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CON - How to Ethically Set Client Confidentiality Boundaries Post Test

Psychologist, Ohio MFT and Counselor Post Test:
Only Psychologists, Ohio MFT's and Ohio Counselors taking this course for credit need to complete these additional questions below to be in compliance with their Boards. requirements. If you are not a psychologist, Ohio MFT or Ohio Counselor please return to the original Answer Booklet. You do not need to complete the additional questions below.

Audio Transcript Questions The answer to Question 1 is found in Track 1 of the Course Content. The Answer to Question 2 is found in Track 2 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.
Important Note! Underlined numbers below are links to that Section. If you leave this page, use your "Back" button to return to your answers, rather than clicking on a new "Answer Booklet" link. Or use Ctrl-N to open a new window and use a separate window to review content.

Please note every section does not have an additional question below. Some sections may have more than one question.

Questions:

1.1 Breaking of confidentiality occurs mostly in what two cases?
1.2 Which of the three ethical boundaries refers to a time where you are uncertain about the right move to make and you haven’t completely committed yourself to anything?
2.1 When it is legally and ethically appropriate to inform a parent of their son or daughter’s self-mutilation?
3.1 When should a therapist bring in a third party?
3.2 Regarding Proper Consultation Procedure, when a psychologist consults another colleague, what client information may be shared? And what may be left out of the conversation?
4.1 A client’s erroneous idea that therapists are likely to let slip the delicate information revealed during a session is a part of what confidentiality controversy?
4.2 What are two instances where against a health care professional’s will, the law or ethics requires them to reveal client information?
5.1 Which step of the Confidentiality Risk Avoidance Procedure requires thorough documentation of steps taken to handle confidential and privileged information to protect you should be named in ethics complaints and lawsuits?
6.1 To facilitate parental understanding of the confidentiality and privacy notice, what guidelines should parents be familiarized with?
6.2 What is one way to create a confidentiality boundary for a child client in a classroom setting?
7.1 How might negotiation be used to protect a client’s right to confidentiality if subpoenaed by the court?
7.2 How would writing a letter to the court help protect a client’s right to confidentiality if subpoenaed by the court?
Answers:

A. When their son or daughter is a minor because they are not allowed self-determination
B. Cases of client sexual or physical abuse, or client’s threats to harm themselves or another person
C. Walking the tightrope
D. it may be appropriate to share the client’s diagnosis, symptoms, age, and time-frame of the disorder. It may be appropriate to leave out the name of the client, family situation and economic class.
E. If a client is at self-harming risk or if you yourself cannot come to a decision in order to benefit your client
F. Legal subpoenas or reports of threat
G. Step 5. Document decision-making steps
H. Fear of disclosure
I. Creating a “safe space” such as another room or corridor which is isolated from others where the client can communicate his or her needs without classmates unintentionally overhearing delicate information about a client’s case.
J. HIPAA guidelines
K. Therapist may request that the court consider the therapist’s obligations to adhere to federal requirements such as HIPAA to protect the interests of the client, help sensitize the court about the potential adverse effects of disclosure, and to attempt to provide suggestions to the court on ways to minimize the adverse consequences of disclosure if the court is inclined to require production at all
L. It can be used to explore whether there are ways to achieve the requesting party’s objectives without divulging confidential information through disclosure of nonconfidential materials and to avoid compelling testimony in court or by deposition

Course Content Manual Questions The answer to Question 13 is found in Section 13 of the Course Content. The Answer to Question 14 is found in Section 14 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question

Please note every section does not have an additional question below. Some sections may have more than one question.

Questions:

10.1 What did the APA’s second working group on end-of-life decisions recommend?
11.1 Dowding writes regarding two concepts of power: ‘power to’ and ‘power over’. What is ‘power to’?
12.1 In terms of therapeutic interventions, how do Gutheil and Gabbard describe boundaries?
13.1 What is an example of an overt and seemingly incontrovertible boundary violation between a physician and their patient?
14.1 A mental health professional's self-disclosure about personal challenges may be both helpful and harmful to the same client. How may it be helpful, and how may it be harmful?
15.1 What are four examples of when a dual relationship is unethical?
16.1 What are the three general categories of gifts that Drew et. al identified?
Answers:

A. helpful in that the client feels more "connected" to the mental health professional and harmful in that the self-disclosure undermines the client's confidence in the mental health professional.
B. “The edge of appropriate (therapist) behavior” adapted to the needs of individual patient “to create an atmosphere of safety and predictability”.
C. That the organization take a position that neither endorses nor opposes assisted suicide.
D. When it interferes with the mental health professional’s exercise of professional discretion; when it interferes with their exercise of impartial judgment; when it exploits clients, colleagues, or third parties to further the mental health of professional
E. Sexual contact
F. As a type of tip to the professional, to address a perceived imbalance in the professional relationship, and as payment of homage or sacrifice to the mental health professional.
G. An outcome power, meaning the ability to bring about, or help to bring about, outcomes

 
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