Psy april 2018 final

Psymposium Volume 29 Number 1 - April 2018

Mission Statement “The mission of the Psychologists’ Association of Alberta is to advance the science-based profession of psychology and to promote the well-being and potential of all Albertans.”

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Content

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Board Notes

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Why Nominate a Colleague for a PAA Award?

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PAA Awards

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Editor’s Letter

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A Book Review - A Greater Good

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Notes from the CEO’s Desk

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The Universe Within

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Alberta Psychology in the Media

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Welcome to New Members

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Ethics – The Impossible Imperative

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New Kids on the Block

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Getting Schooled

Psychologists’ Association of Alberta Board of Directors President Ms. Bonnie Rude-Weisman Vice-President Dr. Sally Maclean Treasurer Dr. Jonathan Eustace Members at Large Dr. Kelly Schwartz – Parliamentarian, Ms. Amrita Bhar, Ms. Sandra Gallace, Ms. Lisa McIsaac, Dr. David St. Arnault & Ms. Nicki Wilson Student Board Representative Ms. Erin Buhr CEO Dr. Judi Malone Editorial Editor-In-Chief Dr. Michelle Vandegriend Contributing Writers Dr. Jon K. Amundson Dr. Naheed Jawed Mr. Kelly Moroz Ms. Gwen Randall-Young Dr. Marc Ross PAA Administrative Office and Staff CEO Dr. Judi Malone Email: judim@paa-ab.ca Governance Officer Brittany Stevenson Email: brittany@paa-ab.ca Finance Officer Joanna Leung Email: joanna@paa-ab.ca Membership Officer Rose Cooper Email: rose@paa-ab.ca Administration Officer Cindy Kennedy Email: paa@paa-ab.ca Communications Officer Kim Bernard Email: kim@paa-ab.ca PAA Psymposium [ISSN 1193-2627] is the official newsletter of the Psychologists’ Association of Alberta. Canadian Publication Mail Product Sales Agreement #40020241.

Psychologists’ Association of Alberta Unit 103, 1207 – 91 Street SW, Edmonton, Alberta T6X 1E9 Telephone: 780-424-0294 Toll Free: 1-888-424-0297 Fax Toll-Free: 1-888-423-4048

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Except where specifically indicated, the opinions expressed in Psymposium are strictly those of the authors and do not necessarily reflect the opinions of the Psychologists’ Association of Alberta, its officers, directors, or employees. The Psychologists’ Association of Alberta reserves the right to edit all articles and submissions before publication and to decide on the suitability for publication. PAA Psymposium is published three times a year (April, August and December) for the purpose of fostering communication amongst psychologists and supporting the goals of the Association and the profession of psychology. The newsletter is available to all members of the PAA on our website or by subscription, as well as to public subscribers and selected individuals and organizations with interests in the practice of psychology. Subscription is $25.00 per year (3 issues). Except where otherwise indicated, copyright 1998 by the Psychologists’ Association of Alberta are in effect. Permission is granted to reproduce up to 10 copies of any article as it appears in PAA Psymposium, if such reproductions are distributed without profit for educational or research purposes only and properly cite Psymposium and denote PAA copyright. Permission for additional reproductions or reproduction for commercial purposes must be obtained in writing from the Editor-In-Chief. PAA generally welcomes requests to reprint from other professional newsletters. Psymposium is submitted to PsycEXTRA, a database set up by the American Psychological Association, which contains newsletters, policy papers, white papers, fact sheets, reports, magazines. PsycEXTRA is a companion to the American Psychological Association’s scholarly database PsycINFO.

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Board Notes by Bonnie Rude-Weisman, Ph.D.,R.Psych PAA Board President Recently, the province of Quebec approved thirty-five million dollars a year to publicly fund psychotherapy, providing for 600,000 in-person appointments each year. Psychologists, social workers, and nurses will be able to provide free psychotherapy through the province’s health care program. Using a steppedcare model, whereby the more ill individuals will be afforded more services, individuals in Quebec will be the first in this country to be able to access psychotherapy similarly to accessing other treatment services for physical health issues. Ontario is contemplating a similar program for their residents. While we have had no indications that Alberta will follow suit, your PAA will actively partake in any dialogue in this regard. We are uniquely positioned to be able to respond to a publicly funded psychotherapy program, not only because of our numbers, but also because of our training. Only Quebec and Ontario have more psychologists than Alberta. With our population of slightly more than four million people and approximately 3400 provisional and fully registered psychologists (CAP 2016-17 Annual Report), Alberta has the highest number of psychologists proportionately in the country. Furthermore, whereas not all registered social workers in this province are able to engage in restricted activities, our registration affords each of us the license to engage in restricted activities. While psychotherapy is not exclusively under the domain of psychologists, I continue to believe that our academic training and our supervised practice requirements better prepares us to provide effective and accountable psychotherapy services as compared to our mental health partners. We can and we must, be part of any publiclyfunded psychotherapy in our province. In the meantime, as students, provisional psychologists, and psychologists, we need to contribute our voices to the growing public conversation about mental health. PAA provides an excellent vehicle to join this conversation about mental health. With the direction, guidance, and opportunities afforded by PAA you too can become an agent of change in the field of mental health in Alberta.

As an example of PAA’s direction, we continue to advocate that psychotherapy needs to be provided by those with a minimum of a master’s degree in a related field. Furthermore, whenever the opportunity presents itself, we continue to reiterate that mental health service providers need to be identified by their professional designation and not by the generic term “mental health therapist”. What is so incredibly exciting for me is that the PAA and College of Alberta Psychologists has found a way to bring their voices together. While our mandates are different, both organizations value and respect the work carried out by psychologists for the well-being of Albertans. Please look for the town hall meetings coming to a community near you to exchange your thoughts and ideas with Dr. Judi Malone, CEO of your PAA, and Dr. Richard Spelliscy, CEO of our CAP. These two collaborative and innovative leaders of psychology will bring our profession to greater heights. I invite you to be part of this movement. Respectfully, Bonnie Rude-Weisman, R. Psychologist. President of your PAA

Clinical Supervision in Professional Psychology in Alberta On the Go! The following brochure is available for purchase through the PAA office: Clinical Supervision in Professional Psychology in Alberta On the Go! (Manual) - $10 each plus postage and GST. Clinical Supervision On the Go has been developed so the novice or experienced supervisor can approach the task of clinical supervision more expediently. Contact our office paa@paa-ab.ca to order your copy!

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Why Nominate a Colleague for a PAA Award? Adam McCrimmon, Ph.D., R.Psych Recipient of the PAA 2017 Excellence in Teaching Psychology Award Many psychologists in Alberta are members of the Psychologists’ Association of Alberta, yet few are aware of the awards provided by our organization and fewer choose to undertake nomination of a colleague for an award. As a profession, we have dedicated our lives to helping others via a variety of professional activities. However our focus, justifiably so, is far too often on our clients or other professional activities while we ignore our friends’ and colleagues’ amazing work. Indeed, our work often goes unrecognized and most psychologists would agree that our work is, more often than not, thankless and that compassion fatigue is a risk. It is for these very reasons that nomination for the available awards are so important! As a past award winner, simply knowing that others felt strongly enough about my work that they took the time and effort to support my nomination went a long way to furthering my desire to continue teaching students and supporting their growth/development. I sincerely appreciate the gesture as the recognition by my peers is more important than an award. I look forward to paying it forward and recognizing others for their contribution to our profession. So, familiarize yourself with the available awards (http://www.psychologistsassociation.ab.ca/site/paa_awards) and consider nominating someone. It will mean the world to a colleague, and is another important way that we can care and support someone that we care about!

