Compare and Contrast Three Codes of Professional Conduct as They Affect Practicing Psychologists: Australian, British and Usa

Compare and Contrast Three Codes of Professional Conduct as They Affect Practicing Psychologists: Australian, British and USA
Ethical conduct across a number of disciplines not limited to the field of psychology is an issue that occupies legislatures, regulatory agencies, educators and professional societies alike. Most professions have a code with standards that guide practice within that particular field. The increase in the number of practicing psychologists and the fields in which they are employed worldwide necessitates the assurance that the highest ethical standards are abided by to protect the welfare of the client, student, organisation and profession.
One definition of professional ethics states that it concerns one's conduct of behaviour and practice when carrying out professional work. Such work may include consulting, researching, teaching and writing. The institutionalisation of Codes of Conduct and Codes of Practice is common with many professional bodies for their members to adhere to.
A professional possesses special knowledge and expertise in his particular field and as a result they are expected to make informed ethical decisions. With knowledge comes power and responsibility and as a result many professionals are expected to abide by their respective professional body’s code of ethics. A code of ethics simply outlines the responsibilities and ideals of a profession. These codes not only seek to protect the client but also aim to preserve the integrity profession. Failure to abide by these codes of ethics may result in disciplinary action (banning or license suspension) from the governing professional body. Whilst having an established code of ethics aids in the distinction between right and wrong, each situation which professionals may encounter will be unique. The professional’s interpretation of the code of ethics is what may be the impetus for the ethical decision made. Sometimes the ethical code outlined may not be applicable, feasible or even culturally relevant. Therefore the reality of the situation is that even though codes of ethics seek to establish universal standards which professionals should abide by, many times there heterogeneous aspects involved in the actual practice of the profession and standard rules and regulations may not always be helpful when deciding what is best for the client.
The aim of an ethical code regardless of its country of origon is to provide practice guidelines for the professional to not necessarily follow to the letter but to use as a reference point, for example when starting out as a student the Codes and the accompanying guidelines serve to educate with regards to protocol and procedures expected by the discipline. One example of this is with regards to the storing of client’s records. During the process of becoming a practicing psychologist the aim therefore is to become familiar with the code and accompanying guidelines to guide practice and to use it as a reference point when ethical dilemmas arise.
The content and language used in ethics codes can differ between countries which for example, can be accounted for by the type of society, individualistic or collectivistic, and their values. With this in mind the aim of this piece of work is to compare and contrast three codes from similar societies; Australia (APS), Great Britian (BPS) and the United States of America (APA) beginning with a brief comparison of the structure of the code and the nature of the languge used leading to an in depth analysis of the content of the three codes with regards to potential issues that may arise for the newly qualified psychologist.
Each of the codes introduces the reader to the code and its applicability to the profession in the introduction and preamble, the APS also includes an explanation of the terms used within the code. The BPS contains a section called ‘Decision Making’ in which they identify the most common areas (according to members) where and in which situations ethical dilemmas most frequently arise, the APA deals with resolving ethical issues within the content of the ethical standards likewise with the APS no specific section deals with decision making so to speak, each potential source of ethical dilemmas are dealt with in their relevant section of the code.
The language used witin the code directed at the professional is indicctive of the nature of the code, both the APA and the APS begin each sentence with “Psychologists” suggesting that is what they should aspire to, in contrast to this the BPS directs the psychologist by saying that the “Psychologists should and must”.
General Principles The codes vary slightly with the number of General Principles within each, whic are as follows;
APA; A Respect for the rights and dignity of people and peoples B Propriety C Integrity
BPS; 1: Respect 2: Competence 3: Responsibility 4: Integrity
APA: A: Beneficience and Nonmaleficience B: Fidelity and Responsibility C: Integrity D: Justice E: Respect for people’s rights and dignity
Each general principle is preceeded by an ‘explanatory statement’ (APS) or a ‘Statement of values’ (BPS). In contrast the APA prior to the ethical standards presents an explanatory paragraph for each of the general principles. Additionally, the APA gives reference to associated standards for example standard 6.01 (regarding documentation of records) gives reference to standard 4.01(maintaining confidentiality) to be taken into consideration when making ethical decisions. The APS makes reference to associated standards to give meaning to the standard being described. Although it is essential that practising psychologists have a thorough understanding of the code and the associated guidelines there are a number of issues that a newly qualified psychologist needs to know in depth, these are pertaining to; record keeping, competence, informed consent, multiple relationships, confidentiality and the administration of psychological tests and assessments.
