Cha[Ter 8

Front 1

THERAPIST COMPETENCE: ETHICAL AND LEGAL ASPECTS

Back 1

MARRIAGE AND FAMILY THERAPISTS DO NOT DIAGNOSE, TREAT, OR ADVISE ON PROBLEMS OUTSIDE THE RECOGNIZED BOUNDARIES OF THEIR COMPETENCIES.

Front 2

PERSPECTIVES ON COMPETENCE

Back 2

TO DOUBT YOUR COMPETENCE AS A BEGGINER THERAPIST IS NORMAL. TO UPGRADE AND DEVELOP YOUR SKILLS WORK WITH EXPERIENCED COLLEAGUES/PROFESSIONALS AND ATTEND CONFERENCES/CONVENTIONS AND TAKE ADDITIONAL COURSES IN AREAS THAT YOU NEED TO DEVELOP. WORKSHOPS THAT OFFER SUPPERVISION AND DIDACTIC EDUCATION CAN GIVE AN EXTRA EXPERTISE IN A GIVEN AREA. SPECIALIZING CLASSES CAN ALSO IMPORVE YOUR PROFESSIONAL CONFIDENCE.

Front 3

MAKING REFERRALS

Back 3

THE INITIAL INTERVIEW SHOULD BE ENOUGH TO GIVE A THERAPIST AN EAGLES VIEW OF THE CLIENT'S PROBLEMS, LENGTH OF THE THERAPY.A REFERRAL, SHOULD BE ADVICE IF THE PROBLEM IS BEYOND THE THERAPIST TRAINING OR IF THERE OTHER FACTORS THAT COULD INTERFERE WITH THE THERAPY.

Front 4

MAKING REFERRALS

Back 4

IN CASE OF A DIFFICULT CASE ALWAYS CONSULT AND ASK FOR SUPERVISION, IF POSSIBLE.REFERRALS SHOULD BE THE LAST RESORT AS CLIENTS MAY BE NEGATIVELY AFFECTED WHEN THE TRANSITION IS TOO QUICKLLY.

Front 5

mAKING rEFERRALS

Back 5

SOCIAL WORKERS SHOULD REFFER WHEN OTHER PROFESSIONAL KNOWLEDGE OR EXPERTISE IS NEEDED TO SERVE CLIENTS FULLY OR WHEN SOCIAL WORKERS BELIEVE THEY ARE NOT BEING EFFECTIVE OR MAKING REASONABLE PROGRESS WITH CLIENTS AND ADDITIONAL SERVICE IS REQUIRED.

Front 6

eTHICAL ISSUES IN tRAINING THERAPISTS

Back 6

PRIOR TO ADMISSION, COUSNELORS ORIENT PROSPECTIVE STUDENTS TO THE COUNSELOR EDUCATION OR TRAINING PROGRAM'S EXPECTATIONS, INCLUDING BUT NOT LIMITED TO THE FOLOWING" ! :TYPE AND LEVEL OF SKILL ACQUISITION REQUIRED FOR SUCCESSFUL COMPLETIONS OF THE TRAINNG, 2) SUBJECT MATTER TO BE COVERED 3- BASIS FOR EVALUATION, 4- TRAINING COMPONENTS THAT ENCOURAGE SELF GROWTH OR SELF DISCLOSUREA AS PAART OF THE TAINNG PROCESS 5- THE TYPE OF SUPERVISON SETTING AND REQUIREMTNS OF TH SITES FOR REQUIRED LCINICLA FIELD EXPERIENCES 6- STUDENT AND SUPERVISEE EVALUATION AND DISMISSAL POLICIES AND PROCEDURES, AND 7- UP TO DATE EMPLOYMENT PROSPECTS FOR GRADUATES.

Front 7

pROFESSINAL LICENSIN AND CREDENTIALING

Back 7

MOST LICENSES ARE GENERIC IN NATURE, MEANING THE HOLDER OF THE LICENSE IS ASSUMED TO HAVE MINIMAL COMPETENCE INT HE GENERAL PRACTICE OF COUSNELING OR CLINICAL WORK.

Front 8

pURPOSE OF LIGESLATIVE REGUALRION OF PRACTICE

Back 8

cREDENTIALING; aPPROACH TO IDENTIFYING INDIVIDUALS BY OCCUPATIONAL GROUP , INVOLVING AT LEAST THREE METHODS; REGISTRY, CERTIFICATION, AND LICENSURE. rEGISTRY IS GENERALLY A VOLUNTRY LISTING OF INIDIVIDUAL WHO USE A TITLE OR PROVIDE A SERVICE.

Front 9

REGISTRATION

Back 9

rEGISTRATION: REPRESENTS THE LAEAST DEGREE OF REGULARION OF PRACTICE.

Front 10

CERTIFICATION

Back 10

CERTIFICATION IS A VOLUNTARY ATTEMPT BY A GROUP TO PROMOTE A PROFESSIOANL IDENTITY. cERTIFICATION CONFIRMS THAT THE PRACTITIONES HAS MET A SET OF MINIMUM STANDEARDS ESTABLISHED BY THE CERRTIFICATION AGNECY. . ALTHOUGHT CERTIFICATION GIVES PRACTITIONES THE RIGHT TO TUSE A SPECIFIC TITLE, IT DOES NO ENSURE QUALITY PRACTICE, NOT DOES IT GOVERN PRACTICE.

Front 11

LICENSURE

Back 11

LICENSURE STATUTES DETERMINE AND GOVERN PROFESSIONAL PRACTICE. lICENSURE ACTS, SOMETIMES CALLED PRACTICE ACTS, SPECIFY WHAT THE HOLDER OF THE LICENSE CAN DO AND WHAT OTHER CANNOT DO.

Front 12

LICENSURE

Back 12

IS GENERALLLY VIEWED AS THE MOST DESIRABLE FROM OF LEGISLATIVE REGULARION OF PROFESSIONAL PRACTICE BECAUSE IT TENDS TO HIGHLIGHT THE UNIQUENESS OF AN OCCUPATION AND RESTRICTS BOTH THE USE OF TH TITLTE AND THE PRACTICE OF AN OCCUPATION.

Front 13

lICENSURE AND CERTIFICATION

Back 13

ASSURE THE PUBLIC THAT PRACTICIONTERS HAVE COMPLETED MINIMUM EDUCATIONAL PROGRAMS, HAVE HAD A CERTAIN NUMBER OF SUPERVISED TRAINING, AND HAVE GONE THROUGH SOME TYPE OF EVALUATION AND SCREENING. LICENSING AND CERTIFICATIONS DO NOT, AND PROBALBLY CANNOT , ENSURE THAT PRACTITIONES WILL COMPETENTLTY DO WHAT THERI CREDENTIALS PERMIT THEM TODO.