PAA AWARDS We are accepting nominations for PAA Awards on an ongoing basis throughout the year, which will enable you to nominate someone for an award at any time rather than waiting for a specific call for nominations. All nomination forms are available on the PAA website or you can call the PAA office and request that a nomination form be sent to you. Specific criteria information is provided for each award on the award nomination form. The PAA Awards Committee will review all nominations and select the recipient for the current year. Nominations for the 2018 PAA Awards are to be submitted to the PAA office no later than 30 April 2018. More information on the various awards can be found on our website: http://www.psychologistsassociation.ab.ca/site/paa_awards

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Editor’s Letter by Michelle Vandergriend, Ph.D., R.Psych Psymposium Editor Welcome to the Spring edition of Psymposium. I believe most of us would agree that we are drawn to the profession of psychology because we care – we care about the mental health and well-being of others, and we have a desire to help people in our communities live healthier lives. In doing so, we are well-informed of the need to also care for ourselves. As psychologists, we understand that “we too are human”, and we are not immune to life challenges and occupational stresses. From the onset of graduate school and throughout our career we are reminded of self-care – it is an “ethical imperative”. In Responsible Caring our Canadian Code of Ethics encourages psychologists to “engage in self-care activities which help to avoid conditions (e.g. burnout, addictions) which could result in impaired judgement and interfere with their ability to benefit and not harm others”. When we purposefully engage in ways to renew ourselves - not as a “to do list”, out of obligation, or a way of surviving the day or week - but as an integrated part of life, a proactive attitude and intentional mindset, we flourish personally, professionally and as a profession. I’m reminded of the analogy of the woodcutter who has been out sawing in the woods for several days. As the days went by his blade became duller and duller and he noticed his productivity slowly declining - it was getting more and more difficult to keep going. Ideally, the woodcutter would pause to sharpen his tool (Covey, 1989). When we actively “sharpen the saw” we “synergize” better together as a whole, as a profession, so that we can be at our best and continue to provide quality care to our clients and communities, and we can continue to be at our best when advocating and collaborating in our mission of mental health. It is simply a “gentle, collegial reminder that our lives are works in progress and that we can practice self-care wholeheartedly, bringing yourself fresh to each moment, each patient, and each day. You – and your clients – deserve no less” (Norcross & Bamett, 2007). Enjoy, Michelle www.stalbertcounselling.com Email: mvandegriend@stalbertcounselling.com

TOWN HALL MEETINGS College of Alberta Psychologists (CAP) & Psychologists’ Association of Alberta (PAA) Come hear brief updates from CAP and PAA followed by a time to present ideas, voice your opinions, and ask questions. 19 April 2018 20 April 2018 November 2018 January 2019

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Lethbridge Medicine Hat Red Deer Edmonton

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A Book Review - A Greater Good By Terrance Wilton, R. Psych ISBN #: 9781977512383

Reviewed by Chris Shorrock, R. Psych I was part of a fortunate group of psychologists in the Alberta Psychologists’ Competence Cooperative that got an early copy of Terry’s book sent to me. There is a lot I could say about this book simply as an amazing fiction story (which is also a great reason to pick it up) but here I hope to describe the meaning this book had for me, as a psychologist. I am hopeful, this view will equally apply for all of you. Reading this book was shocking reiteration of the importance of privacy and confidentiality: things that don’t exist in the future presented (more on this below). This book touched me regarding the therapy work many of us do with people, as people, including all of our mistakes, blunders, and transference issues. The book illuminates this is something that simply cannot be done by machines, not even very advanced ones. The book presents very captivating and whole senses of the characters within its pages. The power of this is best conveyed in the visceral reactions, both delightful and uncomfortable, to the various persons so different from one another. And herein lies the true power of this book: as per really feeling that I know each of the characters, I found myself completely submerged into the powerful and dramatic events unfolding within the book. This book is not just stories; it is stories about people I have come to know, and events that seem to be unfolding right in front of me. And yet, these events are happening a believable 40 years into the future. Terry creates the future landscape as having incredible advancements in technology, but in a manner which feels possible and real. Part of this future is the development of the “administration of social logistics” which monitors every person’s heart-beat, hormones, movement, wants and needs. This is all done in the name of health, of course, and the ASL is in charge of rewarding positive activities (e.g.: sports equipment store), and penalizing social/environmental costly activities (e.g.: fossil-fuel burning dirt-bikes). The book provides an eerie view of humanity surrendering our rights and freedoms for a sort of utopia which only sounds good on paper. Issues of this stringent control are shown in the book in powerful and shocking ways that I dare not write out, as per the important plot points, and I hate to give away spoilers.

Provisional or Registered Psychologists required for Edmonton Practice  Gary J. Meiers, Ph.D., JoAnn Hammond-Meiers, Ph.D. and Associates Ltd are seeking a Provisional Psychologist requiring supervision in psychology/psychotherapy with at least three years of previous experience working with clients in individual and couples/marital or family therapy; or a Registered Psychologist interested in joining our group. As a group, much of our work focuses on adults, adolescents and children whose symptoms are trauma-based. Remuneration is proportionally based on income earned and includes supervision/case collaboration. We also would consider a Provisional Psychologist interested in developing a skill set to become a successful psychotherapist and a Registered Psychologist with an established applied skill set and a referral base. We encourage all staff to be trained in Eye Movement Desensitization and Reprocessing Therapy (EMDR). Contact: Janis Fennemore, Office Manager at 780 433 2269 or by email psychrec@gmail.com

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Notes from the CEO’s Desk by Judi L Malone, PAA CEO R.Psych (AB/AUS) April hath put a spirit of youth in everything…William Shakespeare April & spring – one of my favourite times for renewal -- is in the air. Personally, it marks the return of my daughter from United World College (at least briefly) & the start of my beloved BBQ season. Professionally, it means that we can really move forward with our commitment to improving the psychological health & wellness of all Albertans, having built a strong infrastructure in our profession. That foundation is based on work done: For Albertans Key public education was seen via career fairs, educational presentations, public information, with the media & via our popular PAA Referral Service (average access 53/day), and Social Media (average engagement 1 000/month). Contact the office to find out how you can get involved & how we support you through resources, training, & fact sheets. We are also proud to have psychology involved in support of a proposed mental health court, provincial reforms to family justice, & the OH&S Act, & by championing evidence-based psychological trauma treatment (2016 Wood Buffalo Wildfires recovery & for first-responders). For Members Our membership continues to grow (2 586 this year) but not without careful recruitment & retention planning in appreciation of you, our members. This includes revamping key member benefits such as Psymposium & online services, supporting key benefits such as our PAA Practice Advisors, & offering updated member benefits including those that support technology in practice. Please share your thoughts for our facility review. For the Profession With psychology’s role in leadership, & substantive expertise, PAA has been actively engaged as a lead profession with the Alberta Alliance for Mental Illness & Mental Health, the Palix Foundation, the Alberta Pain Collaborative, & the Autism Alberta provincial review. We champion member expertise through our PAA Social Justice, Public Education & Wellness, Awards, & School Psychology Committees. We support your continuing professional development through our accredited workshops, webinars, & cosponsored CPD, & are proud to be offering training in Indigenizing psychology. And, we welcome & support students through student presentations, field placements, job shadowing & faculty support. We are excited to advance student elections for our board. With our Regulatory Body Together with CAP, we are excited to offer our first joint Annual Meeting & Professional Development day in September. Join us to learn more about your profession & to enhance your evidence-based skill set as a psychologist. And, have your voice heard at a local town hall. With our Partner Organizations Active collaborations to date have been with primary care, AHS PPPC, AH & AHS, Alberta Education, CMHA-Alberta, & others within the province along with the APA & all other Canadian psychology professional associations. Responding to Change Our 2016 wildfire trauma treatment program is actively underway serving impacted Albertans with access to psychologistdelivered trauma treatment thanks to our partners at the Canadian Red Cross. We have also partnered with Alberta Occupational Health & Safety to offer training on psychologically healthy workplaces throughout the province.

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In the Boardroom Your board is a group of committed & engaged professional citizens. Plans are underway to develop leadership within the board, & to solidify our ongoing strategic plans. I encourage you to connect with any of these key contributors to our profession – their dedication & passion sets our vision & maximizes our potential as an organization & profession in Alberta. At the Office The committed PAA staff teams are the basis of creative ideas & enhancement for you, our members. PAA is committed to inperson, two-way communication with you, our members, students, & all psychologists in the province. We appreciate hearing from you. In closing… Spring for me is always a time of energy & renewal. I hope that this is a wondrous season for every one of you, our members. Our association, board, key contributors (volunteers), & staff come together to serve you, our members, our profession, & our province. PAA is the voice of, & for, psychology in Alberta. We are the voluntary body that advocates for psychology in Alberta, informs the public & the media, & advocates for consumers of psychotherapy, psychological, & mental health services. I appreciate this opportunity to highlight some of PAA’s activities since my last update. As always, I appreciate your insight, questions, & comments. PAA is our association. Judi

Psychology Shaping the Landscape

PAA gives you a voice at the table where it matters most to psychology. November 2017 through January 2018, psychology was represented by PAA at meetings with: • • • • • • • • • • • • •

The Canadian Red Cross specific to the Wood Buffalo 2016 Wildfire recovery The Canadian Psychological Association The Alberta Medical Association AHS - Partnership Connection Day, Psychology Professional Practice Council, & Alberta Health “Valuing Mental Health” Committee Collaborative Practice The Alberta Primary Care Conference The Alberta Alliance for Mental Illness and Mental Health The Palix Foundation The Autism Alberta provincial review The Alberta Chiropractic Association, Alberta Optometry Association, & Alberta Paramedics Association The Council of Provincial Psychology Associations of Canada Alberta Justice specific to the proposed Mental Health Court in Edmonton Bill-30 (OHS) Concordia University of Edmonton’s PsyD Advisory Committee

