The medical profession has a muddled and contradictory association with its approach toward the tobacco industry. While the profession now firmly opposes to smoking and vigorously publicizes the serious, even fatal, health hazards associated with smoking, this was not always so. Advertisements for tobacco products, including cigarettes “… became a ready source of income for numerous medical organizations and journals, including the New England Journal of Medicine and the Journal of the American Medical Association (JAMA), as well as many branches and bulletins of local medical associations” (Wolinsky & Brune, 1994). Physicians and reference to doctors and smoking were once common in tobacco industry advertisements. The story of physicians and promotion of smoking can be found in “The Doctors’ Choice Is America’s Choice” (Gardner & Brandt, 2006).

The role of physicians in the current opioid crisis is now under scrutiny on television (Farmer, 2019) by trade publications (King, 2018), peer-reviewed journals (deShazo, et al, 2018), and by physicians themselves (Hirsch, 2019).

• In what way are the two situations comparable?
• In what way are they different?
• Apply the concept of moral equivalence. Is the conduct of doctors in relation to smoking and the tobacco industry morally equivalent to the conduct of doctors in the opioid crisis? Explain your position and be very specific.

Policy analysis begins with a review of current literature. Health care leaders must understand how and why laws are created. The best way to explore the historical significance and underpinnings of current legislation is to read the literature. Health policy making and legislation are dynamic processes influenced by multiple factors. A thorough review of the literature helps a policy analyst determine whether specific legislation is having the intended impact and if it has produced unintended consequences. In addition, a literature review enables informed recommendations for policy changes and advocacy.

This assignment provides an opportunity for you to complete an in-depth literature review related to the health care legislation you chose to investigate in this course.

By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and assignment criteria:

• Competency 2: Evaluate significant federal and state legislation that affects the scope of, access to, availability of, and reimbursement for health care services.
  • Summarize findings from the literature on the effects of legislation on the scope, access to, availability of, and reimbursement for health care services.
  • Analyze the effects of at least one piece of legislation on health care access, cost, and/or quality.
• Competency 3: Analyze the effects of values and assumptions inherent in the changing priorities in health planning and resource allocation.
  • Articulate underlying assumptions, values, and biases in the literature.
• Competency 5: Recommend possible initiatives available to address current gaps in health care policy.
  • Identify current gaps in health care policy.
  • Evaluate the effectiveness of specific legislation in closing current gaps in health care policy.
• Competency 6: Communicate effectively, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
  • Write clearly and concisely in a logically coherent and appropriate form and style.

Scenario

The health care think tank board of directors was intrigued by the introduction to your proposed research and has approved your choice of legislation as the focus of your investigation. Consequently, you have been given approval to proceed with the research. Your next step will be to conduct a review of the literature to determine the impact that your legislation has had on the industry and on various stakeholders, including patients.

Instructions

Conduct a review of current literature related to the research question you developed in your Unit 3 assignment. Chapter 14 of the Teitelbaum and Wilensky (2019) text provides a robust discussion on structuring a policy analysis. Tips in this chapter may help you with this section of your work.

• Include at least 12 articles, with a focus on how your chosen legislation has affected health care facilities, health plans, communities, and various stakeholders, including patients. Seek literature that will help you answer your research question.
• Be sure that your review of the literature captures the diversity of views. Most policies are steeped in controversy, and few will agree on the benefits of a particular policy. The more recent the policy, the more likely you are to find diverse opinions.
• Summarize your findings from the literature. Consider organizing your literature review using subheadings to discern conflicting findings and viewpoints.

Document Format and Length

Organize your literature review as follows:

• Introduction and the topic legislation.
• Brief description of the search strategy you used to secure the needed articles.
• Historical overview or context for the legislation.
• Current context for the legislation.
• Intended outcomes and possible unintended consequences.
• Specific theme of how the legislation affected the specific element of health care (the “Y” part of your research question).
• Possible gaps in the legislation.
• Summary.

Your literature review should be 6–8 pages of content plus title and references pages.

