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Ethics Homepage


Ethical Principles of Psychologists and Code of Conduct

Guidelines for Ethical Conduct in the Care and Use of Animals

A Statement on Services by Telephone, Teleconferencing, and Internet

APA Ethics Committee Rules and Procedures


ETHICAL PRINCIPLES OF PSYCHOLOGISTS AND CODE OF CONDUCT

The Ethical Principles of Psychologists and Code of Conduct is also
available in PDF format (285K).
Download now

Compare the Ethics Code with its predecessor, the 1992 Ethics Code.

The previous (1992) Ethics Code was no longer effective as of June 1, 2003.


History and Effective Date

Effective date June 1, 2003.
Copyright © 2002 American Psychological Association. All rights reserved.


TABLE OF CONTENTS

INTRODUCTION AND APPLICABILITY

PREAMBLE

GENERAL PRINCIPLES

Principle A: Beneficence and Nonmaleficence
Principle B: Fidelity and Responsibility
Principle C: Integrity
Principle D: Justice
Principle E: Respect for People's Rights and Dignity

ETHICAL STANDARDS

1. Resolving Ethical Issues

1.01 Misuse of Psychologists' Work
1.02 Conflicts Between Ethics and Law, Regulations, or Other Governing Legal
Authority
1.03 Conflicts Between Ethics and Organizational Demands
1.04 Informal Resolution of Ethical Violations
1.05 Reporting Ethical Violations
1.06 Cooperating With Ethics Committees
1.07 Improper Complaints
1.08 Unfair Discrimination Against Complainants and Respondents

2. Competence

2.01 Boundaries of Competence
2.02 Providing Services in Emergencies
2.03 Maintaining Competence
2.04 Bases for Scientific and Professional Judgments
2.05 Delegation of Work to Others
2.06 Personal Problems and Conflicts

3. Human Relations

3.01 Unfair Discrimination
3.02 Sexual Harassment
3.03 Other Harassment
3.04 Avoiding Harm
3.05 Multiple Relationships
3.06 Conflict of Interest
3.07 Third-Party Requests for Services
3.08 Exploitative Relationships
3.09 Cooperation With Other Professionals
3.10 Informed Consent
3.11 Psychological Services Delivered To or Through Organizations
3.12 Interruption of Psychological Services

4. Privacy And Confidentiality

4.01 Maintaining Confidentiality
4.02 Discussing the Limits of Confidentiality
4.03 Recording
4.04 Minimizing Intrusions on Privacy
4.05 Disclosures
4.06 Consultations
4.07 Use of Confidential Information for Didactic or Other Purposes

5. Advertising and Other Public Statements

5.01 Avoidance of False or Deceptive Statements
5.02 Statements by Others
5.03 Descriptions of Workshops and Non-Degree-Granting Educational Programs
5.04 Media Presentations
5.05 Testimonials
5.06 In-Person Solicitation

6. Record Keeping and Fees

6.01 Documentation of Professional and Scientific Work and Maintenance of
Records
6.02 Maintenance, Dissemination, and Disposal of Confidential Records of
Professional and Scientific Work
6.03 Withholding Records for Nonpayment
6.04 Fees and Financial Arrangements
6.05 Barter With Clients/Patients
6.06 Accuracy in Reports to Payors and Funding Sources
6.07 Referrals and Fees

7. Education and Training

7.01 Design of Education and Training Programs
7.02 Descriptions of Education and Training Programs
7.03 Accuracy in Teaching
7.04 Student Disclosure of Personal Information
7.05 Mandatory Individual or Group Therapy
7.06 Assessing Student and Supervisee Performance
7.07 Sexual Relationships With Students and Supervisees

8. Research and Publication

8.01 Institutional Approval
8.02 Informed Consent to Research
8.03 Informed Consent for Recording Voices and Images in Research
8.04 Client/Patient, Student, and Subordinate Research Participants
8.05 Dispensing With Informed Consent for Research
8.06 Offering Inducements for Research Participation
8.07 Deception in Research
8.08 Debriefing
8.09 Humane Care and Use of Animals in Research
8.10 Reporting Research Results
8.11 Plagiarism
8.12 Publication Credit
8.13 Duplicate Publication of Data
8.14 Sharing Research Data for Verification
8.15 Reviewers

9. Assessment

9.01 Bases for Assessments
9.02 Use of Assessments
9.03 Informed Consent in Assessments
9.04 Release of Test Data
9.05 Test Construction
9.06 Interpreting Assessment Results
9.07 Assessment by Unqualified Persons
9.08 Obsolete Tests and Outdated Test Results
9.09 Test Scoring and Interpretation Services
9.10 Explaining Assessment Results
9.11. Maintaining Test Security

10. Therapy

10.01 Informed Consent to Therapy
10.02 Therapy Involving Couples or Families
10.03 Group Therapy
10.04 Providing Therapy to Those Served by Others
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
10.08 Sexual Intimacies With Former Therapy Clients/Patients
10.09 Interruption of Therapy
10.10 Terminating Therapy


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INTRODUCTION AND APPLICABILITY

The American Psychological Association's (APA's) Ethical Principles of
Psychologists and Code of Conduct (hereinafter referred to as the Ethics
Code) consists of an Introduction, a Preamble, five General Principles (A -
E), 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. If the
conflict is unresolvable via such means, psychologists may adhere to the
requirements of the law, regulations, or other governing authority in
keeping with basic principles of human rights.

PREAMBLE

Psychologists 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 PRINCIPLES

This 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 Nonmaleficence
Psychologists 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 Responsibility
Psychologists 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: Integrity
Psychologists 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: Justice
Psychologists 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.

I see a problem here.

Principle E: Respect for People's Rights and Dignity
Psychologists 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.

ETHICAL STANDARDS

1. Resolving Ethical Issues

1.01 Misuse of Psychologists' Work
If 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
Authority
If psychologists' ethical responsibilities conflict with law, regulations,
or other governing legal authority, psychologists make known their
commitment to the Ethics Code and take steps to resolve the conflict. If the
conflict is unresolvable via such means, psychologists may adhere to the
requirements of the law, regulations, or other governing legal authority.

1.03 Conflicts Between Ethics and Organizational Demands
If the demands of an organization with which psychologists are affiliated or
for whom they are working conflict with this Ethics Code, psychologists
clarify the nature of the conflict, make known their commitment to the
Ethics Code, and to the extent feasible, resolve the conflict in a way that
permits adherence to the Ethics Code.

1.04 Informal Resolution of Ethical Violations
When 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 Violations
If 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 Committees
Psychologists 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 Complaints
Psychologists 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 Respondents
Psychologists 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.

2. Competence

2.01 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 Emergencies
In 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 Competence
Psychologists undertake ongoing efforts to develop and maintain their
competence.

2.04 Bases for Scientific and Professional Judgments
Psychologists' 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 Others
Psychologists 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 a substantial 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.)

3. Human Relations

3.01 Unfair Discrimination
In 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 Harassment
Psychologists 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 Harassment
Psychologists 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 Harm
Psychologists 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 in performing 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 Interest
Psychologists 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 Services
When 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 Relationships
Psychologists 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 Professionals
When 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 consulting services 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 Services
Unless 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.)

