The CAP Monitor Issue 55

The CAP

Monitor

Issue 55 | Summer 2018

The Private Practice Issue

Considering Private Practice? // Technology and the Psychologist // Supervision // Register Updates

Who’s Who Council

Supervision Consultants

President . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Paul Jerry President-Elect . . . . . . . . . . . . . . . . . . . . . . . . . . . Kevin Alderson Past-President . . . . . . . . . . . . . . . . . . . . . . . . . . . Lorraine Stewart Treasurer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roger Gervais Members-at-Large . . . . . . . . . . . . . . . . . . . . . . . . Hanita Dagan Reagan Gale Kerry Mothersill Public Members . . . . . . . . . . . . . . . . . . . . . . . . . . Elaine Andrews Gene Marie Shematek Garrett L. Tomlinson

Supervision consultants are available to advise provisional psychologists and supervisors. They also assist in the resolution of conflicts between provisional psychologists and supervisors.

Jon Amundson 403-289-2511 aapsych@telus.net Walter Goos 780-986-7592

Committee Chairs

waltergoos@shaw.ca

Credentials Evaluation Sub-Committee . . . . . . . . Ali AL-Asadi Oral Examinations Committee . . . . . . . . . . . . . . . Erik Wikman Practice Advisory Committee . . . . . . . . . . . . . . . . Christoph Wuerscher Registration Advisory Committee . . . . . . . . . . . . . Christina Rinaldi Registration Approvals Sub-Committee . . . . . . . . Jill Turner Greg Schoepp Substantial Equivalency Sub-Committee . . . . . . . Ali AL-Asadi

College Staff Registrar & CEO . . . . . . . . . . . . . . . . . . . . . . . . . . Richard Spelliscy Deputy Registrar and Complaints Director . . . . . . Troy Janzen Assistant Deputy Registrar and Director of Professional Guidance . . . . . . . . . Deena Martin Finance and Administration Coordinator . . . . . . . Wendy El-Issa Complaints Coordinator and Hearings Director . . Lindsey Bowers Administrative Assistant to the Registrar . . . . . . . Kathy Semchuk Registration Coordinator . . . . . . . . . . . . . . . . . . . Ingrid Thompson Registration Assistant and Oral Examinations Coordinator . . . . . . . . . . . . Danielle Salame Credentials Evaluation Coordinator . . . . . . . . . . . Kymberly Wahoff

Continuing Competence Consultants Consultants are available to provide advice and guidance to members who wish to participate voluntarily in the Continuing Competence Program.

The consultants are also available in special circumstances, for example, when a member does not have access to other regulated members who are able to review their plan.

Such circumstances would occur on a very limited basis, as psychologists are encouraged to develop a network of professional peers.

Dennis Brown 780-441-9844 brown.dennis002@gmail.com Christoph Wuerscher 403-234-7970 wuerscher@shaw.ca

Communications Coordinator . . . . . . . . . . . . . . . . Melanie Rutten

Bonnie Rude-Weisman

Receptionist/Office Assistant . . . . . . . . . . . . . . . . Renetta Geisler

403-526-8116 brudeweisman@shaw.ca

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Issue 55 | Summer 2018

Contents

14

20 4 Registrar’s Letter 6 Annual Meeting and Professional Development Day 2018

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College Council Updates

10 Considering Private Practice?

13 Professional Guidance Calls

14 Technology and the Psychologist

16 Supervision in Private Practice

19 Register Updates 20 Thoughts on Conducting

Research in a Private Practice Setting

23 The Life Cycle of Ethics for a

Private Practice Psychologist

www.cap.ab.ca

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Registrar’s Letter This has been a busy time for the College. Province-wide joint CAP/PAA Townhall meetings were held in April in Lethbridge and Medicine Hat. Both meetings were well attended and received. Townhall meetings are consistent with the College’s Communication and Engagement Plan as well as strategic member engagement objectives. Meetings are now being scheduled for the 2018–2019 fiscal year.

The College continues to make progress on the implementation of the Registration Review recommendations to streamline and modernize Alberta’s registration process. The College has met with several academic program representatives from the Universities of Alberta, Calgary and Lethbridge. The proposed program, rather than the current course-by-course approval process, has been met with universal acceptance and enthusiasm. The College is scheduled to meet with Athabasca University personnel early in June 2018. Establishing collaborative relationships with key academic institutions supports the College’s goal of regulatory excellence.

I was able to attended the Association of State and Provincial Psychology Boards (ASPPB) spring meeting in Savannah, Georgia.

I presented on Alberta’s highly successful alternative public concern/complaint dispute resolution process. This presentation was well received, and was the third opportunity for Alberta professionals to present at an ASPPB meeting.

Paul Jerry, College President, and I met with Deputy Premier and Health Minister Sarah Hoffman on April 5, 2018. This was a followup to an earlier meeting with Minister Hoffman in my capacity as Chair of the Alberta Federation of Regulated Health Professions.

It was also at the request of College Council. Topics of discussion included the lengthy delays in approving the College’s long proposed continuing competence regulations and the regulation of mental health professions in Alberta. Enhancing the profession of psychology is also a Council strategic priority.

Minister Hoffman subsequently agreed to provide opening remarks at our joint CAP/PAA Annual Meeting and Professional Development Day in Calgary on September 22, 2018. The primary focus of the conference is evidenced-based practice. Council has endorsed evidence-based practice and decision-making. Dr. David Dozois from the University of Western Ontario will be the keynote speaker. Additional conference speaker and registration information can be found in this edition of The CAP Monitor. I encourage all members to attend what is sure to be an excellent day of learning and professional networking.

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Issue 55 | Summer 2018

I participated in a community engagement day designed to develop the Public Action Plan stemming from the Ministerial Panel on Child Intervention. I was also invited to sit on the newly formed Deputy Minister of Health’s Community-Based Health Advisory Board. The inaugural meeting was held on May 2, 2018.

Progress is being made on enhancing the College’s Law and Ethics in Alberta Psychology (LEAP) examination. The target date for an initial draft is September 2018. In the interim, efforts are underway to refine the current oral jurisprudence and ethics examination process and standardize the administration of this important registration requirement.

The College has seen a noticeable increase in requests for professional guidance. Please see the report of the Director of Professional Guidance in this edition of the Monitor for further information. A key objective of the College is to ensure members are knowledgeable in both the ethical principles and Standards of Practice that govern the profession. This is supported by the anticipated release of several new/revised practice guidelines. The College thanks all members who provided feedback on the initial drafts.

