I Need Assistance With A Discussion Question Below

I Need Assistance With A Discussion Question Below Is The Questionch

Chapter 9 addresses ethical issues associated with supervision of trainees and peers. How does the supervisee/supervisor relationship parallel the client/therapist relationship? What is "peer supervision"?

When considering peer supervision, how would you know if "peer supervision" has become a breach in client confidentiality? Be sure to integrate appropriate professional terminology in your discussion. The reading also briefly discusses ethical issues associated with assessment, test administration, and diagnosis...all of which pertain to the concept of competency. Many mental health professionals assess and diagnose clients and also conduct more formal "psychological evaluations". Conduct a brief internet search to determine who is qualified to conduct a "psychological evaluation" to evaluate complex psychological issues.

What diagnoses may require a comprehensive psychological evaluation? What diagnoses would you as a master's level clinician defer to someone with more training (M.D. or Ph.D.)? See the info under the Content Tab for Qualifications for Psychological Testing. Be sure you understand the difference between Psychological and Psychiatric Evaluations.

Paper For Above instruction

The relationship between supervisee and supervisor in mental health practice bears striking similarities to the client and therapist dynamic, rooted in professional ethics, boundaries, and confidentiality. Both relationships are predicated on a foundation of trust, ethical standards, and clear boundaries designed to promote effective clinical practice while safeguarding the rights and well-being of clients and supervisees alike. The supervisee-supervisor relationship involves a hierarchical structure aimed at education, skill development, and compliance with professional standards, whereas the client-therapist relationship emphasizes support, healing, and client autonomy but also relies on trust and confidentiality.

Supervisees are expected to adhere to ethical practices similar to those of practicing therapists, including maintaining confidentiality, ensuring informed consent, and practicing within their competence level. Supervisors are ethically obligated to oversee supervisees’ work, providing guidance and taking responsibility for the supervision process. This dynamic mirrors the client-therapist dyad in terms of confidentiality and professional responsibility, with the added layer of educational oversight. A key parallel is that both relationships are underpinned by ethical codes such as those established by the American Counseling Association (ACA) and the American Psychological Association (APA), which emphasize confidentiality, competence, and informed consent.

Peer supervision, defined as a collaborative process where colleagues at similar professional levels consult and review each other's work, fosters ongoing professional growth and skill development. Unlike traditional hierarchical supervision, peer supervision promotes reciprocity, shared learning, and mutual accountability. However, a critical ethical concern in peer supervision is maintaining client confidentiality. When discussing clients’ cases, professionals must ensure that any identifying information is anonymized. If peer supervision sessions involve sharing identifiable client data without proper safeguards, it constitutes a breach in confidentiality, violating ethical standards set forth by APA and ACA. For example, sharing case details on public forums or with inappropriate audiences would be considered unethical and could harm client trust and privacy.

In addition to supervision ethics, professionals engaged in assessment and diagnosis must consider their competence and scope of practice. While licensed psychologists are qualified to conduct comprehensive psychological evaluations—especially those involving complex or high-stakes issues—master’s level clinicians typically do not have the training or authority to interpret the full spectrum of psychological testing results. A psychological evaluation is a comprehensive process that involves collecting detailed personal history, administering standardized tests, and interpreting findings to arrive at diagnostic conclusions or recommendations. According to licensing boards and professional standards, qualified professionals to conduct such evaluations include licensed psychologists with training in psychological assessment and testing, often holding a doctoral degree (Ph.D. or Psy.D.).

Diagnoses that often require a comprehensive psychological evaluation include complex cases such as neurocognitive disorders, severe mood disorders, personality disorders, and situations involving legal or forensic considerations. These evaluations may involve cognitive assessments (e.g., IQ testing, neuropsychological testing), personality assessments, and trauma assessments, which require specialized training. Conversely, diagnoses such asAdjustment Disorders or mild anxiety or depression might be made based on clinical interview and observation within the scope of a master's level clinician's competence.

In practice, master’s clinicians are advised to defer to licensed psychologists or psychiatrists for complex evaluations involving multiple testing modalities or when the diagnosis has significant legal or forensic implications. Psychiatrists, with their medical training, are equipped to make medical interpretations of mental health conditions and coordinate medication management, while psychologists possess specialized training in administering and interpreting a broad array of psychological tests.

References

• American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. American Psychologist, 65(1), 28–37.
• American Counseling Association. (2014). ACA code of ethics. Counseling Today.
• Knapp, S., & VandeCreek, L. (2012). Practical ethics for psychologists: A positive approach. American Psychological Association.
• Kaplan, R. M., & Saccuzzo, D. P. (2017). Psychological testing: Principles, applications, and issues. Cengage Learning.
• Reich, J. (2019). Ethical considerations in supervision and peer review. Journal of Counseling & Development, 97(3), 319–327.
• Hersen, M., & Beidel, D. C. (2009). Psychological evaluation. Springer.
• American Board of Professional Psychology. (2014). Scope of practice for psychologists. Retrieved from https://www.abpp.org
• Gostin, L. O. (2010). Public health law: Power, duty, restraint. University of California Press.
• Barlow, D. H. (2014). Clinical handbook of psychological disorders: A step-by-step treatment manual. Guilford Publications.
• Fisher, C. B. (2004). Decoding the ethics code: A practical guide for psychologists. Sage Publications.