4. Privacy And Confidentiality

4.01 Maintaining Confidentiality
Psychologists have a primary obligation and take reasonable precautions to
protect confidential information obtained through or stored in any medium,
recognizing that the extent and limits of confidentiality may be regulated
by law or established by institutional rules or professional or scientific
relationship. (See also Standard 2.05, Delegation of Work to Others.)

4.02 Discussing the Limits of Confidentiality
(a) Psychologists discuss with persons (including, to the extent feasible,
persons who are legally incapable of giving informed consent and their legal
representatives) and organizations with whom they establish a scientific or
professional relationship (1) the relevant limits of confidentiality and (2)
the foreseeable uses of the information generated through their
psychological activities. (See also Standard 3.10, Informed Consent.)

(b) Unless it is not feasible or is contraindicated, the discussion of
confidentiality occurs at the outset of the relationship and thereafter as
new circumstances may warrant.

(c) Psychologists who offer services, products, or information via
electronic transmission inform clients/patients of the risks to privacy and
limits of confidentiality.

4.03 Recording
Before recording the voices or images of individuals to whom they provide
services, psychologists obtain permission from all such persons or their
legal representatives. (See also Standards 8.03, Informed Consent for
Recording Voices and Images in Research; 8.05, Dispensing With Informed
Consent for Research; and 8.07, Deception in Research.)

4.04 Minimizing Intrusions on Privacy
(a) Psychologists include in written and oral reports and consultations,
only information germane to the purpose for which the communication is made.

(b) Psychologists discuss confidential information obtained in their work
only for appropriate scientific or professional purposes and only with
persons clearly concerned with such matters.


4.05 Disclosures
(a) Psychologists may disclose confidential information with the appropriate
consent of the organizational client, the individual client/patient, or
another legally authorized person on behalf of the client/patient unless
prohibited by law.

(b) Psychologists disclose confidential information without the consent of
the individual only as mandated by law, or where permitted by law for a
valid purpose such as to (1) provide needed professional services; (2)
obtain appropriate professional consultations; (3) protect the
client/patient, psychologist, or others from harm; or (4) obtain payment for
services from a client/patient, in which instance disclosure is limited to
the minimum that is necessary to achieve the purpose. (See also Standard
6.04e, Fees and Financial Arrangements.)

4.06 Consultations
When consulting with colleagues, (1) psychologists do not disclose
confidential information that reasonably could lead to the identification of
a client/patient, research participant, or other person or organization with
whom they have a confidential relationship unless they have obtained the
prior consent of the person or organization or the disclosure cannot be
avoided, and (2) they disclose information only to the extent necessary to
achieve the purposes of the consultation. (See also Standard 4.01,
Maintaining Confidentiality.)

4.07 Use of Confidential Information for Didactic or Other Purposes
Psychologists do not disclose in their writings, lectures, or other public
media, confidential, personally identifiable information concerning their
clients/patients, students, research participants, organizational clients,
or other recipients of their services that they obtained during the course
of their work, unless (1) they take reasonable steps to disguise the person
or organization, (2) the person or organization has consented in writing, or
(3) there is legal authorization for doing so.

5. Advertising and Other Public Statements

5.01 Avoidance of False or Deceptive Statements
(a) Public statements include but are not limited to paid or unpaid
advertising, product endorsements, grant applications, licensing
applications, other credentialing applications, brochures, printed matter,
directory listings, personal resumes or curricula vitae, or comments for use
in media such as print or electronic transmission, statements in legal
proceedings, lectures and public oral presentations, and published
materials. Psychologists do not knowingly make public statements that are
false, deceptive, or fraudulent concerning their research, practice, or
other work activities or those of persons or organizations with which they
are affiliated.

(b)Psychologists do not make false, deceptive, or fraudulent statements
concerning (1) their training, experience, or competence; (2) their academic
degrees; (3) their credentials; (4) their institutional or association
affiliations; (5) their services; (6) the scientific or clinical basis for,
or results or degree of success of, their services; (7) their fees; or (8)
their publications or research findings.

Ding, ding, ding.

(c) Psychologists claim degrees as credentials for their health services
only if those degrees (1) were earned from a regionally accredited
educational institution or (2) were the basis for psychology licensure by
the state in which they practice.

5.02 Statements by Others
(a) Psychologists who engage others to create or place public statements
that promote their professional practice, products, or activities retain
professional responsibility for such statements.

(b) Psychologists do not compensate employees of press, radio, television,
or other communication media in return for publicity in a news item. (See
also Standard 1.01, Misuse of Psychologists' Work.)

(c) A paid advertisement relating to psychologists' activities must be
identified or clearly recognizable as such.

5.03 Descriptions of Workshops and Non-Degree-Granting Educational Programs
To the degree to which they exercise control, psychologists responsible for
announcements, catalogs, brochures, or advertisements describing workshops,
seminars, or other non-degree-granting educational programs ensure that they
accurately describe the audience for which the program is intended, the
educational objectives, the presenters, and the fees involved.

5.04 Media Presentations
When psychologists provide public advice or comment via print, Internet, or
other electronic transmission, they take precautions to ensure that
statements (1) are based on their professional knowledge, training, or
experience in accord with appropriate psychological literature and practice;
(2) are otherwise consistent with this Ethics Code; and (3) do not indicate
that a professional relationship has been established with the recipient.
(See also Standard 2.04, Bases for Scientific and Professional Judgments.)

5.05 Testimonials
Psychologists do not solicit testimonials from current therapy
clients/patients or other persons who because of their particular
circumstances are vulnerable to undue influence.

5.06 In-Person Solicitation
Psychologists do not engage, directly or through agents, in uninvited
in-person solicitation of business from actual or potential therapy
clients/patients or other persons who because of their particular
circumstances are vulnerable to undue influence. However, this prohibition
does not preclude (1) attempting to implement appropriate collateral
contacts for the purpose of benefiting an already engaged therapy
client/patient or (2) providing disaster or community outreach services.

6. Record Keeping and Fees

6.01 Documentation of Professional and Scientific Work and Maintenance of
Records
Psychologists create, and to the extent the records are under their control,
maintain, disseminate, store, retain, and dispose of records and data
relating to their professional and scientific work in order to (1)
facilitate provision of services later by them or by other professionals,
(2) allow for replication of research design and analyses, (3) meet
institutional requirements, (4) ensure accuracy of billing and payments, and
(5) ensure compliance with law. (See also Standard 4.01, Maintaining
Confidentiality.)

6.02 Maintenance, Dissemination, and Disposal of Confidential Records of
Professional and Scientific Work
(a) Psychologists maintain confidentiality in creating, storing, accessing,
transferring, and disposing of records under their control, whether these
are written, automated, or in any other medium. (See also Standards 4.01,
Maintaining Confidentiality, and 6.01, Documentation of Professional and
Scientific Work and Maintenance of Records.)

