Британское Психологическое Общество подготовило Руководство по принципам предоставления услуг и поведению специалиста в области организацинной психологии.
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The British Psychological Society is required by its Royal Charter to maintain a Code of
Conduct. This Code sets out certain minimum standards for conduct with which all
Psychologists are required to comply. The Guidelines provided in this document are designed
to supplement the Society’s Code and to set out standards of good practice at which
Occupational Psychologists should aim, and which are relevant to the specific field of
professional practice in Occupational Psychology. The Guidelines in no way overrule any
aspects of the Code of Conduct, but Chartered Occupational Psychologists must take account
of these Guidelines, the breaching of which may lead to action being taken under the Society’s
Code of Conduct and disciplinary procedures.
The document is written with the presumption that Occupational Psychologists value integrity, impartiality and respect for their clients and colleagues, and seek to establish the highest ethical standards in their work. Equal opportunities and non-discriminating behaviour should be actively promoted through their language and attitude to others. Occupational Psychologists should be committed to providing Occupational Psychology services that are seen to positively value their clients, and which treat them with respect and dignity.
Information on the areas of professional activity of occupational psychologists for readers and enquirers who are not occupational psychologists can be found in the following publications of the Society:
Professional Psychology Handbook;
The Directory of Chartered Psychologists (a copy of this Directory is held in most main reference libraries);
An information sheet entitled ‘What is an Occupational Psychologist?’ (this can be obtained by phoning or writing to the office of The British Psychological Society, St Andrews House, 48 Princess Road East, Leicester, LE1 7DR);
An information leaflet entitled ‘Information on the Divisions of the Society’ (this is available on request from the same address).
1. COMPETENCE
In their Professional activities Occupational Psychologists must ensure that they work to the beat of their ability and adapt their skills and expertise flexibly according to changes in the working context. Occupational Psychologists have an obligation to the public and to the profession to maintain and develop their professional competence throughout their working lives and to recognise and work within their limits. They need to recognise that their initial professional qualifications testify only to required general levels of competence, and that the skills required in the course of training will need to be maintained, extended and enhanced. In addition they need to be aware of theoretical and research developments in related fields of work and to strive to apply those in order to improve the effectiveness of the services they provide. Specifically,
Occupational Psychologists must:
1.1 Not claim to have qualifications which they do not genuinely hold nor claim to have expertise in skills, techniques or understanding which they do not possess. Equally, they have a duty to ensure that their status and role is not misrepresented by others;
1.2 Work within their own limits of competency and undertake, or offer to undertake, only those activities which they are competent to carry out;
1.3 When asked to act as an ‘expert’, ensure that he/she does not claim to have skills or experience that he/she does not possess. Occupational Psychologists should:
1.4 In order to maintain high standards of practice which are in line with advances in practice developments in occupational psychology appraise their competences at all stages of a career to fit the challenges posed by the working context;
1.5 Set aside time to allow for the reading of relevant psychological literature, attend conferences and maintain professional networks with colleagues. This will be particularly important for those working in isolation from other Occupational Psychologists;
1.6 Note that when developing innovatory skills, there can be a dilemma between the need to develop new skills and procedures and the requirement to provide only those psychological services In which practitioners are deemed to be competent. In addition to consulting the available literature and discussing with others more experienced in the area, where possible, the Occupational Psychologist should pursue specialised training and supervision by another professional with more experience in that area;
1.7 Consider that the client has a paramount right to be given accurate, relevant and appropriate information about the Occupational Psychologist’s level of experience and status;
1.8 Refrain from offering services or techniques which tail to meet appropriate high Professional standards;
1.9 Exercise scientific caution and have regard for the limits of present knowledge in the application and reporting of their services; and 1.10 When reporting on their professional work, avoid exaggeration sensationalism and superficiality.
2. Формула (определение)- итоговое краткое (доработанное) определние
The document is written with the presumption that Occupational Psychologists value integrity, impartiality and respect for their clients and colleagues, and seek to establish the highest ethical standards in their work. Equal opportunities and non-discriminating behaviour should be actively promoted through their language and attitude to others. Occupational Psychologists should be committed to providing Occupational Psychology services that are seen to positively value their clients, and which treat them with respect and dignity.
Information on the areas of professional activity of occupational psychologists for readers and enquirers who are not occupational psychologists can be found in the following publications of the Society:
Professional Psychology Handbook;
The Directory of Chartered Psychologists (a copy of this Directory is held in most main reference libraries);
An information sheet entitled ‘What is an Occupational Psychologist?’ (this can be obtained by phoning or writing to the office of The British Psychological Society, St Andrews House, 48 Princess Road East, Leicester, LE1 7DR);
An information leaflet entitled ‘Information on the Divisions of the Society’ (this is available on request from the same address).
1. COMPETENCE
In their Professional activities Occupational Psychologists must ensure that they work to the beat of their ability and adapt their skills and expertise flexibly according to changes in the working context. Occupational Psychologists have an obligation to the public and to the profession to maintain and develop their professional competence throughout their working lives and to recognise and work within their limits. They need to recognise that their initial professional qualifications testify only to required general levels of competence, and that the skills required in the course of training will need to be maintained, extended and enhanced. In addition they need to be aware of theoretical and research developments in related fields of work and to strive to apply those in order to improve the effectiveness of the services they provide. Specifically,
Occupational Psychologists must:
1.1 Not claim to have qualifications which they do not genuinely hold nor claim to have expertise in skills, techniques or understanding which they do not possess. Equally, they have a duty to ensure that their status and role is not misrepresented by others;
1.2 Work within their own limits of competency and undertake, or offer to undertake, only those activities which they are competent to carry out;
1.3 When asked to act as an ‘expert’, ensure that he/she does not claim to have skills or experience that he/she does not possess. Occupational Psychologists should:
1.4 In order to maintain high standards of practice which are in line with advances in practice developments in occupational psychology appraise their competences at all stages of a career to fit the challenges posed by the working context;
1.5 Set aside time to allow for the reading of relevant psychological literature, attend conferences and maintain professional networks with colleagues. This will be particularly important for those working in isolation from other Occupational Psychologists;
1.6 Note that when developing innovatory skills, there can be a dilemma between the need to develop new skills and procedures and the requirement to provide only those psychological services In which practitioners are deemed to be competent. In addition to consulting the available literature and discussing with others more experienced in the area, where possible, the Occupational Psychologist should pursue specialised training and supervision by another professional with more experience in that area;
1.7 Consider that the client has a paramount right to be given accurate, relevant and appropriate information about the Occupational Psychologist’s level of experience and status;
1.8 Refrain from offering services or techniques which tail to meet appropriate high Professional standards;
1.9 Exercise scientific caution and have regard for the limits of present knowledge in the application and reporting of their services; and 1.10 When reporting on their professional work, avoid exaggeration sensationalism and superficiality.
