatting?
Was the essay within the specified word length?
Assessment task 3: Examination

Value: 40%
The exam will comprise short/long answer questions. More specific details will be discussed
in class. The examination will be held during the Universitys normal examination period.
Examination material or equipment
The exam for the unit requires that you bring writing implements only. No other materials are
permitted in the examination.
EXTENSIONS AND PENALTIES
Late submission of work
Students can download in-semester special consideration application forms from the Faculty
web site via http://www.monash.edu.au/exams/special-consideration.html
Students should submit the completed form together with original or certified copies of
supporting documentation to the School of Psychology and Psychiatry. Students will be
informed whether an extension has been granted.
1. Extensions will only be granted on the following grounds:
Documented illness: a medical certificate must be provided
Compassionate grounds: those situations for which compassionate leave is normally
granted in employment
Documented misadventure, hardship or trauma
2. Students can submit assessments up to and including 7 days late. For all assessment
items submitted after the official due date, without an agreed extension, a penalty will apply
for each day (or part thereof, including weekends and public holidays) that the item is
late. Students should refer to their relevant faculty policy regarding penalties (available on
Moodle).
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3. If the assessment item is more than 7 days late, the work may be submitted and it will be
marked, but not graded. A zero grade will be awarded.
4. No penalty will apply if an extension is sought and granted by the Chief Examiner or
delegate. If the assessment item is handed in after the extension period, then the above
penalties will apply.
5. Schools/Departments may choose to accept late submissions of work without requiring
students to apply for extensions prior to submission dates. In these circumstances students
may apply on the grounds documented in point 1, for late penalties to be waived. Where
Schools/Departments choose this option, students should consult their School/Department
and follow the specified processes and policy for In Semester - Special Consideration.
Special Consideration (In semester)
If you require an extension for a piece of assessment due to serious issues affecting your
studies, you must fill out a special consideration form which can be downloaded from the
following website: http://www.monash.edu.au/exams/special consideration.html.
You will need to attach appropriate documentation (counsellors letter, medical certificate,
police report, funeral notice etc.). If you do not provide a special consideration form or attach
appropriate documentation your request will not be accepted. The special consideration policy
can be viewed at:
http://www.policy.monash.edu/policy-bank/academic/education/assessment/specialconsideration-policy.html
Do not attach your Medical Certificate to your assignment. You must submit your request
for special consideration to the School of Psychology and Psychiatry Office at Clayton
campus no later than 2 university working days after the assessment due date.
The maximum extension that can be granted is 7 days including weekend and public
holidays.
Generally outcomes will be available within 2 days of submission, however do not wait
for a response; you should continue working on your assignment during this time and
submit it as soon as possible. You will receive a new submission date, if appropriate,
within 4 days. e.g. If your medical certificate states that you were ill for 5 days you will be
granted a 5 day extension (providing the 5th day does not fall on a weekend).
For serious ongoing issues, grief or illness you will be granted the maximum extension of 7
days including weekend and public holidays, however students should contact the Chief
Examiner immediately to discuss possible alternatives.
Alternative Assessments may be granted in extreme cases, and on a case-by-case basis.
This is determined by the Board of Examiners at the end of semester, and outcomes cannot
be guaranteed. If your circumstances are serious and ongoing you should register with the
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Disability Liaison Unit (DLU) at: http://www.adm.monash.edu.au/sss/equity-diversity/disabilityliaison/

