(in other words, students who cheat on a closed-book test by consulting their notes)

.

The data sample of Soulier et al. (36) was limited, in that it included only appellate cases and therefore did not include verdicts in state trial courts that are not appealed or cases settled before trial.

"Ultimately, we conclude that the courts converge on three themes of the duty to warn or protect: hold therapists liable only in obvious cases of negligence that result in harm to a victim; recognize when a state has a permissive statute, rather than an obligatory one; and do not hold therapists liable for violence that occurs well after the termination of therapy (37). We note that these narrow interpretations of therapist liability stand in contrast to earlier rulings that ignored the language of the statutes and interpreted broad liability, such as cases in which therapists were held liable for motor vehicle accidents that occurred months after termination of therapy"

"Mental health professionals were exonerated on the following bases: no imminent threat was communicated to a therapist about an identifiable victim; the victim was already aware of the danger; or the therapist warned the victim, but the victim took actions that went against the warning."

https://programs.constructivedialogue.org/register?level=90b666cb-ec3a-4842-9d56-21ba21b692b0&role=instructor

Dell Pro Max 16 should be just fine:<br /> i7 15th generation. 16 cores. up to 5.10Ghz

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WA HB1287 now broadens this a bit:

HB 1287 explicitly allows two types of information—previously protected under RCW 18.225.105—to now be disclosed when permitted under Washington’s UHCIA (chapter 70.02 RCW):

A client’s written acknowledgment of the required disclosure statement (per RCW 18.225.100).

Any information obtained from a client in the course of rendering professional services.

Previously, both types of information were categorically protected for providers like mental health counselors, independent clinical social workers, and MFTs. Now they may be disclosed—not broadly, but where UHCIA authorizes the disclosure Washington State Legislature Washington State Legislature .

1. Clarifying the interplay between behavioral health confidentiality and UHCIA The bill clarifies how RCW 18.225.105’s confidentiality provisions coexist with UHCIA. In practice, this means behavioral health providers can share certain client information—such as coordination notes—with other health professionals or entities as allowed under UHCIA, rather than being strictly prohibited Washington State Legislature Washington State Legislature .

2. Effective date HB 1287 was signed by the Governor on April 21, 2025.

It takes effect 90 days after adjournment of the legislative session, specifically: July 27, 2025

eek

I'm assuming they mean FULL professors (vs. assistant, associate)

.

1968

non-hypothesized URL: https://open.umn.edu/oen/blog/open-textbook-network-launches-the-publishing-cooperative

(4) Providers ensure that candidates participate in field experiences in school settings with students and teachers who differ from themselves in race, ethnicity, home language, socio-economic status or local population density. (a) Field experiences provide opportunities to work in communities or with student populations with backgrounds dissimilar to the background of the candidate.

(2) Providers ensure that candidates integrate knowledge and skills developed through field and industry experiences with the content of programs' course work. ... (c) Provide faculty supervision, including supervisory visits, on an ongoing basis.

Field experience and clinical practice. Providers offer field-based learning experiences and formalized clinical practice experiences for candidates to develop and demonstrate the knowledge and skills needed for their role. (1) Providers establish and maintain field placement practices, relationships, and agreements with all school districts in which candidates are placed for field experiences leading to certification or endorsement under WAC 181-78A-125. (a) The program provider and school partners cooperatively design, implement, and evaluate field experiences and clinical practices conforming to board standards and requirements for the role.

(3) Providers produce and utilize data reports in accordance with data manual and reporting guidance published by the board. ... (b) Data administrators submit annual data according to data manual, schedule, and reporting guidance published by the board. (c) Gather and submit additional program and candidate data as requested by the board as needed to complete all aspects of the program review process.

(d) Program providers consider and respond in writing to recommendations for program change from the members of the professional education advisory board.