2. PERSONAL CONDUCT
This section considers aspects of the professional relationships between Occupational Psychologists, their clients, and their colleagues. The relevance of race, culture, gender and class differences are all part of these considerations.
2.1 Relationships with Clients Occupational Psychologists must:
2.1.1 Ensure that there is a clear interpersonal boundary to their relationships with clients and to maintain this appropriately. They should make clients aware of this boundary at the point of first contact;
2.1.2 In any situation where a conflict of interests may arise, ensure that they have defined the nature and direction of their loyalties and informed all parties accordingly;
2.1.3 Terminates consulting relationship when it is clear that the client is not benefiting from it;
2.1.4 When asking people to reveal personal information, ensure that the person is aware of the purpose and the ways in which the information may be used. This should be made clear to the parent or guardian if the subject is a child. Occupational Psychologists should:
2.1.5 Be alert to any power differentials between themselves and their clients, and monitor any aspects of their Professional relationships which may involve misuse of their power. Misuse of power lies in any manipulation of the professional relationship to fulfil the psychologist’s own personal needs, and any infringement of a client’s personal rights and well being. Risks of abuse may be increased when power imbalances are accompanied by prejudices associated with race, culture and gender;
2.1.6 In cases of referral to another source of professional advice, maintain responsibility for the welfare of the client until referral has been taken up;
2.1.7 Show sensible regard for the social codes and moral expectations of the community in which they work;
2.1.8 In relation to misrepresentation: (a) Limit claims about the efficiency and effectiveness of services to those they would be willing to subject to professional scrutiny; (b) Moderate exaggerated beliefs or expectations held by clients about the efficiency and effectiveness of the service. But should not: (a) Claim professional qualifications or affiliations they do not possess; (b) Claim for their organisation characteristics or capabilities which it does not possess; (c) Use membership of professional Societies or their sections or divisions for purposes for which they are not intended; (d) Allow their name to be used in connection with services or products in such a way as to misrepresent their responsibility for them; (e) Make any offer of free trial of a service in such way as to misrepresent its nature and effectiveness.
2.1.9 When marketing their services ensure that all advertising and promotional material Is accurate and truthful.
2.2 In their relationships with colleagues (either other Occupational Psychologists or colleagues from other professions). Occupational Psychologists should:
2.2.1 Adhere to high standards of behaviour towards members of their own and other professions, within an atmosphere of mutual respect. They should not publicly denigrate those colleagues in respect of their personal, professional or ethical conduct;
2.2.2 Establish mechanisms of personal and professional support for themselves and their Occupational Psychology colleagues within their organisation, so that good professional practice may be enhanced and maintained;
2.2.3 Recognise that power imbalances may exist in relationships between junior and senior colleagues, and delegate tasks and workloads based on negotiation, consultation and mutual respect wherever possible;
2.2.4 Carefully consider power and boundary issues involved in ‘dual relationships’ between colleagues, especially when the primary work relationship co-exists with supervisory, academic or personal relationships;
2.2.5 When there is reason to be concerned about the competence and/or ethical practice of other colleagues: – Approach the colleague in confidence with relevant scientific evidence, informed opinion and relevant ethical guidelines; – If misgivings continue approach an appropriate colleague without malice or breaching confidentiality in order to share concerns; – If the conclusion is that misconduct has occurred, should bring the matter to the attention of those charged with the responsibility to investigate such concerns
3. INFORMED CONSENT
The concept of ‘informed consent’ relates to the client’s right to choose whether to receive psychological services, and to make this choice on the basis of the best information available. The complexities of the consent process involve the client’s capacity to understand the information given. It is only in exceptional circumstances in the public interest that psychological services may be provided without a client’s consent. Occupational Psychologists must:
3.1 As regards the timing of informed consent: (a) Obtain informed consent prior to undertaking any assessment or intervention; (b) Re-visit consent between any assessment and intervention, and at any time when a new step is taken in an intervention programme, or when the purpose and nature or focus of an intervention alters. Occupational Psychologists should:
3.2 If informed consent is not given, give careful consideration to the wisdom of proceeding and balance the risks of doing so against the risks to the client and others if not proceeding;
3.3 pay attention to the nature of the consent process and the psychological factors which may influence it, and adapt their procedures accordingly;
3.4 review, formalise and record consent, rather than take consent for granted from the continued participation of a client;
3.5 provide the following information to clients prior to undertaking any psychological activity, taking into consideration the client’s intellectual abilities, language and culture: (a) The role and function of the Occupational Psychologist;
(b) The Occupational Psychologist’s qualifications, areas of expertise, and limitations (see Section 1 on Competence);
(c) The extent of the Occupational Psychologist’s power and responsibilities;
(d) The nature of the assessment activities, the reasons for doing them and the possible implications of their outcomes;
(e) The use of video, audio-tape or one-way screens;
(f) The nature and location of any records kept and the client’s, and any other party’s, rights of access (see Access to Health Record Act and Data Protection Act);
(g) Confidentiality and its limits;
(h) Their right to withdraw consent at any stage.
4. ACCESS TO RECORDS
All identifiable computer-based and written records now fall within the combined remits of the Data Protection Act 1984 and the Access to Health Records Act 1990, and in both cases apply to records made since the commencement of the Acts. The former gives clients the right to a copy of personal data held on computer, and the latter the right to inspect their medical records (since November 1991 only), and have a copy if requested, both within 40 days of application.
Occupational Psychologists should:
4.1 Be aware of the requirements and exemption categories of both Acts;
4.2 Make clients aware of their rights to access at the point of first contact;
4.3 Respond to any query which clients make about the nature of records kept and reports made by them about the client, and provide information on an informal basis as they deem appropriate, in the context of their professional relationship with the client;
4.4 If clients wish to have access to information which the Occupational Psychologist does not feel able to provide on an informal basis, advise the client to pursue their rights under the Data Protection Act or Access to Health Records Act.