(b) If confidential information concerning recipients of psychological
services is entered into databases or systems of records available to
persons whose access has not been consented to by the recipient,
psychologists use coding or other techniques to avoid the inclusion of
personal identifiers.

(c) Psychologists make plans in advance to facilitate the appropriate
transfer and to protect the confidentiality of records and data in the event
of psychologists' withdrawal from positions or practice. (See also Standards
3.12, Interruption of Psychological Services, and 10.09, Interruption of
Therapy.)

6.03 Withholding Records for Nonpayment
Psychologists may not withhold records under their control that are
requested and needed for a client's/patient's emergency treatment solely
because payment has not been received.

6.04 Fees and Financial Arrangements
(a) As early as is feasible in a professional or scientific relationship,
psychologists and recipients of psychological services reach an agreement
specifying compensation and billing arrangements.

(b) Psychologists' fee practices are consistent with law.

(c) Psychologists do not misrepresent their fees.

(d) If limitations to services can be anticipated because of limitations in
financing, this is discussed with the recipient of services as early as is
feasible. (See also Standards 10.09, Interruption of Therapy, and 10.10,
Terminating Therapy.)

(e) If the recipient of services does not pay for services as agreed, and if
psychologists intend to use collection agencies or legal measures to collect
the fees, psychologists first inform the person that such measures will be
taken and provide that person an opportunity to make prompt payment. (See
also Standards 4.05, Disclosures; 6.03, Withholding Records for Nonpayment;
and 10.01, Informed Consent to Therapy.)

6.05 Barter With Clients/Patients
Barter is the acceptance of goods, services, or other nonmonetary
remuneration from clients/patients in return for psychological services.
Psychologists may barter only if (1) it is not clinically contraindicated,
and (2) the resulting arrangement is not exploitative. (See also Standards
3.05, Multiple Relationships, and 6.04, Fees and Financial Arrangements.)

6.06 Accuracy in Reports to Payors and Funding Sources
In their reports to payors for services or sources of research funding,
psychologists take reasonable steps to ensure the accurate reporting of the
nature of the service provided or research conducted, the fees, charges, or
payments, and where applicable, the identity of the provider, the findings,
and the diagnosis. (See also Standards 4.01, Maintaining Confidentiality;
4.04, Minimizing Intrusions on Privacy; and 4.05, Disclosures.)

6.07 Referrals and Fees
When psychologists pay, receive payment from, or divide fees with another
professional, other than in an employer-employee relationship, the payment
to each is based on the services provided (clinical, consultative,
administrative, or other) and is not based on the referral itself. (See also
Standard 3.09, Cooperation With Other Professionals.)

7. Education and Training

7.01 Design of Education and Training Programs
Psychologists responsible for education and training programs take
reasonable steps to ensure that the programs are designed to provide the
appropriate knowledge and proper experiences, and to meet the requirements
for licensure, certification, or other goals for which claims are made by
the program. (See also Standard 5.03, Descriptions of Workshops and
Non-Degree-Granting Educational Programs.)

7.02 Descriptions of Education and Training Programs
Psychologists responsible for education and training programs take
reasonable steps to ensure that there is a current and accurate description
of the program content (including participation in required course- or
program-related counseling, psychotherapy, experiential groups, consulting
projects, or community service), training goals and objectives, stipends and
benefits, and requirements that must be met for satisfactory completion of
the program. This information must be made readily available to all
interested parties.

7.03 Accuracy in Teaching
(a) Psychologists take reasonable steps to ensure that course syllabi are
accurate regarding the subject matter to be covered, bases for evaluating
progress, and the nature of course experiences. This standard does not
preclude an instructor from modifying course content or requirements when
the instructor considers it pedagogically necessary or desirable, so long as
students are made aware of these modifications in a manner that enables them
to fulfill course requirements. (See also Standard 5.01, Avoidance of False
or Deceptive Statements.)

(b) When engaged in teaching or training, psychologists present
psychological information accurately. (See also Standard 2.03, Maintaining
Competence.)

7.04 Student Disclosure of Personal Information
Psychologists do not require students or supervisees to disclose personal
information in course- or program-related activities, either orally or in
writing, regarding sexual history, history of abuse and neglect,
psychological treatment, and relationships with parents, peers, and spouses
or significant others except if (1) the program or training facility has
clearly identified this requirement in its admissions and program materials
or (2) the information is necessary to evaluate or obtain assistance for
students whose personal problems could reasonably be judged to be preventing
them from performing their training- or professionally related activities in
a competent manner or posing a threat to the students or others.

7.05 Mandatory Individual or Group Therapy
(a) When individual or group therapy is a program or course requirement,
psychologists responsible for that program allow students in undergraduate
and graduate programs the option of selecting such therapy from
practitioners unaffiliated with the program. (See also Standard 7.02,
Descriptions of Education and Training Programs.)

(b) Faculty who are or are likely to be responsible for evaluating students'
academic performance do not themselves provide that therapy. (See also
Standard 3.05, Multiple Relationships.)

7.06 Assessing Student and Supervisee Performance
(a) In academic and supervisory relationships, psychologists establish a
timely and specific process for providing feedback to students and
supervisees. Information regarding the process is provided to the student at
the beginning of supervision.

(b) Psychologists evaluate students and supervisees on the basis of their
actual performance on relevant and established program requirements.

7.07 Sexual Relationships With Students and Supervisees
Psychologists do not engage in sexual relationships with students or
supervisees who are in their department, agency, or training center or over
whom psychologists have or are likely to have evaluative authority. (See
also Standard 3.05, Multiple Relationships.)


8. Research and Publication

8.01 Institutional Approval
When institutional approval is required, psychologists provide accurate
information about their research proposals and obtain approval prior to
conducting the research. They conduct the research in accordance with the
approved research protocol.

8.02 Informed Consent to Research
(a) When obtaining informed consent as required in Standard 3.10, Informed
Consent, psychologists inform participants about (1) the purpose of the
research, expected duration, and procedures; (2) their right to decline to
participate and to withdraw from the research once participation has begun;
(3) the foreseeable consequences of declining or withdrawing; (4) reasonably
foreseeable factors that may be expected to influence their willingness to
participate such as potential risks, discomfort, or adverse effects; (5) any
prospective research benefits; (6) limits of confidentiality; (7) incentives
for participation; and (8) whom to contact for questions about the research
and research participants' rights. They provide opportunity for the
prospective participants to ask questions and receive answers. (See also
Standards 8.03, Informed Consent for Recording Voices and Images in
Research; 8.05, Dispensing With Informed Consent for Research; and 8.07,
Deception in Research.)

(b) Psychologists conducting intervention research involving the use of
experimental treatments clarify to participants at the outset of the
research (1) the experimental nature of the treatment; (2) the services that
will or will not be available to the control group(s) if appropriate; (3)
the means by which assignment to treatment and control groups will be made;
(4) available treatment alternatives if an individual does not wish to
participate in the research or wishes to withdraw once a study has begun;
and (5) compensation for or monetary costs of participating including, if
appropriate, whether reimbursement from the participant or a third-party
payor will be sought. (See also Standard 8.02a, Informed Consent to
Research.)

