Boundary violations

2021 ◽  
pp. 321-350
Author(s):  
Glen O. Gabbard
Keyword(s):  
Continuing Education ◽  
Individual Case ◽  
Sexual Contact ◽  
Mental Health Clinicians ◽  
Boundary Violations ◽  
Professional Boundaries ◽  
Digital Era ◽  
Clinical Pictures ◽  
Therapeutic Frame ◽  
Monitoring Practice

Professional boundaries can be described as the ‘edge’ or limit of appropriate behaviour by the practitioner in the clinical setting. The therapeutic frame comprised of this set of boundaries allows the clinician and the patient to interact in a safe and productive way. These boundaries can be violated by sexual contact between the practitioner and the patient or by nonsexual overinvolvement. The mental health clinicians who transgress boundaries may do so for different reasons, and there are varied characterological and symptomatic clinical pictures that lead to boundary violations. Detailed evaluation of each individual case is necessary to determine if the clinician can be rehabilitated or not. Rehabilitation generally involves psychotherapy, monitoring, practice limitations, continuing education, and supervision. The digital era has brought about new forms of boundary violations involving cyberspace and the relative ease with which information about patients can be accessed.

Continuing Education Requirements Are Unnecessary and Are Not Relevant to My Professional Competence

2019 ◽  
pp. 95-100
Author(s):  
Jeffrey E. Barnett ◽  
Jeffrey Zimmerman
Keyword(s):  
Mental Health ◽  
Clinical Practice ◽  
Continuing Education ◽  
Professional Competence ◽  
Clinical Effectiveness ◽  
Professional Services ◽  
Mental Health Clinicians ◽  
Knowledge And Skills ◽  
Professional Activities ◽  
License Renewal

Even the best trained and most highly skilled mental health clinicians must take active steps to maintain, update, and expand their knowledge and skills. Failure to do so on an ongoing basis places one’s professional competence at risk. This chapter explains the fragile nature of competence and the steps to take to help ensure the maintenance of ongoing clinical effectiveness. Enhancing one’s competence to add new skills and to expand one’s clinical practice into new areas also is addressed. Continuing requirements for license renewal are described and placed within the broader context of each mental health practitioner’s overarching ethical obligation to provide the highest quality professional services possible. Specific recommendations for achieving this goal are provided in the hope that mental health clinicians will incorporate them into their ongoing professional activities.

Nonsexual Boundary Violations: Sauce for the Gander

2002 ◽  
Vol 30 (3) ◽  
pp. 309-329 ◽  
Author(s):  
Robert D. Miller ◽  
Gary J. Maier
Keyword(s):  
Mental Health ◽  
Sexual Contact ◽  
Health Facilities ◽  
Power Dynamics ◽  
Forensic Mental Health ◽  
Boundary Violations ◽  
Mental Health Literature ◽  
Mental Health Facilities ◽  
Personality Disordered ◽  
The Relationship

Numerous articles in the mental health literature concern sexual contact between therapists and patients, which is explicitly prohibited by all four mental health professions' ethical codes. There is relatively little about nonsexual boundary violations, which are often covert and much more difficult to recognize (particularly in their early stages) than sexual violations; what little there is assumes that the clinician has the power in the relationship and uses that power for personal advantage. In this article the authors discuss the situation, rare in civil mental health facilities but common in correctional and forensic mental health facilities, in which personality-disordered patients manipulate and coerce clinicians to cross appropriate professional nonsexual boundaries for the patients' benefit; this reversal of the usual power dynamics between treaters and patients requires recognition of the role reversals present and requires different strategies for preventing such violations (hence “sauce for the gander”).

scholarly journals Explanatory paradigms for professional boundary violations

2018 ◽  
Vol 24 (6) ◽  
pp. 384-385
Author(s):  
Gwen Adshead
Keyword(s):  
Small Proportion ◽  
Insecure Attachment ◽  
Potential Contribution ◽  
Boundary Violations ◽  
Professional Boundaries ◽  
Personality Dysfunction ◽  
Professional Boundary

SUMMARYIn this commentary, I draw on Hook & Devereux to explore the role of insecure attachment in boundary-violating doctors. I also explore the potential contribution of personality dysfunction in that small proportion of doctors who breach professional boundaries.DECLARATION OF INTERESTG. A. worked with Dr Hook at St George's Hospital, London, and has also worked at the Clinic for Boundaries Studies, where he has worked.

scholarly journals ENSEÑAR ESTRATEGIAS DE APRENDIZAJE. PERSPECTIVA ACTUAL Y PAPEL DEL PROFESORADO

2016 ◽  
Vol 4 (1) ◽  
pp. 281
Author(s):  
Mª José Javaloyes Sáez ◽  
Montserrat Marugán de Miguelsanz ◽  
José Mª Román Sánchez ◽  
Javier Catalina Sancho
Keyword(s):  
Continuing Education ◽  
Learning Strategies ◽  
Knowledge Society ◽  
Strategic Knowledge ◽  
Learning To Learn ◽  
Digital Era ◽  
Sociedad Del Conocimiento ◽  
Development Of Students ◽  
Formación Permanente

Abstract.The “learning to learn” competence is basic in the development of students involved on the current digital era and the knowledge society. Acquiring learning strategies helps us to develop such competence. Hereunder is a brief description of how to teach learning strategies, the importance of teachers in the process of transmitting strategic knowledge and the need for teachers´ continuing education in order to face this challenge.Keywords: Learning to learn, learning strategies, teacher training.Resumen.La competencia de aprender a aprender es básica para el desarrollo de los alumnos en la era digital y la sociedad del conocimiento. Adquirir estrategias de aprendizaje nos ayuda a desarrollar esa competencia. Se describe brevemente cómo enseñar estrategias de aprendizaje, la importancia de los docentes en la transmisión del conocimiento estratégico y la necesidad de formación permanente del profesorado para hacer frente a este desafío.Palabras Clave: Aprender a aprender, estrategias de aprendizaje, formación del profesorado.

Ultrastructural Studies on Genital Infection with the Chlamydial Agent of Guinea Pig Inclusion Conjunctivitis

1977 ◽  
Vol 35 ◽  
pp. 352-353
Author(s):  
B. L. Soloff ◽  
A. L. Barron ◽  
H. J. White ◽  
R. G. Rank
Keyword(s):  
Guinea Pig ◽  
Sexual Contact ◽  
Chlamydia Psittaci ◽  
Genital Infection ◽  
Major Site ◽  
Ultrastructural Studies ◽  
Tissue Specimens ◽  
Guinea Pig Model ◽  
Adequate Tissue ◽  
Genital Tissue

Chlamydial organisms (specifically C. trachomatis) have been implicated as a frequent cause of genital infection in the human (1). Study of the histo- pathological aspects of such infections has been impeded because of difficulties in obtaining adequate tissue specimens and the lack of a suitable experimental host. In 1964, Murray (2) isolated the causative agent of guinea pig inclusion conjunctivitis which possesses similarities to human inclusion conjunctivitis. This guinea pig organism was found to be a member of the Chlamydia psittaci subgroup and was designated as the Gp-ic agent. Male guinea pigs have been successfully infected with Gp-ic by intraurethral inoculation. Transmission of the infection to the female by sexual contact has been demonstrated (3). We are not aware of any ultrastructural studies to date concerning the development of this agent in genital tissue.Studies in our laboratory have established that, in our guinea pig model, the cervix is the major site of injection.

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