4.5 Not change information in records following an application for access, unless it would have been changed anyway.
5. CONFIDENTIALITY
Clients are entitled to expect that the information they give to Occupational Psychologists about themselves and others will remain confidential. Occupational Psychologists have a duty not to disclose such information except as discussed below, and should bring their confidentiality practice and obligations to the attention of their employers and managers if applicable.
Occupational Psychologists must:
5.1 Inform clients of their confidentiality standards and practice at the point of first contact (e.g. information shared in team meetings, identified information shared in supervision, any potential limits to confidentiality). Clients should be informed of the circumstances where information about them is likely to be shared and given the opportunity to state any objection to this.
5.2 If disclosure of information is deemed necessary, obtain specific informed consent from their clients, making the consequences of disclosure as clear and unbiased as possible. An explicit request for information not to be disclosed to particular people must be respected except in exceptional circumstances, for example where health, safety or welfare of the client or someone else would otherwise be put at serious risk. If confidentiality is then broken without consent the client should be told what has been said and to whom.
5.3 Ensure that the principles of confidentiality apply to any information about clients which is used in teaching and training.
5.4 Obtain client’s written informed consent before audio or video-taping their interactions with them. If material is to be used for teaching purposes this must be made clear to the clients, including the nature of trainees and students to whom the material will be presented. Occupational Psychologists should come to an agreement with their clients about how long recorded material should be kept and the security of the material must be maintained.
5.5 Ensure that the confidentiality of client information shared during supervision is respected. Unless it is otherwise necessary clients should not be identified, and if they are identified clients should be informed of the supervision.
5.6 Obtain informed consent before client material may be published.
Occupational Psychologists should:
5.7 Apply the principles of confidentiality to information received about other members of staff in the course of their professional practice. Such information should only be shared with others if Occupational Psychologists can justify that it is necessary for the fulfilment of their professional duties.
5.8 When faced with the difficult decision whether to disclose information without a client’s consent, weigh carefully the arguments for and against disclosure. The responsibility for this decision lies with the individual psychologist and cannot be delegated or overridden by a superior or other professional. Occupational Psychologists have the duty to consult fully with other practitioners and professional bodies, and must be able and prepared to justify their decisions.
5.9 When circumstances emerge where clients may present a risk to others or to themselves, discuss the importance of disclosure and to encourage it (e.g. so employers if a client’s mental status presents a risk to others). In exceptional circumstances, disclosure without consent or against the client’s expressed wish may be necessary in situations in which failure to disclose appropriate information would expose the client, or someone else, to a risk of serious harm or death.
5.10 Unless a client has given informed consent, not disclose confidential information unless a court order has been made, and not simply in response to requests from third parties within the legal system.
5.11 Ensure, at first contact, that clients understand the purpose of any assessment undertaken at the request of employers or insurance companies, and of the Occupational Psychologist’s obligation to disclose the results of that assessment. In the case of assessment for fitness to work, they should obtain the client’s written consent.
5.12 Note that a client’s death does not remove the necessity for confidentiality. If prior consent has not been given decisions need to be made according to circumstances.
6. RESPONSIBILITY IN THE USE AND DISTRIBUTION OF TESTS
Occupational Psychologists need to ensure that they remain competent in their use and application of psychometric and other standardised occupational testing procedures. They must pay attention to confidentiality, respect for the client and the process of communicating test results.
Occupational Psychologists must:
6.1 Adhere to the standards as laid down by the Society relating to Certificates and Statements of Competence in Occupational Testing, and should comply with any codes of conduct relating to Occupational Testing stipulated by the Society. Occupational Psychologists should:
6.2 Only administer tests with the client’s consent to the procedure and, if a psychological test is administered solely for research purposes, the client must be informed and give specific consent.
6.3 Ensure that:
(a) Full and proper consideration is given to the appropriateness of using tests;
(b) Tests are used in a professional manner relevant to the context in which they are applied;
(c) Equality of opportunity is maintained in the application of tests;
(d) Test results are interpreted, evaluated and communicated only by appropriately trained individuals who hold the Society’s Statement or Certificate of Competence in Occupational Testing;
(e) Individuals taking tests are informed of the reasons for the test, how the information obtained will be used, and are given the opportunity to receive feedback about the test results.
6.4 Ensure that they act in a fashion which minimises client’s distress when undergoing psychological assessment procedures without invalidating those assessment procedures.
6.5 Communicate test results and assessments to appropriate persons in such a way as to guard against misinterpretation and misuse. Interpretation of the results should always include consideration of the context of the assessment and the client’s understanding of its purpose.
6.6 Provide an adequate explanation of the significance and limits of the test results to appropriate others. Some form of meaningful feedback should always be provided for the client. Communication about test results should be accompanied by advice and recommendation about further actions needed.
6.7 If publishing new tests, do so with full regard to the limitations of those tests. They should incorporate accurate statements of the tests’ dependability, reliability and validity and any design limitations, and be clear about the risks relating to aspects of the test not substantiated by research.
6.8 If it becomes necessary to leave test materials in charge of persons not normally qualified to have access to them, take steps to ensure the confidentiality of the test materials and to guard against their misuse.
6.9 Only use tests if they are published and distributed in a manner consistent with the standards set by the Committee on Test Standards of The British Psychological Society.
7. SAFEGUARDING FITNESS TO PRACTICE
Occupational Psychologists need to ensure that they safeguard their psychological and physical well being so that they maintain their fitness to practice by attending to their personal safety, personal development and the interactions between themselves, their experiences and their professional work. They must not attempt to carry out their professional activities when not able to do so competently. In the event that a colleague has become unfit to practice, Occupational Psychologists have a responsibility to take action on their behalf. Making judgements about one’s own and other’s fitness to practice involves balancing personal and professional priorities and loyalties with the cost which clients, colleagues and self may incur. It also involves balancing the risks to self and others of continuing to work when unfit with those of desisting from working. Working when unfit to practice requires recognition of the potential effect on the quality of service provided and the reputation of Occupational Psychology.
Occupational Psychologists should:
7.1 Consider the value of professional indemnity insurance in order that they may be able to meet any liabilities that they may incur beyond those covered by their employers. This should be given serious consideration by occupational psychologists in private practice.
7.2 recognise that the demands of work interact with their own personalities, and that it is important that any consequent stresses are accepted as normal and understandable. They have a duty to address issues of stress and burn-out, and to ensure that workload and stress management, and personal support are drawn upon to maintain optimum functioning over their professional lives.
7.3 ensure that the workplace is a setting which promotes mutual support, collaboration and concern for colleagues’ well being.
