Index
abortion, 403
academia, culture of, 193, 194–195, 355
Acceptance and Commitment therapy, 213
access to justice, 255
accommodations, workplace, 50
acculturation, professional, 128–130
Action Committee on Access to Justice in Civil and Family Matters, 255
adaptive preferences, 387
administration of supervision, 126, 199–200
advocacy: awareness of importance of, 90–91; for clients, 371–372; in first responder community, 286, 288n1; in high-conflict divorce, 264; in long-term care, 97, 98; with third parties, 182–183
affiliative capacity, 390
Alberta Justice, 263
Alzheimer’s disease, 85
American Association for Marriage and Family Therapy (AAMFT), 144, 146–147
American Board of Professional Psychology (ABPP), 147–148
American Psychological Association, 69, 124, 145, 317–318
anxiety disorders, 81, 213, 215, 253, 279, 298
apartheid, 432n6
approaches and interventions for immigrant families, 17–19
Arab cultures, 29
arete, 133
art therapy, 106, 107t–108t, 109–110, 116, 117
assessment of clients, 68–69, 151–153, 263
Association of Family and Conciliation Courts, 260, 265
Association of Psychologists of Nova Scotia (APNS), 282
Association of State and Provincial Psychology Boards, 258
Athabasca University, 144
attention-deficit/hyperactivity disorder (ADHD), 379
Australian Psychological Society, 427
authoritative parenting, 385. See also parents
autism spectrum disorder, 46–48
autonomy, 176
avoidance of conflicts of interest, 230, 236, 237
avoidance of incomplete disclosure and deception, 237
barriers: to accessing services, 24, 38, 263, 344–345; vs. constraints, 31–32; systemic in high-conflict divorce, 253–258
Beavers Systems Model of Family Functioning, 152
behavioural approaches, 153
“Being”, concept of, 132
belonging, sense of, 13, 219–220, 275–276
beneficial activities, 261–262, 305, 347
bereavement, 185
best interests of clients, 10, 32, 60, 65, 95, 171-173, 176-177, 185, 254, 351, 361, 394
biases: avoiding in language, 72n2; considering one’s own, 202, 206, 326, 347–348; impacting newcomers, 21; in interpreting conflict, 199; objectivity/lack of, 240
Blackfoot Confederacy, 209
Boots on the Ground, 278
boundaries, 4, 36, 53, 115, 118, 185, 202, 205, 239, 294, 307, 408
Brantford, ON, 58
Brescia University College at the University of Western Ontario, 295
business support groups and programs, 49
Calgary Family Therapy Centre, 144, 145, 261, 379, 382
Calgary Homeless Foundation, 288n1
Calgary Police Service Mountain Bike Unit, 288n1
Calgary Youth Offender Centre, 26
Canada Health Act, 230
Canadian Armed Forces, 279, 280–281, 288n1
Canadian Armed Forces–Department of National Defence sexual misconduct class action lawsuit, 280–281
Canadian Art Therapy Association (CATA) Educational Standards, 106, 107t–108t
Canadian Art Therapy Association (CATA) Standards of Practice, 106, 107t–108t, 117
Canadian Association for Marriage and Family Therapy, 147
Canadian Association of Occupational Therapists’ (CAOT) Code of Ethics, 241
Canadian Association of Social Work Code of Ethics, 52, 235
Canadian Broadcasting Corporation (CBC), 278, 279, 281, 285
Canadian Charter of Rights and Freedoms, 66, 279
Canadian Coalition for Seniors Mental Health, 91
Canadian Code of Ethics for Psychologists: actions aligning with, 52; application to Indigenous youth assessments, 343–347; application to transgender youth, 57, 60; companion manual, 328–329; conflict of ethics in, 173, 177, 187, 193, 203, 204; cultural diversity in, 27; effectiveness when internalized, 130; engaging with during humanitarian work, 399, 400–401; ethical decision making in development of, 322–325; ethical principles in, 2; Fourth Edition, 327–328; history of ethical decision making in, 315, 316; inner work and, 107t–108t; in long-term care, 98–99; methodology for developing, 321; on multiple relationships, 229–230, 235–236; overview of Principle III, 170; purpose of, 317–318; reviewing to prevent complaints, 202–203; stage one development of, 317–319; stage two development of, 319–321; as support for new professionals, 87, 365, 371; on third-party payers, 171–172; violations of with Indigenous peoples, 221–222; on vulnerability, 172. See also Ethical Standards
Canadian Department of Public Services and Procurement, 72n3
Canadian Human Rights Act, 68, 279
Canadian Institute of Military and Veteran Health Research, 298
Canadian Interprofessional Health Collaborative, 231
Canadian Journal of Counselling and Psychotherapy, 260–261
Canadian Labour Code, 53
Canadian Medical Association’s (CMA) Code of Ethics, 238, 318
Canadian Medical Care Act, 230
Canadian National Social Enterprise Sector Survey (CNSES) Report, 44
Canadian Nurses Association Code of Ethics, 238
Canadian Physiotherapy Association Code of Ethics, 234
Canadian Psychological Association: Applied Division, 316; board of directors, 322–323; Committee on Ethics, 323, 332n5; Professional Affairs Committee, 286
Canadian Psychological Association’s Mutual Recognition Agreement, 109
Canadian Psychological Review, 316
Canadian psychology education, 156–157
Canadian Register of Health Service Providers in Psychology, 145
Canadian Survey on Disability, 43–44
Canadian Therapeutic Recreation Association Code of Ethics, 239
Canadian Therapeutic Riding Association (CanTRA), 295, 299
Canadian Veterinary Journal, 307
Can Praxis, 298
Cape Breton University, 345
case law, 253
case review, 127