If your circumstances are serious and prolonged you should consider discontinuing from the
unit and returning to study when you are sufficiently recovered. Students who choose this
option may be eligible to apply for remission of debt. For further information on this please
see policy on refunds: http://www.monash.edu.au/fees/discounts-refunds/refunds/loandebt.html.
Please note you are expected to keep an electronic copy of your work. There are computers
on campus; therefore computer problems are not a valid reason for special consideration.
Should you wish to discontinue your unit enrolment please consider your options, and
consult the course administrator prior to census date to ensure you are not penalised
either academically or financially.
Note: Failure to provide a signed coversheet
Submission of your assignment will not be accepted unless you have attached a signed
coversheet. Assignments without a signed coversheet will not be marked or returned until a
signed coversheet is received. The date of submission will be recorded as the date on which
the signed coversheet was provided, and a late penalty (minimum 5%) will be applied.
Returning assignments
Assignments will be returned through the Psychology General Office at Clayton, Malaysia
students should check the return location with their lecturer.
Resubmission of assignments
Requests for re-mark
It is the students responsibility to check marked assignments upon return. Students are
expected to raise any queries about their mark, including making a request for a re-mark,
within two weeks of release back to the students.
The following procedure applies to requests for re-marking.
1. Prior to requesting a remark, the student is required to have contacted and discussed the
corrected piece of work with the marker. If the marker is unavailable for consultation the
student can then approach the Unit Coordinator about their report.
2. If the student is still dissatisfied, the student may then proceed directly with a request for a
re-mark.
3. Re-mark requests must be made in writing to the Honours Convenor, documenting the
specific grounds for a re-mark. Re-mark requests must include the corrected work and an
identical clean copy. The Honours Convenor may reject any request considered
vexatious or frivolous. The Honours Convenor shall, where possible, nominate an
independent marker to mark the clean copy of the work. Limitations on suitable markers
in the specific field may sometimes prevent this blind marking. The adjusted mark will
normally be based on the average of the original mark and the re-mark. In the event of a
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discrepancy of 20% or greater between the original and the re-mark, the final mark shall
be at the discretion of the Honours Convenor. Students should note that re-marking
can result in an increase or decrease in marks.
4. If a student is still dissatisfied, an appeal should be made first to the Director,
Undergraduate Psychology. If necessary, any further appeals will be referred to the Head
of School, whose decision is final within the School.
Note: In undergraduate psychology units students are not able to revise and re-submit
assignments.
Referencing requirements
All assignments are to follow the format for psychological publications. If you are in doubt
consult the Publication manual of the American Psychological Association (6th ed.). (2009).
The 6th edition was published in 2009 but contained errors and had been recalled. The
current version addresses the errors. The APA Publication manual describes how to prepare
a manuscript for submission to a journal. A number of the instructions to authors are for the
purposes of typesetting.
LEARNING RESOURCES
Required reading for the Unit
An understanding of the following readings is critical for class discussions.
Australian Psychological Society. (2007). Code of ethics. Carlton South: Author.

http://www.psychology.org.au/
Australian Psychological Society. Ethical guidelines. Carlton South: Author.
The Australian Psychological Society has also produced a number of guidelines addressing
key issues. You will find many of these guidelines useful in our discussions and activities so
please consult them. These guidelines are in a resource folder for the unit, and are also
available via the APS homepage only to APS members (see the above website address).
Hard copies of the Code and the Guidelines are available for purchase through the APS:
http://www.psychology.org.au/Shop/Category.aspx?CategoryID=0000000000000006
The APS website contains many useful resources including the Psych Student HQ:
http://www.psychology.org.au/studentHQ/?utm_source=Website&utm_medium=Dropmenu&u
tm_campaign=PSHQ
Additional resources are available to APS Members, thus you may wish to consider becoming
a student subscriber to the Society. Information on how to join and fees is available from:
http://www.psychology.org.au/membership/become_a_member/grades_fees/#s4
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Further required readings:
Australian Health Practitioner Regulation Agency (AHPRA); Psychology Board of

Australia (2010). http://www.psychologyboard.gov.au/Codes-and-Guidelines.aspx
Koocher, G. P., & Keith-Spiegel, P. (2008). Ethics in Psychology and the mental health
professions. (3rd ed.). New York: Oxford University Press (available on reserve at
Monash University libraries, Chapters 1, 2 & 3 required for the unit)
National Standards for Mental Health Services (2010) (in resource folder on Moodle)
Privacy in the Private Health Sector (November 2001; Privacy Act):

http://www.privacy.gov.au/materials/types/guidelines/view/6517
Recommended reading
Morrissey, S. A. & Reddy, P. (2006). Ethics and professional practice for

Psychologists. South Melbourne, Australia: Thomson Social Science Press.
Francis, R. D., (2009). Ethics for Psychologists (2nd ed.). Liecester, England: WileyBlackwell; British Psychological Society, England.
Australian Health Practitioner Regulation Agency (AHPRA); Psychology Board of

