This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.practicing professionals. In the proposals, the authors address the following topics: definitions and categories; preparing the system; self-assessment; remediation; diversity; communication across various levels of the system; confidentiality; and ethical, regulatory, and legal underpinnings. They also propose future directions for the assessment of problems in professional competence in both students and practicing psychologists.

Psychologists are regularly confronted by a wide range of ethical challenges for which no clear solution is apparent. Although the "Ethical Principles of Psychologists and Code of Conduct" (American Psychological Association, 2002) is of some help when one faces such dilemmas, it cannot provide definitive guidance or all needed answers. The process of ethical decision making is reviewed, and the use of different models for ethical decision making is explored. Case examples highlight representative challenges faced by psychologist practitioners. Three invited experts provide commentaries in response to the points made and questions raised. They discuss ethical decision making from their perspectives and make recommendations to practitioners for how they can conceptualize and address the dilemmas they will face in their practices.

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This article discusses two federal court opinions that analyze claims under the U.S. Constitution in the context of a training program for mental health counselors. The case at issue arose when a student was terminated from her training program because she stated that she would not treat a gay man for relationship issues. Citing the deference courts give to academic institutions to establish academic standards and formulate curricula, the U.S. district court granted summary judgment to the school for applying a neutral policy of nondiscrimination based on a professional association's code of ethics. The appeals court, finding irregularities in how the school applied an otherwise, constitutionally acceptable policy, reversed the district court's decision and remanded the case for further proceedings. After examining the district and appeals court decisions, the article extrapolates preliminary lessons for psychology training programs.Julea Ward was a student in master's degree program in counseling at Eastern Michigan University. Ms. Ward excelled academically in the program. Part of her training involved a practicum. In the context of her clinical training, an apparently irreconcilable conflict arose between Ms. Ward and her faculty that resulted in her expulsion from the program.In her application to the program, Ms. Ward had indicated that she held "orthodox Christian beliefs." One aspect of these beliefs, according to Ms. Ward, is that homosexuality is "morally wrong." Although this view had caused some tension between Ms. Ward and the faculty prior to her practicum, it had not interfered with Ms. Ward receiving consistently high marks for her academic work.During the course of her practicum, Ms. Ward was referred a client who was experiencing depression. In reviewing the file prior to her initial meeting with the client, Ms. Ward discovered that the client was homosexual. Ms. Ward contacted her supervisor and said that she would treat the patient for any issue other than his homosexual relationship.' In response to the referral, Ms. Ward proposed two options to her supervisor. The first option was that Ms. Ward begin counseling and refer the client only if the rela-