Record Keeping
The adequate keeping and storing of client’s records could be considered to be both a professional additional to an ethical responsibility as outlined in standards; B.2.1 (APS), 6.01, 6.02(a) (APA) and 1.2(i) (BPS). Neither the APA or the BPS specifically state the length of time in years that the clients records should be stored, B.2.2 and B.2.3 of the APS however, state that records should be kept for a minimum of seven years unless the client is under the age of 18 if this is the case then the psychologist retains them until the client reaches the age of 25 (in Victoria). All three of the codes concur with regards to confidentiality, one standard that is unique to the APA is standard 6.03 which relates to withholding records for non payment of fees. Additional to standards B2, 1-4, guidelines which make mention to record keeping include; ‘Guidelines for working with young people’ and ‘Confidentiality.
Confidentiality
Psychologists respect the rights of the client to privacy and confidentiality. In psychological practise this includes the safeguarding of confidential material stored within the client’s records and confidentiality of client’s disclosures during contact. Guidance for the beginning psychologist in the three Codes can be found within the general principle of ‘Respect’. The standards within this principle serve to inform the appropriate practices and procedures expected to maintain confidentiality and exceptional circumstances where breaches of confidentiality are permitted if not expected as a legal or ethical obligation. From first contact, limits to confidentiality should be explained (A.5.3 a, APS; 4.02, 5, Guidelines on Congidentiality, 2007; APA; 1.2, vi, BPS). Standards A.5.2 (APS), 4.05 (APA) and 1.2 iii-iv (BPS) advise the psychologist to the scope of disclosures permitted and the situations under which they may occur. Documentation of unavoidable breaches must be made (1.2 viii, BPS). Client’s records regardless of the medium in which they are stored must be safeguarded during their collection, storage and access. The APS (A.5.1 a; Guidelines on confidentiality, 2007; 6.2) and the BPS (1.2i) both state that this is an ethical requirement.
Competence
Maintaining and developing competence through continuing education and supervision throughout ones career and recognizing our competencies and limitations both as students and beginning psychologists is crucial. This is reflected in all three codes. Standarsd B.1.2 (APS), 2.01 (a,c, APA) and 2.1 (BPS) discusses the boundaries of professional competence with regards to education, training and professional experience (B.1.2 a,b &c APS, 2.01 a APA, 2.3 i-v) and also that this is done in compliance with the law (B.1.2 d, APS, 2.2, vii, BPS) and that the psychologist’s emotional and mental state is not impaired (B.1.2 e APS) (2.06 b APA) (2.4 i-iv, BPS). In contrast, standard 2.01 b (APA) states that an understanding of demographic information pertaining to the client is a factor of competence that is required of a psychologist. Standard 2.2 (BPS) also includes the process of ethical decision making as an area of competence required by psychologists but not specifically covered by the other two codes.
Informed consent Prior to commencement of any interventions with a client it is essential that informed consent or assent is obtained. This is generally obtained upon first contact dependent upon age wheterh it is consent or assent. Psychologists during this process inform the client as far as is possible what therapy/interventions/research entails and how long it will last and the expected outcomes (A.3.1, A.3.3 a-g APS) usning appropriate language (A.3.2 APS). The codes do however provide examples where consent does not necessarily need to be obtained either by law or for research (A.3.4, APS, 3.10a, APA; 1.3 vii, BPS). The APA presents its standards regarding informed consent in specialised areas such as research, assessment and therapy whereas the BPS includes guidelines regarding informed consent to research within the standard. Documentation of when and from whom informed consent was obtained is also part of this standard across the codes and closely linked to confidentiality. Standard A.3.3 h (APS) covers explaining the limits to confidentiality that are conveyed to the cient upon first contact neither the APA nor the BPS codes specifically mention the limits to confidentiality within the standard of informed consent.
