Risk Management in the Digital World Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Risk Management in the Digital World Assignment
Eric Harris and Jeffrey N. Younggren American Psychological Association Insurance Trust, Rockville, Maryland
The literature is replete with articles addressing how the electronic age has created new and improved ways to deliver health care services. This change, however, has raised many questions regarding how professionals can utilize this new technology in a fashion that is consistent with both ethics and law. In this article we attempt a point in time survey of the problems created by practicing psychotherapy in the digital age focusing on a conceptual overview of two specific areas. We review various perceptions of the current state-based regulation of digital interstate practice by psycholo- gists and provide an overview of some basic ethical and risk management principles that have to be addressed by practitioners before proceeding to offer these services given an uncertain regulatory environment.
Keywords: telepsychology, law, ethics, licensing, liability, risk management
European commerce during the Dark Ages was limited and stifled by the existence of a multitude of small kingdoms that were independently regulated and who suppressed the movement of goods across their borders through a confusing and inconsistent morass of taxation, tariff, and regulation. This forced merchants to find another solution to move their goods, one that would avoid the strangulation that resulted from this cumbersome regulatory model. These merchants chose to move their goods by sea without being subject to the problems that were created by this feudal and
archaic design, a move that changed the world. The little kingdoms took hundreds of years to catch up.
Most of us have heard about the dual meanings of the Chinese ideograph for crisis: danger and opportunity. This is a great de- scriptor of the situation psychology finds itself in with regard to the rapid development of digital technologies that will likely revolutionize the way psychological services are delivered. The provision of remote psychological services electronically is devel- oping rapidly and has been identified as a priority by several federal agencies, including the Office for the Advancement of Telehealth in the Department of Health and Human Services. Insurance companies and health care reimbursement programs such as Medicare and Medicaid are already reimbursing these services in limited circumstances, and psychologists are already involved in this process (American Psychological Association [APA] Practice Organization, 2010). In addition, 12 states have already mandated that health insurers reimburse for telehealth services (Baker, 2011). Consequently, it makes both professional and economic sense for psychologists to take full advantage of this use of technology.
Although several forces are moving forward to facilitate the use of technology in provision of psychological services, there remain limitations to be overcome. Most state-based professional licens- ing boards are conservative and geared to protect consumers within the state’s borders, and a major hurdle to resolve is the absence of information from the regulatory system in this area—a system that was developed on the basis of the model of the provider of psychological services and the recipient being in the same room. Unfortunately, then, because the standards for provid- ing psychological services remotely have yet to be established (APA Practice Organization, 2010), psychologists who want to do so will expose themselves to a risk that others will question as ethical and/or legal.
In this article, we review various perceptions of the current state-based regulation of digital interstate practice by psycholo- gists. We also provide some specific ethical and risk management principles that have to be addressed by practitioners before they
This article was published Online First November 7, 2011. Editor’s Note. This is one of 19 accepted articles received in response to an open call for submissions on Telehealth and Technology Innovations in Professional Psychology. —MCR
ERIC A. HARRIS EDD, JD, a member of the Massachusetts Bar since 1970, received his law degree from Harvard Law School in 1969 and his doctorate in clinical psychology and public practice from Harvard Univer- sity in 1978. In addition to his part-time private clinical practice since 1982, he has served as a consultant to the Legal and Regulatory Affairs Division of the American Psychological Association’s (APA’s) Practice Directorate and was legal counsel for Choate Health Management. He is a faculty member at the Massachusetts School of Professional Psychology. He has served as a member of the APA’s Committee for the Advancement of Professional Practice, the Committee on Legal Issues, and the Board of Directors Task Force on Child Issues, as well as treasurer of Division 31. He is a risk management consultant for the APA Insurance Trust. JEFFREY N. YOUNGGREN received his PhD in clinical psychology from the University of Arizona. He is a clinical and forensic psychologist in Rolling Hills Estates, CA. A clinical professor at the University of California, Los Angeles, David Geffen School of Medicine, he serves as a risk manage- ment consultant for the APA Insurance Trust. He is a past chair and member of the APA Ethics Committee and the Ethics Committee of the California Psychological Association. He also served on the APA Com- mittee on Accreditation for 6 years. CORRESPONDENCE CONCERNING THIS ARTICLE should be addressed to Jeffrey N. Younggren, 827 Deep Valley Drive, Suite 309, Rolling Hills Estates, CA 90274. E-mail: jyounggren@jeffreyyounggren.com
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. 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