Evaluation

The following requirements correspond to the grading criteria in the assignment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

• Summarize findings from the literature on the effects of legislation on the scope, access to, availability of, and reimbursement for health care services.
  • What is known, unknown, or uncertain in your findings?
  •  What disagreements or controversies did you uncover in your review?
  •  Is further research required?
• Analyze the effects of at least one piece of legislation on health care access, cost, and/or quality.
  •  Is the legislation clear in its application and scope?
  • What factors determine its impact on health care access, cost, and/or quality?
• Articulate underlying assumptions, values, and biases in the literature.
  • How do these factors influence the authors’ arguments and conclusions?
  • How might your perspective or position influence your analysis?
• Analyze current gaps in health care policy.
  • What evidence do you have to support your findings?
• Evaluate the effectiveness of the legislation you have chosen to investigate in closing current gaps in health care policy.
  • On which criteria do you base your assessment?
  • What evidence do you have to support your conclusions?
• Write clearly and concisely in a logically coherent and appropriate form and style.
  • Write with a specific purpose and audience in mind.
  • Adhere to scholarly and disciplinary writing standards and APA formatting requirements for your sources.

Articles, Websites, and Videos:

Human Rights Campaign’s glossary of LGBTQ terms.

· Glossary of Terms . (2020). Human Rights Campaign.

Safe Zone Project’s more extensive LGBTQ vocabulary glossary of terms.

· LGBTQ+ Vocabulary Glossary of Terms . (2020). Safe Zone Project.

Mallon (2013) discusses working with families where gender or sexual orientation is an issue exploring various situations and conflicts between parents and their LGBTQ children and parents coming out to their children.

· Elaine P. Congress, & Manny J. Gonzalez, D. (2013).  Multicultural Perspectives In Social Work Practice with Families , 3rd Edition: Vol. Third edition. Springer Publishing Company.

CDC’s look at the health and well-being of LGBTQ youth.

· LGBT Youth . (2020). Centers for Disease Control and Prevention. 

GLSEN, an LGBTQ youth organization has been working on issues affecting LGBTQ youth in grades k-12.

· GLSEN . (2020).

Germain (n.d.) discusses ways organizations and institutions can be more inclusive towards LGBTQ individuals in online settings.

· Germain, C. (n.d.).   A Guide for Gender and Sexual Minority Inclusivity in the Online Presence of Institutions and Organizations   A Guide for Gender and Sexual Minority Inclusivity in the Online Presence of Institutions and Organizations – Alternative Formats  .

The United Nations examines the connections between LGBTQ youth and homelessness, highlighting the story of a transgender male and the help he received from a community center for LGBTQ homeless youth.

 Watch Video

LGBT Homeless Youth

Duration: 4:24 User: United Nations – Added: 5/22/17

A mini oral history by the Los Angles LGBT Center on LGBTQ seniors and their experiences coming out and dealing with homophobia.

 Watch Video

LGBT Seniors Tell Their Stories | LA LGBT Center

Duration: 10:50 User: Los Angeles LGBT Center – Added: 3/27/13

Chapter 2 Ethical and Legal Guidelines and Competencies Needed for Career Development Practice

Things to Remember

The general principles of ethical career counseling and career development practice

Guidelines for avoiding liability lawsuits

Major competencies needed by career counselors

Qualifications for three certificates: Master Career Counselor, Master Career Development Professional, and Global Career Development Facilitator

This chapter is in many ways the most important chapter in this book. Ethical practice is the cornerstone of any profession and is essential if the public is to accept an individual practitioner or a professional group. Career development practice, career counseling, assessment, and information dissemination all are areas in which ethical dilemmas lurk. The major aim of this chapter is not to endorse one particular code of ethics; it is to endorse ethical principles found in most ethical codes. Not unexpectedly, the principles on which codes of ethics are based are for the most part universal. To be sure, there are nuances in the various codes of ethics because of a unique role or technique used by the professional group. Where these nuances are related to career development practice, they will be highlighted. The approach here will be to synthesize the principles of several codes of ethics, including, but not limited to, the ethical statements adopted by the American Counseling Association (2005), the National Career Development Association (2007), the American Psychological Association (2010), and the American School Counselor Association (2010). By using broad strokes to look at ethics, I hope to avoid embroiling students in the mind-numbing details that characterize all codes of ethics. The details are important, but at this juncture a thorough knowledge of ethical principles should suffice to alert would-be practitioners to areas in which the details become important and their particular code of ethics must be consulted.