8. TEACHING TRAINING AND SUPERVISION
Most Occupational Psychologists will be actively involved in transmitting skills and expertise to others and all Occupational Psychologists should be actively encouraged to be involved in such a capacity. This includes providing training and supervision to both trainees in Occupational Psychology and Affiliates of the Division of Occupational Psychology, as well as to members of other professions and other non-psychologists In recognition of this, Occupational Psychologists are expected to take responsibility in keeping themselves up to date with developments in Occupational Psychology. The training process carries mutual professional responsibilities for courses, trainees and qualified Occupational Psychologists, and depends on effective, collaborative relationships between them.
Occupational Psychologists should:
8.1 When acting as tutors, teachers and supervisors adhere to the Division of Occupational Psychology Training Committee procedures and guidelines.
8.2 When acting as organisers of training courses ensure that their syllabus includes teaching which addresses the range of ethical issues and good practice recommendations for Occupational Psychology. Supervisors should take every available opportunity to relate such ethical guidance to trainees.
8.3 When acting as supervisors and tutors be aware of the importance of boundary andpower issues within their supervisory and teaching relationships. Dual personal and supervisory/teaching relationships should be avoided, so that any potential abuse of power is minimised, and the teaching role is not compromised. Should such a relationship exist, the supervisor/teacher should withdraw from any professional responsibility towards the trainee. Supervisors/teachers must not exploit the trainee’s vulnerability in being dependent on reports of competence, or the relationship of trust, for improper personal, or financial gain.
8.4 Ensure that trainees and supervisors/teachers are free to pursue their professional and academic activities without any kind of overt or covert sexual harassment. Supervisors and teachers have a duty to maintain their workplace’s free from such harassment and intimidation and should endeavour to ensure that satisfactory procedures for complaint are available. Any form of sexual advance or request for sexual favours by supervisors, trainers, or teachers engaged in a professional relationship with trainees is unacceptable. Trainees should be informed that agreed procedures for complaint exist with the BPS and be made aware of local procedures within universities or training institutions.
8.5 When acting as supervisors make clear to trainees that as trainees they are individually responsible for their conduct with clients, and the extent to which responsibility for occupational work is shared with the supervisor
8.6 Ensure that trainees inform clients of their training status, and that they will be discussing information about them with their supervisor, in confidence, and that information about them may be used anonymously for examination purposes.
8.7 Ensure that the trainee’s work does not exceed their competence, whilst enabling new learning to take place at an appropriate pace.
8.8 Recognise that accurate monitoring of competence needs to include some level of observation, either by direct observation or indirect observation. Trainees and supervisors need to develop strategies to facilitate the constructive use of observation.
8.9 When using case material in teaching sessions, adhere to the principles of confidentiality and trainees must ensure that client personal details are anonymised in any case studies. Course organisers must ensure that all case studies are held in a secure place which prohibits access by other professionals and by the public.
8.10 Ensure that supervisors and trainees respect each other’s perspectives particularly where these involve differences of opinion and preferred practice. Trainees should be guided by a supervisor’s advice, and supervisors should respect the trainees right to develop an individual orientation to their work. Trainees have a right to refuse to undertake certain actions on ethical or other legitimate grounds. In the case of disagreement a third party should be consulted as arbiter.
8.11 Set within their competence in supervision and should arrange for additional supervision from another Occupational Psychologist if the needs of supervision exceed their current abilities.
8.12 Make assessment of trainees’ competence that are not influenced by personal differences, including those relating to race and culture. They will provide constructive, accurate and impartial feedback on trainees’ performance which takes account of the possible distress which feedback may cause. Difficulties should be dealt with as they arise with sensitivity and objectivity.
8.13 Ensure that supervisors, tutors and trainees should recognise the importance of personal development and its relationship to professional development.
9. CONTINUING PROFESSIONAL DEVELOPMENT
In order for Occupational Psychologists to be able to provide the most effective service, and effectively teach and train others, they must continue to develop throughout their professional careers. This helps maintain competence and their professional standing.
Occupational Psychologists should:
9.1 Have a current personal development plan that indicates the steps they will take to keep their practice up to date. This should include a balance between Occupational Psychology skills and other aspects of professional development.
9.2 Draw on supervision within their evolving occupational practice to ensure that the quality of their work is maintained and new skills developed with appropriate support.
9.3 Be encouraged to provide supervision and, when doing so, ensure that they have in place an appraisal system that takes account of their supervisee’s needs for continuing professional development.
9.4 When conducting basic training courses ensure that they contribute to the training of supervisors as part of Occupational Psychologists’ continuing professional development.
9.5 Follow the recommendations and outlines as stipulated by the Continuing Professional Development Sub-Committee of the Division of Occupational Psychology Training Committee and make use of the structure developed by that Sub-Committee for the keeping of a log book on continuing professional development.
10. TRAINING AND SUPERVISING OTHER PROFESSIONS AND NON-PSYCHOLOGISTS
Various members of other professions and lay-people make use of psychological procedures and Occupational Psychologists may have specific responsibilities for teaching specific psychological skills and specific techniques to such persons. Since non-psychologists may have access to potentially powerful techniques by a variety of routes, the potential for Occupational Psychologists to influence training and monitoring may be problematic.
Occupational Psychologists should:
10.1 Assess the need for the monitoring and training of non-psychologists in psychological techniques within their work setting, and endeavour to establish their role in providing it.
10.2 Note that the principles of good practice regarding teaching and supervision of Occupational Psychologists apply equally to teaching and training non-psychologists.
10.3 In teaching non-psychologists, take account of their level of psychological knowledge and skill in designing and applying specific training procedures.
10.4 Maintain adequate standards in the application of psychological principles. Within the limits of their responsibility and influence they should ensure that the welfare and rights of clients are preserved and that ethical safeguards are maintained. Should a nonpsychologist’s activities indicate inappropriate application of procedures, Occupational Psychologists should advise them to alter or cease involvement.
10.5 In all instances ensure that non-psychologists are aware of their need for continuing access to advice or supervision as appropriate.
10.6 Ensure that test materials are not provided to staff who are not eligible to use them, and that adequate supervision and administration and interpretation is provided to those that are.
11. RESEARCH AND PUBLICATION
Occupational Psychologists must:
11.1 Make a careful evaluation of the ethical acceptability of research proposals.
11.2 Undertake a careful analysis of the potential impact of the research. If there are any negative consequences these must be ethically justified, and should be explained to participants in advance of consent.