Centro de Estudios y Atencion a las Personas, 379
ceremonies, Indigenous, 211, 216, 219–220
Certification Board for Equine Interaction Professionals, 295, 299
certification in couple and family therapy (CFT), 146–148
certification in equine therapy, 295, 299
Chateh, AB, 339
child abuse, 15–16, 152, 172, 210
child protection work, 258–259
children: abuse of, 15–16, 152, 172, 210; crimes against, 287–288; custody, 258–259; disruptive behaviours of, 385, 390–393; empowering, 19–20; in high-conflict divorce, 249, 253, 254; immigrant, 9, 10–11; parents preferences for development of, 385–387; psycho-educational assessments of Indigenous, 340; as teachers, 10–11; working with in family therapy, 145, 148
cisgender term, 72n1
classroom discussions, 113
Clearwater County, AB, 278
client expectations for therapy, 33
clients as guests, 38
clinical openness, 135
clinical researchers in long-term care, 91
clinical tension, 132
coercion, 177
cognitive behavioural therapy, 88, 153
collaboration. See interprofessional collaborative practice perspective
collaboration with parents, 387–390
collectivist societies, 29, 219
College of Alberta Psychologists (CAP), 124, 180–181, 258, 365, 367, 371
College of Psychologists of Guatemala, 427
College of Psychologists of Ontario (CPO), 258–259
colouring, 215
Commission on Accreditation of Marriage and Family Therapy Education (COAMFTE), 158
communication, clear, 174, 177
communication, supporting, 85, 95
community as a healing teaching, 219
community-based research, 93–94
Companion Manual to the Canadian Code of Ethics for Psychologists, 328–330, 332, 493
compartmentalization, 202
competence: competency approach to supervision, 124, 125; in consultation; in couple and family therapy, 146–148, 150–156, 157–158; cube model; cultural, 36–37, 221–222; ethical challenges in equine therapy, 301–303, 308, 309; gaps, 258–259, 344; with transgender people, 71; in Universal Declaration of Ethical Principles for Psychologists, 423t
complaints against psychologists, 201, 202, 258–259
compliance, voluntary, 422, 424
conceptual skills, 150
confidentiality: in classroom discussions, 113, 114; decisions involving, 205; in equine therapy, 302, 303, 307; guidelines in Saskatchewan, 181; in humanitarian work, 404–405; with immigrant families, 15–16; multiple relationships and, 49; with Muslims, 30; relationship to integrity and, 173–175; in research, 95; in rural interprofessional collaborative practice, 235; transgender youth needing, 59–62
conflict, interpersonal, 86, 149–150, 155–156, 198, 199, 249, 252, 263
conflicts between ethical principles, values, or best interests: 39, 149, 171, 173-174, 185, 187, 193, 199, 242, 318-319, 321-326, 328
conflicts of interest, 187, 230, 236-237
consent, informed: able to provide, 47, 49, 188n4; client withdrawing, 187; in context of third parties, 171–172, 177, 185; forms for, 188n2; hospitality and, 28; in humanitarian work, 405–406; introduction to, 15; as a process, 188n3; relationship to integrity in relationships, 175–177; transgender youth needing, 59–62
constraints, interpersonal, 32, 33–34
constraints vs barriers, 31–32
consultation competency, 155–156
consultations on Universal Declaration of Ethical Principles, 420–421, 427
consulting work in long-term care (LTC), 84–86
content analysis, 321
contracts, 239
counselling: access to for immigrant families, 20–21; hospitality in, 28; previous negative experiences with, 33–34; selecting culturally appropriate approaches, 17–19; stages of counsellor development, 250–251; transgender affirmative approaches in, 69; in a variety of cultures, 15
counter-transference, 111, 112, 117
Couple and Family Psychology: Research and Practice, 156
couple and family therapy (CFT): author backgrounds in, 144–145, 379–382; author perspectives on, 158–160; in Canadian psychology education, 156–157; deciding plans in, 382–383; formal recognition of competence in, 146–148; introduction to, 143–144; percentage of psychologists working in, 145; preferences of parents in, 385–387; recommendations for improving competence in, 160; research-evaluation of, 156; in supporting children and teens, 145–146; using IPscope, 387–390; working alliance in, 153–155
Court of King’s Bench of Alberta, 263
credentialing for equine-facilitated psychotherapy, 299–300
Cree language, 223n2, 223n4, 223n5, 340, 341–342
Criminal Code of Canada, 68, 232, 241
criminal radicalization, 26–27
cube model of competency, 125, 151
cultural differences: accounting for in psycho-educational assessment, 343–344, 346; benefits and challenges of, 39; building bridges for, 21; clashing in therapy, 34; competency in navigating, 36–37; examples of, 29; in humanitarian work, 403–404; language and, 27–28; navigating in writing Universal Declaration of Ethical Principles, 417–418, 419–420, 425; in psychology, 338; responses to, 128; in time, 20; in training, 381–382, 395; in working with immigrant families, 13
cultural engagement as healing, 211–213, 218
cultural identity, 209–210, 214, 220–221
culture, workplace: changing to be inclusive of women, 279–281; collaborating to improve, 282–287; in first responders, 274–278
culture as treatment, 214, 222
Dakota people, 209
Dalhousie University, 273
deception, avoidance of, 237
decline, of people in need, 19–20
Dene Tha’ First Nation, 339
Department of National Defence, 284
Department of Veterans Affairs, 298
depression, 67, 169, 170, 279, 298