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The Universe Within Both Sides are Real by Gwen Randall - Young, R.Psych If there were one truth that, if understood by all, could change the way we function in our world, what would it be? Upon reflection, it seems that a truth of Earth changing proportions is that there is not one true reality. When I was much younger, I realized that most arguments were arguments about reality. Each person would assert the correctness of his position. Of course, if his view was correct, the opponent was incorrect. Those functioning at a more primitive mentality might physically fight it out. More evolved individuals might agree to disagree. Still, they would walk away from the discussion firmly convinced that the other was wrong. Schooling perpetuates the right/wrong mentality. Mathematics is definitive. Writing in the answer that the teacher was looking for in other areas is not so definitive. Your answer could be perfectly correct in terms of your interpretation of the question. The mark at the top of the page always indicated how often you were wrong, and how often you were right. Sometimes you knew the right answer, but made a careless mistake. No matter. The report card grade reflected how well you conformed to teacher expectations. Unfortunately, this grade became associated in many minds, including our own, with intelligence. You could be vastly knowledgeable in areas outside of the curriculum, but that was not taken into consideration. No wonder being right assumed such importance. For six hours every day throughout childhood and adolescence, young people function in situations where they must perform to the expectations of others and are graded accordingly. Their own thoughts, feelings and perspectives receive little more than token acknowledgement. In spare time when there is some respite from the intellectual demands, children are often involved in sports where another aspect of functioning is rated. Now it is athletic ability that is graded, albeit less formally. We learn that having the right answers (not necessarily the wise or creative ones) and physical superiority endow us with power. We do not know that this is an external power, having nothing to do with our own authentic power, to which we have not yet been introduced. Those who do not provide the desired answers and cannot help their team score points are rendered relatively powerless. All of this is well learned by the sixth grade. Those who see things differently learn either to distrust their own perceptions, or that their perceptions are not valued by others. They may gravitate to the fringes where they happily pursue their own creativity, or unhappily rebel against the oppressive, omnipresent norm. The remainder (the norm) move on, basking in the warmth of acceptance, collecting the rewards that come from being right. Unfortunately, the world is much broader than the curriculum, and difficulties arise when black and white minds enter a world of many shades. Conditioned to support one’s answer, it is difficult to embrace the larger view, which encompasses both sides of a polarity. We may be aware enough to acknowledge, as adults, that our viewpoint is indeed simply our perception. Still, we believe that our perception is the right one. We remain, as individuals or as nations, locked in the impasse between perceptions. We keep ourselves separate by adding more energy to our own side of the polarity, and distancing from the other. This results in a world, a people, a family or a heart divided. Peace comes from reconciling differing perceptions. It comes from recognizing that for each individual or group, their perceptions are real for them. Ours are real for us. The next step is to explore what each side is needing. Like the fairy tale where the king asks one son to divide the kingdom in half, and the other to choose which half he would like, we need to see through the eyes of the other, and imagine what we would want. Reasserting our own beliefs does not change anything. Understanding the beliefs of another just might.

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There is no one teacher out there who will tell us unequivocally who is right. We can’t even all agree about what God wants. Humans do, however, have the ability to access inner wisdom. Operating from a place of love, compassion and respect for others is the only pathway to peace. I imagine a vantage point way out in the Universe, looking down on Earth. From that quiet vastness, we see all of the conflict, dissonance and disharmony amongst the Earth’s people. Cosmic observers might wonder why it is that way. Human beings, visitors for such a short time on a planet that is a jewel in the Universe, spending their precious time fighting one another. Why do they fight? Because rather than simply being in their world, and using their minds to create harmony, connecting with themselves and their Earth, they use their minds to separate themselves from the whole and from others. They get so lost in their own perceptions, that they blind themselves to the whole. Not realizing they are all one, they negate others and in so doing negate part of themselves. It has been said that a miracle is a shift in perception. If we shift out of our own perceptions, and truly see others as a reflection of some part of ourselves, things would change. If we bring love and compassion to the unhealed parts of ourselves, and then out into the world, we would experience peace in our hearts, and joy in our souls. Being right pales in comparison. Gwen Randall-Young is a psychologist in private practice and author of Growing Into Soul:The Next Step in Human Evolution. For more articles, permission to reprint, and information about her books, “Deep Powerful Change” personal growth/ hypnosis CDs, visit www.gwen.ca and like Gwen on FaceBook for inspiration.

Registered Alberta psychologists’ Drs Kelly Schwartz, Judi Malone, Richard Spelliscy, and Sally MacLean at the Practice Directorate (CPA) conference, “Effective Communication & Leadership in a Crowded Landscape”, Ottawa January 2018

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Alberta Psychology in the Media October 2017 – January 2018 11 Career Fairs, Educational Presentations, & Public Information sessions: • Dr. Judi Malone, Dr. Richard Spelliscy & Dr. Deena Martin, Concordia University of Edmonton • Dr. Judi Malone, Dr. Richard Spelliscy & Dr. David St. Arnault, CityU Edmonton • Dr Judi Malone, Managing Childhood Behavior, ECDC • Dr Ganz Ferrance, Men’s Issues, She for He event • Dr Ganz Ferrance, Mental Health Week seminars, WE 7th-day Adventist Church • Ms. Lindsay Wolf Owczarek & Ms. Rebecca Qualle, Pediatric OCD, EPSB at Centre High School • Dr. Wes Miller, Ms. Lindsay Wolf Owczarek & Ms. Rebecca Qualle, Pediatric OCD, Sturgeon School Division • Ms. Janet Caryk & Dr. Wes Miller, screening of “UNSTUCK: An OCD Kids Movie” • Ms. Cinder Smith, PAA’s exhibit display, Outrun the Stigma: Mental Health Expo. U. of C • Dr. Joti Brar-Josan & Ms. Wendy Salvisberg, DARK MATTERS, Telus World of Science, fears & phobias • The Centre for Cognitive Behavioural Therapy screened of “UNSTUCK: An OCD Kids Movie” 28 Psychology Events in the Media • Dr. Ganz Ferrance, Dr. Angela Grace, Ms. Michelle Hamilton, Dr. Linda Hancock, Mr. Cory Hrushka, Dr. Susan MacDonald, Dr Megan McElheran, & Mr. Chris Shorrock • Alberta Primetime, CTV News, 630 CHED, Newcap News, the Addicted Mind (podcast), NAIT TV, BizTalk Radio, Indian Head Wolsley News, & The Medicine Hat News The complete list can be found on our website http://www.psychologistsassociation.ab.ca/site/psymposium_newsletter

PAA COMMITTEES AND TASK FORCES 2018/2019 Awards Adjudicating Committee Dr. Judi Malone (Chair) Dr. Emma Climie Dr. Kerry Mothersill Dr. Lynda Phillips Dr. Jessica Van Vliet Dr. Erik Wikman PAA Board Liaison – Ms. Lisa McIsaac PAA Public Education Committee & Wellness Committee Dr. Brent MacDonald (Chair) Mr. Don Beeken Ms Erin Buhr Ms. Danielle Forth Dr. Colleen Lucas Dr. Janet Miller Mr. Chris Shorrock PAA Board Liaison –Ms. Sandra Gallace PAA Forum Committee Dr. Judi L Malone (Chair) PAA Board Liaison – Ms. Nicki Wilson

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PAA Social Justice Committee Mr. Landon Hildebrand (Chair) Ms. Mikaela Burgos Ms. Joanna Card Ms. Scarlett Eyben Ms. Krista Forand Dr. Marianne Hrabok Ms. Kelly Jenny Ms. Donna Piercy PAA Board Liaison –Dr. David St. Arnault School Psychology Committee Dr. Shawn Crawford (co-chair) Ms. Michele Pentyliuk (co-chair) Dr. Charlene Barva Dr. Mitchell Colp Dr. Yuanyuan Jiang Ms. Kailyn Jones Dr. Troy Janzen Dr. Erica Makarenko Mr. Robert McGarva Dr. Nina Wyrostock PAA Board Liaison – Dr. Kelly Schwartz

Book Review Editor Dr. Michelle Vandegriend Board Recruitment Task Force Ms. Amrita Bhar Dr. Sally Maclean Ms. Lisa McIsaac PAA Student Board Representative Ms. Erin Buhr Disaster Response Network Co-Ordinator Dr. Judy Moench APA Rural Health Co-Ordinator Representative for Alberta Mr. Robert McGarva Public Education Co-ordinator Representative to APA Dr. Janet Miller CEO Evaluation Committee Ms. Bonnie Rude-Weisman Dr. Jo Eustace

WELCOME TO NEW MEMBERS (21 October 2017 – 28 February 2018)

Anderson, Kimberly (Provisional)

Hamilton, Nadia (Student)

McQuay, Jocelyn (Provisional)

Ausmus, Blake (Provisional)

Hamilton, Dustin (Student)

Mesquita Hupsel, Juliana (Provisional)

Banack, Kendell (Full)

Harrogate, Franki (Student)

Mireau, Vincent (Student)

Bentum, Benjamin J (Provisional)

Hartwick, Cailey (Full)

Montinola, Mary Cheska (Student)

Bochke, Jenny (Professional Aff.)