(2) Providers utilize secure data practices for storing, monitoring, reporting, and using data for program improvement. ... (b) The professional educator advisory board annually reviews and analyzes data for the purposes of determining whether candidates have a positive impact on student learning and report to the program provider recommendations for programmatic change.

(1) Providers develop and maintain effective data systems that are sufficient for program growth, evaluation, and mandated reporting. ... (b) Collect, store, and report data according to the data manual and report guidance published by the professional educator standards board.

(d) Share among faculty, staff, and professional educator advisory boards program's current practice and effectiveness addressing state and local workforce needs.

(2) Providers use preparation program and workforce data in cooperation with professional educator advisory boards to assess and respond to local and state workforce needs. ... (c) Present to professional educator advisory boards workforce data and program analyses to develop program goals and strategies that can be enacted to meaningfully address state and local workforce needs.

(2) Providers prepare candidates to develop reflective, collaborative, and professional growth-centered practices through regular evaluation of the effects of their practice through feedback and reflection. ... (c) Ensure that all candidates who complete the program exit the program with a professional growth plan (PGP) for program completion according to the guidance published by the professional educator standards board. Candidates will align their PGPs to the most recently published standards as follows: ... School counselors: American School Counseling Association (ASCA) Professional Standards and Competencies.

(2) Providers ensure that completers demonstrate the necessary subject matter knowledge for success as educators in schools. (d) Providers ensure that educator candidates complete coursework on issues of abuse and emotional or behavioral distress in students under RCW 28A.410.035 and WAC 181-79A-200.

(1) Providers demonstrate effective, culturally responsive pedagogy using multiple instructional methods, formats, and assessments. (a) Qualified faculty use multiple instructional strategies, pedagogies, and assessments to address candidates' academic language ability levels and cultural and linguistic backgrounds.

WAC 181-79A-200 Course work on issues of abuse and emotional or behavioral distress in students. (1) The course work on issues of abuse and emotional or behavioral distress in students under RCW 28A.410.035 will include content on the following: (a) Issues of abuse: (i) Identification of physical abuse, emotional abuse, sexual abuse, and substance abuse; (ii) Commercial sexual abuse of a minor, as defined in RCW 9.68A.100; (iii) Sexual exploitation of a minor, as defined in RCW 9.68A.040; (iv) Information on the impact of abuse on the behavior and learning abilities of students; (v) Discussion of the responsibilities of a teacher to report abuse or provide assistance to students who are the victims of abuse; and (vi) Methods for teaching students about abuse of all types and their prevention. (b) Emotional or behavioral distress in students: (i) Knowledge and skill standards pertaining to recognition, initial screening, and response to emotional or behavioral distress in students; (ii) This includes, but is not limited to, indicators of possible substance abuse, violence, and youth suicide. (2) Candidates applying for certificate renewal or reinstatement who have not previously completed course work on issues of abuse and emotional or behavioral distress in students must present evidence of completion to the superintendent of public instruction. (3) Candidates holding an initial or residency certificate applying for a continuing or professional certificate who have not previously completed course work on issues of abuse and emotional or behavioral distress in students must present evidence of completion to the superintendent of public instruction. [Statutory Authority: Chapter 28A.410 RCW. WSR 21-15-085, § 181-79A-200, filed 7/16/21, effective 8/16/21.]

?

??

what's the population - all faculty? higher ed faculty? global? those from this survey?

how so, if Trello offers unlimited storage (per next paragraph) and MS Planner offers 1 TB? is it the file SIZE part of the file Storage world, that it does?

yes!