Chief among the requirements of ethical practice is the importance of standards of competency. No one would knowingly hire a surgeon or an architect without first ascertaining their competence. Professional associations develop competency statements that are often embedded in program-accrediting standards to make certain that people who enter their professional fields are competent. In addition, graduates of professional programs are often required to take rigorous examinations prior to being licensed to practice and to engage in in-service education to maintain their credentials. This two-tiered approach to verifying that individuals are competent has served professions well, but history and current practice tell us that the two-tiered approach is not a foolproof way of ensuring competency.

Unfortunately, the standards for career development practitioners in many states are woefully weak, and the public is not rigorously protected from incompetency. This is partially true because standards for career development practice have only recently been developed and incorporated into training guidelines. The licensing of counselors in all 50 states was not complete until 2009, and the licensing of specialist career counselors is in its infancy. However, there is an exception of sorts. The licensure of psychologists, some of whom offer career counseling, has been in place for more than a quarter of century, although these licensing laws generally do not pertain to subspecialists, such as vocational psychologists. Rather, these laws depend on psychologists adhering to the code of ethics issued by the American Psychological Association (2010), which admonishes them to practice within the limits of their competence. Those who fail to heed this warning can have their licenses revoked, as can counselors and others who are licensed by state licensing boards for professional counselors.

Ethical Principles

Ethical codes for career counselors have been developed by the National Career Development Association (2007), the American School Counselor Association (2010), the American Counseling Association (2005), the National Board for Certified Counselors (2012), the Commission on Rehabilitation Counselor Certification (2010), and a few other subspecialties. Although counselors who belong to several organizations and hold state-level licenses or certifications may be professionally obligated to adhere to several codes of ethics, the principles of all of the codes are the same. In some respects, psychologists (APA, 2010) and social workers (NASW 2008) have done a better job of unifying their ethical codes and thus their professions. The purpose of this chapter is not to compare and contrast ethical codes. That would take a book, not a brief chapter. Instead, this chapter identifies principles of ethical standards that are embedded in all codes of ethics. If practitioners learn and follow these principles, then ethical practice will result.

Career development services such as career counseling, assessment, job placement, and career coaching are offered by a variety of practitioners, including school counselors, college counselors, career counselors, mental health counselors, rehabilitation counselors, and counseling psychologists. Some people who offer these services, such as those who do career coaching or job placement, may not be counselors or psychologists and thus may not necessarily be obligated to follow a code of ethics. Practitioners in private practice, as opposed to those who work in public institutions, typically are licensed by the states in which they practice and must follow the code of ethics adopted by their licensing boards. However, no career development practitioners should be so foolish as to ignore the ethical principles of their professional group. To do so is to place themselves at risk. Malpractice lawyers thrive when practitioners fail to follow the ethical canons of their professions and damage to clients, real or imagined, occurs.

All practitioners should not only follow the extant codes of ethics of their professions but also maintain awareness of changes that are almost always in the works. The following are four examples of interim statements that deal with technology and assessment that were issued between 1993 and 2004 and have now been largely incorporated into codes of ethics. These interim standards dealt with two topics: technology and cultural sensitivity. Recently, the National Board for Certified Counselors (n.d.) issued an updated statement, The Practice of Internet Counseling, that attempts both to define the practice in this area and set standards for practitioners. Novotney (2011), writing in the APA Monitor, makes a powerful argument for the use of video conferencing and the telephone to deliver services to a broad range of clients. Synchronous and asynchronous chat is also being used to provide services to clients. Because of the pervasiveness of communication that uses various forms of technology, it seems likely that ethical standards will continue to evolve in this area, and therefore more interim statements can be expected. Some ethical standards include:

Ethical Standards for Internet Online Counseling (American Counseling Association, 1997)

NCDA Guidelines for the Use of the Internet for the Provision of Information and Planning Services (National Career Development Association, 2004)

Multicultural Assessment Standards (Prediger, 1993)

Providing culturally sensitive career counseling and assessment services has been a long-standing concern of counselors, psychologists, and social workers. Prediger’s (1993) statement is a reflection of this concern. In 2005, ACA revised their code of ethics with one major aim in mind: to make all of the standards in the code culturally sensitive. Kaplan (2006a, p. 2) quoted one member (Courtland Lee) of the committee charged with the revision as follows: “That (cultural sensitivity) was a primary charge of the Ethical Revision Task Force—to look at the revision with an eye on making the code more culturally sensitive.” The National Association of Social Workers (2008) and the American Psychological Association (2010) have made similar changes.