Australia (2010) website:
http://www.ahpra.gov.au/
http://www.psychologyboard.gov.au/
Technological Requirements
It is essential that students enrolled in the unit regularly check Moodle for announcements,
and to access materials.
Additional subject costs
There are no additional costs associated with the unit.
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ETHICS SEMINAR OUTLINES

Week 1 - Introduction to the law and ethics
Students will be introduced to the ethical, legal and professional responsibilities of
psychologists, and areas of potential conflict between ethical and legal demands. General
ethical principles including respect, propriety and integrity will be discussed. The functions
and limitations of codes of ethics will also be examined. Groups for the presentation task will
be allocated.
References
Knapp, S., Gottlieb, M. Berman, J. & Handelsman M. M. (2007). When laws and ethics
collide: What should psychologists do? Professional Psychology: Research and
Practice, 38, 54-59 (week 1 readings folder)
professions. (3rd ed.). New York: Oxford University Press. (Chapters 1 & 3; available
on reserve at the library).
Health Practitioner Regulation National Law (Victoria) Act 2009
www.legislation.vic.gov.au/Domino/Web_Notes/...nsf/.../09-079a.doc
National Practice Standards for Mental Health workers (in resource folder on Moodle)
Week 2 - Ethical dilemmas and decision-making processes

Ethical dilemmas are likely to be encountered by all psychologists. Common ethical
dilemmas and how they emerge will be discussed. Various models of ethical decision-making
will be presented and applied to specific cases involving ethical dilemmas. The influence of
ethical traps such as personal values will also be illustrated via practical examples.
References
professions. (3rd ed.). New York: Oxford University Press. (Chapter. 2; available on
reserve at the library).
Miner, M. H. (2006). A proposed comprehensive model of ethical decision-making
(EDM). In S. A. Morrissey & P. Reddy (Eds.), Ethics and professional practice for
Psychologists. (p. 25-37). South Melbourne, Australia: Thomson Social Science Press
(available through Google Books).
Sullivan, K. (2002). Ethical beliefs and behaviours among Australian Psychologists.
Australian Psychologist, 37, 135-141 (week readings resource folder).
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Week 3 - Confidentiality
While the fundamental principle of confidentiality is critical between psychologists and clients,
there are some instances where breaches are required. These will be presented and
discussed. Reference to the Tarasoff case will be made to illustrate the complexities of
determining dangerousness and appropriate actions.
References
Australian Psychological Society. (2008). Guidelines on confidentiality. Carlton

South: Author (resource folder Moodle)
Australian Psychological Society. (2011). When the subpoena comes: Managing legal
requests for client files. Carlton South: Author (week readings folder)
Duncan, R.E., Williams, B., & Knowles, A. (2011). Breaching Confidentiality with
Adolescent Clients: A Survey of Australian Psychologists about the Considerations that
Influence Their Decisions, Psychiatry, Psychology and Law (week readings folder)
Kampf, A., McSherry, B., Thomas, S. & Abrahams, H. (2008). Psychologists
perceptions of legal and ethical requirements for breaching confidentiality. Australian
Psychologist, 43, 194-204 (week readings folder)
McMahon, M. (2006). Confidentiality, privacy and privilege: Protecting and disclosing
information about clients. In S. A. Morrissey & P. Reddy (Eds.), Ethics and
professional practice for Psychologists. (p. 74-88). South Melbourne, Australia:
Thomson Social Science Press (found in Google Books preview).
Week 3 Ethical issues associated with diverse populations.

