美国学校心理学家积业道德准则探析

美国教师职业道德规范在美国和加拿大，职业道德一般称为职业伦理（professional ethics）.教师职业伦理规范主要调节教师的工作所涉及的各种关系，主要包括教师与学生的关系、教师与学生家长的关系、教师与同事的关系等。

美国的师德规范大体包括三方面的内容：一是师德理想；二是师德原则；三是师德规则。

这是从高到低三个不同层次的道德要求。

1.师德理想。

美国的师德理想是：“相信每一个人的价值和尊严，追求真理，力争卓越,培养民主信念。

“这是对教师提出的最高要求，它指明了教师应当努力的方向.2.师德原则。

师德原则是以师德理想为基础，受师德理想制约的指导教师行为的准则。

美国的师德原则主要包括两个方面：第一，在对待学生方面,要力争帮助每个学生实现自身的潜能,使他们成为有价值而且有用的社会成员；第二，在对待自己所从事的教育事业上，要竭尽全力提高专业的水准，争取条件来吸引那些值得信赖的人从事教育工作，并且防止不合格的人从事教育专业。

3。

师德规则.在美国《教育专业伦理规范》中，师德规则所占比重最大，它反映的是作为一个称职的教师最基本的要求。

与师德理想、师德原则相比，美国的师德规则更加明确、更加具体,在教育实践中也更具有可操作性，它直接影响着教师的教学行为，限定着教师在课堂内外各方面的表现。

这些规则是从教师对待自己的学生和所从事的专业两个方面讲的.其一,在对待学生方面：（1）不得无故压制学生求学中的独立活动。

在学习过程中，要允许并鼓励学生独立地进行活动。

如果教师要对这些活动加以阻止,就要提出适当的理由。

（2）不得无故阻止学生接触各种不同的观点。

教学中传递的观点并不是唯一的观点,教师本人对某一问题的认识也不见得是正确无误的。

因此，学生在学习与生活中，接触并接受与教材、教师不同的观点是正常的，这本身反映的是教学的民主性。

(3)不得故意隐瞒或歪曲与学生进步有关的材料.对于成长中的中小学生来说,获知自己在学习等方面的任何进步尤为重要，这样的反馈对他们而言不仅能增强其成就感，激发他们进一步学习的热情，而且对于他们的身心健康也有着一定的促进作用.教师不能因为自己的偏见或私利,而对这些材料秘而不宣或加以歪曲。

根据心理心理咨询师国家职业标准,参考国际心理咨询师遵守的道德准则及国内的相关规定,总结出心理咨询师应遵守的道德准则.和职业道德有共同之处又有不同之处.分总则和细则.（一）总则1、心理咨询师在从事心理咨询与治疗时，应遵纪守法、遵守心理咨询师职业道德准则，在其工作中建立并执行严格的道德标准；2、心理咨询师应注意加强自身的修养，不断完善自己，提高自己的心理健康水平；3、心理咨询师应不断学习本专业以及咨询服务所需的有关知识，促进自身的专业发展，提高专业服务水平；4、心理咨询师应明确了解自己的能力界限和专业职能的界限，不做超越自己能力和职能范围的事情。

（二）对来访者的责任心理咨询师的工作目的是使来访者从其提供的专业服务中获益。

心理咨询师应保障来访者的权利，努力使其得到适当的服务并避免伤害。

1、心理咨询师不得因来为访者的性别、民族、国籍、宗教信仰、价值观、性取向等任何方面的因素歧视来访者；2、心理咨询师在咨询关系建立之前，应使来访者明确了解心理咨询工作的性质、工作特点、收费标准、这一工作可能的局限以及来访者的权利和义务；3、心理咨询师在进行心理咨询工作时，应与来访者对咨询目标、方式等问题进行讨论并达成一致意见，必要时（如使用冲击疗法、催眠疗法、长期精神分析等技术）应与来访者达成书面协议；4、心理咨询师应明确其工作的目的是促进来访者的成长、自强自立，而并非使来访者在其未来的生活中对心理咨询师产生依赖。

（三）与来访者的关系心理咨询师应尊重来访者，按照本专业的道德规范与来访者建立良好的治疗关系。

1、心理咨询师应清楚地认识自己在咨访关系中的职业角色对来访者构成的潜在影响，不得利用来访者对自己的信任或依赖谋取私利；2、不允许心理咨询师以收受实物、获得劳务服务或其他方式作为其专业服务的回报，因为它们有引起冲突、剥削、破坏专业关系的潜在危险；3、心理咨询师要清楚的了解双重（或多重）关系（例如与来访者发展家庭的、社交的、经济的、商业的或者亲密的个人关系）对专业判断力的不利影响及其伤害寻求专业服务的潜在危险性，避免与来访者发生双重（或多重）关系。