Administration of psychological tests Supplemental Guidelines for the administration of psychological tests accompany the brief coverage in the Code of Ethics (B.13.1- B.13.6). These standards serve to outline ethical practice in the use of tests and assessing clients. For the beginning psychologist these guidelines are particularly pertinent, with experience the psychologist gains knowledge regarding the applicability of psychological tests and when their use is genuinely warranted. This ethical behaviour is reflected in standards B.13.3 (APS) (Supplemental guidelines 1997: 11) and 9.02a (APA). Additional to the applicability of the test its (the test’s) psychometric properties must be taken into consideration particularly with the plethora of psychological tests available (B.13.1, APS; APA Supplemental guidelines, 1997: 8; 9.02b, APS) Administering psychological tests requires the assessor to have achieved a level of competence (9.07, APA), the APS supplemental test guidleines states that tests can be administered, scored and reported under appropriate supervision. An important process of client assessment is the reporting of results to the client or their legal guardian. The Codes provides guidance and requirements to providing feedback in an appropriate manner to the relevant parties (B.13.5, APS; 9.09., 9.10, APA; Supplemental guidelines, 1997: 16). In contrast to the extensive coverage in the APS and the APA Codes, the BPS makes no specific mention to psychological testing or assessment. Multiple Relationships Multiple relationships occur when the psychologist has a relationship with the client other than that of a professional nature and sometimes is unavoidalble particularly in the rural setting. There does appear to be consensus across the codes with regards to multiple relationships, standard C.3.1 (APS), 3.05 a (APA) and 4.2 i-v (BPS) all imply that multiple relationships only pose a problem if they are likely to impair or impede objectivity, competence or effectiveness of the psychologists. Where multiple relationships are unavoidable it is imperitive that the psychologist does not exploit their position of power and maitian professional boundaries (C.4.1 & C.4.2 APS). Psychologists in these positions are advised to consult the Code. In conjunction with these standards the guidelines titled, “Rural and remote” and “Professional boundaries and multiple relationships” should be consulted. In conclusion, the ethical standards in the codes of the APS, APA and the BPS provide similar guidance to psychologists. The APA Code of Ethics has been used internationally as a reference for the construction of ethical codes which may serve to explain the congruence between the standards. Additionally, each of these countries are primarily individualistic cultures despite being a multicultural population.
Ethics in Psychological Research
Psychology can be defined as the study of the mind and behaviour. The discipline embraces all aspects of the human experience — from the functions of the brain to the actions of nations, from child development to care for the aged. In every conceivable setting from scientific research centres to mental health care services, "the understanding of behaviour" is the enterprise of psychologists (American Psychological Association).Scientific research plays a critical role in the field of Psychology as it aids in the formulation of theories which seek to explain human behaviour.(Coolican,2004).As one would imagine, if we are studying the human mind, the use of human participants in psychological research is quite common. It is therefore not surprising that professional psychological boards such as the American Psychological Association and the British Psychological Society have established ethical codes of conduct when conducting research with both humans and animals. This portion of the paper shall examine some the role professional ethics plays in psychological research and some unique cases where in the absence of these codes research has resulted in psychological harm.
The APA Ethical principles of psychologists and code of conduct covers six General Principles for overall guidance towards the “highest ideals of psychology” .These principles fall under the following headings: 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. 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. 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.
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 practice 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.

