19 Matching Annotations
  1. Sep 2023
    1. Dr. Childress Second Opinion ConsultationThis handout describes various options for incorporating the second-opinionconsultation of Dr. Childress on an assessment, diagnosis, and treatment plan for court-involved family conflict. I am able to provide second opinion consultation to the involvedmental health professionals if they or the court believe this would be helpful in theresolution of the family conflict through my HIPAA compliant online telehealth office atdoxy.me/drchildress.
  2. Apr 2023
    1. Deutsch, R., Drozd, L., & Saini, M. (2021). Trauma as a Potential Distractor or Illuminatorin Exploring Resist/Refuse Dynamics, Association of Family and ConciliationCourts, annual convention, Boston, June 7, 2021.Deutsch, R., Drozd, L., & Ajoku, C. (2020). Trauma-informed interventions in parent-childcontact cases. In B. Fidler & N. Bala (Eds), Parent-child contact problems:Concepts, controversies & conundrums. Family Court Review, 58(2), 470-487.Drozd, L., Saini, M., & Deutsch, R. M. (2018). Assessment and intervention in resist/refusecases: A trauma-informed approach. [Presentation] Presentation at AFCC 55thAnnual Conference, Washington, DC
    1. Beware Communities worldwide all need more therapists who can knowledgeably assess and treat alienation. At the same time, therapists need serious study and specific training to work effectively with these poignant, challenging, yet highly rewarding cases.
    1. Practice outside of or beyond professional training, experience, or competence. Notwithstanding any other provision of this article, no licensee, registrant, certificate holder, or unlicensed psychotherapist is authorized to practice outside of or beyond his or her area of training, experience, or competenc
    2. Colorado Mental Health Practice Act Colorado Revised Statutes Title 12 Professions and Occupations Article 43 Mental Health Effective July 1, 200
    1. 26The Counseling PsychologistTable 1.Criteria and Related Measures for Assessing ExpertiseCriteriaPossible ways of assessing criteria1.PerformanceA.Client-rated working allianceB.Client-rated real relationshipC.Observer-rated responsivenessD.Use of observer-rated theoretically appropriate interventionsE.Observer-rated competenceF.Client-rated multicultural competenceG.Observer-rated responsivenessH.Supervisor-rated competence or responsiveness2.Cognitive functioningA.Observer-rated assessment of cognitive processingB.Observer-rated assessment of case conceptualization ability3.Client outcomesA.Engagement in therapy (percentage of clients who return after intake)/dropout ratesB.Clinically significant change on reports by clients, therapists, significant others, or observers using measures of symptomatology, interpersonal functioning, quality of life/well-being, self-awareness/understanding/acceptance, satisfaction with workC.Behavioral assessments (e.g., fewer missed days of work, fewer doctor visits)4.ExperienceA.Years of experienceB.Number of client hoursC.Variety of clientsD.Amount of trainingE.Amount of supervisionF.Amount of reading5.Personal and relational qualities of the therapistA.Self-rated self-actualization, well-being, quality of life, lack of symptomatology, reflectivity, mindfulness, flexibilityB.Empathy ability (self-rated, nonverbal assessments, observer ratings)C.Nonverbal assessments of empathy6.CredentialsA.Graduation from an accredited training programB.Board certification7.ReputationA.Professional interactionsB.Advancement to positions of honor within organizations based on recognition of clinical expertiseC.Positive feedback and referrals from clientsD.Reports from colleagues/friendsE.Invitations to demonstrate methods in videos, workshops, or booksF.Lack of ethical complaints8.Therapist self-assessmentA.Evaluation of own skillsNote. The criteria are listed in the order of perceived relevance to assessing expertise, from 1 (most relevant) to 8 (least relevan

      Thoughts: So far it appears there is no law about who can diagnose. What there is is: - description of a rubric to grade a expert witness - general description that states cannot operate outside area if training and competence (but how to define that area is absent) - core services / FFPSA law mandating evidence based, trauma Informed, Clearinghouse designated, best available science, meet particular needs of family - law (or in draft) defining trauma Informed - licensing and professional associations standards and code of ethics regarding non black and white values and efforts mandates - there are laws that say if you can call yourself a doctor, therapist, etc, but non if them limit what they can or cannot do - therefore, legally, anyone can diagnose anyone with anything, including DSM codes, and you can take money for it...you just can't call yourself any of the protected titles