心理学家的职业道德和责任导言：心理学家作为专业人士，承担着促进人们心理健康的重要职责。

在履行这一职责时，他们必须遵守一系列道德准则，以确保他们的工作符合伦理标准。

本文将讨论心理学家的职业道德和责任，包括其道德准则、工作职责和道德冲突的处理。

一、道德准则：1. 保密性：心理学家必须确保客户的隐私权不受侵犯。

他们应当尊重客户的个人信息，并仅在获得明确授权的情况下与他人分享。

2. 尊重：心理学家应该尊重客户的权利、尊严和价值观。

他们不应歧视任何人，而是以客户为中心，关注他们的个体需求。

3. 客户权限：心理学家必须尊重客户的自主权，鼓励他们参与决策过程，并遵守知情同意的原则。

4. 专业能力：心理学家应该不断提高自己的专业能力，确保能够为客户提供有效的帮助和咨询。

他们需要及时更新自己的知识，并遵循行业最佳实践。

5. 多元文化：心理学家应该尊重和欣赏不同的文化背景，并努力提供针对特定群体的敏感和适当的服务。

二、工作职责：1. 评估和诊断：心理学家应该具备评估和诊断心理健康问题的能力。

他们需要运用有效的工具和技术，准确地理解和解释客户的问题。

2. 治疗和干预：心理学家必须具备临床技巧，以提供有效的心理治疗和干预措施。

他们应该与客户密切合作，帮助他们克服困难和实现目标。

3. 咨询和教育：心理学家应该不仅在临床方面，还在正常心理健康方面提供咨询和教育服务。

他们可以为个人、组织或社区提供支持和建议，帮助他们解决问题和改善情况。

4. 研究和评估：心理学家需要进行研究和评估工作，以提高心理学的理论基础和实践方法。

他们应该遵守科学方法，并确保研究过程符合伦理标准。

5. 咨询和培训：心理学家可以与其他专业人员合作，提供咨询和培训，以提高他们的专业能力和知识水平。

三、道德冲突的处理：1. 意识道德冲突：心理学家应该敏锐地意识到可能存在的道德冲突，并主动解决这些问题。

他们可以寻求同事的建议或咨询专业组织提供的指导。

2. 寻求辅导：在面对复杂的道德冲突时，心理学家可以寻求独立的道德辅导。

关于美国学校心理辅导综述摘要：学校心理辅导在美国发展迅速，也对美国的教育产生了重要的影响。

现今，美国已非常重视学校心理辅导，在辅导组织以及人员的培训上也是要求严格。

学校心理辅导的内容主要包括心理健康咨询、生活指导、生涯辅导以及磋商性服务。

关键词：美国、学校心理辅导、历史、现状、趋势学校心理学（school psychology）作为心理学的分支学科之一，产生于19世纪末，历经百年的沧桑与嬗变，如今已成为心理学领域最活跃、最有生机的学科之一。

在美国、日本等国家，学校心理学的发展对促进学校教育进步、拓展心理学的发展领域具有极其重要的作用。

一、美国学校心理辅导的历史学校心理辅导发端于美国，其产生和发展源于当时的社会需要和学校的教育实践。

19世纪末，为了解决时代更替和社会变更所带来的个人适应困难，一些心理学家开始把心理学的原则和方法运用到实际的服务中去，学校便是其应用领域之一。

美国心理学家魏特默（L．Witmer）被认为是临床心理学的创始人。

20世纪，学校心理辅导由产生至成熟，经历了一个迅速发展的过程。

从1915年第一个学校心理工作者开始从事学校心理教育工作发展至今，美国学校心理教育工作者与学生的比例已发展到l：1500。

像许多学科一样，心理辅导最初以课程形式出现于学校。

在19世纪末20世纪初美国社会改革运动的影响下，最早的学校心理辅导教师开始致力于对学生道德发展的积极辅导，这样，第一个心理辅导计划产生了。

1907年，作为密歇根一所中学校长的戴维斯（Jesse B．Davis），在学校开展了每周一次的心理辅导课，在每周英语作文课上，他留出一点时间进行职业和道德辅导。

最早的心理辅导课程的目标，是帮助学生更好的了解自己的性格，评估自己的道德规范，培养有责任感的社会工作者。

除了戴维斯外，其他早期心理辅导先驱也积极地响应着当时社会需要，进行心理辅导活动。

像大卫（David S．Hill）等，以不同方式提供心理辅导服务，例如帮助学生寻找职业，了解自己最适合的职业，依据个体差异进行职业选择等。

简析美国教师职业道德在美国一所中学的自然课上，由于两名学生的课程汇报内容和任课教师的观点不同，而发生了冲突，在事后，女教师向学校报告了此事，并要求对这两位学生进行“停课”处分。