?

this statement I agree with 100%

which would necessitate training and oversight (but I'm not opposed to the concept of 'task-sharing' as I understand it, across professions --but to use a weird analogy, we can't solve the mental health provider crisis by calling everyone a therapist any more than we can solve the national debt by printing off more dollar bills. IMHO.

again, unclear to me what is implied or envisioned by 'task-sharing' here.

sounds catchy, but what the heck does this mean, exactly? And what are the multitude of implications??

what meaneth you here?

agreed, to an extent. I guess it depends on how the term 'specialist' is conceptualized in this article and beyond.

hmmm...or greater numbers of TRAINED professionals. A lot of damage is and has been done by those with limited training who step into mental health care in ways that are beyond their capacity. We can't just solve a problem by lowering professional standards and saying, 'well, actually, anyone can do this' - when there is a lot of evidence that calls for greater caution and safeguards to the public than that.

discrepancy in the report, at least, per the following chart. 46% of instructors prefer digital course materials, and only 34% prefer print materials.

The student % is higher for digital, but both group's primary preferences are for digital - at least if the graph representation is correct...

I'm not understanding the discrepancy between these numbers and the numbers on the preceding page. For example: p.4 notes the 'number of school shootings with casualties' range from 11 to 93 per year; yet this figure of 'active shooter incidents' shows a range of 0 to 6. What am I missing here?

hard to believe. The words of the initiative are one thing (and even those seem to support an answer of yes here rather than no), but it's chilling impact on school systems and educators is another. Time, 'friction,' and liability impacts are clearly underassessed and/or underacknowledged here. Another example of reductionist thinking and reporting (whether intentional or through lack of critical thought).

ADDRESS this before standards go in effect.

learn more

hallelujah

learn more

WTF. This is so weird. Why the hell would they allow that as a deduction???? Especially when so many other actual job-related expenses are not allowed at all????

lordy. No higher ed.

can but not must; sounds like you have the choice to do either?

I don't fully understand this statement yet

this is an achievable bar

this article contradicts this statement:

due to the previous framing of 'university-wide modified operations,' I see this as applying toward the entire university. I imagine that it's likely ok to have decisions around evening classes only be made by the instructor/department? Check with JL.

(wx condx and predictions may be different for daytime classes than they are for late afternoon and evening classes)

the wording here is a bit misleading; I've never heard the mean described this way before (for good reason - this language typically refers to the mode, not the mean).

the term "score" can be misleading; others describe it as "the most frequently occurring VALUE"

new in 2024

"full-time faculty at the institution" - meaning affiliate faculty ARE able to be designated partially to, say, PSYC program, where Core faculty should not be (per advisement from CACREP).

this is 2016 standards, right? I think it changed for 2024 (the 'and prospective' part)

meh

wow, no wonder most institutions (I suspect) aren't flocking to add this coverage - the decisionmakers are rarely targeted...

testing

check into this more

argh! Does this mean what I think it means? (would not apply)?

?

what about adult student?

define

read the definition of 'suit'

what does this mean?

what constitutes a 'claim?'

which? Need specifics!

aka Standard? NO - standard is still one step up from this. The info here seems outdated, or at least incongruous with the pricing page.

the focus of this article is parents who work in academia - not parents who are students in higher ed

AE = adverse events

LOVE The term “enshittification,” coined by technology scholar Cory Doctorow, aptly describes this decline in user experience over time.

peer feedback

in WA State, since CACREP is now the state standard for SC programs, how does this impact the process and the potential to develop cert-only options by programs?

outlined in RCW 28A.410.226

COMMUNITY BEHAVIORAL HEALTH SERVICES ACT (Formerly: Community mental health services act)

Any school district in the state that has a student enrollment in its public schools of two thousand pupils or more, as shown by evidence acceptable to the educational service district superintendent and the superintendent of public instruction, is a school district of the first class. Any other school district is a school district of the second class.

https://app.leg.wa.gov/rcw/default.aspx?cite=28A.300.065

pick up annotating here as I have time.

https://onelifetools.com/pages/who-you-are-matters

https://www.reflectory.ch/

AR recently worked to adjust this so it's not listed as a program requirement - only under certain condx. Check it's been corrected in 24-25 bulletin copy when time comes

and 621!