      So, when it comes to who is "legally qualified" or a "legally allowed expert", (which is just the expert, and not ultimately the credibility of the "evaluation/recommendation" it comes down to just who can provide a stronger argument that the expert in question is "more expert" than the other "expert". It's the exact same concept as scientific theory. You can't "prove" a scientific theory. You can only provide increasingly stronger (ultimately just means, whether for good reasons or bad, the emotion that something feels stronger or better) arguments that it is true. As in you can't prove "expertise" or that an eval is correct. However, you can "disprove" expertise or scientific theory.

      In psychotherapy there is an enormous gap of a system that gives a credible prediction of what a "provider" is likely to soundly be able to evaluate (and further a system for them to soundly know when and how to refer out). Perhaps some kind of "certifications needed" section for each DSM code.

      So what you can do is: - used the defined law and prof orgs law and ethics as rubrics (like a grading table), the table in this paper is a good one to incorporate, to make an argument of strongest expert. - you can also get more than one expert or experts from different areas which have all of them agreeing - strategy: also send evaluation off to credible authority to get their endorsement - strategy: do that memorandum thing (ABA guide how to influence judges) to advance submit law and argument to judge - all of this is the exact same issue, concept, and strategy to battle "reasonable efforts"

    2. This difficulty in judging therapist competence may account for research findings that show that judges have a hard time distin-guishing between adherence and competence (e.g., Weck etal., 2013
    3. Research outside of psychotherapy shows that incompetent performers cannot accurately recognize their own or others’ competence or incompe-tence (Dunning, Johnson, Ehrlinger, & Kruger, 2003
    4. Tracey etal. (2015) offered the following four criteria for defining individual expertise in psychotherapy: (a) reputation, degree attainment, professional distinction, and experience; (b) skill, competence, or adherence to a prescribed standard of performance; (c) clinical accuracy; and (d) outcomes, or success with clients
    5. We adopt the performance-based approach and suggest that therapist expertise exists on a continuum, ranging from highly inexpert to highly expert. To be considered an expert or judged as possessing high levels of expertise, one would need to function at a high point on this continuum across sessions and clients.
    6. Although we argue in a subsequent section that experience is not equiva-lent to expertise, we acknowledge here that we cite literature that assesses experience (e.g., years of clinical experience, professional level) rather than expertise. Given the paucity of literature directly related to expertise, we incorporated literature on experience as a proxy for expertise but urge readers to remember that experience is not the same as expertise
    7. Tracey etal. (2014) maintained that there is no evidence that experienced therapists achieve better client outcomes than do inexperienced therapists. They further proposed that therapists overestimate their clinical and diagnostic abili-ties, and an important reason that therapists do not improve in their clinical work is that they do not seek or receive adequate feedback about client outcome
    1. Competence is required of psychotherapists by their profession’s ethics code and it is essential for the provision of effective treatment services to clients
    1. Standard 3.04 (Avoiding Harm), as well as Principle B (Fidelity and Responsibility) of the APA Code of Ethics (2017) discusses avoiding harm and being aware of the “professional and scientific responsibilities to society and to the specific communities in which they work” (p. 3). Cederberg (2017) notes it is impossible for a psychologist to be an expert in all facets of the profession
    2. Standard 2.01 (Boundaries of Competence) of the APA Code of Ethics (2017) states, Psychologists provide services, teach, and conduct research with populations and in areas only within the boundaries of their competence, based on their education, training, supervised experience, consultation, study, or professional experience. (p. 4)
  3. Jun 2022
    1. All this hoopla seems out of character for the sedate man who likes to say of his work: ''Whatever I did, there was always someone around who was better qualified. They just didn't bother to do it.''
  4. Aug 2019
    1. Passion, character, and initiative are a requirement. A long resumé is not — as long as you care about the right things, we can help build your skillset. This is true for those we hire, and it is equally true for our apprentices.
  5. Feb 2017
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