Some level of diversity is inevitable between psychologists and their clients. Such differences
can relate to culture, gender and sexuality. How should psychologists manage these
differences? Is it possible to be unbiased, professional and competent at all times in these
instances?
References
Australian Psychological Society. (2000). Guidelines for psychological practice with

lesbian, gay and bisexual clients. Carlton South: Author (on Moodle resource folder)
Australian Psychological Society. (2003). Guidelines for the provision of psychological
services for and the conduct of psychological research with Aboriginal and Torres
Straight Islander people of Australia. Carlton South: Author (on Moodle resource
folder)
Daniel, J. H., Roysircar, G. Abeles, N. & Boyd, C. (2004). Individual and culturaldiversity competency: Focus on the therapist. Journal of Clinical Psychology, 60, 755770 (week readings folder).
Finlay, A. (2000). Reflections of a white female Psychologist working with aboriginal
Men and women in maximum Security prisons (conference paper; week readings
folder).
Lyons, H. Z., Bieschke, K. J., Dendy, A. K., Worthington, R. L., & Georgemiller, R.
(2010). Psychologists' competence to treat lesbian, gay and bisexual clients: State of
the field and strategies for improvement. Professional Psychology: Research and
Practice, 41(5), 424a (week readings folder)
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Week 4 Competency
Competencies of psychologists outlined by the APS will be discussed as will the requirements
for APS membership. The necessity for psychologists to participate in regular training and
professional development will be presented. The requirements for registration as a
Psychologist will also be detailed. This will include qualifications, experience and
competencies.
References
Australian Psychological Society. (2012). Australian Psychological Society. Towards

assessment of professional competence in Australian psychology. Carlton South:
Author (Moodle resource folder)
Australian Psychological Society.(1996). Competencies for psychologists: A
discussion paper. Carlton South: Author (Moodle resource folder).
Hunt, C., & Hyde, J. (2013). A taxonomy of psychology standards and training, and
their relevance for psychiatrists. Australasian Psychiatry, 21(2), 113-116 (week
readings folder).
Pachana, N. A., Sofronoff, K., Scott, T., & Helmes, E. (2011). Attainment of
competencies in clinical psychology training: Ways forward in the Australian context.
Australian Psychologist, 46(2), 67-76 (week readings folder).
Wise, E. H., Sturm, C. A., Nutt, R. L., Rodolfa, E., Schaffer, J. B., & Webb, C. (2010).
Life-long learning for psychologists: Current status and a vision for the future.
Professional Psychology: Research and Practice, 41(4), 288 (week readings folder)
Week 4 - Working with suicidal clients

Therapeutic relationships and management contingencies in working with suicidal clients will
be discussed in terms of ethical considerations. Specifically, relevant Code and Guidelines,
training and maintaining competency in this area will be discussed using practical examples
for illustrative purposes.
References
Australian Psychological Society. (2004). Guidelines relating to suicidal clients.

Carlton South: Author (Moodle resource folder).
OConner, N., Warby, M., Raphael, B. & Vassallo, T. (2004). Changeability,
confidence, common sense and corroboration: Comprehensive suicide risk
assessment. Australasian Psychiatry, 12, 352-360(week readings folder).
Schmitz, W. M., Allen, M. H., Feldman, B. N., Gutin, N. J., Jahn, D. R., Kleespies, P.
M., ... & Simpson, S. (2012). Preventing suicide through improved training in suicide
risk assessment and care: An American Association of Suicidology Task Force report
addressing serious gaps in US mental health training. Suicide and Life-Threatening
Behavior, 42(3), 292-304 (week readings folder).
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Week 5- Managing professional boundaries and multiple relationships

Multiple relationships will be defined. Cases representing the diversity of types of multiple
relationships will be presented and evaluated. Reasons for why multiple relationships are
problematic will be stated and instances whereby multiple relationships are difficult to avoid
are identified and analysed.
References
Australian Psychological Society. (2008). Guidelines for managing professional

boundaries and multiple relationships. Carlton South: Author (Moodle resource folder).
Australian Psychological Society. (2006). Guidelines for psychological services
involving multiple clients. Carlton South: Author (Moodle resource folder).
Gottlieb, M. C. & Younggren, J. N. (2009). Is there a slippery slope? Considerations
regarding multiple relationships and risk management. Professional Psychology:
Research and Practice, 40, 564-571 (week readings folder).
Pope, K. S., & KeithSpiegel, P. (2008). A practical approach to boundaries in
psychotherapy: making decisions, bypassing blunders, and mending fences. Journal of
clinical psychology, 64(5), 638-652 (week readings folder).
Week 5 - Prohibition of sexual relationships with clients

