Monitor on Psychology - April 2012 - (Page 73)

was persistent, telling her that her testimony was vital to the case and that, without it, Immel would surely lose. Eventually, in her desire to advocate for her client, Cruz testified that Immel suffered from PTSD that was the direct result of Morse’s behavior. Shortly after the trial, at which Morse and his company were not held liable, Cruz received notice that a complaint had been filed against her with the state board of psychology for offering testimony that was beyond the boundaries of her competence. Cruz found herself confused, frightened, overwhelmed and completely unappreciated and misunderstood. She became outraged and came to view the complaint as another example of oppression of the disadvantaged. Analysis: As a psychologist, Cruz brought many strengths to her work. She had a strong desire to help others based on her values and personal experience, and the opportunity to do so through her education and training. Her background motivated her, and her accomplishments reinforced her; she was on course for a successful and rewarding career. By analyzing the DOVE factors, we can see how the resilience produced by those strengths became vulnerabilities when she began treating Immel. The first vulnerability for her was that her knowledge of the legal system was lacking. Her ignorance may have been due to deficiencies in her training, but it may also have been due in part to her value of helping the disadvantaged. This value may have contributed to her too quickly viewing Immel as a victim, rather than taking the time to consider alternative hypotheses. Unfortunately, it became clear that Immel’s accusations were untrue, in part or in whole, and were motivated by a desire for retribution for other perceived wrongdoings and/or at securing a financial settlement. A third factor that may have contributed to Cruz’s situation was her desire to help. Such feelings may have led her to trust her client and not question her motives. Her desire may have become a more serious vulnerability when Immel did not improve and in fact made what appeared to be unreasonable demands on her. Finally, when Knox called her, Cruz found that she had the opportunity to help Immel in an unanticipated way that could bring her client great benefit. Unfortunately, many dimensions of Cruz’s resilience became vulnerabilities. They caused her to lose control of the treatment process, and became obstacles to the necessary self-examination that could have helped her avoid such an unpleasant outcome. Recommendations In our view, the profession has focused too much on logical and quasi-legal reasoning to analyze the development of transgressions and too little on personal resilience and the ability to address vulnerabilities that form the antecedents of sound preventive ethical practice. The four conceptual dimensions we introduced here represent only a portion of the APRIL 2012 • MONITOR ON PSYCHOLOGY multiple factors that can either foster optimal clinical practice or lead us down a road that is paved with good intentions but ends in ethical disaster. We hope they raise questions that will help to prevent ethical lapses and lead to optimal practice. To that end, we offer the following recommendations: 1. Ongoing awareness. Students should be made aware of the fluid nature of ethical vulnerabilities and resilience, the importance of prevention, and the role of the DOVE factors during their course work and practicum training; they should be encouraged to address them on a regular basis with peers, supervisors and consultants. It is best that students become accustomed to doing so on a regular basis as a part of their professional responsibilities. However, they cannot be expected to do this on their own. Such behavior should routinely be taught and modeled by faculty and trainers. 2. Psychologists are people. Emotions and situational factors exert the same powerful influence on the behavior of psychologists as they do on people in general. Professionals striving for ethical excellence accordingly need to pay particular attention to their emotional states and to social factors that may influence them. Ongoing awareness of these factors and the development and maintenance of strategies to cope effectively with emotions and situational factors are thus crucial. 3. The quest for excellence. Faculty and supervisors will ideally develop and employ policies that encourage students, not simply to meet the minimum standards of care, but to go beyond them and strive for their highest ethical goals (Handelsman et al., 2002, 2009). A psychologist may use standard therapeutic approaches and obey all applicable ethical standards, but fail to see the possibility of, and implement, an innovative psychotherapeutic approach that represents an advance over usual practice. Although achieving excellence is by no means easy, especially given the varied ethical perspectives that exist (Tjeltveit, 1999, 2006), careful ethical reflection can foster better working relationships with students, colleagues and clients, all of whom can assist us in identifying issues and challenge what may be departures from sound practice (e.g., Gottlieb, 1997; Handelsman, 2001; Koocher & Keith–Spiegel, 2008; Norcross, 2000; Pope & Vasquez, 2007). Such increased self-awareness may prevent problems from developing and thus reduce the risk of ethical infractions. 4. Balance and self-care. Reducing vulnerabilities and enhancing resilience requires a proper balance of care for clients and for oneself. Students, educators and other psychologists thus need to attend to relevant research and engage in behaviors associated with self-care, including physical exercise, selfreflection, spirituality (for some people), friendship, awareness of one’s own values, quality leisure time, control over work environment, and the enhancement of emotional competence (Baker, 2003; Norcross, 2000; Norcross & Guy, 2007; Pope & Vasquez, 2007; P.L. Smith & Moss, 2009; Weiss, 2004). Engaging in good self-care that involves those components is challenging, but both achievable and crucial. 73

Table of Contents for the Digital Edition of Monitor on Psychology - April 2012

Monitor on Psychology - April 2010
Letters
President’s Column
Contents
From the CEO
Internship Shortage Continues
Mental Health Services Remain Scarce at Community Colleges
Apa Weighs in on the Constitutionality of Life Without Parole for Juvenile Offenders
Apa Praises Court’s Support for Equality
New Mobile App Answers Psychologists’ Clinical Questions
Nih Offers Free Web Resources for Psychologist Researchers
New and Improved Psyclink
In Brief
Government Relations Update
Time Capsule
Questionnaire
Random Sample
Judicial Notebook
Early Career Psychology
Psychologist Profile
Coal Miners’ Dilemma
The Science of Political Advertising
Science Watch
Science Directions
More Support Needed for Trauma Interventions
The Case Against Spanking
Innovative Psychology at the High School Level
Speaking of Education
Apa Divisions Reach Out to New Psychologists
New Journal Editors
A Home Base for Multiple Fields
Division Spotlight
American Psychological Foundation
Awards and Funding Opportunities
Personalities

Monitor on Psychology - April 2012