developmental disabilities (DD): Canadian employment context of, 43–45; hopes for employment participation of, 41; scenarios of employment for adults with, 45–52; summary of employment opportunities for adults with, 52–53
development of knowledge, 260–261, 355
development of society, 262–264, 305, 347
diagnosis: of intellectual disabilities, 342–343, 347, 349–353; in legal contexts, 258; mental health and Disability Tax Credit, 286; of post-traumatic stress disorder, 275; third parties and, 177–178, 184–185
dilemmas. See ethical dilemmas
director of clinical training role, 198–200
disabilities, intellectual, 342, 347, 349–353
disabilities, people with physical, 297
Disability Tax Credit, 52, 286
disciplinary approaches in parenting, 15–16
disciplinary proceedings, 201, 202
disclosure in classroom discussions, 113, 114
disclosure of confidential information, 61, 175, 182–183, 237
Disclosure of Personal or Confidential Information, 180–181
discrimination: advocating against, 66–69; avoiding unjust, 343, 353; based on diagnoses, 185
disruptive behaviours, 390–393
divorce: access to justice in, 255; children in high-conflict, 253; high-conflict, 249, 264–265; overview, 251; overview of high-conflict, 252; psychological services in, 255–256; systemic barriers in high-conflict, 253–258. See also couple and family therapy (CFT)
documentation of chosen names, 65
dual-role relationships: in academia, 193, 194–195 (See also multiple relationships and roles); confidentiality in, 49; in equine therapy, 307–308; ethics in, 82–84; interprofessional collaborative practice and, 229–230, 231–233, 235–236, 238, 240–242; in medical assistance in dying, 366–367, 370; with Muslim guests, 30–31; supervision and, 197
eating disorders, 116–117, 210–213
ecological maps, 12
ecological systems theory, 11–13
editing, selective, 178–179, 207
Edmonton, AB, 25
educational goals, 47
educational psychology. See school psychology
efficacy, evaluation of, 294
Elders, 211–212, 214, 216, 222, 338, 348, 349. See also Indigenous communities
Emergency Health Services (EHS), 282–283
Emotionally Focused Therapy, 158. See also couple and family therapy (CFT)
empathy, 21, 37, 70, 105, 109, 119, 149, 154-155, 160, 218, 250, 372
employee assistance programs, 145, 171
employment: Canadian context for adults with developmental disabilities, 43–45; goals, 47; meaningful, 42, 54; needs of adults with developmental disabilities, 41, 45; online, 49; scenarios for adults with developmental disabilities, 45–52
empowerment, 220
engaged humility, 135
epistemic justice, 382
equine-facilitated psychotherapy, 297, 298, 303–305
Equine-Facilitated Wellness Canada (EFW-CAN), 299
Equine-Facilitated Wellness certification, 299
equine therapy, 237, 238, 293–295, 297–300, 303–305
ethical decision making: author interest in, 169–170, 315–317; in classroom discussions, 113; in development of Canadian Code of Ethics for Psychologists, 322–325, 327–328; history of in psychological ethics, 315, 325; introduction to, 5–6; literature on, 320; model for, 322–325, 326; reflection on, 431; trusting oneself in, 366, 371; using Universal Declaration of Ethical Principles for Psychologists in, 428
ethical dilemmas: in confidentiality, 404–405; with insurance companies, 169–170; literature on, 320; from local cultural and social realities, 403–404; in long-term care, 95–98; in medical assistance in dying, 363–366; moral development and, 320–321; from multiple roles, 193; in patient consent, 405–406; personal conscience and, 324–325, 326; from political pressures, 403; in research, 94–97; in rural communities, 229; of scarce resources during humanitarian work, 401–402; support for from companion manual, 330–331; in tolerance for different standards, 406–407
Ethical Guidelines for Supervision in Psychology, 196, 197, 198–199, 200
Ethical Standards I: I.10, 51; I.11, 92; 26, 173–174, 185; I.38, 107t, 113; I.43, 204; I.46, 51
Ethical Standards II: II.1, 86, 96; II.2, 86; II.3, 201; II.8, 87, 96, 108t, 115; II.9, 87, 97, 150; II.10, 97, 108t; II.11, 108t, 115; II.12, 87, 108t; II.13, 92, 150; II.14, 92, 150; II.15, 92; II.16, 92; II.17, 92, 96; II.18, 89, 91; II.19, 84, 89, 96; II.21, 402; II.23, 92; II.30, 92; II.32, 179; II.33, 84, 402; II.36, 93; II.41, 96; II.42, 97, 204; II.43, 97, 202; II.44, 202; II.45, 202; II.55, 85–86, 97
Ethical Standards III: III.1, 179, 185, 240; III.2, 240; III.3, 240; III.4, 240; III.5, 239, 240; III.6, 240; III.7, 240; III.8, 240; III.9, 240; III.10, 198, 235, 240; III.11, 240; III.12, 240; III.13, 173, 174, 185, 233, 235, 239; III.14, 174, 233, 235; III.15, 233; III.16, 233; III.17, 233; III.18, 233; III.19, 233; III.20, 233; III.21, 233; III.22, 233; III.23, 237; III.24, 237; III.25, 237; III.26, 237; III.27, 237; III.28, 176, 237; III.29, 237, 238; III.30, 96, 97, 236, 237; III.31, 237; III.32, 177, 237; III.33, 232; III.34, 232; III.35, 97, 185, 232; III.36, 200, 233, 235, 238; III.37, 96, 200, 233, 238; III.39, 96
Ethical Standards IV: IV.1, 305; IV.4, 261; IV.5, 262; IV.10, 262; IV.11, 262; IV.14, 186; IV.15, 262; IV.16, 262; IV.17, 262; IV.18, 97, 262; IV.19, 262, 263; IV.20, 263, 305; IV.21, 263; IV.22, 97, 263; IV.23, 263; IV.24, 263; IV.25, 264
ethics: as absolutes, 228; casebooks, 319–320; in competence in equine therapy, 302; courses in, 117; in disseminating research, 306; in dual-role relationships, 82–84; of inner work, 117; interprofessional collaborative practice and, 45; mindfulness and, 132; in research on equine-facilitated psychotherapy, 303–305; as risk-management, 130, 133, 134; universal principles of, 416–417, 424