The number of formal complaints to the College has remained relatively stable. However, the number of public concerns continues to rise. This is consistent with society’s overall greater awareness of opportunities to voice concerns and complaints to public and regulatory bodies.

The College supports the empowerment of both the public and its members to exercise and voice their rights. Please see the brief report of the Complaints Director for a recent activity summary.

I will be attending the International Congress in Psychology in June 2018. A key objective will be to receive updates on the CPA’s efforts to address the Calls to Action proposed by the Truth and Reconciliation Commission, so as to help inform future College initiatives in this regard.

I would like to take this opportunity to thank the many volunteers who serve crucial roles in the operation of the College. They are critical to carrying out the College mandate and ensuring regulated members have a voice in all critical activities. Finally, I would like to once again recognize College staff for their dedication, knowledge and commitment to the principles of self-regulation.

Richard J. Spelliscy, PhD, RPsych Registrar & CEO www.cap.ab.ca

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SAVE THE DATE AND

PSYCHOLOGISTS’ AS S O C I AT I O N O F A L B E R TA

present

The 2018 Annual Meeting & Professional Development Day September 22, 2018 Hyatt Regency, CALGARY 700 Centre Street SE, Calgary, AB, T2G 5P6

**Stay at the Hyatt Regency and enjoy a special discounted rate of $169/night. Rooms are limited, please click here to be directed to the hotel reservation system.**

Evidence Based Psychological Practice

by Dr. David Dozois

Dr. David Dozois

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Issue 55 | Summer 2018

Dr. Dozois is a Full Professor of Psychology and Director of the Clinical Psychology Graduate Program at the University of Western Ontario. He is a Fellow of the Canadian Psychological Association (CPA), the Canadian Association of Cognitive and Behavioural Therapies, the CPA Section on Clinical Psychology, the Association for Behavioral and Cognitive Therapies and the Academy of Cognitive Therapy. He is also a former Beck Institute Scholar at the Beck Institute for Cognitive Therapy and Research. Dr. Dozois’ research focuses on cognitive vulnerability to depression and cognitive-behavioral theory/therapy. He has published 162 scientific papers, book chapters and books and has presented over 325 research presentations at national and international conferences.

Day-at-a-Glance 7:30 am

Registration & Breakfast

8:00 am

PAA & CAP Annual Meetings

9:00 am

Opening Remarks

9:30 am

Keynote Speaker Presentation

11:15 am

Featured Speaker - Dr. Derek Truscott

12:00 pm

Lunch & Networking

1:00 pm

Breakout Session 1

> Dr. David Dozois

Depression

OR

Indigenizing Psychology

Breakout Session 2

2:15 pm Anxiety

OR

Geropsychology

3:30 pm

Enlightening Speakers

4:30 - 6:00 pm

Wine & Cheese Reception

The registration form and event brochure can be found here!

Registration Prices: Registered Psychologist: $199 Provisional Psychologist: $149 Psychology Student:

$ 49

PAA Professional Affiliate: $149 Other Health Professional: $249

www.cap.ab.ca

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Council Updates College Council met on May 5 and June 23, 2018.

A number of matters were considered:

Professional Practice Guidelines

Council reviewed the regulated member feedback and suggested revisions to the ‘Telepsychology Services’, ‘Medical Assistance in Dying’ and ‘Disclosure of Personal or Confidential Information’ Professional Practice Guidelines. The Practice Guideline, Telepsychology Services, is still under review by the Council. The guidelines, ‘Medical Assistance in Dying’ and ‘Disclosure of Personal or Confidential Information’ were approved and will be available for both regulated members and the public on the College website in the coming weeks.

Policy Amendments

Council approved a number of policies including those related to conflict of interest recusals for both College staff and Council. These policies were put forth to ensure both regulated members and the public have confidence in the fairness of all College decisions. They are also consistent with the College’s ongoing efforts to demonstrate regulatory excellence.

Several policies including limiting the number of allowable Examination for Professional Practice of Psychology (EPPP) attempts as well as the applications for registration were deferred to the Registration Review Recommendations Implementation Group. College Council approved renaming the Oral Examination in Psychology to

the Law and Ethics for Alberta Psychologists (LEAP) examination. Council also approved re-naming Form A and Form B supervision to Phase 1 and Phase 2 as well as increasing the hours of supervision for the latter to a minimum of two hours per month in addition to the time required to review all clinical reports and clinical communications. The rationale for this change included the supervisor’s role ensuring that the supervisee is prepared for the EPPP while providing full scope of practice services. The implementation of this change will occur in the fall of 2018.

Committee Appointments

Council approved a number of appointments and re-appointments to the Credentials Evaluation Sub-Committee, Hearing Tribunal/Complaint Review Committee, Oral Examinations Committee, Registration Advisory Committee and the Registration Approvals Sub-Committee.

Annual Audit

The College recently underwent its annual audit conducted by independent auditors, KPMG. No concerns were identified as the College’s finances were perceived to be sound. Financial viability was identified as being critical to ensuring on going self-regulatory status. College Council will review the actions undertaken by College staff to address the previous auditor report recommendations when the 2017-2018 audit findings are received.

The next meeting of Council is September 21, 2018.

Public Consultation for the 6th Revision of the CPA’s Accreditation Standards On behalf of the CPA Accreditation Panel Dear Canadian Psychology Community, As some of you are aware, the CPA Accreditation Panel for Doctoral Programs and Internships in Professional Psychology (the Panel) is beginning a process of public consultation for the purpose or revising the Accreditation Standards and Procedures for Doctoral Programs and Internships in Professional Psychology (the Standards), last revised in 2011.

The Panel is currently seeking feedback from all members of the community regarding the Standards through its Public Consultation Survey (click for survey). The Accreditation Panel anticipates that the 6th revision will be completed by June of the year 2020.

For further information about the survey or the Accreditation Standards review process (click for current revision of the Standards), please contact the Registrar (Dr. Stewart Madon) at accreditation@cpa.ca or at 1-888-472-0657 ext. 333.

Thank you in advance for your participation, and for your continued support of the advancement of psychology training in Canada.

Sincerely,

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Issue 55 | Summer 2018

Dr. Ada L. Sinacore Chair, CPA Accreditation Panel

Dr. Stewart Madon CPA Registrar of Accreditation

Psychologists’ Association of Alberta

Welcome to the Profession & Awards Banquet Friday 21st September 2018 Hyatt Regency, Calgary Join us in celebrating newly registered psychologists, along with those being honoured at the award ceremony.