8.03 Informed Consent for Recording Voices and Images in Research
Psychologists obtain informed consent from research participants prior to
recording their voices or images for data collection unless (1) the research
consists solely of naturalistic observations in public places, and it is not
anticipated that the recording will be used in a manner that could cause
personal identification or harm, or (2) the research design includes
deception, and consent for the use of the recording is obtained during
debriefing. (See also Standard 8.07, Deception in Research.)

8.04 Client/Patient, Student, and Subordinate Research Participants
(a) When psychologists conduct research with clients/patients, students, or
subordinates as participants, psychologists take steps to protect the
prospective participants from adverse consequences of declining or
withdrawing from participation.

(b) When research participation is a course requirement or an opportunity
for extra credit, the prospective participant is given the choice of
equitable alternative activities.

8.05 Dispensing With Informed Consent for Research
Psychologists may dispense with informed consent only (1) where research
would not reasonably be assumed to create distress or harm and involves (a)
the study of normal educational practices, curricula, or classroom
management methods conducted in educational settings; (b) only anonymous
questionnaires, naturalistic observations, or archival research for which
disclosure of responses would not place participants at risk of criminal or
civil liability or damage their financial standing, employability, or
reputation, and confidentiality is protected; or (c) the study of factors
related to job or organization effectiveness conducted in organizational
settings for which there is no risk to participants' employability, and
confidentiality is protected or (2) where otherwise permitted by law or
federal or institutional regulations.

8.06 Offering Inducements for Research Participation
(a) Psychologists make reasonable efforts to avoid offering excessive or
inappropriate financial or other inducements for research participation when
such inducements are likely to coerce participation.

(b) When offering professional services as an inducement for research
participation, psychologists clarify the nature of the services, as well as
the risks, obligations, and limitations. (See also Standard 6.05, Barter
With Clients/Patients.)

8.07 Deception in Research
(a) Psychologists do not conduct a study involving deception unless they
have determined that the use of deceptive techniques is justified by the
study's significant prospective scientific, educational, or applied value
and that effective nondeceptive alternative procedures are not feasible.

(b) Psychologists do not deceive prospective participants about research
that is reasonably expected to cause physical pain or severe emotional
distress.

(c) Psychologists explain any deception that is an integral feature of the
design and conduct of an experiment to participants as early as is feasible,
preferably at the conclusion of their participation, but no later than at
the conclusion of the data collection, and permit participants to withdraw
their data. (See also Standard 8.08, Debriefing.)

8.08 Debriefing
(a) Psychologists provide a prompt opportunity for participants to obtain
appropriate information about the nature, results, and conclusions of the
research, and they take reasonable steps to correct any misconceptions that
participants may have of which the psychologists are aware.

(b) If scientific or humane values justify delaying or withholding this
information, psychologists take reasonable measures to reduce the risk of
harm.

(c) When psychologists become aware that research procedures have harmed a
participant, they take reasonable steps to minimize the harm.

8.09 Humane Care and Use of Animals in Research
(a) Psychologists acquire, care for, use, and dispose of animals in
compliance with current federal, state, and local laws and regulations, and
with professional standards.

(b) Psychologists trained in research methods and experienced in the care of
laboratory animals supervise all procedures involving animals and are
responsible for ensuring appropriate consideration of their comfort, health,
and humane treatment.

(c) Psychologists ensure that all individuals under their supervision who
are using animals have received instruction in research methods and in the
care, maintenance, and handling of the species being used, to the extent
appropriate to their role. (See also Standard 2.05, Delegation of Work to
Others.)

(d) Psychologists make reasonable efforts to minimize the discomfort,
infection, illness, and pain of animal subjects.

(e) Psychologists use a procedure subjecting animals to pain, stress, or
privation only when an alternative procedure is unavailable and the goal is
justified by its prospective scientific, educational, or applied value.

(f) Psychologists perform surgical procedures under appropriate anesthesia
and follow techniques to avoid infection and minimize pain during and after
surgery.

(g) When it is appropriate that an animal's life be terminated,
psychologists proceed rapidly, with an effort to minimize pain and in
accordance with accepted procedures.

8.10 Reporting Research Results
(a) Psychologists do not fabricate data. (See also Standard 5.01a, Avoidance
of False or Deceptive Statements.)

(b) If psychologists discover significant errors in their published data,
they take reasonable steps to correct such errors in a correction,
retraction, erratum, or other appropriate publication means.

8.11 Plagiarism
Psychologists do not present portions of another's work or data as their
own, even if the other work or data source is cited occasionally.

8.12 Publication Credit
(a) Psychologists take responsibility and credit, including authorship
credit, only for work they have actually performed or to which they have
substantially contributed. (See also Standard 8.12b, Publication Credit.)

(b) Principal authorship and other publication credits accurately reflect
the relative scientific or professional contributions of the individuals
involved, regardless of their relative status. Mere possession of an
institutional position, such as department chair, does not justify
authorship credit. Minor contributions to the research or to the writing for
publications are acknowledged appropriately, such as in footnotes or in an
introductory statement.

(c) Except under exceptional circumstances, a student is listed as principal
author on any multiple-authored article that is substantially based on the
student's doctoral dissertation. Faculty advisors discuss publication credit
with students as early as feasible and throughout the research and
publication process as appropriate. (See also Standard 8.12b, Publication
Credit.)

8.13 Duplicate Publication of Data
Psychologists do not publish, as original data, data that have been
previously published. This does not preclude republishing data when they are
accompanied by proper acknowledgment.

8.14 Sharing Research Data for Verification
(a) After research results are published, psychologists do not withhold the
data on which their conclusions are based from other competent professionals
who seek to verify the substantive claims through reanalysis and who intend
to use such data only for that purpose, provided that the confidentiality of
the participants can be protected and unless legal rights concerning
proprietary data preclude their release. This does not preclude
psychologists from requiring that such individuals or groups be responsible
for costs associated with the provision of such information.

(b) Psychologists who request data from other psychologists to verify the
substantive claims through reanalysis may use shared data only for the
declared purpose. Requesting psychologists obtain prior written agreement
for all other uses of the data.

8.15 Reviewers
Psychologists who review material submitted for presentation, publication,
grant, or research proposal review respect the confidentiality of and the
proprietary rights in such information of those who submitted it.

9. Assessment

9.01 Bases for Assessments
(a) Psychologists base the opinions contained in their recommendations,
reports, and diagnostic or evaluative statements, including forensic
testimony, on information and techniques sufficient to substantiate their
findings. (See also Standard 2.04, Bases for Scientific and Professional
Judgments.)

(b) Except as noted in 9.01c, psychologists provide opinions of the
psychological characteristics of individuals only after they have conducted
an examination of the individuals adequate to support their statements or
conclusions. When, despite reasonable efforts, such an examination is not
practical, psychologists document the efforts they made and the result of
those efforts, clarify the probable impact of their limited information on
the reliability and validity of their opinions, and appropriately limit the
nature and extent of their conclusions or recommendations. (See also
Standards 2.01, Boundaries of Competence, and 9.06, Interpreting Assessment
Results.)