“Ethics and Human Rights: Toward a Universal Declaration of Ethical Principles for Psychologists” (Gauthier), 413–414
Ethics and Policy Committee of Ontario Psychological Association, 319
European Federation of Psychologists’ Associations, 416
Examination for Professional Practice of Psychology, 315
extended responsibility, 62, 64, 200, 233, 235, 238, 264
externalization approach, 18
externalizing, 213
extrinsic vs intrinsic motives, 35–36
fair treatment/due process, 68, 344, 450, 452
faith-based concepts in therapeutic practice, 32–33, 34
families: families of origin, 116, 151; family assessment approaches, 152–153; family courts, 252, 253–255, 258, 262, 264, 265n2; family development theory, 151; family justice system, 253, 260, 262, 264; family life cycle, 151; family mediation services, 254; family meetings, 47–48, 49, 65; family planning, 403–404; family separation, 11; family styles, 152; family systems theory, 145, 151, 155; immigrant, 13–21
family therapy. See couple and family therapy (CFT)
feedback in supervision, 126, 127. See also supervision
Fifth Estate, The (CBC), 279, 285
firefighting, 273, 279, 285–286
First Nations and Inuit Health Branch, 342
First Nations communities. See Indigenous communities
first responders: experiences of women as, 279–281; firefighters as, 273; mental health of, 271, 286, 287; organizational structure and culture of, 274–278; overview of, 274; public support for, 281; supporting mental health of, 272, 273–274, 282–285
Fort Qu’Appelle, SK, 209
foundational competencies, 151
FSIQ, 342, 348, 349. See also diagnosis; disabilities, intellectual
functional and foundational principles, 125, 126, 127, 151
functional competencies, 151
fundamental attribution error, 202
funding, 306, 340–341, 344–345, 350, 352, 353–354
gender: dysphoria, 60, 68; expression, 63, 64, 66–68; gender affirming surgery, 64; gender-based discrimination, 279–281; Gender Identity Bill, 68; gender-nonconforming language, 63–66, 70; identity, 48, 49; as distinct from sexual orientation, 63, 66, 67; introduction to, 57, 58; pathologization of, 68; respecting, 68–69; of interpreters, 16; as a spectrum, 63, 66
General Anxiety Disorder, 213
General Assembly of the International Union of Psychological Science (IUPsyS), 411
globalization, 430
goddess spirituality, 111
Gottman Method, 145, 158. See also couple and family therapy (CFT)
government agencies, 171
government officials effecting change, 90
graduate students, 111–114, 117
Grant MacEwan Community College, 25
grief, 109–110, 116, 184, 341, 351, 353
Guatemala, 427
guidelines for class discussions, 113, 114
Guidelines for Psychological Practice with Transgender and Gender Nonconforming People, 69
harassment: at school, 67, 70, 232; of transgender youth, 58; workplace, 51, 241, 279, 281, 285-286
Hawaiian culture, 133
healing: circles, 216–217; healing interpersonal patterns (HIPs), 152, 153, 156, 388, 389, 389f; journeys, 213–217, 222–223; stories of, 209–213, 222; through purposeful conversation or activity, 14
health care system: interprofessional collaborative practice in, 45, 231; in military, 276; publicly funded, 230
Health Information Portability and Accountability Act (HIPAA), 179, 180
Heroic Imagination Project, 130
hierarchical workplace structures, 274
hippotherapy, 297–298. See also equine therapy
hormone therapy, 63
horses: authors’ personal connections to, 295–297; care for, 301; credentials and training to protect, 299–300; introduction to equine therapy, 293–295, 297–298; partner term for, 309n1. See also equine therapy
Horses in Education and Therapy International (HETI), 295
House of Commons Bill C-16, 68
humanitarian work: challenges of confidentiality in, 404–405; consent in, 405–406; ethical practice with severe limitation of resources, 401–402; introduction to psychologists undertaking, 399–401; local cultural, social and political realities of, 403–404; summary of challenges in, 407–408; tolerance for different standards in, 406–407
human rights, 52, 412, 413, 426
Human Rights Commission, 52
hypocrisy, 30
immigrant families: access to mental health services of, 23–24; biases in counselling, 21; confidentiality with, 15–16; counselling approaches and interventions, 14, 17–19, 20–21; cultural narratives of, 13–14; informed consent of, 15; understanding journey to Canada of, 11–13; using interpreters with, 16–17
impostor syndrome, 26, 114–115, 197
independent medical exam (IME), 178
Indigenous communities: avoiding discrimination of, 343–344; healing within, 221–222; language learning in, 349; in relation to Universal Declaration of Ethics in Psychology, 428; school psychology in, 337–356; working as a helper, 215–217
Indigenous mental health therapist roles, 214–218
Indigenous spirituality, 219–220
Indigenous wellness and healing, 218–221
individual vs population interests, 406
inequitable health care distribution, 230
infidelity, 149
informal conversations, 215–216
informed consent: able to provide, 49; as clear boundaries, 36; hospitality and, 28; introduction to, 15; with Muslims, 30, 32; of transgender youth, 59; transgender youth needing, 59–62
inner work: definition of, 104; ethical practice and, 106, 109; experiences with, 109, 110, 111; further explorations of, 118–119; presence and, 105; recommendations for, 117–118;