Details and registration are available on our website

http://www.psychologistsassociation.ab.ca/site/paa_workshops__forum?type=event&id=73

#valuepsych

#choosepsych www.cap.ab.ca

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Considering Private Practice?

By Arlin Pachet, PhD, RPsych

I found writing this article quite contemplative.

What qualities does it take to be successful? What are the logistics of starting down this path? Should I jump into private practice full time or ease into it? Do I have the experience or the acumen?

I was fortunate to be surrounded by several family members and friends who were highly entrepreneurial, allowing me to draw upon their wealth of experience in how to develop a strategic plan when delving in the world of private practice.

However, this article is not meant to be a review of specific business skills or considerations (e.g., record retention, invoicing), clinical issues (e.g., confidentiality, informed consent) or other logistics such as marketing, office design or furnishing.

Instead, it is meant to provide background on what I have learned since starting my private practice in 2001, paired with some of the themes that have emerged regarding ethical issues within private practice.

The focus of my practice is solely assessment.

When I complete an assessment, one of the goals

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is the consideration of personality characteristics— maladaptive and adaptive—that may impact the clinical picture. Clinical acumen aside, what personality traits are essential to the fostering of success? Furthermore, do you have the motivation to continuously improve your business practice and processes, adapt to change and become more efficient and productive—all while providing better service and achieving better outcomes?

Drive and motivation are key elements to a thriving practice. Instances will arise when you will need to devote extra time to your practice, and it can be a continual struggle to maintain a healthy work/life balance. Boundary setting and appropriate assertiveness are two skills that will pay significant dividends throughout your career as a psychologist.

The temptation to take home a report to work on over the weekend can be almost irresistible.

Other personality traits that have proven adaptive and helpful include mental flexibility, effective organizational skills and strong interpersonal

skills, paired with confidence in your clinical skills.

Consultation and/or case discussion with colleagues will foster success and further skill development. A network of supportive colleagues upon whom to draw in private practice is helpful, regardless of the stage of a person’s career.

One of my keys to success throughout the years has been my ability to surround myself with absolutely amazing assistants and associates. Being able to vet potential hires to make sure they are a good fit with your values and office culture is essential to starting and maintaining a private psychology practice.

A good hire means productivity and a strong and cohesive work environment. In contrast, having to terminate an employee is a skill not commonly taught in graduate school, and can be wrought with stress and decreased productivity. In my private practice, my roles extend beyond that of a psychologist; excellent management and leadership skills are essential for cultivating an efficient, cohesive and supportive work environment. A successful private-practice clinician must be a role model for his or her employees.

Finally, a key element in my private practice has been my understanding of boundary setting, which is especially important in the context of work with lawyers and/or third-party providers. If a psychologist provides treatment or assessment services at the request of a third party, it will be essential for the private practitioner to consult the College of Alberta Psychologists Standards of Practice, specifically: • standard 12.7 (Services Involving More Than One Interested Party) • standard 12.8 (Multiple Clients) • standard 12.12 (Limited Access to Client Records) • standard 14 (Fees and Statements) Furthermore, it has become apparent that our Code of Ethics and Standards of Practice may not always align with the legal system or the stance taken by lawyers referring for a medical legal assessment.

While jumping into private practice is not always feasible or recommended, especially very early in

one’s career, if you have the drive, determination and emotional fortitude, private practice can be exceptionally fulfilling and rewarding.

Develop a network of colleagues you can rely upon, join an established practice or strike out on your own. Identify your wheelhouse, stay the course and review some of the very useful resources available, such as Guidebook: Psychologists’ Association of Alberta and the Canadian Psychological Association, developed by the Psychological Association of Alberta. Also, several user-friendly books as well as online articles published by the American Psychological Association, discuss in detail some of the ethical, business and clinical intricacies of operating a private psychology practice.

Being shy or timid will not encourage a thriving private practice! Instead, be willing to consult with others, ask for guidance and support from colleagues or the College and surround yourself with associates who are highly competent and share similar motivations and value systems.

Most important, your practice will flourish if you strive to continually improve your clinical acumen while being mindful of our ethical mandates and the potential challenges to our professional boundaries.

Dr. Pachet is one of a select few Board Certified Clinical Neuropsychologists in Western Canada.

He has a wealth of clinical experience working with patients suffering from a wide range of disabilities, he has maintained a private practice since 2003, and he has worked and managed two brain injury rehabilitation programs in Alberta. As part of Dr. Pachet’s clinical practice, he commonly completes neuropsychological assessments, comprehensive psychological evaluations, vocational assessments, and concussion and capacity evaluations.

www.cap.ab.ca

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Check In...

CAP Meetings and Exam Dates

Email addresses are mandatory for all members of the College. It is crucial that we have your current email address as all information from the College is sent out via email.

Do we have your current information?

Please notify the College of any changes to your postal address, phone and fax numbers or email address.

To update your contact information: • Log in to the Member Portal • Go to the “I Want To” box on the left of the screen • Click “Update my Contact Information” If you need any assistance please contact the College at psych@cap.ab.ca.

F E E D B A C K

We want to hear from you! Let us know what you thought of this issue in this short feedback survey: https://www.surveymonkey.com/r/MonitorIssue55

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Issue 55 | Summer 2018

Professional Guidance Calls

By Deena Martin, PhD (Special Ed), RPsych Director of Professional Guidance, CAP Overview: Ensuring members are knowledgeable in both the ethical principles and Standards of Practice that govern the profession is a key objective of the College. To achieve this, the Director of Professional Guidance communicates daily with members, providing regulatory information and guidance. Regulated members are welcome to contact the College for professional guidance related to regulatory information.

Inquiry Volume: As per the chart below, the number of calls received in the past six months has increased significantly relative to the number received in previous years.

Timeframe

Number of Inquiries

November 1, 2017 through May 31, 2018

394

November 1, 2016 through May 31, 2017

223

November 1, 2015 through May 31, 2016

258

Inquiry Content: The three most frequently queried professional guidance topics have remained consistent across previous years.

1. General inquiries (e.g., business questions, employer/employee issues, practice related questions) 2. Maintenance and retention of records (e.g., release of records, electronic records, retention of records) 3. Consent (e.g., consent of minors, informed consent) Feedback: Survey Monkey is used as a method to gather and support the analysis of feedback on professional guidance phone calls. Between November 1, 2017 and May 31, 2018, 105 surveys were completed (27% response rate). Here are the highlights: 1. Quality of experience • 93% indicated the quality of the professional guidance experience was very positive

• 2.

• • 3.

•

5% indicating the call was somewhat positive.