(c) When psychologists conduct a record review or provide consultation or
supervision and an individual examination is not warranted or necessary for
the opinion, psychologists explain this and the sources of information on
which they based their conclusions and recommendations.

9.02 Use of Assessments
(a) Psychologists administer, adapt, score, interpret, or use assessment
techniques, interviews, tests, or instruments in a manner and for purposes
that are appropriate in light of the research on or evidence of the
usefulness and proper application of the techniques.

(b) Psychologists use assessment instruments whose validity and reliability
have been established for use with members of the population tested. When
such validity or reliability has not been established, psychologists
describe the strengths and limitations of test results and interpretation.

(c) Psychologists use assessment methods that are appropriate to an
individual's language preference and competence, unless the use of an
alternative language is relevant to the assessment issues.

9.03 Informed Consent in Assessments
(a) Psychologists obtain informed consent for assessments, evaluations, or
diagnostic services, as described in Standard 3.10, Informed Consent, except
when (1) testing is mandated by law or governmental regulations; (2)
informed consent is implied because testing is conducted as a routine
educational, institutional, or organizational activity (e.g., when
participants voluntarily agree to assessment when applying for a job); or
(3) one purpose of the testing is to evaluate decisional capacity. Informed
consent includes an explanation of the nature and purpose of the assessment,
fees, involvement of third parties, and limits of confidentiality and
sufficient opportunity for the client/patient to ask questions and receive
answers.

(b) Psychologists inform persons with questionable capacity to consent or
for whom testing is mandated by law or governmental regulations about the
nature and purpose of the proposed assessment services, using language that
is reasonably understandable to the person being assessed.

(c) Psychologists using the services of an interpreter obtain informed
consent from the client/patient to use that interpreter, ensure that
confidentiality of test results and test security are maintained, and
include in their recommendations, reports, and diagnostic or evaluative
statements, including forensic testimony, discussion of any limitations on
the data obtained. (See also Standards 2.05, Delegation of Work to Others;
4.01, Maintaining Confidentiality; 9.01, Bases for Assessments; 9.06,
Interpreting Assessment Results; and 9.07, Assessment by Unqualified
Persons.)

9.04 Release of Test Data
(a) The term test data refers to raw and scaled scores, client/patient
responses to test questions or stimuli, and psychologists' notes and
recordings concerning client/patient statements and behavior during an
examination. Those portions of test materials that include client/patient
responses are included in the definition of test data. Pursuant to a
client/patient release, psychologists provide test data to the
client/patient or other persons identified in the release. Psychologists may
refrain from releasing test data to protect a client/patient or others from
substantial harm or misuse or misrepresentation of the data or the test,
recognizing that in many instances release of confidential information under
these circumstances is regulated by law. (See also Standard 9.11,
Maintaining Test Security.)

(b) In the absence of a client/patient release, psychologists provide test
data only as required by law or court order.

9.05 Test Construction
Psychologists who develop tests and other assessment techniques use
appropriate psychometric procedures and current scientific or professional
knowledge for test design, standardization, validation, reduction or
elimination of bias, and recommendations for use.

9.06 Interpreting Assessment Results
When interpreting assessment results, including automated interpretations,
psychologists take into account the purpose of the assessment as well as the
various test factors, test-taking abilities, and other characteristics of
the person being assessed, such as situational, personal, linguistic, and
cultural differences, that might affect psychologists' judgments or reduce
the accuracy of their interpretations. They indicate any significant
limitations of their interpretations. (See also Standards 2.01b and c,
Boundaries of Competence, and 3.01, Unfair Discrimination.)

9.07 Assessment by Unqualified Persons
Psychologists do not promote the use of psychological assessment techniques
by unqualified persons, except when such use is conducted for training
purposes with appropriate supervision. (See also Standard 2.05, Delegation
of Work to Others.)

9.08 Obsolete Tests and Outdated Test Results
(a) Psychologists do not base their assessment or intervention decisions or
recommendations on data or test results that are outdated for the current
purpose.

(b) Psychologists do not base such decisions or recommendations on tests and
measures that are obsolete and not useful for the current purpose.

9.09 Test Scoring and Interpretation Services
(a) Psychologists who offer assessment or scoring services to other
professionals accurately describe the purpose, norms, validity, reliability,
and applications of the procedures and any special qualifications applicable
to their use.

(b) Psychologists select scoring and interpretation services (including
automated services) on the basis of evidence of the validity of the program
and procedures as well as on other appropriate considerations. (See also
Standard 2.01b and c, Boundaries of Competence.)

(c) Psychologists retain responsibility for the appropriate application,
interpretation, and use of assessment instruments, whether they score and
interpret such tests themselves or use automated or other services.

9.10 Explaining Assessment Results
Regardless of whether the scoring and interpretation are done by
psychologists, by employees or assistants, or by automated or other outside
services, psychologists take reasonable steps to ensure that explanations of
results are given to the individual or designated representative unless the
nature of the relationship precludes provision of an explanation of results
(such as in some organizational consulting, preemployment or security
screenings, and forensic evaluations), and this fact has been clearly
explained to the person being assessed in advance.

9.11. Maintaining Test Security
The term test materials refers to manuals, instruments, protocols, and test
questions or stimuli and does not include test data as defined in Standard
9.04, Release of Test Data. Psychologists make reasonable efforts to
maintain the integrity and security of test materials and other assessment
techniques consistent with law and contractual obligations, and in a manner
that permits adherence to this Ethics Code.

10. Therapy

10.01 Informed Consent to Therapy
(a) When obtaining informed consent to therapy as required in Standard 3.10,
Informed Consent, psychologists inform clients/patients as early as is
feasible in the therapeutic relationship about the nature and anticipated
course of therapy, fees, involvement of third parties, and limits of
confidentiality and provide sufficient opportunity for the client/patient to
ask questions and receive answers. (See also Standards 4.02, Discussing the
Limits of Confidentiality, and 6.04, Fees and Financial Arrangements.)

(b) When obtaining informed consent for treatment for which generally
recognized techniques and procedures have not been established,
psychologists inform their clients/patients of the developing nature of the
treatment, the potential risks involved, alternative treatments that may be
available, and the voluntary nature of their participation. (See also
Standards 2.01e, Boundaries of Competence, and 3.10, Informed Consent.)

(c) When the therapist is a trainee and the legal responsibility for the
treatment provided resides with the supervisor, the client/patient, as part
of the informed consent procedure, is informed that the therapist is in
training and is being supervised and is given the name of the supervisor.

10.02 Therapy Involving Couples or Families
(a) When psychologists agree to provide services to several persons who have
a relationship (such as spouses, significant others, or parents and
children), they take reasonable steps to clarify at the outset (1) which of
the individuals are clients/patients and (2) the relationship the
psychologist will have with each person. This clarification includes the
psychologist's role and the probable uses of the services provided or the
information obtained. (See also Standard 4.02, Discussing the Limits of
Confidentiality.)

