The I in BCIA Stands for International

Judy Crawford

doi:10.5298/1081-5937-43.2.07

The I in BCIA Stands for International

Biofeedback ◽

10.5298/1081-5937-43.2.07 ◽

2015 ◽

Vol 43 (2) ◽

pp. 54-56

Author(s):

Judy Crawford

Keyword(s):

Ethics Education ◽

Online Testing ◽

International Alliance ◽

Program Recognition ◽

International Affiliate

The Biofeedback Certification International Alliance (BCIA) has certificants in 32 countries. The author chronicles the development of BCIA's international outreach, reviews the challenges that had to be overcome, and explains why BCIA's shift to ethics education and online testing were crucial to this process. This article concludes with a discussion of BCIA's international affiliate program, recognition of its Australian and Mexican affiliates, and discussion of exciting developments in Canada.

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BCIA in 2014: What's New?

Biofeedback ◽

10.5298/1081-5937-41.4.04 ◽

2013 ◽

Vol 41 (4) ◽

pp. 155-157

Author(s):

Judy Crawford ◽

Fred Shaffer

Keyword(s):

Continuing Education ◽

Private Practice ◽

Infection Prevention ◽

Ethics Education ◽

Online Courses ◽

Massive Open Online Courses ◽

Massive Open Online ◽

International Alliance

The Biofeedback Certification International Alliance (BCIA) has revised its recertification requirements and fees to reduce certificant costs. BCIA has expanded options for earning inexpensive and accessible continuing education, including Massive Open Online Courses (MOOCs). BCIA continues to promote ethics education to protect clients, professionals, and the credibility of our field. More educators teach BCIA's HRV Biofeedback Certificate of Completion didactic course to students and professionals. BCIA's Job Board has helped employers recruit our skilled certificants. Finally, there is a need for infection prevention standards in private practice.

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A Tribute to Randy Neblett

Biofeedback ◽

10.5298/1081-5937-38.4.08 ◽

2010 ◽

Vol 38 (4) ◽

pp. 125-127 ◽

Cited By ~ 1

Author(s):

Fred Shaffer ◽

Judy Crawford

Keyword(s):

Strategic Plan ◽

Human Anatomy ◽

Online Testing ◽

Certification Exams ◽

International Alliance

Abstract Randy Neblett guided the Biofeedback Certification International Alliance (BCIA) through almost 3 years of intense change following a visionary strategic plan. This article pays tribute to Randy's leadership and highlights BCIA's major achievements in didactic education, creation of new certifications, development of new options to fulfill the human anatomy/physiology requirement, revision of our certification exams, online testing, recertification, ethics, marketing our organization and certifications, advocacy, and international outreach.

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Ethics: The Use of Case Studies in Ethics Education

Perspectives on Administration and Supervision ◽

10.1044/aas13.2.22 ◽

2003 ◽

Vol 13 (2) ◽

pp. 22-24

Author(s):

Cheryl D. Gunter

Keyword(s):

Case Studies ◽

Ethics Education

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To Tell or Not to Tell, That Is the Question

European Psychologist ◽

10.1027/1016-9040.11.3.236 ◽

2006 ◽

Vol 11 (3) ◽

pp. 236-243 ◽

Cited By ~ 3

Author(s):

Knut Dalen

Keyword(s):

Gender Differences ◽

Ethics Education ◽

Ethical Dilemmas ◽

Continuous Process ◽

Telephone Counseling ◽

Counseling Service ◽

Telephone Service

Ethical dilemmas encountered by psychologists have previously been studied in surveys and as formal ethical complaints. No previous publications have been found in which data from an ethics counseling telephone service for psychologists has been analyzed. The present study examines ethical dilemmas, as presented by members of the Norwegian Psychological Association calling the Ethics Telephone Counseling Service (ETCS) from 2001 through 2003. Psychologists seek counseling for a range of ethical dilemmas. Ethical dilemmas concerning confidentiality are those most commonly presented. Dilemmas concerning integrity are also fairly common, whereas dilemmas concerning competence are rarely presented. The study shows virtually no difference in frequency and nature of consultation based on how long a psychologist has been licensed. This study also shows only minor gender differences in the use of the ETCS. Possible implications for ethics education as a continuous process are discussed.

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