Professional ethics in rural and northern Canadian psychology.

Abstract

Although the literature in rural, northern, and remote (R&N) psychology and professional ethics for this setting is limited, it is clear that this area of psychological practice presents a specific context which must be considered for ethical decision-making. Existing literature suggests that overlapping relationships, community pressure, generalist practice, interdisciplinary collaboration, and professional development concerns are aspects of R&N practice that may be more prevalent. When they are, they pose risks by complicating professional practice and the resolution of related ethical issues. This article highlights the ways that demographic and practice characteristics may instigate ethical issues in R&N professional practice. We briefly review these considerations in relation to the literature, professional ethics, the Canadian Code of Ethics for Psychologists (Code), and case examples from our own practices. More specifically, we discuss how the Code provides guidance in applying the ethical principles to decisionmaking in R&N communities. Further, we suggest practical applications for ethical decision-making acumen inherent in the Code.

Visiting Workforce

“…Being physically removed from work when at home may assist to "disengage" from work-related stress (Heidelbeer and Carson 2013) and depending on the mental health practitioner's personality and preferences, may be advantageous in self-care. Visiting work may therefore be considered the "best of both worlds" for practitioners interested in working in rural and remote mental health but who have concerns regarding potential ethical dilemmas associated with resident rural work, which have been well documented in the literature (Malone and Dyck 2011;Oxnam and Griffiths 2005). Another professional advantage of working as a visiting practitioner may be greater access to professional development, supervision, and training opportunities compared to resident rural practitioners, depending on the visiting practitioner's home location.…”

Educational Psychology in rural contexts: are we ready? Notes on the Chilean case

“…En nuestro país, estos desafíos implican también someter a examen los procesos de formación profesional del psicólogo educacional, aún altamente inespecíficos y dependientes de modelos clínico-individuales (Cornejo, 2007) y tradicionalmente desarrollados desde lo urbano (Baltar& Carrasco, 2013;Jameson & Blank, 2007) Esta formación impide que se ponga genuina atención a las características de lo rural, lo que dificulta una práctica profesional situada en/desde la complejidad y pluralidad que requiere este contexto (Bradley et al, 2012;Conomos et al, 2013;Malone, 2012).…”

“…La entrada de la psicología educacional al mundo rural requiere revisar la práctica profesional en su total complejidad (Landini, 2012;Malone &Dyck, 2011), sobre todo considerando que la pregunta respecto de "¿qué es lo rural?" se ha convertido en un tema de profundo debate (Deaville et al, 2009).…”

Ethical Considerations for Psychologists Taking a Public Stance on Controversial Issues: The Balance Between Personal and Professional Life

“…It is clear that certain situations, although not ideal, may be unavoidable. For example, practicing psychologists living in rural areas are more likely to find themselves in multiple relationships with their clients (Brooks, Eley, Pratt, & Zink, 2012; Campbell & Gordon, 2003; Endacott, 2006; Hargrove, 1986; Malone, 2011; Malone & Dyck, 2011; Osborn, 2012; Scopelliti et al, 2004). These psychologists often find themselves in situations where the Ethics Code may have conflicting statements on how to best avoid or resolve ethical dilemmas.…”