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| Preface | |
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| Acknowledgments | |
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| The Legal Floor and Positive Ethics | |
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| The Regulation of Psychology | |
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| Positive (Active) Ethics | |
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| Overview of This Book | |
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| Foundations of Ethical Behavior | |
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| Virtue Ethics | |
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| Deontological (Duty-Based) Ethics | |
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| Utilitarianism | |
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| Principle-Based (Prima Facie) Ethics | |
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| Integrating Personal and Professional Ethics | |
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| Applying Ethical Theories to Professional Standards of Conduct | |
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| Ethical Decision Making | |
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| Areas in Which Psychologists Need to Apply Ethical-Decision-Making Skills | |
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| Overview of Ethical-Decision-Making Models | |
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| The Five-Step Model | |
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| Emergency or Crisis Decision Making | |
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| - Competence | |
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| Practicing Within Areas of Competence | |
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| Moving Into New Areas of Competence | |
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| Exceptions to Competence | |
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| Emotional Competence | |
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| Informed Consent, Empowered Collaboration, or Shared Decision Making | |
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| Ensuring Shared Decision Making | |
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| Who Can Participate in the Decisions? | |
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| What Information Should Be Given as Part of Decision Making? | |
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| When to Initiate the Decision-Making Process | |
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| Maintaining Shared Decision Making | |
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| Multiple Relationships and Professional Boundaries | |
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| Concurrent or Consecutive Multiple Relationships | |
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| Unavoidable Contacts | |
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| Subtle Boundary Crossings | |
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| Role Conflicts in Treating Individuals From the Same Family or Social Network | |
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| Multiple Roles and Forensic Relationships | |
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| Multiple Relationships With Supervisees, Trainees, or Students | |
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| Sexualized Relationships | |
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| Confidentiality, Privileged Communications, and Record Keeping | |
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| The Health Insurance Portability and Accountability Act Privacy Rule | |
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| Confidentiality | |
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| Privileged Communications | |
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| Record Keeping | |
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| Use of Information for Didactic Purposes | |
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| Life-Endangering Patients | |
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| Aggressive Patients | |
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| Suicidal Patients | |
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| Quality Enhancement Strategies | |
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| Patients Who Have HIV or Other Infectious Diseases | |
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| Mandated Reporting Laws | |
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| Forensic Psychology | |
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| The Nature of the Judicial Process | |
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| Competence | |
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| Multiple Relationships and Professional Boundaries | |
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| Informed Consent | |
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| Confidentiality and Record Keeping in Forensic Settings | |
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| Fees | |
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| Assessment | |
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| Competence | |
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| Informed Consent (Patient Participation) in Assessments | |
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| Test Security | |
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| Special Topics in Psychotherapy | |
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| Patients Who Are Receiving Services From Others | |
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| Coordinating Joint Treatments | |
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| Duty to Consult or Refer | |
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| Termination | |
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| Working in Institutions | |
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| Identifying Ethical Misconduct | |
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| Business Issues | |
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| Financial Issues | |
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| Public Representations | |
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| Psychologists as Educators | |
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| General Considerations in Teaching Psychology | |
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| Special Considerations in Psychology Training Programs | |
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| Consultation and Clinical Supervision | |
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| Consultation | |
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| Clinical Supervision | |
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| Competence | |
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| Informed Consent | |
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| Multiple Relationships and Professional Boundaries | |
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| Research and Scholarship | |
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| Minimum Ethical Standards in Research and Scholarship | |
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| Publishing and Reporting Research Results | |
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| Striving for Highest Ideals as a Researcher | |
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| Afterword | |
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| References | |
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| Index | |
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| About the Authors | |