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Policy on Disclosure of Personal Information in Training

In order to be in compliance with the 2002 APA Ethics Code (Ethical Standard 7.04), we want current and future trainees to be aware of our approach to the disclosure of personal information in the course of training.

An important component of our training program is the intersection between the personal and professional. Therefore, our training model incorporates a strong emphasis on self- exploration and reflection. We believe that effectiveness in all aspects of professional functioning is related to one's ability to reflect on oneself, one's interpersonal and personal dynamics and the history from which these dynamics emerge. Thus professional functioning can be either enhanced or hindered by one's development, or lack thereof, in these essential areas. Consequently, an objective of our training program is to assist trainees at all levels within the Center to explore the qualities and dynamics he or she brings to interpersonal encounters as well as how these dynamics impact their various interactions. We intend that interns and other trainees will engage in the process of recognizing, improving and employing those personal qualities that will assist in forming effective working relationships with clients, peers, other staff and other members of the university community.

With the above in mind, supervisors and trainers are expected to assist trainees in exploring their personal impact, qualities and histories and how these may either facilitate or hinder any psychological intervention or professional relationship. This will require trainees to reflect on and disclose personal information that may be informative about their interpersonal dynamics in such relationships. It is our aim that such disclosure will be done within a supervisory or training relationship characterized by trust, safety and respect. Also the exploration of personal qualities or histories will be carried out with a focus on enhancing the trainee's effectiveness in a professional relationship with clients, peers, supervisees, staff or members of the university community. The purpose of such exploration will neither be for doing "quasi-therapy" nor any other inappropriate purpose.

If the trainee feels there is insufficient safety, trust or respect in the supervisory or training relationship, he or she has the right to refuse to disclose personal information. Should this occur, the supervisor or trainer is expected to respect such refusal and then explore ways in which the relationship can be improved so that personal disclosures can occur more effectively. Our hope is that the trainee can express their concerns to the supervisor or training staff. If not they should bring their concerns to the training leadership. Furthermore, the supervisor or trainer is expected to carry out all such exploration with the trainee in a manner that is perceived as collegial and growth-enhancing versus coercive.