Response time to inquiries Same day: 67% Within 24 to 48 Hours: 28% First-time users 58% indicated they were contacting professional guidance for the first time.

Qualitative feedback was very generous in nature.

Following is a brief summary of the comments offered in the survey on the question, “What did you like most about the service?”

• Quick, clear and considerable guidance.

• Useful information.

• Prompt, respectful and encouraging guidance.

• My guidance was specific and clear while considering all implications and issues.

• Director was very professional, friendly and responsive to my questions; feedback was thorough and easy to understand.

• Highlighted areas where I was vulnerable to a breach of confidentiality.

• Non-judgemental and friendly service.

• Very knowledgeable.

Following is a brief summary of the comments offered in the survey on the question, “What did you like least about the service?”

• I would have appreciated a more thorough discussion about the ethics at play, even though the answer was clear. I feel there are still many grey areas in our practice to explore.

• I believe there should be more clear guidelines around this topic.

• Confusion about who I needed to contact first— CAP or PAA. Closing remarks: It has been a pleasure to support the College and its members with regulatory guidance. I thank everyone who has made an inquiry.

Each call brings new insight and perspective to the highly nuanced situations psychologists face in their practice.

www.cap.ab.ca

13

Technology and the psychologist: Some thoughts about the future

By Paul Jerry, RPsych President CAP One day, in the not-so-distant future …

I move from kitchen to home office, coffee in hand, and sit in a comfy chair. With earphones in, I’ve been listening to my phone update me on my schedule. My AI-driven contacts app has noted an email from a client who has cancelled and wants to rebook. A quick search for a free timeslot in my calendar finds an opening that matches one of the client’s requested times. I tap several response selections provided by my email app, and with my AI-driven schedule manager copied into the email response, I hit Send.

My first appointment is soon ready. I turn on my computer and the flat-screen display, ensuring the camera has me in frame and focus. At the appointed time, the video conference app engages, and we are connected. What ensues for the next hour is a typical psychotherapy session. The only difference between this and a prototype session is that each of us sits in front of a screen to mitigate the fact that we’re 500 kilometres apart. We end the session by downloading a recording for later transcription and case-note review.

I open my bookkeeping program, check the invoice details and send this to the client as we sign off.

The invoice has a unique web link, connecting to my secure web portal, that allows for several payment options—PayPal, credit card, e-transfer.

It’s even still possible for a client to mail me a cheque. I just take a photo of it with my phone to deposit it!

sleep. They don’t feel things are bad enough that they need to call me, but they would like to chat to take the edge off. They log into my web portal and have a 15-minute conversation with an AI-driven chat bot that is “trained” in CBT. After a brief conversation, my client signs off, ready to sleep.

The next morning as I walk my coffee from kitchen to office, my phone flags for me the summary of my client’s late-night chat. I review it for key issues and add a reminder to call them on my next break for a check in.

The difference between a practice as described in this scenario and what many of us do today, is the insertion of technology solutions at points where we would otherwise have done something manually. In fact this scenario is not really a future fantasy. Every point you’ve just read is available today from a variety of sources. This is actually the practice of the present!

Once upon a time, conversation between a human and a computer was a novelty. Eliza responded with pseudo-Rogerian flare, reflecting the typist’s words. When those words included feelings, we were often amazed at the sense of how we felt.

It was simplistic, but the computer seemed to understand us. Today we converse with artificial intelligence chat bots almost daily, sometimes not even realizing they are there. (See https:// chatbotnewsdaily.com for many examples.)

As my next session is ready to connect, I note that my AI assistant has rebooked my client and set an automatic SMS reminder message, to be sent the day before the new appointment. My bank app notifies me that an e-transfer is waiting for deposit.

And so my day continues to unfold.

While we are not quite at the mainstream with AI-supported psychotherapy (see Luxton, 2013), according to Gartner (Panetta, 2017), many of the core technologies (conversational interfaces, machine learning, expert advising systems) sit on the two- to five-year horizon. Certainly, AIdriven chat bots for mental health exist, and have survived randomized controlled trials (Fitzpatrick, Darcy, and Vierhile, 2017).

Late that night, my client feels anxious. They’ve forgotten the exercises I’ve suggested and can’t

If our near-future landscape is headed for an unprecedented disruption, we need to ask how

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Issue 55 | Summer 2018

the regulatory environment is evolving to match the pace of change. If we frame the scenario of the future as primarily a change in the various media of clinical practice—smartphone instead of paper diary, screen instead of face-to-face, e-transfer instead of cash, cloud-based file instead of paper documents in a file cabinet—then we remain in good stead. Our Standards of Practice and the Canadian Code of Ethics guide us along the process of ensuring privacy, consent, secure record management and general competence when dealing with new practice issues. The principles of obtaining informed consent remain the same, regardless of the therapeutic medium. What may change with consent issues is the additional discussion of how the medium might influence the client’s experience. The “always on” culture of texting and social media may lead clients to assume our eternal presence. Again, the process of consent might now include a statement specifying which media (phone, email, SMS) and during which hours a client may contact you, outside of an emergency. Simply put, in terms of technology and our clinical practice, we must view the adoption of technology as a core competency and attend to it in the same way we would introduce a new clinical practice, as per Section 5 of the Standards.

Looking ahead, some observers of the professions raise a cautionary note. Susskind and Susskind (2015) are clear that professions as guardians of specialized knowledge and technique may not survive in the form in which we understand them today. In their view, much of what we do as professionals may be accomplished without the human touch. Even the complex and nuanced can be reduced to procedural tasks amenable to machine learning. We don’t like to hear that our hard-won professional identities can be so easily usurped. What remains for us (and may not be lost to us in the near future, if the public’s reaction to Google Duplex is any indication) are the human connections with which we, as psychology professionals, are so familiar.

What will the future look like? It will look like you and me. Sitting. Listening. Extending our care to each other, whether it be in the same room or across the aether.

Meanwhile, if you build the practice of the future today, pay attention to how each aspect is affected by the cornerstones of our profession—privacy, consent and competence.

Paul Jerry is Professor and Associate Dean in the Faculty of Health Disciplines, Athabasca University. His research includes work on FASD, counsellor education, and several edited international volumes on virtual worlds and virtual reality. He has also contributed to some of the first Canadian research on the use of technology and distance learning methods in the training of psychologists. He is a Past President of the College of Alberta Psychologists (2009-2010) and is serving in this capacity again for the 2017-2018 year.

www.cap.ab.ca

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Supervision in Private Practice: No longer just a rite of passage

By Jenny McAllister, PhD, RPsych Historically, supervision was an activity that a professional engaged in after years of experience.