The remainder of this chapter focuses on the general principles of ethical practice as identified by VanHoose (1986), Koocher and Keith-Speigel (1998), Srebalus and Brown (2003), and others. The section numbers appearing with each principle refer to the ACA Code of Ethics (American Counseling Association, 2005).

Principle 1: Above All, Do No Harm (Sections A.4.a and C.6.e)

The do-no-harm principle puzzles most students until they consider that the misapplication of their knowledge and skills can, in fact, harm their clients. The career counselor who encourages high school or college students to make their own decisions may harm the relationships of those clients with their parents if their clients follow up on the counselor’s expectations. Furthermore, clients may perceive that they are being rejected by the counselor because of their cultural values and, thus, their self-esteem may be lowered. The career counselor who fails to adhere to multicultural guidelines in the use of tests and inventories or misapplies them with people who are disabled is likely to generate faulty information that may harm clients’ prospects in the labor market. Clients may feel alienated by a counselor who maintains eChapter 2 Ethical and Legal Guidelines and Competencies Needed for Career Development Practice

Things to Remember

The general principles of ethical career counseling and career development practice

Guidelines for avoiding liability lawsuits

Major competencies needed by career counselors

Qualifications for three certificates: Master Career Counselor, Master Career Development Professional, and Global Career Development Facilitator

This chapter is in many ways the most important chapter in this book. Ethical practice is the cornerstone of any profession and is essential if the public is to accept an individual practitioner or a professional group. Career development practice, career counseling, assessment, and information dissemination all are areas in which ethical dilemmas lurk. The major aim of this chapter is not to endorse one particular code of ethics; it is to endorse ethical principles found in most ethical codes. Not unexpectedly, the principles on which codes of ethics are based are for the most part universal. To be sure, there are nuances in the various codes of ethics because of a unique role or technique used by the professional group. Where these nuances are related to career development practice, they will be highlighted. The approach here will be to synthesize the principles of several codes of ethics, including, but not limited to, the ethical statements adopted by the American Counseling Association (2005), the National Career Development Association (2007), the American Psychological Association (2010), and the American School Counselor Association (2010). By using broad strokes to look at ethics, I hope to avoid embroiling students in the mind-numbing details that characterize all codes of ethics. The details are important, but at this juncture a thorough knowledge of ethical principles should suffice to alert would-be practitioners to areas in which the details become important and their particular code of ethics must be consulted.

Chief among the requirements of ethical practice is the importance of standards of competency. No one would knowingly hire a surgeon or an architect without first ascertaining their competence. Professional associations develop competency statements that are often embedded in program-accrediting standards to make certain that people who enter their professional fields are competent. In addition, graduates of professional programs are often required to take rigorous examinations prior to being licensed to practice and to engage in in-service education to maintain their credentials. This two-tiered approach to verifying that individuals are competent has served professions well, but history and current practice tell us that the two-tiered approach is not a foolproof way of ensuring competency.

Unfortunately, the standards for career development practitioners in many states are woefully weak, and the public is not rigorously protected from incompetency. This is partially true because standards for career development practice have only recently been developed and incorporated into training guidelines. The licensing of counselors in all 50 states was not complete until 2009, and the licensing of specialist career counselors is in its infancy. However, there is an exception of sorts. The licensure of psychologists, some of whom offer career counseling, has been in place for more than a quarter of century, although these licensing laws generally do not pertain to subspecialists, such as vocational psychologists. Rather, these laws depend on psychologists adhering to the code of ethics issued by the American Psychological Association (2010), which admonishes them to practice within the limits of their competence. Those who fail to heed this warning can have their licenses revoked, as can counselors and others who are licensed by state licensing boards for professional counselors.

Ethical Principles

Ethical codes for career counselors have been developed by the National Career Development Association (2007), the American School Counselor Association (2010), the American Counseling Association (2005), the National Board for Certified Counselors (2012), the Commission on Rehabilitation Counselor Certification (2010), and a few other subspecialties. Although counselors who belong to several organizations and hold state-level licenses or certifications may be professionally obligated to adhere to several codes of ethics, the principles of all of the codes are the same. In some respects, psychologists (APA, 2010) and social workers (NASW 2008) have done a better job of unifying their ethical codes and thus their professions. The purpose of this chapter is not to compare and contrast ethical codes. That would take a book, not a brief chapter. Instead, this chapter identifies principles of ethical standards that are embedded in all codes of ethics. If practitioners learn and follow these principles, then ethical practice will result.