?

sounds fascinating for both 655 (and maybe my OER textbook) and also 630

um, but that's how many of us start drawing, doesn't make us schizophrenic. But I can see how it could correlate with weak self-awareness, in a develomental sense.

is this true across cultures and ethnicities? (I'm guessing it wouldn't be)

missing word?

2023 Week 4 slide 20: 3 conditions must be in place to fall under statutes: * protected relationship * private setting, where confidentiality could be reasonably expected * not shared

certain conditions when being involuntarily detained (antipsychotic medications, other situations that may impact the safety of others)

abuse of vulnerable adults

abuse of children

allows for the parties to review the recordings - but what about others? Privacy concerns. Wondering if institutions have the ability to broaden the scope of who the recordings are made available to - including rules around whether they can make copies of the recordings.

FIND OUT

are student evaluations considered privileged? If so, SB violated this.

impartial advisor

contact her?

of course it didn't - how could she justify that stance?

not from students who initiate frivolous, malicious claims in bad faith. The current guidelines are hardly adequate as is, in that regard. Imagine if we applied the proposed changes to courts of law. Tell me there wouldn't be extreme outrage and concern. We are watching the erosion of innocent until proven guilty. And that should deeply concern EVERYONE.

dang, Patty. It's so much more complex than that.

disproportionately perhaps, but don't conflate that with unjustly per se

why is this mentioned so prefunctorily here? The changes, as I understand them, were significant

"Brigham later repudiated much of his book, doubting the idea that there is universal human intelligence quotient. He also opposed the formation of the Educational Testing Service."

now encouraged to refer to it as an opportunity gap (gets more to the heart of the discrepancies in 'achievement')

what IS?

yes. Interesting reading more about this. Some proponents were hoping to use it for the opposite.

interesting choices for dimensions; read more on how these were selected as foci

wow, super judgmental. Is that what people want or need in a therapist?

I'm not getting the connection to the topic here. And to COUNSELING.

ok, and what does the actual research show?

true, but WTF does that have to do with how you approach providing care for your client? Who's the client here???

WTF??

really? Consider Ward v. Willbanks, as well as ACA Code of Ethics

define 'accrue' -

California (but many other courts, and professional codes as noted in next para with AMA, agree)

not sure what all this means; read more closely. Are they saying that it was ok to judge Dr. Miller on negligence based on info that was gained (and actions that occurred) after his judgment call back in May??

(the auto accident at hand was the preceding May)

to whom? and when? other Western State personnel prior to defendent's discharge from hospital?

why? Confidentiality, or...?

Unclear. Who is 'their' - client? There is no 'duty to control' their behavior.

"The 73-item Five Factor Wellness Inventory (5F-WEL) was developed through structural equation modeling. It uses a 4-point Likert scale for responses and a linear transformation to report scores to individuals. The scales are factors, and the items have all been subjected to rigorous testing. The factor scales should be capitalized in publications per the APA Manual. The scales measure the concepts in the empirically-derived Indivisible Self model of wellness." - https://www.csi-net.org/members/group_content_view.asp?group=162835&id=573530

"The 123-item Wellness Evaluation of Lifestyle Inventory (WEL) was developed from a theoretical model. It uses a 5-point Likert scale for responses and scores are reported as a percentage of 100. It is based in the theoretical Wheel of Wellness model, has never been factor analyzed, and contains a number of items with poor psychometric properties, yet which may be clinically useful with individual clients." -https://www.csi-net.org/members/group_content_view.asp?group=162835&id=573530

…"Examples of folk religions include African traditional religions, Chinese folk religions, Native American religions and Australian aboriginal religions."

Folk religion

..."Examples of folk religions include African traditional religions, Chinese folk religions, Native American religions and Australian aboriginal religions."

