Ethics Educators' Conference 2026

6 Continuing Education Credits Offered

Safety as Self-Care: Ethics and Situational Awareness
Presented by: Donald McAleer, PsyD, ABPP; Molly Cowan, PsyD; Brett Schur, PhD; Valerie Lemmon, PsyD
1.5 CE Credits
Program Description: Personal and professional/reputational safety are concepts rarely discussed in training settings This workshop will explore the ethics and practicalities of both physical and reputational safety for psychologists in training settings.
Program Learning Objectives: At the conclusion of this program, participants will be able too...
1. Identify potentially threatening physical and reputational situations and options for dealing with these.
2. Discuss the ethical, practical, and professional implications of the chosen actions.
3. Incorporate personal safety concepts into training/supervision sessions.

Practice What You Teach: Developing Self-Care as an Ethical Competency in Graduate Training
Presented by: Randy Fingerhut, PhD; Maria Turkson, PhD
1.5 CE Credits
Program Description: While self-care has been described as a foundational competency for clinical practice, research has found that doctoral training programs have been slow to incorporate self-care into their curricula. Furthermore, clinical students are reporting high levels of burnout, emotional distress, and difficulty maintaining an adequate work-life balance. Unfortunately, there has been little guidance on how to effectively teach self-care. This workshop will focus on gaining a better understanding of systemic factors that impact clinical students' emotional health. Participants will develop ideas of how to integrate self-care in a graduate curriculum and create a positive culture of well-being for students.
Program Learning Objectives: At the conclusion of this program, participants will be able too...
1. Describe the scope of mental health challenges faced by graduate students.
2. Provide a multi-level conceptualization of individual and systemic factors that impact graduate students' well-being.
3. Define components of self-care as a clinical competency.
4. Develop ideas for curriculum changes that prioritize student welfare.

Ethical Issues in Remedial Supervision
Presented by: Donald McAleer, PsyD, ABPP; David Zehrug, PhD; Brett Schur, PhD
1.5 CE Credits
Program Description: Issues surrounding supervision have increasingly come before regulatory boards nation-wide. This workshop will address some of the emerging concerns related to supervision during training as well as adjudicated remedial supervision.
Program Learning Objectives: At the conclusion of this program, participants will be able too...
1. Discuss the various purposes requiring supervised practice in psychology.
2. Discuss areas of supervisory errors reported to jurisdictional regulators.
3. Describe the ethical imperatives behind supervision.

Ethics in Action: Systems, Diversity, and Ethics in Psychological Practice
Presented by: John D. Gavazzi, PsyD, ABPP; Jeanne Slattery, PhD; Linda Knauss, PhD, ABPP
1.5 CE Credits
Program Description: In this presentation we will work through a model of teaching ethics that is case-based, driven by the SHAPE decision-making model, and linked to our ethical principles. This model is designed to be enacted either alone or with others, as an assignment or home study, and will be demonstrated in this session.
Program Learning Objectives: At the conclusion of this program, participants will be able too...
1.  Analyze the impact of macro-environmental factors, such as food insecurity and systemic racism, on clinical presentations and ethical decision-making.
2.  Describe strategies for identifying and addressing systemic bias and classism within referral and diagnostic processes.
3. Critique the intersection of professional boundaries and client empowerment when navigating sensitive identity-related requests.
4. Analyze how a therapist's own personal history and "stuff" can lead to a "me-pathy" and describe methods for maintaining a "brave space" during identity-based conflicts.
5. Demonstrate effective clinical responses to identity-based mistakes, such as misgendering, to facilitate a corrective emotional experience and strengthen the therapeutic alliance.