Hebert, Megan (Full)

Murray, Christina (Provisional)

Boucher, Nathalie (Provisional)

Henriksson, Lori (Full)

Mutcher, Ashleigh (Full)

Bragas, Kathleen (Student)

Higham, Leah (Student)

Muth, Carissa (Full)

Carlson, Elizabeth (Student)

Hobbs, Chelsea (Student)

Oakey, Kelliann (Provisional)

Chacalias, Alison (Student)

Holub, Alice (Full)

Palmier, Melanie (Full)

Chan, Meagan (Student)

Hopkins, Sarah (Provisional)

Peterson, Elizabeth (Provisional)

Chow, Jennifer (Provisional)

Houg, Vivian (Provisional)

Platts, Samuel (Full with Referral)

Corabian, Gabriela (Provisional)

Hultink, Gerrit (Provisional)

Pohl, Kimberley (Professional Aff.)

Cormier, Abigail (Provisional)

Husky, Carolyn (Full)

Popke, Crystal (Provisional)

Davis-Patsula, Nancy (Provisional)

Hutchinson, Lynn (Student)

Power, Rylee (Student)

Dhoot, Navtaj (Provisional)

Kalbfleisch, Laura (Full)

Rimke, Nicola (Provisional)

Driedger, Ashley (Full)

Karalic, Seada (Provisional)

Robertson, Joanne (Student)

Dueck, Rennie (Professional Aff.)

Katzman, Leah (Provisional)

Sardoff, Chaundra (Student)

Farquharson, Meaghan (Full)

Kenny, Roisin (Provisional)

Saretsky, Kathryn (Provisional)

Ferris, Darlene (Provisional)

Lam, Jacky (Student)

Sawhney-Burgess, Anjana (Full)

Forbes, Elizabeth (Provisional)

LaPrairie, Vanessa (Provisional)

Schiller, Kristen (Provisional)

Fox, Michelle (Full with Referral)

Le, Carrie (Provisional)

Severin, Kerri (Provisional)

Frank, Trina (Provisional)

Lee, Mikyung Mya (Student)

Shambare, Mercy (Full)

Gardipee, Cherise (Provisional)

Leighton, Trent (Provisional)

Sharpe, Hillary (Full)

Gaulin, Maryanne (Provisional)

Leppard, Rebecca (Provisional)

Simpkin, Christopher (Provisional)

Gelsing, Julie (Student)

Ludu, Sarabjeet (Provisional)

Telnes, Aaron (Provisional)

Goehring, Sonita (Provisional)

MacKenzie, Jean (Provisional)

Thomson, Lisa (Provisional)

Goltz, Anna-Maria (Student)

Mackie, Lorne (Provisional)

Trenaman, Amanda (Provisional)

Gomersall, Stephanie (Provisional)

MacLeod, Angela (Provisional)

Tuohy, Jocelyn (Provisional)

Goszulak, Shanneen (Full)

MacLeod, Bruce (Student)

Wiebe, Adelle (Student)

Grams, Darryl (Out of Province)

MacPherson, Tabitha (Provisional)

Woynarowsky, Paula (Provisional)

Gregg, Peter (Provisional)

Majeed, Labiba (Full)

Yue, Melissa (Provisional)

Guzik, Melissa (Provisional)

McGregor, Karina (Provisional)

Halls, Deanna (Professional Aff.)

McLennan, Kari (Provisional)

Hamill, Crystal (Provisional)

McQuade, Dana (Student)

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Ethics – The Impossible Imperative What would you do? by Jon K. Amundson Ph.D. In a departure from Dr. Amundson’s usual erudite and stuffy discourse, the column will, time to time, highlight specific issues/ concerns. With this in mind, what would you do? Question: I have recently relocated from an agency where the contract stated that any files I worked on would be the property of the agency upon departure. But, what if patients want to go with me, or see me at my new place of work? Response: This is one of those interesting problems that moves evasively between law and ethics. You see, contractually, you have agreed that the files and by extension the patients are the property of the agency. However, ethically this arrangement runs into both the CPA Code (2017) and CAPs Standards of Practice (2013). First, CPA …starting with Principle I, it is possible to make the case for file continuance based upon Respect for Dignity of Persons and Peoples. Inherent in this principle is admonition to promote freedom of choice for a given person or peoples. A specific clause which could apply to continuance is that “… psychologists acknowledge that each human being should be treated primarily as a person or an end in him/herself, not as an object or a means to an end…”(p.10). In a hermeneutic or lawerly fashion, it could be argued that the patient is not a means to the end of agency continuity, profit nor sustenance of any new psychologist undertaking assignment but rather a person or persons unto themselves. This proposition is further bolstered by reference to Principle II – Responsible Caring – where we are instructed to “protect and promote the well-being and best interest of primary clients…” (Principle II, Responsible Caring – General Caring II. 1. P.18): which may be continuity of care with the original and now departing psychologist. Let us take, as example, a patient under care for PTSD and that the departing psychologist is trained in a highly specified protocol. This protocol is midstream; the patient engaged and treatment progressing. The move is anticipated to be highly impactful and certainly deleterious to this particular patient. The patient in fact has suffered setback with even the thought of discontinuing. This leads to another ‘backdoor’ consideration-patient right of refusal. 1.30 admonishes us. To “Respect the moral right…to discontinue participation or service at any time” (p.14). While this pertains to a patient walking away from you, it could also indicate the “moral right” of a patient to walk away from an agency, toward you. Can we deprive the patient of this right and are we negligent to refuse to treat when, they have exercised this right? Taking this conundrum even further, we turn to the CAP Standards of Practice (2013) where 8.5 states that “A psychologist who is practicing in a location where another psychologist had previously practiced must provide

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information to an enquiring member of the public on how the previous psychologists’ new contact information may be obtained from the College and provide that member of the public with appropriate contact information for the College” (p. 8-9). It would seem the purpose of this standard is to preserve not only the right of a patient to pursue treatment but to be able to find a psychologist if a complaint or concern exists. In our discussion here, this standard applies to not only the dignity of the patient but their right to chase someone regarding complaint. Now, does an old patient who wants to follow the old psychologist fall into this category, and in providing the information is the new psychologist facilitating a potential breach of the contract? Also, what ought to happen if that patient wants to see the old psychologist to continue therapy there? So, here is your problem. Pick one role or the other: the departing psychologist or the new psychologist. A patient says to Dr. New psychologist that they want to follow Dr. Old psychologist; that they would prefer to see them. Dr. Old psychologist, contrariwise hears from a patient that they’d like to see them in their new practice. What might be reasoned route, either way, for Dr. Old and/ or Dr. New to address this? Response: As usual there may not be one answer. For the more risk-avoidant practitioner, it is likely they will most simply adhere to their contractual obligations and they

are correct in doing so. It is unlikely a court will be moved by our ethics, as a jurist will be much more conversant in contracted law then the ethics of a psychologist! Under the principles of Responsible Caring and Integrity in Relationships, and in the College Standards, it is clear that termination or transfer must be undertaken in a manner which serves a patient’s best interest’s and well-being. For example, with financial exhaustion, a psychologist who presumptively drops a patient could be held accountable ethically. Hence even in the most clear-cut response to contractual obligations of the sort here, a psychologist bears responsibility for the transfer.

Dr. Old and Dr. New met. Of the caseload, there were files that would be easily transferred with just a simple conversation with Dr. Old and the patient(s), or through correspondence. With more critical cases, the two agreed to meet together with the patient(s) in order to transfer dynamically; that is discuss the appropriateness and develop rapport, confidence and therapeutic alliance/ planning.

encumbrance). Finally, a psychologist could challenge the contract relative to the Codes, Standards and Guidelines. There is no evidence that this posture will impact a legal challenge however. The courts as mentioned stand on the side of contract law, and would be likely to do so, regardless of the somewhat unique quality of psychology as a health care profession. All this said there are as well the contextual determinants associated with either psychologist’s position. For example, if old psychologist has won the lottery, just received a desired university appointment, been diagnosed with a life challenging illness, is retiring, etc., suddenly the ability to transfer patients and shed responsibility seems simpler. On the other hand, where they are in independent practice and need the work, well, perhaps transfer becomes more poignant and the patients more fragile, in the old psychologist’s mind. So, what would you do?