It was a rite of passage in many ways, or an indication of wisdom gained along the way.

Although it is still often practiced following years of experience, supervision is now itself being recognized as a distinct professional activity. The College of Alberta Psychologist’s Supervision Manual (2016) begins by stating, “supervision of psychological services is a distinct professional activity” (p.2). No longer should supervision be something a psychologist just “falls into but,” but rather, it should follow an active decision about adding a new area of practice.

The Supervision Manual (College of Alberta Psychologists, 2016) defines supervision as a distinct professional activity with three main objectives: • to ensure the well-being of the client • to facilitate the learning of the provisional • to fulfill the need for ongoing evaluation of the provisional These objectives within the registration process ultimately facilitate the gate-keeping function of supervision.

Choosing to engage in the professional activity of supervision within the context of private practice raises several questions worth considering. This article serves as a stimulus and is surely not exhaustive. Although supervision takes many forms and fulfills the requirements of many programs, for the purposes of this article, “supervision” refers to the process of providing clinical oversight to provisional psychologists as a part of the registration requirements of the College of Alberta Psychologists, and “supervisee” refers to the provisional psychologist seeking supervision.

Competence Section 5 of the Standards of Practice (2013) clearly states, “A psychologist shall not provide a professional service or supervision unless the

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psychologist is competent through education, training or experience to provide that professional service” (p.4). Psychologists interested in engaging in supervision must consider whether the area of practice declared by the supervisee is within the area of competence of the supervisor. Prior to agreeing to engage in a supervisory relationship, the psychologist should assess the branch of psychology, professional activities, population and specialties involved.

Not only should a psychologist consider their competence in terms of a match with the declared areas of the supervisee, but also in terms of their skill and training in the professional activity of

supervision. This is equally critical in determining a competence match in practice areas. With reference to adding supervision to practice for the first time, section 5.3 of the Standards of Practice (2013) indicates that “a psychologist, when developing competency in a professional service that is new to the psychologist, shall engage in ongoing consultation with a psychologist or other professional who has expertise in that area and shall seek appropriate education, training and supervision in the new area” (College of Alberta Psychologists, 2013, pp. 4-5).

Questions to consider about competence 1. Do I want to be a supervisor?

2. Do I have sufficient education and training in the practice of supervision?

3. Have I secured ongoing consultation and supervision from another sufficiently trained

psychologist as I add this new area of practice?

4. Do my education, training and experience match those of the prospective supervisee?

Dual roles Once competence has been considered and the appropriate education and training have been sorted out, the question of context for supervision needs to be considered. Supervision in private practice can constitute hiring a supervisee to work in the supervisor’s own practice and, in doing so, merge administrative supervision (serving employment functions) and evaluative supervision (serving registration functions). Alternatively, supervision can be provided as an external supervisor, where the supervisee is employed elsewhere. In setting up a supervisory relationship where the supervisee is employed elsewhere, the supervisor guards against dual roles by eliminating any administrative or financial conflicts that could arise, focusing the relationship on the evaluative nature of supervision.

The Canadian Code of Ethics for Psychologists clearly cautions against dual roles in its principle of Integrity in Relationships, and the Standards of Practice provides guidance in section 10.1: “A psychologist shall not undertake or continue a professional service when the psychologist is aware, or should be aware, that the psychologist faces a potentially harmful conflict of interest” (p. 9). Section 10.2.3 goes further in clearly setting out prohibited relationships, including “entering into a financial or other relationship with the person that is potentially exploitive of the person or that could reasonably be expected to compromise the professional relationship and/ or the judgment of the psychologist” (College of Alberta Psychologists, 2013, p. 10).

Questions to consider about dual roles 1. Do I want to supervise someone in my practice or as an external supervisor?

2. Should I benefit financially from the work of my supervisee, aside from being compensated for my time providing supervision?

3. Can I provide an objective evaluation of my supervisee if that person is also my employee?

4. Can I effectively serve the gate-keeping function

www.cap.ab.ca

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of supervision and manage my practice if my supervisee is also my employee?

Informed consent The College of Alberta Psychologists’ guideline, Informed Consent for Services (2014), introduces this as “a process through which permissions are obtained, boundaries are established and professional rapport is built” (p. 2). Although not explicitly stated in any of the supervision documents, this process is as relevant to supervisory relationships as it is to client relationships. Setting boundaries for the relationship and clearly outlining the expectations—including content and structure of supervision, fee and payment arrangements, disclosure expectations, emergency supervision, evaluation procedures and schedule and process for termination—can serve to protect both the supervisor and the supervisee.

2. How long will I retain my supervision records?

Ensuring competence, managing the informed consent process for supervision and making decisions about record-keeping are some of the basic tasks worth sorting out when adding supervision as a new area of private practice.

Beyond these basics, effective delivery of clinical supervision also requires a solid grasp of issues related to the theoretical understandings of supervision, the interventions used in supervision and the evaluation procedures employed. Fulfilling the role of gatekeeper as a clinical supervisor can be a rewarding addition to a private practice when undertaken with intention and reflection.

Questions to consider about informed consent 1. Am I clear about my expectations for supervision?

2. Do I have an informed consent document to guide my informed consent process?

Record-keeping Maintaining and retaining client records in a safe manner is a clear responsibility of all psychologists.

Limited guidance is available regarding the requirements for keeping of supervision records.

The Standards of Supervision (2018) states “an ongoing record of supervision will be maintained that details the types of activities in which the registered provisional psychologist is engaged and any issues relevant to the registered provisional psychologist’s competence” (p. 4).

Guidelines about specifically what should be contained in those records or about how long these records should be kept are not currently available, so psychologists should use their best judgment in making these decisions.

Questions to consider about record-keeping 1. What will I include in my supervision records?

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Jenny McAlister, M.A. R.Psych currently provides supervision to nine provisional psychologists in her private practice in Edmonton.

Jenny is also a member of the Oral Examaniations Committee and serves as a public member on the province’s Mental Health Review Committee.

Jenny recently completed the Advanced Clinical Supervision certificate course offered through the UofC and was intrigued at how much there was to learn about supervision.