(b) If it becomes apparent that psychologists may be called on to perform
potentially conflicting roles (such as family therapist and then witness for
one party in divorce proceedings), psychologists take reasonable steps to
clarify and modify, or withdraw from, roles appropriately. (See also
Standard 3.05c, Multiple Relationships.)

10.03 Group Therapy
When psychologists provide services to several persons in a group setting,
they describe at the outset the roles and responsibilities of all parties
and the limits of confidentiality.

10.04 Providing Therapy to Those Served by Others
In deciding whether to offer or provide services to those already receiving
mental health services elsewhere, psychologists carefully consider the
treatment issues and the potential client's/patient's welfare. Psychologists
discuss these issues with the client/patient or another legally authorized
person on behalf of the client/patient in order to minimize the risk of
confusion and conflict, consult with the other service providers when
appropriate, and proceed with caution and sensitivity to the therapeutic
issues.

10.05 Sexual Intimacies With Current Therapy Clients/Patients
Psychologists do not engage in sexual intimacies with current therapy
clients/patients.

10.06 Sexual Intimacies With Relatives or Significant Others of Current
Therapy Clients/Patients
Psychologists do not engage in sexual intimacies with individuals they know
to be close relatives, guardians, or significant others of current
clients/patients. Psychologists do not terminate therapy to circumvent this
standard.

10.07 Therapy With Former Sexual Partners
Psychologists do not accept as therapy clients/patients persons with whom
they have engaged in sexual intimacies.

10.08 Sexual Intimacies With Former Therapy Clients/Patients
(a) Psychologists do not engage in sexual intimacies with former
clients/patients for at least two years after cessation or termination of
therapy.

(b) Psychologists do not engage in sexual intimacies with former
clients/patients even after a two-year interval except in the most unusual
circumstances. Psychologists who engage in such activity after the two years
following cessation or termination of therapy and of having no sexual
contact with the former client/patient bear the burden of demonstrating that
there has been no exploitation, in light of all relevant factors, including
(1) the amount of time that has passed since therapy terminated; (2) the
nature, duration, and intensity of the therapy; (3) the circumstances of
termination; (4) the client's/patient's personal history; (5) the
client's/patient's current mental status; (6) the likelihood of adverse
impact on the client/patient; and (7) any statements or actions made by the
therapist during the course of therapy suggesting or inviting the
possibility of a posttermination sexual or romantic relationship with the
client/patient. (See also Standard 3.05, Multiple Relationships.)

10.09 Interruption of Therapy
When entering into employment or contractual relationships, psychologists
make reasonable efforts to provide for orderly and appropriate resolution of
responsibility for client/patient care in the event that the employment or
contractual relationship ends, with paramount consideration given to the
welfare of the client/patient. (See also Standard 3.12, Interruption of
Psychological Services.)

10.10 Terminating Therapy
(a) Psychologists terminate therapy when it becomes reasonably clear that
the client/patient no longer needs the service, is not likely to benefit, or
is being harmed by continued service.

(b) Psychologists may terminate therapy when threatened or otherwise
endangered by the client/patient or another person with whom the
client/patient has a relationship.

(c) Except where precluded by the actions of clients/patients or third-party
payors, prior to termination psychologists provide pretermination counseling
and suggest alternative service providers as appropriate.

HISTORY AND EFFECTIVE DATE

This version of the APA Ethics Code was adopted by the American
Psychological Association's Council of Representatives during its meeting,
August 21, 2002, and is effective beginning June 1, 2003. Inquiries
concerning the substance or interpretation of the APA Ethics Code should be
addressed to the Director, Office of Ethics, American Psychological
Association, 750 First Street, NE, Washington, DC 20002-4242. The Ethics
Code and information regarding the Code can be found on the APA web site,
http://www.apa.org/ethics. The standards in this Ethics Code will be used to
adjudicate complaints brought concerning alleged conduct occurring on or
after the effective date. Complaints regarding conduct occurring prior to
the effective date will be adjudicated on the basis of the version of the
Ethics Code that was in effect at the time the conduct occurred.

The APA has previously published its Ethics Code as follows:

American Psychological Association. (1953). Ethical standards of
psychologists. Washington, DC: Author.

American Psychological Association. (1959). Ethical standards of
psychologists. American Psychologist, 14, 279-282.

American Psychological Association. (1963). Ethical standards of
psychologists. American Psychologist, 18, 56-60.

American Psychological Association. (1968). Ethical standards of
psychologists. American Psychologist, 23, 357-361.

American Psychological Association. (1977, March). Ethical standards of
psychologists. APA Monitor, 22-23.

American Psychological Association. (1979). Ethical standards of
psychologists. Washington, DC: Author.

American Psychological Association. (1981). Ethical principles of
psychologists. American Psychologist, 36, 633-638.

American Psychological Association. (1990). Ethical principles of
psychologists (Amended June 2, 1989). American Psychologist, 45, 390-395.

American Psychological Association. (1992). Ethical principles of
psychologists and code of conduct. American Psychologist, 47, 1597-1611.

Request copies of the APA's Ethical Principles of Psychologists and Code of
Conduct from the APA Order Department, 750 First Street, NE, Washington, DC
20002-4242, or phone (202) 336-5510.

----------------------------------------------------------------------------
----




PsychNET®
© 2003 American Psychological Association

How many lapses can you name?


  #2   Report Post  
Robert Morein
 
Posts: n/a
Default Arny Krueger=***BAD SCIENTIST***


"Michael McKelvy" wrote in message
...


This is all nonsequitur. Arny Krueger is not a client of Dr. Richman, though
he could undoubtedly benefit from psychological counseling.

Arny Krueger suffers from paranoia and a mild personality disorder. He has a
cognitive impairment with respect to newsgroup interaction. Whether this
extends to other areas of his life is not known. Hopefully, the records of
the Scott Wheeler court case, in which Krueger allegedly stated that Mr.
Wheeler is a pedophile, will shed some light on this apparent deficiency in
Arny's socialization.

Arny Krueger also suffers from ***BAD SCIENTIST*** disease, for which in his
case, there is no hope of recovery.


  #3   Report Post  
Michael McKelvy
 
Posts: n/a
Default Arny Krueger=***BAD SCIENTIST***


"Robert Morein" wrote in message
...

"Michael McKelvy" wrote in message
...


This is all nonsequitur. Arny Krueger is not a client of Dr. Richman,


Nor did I say he was,please pay better attention.

though
he could undoubtedly benefit from psychological counseling.

OSAF! Obviously outside your area of expertise.

Arny Krueger suffers from paranoia and a mild personality disorder.


OSAF.

He has a
cognitive impairment with respect to newsgroup interaction.


OSAF.

Whether this
extends to other areas of his life is not known. Hopefully, the records of
the Scott Wheeler court case, in which Krueger allegedly stated that Mr.
Wheeler is a pedophile, will shed some light on this apparent deficiency

in
Arny's socialization.

Arny Krueger also suffers from ***BAD SCIENTIST*** disease, for which in

his
case, there is no hope of recovery.


If that were true, it would mean that you suffer from worst possible
scientist disease.