(Adapted from www.APA.org)

Research with human beings entails many ethical issues and responsibilities. The primary goal is to protect the dignity, welfare and rights of all participants in research. As with many professional fields and with life in general, some of the ethical dilemmas which arise are straightforward whilst other issues are difficult to discern and involve various conflicting parties. First a small case study will be presented (See Appendix Figure 1) and some of the ethical issues involved in psychological research will be examined. Deception According to the APA, psychologists should not conduct studies involving deception unless they have determined that the use of the technique is justified by the study’s significant prospective scientific, educational or applied value and that effective non-deceptive alternative procedures are not feasible. From the case above we see that Milgram’s study involved the use of deception but many question the extent to which the emotional distress caused by the study was justified. The use of deception in psychological research is extremely common(Coolican,2004).Some researchers contend that given the ethical principles of the APA and an increase in its use, professional psychologists should totally ban the use of it.(Ortmann andHertwig;1997).However the degree deception may be necessary so as to not stunt the progress of psychological research. To support his argument he cites several studies which seem to suggest that participants have a positive attitude toward the use of deception in psychological experiments. Some forms of deception used are relatively innocent e.g. being told that a baby is male when it really is female. Other forms however, may be a bit more serious e.g. in Latane and Darley experiment participants thought they were overhearing an authentic epileptic seizure. The APA outlines that if deception is to be used that the participants are informed at the beginning of the possibility of physical pain and severe emotional distress and that the participants are fully debriefed at the end of the study. Debriefing The APA code of ethics states that the researcher has the responsibility to debrief each participant. Psychological debriefing is a brief crisis intervention usually administered within days of a traumatic event (Raphael and Wilson, 2000).The debriefing process involves the researcher clarifying any misconceptions the participant may have. Also, the researcher recognizes a duty to report general findings to participants in terms appropriate to their understanding. If harm is caused during the research procedures psychologists must exercise measures to minimize this harm. In cases such as in the Obedience studies where participants have been seriously deceived extra effort must be given to explain to participants the purpose for the deception. Many question the effectiveness of debriefing as the argument is that even when participants are informed of the study many still suffer post-traumatic stress and residual anger and disappointment with themselves. (Ring, Wallston and Corey;1970).In the case of Milgram, he later sent a questionnaire to participants after the study and found that 84% reported were glad to have participated in the study whilst only 1% regretted doing the study period. Many however simply see this as an attempt by Milgram to justify an ethically unacceptable study.

Stress and Discomfort-Most psychologists agree that procedures used in psychological research should not harm participants physically or psychologically. Researchers are obligated at all times to employ the least stressful research operations wherever possible. However, difficulty lies in establishing to what extent physical or mental discomfort experienced may be classified as harmful and thereby deemed unacceptable. The case above illustrates how psychological research can impose a substantial degree of mental stress. Some participants experienced deterioration of their self-image and the strain of feeling guilty or responsible for their actions. Another ethically controversial psychological study which inflicted stress on participants was conducted by Phlllip Zimbardo. Zimbardo conducted an experiment on authority and obedience and because of the severe mental stress it caused the students, the study had to be shortened from fourteen days to six. Students played the role of prison guards but hours after settling in to their roles they became their roles. These “guards” were aggressive, sadistic and brutal towards their prisoners (other students that were also participating in the study).Within two days participants had to be released since they were exhibiting signs of severe emotional and psychological disorders(uncontrollable crying and screaming) and one even developed a nervous rash.(Coolican,2004).It is therefore extremely important that in cases where harm seems inevitable that this harm is managed and minimized. This can be done through the process of debriefing (see above.)