Register Updates Updates for November 16, 2017 - May 31, 2018 Congratulations and welcome to the 86 new Registered Psychologists who were added to the register: Joshua Paul Adams Stewart Wilfred Adams Blake A. Ausmus Laura K.S. Bailey Jennifer Eileen Bartlett Shawna L. Benoit Lisa Marie Brent Rosita J. Brown Crystal L. M. Brown Alanna J. Caldwell Stephanie M. Caras Amy C. Cardinal Robin Doreen Chamberlain Lauren Estelle Chan Tyla Kristeen Charbonneau Casey Alyssa Cheung Erla Christens Evylin E. Chudyk Cameron M. Clark S. Mitchell Colp Gabriela Corabian Brandi JaniceCowie Ainslee D. Davies Shandra C. De Clerck Flora J. DeFilippo Cory L. C. Donald Nadine Lea Duckworth Kristy L. Dykshoorn Fatemeh Ebrahime Helene Eldegard Lindsey Fiebig Vanessa Shirley Foley Jenna D. Fortinski Elena Fuchilo-Gray Daisy V. Grossi Lisa Marie Gust Erin M. Harris Sheila Jane Hudson Hilda Huj Yuanyuan Jiang Rachel O. Jochaud du Plessix Michelle Lynn Kardash M.A.I. Audrey Kodye

Tracy Diane Kroeker Jessie Lee-Morin Sarabjeet Ludu Annelise M.J. Lyseng Lindsey M. MacDonald F. Gerard MacLellan Jennifer V. MacSween Labiba Majeed Mary-Jean Malyszka Bryanne Hazel Manveiler Catherine E. Marshall Adam James McCaffrey Jessica J. McDonald Samantha K. McLaine Nisha Mehta Katrina Joanne O’Donnell Sanni I. Paljakka Lisa Maria Pascal Derek V. Pierce Stephanie D. Poole Jana M. Roberto Ellen L. Robertson Codie R. Rouleau Wendy Linda Salvisberg Kyleigh E. Schraeder Mercy Shambare Vivek Sharma Sarah E. C. Sharpe Leigh-anne Marie Sheldon Stephanie Louise Sikora Sabrina Noelle Skar Roxana Sterniczuk Carmen K. Thompson Mitchell Ryan Tokarek Jeffrey Vander Meulen Dustin Washburn Wanda A. Watson Erin Caitlin Watters David K. Williamson Sarah K. Wong Lubna Zaeem Selina Denise Zaluski Kimberley G. Zorn

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Thoughts on Conducting Research in a Private Practice Setting

By Roger Gervais, PhD, RPsych and Patricia Arends Neurobehavioural Associates; University of Alberta It was one of those sessions that did not start out so well. Your client, a man in his early 40s, and his wife came in to review the results of his vocational assessment. He was frustrated and angry. His injury meant he could not continue in the occupation he knew and enjoyed; he had to make a change but had no clear idea of what he could do. His wife had tried to be supportive and had offered various suggestions, which he had dismissed. She too was frustrated, and they had been arguing, to the point where their relationship was under stress. Why wouldn’t he listen to her ideas? And why did he insist on wearing that cap she hated, the one with the logo: “The more I get to know women, the better I like my truck”?

The above scenario describes an actual clinical encounter. While it began on a rough note, things did work out in the end. You knew from reviewing the test results that his error score of 23 on the Emotional Perception Test (EPT) was 3.2 SD above the mean for men in the normative sample, which meant that compared to that sample, he was likely to have substantially more difficulty accurately “reading” emotional cues in his interactions with others. He might also be more prone to interpersonal conflicts and could be perceived as rather insensitive and not a “people” person.

He had always been drawn to practical, realistic occupations where he could work with things rather than people. As you reviewed this information with the client and his wife, she commented that it made a lot of sense to her and explained why she often felt he did not “pick up” on what she was feeling. He agreed and commented, “I never could figure out women.” The session ultimately ended well, both parties leaving with greater insight into an aspect of the client’s functioning that had important repercussions for his interpersonal

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functioning, at work and in his relationship.

Reflecting on the session, it occurred to you that your client’s EPT score was extreme. You had also observed poor scores in both men and women you had seen for counselling over the years. This gave rise to some questions: How do clients in my practice score on the EPT? What proportion has impaired emotional perception? How does emotional perception relate to self-ratings of depression, anxiety, relationship conflict/ satisfaction? You decided to undertake a research project to answer these questions.

As psychologists, many of us were trained under the Scientist-Practitioner model. As such, it is within our scope to define and undertake research to address questions that will contribute to the development and advancement of scientific knowledge, our profession and society (Canadian Code of Ethics for Psychologists, Fourth Edition, 2017; IV.1). Participation in research also provides a means of reflecting upon, refining and enhancing one’s practice (IV.4), as well as participating in continuing education.

In this article I will briefly review some thoughts on conducting research within a clinical private practice setting, based on my own experience and collaboration with other researchers. Where possible, I will reference the Canadian Code of Ethics for Psychologists, Fourth Edition (the “Code�), which contains extensive guidance on conducting research.

While there are many different types of research designs (e.g., retrospective, prospective, cohort studies, randomized controlled trials, etc.), for the psychologist in private practice, establishing an anonymous (I.42) archival research dataset is the most practical way to develop a research program. The first step in building the research dataset is to obtain informed consent for clinical data to be entered into the dataset (I.20; I.28).

While compilation of test scores and other clinical data into a de-identified archival dataset for retrospective analysis arguably poses none of the risks noted under clause I.20 of the Code, it is nonetheless good practice to ensure that informed consent for archival data collection is obtained. I would recommend incorporating this consent as a standard part of the informed consent procedure at the intake session.

While establishing an archival dataset is useful for gathering and compiling the clinical data one obtains routinely in the day-to-day operation of the clinical practice, the psychologist might also have an interest in test development (e.g., new inventories for screening depression, anxiety, trauma, etc.) or in field data collection for establishing normative data (e.g., field data collection studies for an updated intelligence test or personality inventory). Specific informed consent for participation in such studies should also be obtained.

For data management purposes, one can use an Excel spreadsheet that can later be imported into SPSS (Statistical Package for Social Sciences) or

other specialized statistics programs. It is also important to determine what types of data will be incorporated into the dataset. As a basic starting point, it is important to assign a unique ID number to each case. It is vital to code as comprehensively as possible the demographic data such as gender, age, hand dominance, marital status, years of education, first language, English as a second (or other) language, etc. Other information obtained from standardized intake forms or client history questionnaires should also be entered (e.g., referral type, reason for referral, presenting problem, mental health history, learning disabilities, trauma history, etc.).

Data from standardized tests should be incorporated as comprehensively as possible. For example, if the BDI-II is available, the answer for each test item, along with the total test score, should be numerically coded. This type of fine-grained data coding allows for deeper retrospective analysis of the data. Most computer-based test platforms, such as Q Local, have a data export function that will directly import test records (including itemlevel responses) into an Excel spreadsheet.