instructional approaches, 153
insurance companies: interprofessional collaboration and, 234, 236; learning to navigate, 169, 170; scenario 1, 172–177; scenario 2, 177–183; scenario 3, 184–185; as third parties, 171–172
intake process, 62
integrative complexity, 133
integrity, professional, 194–196
integrity in relationships: in assessment of Indigenous youth, 346–347; in complex relationships, 200–203, 241, 242; in Indigenous healing, 221–222; informed consent and, 175–177; introduction to, 4; moral right to confidentiality and, 173–175; in multiple roles, 193, 194–195; in rural interprofessional collaborative practice, 228–230, 231; third party payers and, 170; in Universal Declaration of Ethical Principles for Psychologists, 423t
intellectual disabilities, 342, 350–353
intentional approaches, 11
Interamerican Society of Psychology, 426
interdisciplinary respect, 89
interdisciplinary teams, 203–204, 205 See also interprofessional collaborative practice perspective
internalization of ethics, 125, 130
international aid organizations, 399
International Association for Cross-Cultural Psychology, 413, 426
International Association of Applied Psychology (IAAP), 411, 414, 416, 419, 426, 431, 431n1
International Association of Fire Fighters, 285
International Commission on Illumination, 429
International Congress of Applied Psychology, 412
International Council of Psychologists, 426
international ethics. See Universal Declaration of Ethical Principles for Psychologists (2008)
International Union of Psychological Science, 413, 414, 416, 419, 426, 431, 431n1
interns, 124, 158, 196, 197, 198, 199
interpersonal constraints, 32
interpersonal patterns, 152
interprofessional collaborative practice perspective: in equine-facilitated psychotherapy, 300–301; ethics in, 43, 45, 204–205; history of, 230–231; introduction to scenarios in rural areas, 231; in long-term care, 88–90; relating to integrity in relationships in rural areas, 228–230; in rural areas, 84–85, 227–228; scenario 1, 231–233; scenario 2, 234–236; scenario 3, 237–240; summary of rural ethics in, 242–243
interprofessional committee work, 286
intervention competency, 153. See also competence
IPscope, 152–153, 156, 387–390, 389f
Islam, 27–28, 32, 35–36, 37–38
Journal of Training and Education in Professional Psychology, 124
Jungian approaches: 104, 111, 112
justice, access to, 255
knowledge: development of, 260–261; dissemination, 306, 307–308; mobilization, 303
Labour Board/Labour Standards Department, 52
languages: barriers of, 345; formal testing and, 349; respect in, 72n2; of third-parties, 183; time and, 20
Law Society of Alberta, 263
leaders, 20, 21, 25, 26, 158, 199–200, 216, 219, 450, 453
legal aid, 52
legal systems, 52, 253–255, 256, 263, 264
legislation, provincial, 80, 180–181, 186, 232
LGBTQ2 community, 49, 63, 66. See also gender; sexual orientation
Licensed Marriage and Family Therapists (MFTs), 146–147. See also couple and family therapy (CFT)
Lokahi, 133
long-term care (LTC): Canadian context, 80–81; introduction to, 79; perspectives on from early-career clinician, 82–88; perspectives on from early-career researcher, 91–97; perspectives on from experienced clinician, 88–91; psychology in, 81; science-driven initiatives in, 80; summary of ethical challenges in, 98–99
loss-of-integrity traps, 198
machismo culture, 279
malpractice, 258. See also complaints against psychologists
Manitoba, 340
Manitoba First Nations Educational Resource Centre, 337, 338
Manitoba Workers Compensation Act (2016), 189n6
marriage in couple and family therapy, 149. See also couple and family therapy (CFT)
McGill University, 156
Médecins Sans Frontières, 399
mediation, 254
medical assistance in dying (MAiD): account of, 374; guidance in decision making for, 428–429; reflections on, 361–368, 369–374; self-reflection questions about, 374–375
medical model approach, 194
mental health: career impacts on, 271; horses supporting, 293, 296; of long-term care residents, 81; protecting one’s own, 87, 119, 285; stigma in first responder culture, 275–278; supporting students’, 204–205; of transgender youth, 71; understanding challenges with, 273–274
Mental Health Commission of Canada, 80, 91, 274, 282
mentorship, 25, 47, 115, 355, 493
Merlo-Davidson class action lawsuit, 280, 281
Meta-code of ethics (European Federation of Psychologists’ Associations), 416
Métis people, 209
Midewiiwin people, 338
migration environments, 12
military service: as first responder work, 272–273, 274; mental health stigma in, 275–278; psychologists working in, 284; women in, 279
mindfulness, 104, 105, 123, 127, 131–132
misconduct, professional, 201, 228, 258, 281, 441, 443
models for ethical decision making, 323–324, 326
Moose Jaw, SK, 278
motor vehicle accidents, 170, 178, 182
Mount Royal College, 25
multiple relationships and roles: with colleagues, 201–202; confidentiality and, 174; encountering in administration, 203; informed consent and, 176; initial expectations in, 194–196; learning to navigate, 196–198; in long-term care, 98; navigating ethics in, 206; navigating in lawsuit participation, 280; navigating in mid-career, 198–200; in rural communities, 229; scenarios about, 82–84, 231–233, 235–236, 238, 240–242. See also dual-role relationships
Muscowpetung Salteaux Nation Reserve, 209