For another psychologist, the matter may involve selective critical consideration. With this in mind old psychologist may meet with new psychologist and clinical director or agency administrator and seek to negotiate selective transfer, based upon particular critical aspects of select files. This may be based upon agreed best interest arising from particular clinical skills, longevity of therapeutic relationships, patient characteristics, etc. The agency is invited to see how, in the largest sense, this promotes best practice standards, and perhaps frees them from any potentially awkward situations with select patients (i.e. patient response or complaint regarding the contractual

Some things only a psychologist can believe! Tune in to PAA podcasts by Dr. Jon Amundson Just a few recent topics: • • • •

What do we love in psychology? Truths we hold to be true Space psychology Evolutionary psychology Good brain as harmful to health?

Over 200 podcasts with over 5,000 downloads

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2018 PAA Recommended Fee Schedule Effective 1 January 2018 the recommended fee for individual therapy/assessment and couple/family therapy/assessment was changed to $200 per session, a $10, or approximately a 5.3%, increase. All other categories on the recommended fee schedule remain unchanged. 2018 PAA Recommended Fee Schedule

• • •

Service

Per Session

Individual Therapy/Assessment

$200.00

Couple/Family Therapy/Assessment

$200.00

Group Therapy (per person)

$60.00

Custody/Access & Legal/Forensic Assessment

$300.00

Expert Witness Testimony (half day minimum fee)

$1200.00

Expert Witness Testimony (full day minimum fee)

$2400.00

Consultation/Corporate Services (half day)

$900.00

Consultation/Corporate Services (full day)

$1800.00

Report writing, telephone consultation, letters & form completion is billed at the rate of the service being provided Billing can also occur in 10 minute increments for services done outside the therapy hour such as phone calls, letters & the like calculated at one-fifth the hourly rate for each 10 minutes. Incremental billings are also appropriate for services provided beyond a 50 minute session Fees for specialized services & treatments not listed on the above schedule may exceed the current recommended guidelines

2018 Recommended Fee Schedule Brochures are available by contacting the office.

Looking to advertise in a future issue of Psymposium? All deadlines and advertising rates are available on our website:

Board of Directors Annual Retreat & Meeting 10 & 11 May 2018

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http://www.psychologistsassociation.ab.ca/site/ advertising_information

The Contemporary Face of Addiction By Dr Matthew Berry DPsych MAPS MCCLP According to the most recent Australian National Drug Strategy Household Survey (NDSHS, 2016), the majority of Australians use mood-altering substances (e.g., alcohol, caffeine, medications), with most people staying within socially and medically appropriate levels. Furthermore, both alcohol and illicit drug use are more significantly falling for those under the age of 30 (risky alcohol use by under 19s has more than halved since 2001). Studies estimate that in any 12-month period, 5.1 to 8.7 per cent of Australians fulfil the diagnostic criteria for a substance use disorder, however, this may be an underestimation of the problem. The NDSHS reported that one in eight Australians aged 14 and over were regular cigarette smokers in 2016. One in seven used an illicit drug in the previous year and one in five drinks as risky levels. Gambling and other behaviours are recognised as having both behavioural and neurological similarities to substance addictions, and early research and clinical experience suggests that compulsive use of pornography may be a major cause of relationship and sexual difficulties, as well as many other psychological and social harms. The research, therefore suggests that addiction-type behaviours may be the most prevalent mental-health challenge facing modern Australian culture today (whether a particular behaviour should be labelled an ‘addiction’ is more a matter of the specific definition of addiction being applied). While not necessarily well-understood, addiction is recognised as a complex issue to treat, with strong biological, psychological and social drivers. Despite it prevalence, many university programs provide inadequate levels of training around this presentation, with the risk of oversimplifying the complexities of this problem (e.g., seeing it as an attachment disorder or a neurological disorder). The unfortunate consequence is that few therapists feel able to take on and confidently work with this long-suffering group of clients. Similarly, those that do may lack the breadth of tools needed. For several years, the APS Institute has been providing workshops to address this shortfall which aim to be holistic and inclusive of the trauma, attachment, systems, neurological, cognitive and peer aspects of both addiction and recovery. The Institute will be endeavouring to further these training opportunities in the future. © The Australian Psychological Society Limited. CAN 000543788. All Rights Reserved Original publication appeared in the 2017 October edition of InPsych. Reprinted with permission of The Australian Psychological Society.

Book Reviewer Required! We need you to review “The Habit of a Happy Life: 30 days to a positive addiction” by Jeffrey K. Zeig, Ph.D & Joan Neehall, Ph.D. If you are interested in reading this book and submitting a bookreview for the next issue of Psymposium contact rose@paa-ab.ca to discuss our requirements for review and to receive a copy of this book.

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New Kids on the Block Common Issues for Early Career Psychologists by Marc Ross, PhD. R.Psych (A Column for Early Career Psychologists) There is a small body of literature that focusses on common issues faced by early career psychologists, and I thought it might be useful to highlight some of what has been discussed. This is by no means an exhaustive review of the literature; rather a few key points of interest for those within their first 10 years of practice. There have been some attempts to map the stages and transitions involved in development more generally, as well as in specific domains and time periods, like those often faced by the counselling psychologist during earlier phases of growth into the profession. For instance, Baron, Sekel, and Stott (1984) identified what they found to be recognizable patterns or developmental tasks during the first six years in a counselling center. Coping with stress and excitement are identified as a key aspect of the first year of practice, and dealing with the pressure to prove one’s self, network, and begin to find a more specific area of practice etc. were found to be markers of this time period. Further, there tends to be a growing emphasis on taking responsibility for one’s professional growth, which differs significantly from secondary education in which much of the growth is prescribed. By the 2nd or 3rd year of practice, the authors suggest that there is typically a move from confusion to familiarity, and that psychologists in this stage or timeframe begin to focus more on finding a professional identity. There may be new opportunities emerging in the work environment such as presenting at conferences or workshops; career novices may begin to entertain the question “what do I want to do here?” vs. the one that can dominate during the first year which might have been, “how do I do a good job here?”. This change in question may signify a shift in perspective from a more externally based evaluation to a more internally based one. In addition to forming one’s professional identity, early career psychologists at this point are also often facing the challenge of how to juggle personal responsibilities and commitments, with those of professional development. Although this is something that psychologists will grapple with for their entire careers, there tends to be a bit more time and energy devoted to this question after the first year has been completed. Finally, during the 4 to 6-year mark, there may be a desire to explore new possibilities as a sense of restlessness sometimes begins to set in. The authors suggest that while there is a firmer sense of one’s professional confidence at this stage, there can be a yearning for change and novelty, whether that’s, for example, moving to a new organization, starting one’s own practice or pursuing new areas of research and interest. All of these are symbolic of an attempt to find

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a balance between work that is challenging enough, and yet supportive. While the above review is more anecdotal and the authors are clear to point out that the complexity of growth and development through the early career stages are varied and sometimes unpredictable, there have also been attempts to quantify some of what’s needed or likely to occur during the first few years of practice. Kuittinen, Merilainen, and Raty (2014) set out to explore an array of competencies required during the early years of one’s psychological career. While their findings supported and confirmed some of the competencies that have been identified in the cube model by Rodolfa et. al. (2005) such as intervention, assessment, interdisciplinary relationships etc., they also seemed to highlight a few competencies not previously articulated such as empathy, personal style, coping and “flexpertise” (i.e. resolving complicated problems through creative and innovative interventions). Interestingly, the study “found that newly graduated psychologists read their competency mastery at a highlevel, whereas psychologists with a few years of professional experience tended to rate their competence at a lower level” (p. 75). The authors highlight a few possible reasons for this, such as the possibility that newly qualified psychologists

might lack a frame of reference of better competency to which to compare their own situation, but also warn that accurate self-assessment of skills is typically inaccurate and a very challenging task in and of itself. As we have heard time and again, we tend to rate/view ourselves as better or superior than others, and early career psychologists are, according to this research, particularly prone to this bias. Another article entitled Early career psychologists: Untapped talent and savvy (Forest, 2012), explores the implications for psychological bodies, such as the PAA, of not adequately understanding the influence and input of an emerging generation of new professionals. She suggests, citing other research done within the Society of Counselling Psychology (Division 17 in APA), that ECPs (Early Career Psychologists) represent an untapped resource and that many organizations would be wise to develop more effective strategies to better recruit, retain, and engage their ECPs. In the article, Forest (2012) does make mention of the APA’s efforts to tackle this issue in 2005, creating a committee on early career psychologists, and I will be exploring some of what they have endeavoured to do over the last decade in some of the future columns. In her previous writings, Forest (2005) has identified that ECPs graduating today have experienced a very different world technologically, politically, socially, and economically from those who have been in the profession for many years; the sociocultural context is different, and thus needs to be part of the discussion around short-term and longterm planning in the various psychological associations and societies. There also seems to be some evidence that ECPs are not joining organizations as much as older psychologists did in years prior. The reasons for this are still unclear. And yet, reactions to this research and the various voices at play suggest that the issue is far from resolved. In her Letter to a young psychologist: An invitation to dialogue,