Once the dataset has been established and a sufficient number of cases has been collected, it is time to define the research question and begin analyzing the data. As in the case study noted above, one might wish to explore the association between an ability (such as judgment of emotion) and other variables (such as gender, years of education, depression, anxiety, paranoid ideation, behaviour-restricting fears, trauma history, etc.).

I would recommend SPSS, as a straightforward, accessible statistics program.

For psychologists who have not been involved in research since graduate school, I would suggest collaborating with graduate students who are invariably looking for interesting research projects and are up-to-date with the methods and procedures for conducting statistical analyses.

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An additional benefit is the opportunity to submit collaborative research proposals through the university’s Institutional Review Board, which increasingly is a requirement when submitting research studies to academic journals.

Finally, psychologists should be encouraged to present their findings, whether in a study club, clinical rounds, formal academic presentations, poster/paper sessions at a conference, or ultimately, publishing in an academic journal. Many of these activities can also be done collaboratively with colleagues or graduate students. For example, for the last 15 years, I have attended the annual MMPI research symposium, presenting and publishing studies with numerous associates.

Several of the graduate students with whom I collaborated in the early years are now themselves university faculty, attending the research symposium with their own students. My research activities continue with former collaborators and current graduate students. This ongoing research and professional collaboration on an international basis is not only rewarding, but helps one remain current in the field and contribute to the

Roger Gervais, PhD, RPsych, ABPP, is Board Certified in Clinical Psychology and maintains a busy clinical practice assessing workplace/ personal injury and medical disability claimants.

He is actively involved in research and has published peer-reviewed articles and chapters on symptom validity assessment in psychological disability claims. He is the first author of the Response Bias Scale (RBS), one of the Minnesota Multiphasic Personality Inventory-2-Restructured Form (MMPI-2RF) validity scales. He is a peer reviewer for several journals. He has served on the discipline committee of the College of Alberta Psychologists and is currently Treasurer of the College.

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development of the profession, thereby fulfilling a key aspiration of the scientist–practitioner.

Having completed your study, you may have found that in your clinical sample, women indeed do tend to make fewer errors in emotional perception than men, which was consistent with the normative data in previous studies. However, you may have also been surprised to discover that some of the findings give rise to yet another hypothesis, which you will explore in due course.

The above comments are a brief review of some considerations involved in conducting research in private practice. Psychologists considering embarking on research should carefully review the Canadian Code of Ethics for the applicable guidance in this area. Lejeune and Luoma (2015) also offer an interesting discussion on conducting research from the perspective of a scientist– practitioner.

Patricia Arends, B.A., is a graduate student in School and Clinical Child Psychology with the Department of Educational Psychology at the University of Alberta. She has worked as a psychometrist with Dr. Gervais for 5 years. In addition to the clinical work, she has conducted several research projects with the Minnesota Multiphasic Personality Inventory2-Restructured Form (MMPI-2-RF) which have been presented at professional conferences.

She also has a research interest in sportrelated concussions and tools to assess sideline concussions. These research projects were presented at the Canadian Psychology Association Conference in 2017 and the Concussion Symposium in 2018. She intends to continue her research in sport-related concussion through her graduate studies.

The Life Cycle of Ethics for a Private Practice Psychologist

By Stephen Carter, PhD, RPsych

Minimum standards, including the Code of Ethics (CPA), the Standards of Practice (CAP) and the CAP Practice Guidelines and Practice Alerts, must be followed in all aspects of a psychologist’s career.

The guidelines set out in all these documents apply for the entirety of a psychologist’s professional life; however, some have special relevance at different career stages.

Pre-provisional—the preparatory years It is never too early to start an ethical practice.

For the psychology student, two principles stand out: competence and impaired judgement.

Regarding competence, “a psychologist shall not provide a professional service … unless the psychologist is competent through education, training or experience to provide that professional service (CAP Standard 5.1). This means the best undergraduate and graduate education you can obtain will give you the best preparation for your chosen profession. The guideline about impaired judgement (CAP Standard 5.4) states a psychologist should not be working if “judgement is impaired due to a mental, cognitive, emotional or physiological condition or as a result of substance or chemical abuse.” The implication is that entering into psychology is not a way to fix your own issues; you have a responsibility to take steps to ensure your own well being before you can be in a position to help others.

Provisional psychologist Your ethics as a provisional psychologist work both ways. You are expected to act in an ethical manner and your supervisor is also required to act ethically. Some principles that may apply here include: • Representing credentials: Practice Guideline (Revised March 2013). You may only use completed graduate degrees as part of your signature. While doctoral students in a

•

university setting often use the credential “PhD Candidate” as an academic designation, such practice cannot take place for a provisional psychologist.

Costs of being a provisional psychologist: CPA Ethical Principle I, Respect for the Dignity of Persons, states the need to be sensitive regarding vulnerable people, and more specifically, states in I.14, “Compensate others fairly for the use of their time, energy and knowledge, unless such compensation is voluntarily refused.” Provisional psychologists are especially vulnerable: they cannot be registered without completing their provisional hours and there seems to be a constant shortage of provisional placements.

There may be a case in which not paying a provisional psychologist in a private practice is appropriate; however, after office costs and the actual cost of supervision time is calculated, if a private practice psychologist is making a significant profit for an unpaid or poorly paid provisional psychologist, it may be exploitation of a vulnerable person.

Early career psychologist An early career psychologist often enters private practice as an employee or as an associate. The distinction is important. An employee provides services on behalf of the employer, therefore the argument can be made that the employer owns the file. It is even more confusing if you have a contract with organizations to provide services for them. It may be the case that one file has three owners: you own the file, the client owns the information in the file and a third party owns the report. However, non-competition clauses, while common in the business world, may violate respect for the individual client. The key point here is to clarify all these arrangements in advance. Despite your status with a company, if the company has a contract to provide services to a certain group, while your clients may be able to follow you, their

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funding may not. Be careful to not combine people you may see for free in a public setting with those who come to you privately. It is poor practice to use a public job to generate clients for your private practice.

Many excellent sole-practitioners are in practice, but for those starting out, being in a partnership or group practice gives you others off whom you can bounce ideas and from whom you can learn. If you are going to be on your own, consider finding like-minded psychologists with whom you can form a support network or try to get a more senior psychologist as a mentor.

It cannot be emphasized enough that in all aspects of your career you should provide services only in areas in which you are competent, regardless of how many openings you may have in your schedule or your need to generate income.