Career development services such as career counseling, assessment, job placement, and career coaching are offered by a variety of practitioners, including school counselors, college counselors, career counselors, mental health counselors, rehabilitation counselors, and counseling psychologists. Some people who offer these services, such as those who do career coaching or job placement, may not be counselors or psychologists and thus may not necessarily be obligated to follow a code of ethics. Practitioners in private practice, as opposed to those who work in public institutions, typically are licensed by the states in which they practice and must follow the code of ethics adopted by their licensing boards. However, no career development practitioners should be so foolish as to ignore the ethical principles of their professional group. To do so is to place themselves at risk. Malpractice lawyers thrive when practitioners fail to follow the ethical canons of their professions and damage to clients, real or imagined, occurs.

All practitioners should not only follow the extant codes of ethics of their professions but also maintain awareness of changes that are almost always in the works. The following are four examples of interim statements that deal with technology and assessment that were issued between 1993 and 2004 and have now been largely incorporated into codes of ethics. These interim standards dealt with two topics: technology and cultural sensitivity. Recently, the National Board for Certified Counselors (n.d.) issued an updated statement, The Practice of Internet Counseling, that attempts both to define the practice in this area and set standards for practitioners. Novotney (2011), writing in the APA Monitor, makes a powerful argument for the use of video conferencing and the telephone to deliver services to a broad range of clients. Synchronous and asynchronous chat is also being used to provide services to clients. Because of the pervasiveness of communication that uses various forms of technology, it seems likely that ethical standards will continue to evolve in this area, and therefore more interim statements can be expected. Some ethical standards include:

Ethical Standards for Internet Online Counseling (American Counseling Association, 1997)

NCDA Guidelines for the Use of the Internet for the Provision of Information and Planning Services (National Career Development Association, 2004)

Multicultural Assessment Standards (Prediger, 1993)

Providing culturally sensitive career counseling and assessment services has been a long-standing concern of counselors, psychologists, and social workers. Prediger’s (1993) statement is a reflection of this concern. In 2005, ACA revised their code of ethics with one major aim in mind: to make all of the standards in the code culturally sensitive. Kaplan (2006a, p. 2) quoted one member (Courtland Lee) of the committee charged with the revision as follows: “That (cultural sensitivity) was a primary charge of the Ethical Revision Task Force—to look at the revision with an eye on making the code more culturally sensitive.” The National Association of Social Workers (2008) and the American Psychological Association (2010) have made similar changes.

The remainder of this chapter focuses on the general principles of ethical practice as identified by VanHoose (1986), Koocher and Keith-Speigel (1998), Srebalus and Brown (2003), and others. The section numbers appearing with each principle refer to the ACA Code of Ethics (American Counseling Association, 2005).

Principle 1: Above All, Do No Harm (Sections A.4.a and C.6.e)

The do-no-harm principle puzzles most students until they consider that the misapplication of their knowledge and skills can, in fact, harm their clients. The career counselor who encourages high school or college students to make their own decisions may harm the relationships of those clients with their parents if their clients follow up on the counselor’s expectations. Furthermore, clients may perceive that they are being rejected by the counselor because of their cultural values and, thus, their self-esteem may be lowered. The career counselor who fails to adhere to multicultural guidelines in the use of tests and inventories or misapplies them with people who are disabled is likely to generate faulty information that may harm clients’ prospects in the labor market. Clients may feel alienated by a counselor who maintains eye contact that is not in accordance with the norms in their own cultures. Doing no harm requires competence in the use of counseling techniques, coaching strategies, and assessment devices. It also requires counselors to provide up-to-date, accurate information about educational and occupational options. Furthermore, doing no harm requires that counselors develop knowledge of the cultural backgrounds and worldviews of their clients and an understanding of the cultural conflicts that may occur between the client’s culture and the dominant culture.