Physical Discomfort-As the APA principle of Beneficence and Nonmaleficence states, psychologists should strive to benefit those with whom they work and take care to do no harm(physical or psychological).In the past however variables such as noise levels, food and sleep deprivation and even electric shock have all been examined for the purpose of finding answers to human behaviours. One ethical issue arises is in the case of aversion therapies. Many times participants willingly consent to these therapies which rid the client of unwanted or destructive behaviour.(Coolican,2004).In the case of homosexuals wishing to become heterosexual, many groups believe that applying aversive therapy to this situation is highly unethical since men are succumbing themselves to aversive stimuli(like mild shocks) for a chance to fit into societal norms. In cases such as this one it is expected that the professional should seek the advice of their colleagues before progressing with the treatment. Informed Consent, Anonymity and Confidentiality Before obtaining participants for psychological research the researcher should inform the participant of all the features of the research which may affect his or her willingness to participate (e.g. if the participant is likely to experience discomfort) and answer all of their questions in a comprehensive manner. The researcher must also remind the participant that he/she can withdraw at anytime. This is known as informed consent and the APA has made it clear that all psychology researchers should adhere to this code. From the case above Milgram failed to allow participants to withdraw from the study even when the situation was causing them obvious distress. Two factors work against informed consent; the investigator’s need to deceive on some occasions and the significant power attaching to the investigator’s role. There are two standards that are applied in order to help protect the privacy of research participants. Almost all research guarantees the participants’ confidentiality -- they are assured that identifying information will not be made available to anyone who is not directly involved in the study. The stricter standard is the principle of anonymity which essentially means that the participant will remain anonymous throughout the study -- even to the researchers themselves. Clearly, the anonymity standard is a stronger guarantee of privacy, but it is sometimes difficult to accomplish, especially in situations where participants have to be measured at multiple time points (e.g., a pre-post study).
Part B
Psychological practice within Australia is guided by the standards set out in the Code of Ethics (APS, 2007) in conjunction with accompanying guidelines. The National Practice Standards for the Mental Health Workforce provides 12 practice standards fro psychologists and Non-Psychologist professional employed within the mental health field. The Code comprises of three General Pinciples which provide ethical guidance for psychologists. In contrast to the Code, the National practice standards provide a more generalised expectation of the practising professional and rather than provide guidance it declares expectations of standards of practice.
It would seem appropriate that there should be a Code that is applicable to all the professionals working witin the mental ealth services because despite the different role each professional plays, there is substantial overlap in the services they provide. For example, when working with children or families, psychologists and social workers will be involved in interventions that require confidentiality, providing informed consent and throughout this contact maintaining adequate records. These requirements are set out in the National Standards and the professional is advised to take into consideration also their own profession’s code of ethics.
Over the last 20 years there has been considerable professional endeavour across a number of disciplines towards the development of statements of practice standards. These documents attempt to capture the knowledge, skills and competencies that comprise the work of these groups, and set a standard which all members of the group must reach.
Prepared by Desley Casey
National Practice Standards for the Mental Health Workforce
September 2002
Summary
These standards were developed with the aim of providing “practical benchmarks for mental health professionals and their employers” (Practice Standards Brochure). They are a guide for educating the mental health workforce, for example, psychiatrists, nurses, social workers, psychologists and occupational therapists. The Practice Standards give consumers and carers the right of receiving quality services from mental health professionals. The underpinning principal is “that any health professional entering the mental health workforce, or completing undergraduate or post graduate mental health courses should have the opportunity to be educated by mental health consumers, their family members and/or carers about:
 ‘lived’ experiences
 requirements for adequate service and support; and
 the ability to work in partnership with mental health professionals”(op.cit).
“The guiding principles for the Practice Standards are consistent with and should be read in conjunction with the National Standards for Mental Health Services (p.7). There are nine (9) guiding principles which range from the promotion of a quality lifestyle for people with a mental disorder; an achievement of positive outcomes focus for consumers; a recognition of consumers and carers “unique physical, emotional, social, culture and spiritual dimensions” whilst working “with them to develop their own supports in the community”; gaining knowledge of the ‘lived experience’; encouraging consumers and carers in the decision making processes on treatment and care; recognizing and supporting “the rights of the child with a parent with a mental health problem and/or mental disorder” to gain information, care and protection which meets his/her individual needs; the involvement of consumers and carers in the development, planning, implementation and evaluation of mental health service delivery; ensuring that clinical practice is based on evidence-based practice; and providing a comprehensive, coordinated and individualised approach “that considers all aspects of” a person’s recovery (Practice Standards
Brochure).