Mid-career psychologist It takes a lot of education, training, work and money to get to the point of being a mid-career psychologist, but again, the learning never stops.

Continuing professional education is not a nice addition, it is a necessity. Consider being involved in our profession, either with the College, with the association or on the national front. CAP documents need to be reviewed routinely and special attention needs to be paid to new issues.

For example, are you aware of the risks of blogs or interactive websites, or do you know the regulations for dealing with clients by e-mail, text, Skype or Facetime?

The best protection against complacency or getting into practice areas for which you are not prepared is to perform annual self-evaluation and goal setting.

As a mid-career psychologist in private practice you may be a partner or the leader of a firm. It is now up to you to ensure ethical advertising methods, proper informed consent documents, a clear billing policy, proper and confidential recordkeeping and all the business aspects of practice are taken care of. You may have never taken a business course, but being in private practice you are a business person and it is up to you to meld sound business methods with ethical practices.

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By mid career, it’s an excellent idea to have a “professional will” naming another psychologist as your executor, listing all contracts, passwords, etc.

If associates, contractors or other psychologists have left your firm, it is also your obligation to provide contact information to clients who are trying to reach them.

Senior psychologist Complacency can become the enemy of competence. The well-known senior psychologist with an excellent reputation must be on guard against requests to do things that are outside of their competence, because such requests will come in. For those involved in their profession, a strong network will allow you to make referrals to the proper people. When you make proper referrals, others will also refer clients to you for your specialty areas.

At the far end of a career, consideration needs to be given as to how to notify your clients, not taking on more clients that you can properly help in a possibly reduced case load and having a psychologist you trust take on the role of executor/ file manager. Obviously, files cannot just be handed over (or worse, sold). The informed consent of your clients is required before it is appropriate for another professional to be involved with them.

Dr. Carter works in the area of counselling and assessment with children, teens, adults and families and has been a registered psychologist in Alberta since 1992. He also serves as an Adjunct Assistant Professor in the Department of Educational Psychology at the University of Alberta.

Dr. Carter is a former co-executive director of the Psychologists’ Association of Alberta and he was part of a group who developed a private practice manual for the Association.

Examination Results & Statistics

Updates for November 16, 2017 - May 31, 2018

Examination for Professional Practice in Psychology (EPPP) A total of 221 candidates undertook the EPPP in this reporting period. Results were:

Pass: 124 (56%)

Fail

10%

Pass

90%

Pass

Fail

56%

44%

Fail: 97 (44%)

Oral Examinations A total of 84 candidates undertook the oral exam in this reporting period. Results were:

Pass: 76 (90%)

Fail: 8 (10%)

Professional Guidance Statistics During this reporting period the College received 548 requests for professional guidance.

The most frequently asked questions included those dealing with consent, maintenance and retention of records as well as supervision.

Regulated members are welcome to contact the College for professional guidance or regulatory issues here.

Discipline Statistics The College also received 21 new complaints. The most common reasons for allegations were issues of: competence, informed consent and unprofessional behaviour.

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References Page 10-11

Considering Private Practice?

By Arlin Pachet, PhD, RPsych Aronoff, K. (2017). Best Practice: Everything you need to know about starting your

successful private therapy practice.

Grodzki, L. (2015). Building Your Ideal Private Practice, 2nd Ed. New York: W. W. Norton & Company.

Kasperczyk, R. & Francis, R. (1991). Private Practice Psychology: A Handbook. London, UK: Wiley-Blackwell.

Psychologists’ Association of Alberta. (1998). Guidebook: Psychologists’ Association

of Alberta and the Canadian Psychological Association. Second Edition: August

1998, reformatted December 2006. Edmonton, AB: Psychologists’ Association of

Alberta. ISBN: 1-896538-45-2. www.apa.org/gradpsych/2006/03/business.aspx www.apa.org/gradpsych/2011/11/private-practice.aspx

Page 14-15

Technology and the psychologist

By Paul Jerry, RPsych Fitzpatrick, K., Darcy, A., and Vierhile, M. (2017). Delivering cognitive behavior therapy

to young adults with symptoms of depression and anxiety using a fully automated

conversational agent (Woebot): A randomized controlled trial. Journal of Medical

Internet Research: Mental Health, 4(2):e19 DOI: 10.2196/mental.7785 Panetta, K. (2017, August 15). Top trends in the Gartner hype cycle for emerging

technologies, 2017. Retrieved from https://www.gartner.com/smarterwithgartner/top trends-in-the-gartner-hype-cycle-for-emerging-technologies-2017/ Susskind, R, and Susskind, D. (2015). The future of the professions: How technology will

transform the work of human experts. London, UK: Oxford University Press.

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Supervision in Private Practice

By Jenny McAllister, PhD, RPsych Canadian Psychological Association. (2017). Canadian code of ethics for psychologists.

Ottawa, ON: Canadian Psychological Association. Retrieved from https://cpa.ca/ docs/File/Ethics/CPA_Code_2017_4thEd.pdf College of Alberta Psychologists. (2014). Informed consent for services. Edmonton, AB:

College of Alberta Psychologists. Retrieved from https://www.cap.ab.ca/Portals/0/ pdfs/InformedConsentforServices.pdf.

College of Alberta Psychologists. (2013). Standards of practice. Edmonton, AB: College of

Alberta Psychologists. Retrieved from http://www.cap.ab.ca College of Alberta Psychologists. (2018). Standards for supervision of registered

provisional psychologists. Edmonton, AB: College of Alberta Psychologists.

Retrieved from http://www.cap.ab.ca College of Alberta Psychologists. (2016). Supervision manual. Edmonton, AB: College of

Alberta Psychologists. Retrieved from http://www.cap.ab.ca

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Thoughts on Conducting Research in Private Practice

By Roger Gervais, PhD, RPsych and Patricia Arends Canadian Psychological Association. (2017). Canadian code of ethics for psychologists (4th

ed.). Ottawa, ON: Author.

LeJeune, J. T., & Luoma, J. B. (2015). The integrated scientist-practitioner: A new model

for combining research and clinical practice in fee-for-service setting. Professional

Psychology, 46(6), 421–428.

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2100 Sun Life Place 10123 - 99 Street NW Edmonton, AB T5J 3H1 www.cap.ab.ca

Harvey Brink, James Canniff and Paul Jerry are members of the Publications Committee who monitor the content of The CAP Monitor to ensure the information being conveyed is consistent with the College’s mandate, governing documents and policy.

The CAP Monitor is a regular publication of the College of Alberta Psychologists. To the best of our knowledge it is complete and accurate at the time of publication.