Marriage and Family Therapy in Connecticut

Abstract The purpose of this paper was to discuss the laws that govern marriage and family therapy in Connecticut. An individual who intends to work as a marriage and family therapist (MFT) in Connecticut must have a postgraduate degree and work experience of at least one year in order to be licensed.Advertising We will write a custom coursework sample on Marriage and Family Therapy in Connecticut specifically for you for only $16.05 $11/page Learn More MFTs are allowed to disclose confidential information about their clients when ordered by a court. Similarly, privileged communication can be disclosed if the client is likely to harm himself or others. Although MFTs are allowed to provide confidential information to third parties as a warning, the duty to warn is not a requirement in Connecticut. Introduction This paper will focus on marriage and family counseling or therapy profession in Connecticut. In this regard, it will discuss the licensure process and the scope of practice in Connecticut. In addition, it will discuss the state’s limit to confidentiality, privileged communication, and the duty to warn or protect. Process of Obtaining Licensure The first step in obtaining a license to practice in Connecticut is to meet the following requirements. First, the applicant must have a postgraduate degree in marriage and family therapy. The degree program must be approved by the American Association of Marriage and Family Therapy (AAMFT). Second, the applicant is expected to provide evidence of having participated in supervised internship in the field of marriage and family therapy during his or her training (DPH, 2014). Third, the applicant is required to have work experience of at least 12 months after completing a postgraduate degree program. During the 12 months, the applicant is expected to gain practical skills by interacting with clients directly to offer counseling services. However, applicants who are already licensed in other states are not required to show evidence of prior work experience.  Third, the applicant must take and pass the National Examination in Marital and Family Therapy. The examination is normally provided by the Association of Marital and Family Therapy Regulatory Board. After meeting all the requirements, the applicant is expected to send his or her request and the application fee to the Professional Counselor Licensure Board (DPH, 2014). In addition, supporting documents such as transcripts must be sent to the board by the institution in which the applicant received the relevant training in marriage and family therapy. Once the application is verified and approved by the board, the applicant gets a license to practice.Advertising Looking for coursework on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Limitation to Confidentiality MFTs are required to maintain confidentiality by avoiding unauthorized sharing of the info rmation about their clients with third parties. However, the client’s right to confidentiality is limited under the following circumstance. To begin with, MFTs are allowed to disclose information or records pertaining to their clients for diagnosis and treatment purposes. In this case, a MFT can share the information about the client with professionals such as physicians and mental health practitioners to help them select the right medical intervention. A court order can also lead to the disclosure of the information or records of the client. In this case, a MFT may be required to provide confidential information as evidence that is admissible in a court. However, the information will only be used for the purpose of determining the case to which the client is a party. Privileged Communication Privileged communication refers to the â€Å"exchange of information in the context of a professional relationship in which the recipient is protected from compelled disclosure in a cou rt proceeding†. This means that MFTs cannot be forced by a court to disclose any privileged communication without the consent of their clients. In Connecticut, privileged communication is limited under the following circumstances. First, privileged communication can be disclosed in the event of a court-ordered examination. This applies when a court requires information about the client’s mental or physical condition during a court proceeding. Second, the client’s information can be shared if the client claims that his or her mental or physical condition has to be taken into account during a court proceeding. In this context, the opposing party has the right to disagree with the client about the claim. As a result, the court and the opposing party will have to access information about the client’s mental or physical condition.  Finally, privileged communication is not protected if the MFT believes that the client is a danger to himself and others. This me ans that a MFT can disclose privileged communication to the police or potential victims to protect them from being harmed by the client. However, further disclosures are prohibited after the MFT provides adequate information to protect others. This helps in protecting the clients’ privacy before they commit a crime by causing harm. Duty to Warn Duty to warn refers to the MFT’s obligation to caution or notify third parties or law enforcement officers about a client who is likely to harm himself and others. According to Conn. Gen. Stat.  § 52-146 p(c) (2), a MFT is expected to issue a warning if he believes in good faith that withholding confidential information about a client poses health and safety risks to the public.Advertising We will write a custom coursework sample on Marriage and Family Therapy in Connecticut specifically for you for only $16.05 $11/page Learn More In this respect, a MFT does not have to seek the client’s co nsent to disclose information that is considered confidential.  The main limitation in applying the duty to warn principle in Connecticut is that issuing a warning is not mandatory. Specifically, the law permits but does not compel MFTs to warn third parties about clients who might be violent or dangerous. Thus, MFTs can opt to withhold confidential information about their clients without breaking the law. In addition, the law does not define the recipient of the information. Thus, MFTs can choose to share the information only with the people who they perceive to be vulnerable to attacks by the client. Ethical Complaints Ethical complaints are usually handled by the Connecticut Association of Marriage and Family Therapy (CTAMFT). After receiving a complaint concerning the violation of AAMFT’s ethical standards, CTAMFT examines the grievance to determine its merit and compliance with jurisdiction and filing procedures. If the complaint is deemed to have merit, charges have t o be drafted and presented to the chairperson of AAMFT’s ethics committee (AAMFT, 2014). Once the chairperson approves the charges, the committee will launch investigations to collect facts about the complaint. In addition, the complainant is informed about the ongoing investigations by the committee. However, the committee can terminate or postpone the investigations if the case lacks merit. Generally, the complainant is required to give consent for the use of his or her personal information during the investigations.  Upon the completion of the investigation, the committee discusses the findings before making a decision on the case (AAMFT, 2014). If the accused is found guilty of violating the ethical standards, the committee must take disciplinary actions. The action taken usually depends on the severity of the violation. Severe violations can lead to termination of membership in CTAMF (AAMFT, 2014). Moreover, the accused can be prosecuted in court if the violation const itutes a criminal offense. However, the committee usually takes lenient actions such as rehabilitating the accused if the violation is not serious. Scope of Practice According to the Practice Act (1979), marriage and family therapy refers to the evaluation, counseling, and management of emotional problems that arise within families or marriages. Thus, the scope of MFT practice in Connecticut is mainly limited to identification of emotional disorders that might be cognitive or behavioral in nature.Advertising Looking for coursework on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Since the statute does not include treatment in the scope of practice, the interventions provided by MFTs mainly focus on managing clients’ conditions. The therapy or counseling services can be provided to individuals, couples, and families. This gives the clients the opportunity to get the best service quality without compromising their confidentiality. MFTs in Connecticut are also allowed to use psychotherapeutic techniques to deliver the required services. In particular, MFTs can provide nonmedical psychotherapy with the aid of appropriate psychiatric resources. This includes the use of psychiatric tests to examine their clients’ attributes such as intelligence and addictions. MFTs are also expected to refer their clients to professionals such as doctors to enable them to access specialized treatment. References AAMFT. 2014. The ethics complaint process. Web. Conn. Gen. Stat.  § 52-146 p(c) (2). DPH. 2014. Marital and family therapist licensure requirements. Web. Gurman, A., Kniskern, D. (2013). Handbook of family therapy. New York, NY: McGraw-Hill. Practice Act, Conn. Gen. Stat.  § 20-195(a)(3) (1979). Thorona, N., Winawer, H. (2013). Crtical topics in family therapy. New York, NY: McGraw-Hill. Tran, A. (2008). A comparative analysis: MFT scope of practice across the nation. Therapist, 1-7. This coursework on Marriage and Family Therapy in Connecticut was written and submitted by user Jaliyah Wolf to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The campaign to ban the bull - Emphasis