11.3 Ensure that participants in research are informed of all features of the research which might reasonably be expected to influence their willingness to participate, including any anticipated risks of distress. The aims and value of the research should be described, but no pressure put on potential participants to consent. Participants should be advised that they will be free to withdraw consent at any time during the research. Consent must always be obtained in writing.
11.4 Ensure that informed consent addresses both the research procedures and the publication of results. The latter will become increasingly significant if detailed information about individual participants is to be reported.
11.5 Not use any research procedure likely to cause serious or lasting harm. If more distress is experienced than expected, procedures must be stopped and appropriate professional advice sought.
11 .6 Ensure that research data is treated with confidence and respect and cannot be shared with others without the explicit consent of the client. When details of individual participants are described in research reports, they must be altered so that they will not be identifiable to third parties, and as far as possible would not be recognisable to themselves.
11.7 Ensure that publications always acknowledge the contributions which other people have made to the work. Authorship should be discussed with those concerns, and decisions based on judgements of practical contributions and intellectual ownership. Other people’s work should not be reported without such collaboration. Occupational Psychologists should:
11.8 Be aware that clients may find it hard to say no, and should do their best to ensure that they do feel free to do so.
11.9 Inform participants of the level of detail at which material about them would be communicated in research reports and publication, and, if detailed information is to be used, of the ways in which their identity will be disguised. Consent should be obtained on this basis.
11.10 In any instances where deception or the withholding of information is deemed necessary to a research protocol; where any form of stress or distress is anticipated; or where privacy may be encroached upon, seek the opinion of experienced and disinterested colleagues regarding the ethical basis of protocols. Such features should only be considered acceptable if Occupational Psychologists are satisfied that the aims of the research cannot be achieved by any other means, and that the aims are ethically justified.
11.11 Where deception or concealment has been necessary, reveal this during debriefing following participation. If it has been substantial, informed consent must be revisited, and the participants given the option of withdrawing their data, which would then be destroyed.
11.12 Normally debrief following participation unless this has been on an anonymous postal basis. Any participant misconceptions and concerns should be clarified, and any unhelpful or distressing reactions dealt with.
12. RELATIONSHIPS WITH THE PUBLIC AND THE MEDIA
Occupational Psychologists may be asked to comment or talk to various media sources (e.g. Press, Radio or Television), on aspects of occupational psychological theories and service delivery. Whilst this may be potentially positive for the Occupational Psychologists and the profession, there are certain pitfalls which should be avoided. In addition, Occupational Psychologists should take care to judge issues with respect to their limits of competence.
Occupational Psychologists should:
12.1 Avoid any risks of misrepresentation, by bearing in mind that where information is recorded, it will inevitably be edited and therefore potentially subject to misrepresentation. Occupational Psychologists’ interests are protected by seeing the edited version prior to transmission. Occupational Psychologists should also make it clear that Statements made are personal ones and do not necessarily represent the views of other Occupational Psychologists. Occupational Psychologists should avoid commenting on a topic beyond their competence.
12.2 Avoid potential breaches of confidentiality by not using descriptions that could lead to identification of an individual or organisation.
12.3 Ensure that comments are based on valid research or other empirical evidence even though that evidence may not be explicitly quoted.
12.4 If expressing concerns publicly about practices or legislation, consult with relevant individuals and professional bodies to ensure that their Comments do not breach guidelines that could lead to disciplinary action.
Посты этого блога по социальной психологии.
This section considers aspects of the professional relationships between Occupational Psychologists, their clients, and their colleagues. The relevance of race, culture, gender and class differences are all part of these considerations.
2.1 Relationships with Clients Occupational Psychologists must:
2.1.1 Ensure that there is a clear interpersonal boundary to their relationships with clients and to maintain this appropriately. They should make clients aware of this boundary at the point of first contact;
2.1.2 In any situation where a conflict of interests may arise, ensure that they have defined the nature and direction of their loyalties and informed all parties accordingly;
2.1.3 Terminates consulting relationship when it is clear that the client is not benefiting from it;
2.1.4 When asking people to reveal personal information, ensure that the person is aware of the purpose and the ways in which the information may be used. This should be made clear to the parent or guardian if the subject is a child. Occupational Psychologists should:
2.1.5 Be alert to any power differentials between themselves and their clients, and monitor any aspects of their Professional relationships which may involve misuse of their power. Misuse of power lies in any manipulation of the professional relationship to fulfil the psychologist’s own personal needs, and any infringement of a client’s personal rights and well being. Risks of abuse may be increased when power imbalances are accompanied by prejudices associated with race, culture and gender;
2.1.6 In cases of referral to another source of professional advice, maintain responsibility for the welfare of the client until referral has been taken up;
2.1.7 Show sensible regard for the social codes and moral expectations of the community in which they work;
2.1.8 In relation to misrepresentation: (a) Limit claims about the efficiency and effectiveness of services to those they would be willing to subject to professional scrutiny; (b) Moderate exaggerated beliefs or expectations held by clients about the efficiency and effectiveness of the service. But should not: (a) Claim professional qualifications or affiliations they do not possess; (b) Claim for their organisation characteristics or capabilities which it does not possess; (c) Use membership of professional Societies or their sections or divisions for purposes for which they are not intended; (d) Allow their name to be used in connection with services or products in such a way as to misrepresent their responsibility for them; (e) Make any offer of free trial of a service in such way as to misrepresent its nature and effectiveness.