Muslims: barriers to accessing mental health services of, 24, 34–36; change for after 9/11 attacks, 26–27; confidentiality and informed consent with, 30; developing deeper understanding of, 37–38; greetings, 28; with obsessive compulsive disorder, 35
Muslim Students’ Organization, 25, 37–38
Muslim Youth Centre, 25
Nanaimo, BC, 280
narratives, professional, 381
nêhiyawak, 346
Nêhiýaw people, 209
networking, 195
New Ways for Families, 260, 261
nonbinary identities, 48, 65. See also gender
non-governmental organizations (NGOs), 399, 403
North Vancouver RCMP Crisis Intervention Unit/Victim Services, 273
notes, session, 180–182. See also confidentiality
Nova Scotia, 282–283, 286, 296–297
Nova Scotia Works Employment Centre, 45
objectivity/lack of bias, 240, 241
obsessive compulsive disorder (OCD), 35
Okotoks, AB, 209
Ontario Psychological Association (OPA), 319
Operational Stress Clinics, 284
organizational structure and culture, 274–278, 282–287, 288
Owl Woman, 209
palliative care, 366
parachute approach to research, 92–93
paramedics, 274, 278, 279, 282–283
parents: of adolescents in family therapy, 148–150; collaborating with, 387–390; course for, 260; developing a plan for working with, 382–383; giving informed consent, 61, 62; high-conflict co-parents, 260–261; in high-conflict divorce, 249, 252, 254; meeting with about children, 47–48, 49; multiple perspectives on parenting, 379–380, 383–387; parental alienation syndrome, 257; parenting co-ordination, 254–255; preferences of, 392–393; responding to disruptive behaviour, 390–394; support groups for, 49, 237; of transgender youth, 64, 66–67
partnerships in research, 92–93
pathologization: of gender identity, 68; pathologizing interpersonal patterns (PIPs), 152, 153, 154, 156, 389–390, 389f
peer-to-peer sharing, 114, 282
Peer-to-Peer team (P2P), 282
Peguis First Nation, 338
perceptual skills, 150
personal health information, 175, 180
Personal Health Information Protection Act (PHIPA), 2004 (Ontario), 180
Personal Information Protection and Electronic Documents Act (PIPEDA), 179, 180
personal therapy, 107, 109, 110, 115. See also inner work
person-first language, 72n2
phronesis, 133
police officers, 277–278, 279, 281, 288, 288n1
political pressure, 403
Pontificia Universidad Católica de Chile, 380
postmodernism, 381
post-traumatic stress disorder (PTSD), 34, 272, 275, 278, 279, 298
practical wisdom, 133
Practice advisory on final checklist for consent (Saskatchewan College of Psychologists), 175
Practice advisory on release of psychology records (Saskatchewan College of Psychologists), 175
practicum placements, 158
pre-existing relationships, 82–84. See also dual-role relationships
prejudice, 66
“Presence”: concept of, 105, 110, 112, 119
Principle I. See respect for dignity of persons and peoples
Principle II. See responsible caring
Principle III. See integrity in relationships
Principle IV. See responsibility to society
Principles of Veterinary Medical Ethics of the CVMA, 300
privacy: advocacy to protect, 182–183; complexity of, 95; in equine-facilitated psychotherapy, 301; with Muslims, 30, 31; protections, 178; requests for session notes, 180–182; with third parties, 177; transgender youth needing, 59–62
process work, 104. See also inner work
professional codes of ethics: confidentiality in, 235; in interprofessional collaborative practice, 236, 239, 241, 300–301, 307; purposes of, 317–318; requirements of, 232–233; on research expectations, 238
professional misconduct, 201
Professional Practice Guidelines (3rd version) Saskatchewan, 181
Project Warrior, 278
provincial ethics committees, 319–320
provincial legislation, 180–181
psychodynamic psychology, 131–132
psycho-educational assessments, 47–48, 340–343, 348–349
Psychological Society of South Africa, 426
psychological tests, 234
psychologists: averse to high-conflict divorce work, 258–259; contributions of during divorce, 264; family interventions of, 145–146; identities of, 195; increased understanding of first responders, 282–284; involvement in medical assistance in dying, 361–368; lack of cultural competence training in, 221–222; overview of services in long-term care, 82; regulatory risk to, 258–259; self-reflective questions for, 129, 131, 134; supporting mental health of first responders, 287; terms in various languages for, 15; work of in humanitarian contexts, 400
Psychologists Association of Alberta, 123, 124
Psychology’s response to the Truth and Reconciliation Commission of Canada’s report (Canadian Psychology Association), 221
psychotherapy, equine-facilitated, 298–299
Psymposium, 123
publications, 201
public resources for mental health, 81
public scrutiny, 325
public speaking, 25
quality of life, 42, 80, 86, 94–95, 287, 362, 484
RCMP, 209, 272, 279, 280, 281, 296
recommendations for working with third parties, 188t. See also third party payers
reflective practice, 123, 125, 127, 133–134, 383
Reflective Practitioner, The (Schön), 133–134
Reforming the Family Justice System, 263
regulatory bodies, 31, 200–201, 258, 322, 443, 481
relational responsibility, 133
relationships, dual-role. See dual-role relationships
research: in couple and family therapy, 156; disseminating findings, 306, 309; ethical approval for in interprofessional collaborative practice, 237–239; ethical challenges in equine therapy, 303–305; on inner work and ethics, 119; in long-term care, 91–97; for a universal moral framework, 416–417, 424; valuing in counselling practice, 194–195