而与此同时，这件事也引起了另外一位男教师的关注，并卷入此事中。

从一般情况来讲，学校的教师应该站在学校的立场上，为同事说话，而学校的领导应该站在教师的立场上，为自己的教师讲清，但实际情况却刚好相反。

这位男教师在深入了解事件发展的过程后，并向学校表达了自己的看法。

他认为，学生虽然调皮，但并不是坏孩子，并认为他们是非常坦诚和努力的。

最后的结果出乎意料，学校采纳了这位男教师的建议，并没有处罚学生。

这件事的处理结果，在一定程度上体现了美国学校在教师道德层面的实践。

教师作为一种职业，需要遵从一定的职业规范。

教师职业规范的实施不仅是教会学生什么是正义，更重要的是应该教会学生如何去寻找正义。

因此，上述案例中男教师积极追求正义的行为，给了我们很好的诠释。

正如其中一名学生所说：“这位男教师不仅是教授社会研究课，更重要的是，他教会了我：一个男子汉能做什么。

”美国“国家教育协会”在《教育专业伦理典章》中指出教师的天职是求索真理，达至卓越，孕育民主。

其中对学生的义务就包括：1.不应毫无理由地限制学生的独立学习和探索；2.不能毫无理由地阻止学生获得不同的观点；3.不能蓄意歪曲或压制学科知识，影响学生的进步。

美国作为世界上教育最为发达的国家之一，在教师职业道德层面，有许多很好的实践。

教师的职业道德，在美国一般称之为职业伦理，主要包括三个层面的内容，首先是尊重学生，其次是尊重独立，而最高层次的内容是追求正义，而那位男教师的行为就是具体的体现。

这三个层面的内容是相互联系的，其中“尊重学生”是前提，“尊重独立”是前提的延伸，而“追求正义”是最高目标。

尊重学生：教师职业道德的基本内容在美国的现代教育体系中，尊重学生是最基本的内容，这一要求的提出是现代教育不断发展的结果。

心理学家职业道德与实践自我剖析心理学家作为专门从事心理疾病治疗及辅导工作的专业人士，在实践过程中，必须遵守一定的职业道德准则。

本文将从心理学家的职业道德要求、道德失范及其影响以及如何进行自我剖析等方面进行探讨。

一、心理学家职业道德要求作为心理学家，职业道德是其核心要求之一，以下是心理学家职业道德的主要内容。

1. 保护受众权益：心理学家首先要认识到自己的工作对他人可能产生的影响，要尊重每个个体的权益和尊严，并且在进行实践和研究时保持保密性，确保个人信息不被泄露。

2. 支持客户自主权：心理学家必须尊重客户的意愿和权利，在提供咨询和治疗时，完全遵循客户的自主权，不强加个人观点和决策。

3. 持续学习与专业发展：心理学家应该不断学习新的知识和技能，不断提高自己的专业水平，以确保能够提供最优质的服务。

二、道德失范及其影响尽管有严格的职业道德准则，但心理学家的道德失范依然时有发生。

心理学家道德失范主要体现在以下几个方面。

1. 职业滥用：心理学家可能因为职权和职业知识的滥用，从而损害了客户的权益。

比如利用职业地位寻求个人利益、或是泄露客户隐私等。

2. 无知或误导：心理学家的失范可能源自于个人对专业知识的无知或是错误理解。

这样的情况下，心理学家给客户提供的咨询和治疗可能是错误的，对客户产生负面影响。

3. 缺乏自我反省：心理学家如果缺乏对自己行为的及时反省和审视，就难以发现自己是否存在道德失范的问题。

这些道德失范对心理学家的职业形象和工作效果都会带来重大影响。

因此，心理学家需要对自己的道德水平和职业行为进行自我剖析和反思。

三、自我剖析的重要性与方法自我剖析是心理学家进行职业道德和实践反思的重要手段。

通过对自己思维方式、判断标准和价值观念的反思，心理学家可以更好地审视自己的行为，并加以合理调整和改进。

自我剖析的方法可以包括以下几个方面。

1. 反思和记录：心理学家可以通过书面或是口头形式来反思自己的行为，记录下自己在实践过程中可能存在的道德失范或是提升之处。

论美国中小学的心理辅导一、美国中小学心理辅导的任务近年来，随着美国就业压力增大、离婚率上升及学校课程加深等，美国中小学学生犯罪、行为不端、离家出走、精神疾病、厌学逃学等成为普遍问题。