2.1.9 When marketing their services ensure that all advertising and promotional material Is accurate and truthful.
2.2 In their relationships with colleagues (either other Occupational Psychologists or colleagues from other professions). Occupational Psychologists should:
2.2.1 Adhere to high standards of behaviour towards members of their own and other professions, within an atmosphere of mutual respect. They should not publicly denigrate those colleagues in respect of their personal, professional or ethical conduct;
2.2.2 Establish mechanisms of personal and professional support for themselves and their Occupational Psychology colleagues within their organisation, so that good professional practice may be enhanced and maintained;
2.2.3 Recognise that power imbalances may exist in relationships between junior and senior colleagues, and delegate tasks and workloads based on negotiation, consultation and mutual respect wherever possible;
2.2.4 Carefully consider power and boundary issues involved in ‘dual relationships’ between colleagues, especially when the primary work relationship co-exists with supervisory, academic or personal relationships;
2.2.5 When there is reason to be concerned about the competence and/or ethical practice of other colleagues: – Approach the colleague in confidence with relevant scientific evidence, informed opinion and relevant ethical guidelines; – If misgivings continue approach an appropriate colleague without malice or breaching confidentiality in order to share concerns; – If the conclusion is that misconduct has occurred, should bring the matter to the attention of those charged with the responsibility to investigate such concerns
3. INFORMED CONSENT
The concept of ‘informed consent’ relates to the client’s right to choose whether to receive psychological services, and to make this choice on the basis of the best information available. The complexities of the consent process involve the client’s capacity to understand the information given. It is only in exceptional circumstances in the public interest that psychological services may be provided without a client’s consent. Occupational Psychologists must:
3.1 As regards the timing of informed consent: (a) Obtain informed consent prior to undertaking any assessment or intervention; (b) Re-visit consent between any assessment and intervention, and at any time when a new step is taken in an intervention programme, or when the purpose and nature or focus of an intervention alters. Occupational Psychologists should:
3.2 If informed consent is not given, give careful consideration to the wisdom of proceeding and balance the risks of doing so against the risks to the client and others if not proceeding;
3.3 pay attention to the nature of the consent process and the psychological factors which may influence it, and adapt their procedures accordingly;
3.4 review, formalise and record consent, rather than take consent for granted from the continued participation of a client;
3.5 provide the following information to clients prior to undertaking any psychological activity, taking into consideration the client’s intellectual abilities, language and culture: (a) The role and function of the Occupational Psychologist;
(b) The Occupational Psychologist’s qualifications, areas of expertise, and limitations (see Section 1 on Competence);
(c) The extent of the Occupational Psychologist’s power and responsibilities;
(d) The nature of the assessment activities, the reasons for doing them and the possible implications of their outcomes;
(e) The use of video, audio-tape or one-way screens;
(f) The nature and location of any records kept and the client’s, and any other party’s, rights of access (see Access to Health Record Act and Data Protection Act);
(g) Confidentiality and its limits;
(h) Their right to withdraw consent at any stage.
4. ACCESS TO RECORDS
All identifiable computer-based and written records now fall within the combined remits of the Data Protection Act 1984 and the Access to Health Records Act 1990, and in both cases apply to records made since the commencement of the Acts. The former gives clients the right to a copy of personal data held on computer, and the latter the right to inspect their medical records (since November 1991 only), and have a copy if requested, both within 40 days of application.
Occupational Psychologists should:
4.1 Be aware of the requirements and exemption categories of both Acts;
4.2 Make clients aware of their rights to access at the point of first contact;
4.3 Respond to any query which clients make about the nature of records kept and reports made by them about the client, and provide information on an informal basis as they deem appropriate, in the context of their professional relationship with the client;
4.4 If clients wish to have access to information which the Occupational Psychologist does not feel able to provide on an informal basis, advise the client to pursue their rights under the Data Protection Act or Access to Health Records Act.
4.5 Not change information in records following an application for access, unless it would have been changed anyway.
5. CONFIDENTIALITY
Clients are entitled to expect that the information they give to Occupational Psychologists about themselves and others will remain confidential. Occupational Psychologists have a duty not to disclose such information except as discussed below, and should bring their confidentiality practice and obligations to the attention of their employers and managers if applicable.
Occupational Psychologists must:
5.1 Inform clients of their confidentiality standards and practice at the point of first contact (e.g. information shared in team meetings, identified information shared in supervision, any potential limits to confidentiality). Clients should be informed of the circumstances where information about them is likely to be shared and given the opportunity to state any objection to this.
5.2 If disclosure of information is deemed necessary, obtain specific informed consent from their clients, making the consequences of disclosure as clear and unbiased as possible. An explicit request for information not to be disclosed to particular people must be respected except in exceptional circumstances, for example where health, safety or welfare of the client or someone else would otherwise be put at serious risk. If confidentiality is then broken without consent the client should be told what has been said and to whom.
5.3 Ensure that the principles of confidentiality apply to any information about clients which is used in teaching and training.
5.4 Obtain client’s written informed consent before audio or video-taping their interactions with them. If material is to be used for teaching purposes this must be made clear to the clients, including the nature of trainees and students to whom the material will be presented. Occupational Psychologists should come to an agreement with their clients about how long recorded material should be kept and the security of the material must be maintained.
5.5 Ensure that the confidentiality of client information shared during supervision is respected. Unless it is otherwise necessary clients should not be identified, and if they are identified clients should be informed of the supervision.
5.6 Obtain informed consent before client material may be published.
Occupational Psychologists should:
5.7 Apply the principles of confidentiality to information received about other members of staff in the course of their professional practice. Such information should only be shared with others if Occupational Psychologists can justify that it is necessary for the fulfilment of their professional duties.
5.8 When faced with the difficult decision whether to disclose information without a client’s consent, weigh carefully the arguments for and against disclosure. The responsibility for this decision lies with the individual psychologist and cannot be delegated or overridden by a superior or other professional. Occupational Psychologists have the duty to consult fully with other practitioners and professional bodies, and must be able and prepared to justify their decisions.
5.9 When circumstances emerge where clients may present a risk to others or to themselves, discuss the importance of disclosure and to encourage it (e.g. so employers if a client’s mental status presents a risk to others). In exceptional circumstances, disclosure without consent or against the client’s expressed wish may be necessary in situations in which failure to disclose appropriate information would expose the client, or someone else, to a risk of serious harm or death.
5.10 Unless a client has given informed consent, not disclose confidential information unless a court order has been made, and not simply in response to requests from third parties within the legal system.
5.11 Ensure, at first contact, that clients understand the purpose of any assessment undertaken at the request of employers or insurance companies, and of the Occupational Psychologist’s obligation to disclose the results of that assessment. In the case of assessment for fitness to work, they should obtain the client’s written consent.
5.12 Note that a client’s death does not remove the necessity for confidentiality. If prior consent has not been given decisions need to be made according to circumstances.
6. RESPONSIBILITY IN THE USE AND DISTRIBUTION OF TESTS
Occupational Psychologists need to ensure that they remain competent in their use and application of psychometric and other standardised occupational testing procedures. They must pay attention to confidentiality, respect for the client and the process of communicating test results.
Occupational Psychologists must:
6.1 Adhere to the standards as laid down by the Society relating to Certificates and Statements of Competence in Occupational Testing, and should comply with any codes of conduct relating to Occupational Testing stipulated by the Society. Occupational Psychologists should:
6.2 Only administer tests with the client’s consent to the procedure and, if a psychological test is administered solely for research purposes, the client must be informed and give specific consent.