The campaign to ban the bull The campaign to ban the bull In our e-bulletin, we like to take a wild specimen of business-writing bull by the horns and tame it, so that it can be understood by all. The Ban the bull campaign was inspired by our gobbledygook amnesty back in 2009, which brought us the following offending sentence. And, despite the subject matter, theres nothing natural about this sentence In respect of a natural habitat, the sum of the influences acting on a natural habitat and its typical species that may affect its long-term natural distribution, structure and functions as well as the long-term survival of its typical species within, as the case may be, the European territory of the Member States to which the Treaty applies or the territory of a Member State or the natural range of that habitat. This 72-word monster is more likely to leave you dizzy than well-informed about natural habitats, assuming you even make it to the end. Sentences that have to be re-read numerous times are only going to annoy your reader, and could well make them put your document aside permanently. This sentence has actually been doing the rounds in several slightly modified forms in assorted EC Directives and national regulations for over a decade. (It speaks to the dangers of repeatedly using cut-and-paste, that this example is perhaps the worst.) Where it was previously broken up into numbered points, these have now been crammed together, with additional phrases haphazardly piled onto the end. So how might we re-build this into something more manageable? Start plainly Even bearing in mind that this is taken out of context, the opening is vague and unclear. In what sense is it in respect of? It would be best to make this obvious at the beginning, so the reader is prepared with a premise to add the rest of the information to as they go on. After a little research, it seems this is probably defining an official way of deciding the conservation status of any natural habitat. Would the reader have known that? This would be better: The conservation status of a natural habitat can be measured by looking at Punctuate Avoid such overly long, opaque constructions, typical of the language of legislation. Even when lacking in individually mystifying jargon words as this one mostly is the sheer length of such sentences is a huge obstacle to clarity. Effective use of punctuation is vital for making meaning explicit, so use it wisely: an infinite number of commas wont clarify a poorly put-together sentence. Break it up When youre dealing with a list in your text in this case, a list of factors consider using bullet points. These instantly make the piece more accessible, because the reader is no longer faced with a block of text. They also help to make separate ideas more distinct. Cut the filler Phrases like as the case may be sound rambling and wishy-washy. Better to actually state your case, and cut these out. Keep it simple Unless youre sure every reader will understand a particular word, pick a more straightforward one. So that would leave us with: The conservation status of a natural habitat can be measured by looking at: every influence, both environmental and human, that affects that habitat and the species within it how these influences will affect that habitats long-term distribution, structure and function; and on the future survival of its typical species. In this context, these definitions apply to the range of natural habitats within Member States of the European territory included in this Treaty. Now, armed with this knowledge, we can all move forward into a world where business writing is safer for everyone. If you ever spot any baffling business-speak, be it in a report, letter, email, flyer, website, or proposal, please join our campaign by sending it to us to unravel. Alternatively, just leave a comment here at our business writing blog.

Learning For Students in Clinical Practice Essay

Learning For Students in Clinical Practice - Essay Example The NMC contends that the stage 2 mentor can only achieve maximum individual potential amongst his or her students by facilitating the selection of appropriate learning strategies to integrate learning from practice and academic experience and supporting student in critically reflecting upon their experiences in future learning (Clay and Wade, 2001, p. 213). The following essay breaks down and discusses these two responsibilities critically in a clinical practice context. How Mentors Can Effectively Facilitate Learning For Students In Clinical Practice First, a stage 2 mentor should facilitate a relationship that is conducive to nursing with his or her students (Clauson, Wejr, Frost, Mcrae, and Straight, 2011, p. 315). Research findings on the impacts of the clinical setting for education have concentrated on human interactions instead of physical situations. The same findings indicate that clinical surroundings influence learning. For instance, students of clinical practice who had a place for carrying out their meetings and storing their possessions felt like the learning setting was welcoming and respectful. This frame of mind extended to the clinical personnel at the clinical practice setting. Consequently, a student who feels welcomed and respected by clinical personnel will reflect the same attitudes towards his or her classmates and patients. In addition, the feeling of being a crucial participant of a group raises inspiration to learn. These feelings and attitudes are achievable through the effective facilitation of student learning by mentors.