针对这种情况，美国联邦教育部拨专款资助关于对中小学生进行心理辅导的科研项目。

纽约、犹他、俄亥俄、田纳西等地教育厅每年督导学校心理辅导工作。

全美90%以上中小学校开展了对学生的心理辅导工作，或常设专门机构、专业人员担当此任，或雇用受过职业训练的心理专家对学生进行评估、诊断和干预。

2001年“9.11恐怖袭击事件”后，纽约市教育局派出资深学校心理学家，逐校与学生、家长谈心，耐心进行心理辅导，排解人们心中的恐惧和不安。

在美国，中小学生心理辅导工作者（学校心理学家）的任务和作用曾受到历史上很多因素的影响。

由于这些因素没有一个固定的结合模式，因而，各学校心理学家的任务和作用也不是千篇一律的，但大体由三个基本因素决定：第一，学校心理学家本身的职业技能和个性。

学校心理学家能否胜任工作与他所受的职业训练的质量直接有关。

学校心理学家的职业兴趣、选择职业的理由、个人的文化素质和家庭背景，以及年龄、性格都会影响到他的职业表现。

第二，工作单位的性质。

工作单位的性质包括工作的要求、学校的需要、服务的对象及人数、辅助人员的配备、工作环境的优劣等。

第三，环境因素外界因素的影响，比如社会的变化(如失业率、离婚率的增长)以及与心理和教育相关的研究发现等。

学校心理学家最传统的任务是对“问题”学生进行能力和学业成绩测验，然后把他们“归类”到不同性质的特殊教育班。

可是，随着学校心理学科的不断完善以及社会各时期的不同需要，学校心理学家对当“测验师”、“分类者”的角色渐感不满，他们希望把更多的精力放在心理干预上，特别是心理咨询和会诊。

近年来，学校心理学家基本的任务和作用已拓宽到为学生、教师及家长或整个教育管理系统提供综合性的服务--心理教育测量、心理咨询、学习辅导、与教师或家长之间的咨询会诊、项目评估和学术研究等。