Research as Daily Practice, 261
research ethics boards, 304–305
research-evaluation competence, 156
residential schools, 209
resilience and vulnerability, 10–11, 14
resistance to therapy, 210–211
Resource Guide for Psychologists, 200
respect: in cultures, 13; for people’s relationships with their disorders, 212, 213; in Universal Declaration of Ethical Principles for Psychologists, 423t, 425; via gender non-conforming language, 59, 63–66, 70
respect for dignity of persons and peoples: with adults with developmental disabilities, 41, 52; in assessment of Indigenous youth, 343–344, 353; balancing with responsible caring, 114, 118; case study of in workplace, 52; case study of with youth, 47, 60–61; in classroom discussions, 113; collaborative relationships, 89; curiosity as a component of, 394; extended responsibility in, 62; fair treatment/due process, 68; as foundational ethical principle, 23, 27–28; on importance of moral rights, 57; incorporating client worldviews as component of, 36, 38; inner work and, 107t; overcoming constraints via deeply understanding, 31–34; overview of, 3; of people with developmental disabilities, 53, 54; in student risk assessment, 205; in therapeutic relationships, 34; for transgender youth, 60, 63, 64, 68, 71; in Universal Declaration of Ethical Principles for Psychologists, 423t; in working with immigrant children, 11, 20
respect for society, 262, 347, 481
responsibility to society: in assessment of Indigenous youth, 347; in divorce, 251–252, 259–264; in equine-facilitated psychotherapy research, 304–305; in equine therapy, 293–295; in humanitarian work, 406–407; in long term care, 91; overview of, 5; personal efforts to honour, 259–264; privacy protection and, 182; in supporting first responders, 281; transgender people benefiting from, 71; in Universal Declaration of Ethical Principles for Psychologists, 423t
responsible caring: advocacy as, 90–91; in assessment of Indigenous youth, 344–346; balancing with respect for dignity, 114, 118; community-based research as, 93; competence and, 150; as contextual know-how, 133–135; in couple and family therapy, 148–150, 394; inner work and, 103, 106, 108t, 117; introduction to in supervision, 123; in long-term care, 89, 98; mindfulness in, 131–132; overview, 3–4; to parents and children, 383–384; professional acculturation and, 128–130; in supervision, 123, 129, 135–136; transgender people benefiting from, 71; in Universal Declaration of Ethical Principles for Psychologists, 423t; for vulnerable people, 92–93
retaining party, 171, 188n1. See also third party payers
Richmond Fire Rescue Department, 273, 279, 285
right to self-determination, 3, 32, 36, 38, 48, 49–50, 373, 470
role modeling, 125–126, 136, 199–200, 202. See also supervision
Romanow Report, 230
Royal Commission on the Future of Health Care in Canada, 230
Royal Roads University, 273
rural communities: confidentiality in, 307–308; interprofessional collaborative practice and, 45–46, 227–230, 242–243; long-term care in, 82–84; navigating multiple relationships in, 48–49, 67, 280; scenario 1, 231–233; scenario 2, 233–236; scenario 3, 237–240; scenario 4, 240–242
Saddle Lake Cree Nation, 339–340
safety, 86, 113, 114, 127, 153-154, 203–204, 221, 275, 299, 308, 324, 366, 404, 459, 461, 487
Saskatchewan College of Psychologists, 175, 259
Saskatoon, SK, 82
Saulteaux people, 209
scarcity of resources, 90, 91–92, 95–96, 98, 401–402
schizophrenia, 14
school funding. See funding
school psychology: in assessment in Indigenous children, 340–343; backgrounds of authors in, 337–340; broader context of, 356; in decision-making process, 347–354; ethical principles in, 343–347; examining bias and contexts in, 347–350; reflective questions for, 69–70; in rural communities, 46–48
scope of practice, 125, 233–235, 369, 430
self-awareness, 104, 112, 132, 327, 331
self-care, 87–88, 108t, 117–118, 132, 367, 374
self-disclosure, 114
self-evaluation, 107t, 108t, 110
self-knowledge, 11, 106, 108, 109, 112, 125, 344, 366, 423t, 451, 459, 461, 469, 486-487
self-reflection: in inner work, 106, 117–118, 133–134; pausing for, 363–364; questions for, 129, 131, 134; skepticism in, 135; in supervision, 127; supporting students in, 114; trusting process of, 366, 367
sexual assault, 240. See also rape
sexual orientation, 60, 63, 66, 67
sexual violence, 405. See also rape
sex vs gender, 63. See also gender
Shanty Café, 44
shared sense of purpose, 154
sharing, cultural importance of, 346
Simon Fraser University, 273
Sixties Scoop, 220, 223n6, 346
skepticism, 125, 134-135, 194, 413
smudging, 219–220. See also ceremonies, Indigenous
social action, 90
social enterprises, 44
social isolation, 49
social media harassment, 232
social work courses, 157
society, development of, 262–264
socio-cultural interpersonal patterns (SCIP), 388, 389f
South Africa, 432n6
spiritual gifts, 219
standards, development of, 316–319
Standards for Children’s Services, 316
stigma, 33–34, 38, 111–112, 113–114, 119, 274–278, 284
Store Next Door, 44
stories, personal, 1, 9, 81, 88, 131, 213–214, 216–217, 274, 295, 346
storytelling, 217
straightforwardness, 233, 241, 346
strategic therapy, 153
structural therapy, 153
Substitute Decisions Act (1992), 61
suicidal ideation and suicide, 70, 71, 278, 279, 281
suicide, assisted, 362. See also medical assistance in dying (MAiD)