The issues relevant to sexual relationships with current and former clients will be discussed.
In particular the APS guidelines on the proscription of sexual relationships with clients will be
examined. These tasks will be undertaken using cases of psychologists who have been
reported to the registration authorities, and a case scenario.
Australian Psychological Society. (2008). Guidelines on the prohibition of sexual

relationships with clients. Carlton South: Author (Moodle resource folder).
Lamb, D. H., Catanzaro, S. J., & Moorman, A. S. (2003). Psychologists reflect on their
sexual relationships with clients, supervisees, and students: Occurrence, impact,
rationales and collegial intervention. Professional Psychology: Research and Practice,
34(1), 102 (week readings folder).
Shavit, N. & Bucky, S. (2004). Sexual contact between psychologists and their former
therapy patients: Psychoanalytic perspectives and professional implications. The
American Journal of Psychoanalysis, 64, 229-248 (week readings folder).
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Week 6 (Student group presentations A)

Topic 1:
Discuss confidentiality in relation to the counselling of minors.
Starting references
Australian Psychological Society. (2003). Guidelines on reporting child abuse and

neglect and criminal activity. Carlton South: Author.
Duncan, R. E. Williams, B. J. & Knowles, A. (2012). Breaching confidentiality with
adolescent clients: A survey of Australian psychologists about the considerations that
influence their decisions. Psychiatry, Psychology and Law, 19, 209-220.
Milne, J. (1995). An analysis of the law of confidentiality with special reference to the
counselling of minors. Australian Psychologist, 30, 169-174.
Topic 2:
Identify any unique ethical issues relevant to working in rural or remote regions and
present strategies for addressing these.
Starting references
Campbell, C. D. & Gordon, M. C. (2003). Acknowledging the inevitable:

Understanding multiple relationships in rural practice. Professional Psychology:
Research and Practice, 34, 430-434.
Simon, R. I., & Williams, I. C. (1999). Maintaining treatment boundaries in small
communities and rural areas. Psychiatric services, 50, 1440-1446.
Topic 3:
Discuss the ethical issues inherent to the provision of service with multiple clients in a
non-rural setting.
Starting references
Zur, O. (2008). Guidelines for non-sexual dual relationships, multiple relationships &
boundaries in psychotherapy and counseling. Online publication. Retrieved on July 1,
2008 from http://www.zurinstitute.com/dualrelationships.html.
Zur, O. 2010. Dual Relationships. Corsini Encyclopedia of Psychology. 12.
Herlihy, B., & Corey, G. (2006). Boundary issues in counseling: Multiple roles and
responsibilities (2nd ed.). Alexandria, VA: American Association for Counseling and
Development.
18
Topic 4:
Discuss any unique ethical issues that are relevant to service provision with gay,
lesbian and bisexual clients
Starting references
Lyons, H. Z., Bieschke, K. J., Dendy, A. K., Worthington, R. L., & Georgemiller, R.
(2010). Psychologists' competence to treat lesbian, gay and bisexual clients: State of
the field and strategies for improvement. Professional Psychology: Research and
Practice, 41(5), 424a.
Safren, S. A. (2005). Affirmative, Evidence-Based, and Ethically Sound Psychotherapy
With Lesbian, Gay, and Bisexual Clients. Clinical Psychology, 12,1. 29-32.
Shelton, K., & Delgado-Romero, E. A. (2011). Sexual orientation microaggressions:
The experience of lesbian, gay, bisexual, and queer clients in psychotherapy. Journal
of Counseling Psychology, 58(2), 210.
Week 7 (Student group presentations B)

Topic 5:
Discuss the advantages and disadvantages of obtaining parental consent for young
people undertaking research. What are the key ethical issues relating to undertaking
research on young people?
Starting references
Sanci, L. A., Sawyer, S. M., Weller, P. J., Bond, L. M. & Patton, G. C. (2004). Youth
health research ethics: Time for a mature-minor clause? Medical Journal of Australia,
180, 336-338.
Spriggs, M. (2010). Ethical difficulties with consent in research involving children:
Findings from key informant interviews, AJOB Primary Research, 1, 34-43
Topic 6:
How does a psychologist apply the code of ethics when working within a
multidisciplinary context?
Starting references
Blair, K. L. & Gorman, P. W. (2003). Survival tips for the Neuropsychologist in an