Ethical Principles of Psychologists and Code of Conduct2010 AmendmentsIntroduction and ApplicabilityThe American Psychological Association's (APA) Ethical Principles of Psychologists and Code ofConduct (hereinafter referred to as the Ethics Code) consists of an Introduction, a Preamble, five General Principles, and specific Ethical Standards. The Introduction discusses the intent, organization, procedural considerations, and scope of application of the Ethics Code. The Preamble and General Principles are aspirational goals to guide psychologists toward the highest ideals of psychology. Although the Preamble and General Principles are not themselves enforceable rules, they should be considered by psychologists in arriving at an ethical course of action. The Ethical Standards set forth enforceable rules for conduct as psychologists. Most of the Ethical Standards are written broadly, in order to apply to psychologists in varied roles, although the application of an Ethical Standard may vary depending on the context. The Ethical Standards are not exhaustive. The fact that a given conduct is not specifically addressed by an Ethical Standard does not mean that it is necessarily either ethical or unethical.This Ethics Code applies only to psychologists' activities that are part of their scientific, educational, or professional roles as psychologists. Areas covered include but are not limited to the clinical, counseling, and school practice of psychology; research; teaching; supervision of trainees; public service; policy development; social intervention; development of assessment instruments; conducting assessments; educational counseling; organizational consulting; forensic activities; program design and evaluation; and administration. This Ethics Code applies to these activities across a variety of contexts, such as in person, postal, telephone, internet, and other electronic transmissions. These activities shall be distinguished from the purely private conduct of psychologists, which is not within the purview of the Ethics Code.Membership in the APA commits members and student affiliates to comply with the standards of the APA Ethics Code and to the rules and procedures used to enforce them. Lack of awareness or misunderstanding of an Ethical Standard is not itself a defense to a charge of unethical conduct.The procedures for filing, investigating, and resolving complaints of unethical conduct are described in the current Rules and Procedures of the APA Ethics Committee. APA may impose sanctions on its members for violations of the standards of the Ethics Code, including termination of APA membership, and may notify other bodies and individuals of its actions. Actions that violate the standards of the Ethics Code may also lead to the imposition of sanctions on psychologists or students whether or not they are APA members by bodies other than APA, including state psychological associations, other professional groups, psychology boards, other state or federal agencies, and payors for health services. In addition, APA may take action against a member after his or her conviction of a felony, expulsion or suspension from an affiliated state psychological association, or suspension or loss of licensure. When the sanction to be imposed by APA is less than expulsion, the 2001 Rules and Procedures do not guarantee an opportunity for an in-person hearing, but generally provide that complaints will be resolved only on the basis of a submitted record.The Ethics Code is intended to provide guidance for psychologists and standards of professional conduct that can be applied by the APA and by other bodies that choose to adopt them. The Ethics Code is not intended to be a basis of civil liability. Whether a psychologist has violated the Ethics Code standards does not by itself determine whether the psychologist is legally liable in a court action, whether a contract is enforceable, or whether other legal consequences occur.The modifiers used in some of the standards of this Ethics Code (e.g., reasonably, appropriate, potentially) are included in the standards when they would (1) allow professional judgment on the part of psychologists, (2) eliminate injustice or inequality that would occur without the modifier, (3) ensure applicability across the broad range of activities conducted by psychologists, or (4) guard against a set of rigid rules that might be quickly outdated. As used in this Ethics Code, the term reasonable means the prevailing professional judgment of psychologists engaged in similar activities in similar circumstances, given the knowledge the psychologist had or should have had at the time.In the process of making decisions regarding their professional behavior, psychologists must consider this Ethics Code in addition to applicable laws and psychology board regulations. In applying the Ethics Code to their professional work, psychologists may consider other materials and guidelines that have been adopted or endorsed by scientific and professional psychological organizations and the dictates of their own conscience, as well as consult with others within the field. If this Ethics Code establishes a higher standard of conduct than is required by law, psychologists must meet the higher ethical standard. If psychologists' ethical responsibilities conflict with law, regulations, or other governing legal authority, psychologists make known their commitment to this Ethics Code and take steps to resolve the conflict in a responsible manner in keeping with basic principles of human rights.PreamblePsychologists are committed to increasing scientific and professional knowledge of behavior and people's understanding of themselves and others and to the use of such knowledge to improve the condition of individuals, organizations, and society. Psychologists respect and protect civil and human rights and the central importance of freedom of inquiry and expression in research, teaching, and publication. They strive to help the public in developing informed judgments and choices concerning human behavior. In doing so, they perform many roles, such as researcher, educator, diagnostician, therapist, supervisor, consultant, administrator, social interventionist, and expert witness. This Ethics Code provides a common set of principles and standards upon which psychologists build their professional and scientific work.This Ethics Code is intended to provide specific standards to cover most situations encountered by psychologists. It has as its goals the welfare and protection of the individuals and groups with whom psychologists work and the education of members, students, and the public regarding ethical standards of the discipline.The development of a dynamic set of ethical standards for psychologists' work-related conduct requires a personal commitment and lifelong effort to act ethically; to encourage ethical behavior by