  #4   Report Post  
Goofball_star_dot_etal
 
Posts: n/a
Default Arny Krueger=***BAD SCIENTIST***

On Thu, 11 Dec 2003 11:33:13 -0800, "Michael McKelvy"
wrote:


"Robert Morein" wrote in message
...

"Michael McKelvy" wrote in message
...


This is all nonsequitur. Arny Krueger is not a client of Dr. Richman,


Nor did I say he was,please pay better attention.

though
he could undoubtedly benefit from psychological counseling.

OSAF! Obviously outside your area of expertise.

Arny Krueger suffers from paranoia and a mild personality disorder.


OSAF.

He has a
cognitive impairment with respect to newsgroup interaction.


OSAF.

Whether this
extends to other areas of his life is not known. Hopefully, the records of
the Scott Wheeler court case, in which Krueger allegedly stated that Mr.
Wheeler is a pedophile, will shed some light on this apparent deficiency

in
Arny's socialization.

Arny Krueger also suffers from ***BAD SCIENTIST*** disease, for which in

his
case, there is no hope of recovery.


If that were true, it would mean that you suffer from worst possible
scientist disease.


He should be dead by now.

  #5   Report Post  
Bruce J. Richman
 
Posts: n/a
Default Arny Krueger=***BAD SCIENTIST***

Robert Morein wrote:

"Michael McKelvy" wrote in message
...


This is all nonsequitur. Arny Krueger is not a client of Dr. Richman, though
he could undoubtedly benefit from psychological counseling.


Is that what the compulsiive liar and as of today, generator of Libel in New
Attack Threads has written or implied?. Apparently his latest repetitive,
psychotic ramblings were so lengthy that my AOL NG reader failed to reproduce
them without my downloading first. Obviously, I wuold not waste my time to
read McKelvy's latest psychotic drivel. But I have no doubt, Bob, as you say,
that they consist of non sequiturs and his usual nonfactual, illogical,
self-serving conclusions. In fact as of yesterday, I have decided to simply
reproduce his psychotic rantings and ravings without reading them in most
cases, and simply attach the following response which, IMHO, covers all his
posts:

--------------- begin quote ------------------------

I have not read what the compulsive liar, McKelvy has written above. There is
no need to in order to respond. As pointed out previously, with each daily
addition of more idiotic and psychotic rantings and ravings - essentially as
meaningless as the ones he's posted on the previous day - he simply continues
to provide additional evidence of his desperation, his psychotic thought
processes, and of course, his hatred.

No doubt, he will keep responding with further psychotic blather to this post
as well. This assinine, seriously disturbed cretin corresponds quite closely
to a rat in a Skinner box, who robotically presses a bar to get some food. In
this case, the "bar" (metaphorically speaking) would be the voices in his head
telling him to invent more absurdities whenever he sees my name. The "food"
metaphorically speaking would, of course, be the delusional beliefs that others
are getting his "message".

State tuned for another chapter in the never-ending saga of McKelvy's
"Psychotic Fabrications - My Mission on RAO"

-------- end quote ---------------------------------

And as you point out, Krueger is not a client of mine. I would not knowingly
be that masochistic. And while he needs psychological counseling to function
in a more socially acceptable manner as far as Usenet NGs are concerned, I
doubt that he could benefit at the present time. His present lack of
willingness to admit any personal problems coupled with his documented
tendencies to project his symptoms of paranoia and delusional thinking on to
others posting in RAO suggest a poor prognosis at this time.




Arny Krueger suffers from paranoia and a mild personality disorder. He has a
cognitive impairment with respect to newsgroup interaction. Whether this
extends to other areas of his life is not known. Hopefully, the records of
the Scott Wheeler court case, in which Krueger allegedly stated that Mr.
Wheeler is a pedophile, will shed some light on this apparent deficiency in
Arny's socialization.


Agreed. Although his online behavior would suggest that his personality
disorder as evidenced in his RAO (and perhaps other NG) writings is not mild.
Since his online behavior on RAO has not perceptibly changed in at least 7
years, and the intensity of his attacks upon others and their duration appears
to be increasing (with the predictable assistance of McKelvy), I would
characterize his affliction as moderate, to say the least.

It is also quite clear that in considering the symbiotic relationship between
Krueger and McKelvy (as evidenced in their posts), the two of them, because of
the almost identical irrationalities contained in their posts, meet some of the
criteria for a condition referred to in the literature as "folie a deux".
Below is a reference for that disorder:

http://www.mentalhealth.org.uk/wordb...665&wbletter=F

The link entitled psychosis on that website also contains a brief definition
which is quite appropos for these 2 individuals. It correctly points out that
the characteristic delusions and hallucinations that frequently accompany
psychosis are often triggered by stress and/or a traumatic experience.

While my ability to empathize with others is pretty good IMHO (years of
cloinical experience have improved that skill), I wouldn't want to try and do
it for these 2 with any great degree of certainty. That said, the following
hypotheses would seem plausible. Both have been traumatized on RAO by the
ridicule, scorn, and hostility that has been heaped on them over a 7 year
period. Also, they have come under increasing pressure - a significant
stressor - to try and validate their increasingly libelous and outrageous false
claims. Given this set of etiological factors, their increasing tendency to
meet the definition of "folie a deux" seems inevitable.

Of course, this is just a theory based on their RAO behavior.


Arny Krueger also suffers from ***BAD SCIENTIST*** disease, for which in his
case, there is no hope of recovery.





Agreed.


Bruce J. Richman, Ph.D.
Licensed Psychologist


  #6   Report Post  
Robert Morein
 
Posts: n/a
Default Arny Krueger=***BAD SCIENTIST***


"Bruce J. Richman" wrote in message
...
Robert Morein wrote:

"Michael McKelvy" wrote in message
...


This is all nonsequitur. Arny Krueger is not a client of Dr. Richman,

though
he could undoubtedly benefit from psychological counseling.


Is that what the compulsiive liar and as of today, generator of Libel in

New
Attack Threads has written or implied?. Apparently his latest repetitive,
psychotic ramblings were so lengthy that my AOL NG reader failed to

reproduce
them without my downloading first. Obviously, I wuold not waste my time

to
read McKelvy's latest psychotic drivel. But I have no doubt, Bob, as you

say,
that they consist of non sequiturs and his usual nonfactual, illogical,
self-serving conclusions. In fact as of yesterday, I have decided to

simply
reproduce his psychotic rantings and ravings without reading them in most
cases, and simply attach the following response which, IMHO, covers all

his
posts:

Is there any literature that suggests a correlation between this kind of
obsessive behavior and early-onset dementia?


  #7   Report Post  
Michael McKelvy
 
Posts: n/a
Default Arny Krueger=***BAD SCIENTIST***


"Robert Morein" wrote in message
...

"Bruce J. Richman" wrote in message
...
Robert Morein wrote:

"Michael McKelvy" wrote in message
...


This is all nonsequitur. Arny Krueger is not a client of Dr. Richman,

though
he could undoubtedly benefit from psychological counseling.