Israel (2012) responds to the claim that psychological organizations, like the Society of Counselling Psychology, have not accommodated ECPs the way they might or should, asserting that this view is not entirely accurate. As a member of a governing body, Israel (2012) expresses that they have tried and eagerly wish to include the new generations of psychologists into the life blood of their organization. There are many other letters, research papers, opinion pieces, and blogs written with ECPs in mind. Some focus on stages, some on inclusion, some inviting reflection and anticipation, and some providing resources to meet the challenges ahead. The goal of this column and the articles mentioned above are simply to continue engaging the dialogue and carrying on with the conversation. What is it that ECPs have to offer? How could the PAA benefit from the voice and perspective of ECPs? This column is meant to ask and engage these questions. As mentioned in the last article, please contact me if you’d like to coordinate or collaborate on a column or continue a particular discussion/dialogue etc. From seasoned veterans in the profession, to students about to graduate, this dialogue is open to all and relevant to all. In closing, I’m reminded of one of the books I read in graduate school by Yalom (2013), The gift of therapy: An open letter to a new generation of therapists and their patients, in which the voice of an elder within the community made efforts to connect, support, and encourage those seeking to make their way through the early stages of the profession. From receiving supervision, all the way through to the supervision of others, we are invited to take part and take root in this beautiful world of psychology. So here’s a solid fist bump to the new kids on the block! References available upon request

Practicing Psychologists and Social Media: Tips and Tricks Tune in to APA’s Progress Notes for this timely podcast specific to psychologists in practice, featuring: • Social media policy to protect confidentiality • Recommended privacy settings for your social media accounts • Types of content to post and not to post • Opportunities for promotion and networking, and access • How to get started in social media http://www.apapracticecentral.org/business/podcasts/social-media.aspx

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Call for Research Posters The Psychologists’ Association of Alberta (PAA) invites all psychologists, provisional psychologists, and students to participate in a poster session spotlighting research or innovative clinical practices at Evidence-Based Psychological Practice: AGM & Professional Development Day of the CAP & PAA which will be held 22 September 2018 at the Hyatt in Calgary. Criteria The poster should present your research in a highly understandable and compelling manner for psychologists across diverse specializations (think “elevator pitch”). Additional criteria for submitted posters include: You are the principal researcher: The majority of the work has been completed by you. Your research makes a notable contribution to the profession of psychology. Your poster will be evaluated for both the content (i.e., originality, focus, relevance to the profession of psychology, etc.) as well as for the design qualities of the poster (i.e., readability, appeal, graphics, etc.). Review PAA will review all poster presentations on both content (i.e, focus & relevance to the profession of psychology, etc.) and originality. Research Award Winners will receive a monetary award of $250.00 and a discounted registration to the Evidence-Based Psychological Practice: AM & Professional Development Day of the CAP & PAA. The primary author of the presentation will receive the monetary award and the discounted registration; however, this award can be shared by multiple authors, in title. Contact our office for more information and an application form via rose@paa-ab.ca

“Evidence-Based Psychological Practice:

Annual Meeting & Professional Development of the CAP & PAA” ….. is taking shape 21 & 22 September 2018 Includes PAA’s Welcome to the Profession & Awards Banquet

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CAPT PLAY THERAPY WORKSHOPS 2018

The Canadian Association for Play Therapy (CAPT) is proud to present the following workshop opportunities. Our trainers provide cutting edge training in play therapy by utilizing current research and hands on application of play therapy skills. For more information about each specific workshop and registration please visit https://cacpt.com/workshops/ Workshop Certificate: Working with Adoptive/Foster Children in Play Therapy February 9th-11th, 2018 Toronto, Ontario Registration: CAPT Members ($745.80 incl. HST)/ Non-Members ($847.50 incl. HST) Workshop Certificate: Responding to Trauma using Play Therapy May 4th-6th, 2018 Niagara Falls, Ontario Registration: CAPT Members ($745.80 incl. HST)/ Non-Members ($847.50 incl. HST) Workshop Certificate: Bereavement, Grief and Loss-Working with Children Through Grief and Loss April 13th-15th, 2018 Regina, Saskatchewan Registration: CAPT Members ($693.00 incl. GST)/ Non-Members ($787.50 incl. GST) August 20th-22nd, 2018 Charlottetown, Prince Edward Island Registration: CAPT Members ($752.40 incl. HST)/ Non-Members ($855.00 incl. HST) August 24th-26th, 2018 St. John's Newfoundland Registration: CAPT Members ($759.00 incl. HST)/ Non-Members ($862.50 incl. HST) September 28th-30th, 2018 Edmonton, Alberta Registration: CAPT Members ($693.00 incl. GST)/ Non-Members ($787.50 incl. GST) Workshop Certificate: Art Counselling October 12th-14th, 2018 Saskatoon, Saskatchewan Registration: CAPT Members ($693.00 incl. HST)/ Non-Members ($787.50 incl. HST) Workshop Certificate: Treating Anxiety using Play Therapy November 2nd-4th, 2018 Toronto, Ontario Registration: CAPT Members ($745.80 incl. HST)/ Non-Members ($847.50 incl. HST)

APT Approved Provider 00-083 www.canadianplaytherapy.com www.psychologistsassociation.ab.ca

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Getting Schooled

The Ethical Supervisor of School Psychologists By Troy Janzen, Ph.D.,R.Psych Acknowledgement This article was supported through the insights and feedback of school psychology leads from the Calgary, Golden Hills, and Rocky View school systems. Thanks go out to Jeffrey Mah, Deborah Nunziata and Chris Pawluk for their valuable and timely feedback. School psychologists are essential to the provision of mental health services in schools in Canada and North America. School psychologists are increasingly being asked to provide assessment, intervention and consultation services in ever more diverse, complex and collaborative work environments. Added to this complexity is what can seem like a dizzying array of ethical and legal considerations that make it difficult for novice and experienced school psychologists to know what to do. That is why it is so important for school psychologists to receive effective supervision from an experienced member of their own profession to mentor them, help them navigate the complex array of roles, demands, and ethical decisions that face a school psychologist on a day-to-day basis. The focus of this article is to present some recommendations and considerations for psychologists to operate as an ethical supervisor of those in training to become school psychologists. This article is being written from the perspective of someone who has served as a supervisor and practicum coordinator within a School and Clinical Child Psychology graduate training program over the past eight years. During my time in this role, I discovered that I loved supervision and always felt this it was my ethical responsibility to give back to my profession by mentoring the next generation of psychologists entering into the profession. The following are major points/recommendations to be an ethical supervisor of school psychologists. Likely these recommendations could also apply to ethical supervisors of psychologists in any setting. It is recommended that ethical supervisors need to: 1. 1. Have core competencies in the key areas of practice of school psychology (intervention, assessment, consultation, program planning, collaboration, etc.) AND a specific competency in the area of supervision. According to the College of Alberta Psychologists Supervision Manual (2016), supervision can be defined as “… a distinct professional activity provided by a registered regulated member of the College. Its goal is to ensure that psychological services meet the standards of practice and standards for supervision of the profession in Alberta. For supervision of provisional psychologists, the relationship develops the provisional psychologist’s knowledge and skills through instruction, modeling, problem solving and ongoing evaluation” (p. 2). Conoley and Sullivan (2002) note that supervisors have four essential responsibilities including: (1) Ensuring the competency of their supervisee; (2) Ethical considerations including sensitivity, knowledge, decision making, behaviour; (3) Understanding and respecting individual differences; and (4) Emotional awareness and personal functioning. Supervisors are often thought to play two possible roles including that of clinical supervision and administrative supervision (Jacob, Decker & Hartshorne, 2011). I would add that supervisors also play an important role as models of competent skills, ethical decision making and behaviour. In this regard, supervision has an opportunity to mirror the same ethical processes expected in a psychologist-client relationship. Thus, supervision is recommended to begin with a parallel process of informed consent with a supervisee that includes things like roles, responsibilities, availability/frequency/duration/ method for regular supervision meetings, record keeping, confidentiality of supervision and limits (e.g., how evaluation happens), time frame for supervision, risks/benefits of supervision, any cost/ fees for supervision, and preliminary goals. Whether this process begins as a formal agreement or contract or not is likely less important than clarifying such things at the outset and agreeing to regularly revisit these things. Finally, there are many places to seek further reading and training in supervision. One example of a Canadian offering is the joint webinar produced by the University of Calgary with the Psychologists’ Association of Alberta who offer a certificate in advanced clinical supervision. See https://www.psychologistsassociation.ab.ca/site/webinars