students, supervisees, employees, and colleagues; and to consult with others concerning ethical problems.General PrinciplesThis section consists of General Principles. General Principles, as opposed to Ethical Standards, are aspirational in nature. Their intent is to guide and inspire psychologists toward the very highest ethical ideals of the profession. General Principles, in contrast to Ethical Standards, do not represent obligations and should not form the basis for imposing sanctions. Relying upon General Principles for either of these reasons distorts both their meaning and purpose.Principle A: Beneficence and NonmaleficencePsychologists strive to benefit those with whom they work and take care to do no harm. In their professional actions, psychologists seek to safeguard the welfare and rights of those with whom they interact professionally and other affected persons, and the welfare of animal subjects of research. When conflicts occur among psychologists' obligations or concerns, they attempt to resolve these conflicts in a responsible fashion that avoids or minimizes harm. Because psychologists' scientific and professional judgments and actions may affect the lives of others, they are alert to and guard against personal, financial, social, organizational, or political factors that might lead to misuse of their influence. Psychologists strive to be aware of the possible effect of their own physical and mental health on their ability to help those with whom they work.Principle B: Fidelity and ResponsibilityPsychologists establish relationships of trust with those with whom they work. They are aware of their professional and scientific responsibilities to society and to the specific communities in which they work. Psychologists uphold professional standards of conduct, clarify their professional roles and obligations, accept appropriate responsibility for their behavior, and seek to manage conflicts of interest that could lead to exploitation or harm. Psychologists consult with, refer to, or cooperate with other professionals and institutions to the extent needed to serve the best interests of those with whom they work. They are concerned about the ethical compliance of their colleagues' scientific and professional conduct. Psychologists strive to contribute a portion of their professional time for little or no compensation or personal advantage.Principle C: IntegrityPsychologists seek to promote accuracy, honesty, and truthfulness in the science, teaching, and practice of psychology. In these activities psychologists do not steal, cheat, or engage in fraud, subterfuge, or intentional misrepresentation of fact. Psychologists strive to keep their promises and to avoid unwise or unclear commitments. In situations in which deception may be ethically justifiable to maximize benefits and minimize harm, psychologists have a serious obligation to consider the need for, the possible consequences of, and their responsibility to correct any resulting mistrust or other harmful effects that arise from the use of such techniques.Principle D: JusticePsychologists recognize that fairness and justice entitle all persons to access to and benefit from the contributions of psychology and to equal quality in the processes, procedures, and services being conducted by psychologists. Psychologists exercise reasonable judgment and take precautions to ensure that their potential biases, the boundaries of their competence, and the limitations of their expertise do not lead to or condone unjust practices.Principle E: Respect for People's Rights and DignityPsychologists respect the dignity and worth of all people, and the rights of individuals to privacy, confidentiality, and self-determination. Psychologists are aware that special safeguards may be necessary to protect the rights and welfare of persons or communities whose vulnerabilities impair autonomous decision making. Psychologists are aware of and respect cultural, individual, and role differences, including those based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status and consider these factors when working with members of such groups. Psychologists try to eliminate the effect on their work of biases based on those factors, and they do not knowingly participate in or condone activities of others based upon such prejudices.Standard 1: Resolving Ethical Issues1.01 Misuse of Psychologists' WorkIf psychologists learn of misuse or misrepresentation of their work, they take reasonable steps to correct or minimize the misuse or misrepresentation.1.02 Conflicts Between Ethics and Law, Regulations, or Other Governing Legal AuthorityIf psychologists’ ethical responsibilities conflict with law, regulat ions, or other governing legal authority, psychologists clarify the nature of the conflict, make known their commitment to the Ethics Code, and take reasonable steps to resolve the conflict consistent with the General Principles and Ethical Standards of the Ethics Code. Under no circumstances may this standard be used to justify or defend violating human rights.1.03 Conflicts Between Ethics and Organizational DemandsIf the demands of an organization with which psychologists are affiliated or for whom they are working are in conflict with this Ethics Code, psychologists clarify the nature of the conflict, make known their commitment to the Ethics Code, and take reasonable steps to resolve the conflict consistent with the General Principles and Ethical Standards of the Ethics Code. Under no circumstances may this standard be used to justify or defend violating human rights.1.04 Informal Resolution of Ethical ViolationsWhen psychologists believe that there may have been an ethical violation by another psychologist, they attempt to resolve the issue by bringing it to the attention of that individual, if an informal resolution appears appropriate and the intervention does not violate any confidentiality rights that may be involved.