The twelve (12) practice standards have been developed with a rationale, attributes
(knowledge), skills and attitudes sections. Consumers and carers rights, responsibilities, safety and privacy (Standard 1) are integral for mental health professionals to uphold. This standard
“supports the rights of consumers to adequate health care, secure housing, education, employment and social support systems and can provide links to appropriate services when required”(p.8). The knowledge and skills for this standard is for professionals to know mental health legislation, policies and principles of international and national standards. With attitudes exhibiting acknowledgement, encouragement, promotion and upholding of consumers and carers rights, including a sensitivity towards “social, cultural, linguistic, spiritual, gender and age differences” (p.8-10). Standard 2 is based on consumer and carer participation which emphasises the recognition of the ‘lived experience’ as a knowledge base for mental health professionals to tap into. The principles of self-determination working towards a recovery focus with the provision of information to assist these processes. One attitude is the approach of inclusion of consumers and carers are team members whilst encouraging “the cycle of empowerment, hope, independence and recovery” (p.11-13).
Standard 3 deals with an Awareness of Diversity especially considering we live in a multicultural society and incorporates an awareness and knowledge of “social and historical factors relevant to the mental health and wellbeing of people from diverse cultural backgrounds” (p.14).
Standard 4 is based on Mental Health problems and mental disorders. This standard acknowledges “The high incidence and prevalence of mental health problems and mental disorders among the Australian population ….” (p.16) and as such importance is placed on
Prepared by Desley Casey mental health professionals to appraise critically “the knowledge base for mental health practice” (op.cit) Included in this is the skill to “identify the side-effects of medication” and “… specific needs of people with mental health problems …”(p.17).
Standards 5 & 6 discuss Prevention & Promotion and Early Detection & Intervention. This is in line with National and State policy directions. The promotion of mental health wellbeing to the
Australian community is integral to Standard 5. Acknowledgement is made to consumers and carers rights to detection and intervention at the earlier stages of onset of mental disorders.
(Standard 6) (p.19-24). Standard 7 - Assessment, treatment, relapse prevention & support.
One of its knowledge base factors is “the role of consumer and carer participation in determining treatment and support” as well as acknowledging rights and showing “sensitivity to cultural and language issues, which may affect assessment and application of interventions”
(p.27)
Integration and partnership is highlighted in Standard 8. This standard emphasises the partnerships which can be undertaken by mental health professionals with consumers and carers. Also, assists in the development and implementation of policies, protocols and procedures with the aim of effectively integrating “specialist mental health services” with other organizations and service providers (p.29). Standard 9 discusses Service planning, development and management. Its rationale is of the requirement of a strategic plan which is
“consistent with national mental health policy and legislative requirements” Again there is acknowledgement that consumers and carers can make positive contributions in the development, planning and decision making processes of mental health service delivery (p.31-
32).
Standard 10 is Documentation. This standard sets out the requirements of the needs of consumers and carers in the “appropriate collection of information and data” (p.35) whilst working within the framework of legislations such as “privacy, confidentiality and freedom of information”(p.34). Evaluation & Research is dealt with in Standard 11. Mental health professionals need to develop a working knowledge of “national guidelines, research evidence and clinical outcomes studies, and how to interpret them to improve clinical practice” (p.36).
Whilst exhibiting attitudes such as acknowledge and encouraging consumers and carers contributions and “interest in, and knowledge of evaluation and research activities” as well as maximizing “opportunities for consumers, family members and carers to participate in continuous quality improvement activities” (p.37).
Last but not least is Standard 12. This standard deals with ethical practice and professional responsibilities. Its rationale is to have mental health professionals “who are responsive to the needs of consumers, their children, other family members’ and/or carers and who constantly review their practice to ensure that their attitudes, body of knowledge and skills are relevant to changes in service delivery” (p.38).
Each Practice Standard has a section for mental health professionals to “monitor their performance in the above attributes and reflect on how their own practice is informed by knowledge” as well as, recognising their own limitations “in their knowledge and expertise and seek expert advice and supervision, as appropriate” (pp.10, 13, 15, 18, 21, 24, 27, 30, 33, 35,
37 and 39.)
If you would like to read the whole document please contact your local Consumers’ Office or the Commonwealth Government to forward you a copy.

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