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2. Understand the currently in force ethical principles, the standards, guidelines, legislation and other jurisprudence as they apply within the context of Alberta schools. This can be challenging because there can be many situations that arise where ethical principles, standards, employment policies, legislation and other legal considerations can appear to conflict with one another. In such cases, supervisors need to be prepared in two ways. First, they need to anticipate the kinds of areas where there is a reasonably foreseeable risk for the supervisee to run into problems. Secondly, they need to be prepared on how to guide supervisees in ethical decision making. In a survey of school psychologists by Dailor (2007), it was found that the top three concerns of school psychologists in the US that were surveyed are handling administrative pressure to behave unethically (35%), unsound educational practices, and assessment related issues. Further, many of those surveys felt they were only somewhat or not at all prepared to handle issues like administrative pressure to behave unethically (35%), or the unethical conduct by a colleague (62%). This survey result could provide some direction to supervisors on preparing their supervisee for such potentialities. Some useful ideas here are found in McNamara and Jacob (2008) PowerPoint slides available for download through NASP.

3. Focus on relationships and student-centred services founded in a culture of respect. A strong focus on building positive therapeutic and working relationships within appropriate boundaries is the heart of what we do as psychologists. In schools, this same focus helps us to be ethical practitioners and supervisors, especially when we focus on those who are most vulnerable. In this case, student-centred decision making is consistent with our ethical responsibility to the most vulnerable. 4. Have the ability to guide a supervisee through a process of ethical decision making including modelling this process for them. Ideally, ethical supervisors best teach a supervisee to make ethical decisions by systematically guiding them through the process of ethical decision making and empowering and supporting them to follow through and take responsibility once they decide on a course of action. Strom-Gottfried’s (2014) and the NASLW (2015) suggest six questions to ask when faced with an ethical dilemma. While these recommended questions are for social workers, the questions are also relevant for psychologists. These questions include:

(1) Am I placing the client first? Am I motivated by my own needs? (2) Are professional boundaries being challenged? Have I set clear boundaries with my client? (3) Is this situation/dilemma creating a blend between my personal and professional life? (4) Would I consider it to be reasonable for another [professional] to make a similar decision given the facts and circumstances? (5) Can I explain the rationale for my decision and link it to my professional code of ethics? (6) Are there other influences (that have little to do with my professional role) that may be influencing my decision-making? (NLASW, 2015, p. 4-5). Of course, a supervisor may see merits and pitfalls in decisions that their supervisee cannot, based upon their experience. It is good to point these out during a supervisor’s guidance in this process. The only difficulty may be when a supervisee and supervisor cannot agree on the best course of action when facing an ethical dilemma. In such cases, recall that supervisors ultimately bear the responsibility for what happens to a client and thus, in such circumstances it is acceptable to insist on a course of action that a supervisor may feel is necessary within their ethical obligations. Another issue that can arise is when a supervisee is forced to make an ethical decision in the moment and without the benefit of supervision consultation. Because this is highly likely to occur, it is important to cover ‘what to do when you don’t know what to do’ early in the supervision process.

5. Be available and approachable to their supervisee, in the context of relationship that is akin to the therapeutic relationship. Much like therapeutic alliance is a necessary condition for positive outcomes in therapy, the same can be true of the supervisory relationship. More than this, one needs to focus on competency, skills, and goals to develop a strong working alliance with a supervisee. As Falender and Shafranske (2004) state, “Interpersonal and professional competencies, such as empathy, warmth, respect, clinical knowledge, and skills, as well as agreement concerning the goals and tasks of supervision, contribute to the formation of an effective supervisory working alliance in which personal influence and countertransference may be addressed” (p. 109). Many useful tools exist to evaluate the working alliance in both therapy and the supervisory relationship. One example is the Supervisory Relationship Questionnaire (SRQ) by Palomo (2010, reference available on request).

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6. Be able to evaluate their supervisee’s developmental level, their work, and establish mutual goals. A key to good ethical supervision is effective feedback given to a supervisee in a way that allows them to make progress on collaborative goals for their development. Thus, ethical supervisors should focus on formative feedback rather than summative feedback. Formative feedback means that evaluation and feedback is part of an ongoing process designed to help the supervisee develop and attain their goals and build skills as part of a continuous reflective process. Formative feedback thus is part of a growth mindset for both the supervisor and supervisee that ultimately should be never ending. Methods of supervision and how and what feedback will be shared to the supervisee and ultimately with others (evaluation forms, letters to the College, etc.) should be discussed early in the supervision process. As formative evaluation can be challenging and sometimes subjective, it is useful to have tools and benchmarks for such evaluation. One useful tool for formative evaluation is found in the APA’s Benchmark Evaluation System (see link in references below). Lastly, final evaluations should never be a surprise to a supervisee (Jacob et al., 2011) and don’t forget to keep a record of supervision. 7. Be aware of the power differential between a supervisor and supervisee. Ethical supervisors understand and recognize their power in supervisor-supervisee relationships which is by nature a hierarchical relationship due to the evaluative and gate-keeping function of supervision. Supervisors who are ethical do not engage in relationships that can bring about a conflict of interest. For example, they can listen compassionately and care about their supervisees’ stress but avoid becoming their therapist. Ethical supervisors learn to strike a balance with their supervisee between being an evaluator and a growth facilitator (Jacob et al. 2011). Ethical supervisors recognize that while they have an obligation to responsibly care for their supervisee, they have a larger obligation to the client. When issues of supervisee impairment arise, ethical supervisors recognize that the client has priority as the most vulnerable. Thus, be judicious in selecting the cases you assign to a supervisee that considers supervisee skills set and level of development and reasonably foreseeable risks of harm. References and other good resources available on request.

Correction Notice

In our December 2017 Getting Schooled article Kailyn Jones’ credentials should have read M.A., not M.Sc.

Private Practitioners Fee negotiations are underway with Veterans Affairs Canada, RCMP, WCB, FNIHB, & Alberta Children’s Services. Let us know if there are other core groups & remember that we are all advocates. Psychological treatment decreases medical costs of care & improves treatment outcomes but also contributes to the psychological health & wellness of all Albertans. Registered psychologists are qualified to make a proper assessment, diagnosis, & to provide evidence-based treatment through years of rigorous education, training & licensure. Research has demonstrated 80% of those treated have better outcomes than similar untreated people. Most importantly, psychologists engage in outcome-informed practices. For follow-up and your ideas, email brittany@paa-ab.ca

Cultural Awareness Are you a psychologist interested in collaborating in spreading awareness about services in languages other then English and to explore the related cultural implications? We are exploring ways to support initiatives to address issues on cultural-awareness and being a culturally mindful therapist. If you are interested, please contact brittany@paa-ab.ca by 15 May 2018.

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Professional Practice Resources for Alberta Psychologists

Professional Guidance Department

Practice Advisor Program

The College of Alberta Psychologists is the regulatory voice for the profession of psychology in the province of Alberta. Self-regulated professions establish entrance criteria, establish continuing learning criteria, and apply ethical codes and practice standards for the profession.

The Psychologists’ Association of Alberta is the voice of, and for, psychology in Alberta. The association advocates for psychology in Alberta, informs the public and the media, and advocates for consumers of psychotherapy, psychological, and mental health services.

Guide members in identifying, interpreting, and applying regulatory resources (e.g., Legislation, Code of Ethics, Standards of Practice, Practice Guidelines/Alerts) to their practice situation CAP does not provide the following: • Prescriptive clinical advice – as a self-regulated professional, the psychologist maintains responsibility for professional decision making. • Legal, business or technological recommendations/advice.

All regulated members can access CAP professional guidance (registered & provisional psychologists). Provisional psychologists: please first raise any issues with your supervisor.