(See also Standards 1.02, Conflicts Between Ethics and Law, Regulations, or Other Governing Legal Authority, and 1.03, Conflicts Between Ethics and Organizational Demands.)1.05 Reporting Ethical ViolationsIf an apparent ethical violation has substantially harmed or is likely to substantially harm a person or organization and is not appropriate for informal resolution under Standard 1.04, Informal Resolution of Ethical Violations, or is not resolved properly in that fashion, psychologists take further action appropriate to the situation. Such action might include referral to state or national committees on professional ethics, to state licensing boards, or to the appropriate institutional authorities. This standard does not apply when an intervention would violate confidentiality rights or when psychologists have been retained to review the work of another psychologist whose professional conduct is in question. (See also Standard 1.02, Conflicts Between Ethics and Law, Regulations, or Other Governing Legal Authority.)1.06 Cooperating with Ethics CommitteesPsychologists cooperate in ethics investigations, proceedings, and resulting requirements of the APA or any affiliated state psychological association to which they belong. In doing so, they address any confidentiality issues. Failure to cooperate is itself an ethics violation. However, making a request for deferment of adjudication of an ethics complaint pending the outcome of litigation does not alone constitute noncooperation.1.07 Improper ComplaintsPsychologists do not file or encourage the filing of ethics complaints that are made with reckless disregard for or willful ignorance of facts that would disprove the allegation.1.08 Unfair Discrimination Against Complainants and RespondentsPsychologists do not deny persons employment, advancement, admissions to academic or other programs, tenure, or promotion, based solely upon their having made or their being the subject of an ethics complaint. This does not preclude taking action based upon the outcome of such proceedings or considering other appropriate information.Standard 2: Competence2.01 Boundaries of Competence(a) Psychologists provide services, teach, and conduct research with populations and in areas only within the boundaries of their competence, based on their education, training, supervised experience, consultation, study, or professional experience.(b) Where scientific or professional knowledge in the discipline of psychology establishes that an understanding of factors associated with age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, or socioeconomic status is essential for effective implementation of their services or research, psychologists have or obtain the training, experience, consultation, or supervision necessary to ensure the competence of their services, or they make appropriate referrals, except as provided in Standard 2.02, Providing Services in Emergencies.(c) Psychologists planning to provide services, teach, or conduct research involving populations, areas, techniques, or technologies new to them undertake relevant education, training, supervised experience, consultation, or study.(d) When psychologists are asked to provide services to individuals for whom appropriate mental health services are not available and for which psychologists have not obtained the competence necessary, psychologists with closely related prior training or experience may provide such services in order to ensure that services are not denied if they make a reasonable effort to obtain the competence required by using relevant research, training, consultation, or study.(e) In those emerging areas in which generally recognized standards for preparatory training do not yet exist, psychologists nevertheless take reasonable steps to ensure the competence of their work and to protect clients/patients, students, supervisees, research participants, organizational clients, and others from harm.(f) When assuming forensic roles, psychologists are or become reasonably familiar with the judicial or administrative rules governing their roles.2.02 Providing Services in EmergenciesIn emergencies, when psychologists provide services to individuals for whom other mental health services are not available and for which psychologists have not obtained the necessary training, psychologists may provide such services in order to ensure that services are not denied. The services are discontinued as soon as the emergency has ended or appropriate services are available.2.03 Maintaining CompetencePsychologists undertake ongoing efforts to develop and maintain their competence.2.04 Bases for Scientific and Professional JudgmentsPsychologists' work is based upon established scientific and professional knowledge of the discipline. (See also Standards 2.01e, Boundaries of Competence, and 10.01b, Informed Consent to Therapy.)2.05 Delegation of Work to OthersPsychologists who delegate work to employees, supervisees, or research or teaching assistants or who use the services of others, such as interpreters, take reasonable steps to (1) avoid delegating such work to persons who have a multiple relationship with those being served that would likely lead to exploitation or loss of objectivity; (2) authorize only those responsibilities that such persons can be expected to perform competently on the basis of their education, training, or experience, either independently or with the level of supervision being provided; and (3) see that such persons perform these services competently. (See also Standards 2.02, Providing Services in Emergencies; 3.05, Multiple Relationships;4.01, Maintaining Confidentiality; 9.01, Bases for Assessments; 9.02, Use of Assessments; 9.03, Informed Consent in Assessments; and 9.07, Assessment by Unqualified Persons.)2.06 Personal Problems and Conflicts(a) Psychologists refrain from initiating an activity when they know or should know that there is asubstantial likelihood that their personal problems will prevent them from performing their work-related activities in a competent manner.(b) When psychologists become aware of personal problems that may interfere with their performing work-related duties adequately, they take appropriate measures, such as obtaining professional consultation or assistance, and determine whether they should limit, suspend, or terminate their work-related duties. (See also Standard 10.10, Terminating Therapy.)Standard 3: Human Relations3.01 Unfair DiscriminationIn their work-related activities, psychologists do not engage in unfair discrimination based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, socioeconomic status, or any basis proscribed by law.3.02 Sexual HarassmentPsychologists do not engage in sexual harassment. Sexual harassment is sexual solicitation, physical advances, or verbal or nonverbal conduct that is sexual in nature, that occurs in connection with the psychologist's activities or roles as a psychologist, and that either (1) is unwelcome, is offensive, or creates a hostile workplace or educational environment, and the psychologist knows or is told this or (2) is sufficiently severe or intense to be abusive to a reasonable person in the context. Sexual harassment can consist of a single intense or severe act or of multiple persistent or pervasive acts. (See also Standard 1.08, Unfair Discrimination Against Complainants and Respondents.)3.03 Other HarassmentPsychologists do not knowingly engage in behavior that is harassing or demeaning to persons with whom they interact in their work based on factors such as those persons' age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, or socioeconomic status.3.04 Avoiding HarmPsychologists take reasonable steps to avoid harming their clients/patients, students, supervisees, research participants, organizational clients, and others with whom they work, and to minimize harm where it is foreseeable and unavoidable.3.05 Multiple Relationships(a) A multiple relationship occurs when a psychologist is in a professional role with a person and (1) at the same time is in another role with the same person, (2) at the same time is in a relationship with a person closely associated with or related to the person with whom the psychologist has the professional relationship, or (3) promises to enter into another relationship in the future with the person or a person closely associated with or related to the person.A psychologist refrains from entering into a multiple relationship if the multiple relationship could reasonably be expected to impair the psychologist's objectivity, competence, or effectiveness inperforming his or her functions as a psychologist, or otherwise risks exploitation or harm to the person with whom the professional relationship exists.Multiple relationships that would not reasonably be expected to cause impairment or risk exploitation or harm are not unethical.