inpatient rehabilitation setting. Rehabilitation Psychology, 48, 310-313.
Lucignano, G. & Lee, S. (1991). Ethical issues involved in the role of psychologists in
medical settings. Journal of Rehabilitation, 57, 55-57.
19
Topic 7:
Discuss the reasons psychologists are prohibited from engaging in a sexual
relationship with clients
Starting references
Allan, A., & Thomson, D. M. (2010). The regulation of sexual activity between
psychologists and their clients and former clients. Ethical practice in psychology
reflections from the creators of the APS code of ethics, 149-160.
Bouhoutsos, J. C. (2010). THERAPISTCLIENT SEXUAL INVOLVEMENT: A
Challenge for Mental Health Professionals and Educators. American journal of
orthopsychiatry, 55(2), 177-182.
Wincze, J. P., Richards, J., Parsons, J., & Bailey, S. (1996). A comparative survey of
therapist sexual misconduct between an American state and an Australian state.
Professional Psychology: Research and Practice, 27(3), 289.
Topic 8:
Discuss ethical considerations unique to providing therapy for Aboriginal and Torres
Strait Islander peoples
Starting references
Drew, N., Adams, Y., & Walker, R. (2010). Issues in mental health assessment with
Indigenous Australians. Working Together, 191.
Haswell, M., Hunter, E., Wargent, R., Hall, B., OHiggins, C., & West, R. (2009).
Protocols for the delivery of social and emotional well being and mental health services
in Indigenous communities: guidelines for health workers, clinicians, consumers and
carers. Australian Integrated Mental Health Initiative, Queensland Health, Carins, Qld.
Nagel, T., Hinton, R., & Griffin, C. (2012). Yarning about Indigenous mental health:
Translation of a recovery paradigm to practice. Advances in Mental Health, 10(3), 216223.
Week 8 (Student group presentations C)

Topic 9:
Select a relatively new intervention or field of psychology and discuss the relevant
ethical issues relating to evidence-based practice.
Starting reference (note further references contingent on your choice of therapy).
Murphey, K. (2010). Evidence-based psychological interventions. What measures up?
InPsych, http://www.psychology.org.au/publications/inpsych/2010/june/murphy/
Norcross, J. C., & Wampold, B. E. (2011). Evidence-based therapy relationships:
Research conclusions and clinical practices. Psychotherapy, 48(1), 98.
20
Topic 10:
In what ways are ethical misconduct identified, reported and addressed?
Starting references
Australian Psychological Society (2012). Psychologists behaving badly. Criminal

record checks, notifications and mandatory reporting under the first year of national
registration. InPsych, April, http://www.psychology.org.au/Content.aspx?ID=4295
Biagglo, M., Duffy, R. & Staffelbach, D. F. (1998). Obstacles to addressing
professional misconduct. Clinical Psychology Review, 18, 273-285.
Topic 11:
Discuss ethical considerations unique to working with clients who pose a risk to
others.
Starting references
Heilbrun, K., Dvoskin, J., & Heilbrun, A. (2009). Toward preventing future tragedies:
Mass killings on college campuses, public health, and threat/risk assessment.
Psychological Injury and Law, 2(2), 93-99.
Mason, T., Worsley, A., & Coyle, D. (2010). Forensic multidisciplinary perspectives of
Tarasoff liability: a vignette study. The Journal of Forensic Psychiatry & Psychology,
21(4), 549-554.
Pabian, Y. L., Welfel, E., & Beebe, R. S. (2009). Psychologists' knowledge of their
states' laws pertaining to Tarasoff-type situations. Professional Psychology: Research
and Practice, 40(1), 8.
Topic 12:
Identify the ethical considerations inherent to working with clients who are at risk of
suicide
Starting references
Cook, D. A. (2009). Thorough informed consent: A developing clinical intervention with
suicidal clients. Psychotherapy: Theory, Research, Practice, Training, 46(4), 469-471.
Winograd, R. (2012). The Balance Between Providing Support, Prolonging Suffering,
and Promoting Death: Ethical Issues Surrounding Psychological Treatment of a
Terminally Ill Client. Ethics & Behavior, 22(1), 44-59.
Younggren, J.N., Fisher, M.A., Foote, W.E., & Hjelt, S.E. (2011). A legal and ethical
review of patient responsibilities and psychotherapist duties. Professional Psychology:
Research and Practice, 42(2), 160a.
21
Week 9 (Student group presentations D)