Jewish

Other religion

Buddhist

Hindu

unaffiliated

Muslim

Christian

"Statistical Manual for the Use of Institutions for the Insane (SMUII), which was developed in 1942 by the U.S. Census Bureau to estimate the rate of mental disorders in the United States (Surís et al., 2016). " (from above)

same header in 2016, no changes

formerly 'Assessment and Testing'

same heading, no changes

formerly Counseling and Helping Relationships

same heading, no change

formerly 3. Human Growth and Development

formerly 2. Social and Cultural Diversity

same heading, no changes

formerly Section 2: Professional Counseling Identity

?

a trait influenced by two or more genes

relating to symptoms or disease

systematic description of diseases

relating to or denoting certain principles, such as laws of nature, that are neither logically necessary nor theoretically explicable, but are simply taken as true. another term for nomothetic.

really? ugh.

a good, brief article. Great additional Qs to consider. Two helpful case studies.

and veracity; not sure why that's not in here. One of the 6 pillars in the preamble of the 2014 ACA Code of Ethics

no longer in standard: 'such as Psychological First Aid'

?

?

??

this is interesting, want to learn more

really? Limited knowledge of Title IX world seems to indicate otherwise (but that's based on a cursory impression)

source? I'm curious to know more

?

I would sure f'ing hope so.

in other words, need adequate sodium! Something the MindPump podcast folks have mentioned several times (in relation to the LMNT product they've endorsed)

coronary heart disease

again, how does this compare with other aspects of identity and conditions? Black person (accepted by many as ok) schizophrenic person (acknowledged as stigmatizing by most) Ultimately, does it really come down to individual members' preference? I'm thinking so.

I'd love to hear others' thoughts on this. When I think of some other 'categories,' I don't think of this the same way as described here. What about our use of 'person of color,' for example? That's not seen as demeaning, to my knowledge. Would 'person of autism' be more welcomed, as a corollary, or...?

Cronbach's alpha, correct?

I had to stop reading here; pick up and continue when I can

as compared to CASA 2010 I believe, per https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4267798/

per whom? Start here: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4267798/

which we know we can't do (we can't PROVE a null hypothesis is wrong - we can only say we failed to find support that it is true.)

this is referring to the RESEARCH, or ALTERNATIVE, hypothesis - not the NULL hypothesis

effect size

why t, if sample n is 3000?

assuming this is true for conditional/emergency certified school counselors as well?

weird statement

what about 'teachers'???

this is not very accurate based on the data (at least the equally part - and directionality is another thing that I think this article seems to misrepresent. The data and models don't show universal overconfidence; upper quartile demonstrates underconfidence, no?)

FIT (ORS SRS)

citations?

a significant number

wow - coordinating?

I wonder if this was operationalized in the survey item/instructions

good to review and discuss

these numbers are lower than I would have thought!

known as "non-response bias," a form of selection bias

school districts with enrollment of 2,000 or more. Any other district is 'second class'

I believe this RCW basically clarifies that interns in an educational program are not considered employees

https://hyp.is/go?url=https%3A%2F%2Fapp.leg.wa.gov%2FRCW%2Fdefault.aspx%3Fcite%3D49.46.010&group=world

this RCW pertains to firefighters and reserve officers

source: https://ca-hwi.org/public/uploads/pdfs/HWI_Cultural_Professionalism_and_Competency.pdf

examples?

is this from this particular research study, or referencing other studies (or both)?

as determined by what??

quote is by whom?

this statement is consistent with Eric.S. guidance in recent workshops. CAN involve warning, but the duty by law is to 'act reasonably' - can be up to and through breaching confidentiality and directly warning foreseeable and identifiable victims

this is stricter than ACA Code of Ethics (which says at least 5y) and as such, supercedes it. Per E.S. 9-2022

E.S. says NEVER. 2022-9-16 webinar

'medical pain (e.g. ‘Receiving an injection in your hip/buttocks’).' https://cris.maastrichtuniversity.nl/ws/portalfiles/portal/76752333/Peters_2005_The_Fear_of_Pain_Questionnaire.pdf p.340

weird. Why, and how is this relevant?