supervision: Canadian Code of Ethics for Psychologists on, 108t; courses for, 124, 196; deliberate and reflective practice in, 126–127; ethics in, 118–119; in humanitarian work, 406–407; Jon Amundson on responsible caring in, 124–126; learning to navigate, 196–197; mindfulness in, 131–132; professional acculturation through, 128–130; reflective questions for, 136; relying on in ethical dilemma, 364–365, 367, 374; responsible caring in, 123; training in, 151, 196; for work in high-conflict divorce, 261–262
Supervision Order, 258
support groups for parents, 49
Supreme Court of Canada, 255, 412
suspiciousness of mental health services, 276–277
System for Observing Family Therapy Alliances (SOFTA), 153–154
systemic therapy, 381
systems perspective in couple and family therapy, 148–150
talking, in relation to healing, 217
talk therapy vs. equine therapy, 294
teamwork, 274. See also interprofessional collaborative practice perspective
technology, changing ethics around, 53
Temporary Foreign Worker program, 11
Temporary Guardianship Order, 258
tenure-track academic positions, 193, 194–196
therapeutic relationships: with family, 146, 150, 154; forming, 215–217; importance of, 9, 19, 39n1, 362, 370; from Indigenous perspectives, 218; interprofessional collaborative practice and, 233, 238; supported by inner work, 105; third parties and, 178, 188; vulnerability and acceptance within, 116
therapeutic riding, 297. See also equine therapy
therapist development, inner work in, 118–119. See also inner work; self-reflection
therapy notes, 177–178. See also confidentiality
third-party payers: authors’ orientation to, 169–170; concerns in working with, 171–172; interprofessional collaboration and, 234–236; overview, 170; recommendations for working with, 185–187, 188t; scenario 1, 172–177; scenario 2, 177–183; scenario 3, 184–185
Thompson Rivers University, 103
threat assessment teams, 203–204
time, importance of, 20
traditional teachings, 346
training others: in equine therapy, 299, 302; mandatory harassment and bullying, 286; for psychologists working with first responders, 282–284; supervision used to be, 124; in working with Muslims, 25, 32. See also competence; supervision
transgender people: advocating against discrimination of, 66–69; affirmative approaches, 69; affirming language for, 70; competence for working with, 71; experiencing negative therapy experiences, 68; helping youth, 58–59; needing privacy, confidentiality and informed consent, 59–62; violence experienced by, 67; in the workplace, 72n3
transition, gender, 63, 64, 65
translators vs interpreters, 16
transparency, 148, 154, 174-175, 235
trauma therapy, 17, 170, 177, 182, 273
triage, 256, 263, 400, 401–402
Tri-council Policy Statement on Ethical Conduct for Research Involving Humans, 304
trust: building with clients, 1, 15, 17, 20, 24, 29–30, 39n1, 116, 176, 188, 214–216; importance of, 204, 222; lack of in clinical care, 362; for military members and first responders, 276–278; in oneself, 366; reflecting on, 206; in school psychology field, 343, 346, 352
unified family courts, 255
Universal Declaration of Ethical Principles for Psychologists (2008): development of, 6, 415–421; impact of, 426–429; origins of, 411–413; presentation of, 413–414; principles, 423t; structure and content of, 422–426; as a success story, 429–430; for support in decision making, 233
Universal Declaration of Human Rights, 412, 414
universal moral framework, 416–417
Universidad Adolfo Ibáñez, 379
university counselling centres, 193, 203–204
University of Alberta, 161
University of Calgary, 103, 124, 144, 338, 339, 380; Faculty of Social Work, 158; Werklund School of Education, 337
University of Lethbridge, 103
University of Manitoba Student Counselling Centre, 145
University of Regina, 284
University of Toronto, 161
University of Western Ontario, 295
university systems, 193
US Department of Health and Human Services, 180
Vancouver Art Therapy Institute, 109
Vancouver International Airport Fire Rescue Services, 273
veterans, 286, 288, 288n1, 294, 298-299, 304-305
veterinarians, 307
Vietnam, 412
violence: family, 18, 257; physical, 67, 257; witnessing through work, 271
vulnerability: of adults with developmental disabilities, 41, 51, 92–93; as an ethical priority, 173, 205; considering in ethical dilemmas, 366; in the context of third parties, 172; in couple and family therapy, 148–149; in humanitarian work, 406; of immigrant children, 10–11; of long-term care residents, 86
well-being, 10, 14, 17, 54, 86, 91, 96, 98, 132, 171-173, 175, 182-183, 218, 221, 280, 293, 394, 419, 423t, 440, 459-461, 470, 475, 486, 488
wellness interpersonal patterns (WIPs), 152, 156
Werklund School of Education, University of Calgary, 337
women as first responders, 279–281, 285
workers’ compensation boards (WCB), 171, 176, 178, 182, 185, 286
working alliance in couple and family therapy, 153–155
working alliance in supervision, 131–132
working groups, 415–416, 418, 419
Working together for change: The mental health and addictions action plan for Saskatchewan (Stockdale), 80
work-life balance, 302
workplaces: harassment in, 51, 53; inclusivity, 52–53; organizational structure and culture of, 274–278, 282–287; supporting mental health, 271–272
World Health Organization, 230–231
wounded healer, 104, 111–112, 113, 119
youth: consenting to counselling, 61; in family therapy, 145–146, 148; helping transgender, 58–59; and their parents, 47