Topic 13:
What are some key ethical issues for promoting and managing psychological
services?
Starting references
Australian Psychological Society (2012). Guidelines regarding financial dealings and

fair trading. http://www.psychology.org.au/Assets/Files/EG-Financial.pdf
Koocher, G. P. & Keith-Spiegel, P. (2008). Ethics in Psychology and the mental
health professions: Standards and cases. (3rd Ed). New York: Oxford University Press.
Chapter 14 Marketing Professional Services.
Topic 14:
Why is the self care of psychologist an ethical issue? Describe and illustrate.
Starting references
Barnett, J. E., Naker, E. K., Elman, N. S. & Schoener, G. R. (2007). In pursuit of

wellness: The self-care imperative. Professional Psychology: Research and Practice,
38, 603-612.
Rupert, P. A. & Morgan, D. J. (2005). Work setting and burnout among professional
psychologists. Professional Psychology: Research and Practice, 36, 544-550.
Topic 15:
Discuss relevant ethical considerations unique to working with older or later life
clients.
Starting references
Clark, S., & Jackson, L. (2011). The Wellbeing Project: improving the psychological
wellbeing of older adults. Working with Older People, 15(2), 87-91.
Korte, J., Bohlmeijer, E. T., Cappeliez, P., Smit, F., & Westerhof, G. J. (2011). Lifereview therapy for older adults with moderate depressive symptomatology: A
pragmatic randomized controlled trial. Psychological medicine, 1(1), 1-11.
McGuire, J. (2009). Ethical considerations when working with older adults in
psychology. Ethics & Behavior, 19(2), 112-128.
22
Topic 16:
Discuss the main ethical issues relevant to a supervisory arrangement
Starting references
Abdullah, M. N. L. Y., & Evans, T. (2012). The Relationships Between Postgraduate
Research Students Psychological Attributes and Their Supervisors Supervision Training.
Procedia-Social and Behavioral Sciences, 31, 788-793.
Smith, R. D., Riva, M. T., & Erickson Cornish, J. A. (2012). The ethical practice of group
supervision: A national survey. Training and Education in Professional Psychology, 6(4), 238.
Thomas, J. T. (2010). The ethics of supervision and consultation. APA. (Available from
Hargrave Andrew Library at Clayton).
Week 10- Evidence Based Practice
This weeks content represents an overview of the characteristics, purpose and ethical
importance of engaging in Evidence Based Practice (EBP) for therapeutic interventions. The
lecture covers various aspects EBP including definitions, examples, and the advantages
and disadvantages.
References
Beidas, R. S., & Kendall, P. C. (2010). Training Therapists in EvidenceBased

Practice: A Critical Review of Studies From a SystemsContextual Perspective.
Clinical Psychology: Science and Practice, 17(1), 1-30.
Norcross, J. C., & Wampold, B. E. (2011). Evidence-based therapy relationships:
research conclusions and clinical practices. Psychotherapy, 48(1), 98.
Week 11 - Review and future directions