6.3 Ensure that:
(a) Full and proper consideration is given to the appropriateness of using tests;
(b) Tests are used in a professional manner relevant to the context in which they are applied;
(c) Equality of opportunity is maintained in the application of tests;
(d) Test results are interpreted, evaluated and communicated only by appropriately trained individuals who hold the Society’s Statement or Certificate of Competence in Occupational Testing;
(e) Individuals taking tests are informed of the reasons for the test, how the information obtained will be used, and are given the opportunity to receive feedback about the test results.
6.4 Ensure that they act in a fashion which minimises client’s distress when undergoing psychological assessment procedures without invalidating those assessment procedures.
6.5 Communicate test results and assessments to appropriate persons in such a way as to guard against misinterpretation and misuse. Interpretation of the results should always include consideration of the context of the assessment and the client’s understanding of its purpose.
6.6 Provide an adequate explanation of the significance and limits of the test results to appropriate others. Some form of meaningful feedback should always be provided for the client. Communication about test results should be accompanied by advice and recommendation about further actions needed.
6.7 If publishing new tests, do so with full regard to the limitations of those tests. They should incorporate accurate statements of the tests’ dependability, reliability and validity and any design limitations, and be clear about the risks relating to aspects of the test not substantiated by research.
6.8 If it becomes necessary to leave test materials in charge of persons not normally qualified to have access to them, take steps to ensure the confidentiality of the test materials and to guard against their misuse.
6.9 Only use tests if they are published and distributed in a manner consistent with the standards set by the Committee on Test Standards of The British Psychological Society.
7. SAFEGUARDING FITNESS TO PRACTICE
Occupational Psychologists need to ensure that they safeguard their psychological and physical well being so that they maintain their fitness to practice by attending to their personal safety, personal development and the interactions between themselves, their experiences and their professional work. They must not attempt to carry out their professional activities when not able to do so competently. In the event that a colleague has become unfit to practice, Occupational Psychologists have a responsibility to take action on their behalf. Making judgements about one’s own and other’s fitness to practice involves balancing personal and professional priorities and loyalties with the cost which clients, colleagues and self may incur. It also involves balancing the risks to self and others of continuing to work when unfit with those of desisting from working. Working when unfit to practice requires recognition of the potential effect on the quality of service provided and the reputation of Occupational Psychology.
Occupational Psychologists should:
7.1 Consider the value of professional indemnity insurance in order that they may be able to meet any liabilities that they may incur beyond those covered by their employers. This should be given serious consideration by occupational psychologists in private practice.
7.2 recognise that the demands of work interact with their own personalities, and that it is important that any consequent stresses are accepted as normal and understandable. They have a duty to address issues of stress and burn-out, and to ensure that workload and stress management, and personal support are drawn upon to maintain optimum functioning over their professional lives.
7.3 ensure that the workplace is a setting which promotes mutual support, collaboration and concern for colleagues’ well being.
8. TEACHING TRAINING AND SUPERVISION
Most Occupational Psychologists will be actively involved in transmitting skills and expertise to others and all Occupational Psychologists should be actively encouraged to be involved in such a capacity. This includes providing training and supervision to both trainees in Occupational Psychology and Affiliates of the Division of Occupational Psychology, as well as to members of other professions and other non-psychologists In recognition of this, Occupational Psychologists are expected to take responsibility in keeping themselves up to date with developments in Occupational Psychology. The training process carries mutual professional responsibilities for courses, trainees and qualified Occupational Psychologists, and depends on effective, collaborative relationships between them.
Occupational Psychologists should:
8.1 When acting as tutors, teachers and supervisors adhere to the Division of Occupational Psychology Training Committee procedures and guidelines.
8.2 When acting as organisers of training courses ensure that their syllabus includes teaching which addresses the range of ethical issues and good practice recommendations for Occupational Psychology. Supervisors should take every available opportunity to relate such ethical guidance to trainees.
8.3 When acting as supervisors and tutors be aware of the importance of boundary andpower issues within their supervisory and teaching relationships. Dual personal and supervisory/teaching relationships should be avoided, so that any potential abuse of power is minimised, and the teaching role is not compromised. Should such a relationship exist, the supervisor/teacher should withdraw from any professional responsibility towards the trainee. Supervisors/teachers must not exploit the trainee’s vulnerability in being dependent on reports of competence, or the relationship of trust, for improper personal, or financial gain.
8.4 Ensure that trainees and supervisors/teachers are free to pursue their professional and academic activities without any kind of overt or covert sexual harassment. Supervisors and teachers have a duty to maintain their workplace’s free from such harassment and intimidation and should endeavour to ensure that satisfactory procedures for complaint are available. Any form of sexual advance or request for sexual favours by supervisors, trainers, or teachers engaged in a professional relationship with trainees is unacceptable. Trainees should be informed that agreed procedures for complaint exist with the BPS and be made aware of local procedures within universities or training institutions.
8.5 When acting as supervisors make clear to trainees that as trainees they are individually responsible for their conduct with clients, and the extent to which responsibility for occupational work is shared with the supervisor
8.6 Ensure that trainees inform clients of their training status, and that they will be discussing information about them with their supervisor, in confidence, and that information about them may be used anonymously for examination purposes.
8.7 Ensure that the trainee’s work does not exceed their competence, whilst enabling new learning to take place at an appropriate pace.
8.8 Recognise that accurate monitoring of competence needs to include some level of observation, either by direct observation or indirect observation. Trainees and supervisors need to develop strategies to facilitate the constructive use of observation.
8.9 When using case material in teaching sessions, adhere to the principles of confidentiality and trainees must ensure that client personal details are anonymised in any case studies. Course organisers must ensure that all case studies are held in a secure place which prohibits access by other professionals and by the public.
8.10 Ensure that supervisors and trainees respect each other’s perspectives particularly where these involve differences of opinion and preferred practice. Trainees should be guided by a supervisor’s advice, and supervisors should respect the trainees right to develop an individual orientation to their work. Trainees have a right to refuse to undertake certain actions on ethical or other legitimate grounds. In the case of disagreement a third party should be consulted as arbiter.
8.11 Set within their competence in supervision and should arrange for additional supervision from another Occupational Psychologist if the needs of supervision exceed their current abilities.