Doing no harm has been stressed in another way in the 2005 ACA ethical code. Counselors are admonished to use only those techniques that grow out of well-established theorizing and/or research support, preferably the latter (Kaplan, 2006a). This standard does not preclude careerye contact that is not in accordance with the norms in their own cultures. Doing no harm requires competence in the use of counseling techniques, coaching strategies, and assessment devices. It also requires counselors to provide up-to-date, accurate information about educational and occupational options. Furthermore, doing no harm requires that counselors develop knowledge of the cultural backgrounds and worldviews of their clients and an understanding of the cultural conflicts that may occur between the client’s culture and the dominant culture.

Doing no harm has been stressed in another way in the 2005 ACA ethical code. Counselors are admonished to use only those techniques that grow out of well-established theorizing and/or research support, preferably the latter (Kaplan, 2006a). This standard does not preclude career

There is high importance when it comes to maintaining professional boundaries for psychologists as this will help protect the psychologist and their client. It is understood that “therapeutic boundaries derive from the rules of the professional relationship that distinguish it from business or social relationships. These rules clarify which behaviors are acceptable in therapy” (Knapp, Slattery, 2004, p 553). It is important to keep these boundaries because it helps the psychologist upkeep the APA General Principles, especially those relating to Beneficence and Nonmaleficence to work to do no harm (Knapp et al., 2015). It can cause clients and the psychologist a lot of discomfort and tension if these boundaries are crossed. If the professional boundaries are crossed it can not only lead to potential legal issues if severe enough, but it may also cause the treatment to not be as effective. Maintaining professional boundaries within the office setting can help both parties if they run into one another outside of their normal appointment. It is a possibility for psychologists to run into their clients at the gym, restaurants, or any other social setting. If the psychologist has looser boundaries, it may increase the likelihood of boundaries being crossed in other situations. It may also help to maintain consistent professional boundaries in case a situation arises that may not be clearly stated in the APA Ethics Code like accepting gifts or self-disclosure (Knapp, Slattery, 2004). Having and maintaining professional boundaries will help the psychologist and client feel the most comfortable and have the best opportunity for successful treatment.

5-1 KG REPLY (250 words with reference)

Counselors have been challenged for decades by ethical issues surrounding how to set & maintain boundaries in the client-counselor relationship. A boundary can be described as a frame around the counseling relationship that creates safety for both the client & the counselor. Counselors need to establish clear boundaries in their work because clients can sometimes misunderstand the counseling relationship. Some rules regarding boundaries are absolute: for example, the “Ethical Principles of Psychologists and Code of Conduct” (APA, 2002) prohibits sexual intimacies with students and supervisees (Standard 7.07), current clients (10.05), persons known to be close relatives of current clients (10.06), and former therapy clients except in highly unusual circumstances (10.08). In addition, psychologists should not conduct therapy with former sexual partners (10.07). Other standards are more flexible and involve understanding based on therapeutic direction. Psychologists also need to set boundaries considering the client’s cultural background. Psychologists who consider engaging in boundary crossings should do so based on the client’s best interest but need to be aware of self-interest. Professional boundaries prevent harm to clients and provide both structure and safety (Smith & Fritzpatrick 1995). When therapeutic boundaries are effective, psychologists refrain from exploiting the relationship for their benefit, focus on promoting client welfare, and strive to enhance client autonomy and independence. Ineffective boundaries, on the other hand, reduce or inhibit a client’s ability to make free choices. The psychologist’s challenge is to determine when circumstances justify a boundary-crossing. (Smith & Fritzpatrick 1995). Boundary crossings can become boundary violations when they place clients at risk of harm. Professional counselors in all settings are bound to encounter boundary issues in their work. Counselors need to use their discretion and engage in boundary crossings when precautions are taken to safeguard client welfare.

5-3 REPLY KK (250 words with reference)

If a psychologist has crossed boundaries they can be reported to APA if they are a member. When a member is reported there is a process that happens, and the situation will be reviewed by many committee members along with the board. Evidence must be provided for the members to evaluate (APA, 2017). If the members and board find that unethical actions have been committed there are different consequences. In some situations, if an ethics code was violated but it can be rectified without the psychologist losing their position (APA, 2017). In a situation that is severe, the board can force the psychologist to resign their position (APA, 2017). Then there may be no option but the broad to force expulsion from the APA which in turn the psychologist most like would lose their license (APA, 2017).

Psychologists are here to help people through issues in their lives so more traumatic than others. It is easy to overshare or what to comfort a patient but it is important that professionalism is always met.