Edmonton Phone: 780-434-5070 or Alberta Toll Free: 1-800-659-0857 Email: psych@cap.ab.ca Website: www.cap.ab.ca (contact us)

Organization Description

Professional Practice Guidance/ Advice

Provide collegial, confidential advice regarding professional practice issues and match psychologists from diverse areas of expertise to assist psychologists working through clinical/ practice situations. PAA does not provide regulatory advice. Please ensure you fully understand the regulatory information prior to contacting the practice/clinical advising program.

Eligibility for Professional Practice Services

Contact

PAA full members can access practice advisors. PAA currently does not provide provisional or student members with practice support.

Edmonton Phone: 780-424-0294 or Alberta Toll Free: 1-888-424-0297 Email: paa@paa-ab.ca Website: www.psychologistsassociation.ab.ca

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CONTINUING PROFESSIONAL DEVELOPMENT ACTIVIITES

Winter 2017 Trauma & PTSD in First Responder Populations Dr. Megan McElheran & Between Emergencies – A look at mental health in EMS Greg Gorecki, Alberta Paramedics Association 20 October 2017 - Calgary 37 participants EPPP Prep: Memory Boosting Learning Strategies Michele Pentyliuk, R. Psych., M. Ed. 27 October 2017 – Edmonton 24 November 2017 – Calgary 39 participants A Day in the Life of a Good Psychologist: How to Avoid Being in the News Dr. Derek Truscott 17 November 2017 – Edmonton 35 participants Preparing for your Oral Exam in Professional Psychology Dr. Jim Eliuk 01 December 2017 – Edmonton 08 December 2017 – Calgary 6 participants Adult ADHD: Assessment and Treatment Dr. Virginia Newton 12 January 2018 – Edmonton 29 participants Developing Your Personalized Approach to Clinical Supervision: The Contextual-Functional Meta-Framework Dr. Jeff Chang 26 January 2018 – Edmonton 32 participants

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UPCOMING CPD ACTIVITIES SPRING 2018 Register soon to reserve your spot! Geropsychology Research and Practice Helping Our Clients, Helping Ourselves Dr. Candace Konnert Friday 27 April 2018 Sandman Signature South, Edmonton, AB Review what the research tells us about aging well. Learn more about case conceptualization with older adults using a model that encompasses their unique strengths, challenges, life experiences and contexts. Learn evidence-based psychological treatments for older adults and their families. Encourage participants to reflect on their own preparation for aging well, including how best to think about and plan for transitions. The Essentials of Working with LGBT Clients and/or Students Dr. Kevin Alderson Friday 01 June 2018 Calgary, AB Become familiar with current terminology in sexual and gender diversity. Increase awareness of multicultural competency (i.e., affirming attitudes and beliefs, knowledge, and specialized skills). Become knowledgeable about affectional orientation, gender orientation and expression, gender dysphoria, treatment options, and the newly-validated revised Sexuality Questionnaire. Learn about other assessment strategies with LGBT children and adolescents.

3rd International Neurosequential Model Symsposium “Reflecting on a Decade of progress – Envisioning a Better Future for Children” PAA, Hull Services & Child Trauma Academy 12 – 14 June 2018 Banff AB Presenters include: Bruce D. Perry, Stuart Ablon, John Lyons, Ted Beauchaine, Gina Samuels, Rowena Fong, Bryan Samuels, Nelba Márquez-Greene, special appearance by musician Jimmy Greene and others! All of the details are available on the website of Hull Services https://www.hullservices.ca/3rd%20International%20NM%20Symposium

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Preparing for your Oral Exam in Professional Psychology Dr. Jim Eliuk, R. Psych Edmonton – Friday 13 July 2018 Calgary – Friday 27 July 2018 This workshop will provide a discussion of what the expectations are that will allow a provisional psychologist to successfully navigate what can be an anxiety filled event in the development & journey toward becoming a psychologist. The workshop will be interactive & will require that participants have done some initial preparation for the Oral exam required by CAP. Dr. Eliuk will use question-and-answer, discussion, & practical examples to help operationalize the different questions & answers.

In the works: Basics of Forensics, Anxiety Across the Spectrum, Primary Care Collaboration, Walking the Talk on Self-Care, EPPP Prep Details of all the PAA workshops are available on our website: http://www.psychologistsassociation.ab.ca/site/paa_workshops__forum Interested in a workshop on another topic? E-mail brittany@paa-ab.ca with your ideas!

JOINING THE PAA REFERRAL SERVICE The PAA Referral Service is designed to provide the public with the contact information of participating registered psychologists who are a match for their region / area of need. PAA members can join the Referral Service throughout the year, provided they are registered psychologists. The yearly fee of $190.00 plus GST (prorated after 01 May) is economical marketing, with the PAA Referral Service averaging over 100 telephone requests & over 450 online searches monthly. Participating psychologists are listed in our online directory, & their contact information is also provided to prospective clients through the PAA Referral Service telephone line. Referral Service participants may also opt to advertise with a direct link to their own website for an additional fee. With excellent value for your marketing dollar investment, & planned enhancements, the PAA Referral Service is an ideal advertising strategy for those in private practice. PAA Referral Service applications can be downloaded from the Membership section of the PAA website or call us for more information. 780-424-0294 – Edmonton 1-888-424-0297 – Toll Free (Alberta)

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October 2017 Ms. Cinder Smith Outrun the Stigma - Mental Health Expo. U. of C.

Meet the PAA Staff

L to R Rose Cooper, Membership Officer, Brittany Stevenson, Governance Officer, Dr. Judi Malone, PAA CEO, Kim Bernard, Communications Officer, Joanna Leung, Finance Officer & Cindy Kennedy, Administrative Officer

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2017 Member Benefit Survey Thank you to the 289 PAA members who took the time to complete our Members’ Survey in December 2017. The full results of the survey can be found on our website http://www.psychologistsassociation.ab.ca/ieadmin/files/2018_Report_for_Dec_2017_PAA_Membership_Survey.pdf Just for taking part in the survey there was a prize of $50 discount to one of PAA’s Continuing Professional Development events. Congratulations to the winner of our 2017 PAA Member Survey. Adele Rideout, Membership # 21717, of Grande Prairie

Welcome PAA’s New Staff member

Sarah Williams, PAA Student Placement

I am pleased to join PAA as they advocate for the role of psychology in improving the well being of Albertans. My contribution is part of the clinical field placement program offered by MacEwan University. My research thesis quantitatively investigates the relationship between mental health stigma and psycholinguistics. This reflects my curiosity of languages and passion for social justice. I have presented my research at two conferences in Edmonton, and am hoping to present in Montreal this summer. As a student completing my degree in BA Psych Honours, I’m eager to apply my skills in a real world setting to benefit the public and our field.

Early Membership Renewal Draw PAA congratulates Peta MacDonald #21169, Edmonton & Karen Sabourin #19227, Calgary as winners of the 2018-2019 Early Membership Renewal draw. All winners of the 2018-2019 Early Membership Renewal Draw will receive a $75.00 credit towards any PAA Continuing Education Event in the 2018-2019 Membership year.

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NOTICE TO MEMBERS

PAA’S ANNUAL GENERAL MEETING Changed To SEPTEMBER Yearly Please direct inquiries to our Governance Officer brittany@paa-ab.ca

SPECIAL RESOLUTION BYLAWS 4.2, 4.2.1, 4.2.2, 4.2.3 4.2 Life Membership is open to any individual who, at the time of application a) has reached the age of 65 70; and b) has been a registered psychologist in Alberta and a full or out of province member in good standing with the Association for fifteen twenty years. 4.2.1 Life Members will be exempt from paying membership dues but will need to renew (fee-waived) yearly to confirm their intent and update their membership profile. 4.2.2 Subject to 4.2.1 Life Members retain the same rights, privileges, duties and obligations as Full Members. 4.2.3 Notwithstanding clauses 4.2.1 and 4.2.2, Life Members who wish to receive printed copies of Association newsletters will be charged a cost-recovery fee. SPECIAL RESOLUTION BYLAW 4.1.1 4.1.1 Out of Province membership is open to all psychologists registered in the Province of Alberta who: a) pay the prescribed dues and b) reside outside the Province of Alberta; and c) are currently non-regulated members in good standing with the College of Alberta Psychologists (cannot practice in Alberta or with Alberta residents) or d) are retired psychologists who were in good standing with the College of Alberta Psychologists at the time of their retirement.

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Psychologists’ Association of Alberta #103, 1207 - 91 Street SW Edmonton, AB T6E 1E9 1-888-424-0297 paa@paa-ab.ca www.psychologistsassociation.ab.ca