(b) If a psychologist finds that, due to unforeseen factors, a potentially harmful multiple relationship has arisen, the psychologist takes reasonable steps to resolve it with due regard for the best interests of the affected person and maximal compliance with the Ethics Code.(c) When psychologists are required by law, institutional policy, or extraordinary circumstances to serve in more than one role in judicial or administrative proceedings, at the outset they clarify role expectations and the extent of confidentiality and thereafter as changes occur. (See also Standards 3.04, Avoiding Harm, and 3.07, Third-Party Requests for Services.)3.06 Conflict of InterestPsychologists refrain from taking on a professional role when personal, scientific, professional, legal, financial, or other interests or relationships could reasonably be expected to (1) impair their objectivity, competence, or effectiveness in performing their functions as psychologists or (2) expose the person or organization with whom the professional relationship exists to harm or exploitation.3.07 Third-Party Requests for ServicesWhen psychologists agree to provide services to a person or entity at the request of a third party, psychologists attempt to clarify at the outset of the service the nature of the relationship with all individuals or organizations involved. This clarification includes the role of the psychologist (e.g., therapist, consultant, diagnostician, or expert witness), an identification of who is the client, the probable uses of the services provided or the information obtained, and the fact that there may be limits to confidentiality. (See also Standards 3.05, Multiple relationships, and 4.02, Discussing the Limits of Confidentiality.)3.08 Exploitative RelationshipsPsychologists do not exploit persons over whom they have supervisory, evaluative, or other authority such as clients/patients, students, supervisees, research participants, and employees. (See also Standards 3.05, Multiple Relationships; 6.04, Fees and Financial Arrangements; 6.05, Barter with Clients/Patients; 7.07, Sexual Relationships with Students and Supervisees; 10.05, Sexual Intimacies with Current Therapy Clients/Patients; 10.06, Sexual Intimacies with Relatives or Significant Others of Current Therapy Clients/Patients; 10.07, Therapy with Former Sexual Partners; and 10.08, Sexual Intimacies with Former Therapy Clients/Patients.)3.09 Cooperation with Other ProfessionalsWhen indicated and professionally appropriate, psychologists cooperate with other professionals in order to serve their clients/patients effectively and appropriately. (See also Standard 4.05, Disclosures.)3.10 Informed Consent(a) When psychologists conduct research or provide assessment, therapy, counseling, or consultingservices in person or via electronic transmission or other forms of communication, they obtain the informed consent of the individual or individuals using language that is reasonably understandable to that person or persons except when conducting such activities without consent is mandated by law or governmental regulation or as otherwise provided in this Ethics Code. (See also Standards 8.02, Informed Consent to Research; 9.03, Informed Consent in Assessments; and 10.01, Informed Consent to Therapy.)(b) For persons who are legally incapable of giving informed consent, psychologists nevertheless (1) provide an appropriate explanation, (2) seek the individual's assent, (3) consider such persons' preferences and best interests, and (4) obtain appropriate permission from a legally authorized person, if such substitute consent is permitted or required by law. When consent by a legally authorized person is not permitted or required by law, psychologists take reasonable steps to protect the individual's rights and welfare.(c) When psychological services are court ordered or otherwise mandated, psychologists inform the individual of the nature of the anticipated services, including whether the services are court ordered or mandated and any limits of confidentiality, before proceeding.(d) Psychologists appropriately document written or oral consent, permission, and assent. (See also Standards 8.02, Informed Consent to Research; 9.03, Informed Consent in Assessments; and 10.01, Informed Consent to Therapy.)3.11 Psychological Services Delivered to or Through Organizations(a) Psychologists delivering services to or through organizations provide information beforehand to clients and when appropriate those directly affected by the services about (1) the nature and objectives of the services, (2) the intended recipients, (3) which of the individuals are clients, (4) the relationship the psychologist will have with each person and the organization, (5) the probable uses of services provided and information obtained, (6) who will have access to the information, and (7) limits of confidentiality. As soon as feasible, they provide information about the results and conclusions of such services to appropriate persons.(b) If psychologists will be precluded by law or by organizational roles from providing such information to particular individuals or groups, they so inform those individuals or groups at the outset of the service.3.12 Interruption of Psychological ServicesUnless otherwise covered by contract, psychologists make reasonable efforts to plan for facilitating services in the event that psychological services are interrupted by factors such as the psychologist's illness, death, unavailability, relocation, or retirement or by the client's/patient's relocation or financial limitations. (See also Standard 6.02c, Maintenance, Dissemination, and Disposal of Confidential Records of Professional and Scientific Work.)Standard 4: Privacy and Confidentiality4.01 Maintaining ConfidentialityPsychologists have a primary obligation and take reasonable precautions to protect confidential。