8.12 Make assessment of trainees’ competence that are not influenced by personal differences, including those relating to race and culture. They will provide constructive, accurate and impartial feedback on trainees’ performance which takes account of the possible distress which feedback may cause. Difficulties should be dealt with as they arise with sensitivity and objectivity.
8.13 Ensure that supervisors, tutors and trainees should recognise the importance of personal development and its relationship to professional development.
9. CONTINUING PROFESSIONAL DEVELOPMENT
In order for Occupational Psychologists to be able to provide the most effective service, and effectively teach and train others, they must continue to develop throughout their professional careers. This helps maintain competence and their professional standing.
Occupational Psychologists should:
9.1 Have a current personal development plan that indicates the steps they will take to keep their practice up to date. This should include a balance between Occupational Psychology skills and other aspects of professional development.
9.2 Draw on supervision within their evolving occupational practice to ensure that the quality of their work is maintained and new skills developed with appropriate support.
9.3 Be encouraged to provide supervision and, when doing so, ensure that they have in place an appraisal system that takes account of their supervisee’s needs for continuing professional development.
9.4 When conducting basic training courses ensure that they contribute to the training of supervisors as part of Occupational Psychologists’ continuing professional development.
9.5 Follow the recommendations and outlines as stipulated by the Continuing Professional Development Sub-Committee of the Division of Occupational Psychology Training Committee and make use of the structure developed by that Sub-Committee for the keeping of a log book on continuing professional development.
10. TRAINING AND SUPERVISING OTHER PROFESSIONS AND NON-PSYCHOLOGISTS
Various members of other professions and lay-people make use of psychological procedures and Occupational Psychologists may have specific responsibilities for teaching specific psychological skills and specific techniques to such persons. Since non-psychologists may have access to potentially powerful techniques by a variety of routes, the potential for Occupational Psychologists to influence training and monitoring may be problematic.
Occupational Psychologists should:
10.1 Assess the need for the monitoring and training of non-psychologists in psychological techniques within their work setting, and endeavour to establish their role in providing it.
10.2 Note that the principles of good practice regarding teaching and supervision of Occupational Psychologists apply equally to teaching and training non-psychologists.
10.3 In teaching non-psychologists, take account of their level of psychological knowledge and skill in designing and applying specific training procedures.
10.4 Maintain adequate standards in the application of psychological principles. Within the limits of their responsibility and influence they should ensure that the welfare and rights of clients are preserved and that ethical safeguards are maintained. Should a nonpsychologist’s activities indicate inappropriate application of procedures, Occupational Psychologists should advise them to alter or cease involvement.
10.5 In all instances ensure that non-psychologists are aware of their need for continuing access to advice or supervision as appropriate.
10.6 Ensure that test materials are not provided to staff who are not eligible to use them, and that adequate supervision and administration and interpretation is provided to those that are.
11. RESEARCH AND PUBLICATION
Occupational Psychologists must:
11.1 Make a careful evaluation of the ethical acceptability of research proposals.
11.2 Undertake a careful analysis of the potential impact of the research. If there are any negative consequences these must be ethically justified, and should be explained to participants in advance of consent.
11.3 Ensure that participants in research are informed of all features of the research which might reasonably be expected to influence their willingness to participate, including any anticipated risks of distress. The aims and value of the research should be described, but no pressure put on potential participants to consent. Participants should be advised that they will be free to withdraw consent at any time during the research. Consent must always be obtained in writing.
11.4 Ensure that informed consent addresses both the research procedures and the publication of results. The latter will become increasingly significant if detailed information about individual participants is to be reported.
11.5 Not use any research procedure likely to cause serious or lasting harm. If more distress is experienced than expected, procedures must be stopped and appropriate professional advice sought.
11 .6 Ensure that research data is treated with confidence and respect and cannot be shared with others without the explicit consent of the client. When details of individual participants are described in research reports, they must be altered so that they will not be identifiable to third parties, and as far as possible would not be recognisable to themselves.
11.7 Ensure that publications always acknowledge the contributions which other people have made to the work. Authorship should be discussed with those concerns, and decisions based on judgements of practical contributions and intellectual ownership. Other people’s work should not be reported without such collaboration. Occupational Psychologists should:
11.8 Be aware that clients may find it hard to say no, and should do their best to ensure that they do feel free to do so.
11.9 Inform participants of the level of detail at which material about them would be communicated in research reports and publication, and, if detailed information is to be used, of the ways in which their identity will be disguised. Consent should be obtained on this basis.
11.10 In any instances where deception or the withholding of information is deemed necessary to a research protocol; where any form of stress or distress is anticipated; or where privacy may be encroached upon, seek the opinion of experienced and disinterested colleagues regarding the ethical basis of protocols. Such features should only be considered acceptable if Occupational Psychologists are satisfied that the aims of the research cannot be achieved by any other means, and that the aims are ethically justified.
11.11 Where deception or concealment has been necessary, reveal this during debriefing following participation. If it has been substantial, informed consent must be revisited, and the participants given the option of withdrawing their data, which would then be destroyed.
11.12 Normally debrief following participation unless this has been on an anonymous postal basis. Any participant misconceptions and concerns should be clarified, and any unhelpful or distressing reactions dealt with.
12. RELATIONSHIPS WITH THE PUBLIC AND THE MEDIA
Occupational Psychologists may be asked to comment or talk to various media sources (e.g. Press, Radio or Television), on aspects of occupational psychological theories and service delivery. Whilst this may be potentially positive for the Occupational Psychologists and the profession, there are certain pitfalls which should be avoided. In addition, Occupational Psychologists should take care to judge issues with respect to their limits of competence.
Occupational Psychologists should:
12.1 Avoid any risks of misrepresentation, by bearing in mind that where information is recorded, it will inevitably be edited and therefore potentially subject to misrepresentation. Occupational Psychologists’ interests are protected by seeing the edited version prior to transmission. Occupational Psychologists should also make it clear that Statements made are personal ones and do not necessarily represent the views of other Occupational Psychologists. Occupational Psychologists should avoid commenting on a topic beyond their competence.
12.2 Avoid potential breaches of confidentiality by not using descriptions that could lead to identification of an individual or organisation.
12.3 Ensure that comments are based on valid research or other empirical evidence even though that evidence may not be explicitly quoted.
12.4 If expressing concerns publicly about practices or legislation, consult with relevant individuals and professional bodies to ensure that their Comments do not breach guidelines that could lead to disciplinary action.
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