An overview of the main issues to emerge from the professional ethics seminars will be
presented. Some recommendations for best practice will be made. Guidance with exam
preparation will also be provided.
Week 12 - Postgraduate careers in psychology (optional)
Registration pathways, postgraduate and training options will be discussed. This lecture
represents an expansion of the topic briefly covered in Week 5. Attendance is optional,
however recommended as the format of the class represents an open forum to discuss
various registration options, and materials covered throughout the lecture series
23
OTHER INFORMATION
Policies
Monash has educational policies, procedures and guidelines, which are designed to ensure
that staff and students are aware of the Universitys academic standards, and to provide
advice on how they might uphold them. You can find Monashs Education Policies at:
www.policy.monash.edu.au/policy-bank/academic/education/index.html
Key educational policies include:
Student Academic Integrity Policy and Student Academic Integrity: Managing
Plagiarism and Collusion Procedures ;
Assessment in Coursework Programs;
Special Consideration;
Grading Scale;
Discipline: Student Policy;
Academic Calendar and Semesters;
Orientation and Transition; and
Academic and Administrative Complaints and Grievances Policy.
Graduate Attributes Policy
http://www.policy.monash.edu/policy-bank/academic/education/management/monashgraduate-attributes-policy.html
Student Charter
Student Services
The University provides many different kinds of services to help you gain the most from your
studies. Contact your tutor if you need advice and see the range of services available at
www.monash.edu.au/students
Monash University Library
The Monash University Library provides a range of services, resources and programs that
enable you to save time and be more effective in your learning and research. Go to
www.lib.monash.edu.au or the library tab in my.monash portal for more information.
Disability Liaison Unit
Students who have a disability or medical condition are welcome to contact the Disability
Liaison Unit to discuss academic support services. Disability Liaison Officers (DLOs) visit all
Victorian campuses on a regular basis.
Website: www.monash.edu/equity-diversity/disability/index.html
Telephone: 03 9905 5704 to book an appointment with a DLO
Email: dlu@monash.edu
Drop In: Equity and Diversity Centre, Level 1, Building 55, Clayton Campus.
24

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PSY4220

Ethical and Professional Issues in

Our Feedback to You

Introduction to the law and ethics (and group

Ethical dilemmas and decision-making processes.

Confidentiality and Ethical issues associated with

Competency and Working with suicidal clients

Managing professional boundaries and multiple

Evidence Based Practice

Review and future directions

Postgraduate careers in psychology

No formal assessment is undertaken in SWOT VAC

LINK to Assessment Policy:

2. Essay: 2000 words

Tuesday 6th May, 2014

University Exam period.

Satisfactory attendance (80%)

Was a quality handout provided to students?

Assessment Task 2: Essay

Andersson, G. (2009). Using the Internet to provide cognitive behaviour therapy.

Criteria for Marking:

Assessment task 3: Examination

Disability Liaison Unit (DLU) at: http://www.adm.monash.edu.au/sss/equity-diversity/disabilityliaison/

Australian Psychological Society. (2007). Code of ethics. Carlton South: Author.

Further required readings:

Australian Health Practitioner Regulation Agency (AHPRA); Psychology Board of

Privacy in the Private Health Sector (November 2001; Privacy Act):

Morrissey, S. A. & Reddy, P. (2006). Ethics and professional practice for

Australian Health Practitioner Regulation Agency (AHPRA); Psychology Board of

ETHICS SEMINAR OUTLINES

Week 2 - Ethical dilemmas and decision-making processes

Australian Psychological Society. (2008). Guidelines on confidentiality. Carlton

Week 3 Ethical issues associated with diverse populations.

Australian Psychological Society. (2000). Guidelines for psychological practice with

Australian Psychological Society. (2012). Australian Psychological Society. Towards

Week 4 - Working with suicidal clients

Australian Psychological Society. (2004). Guidelines relating to suicidal clients.

Week 5- Managing professional boundaries and multiple relationships

Australian Psychological Society. (2008). Guidelines for managing professional

Week 5 - Prohibition of sexual relationships with clients

Australian Psychological Society. (2008). Guidelines on the prohibition of sexual

Week 6 (Student group presentations A)

Australian Psychological Society. (2003). Guidelines on reporting child abuse and

Campbell, C. D. & Gordon, M. C. (2003). Acknowledging the inevitable:

Week 7 (Student group presentations B)

Blair, K. L. & Gorman, P. W. (2003). Survival tips for the Neuropsychologist in an

Week 8 (Student group presentations C)

Research conclusions and clinical practices. Psychotherapy, 48(1), 98.

Australian Psychological Society (2012). Psychologists behaving badly. Criminal

Week 9 (Student group presentations D)

Australian Psychological Society (2012). Guidelines regarding financial dealings and

Barnett, J. E., Naker, E. K., Elman, N. S. & Schoener, G. R. (2007). In pursuit of

Beidas, R. S., & Kendall, P. C. (2010). Training Therapists in EvidenceBased

Week 11 - Review and future directions

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