CPSY Prelims 2026

Transcultural Integrative Model for Ethical Decision Making (Garcia et al., 2003): Step 1

Awareness and Fact Finding

• Identify ethical dilemma and relevant stakeholders

• Identities, worldview, acculturation, counselor bias and competence, cultural context (e.g., acculturation, values, power)

• Applicable APA principles, Indiana/federal law

• Determine whether dilemma reflects counselor’s worldview, client’s, or both

Transcultural Integrative Model for Ethical Decision Making (Garcia et al., 2003): Step 2

Formulating an Ethical Decision

• Consider cultural information and potential discrimination

• Evaluate options using APA principles and compliance with laws

• Consider consequences for each stakeholder from their cultural perspective

• Consultation with colleagues, supervisors, legal resources, multicultural experts

• Culturally appropriate solutions through collaboration and negotiation

• Select option that reconciles differing cultural worldviews and minimizes harm

Transcultural Integrative Model for Ethical Decision Making (Garcia et al., 2003): Step 3

Weighing Values and Affirming Course of Action

• Consider personal biases, institutional/societal context, professional obligations 

• Reconsider whether selected action appropriately balances APA principles and laws

• Choose culturally congruent option; affirm or revise decision

Transcultural Integrative Model for Ethical Decision Making (Garcia et al., 2003): Step 4

Implement and Evaluate  

• Plan implementation 

• Anticipate barriers (e.g., bias, discrimination, stigma, family dynamics)

• Evaluate outcomes using universal and culture-specific measures

• Document dilemma, consultation, reasoning, actions, outcome

APA: Beneficence and Nonmaleficence

• “Do good and avoid harm”

• Prioritize benefit and minimize harm 

• Balance benefits against risks  

• Monitor own competence, impairment, personal issues that could negatively affect clients  

APA: Fidelity and Responsibility

• Trustworthiness, uphold professional responsibilities  

• Build relationships based on trust 

• Accept responsibility for professional behavior 

• Clarify professional roles and obligations 

• Avoid conflicts of interest 

• Consult when appropriate 

• Contribute to welfare of society and profession 

APA: Integrity

• Honest and accurate 

• Promote truthfulness and avoid deception or misrepresentation 

• Keep promises and be transparent 

APA: Justice

• Fair treatment 

• Equal access that should not be impeded by personal biases  

• Competence is necessary to provide equitable care  

• Continually examine and reduce bias  

APA: Respect for Rights and Dignity

• Autonomy, privacy, diversity 

• Respect clients’ rights to make their own decisions 

• Protect privacy and confidentiality  

• Respect cultural differences 

• Recognize and protect rights of vulnerable populations 

Ethics: Consent and Confidentiality (General)

• Informed consent must include: nature of treatment, risks/benefits, fees, confidentiality and limits, alternatives, supervision, right to withdraw 

• Requirements: understanding, voluntariness, competence 

• Limitations: risk of harm to self or others, subpoenaed 

• Mandated reporting:

  • Suspected child abuse/neglect

  • Abuse/neglect of vulnerable adults

  • Safety-related legal obligations

Ethics: Minor Consent in Indiana

• Minors cannot consent to mental healthcare 

  • Minor can consent to their own care when emancipated, married, in the military, or at least 14 and living independently 

• Parents provide consent, minors (when appropriate) provide assent 

• Parents generally have access to records  

  • Release may be withheld if disclosure would be detrimental to the minor 

• Psychotherapy notes receive special protection 

Ethics: Multiple Relationships

• Avoid relationships that: impair objectivity, impair competence, risk exploitation, create conflicts of interest 

• Self-serving bias makes situations difficult -> need for self-reflection and consultation) 

Ethics: Supervision

Ethical supervisors:

• maintain competence

• provide constructive feedback

• establish boundaries

• respect diversity

• monitor supervisee development

• protect client welfare 

Ethics: Multiculturalism

• Training includes: awareness of personal bias, culturally responsive practice, equitable treatment, lifelong learning 

• Ethical practice: advocacy, prevention, consultation, outreach, addressing systemic oppression  

• Ethical scientist-practitioners: consume research critically, evaluate own practice with data, contribute to scientific knowledge, integrate science with clinical care  

History: CPSY Core Identity

• Strengths, resilience, optimal functioning 

• Lifespan development 

• Prevention and education 

• Career and vocational development 

• Person-environment interactions 

• Multiculturalism, diversity, social justice 

• Scientist-practitioner model  

• NOT strong emphasis on severe psychopathology (clinical) 

• Three traditional roles  

  • Remedial: counseling, psychotherapy, crisis intervention 

  • Preventive: psychoeducation and interventions to prevent problems 

  • Educative-developmental: skills training, groups, career development, promotion of growth 

History: Early Roots (1900-1930)

• Wilmer coins “clinical psychology” which focuses on assessment and treatment 

• Parsons establishes vocational guidance movement (trait-and-factor career guidance)  

• Career guidance = foundation of CPSY 

History: Great Depression (1930s)

• Increased unemployment -> transformed counseling from testing and placement to helping relationships and individualized counseling 

• Minnesota Employment Stabilization Research Institute: tested job seekers, vocational counseling, job placement 

• Prototype for employment services 

• Civilization Conservation Corps (CCC): job training, counseling, vocational adjustment 

• National Youth Administration + American Youth Commission expanded vocational counseling, educational guidance, equal educational opportunity 

• Wrenn defines counseling as highly personal 1:1 helping relationship 

• College personal movement expanded into educational planning, adjustment, career development, student wellness 

History: World War II (1940s)

• Veterans needed rehab, vocational counseling, adjustment counseling 

• Rogers published Counseling and Psychotherapy = major shift toward humanistic psychology, empathy, strengths, therapeutic relationship, process over diagnosis  

• APA Division evolution from Personnel Psychologists -> Personnel and Guidance -> Counseling and Guidance -> Div 17: CPSY (formal recognition) 

History: Veterans Administration (late 1940s-50s) 

• Counseling psychologists trained on assessment, vocational rehab, counseling, research, supervision, consultation 

• VA hospitals as primary training sites 

• Boulder Conference established the scientist-practitioner model: conduct/consume research, provide clinical care, integrate science into practice, contribute/disseminate knowledge  

• APA approves CPSY doc programs (Purdue among the first!) 

• Journal of CPSY established; marked CPSY as own discipline 

• WWII + VA + APA Division 17 transformed vocational counseling into formally recognized psych specialty 

History: Expansion (1950s-80s) 

Influential approaches 

• Humanistic (Rogers) 

• Behavioral (Skinner, Pavlov) 

• Cognitive (Beck, Ellis) 

• CBT 

• Family systems (Bowen, Minuchin) 

• Interpersonal (Sullivan. Kagan) 

Wrenn warned against cultural encapsulation (interpreting clients through one’s own cultural worldview) 

History: Multiculturalism and Social Justice (1980s-2000s) 

• Minnesota International Counseling Institute – internationalization movement  

• Rapid growth of multicultural competence (advocacy, prevention, systems change, social justice), international counseling psychology, advocacy 

• APA multicultural guidelines 

• CPSY training values statement: self-awareness, lifelong multicultural competence, equitable care, respect for diversity  

• Professional competencies development: APA accreditation requires competency-based training, Competency Conference, Cube Model 

APA: Multicultural

Integrate culture, context, power, identity into practice

• Identity and self-awareness: intersectionality, reflection on own assumptions and biases

• Culture and context: language, communication style, developmental stage, socio-physical environment, historicy/culture

• Power and social justice: power, privilege, oppression, systemic inequities; advocacy

• Culturally responsive practice

• Strengths and resilience