Is that what the compulsiive liar and as of today, generator of Libel in

New
Attack Threads has written or implied?. Apparently his latest

repetitive,
psychotic ramblings were so lengthy that my AOL NG reader failed to

reproduce
them without my downloading first. Obviously, I wuold not waste my time

to
read McKelvy's latest psychotic drivel.


Yeah, he might embarass himself by ignoring direct questions again.

But I have no doubt, Bob, as you
say,
that they consist of non sequiturs and his usual nonfactual, illogical,
self-serving conclusions. In fact as of yesterday, I have decided to

simply
reproduce his psychotic rantings and ravings without reading them in

most
cases, and simply attach the following response which, IMHO, covers all

his
posts:


Because he's a coward and a liar and a sockpuppet.

Is there any literature that suggests a correlation between this kind of
obsessive behavior and early-onset dementia?


Why, are having "trouble" dealing with the couts decision again?


  #8   Report Post  
Bruce J. Richman
 
Posts: n/a
Default Arny Krueger=***BAD SCIENTIST***

Robert Morein wrote:

"Bruce J. Richman" wrote in message
...
Robert Morein wrote:

"Michael McKelvy" wrote in message
...


This is all nonsequitur. Arny Krueger is not a client of Dr. Richman,

though
he could undoubtedly benefit from psychological counseling.


Is that what the compulsiive liar and as of today, generator of Libel in

New
Attack Threads has written or implied?. Apparently his latest repetitive,
psychotic ramblings were so lengthy that my AOL NG reader failed to

reproduce
them without my downloading first. Obviously, I wuold not waste my time

to
read McKelvy's latest psychotic drivel. But I have no doubt, Bob, as you

say,
that they consist of non sequiturs and his usual nonfactual, illogical,
self-serving conclusions. In fact as of yesterday, I have decided to

simply
reproduce his psychotic rantings and ravings without reading them in most
cases, and simply attach the following response which, IMHO, covers all

his
posts:

Is there any literature that suggests a correlation between this kind of
obsessive behavior and early-onset dementia?










Not that I know of. OTOH, people with dementia usually have impaired memory
for recent events and tend to dwell on remote memories often from their
childhood. They also frequently develop some mild paranoid ideation over time.
Hmmmmmm. Given McKelvy's apparent inability to recall his daily delusional
fabrications for any significant length of time, and given his paranoid
conspiracy theories about sockpuppets, perhaps we're seeing some evidence of
such a correlation right here on RAO.



Bruce J. Richman



  #9   Report Post  
Michael McKelvy
 
Posts: n/a
Default Arny Krueger=***BAD SCIENTIST***


"Bruce J. Richman" wrote in message
...
Robert Morein wrote:

"Bruce J. Richman" wrote in message
...
Robert Morein wrote:

"Michael McKelvy" wrote in message
...


This is all nonsequitur. Arny Krueger is not a client of Dr. Richman,

though
he could undoubtedly benefit from psychological counseling.


Is that what the compulsiive liar and as of today, generator of Libel

in
New
Attack Threads has written or implied?.


No.

Apparently his latest repetitive,
psychotic ramblings were so lengthy that my AOL NG reader failed to

reproduce
them without my downloading first. Obviously, I wuold not waste my

time
to
read McKelvy's latest psychotic drivel.


First you accuse me of editing then you bitch when I don't and their to
long.

But I have no doubt, Bob, as you
say,
that they consist of non sequiturs and his usual nonfactual, illogical,
self-serving conclusions. In fact as of yesterday, I have decided to

simply
reproduce his psychotic rantings and ravings without reading them in

most
cases, and simply attach the following response which, IMHO, covers all

his
posts:

Is there any literature that suggests a correlation between this kind of
obsessive behavior and early-onset dementia?










Not that I know of.


Of course not, we'd have to find a real shrink for that.

OTOH, people with dementia usually have impaired memory
for recent events and tend to dwell on remote memories often from their
childhood. They also frequently develop some mild paranoid ideation over

time.
Hmmmmmm. Given McKelvy's apparent inability to recall his daily

delusional
fabrications for any significant length of time, and given his paranoid
conspiracy theories about sockpuppets, perhaps we're seeing some evidence

of
such a correlation right here on RAO.



Bruce J. Richman


You write better fiction than Bob.
Or not.


  #10   Report Post  
Bruce J. Richman
 
Posts: n/a
Default Arny Krueger=***BAD SCIENTIST***

Subject: Arny Krueger=***BAD SCIENTIST***
From: "Michael McKelvy"
Date: 12/12/2003 3:06 AM Eastern Standard Time
Message-id:


"Bruce J. Richman" wrote in message
...
Robert Morein wrote:

"Bruce J. Richman" wrote in message
...
Robert Morein wrote:

"Michael McKelvy" wrote in message
...


This is all nonsequitur. Arny Krueger is not a client of Dr. Richman,
though
he could undoubtedly benefit from psychological counseling.


Is that what the compulsiive liar and as of today, generator of Libel

in
New
Attack Threads has written or implied?.


No.

Apparently his latest repetitive,
psychotic ramblings were so lengthy that my AOL NG reader failed to
reproduce
them without my downloading first. Obviously, I wuold not waste my

time
to
read McKelvy's latest psychotic drivel.


First you accuse me of editing then you bitch when I don't and their to
long.

But I have no doubt, Bob, as you
say,
that they consist of non sequiturs and his usual nonfactual, illogical,
self-serving conclusions. In fact as of yesterday, I have decided to
simply
reproduce his psychotic rantings and ravings without reading them in

most
cases, and simply attach the following response which, IMHO, covers all
his
posts:

Is there any literature that suggests a correlation between this kind of
obsessive behavior and early-onset dementia?










Not that I know of.


Of course not, we'd have to find a real shrink for that.

OTOH, people with dementia usually have impaired memory
for recent events and tend to dwell on remote memories often from their
childhood. They also frequently develop some mild paranoid ideation over

time.
Hmmmmmm. Given McKelvy's apparent inability to recall his daily

delusional
fabrications for any significant length of time, and given his paranoid
conspiracy theories about sockpuppets, perhaps we're seeing some evidence

of
such a correlation right here on RAO.



Bruce J. Richman


You write better fiction than Bob.
Or not.









I have not read what the compulsive liar, McKelvy has written above. There is
no need to in order to respond. As pointed out previously, with each daily
addition of more idiotic and psychotic rantings and ravings - essentially as
meaningless as the ones he's posted on the previous day - he simply continues
to provide additional evidence of his desperation, his psychotic thought
processes, and of course, his hatred.

No doubt, he will keep responding with further psychotic blather to this post
as well. This assinine, seriously disturbed cretin corresponds quite closely
to a rat in a Skinner box, who robotically presses a bar to get some food. In
this case, the "bar" (metaphorically speaking) would be the voices in his head
telling him to invent more absurdities whenever he sees my name. The "food"
metaphorically speaking would, of course, be the delusional beliefs that others
are getting his "message".

State tuned for another chapter in the never-ending saga of McKelvy's
"Psychotic Fabrications - My Mission on RAO"



Bruce J. Richman, Ph.D.
Licensed Psychologist










Bruce J. Richman



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