Sample Progress Note
THE HIPAA SECURITY RULE: HELP FOR PRACTICING PSYCHOLOGISTS
Practitioners around the country are taking steps to comply with the new Health Insurance Portability and Accountability Act (HIPAA) Security Rule.
With a compliance date of April 20, 2005, the Security Rule addresses the protection of confidential health information that is either maintained or transmitted by electronic means.
"There are more technology aspects to this rule than the Privacy Rule," says Russ Newman, PhD, JD, APA’s executive director for professional practice. “The Privacy Rule addressed to whom and under what circumstances a psychologist can disclose patient information. The Security Rule is about protecting against security breaches when health
information is either maintained or transmitted electronically.”
“Anyone who has determined that they need to be in compliance with the Privacy Rule will also need to be in compliance with this rule," Newman added.
The Basics
The Security Rule requires practitioners to assess the risks to the confidentiality, integrity and accessibility of their electronic patient information and determine how to best minimize those risks.
"Practitioners need to evaluate how they operate their practice, identify any security gaps and take action to correct those gaps," says David Nickelson, PsyD, JD, assistant executive director for technology policy and projects in APA’s Practice Directorate.
The Security Rule encompasses three broad categories of standards under which psychologists must address and document safeguards:
Administrative standards focus on security issues in day-to-day administrative operations (e.g., authorizing staff access to, and use of, confidential patient information, developing an emergency operations plan and selecting a person to be responsible for all security activities).
Physical standards cover access to a psychologist’s office or other workspace so unauthorized individuals cannot physically remove electronic patient information (e.g., placing locks on doors or installing a security system).
Technical standards address access to systems that contain electronic patient information (e.g., requiring a password to access particular computers or software programs.)
Each of the three areas contains several standards along with implementation specifications that describe how to meet those standards.
Fortunately for small practices, the Security Rule is flexible, allowing for a variety of compliance activities depending on the size of the practice, the cost of implementing certain safeguards and the practice’s technological sophistication. In other words, as with the Privacy Rule, smaller practices will not be expected to implement the Security Rule on the same scale as larger ones.
HELP FOR PRACTICING PSYCHOLOGISTS
Deciphering the Security Rule and all of its requirements and options can be extremely daunting. The vast majority of the tools available to help are geared toward very large medical practices or organizations.
To assist psychologists with solo and small group practices, the APA Practice Organization has developed The HIPAA Security Rule Online Compliance Workbook, a comprehensive, easy-to-use online compliance resource to help psychologists comply with the HIPAA Security Rule.
The online workbook includes:
– Step-by-step risk analysis for all aspects of a practice
– Compliance options for each Security Rule requirement
– Customizable documentation, including Policies and Procedures
Psychologists can also choose to receive four hours of continuing education credits for completing and passing an optional online exam.
The cost for the online workbook is very competitive compared with other compliance resources on the market. APA members who pay the Practice Assessment can purchase the workbook for the discount price of $99. For other APA members the price is $139.
Practitioners who do not belong to APA will be charged the full retail price of $159.
© Copyright 2005 APA Practice Organization
The Graduate Quarterly
Vol. 1, No. 3
The Illinois Psychologist
Spring 2005, Vol. XLII, No. 4
GUIDELINES FOR REPRESENTING IPA
It is both legitimate and necessary for elected officers, appointees and committee chairs of the Illinois Psychological Association and its divisions to have authority to act as representatives of IPA in their contacts with members and other psychologists, legislators and other officials, the media and the general public. It is the responsibility of the Council to ensure that such representation is accurate, appropriate, consistent with the IPA Mission and consistent with other efforts to implement the Mission. The following guidelines are intended to meet these needs.
USE OF IPA LETTERHEAD AND OTHER PRINTED MATERIALS
Since any individual using letterhead, forms or other printed materials of IPA, its committees or sections has the "apparent authority" of IPA, it becomes the responsibility of the Council to exercise careful control over production and use of official printed materials. Officers, appointees and chairs of all IPA committees, as duly appointed or elected representatives of IPA, shall have access to appropriate materials for the purpose of conducting routine business of their elected or appointed roles. These materials must be requested from the Executive Director. Officers, appointees and chairs of the IPA and its committees and sections are not authorized to develop, produce or use printed materials that are not the official IPA versions of those materials. Copies of all correspondence shall be filed in the IPA Office. Definition and delineation of "routine business" shall be the responsibility of the Council. In general, electronic communications such as website and e-mail shall be subject to the same standards as those described here.
USE OF ELECTED/APPOINTED TITLE
Identification of oneself as an officer, appointee or committee chair of IPA or one of its divisions (whether orally or in written form, on personal or official letterhead, or through electronic means [e.g., website or e-mail]) may be construed to mean that one possesses authority to speak on behalf of IPA. An individual’s authority to represent IPA officers and appointees shall not extend beyond his or her role as defined by the Council.
IN GENERAL: GOING PUBLIC
Individuals acting on behalf of IPA or its divisions must consider that his or her activities occur within the broad context of Illinois Psychology’s legislative and other advocacy efforts, in relation to which there may be critical strategic concerns. Individuals acting on behalf of IPA or its divisions should also be aware that his or her actions may have potential for conflict of interest, restraint of trade or other questions which may yield legal complications. Thus, officers, appointees, committee chairs and members are required to seek advice and consent of the Council prior to "going public" in any manner. Correspondence and announcements intended for public distribution (e.g., testimony, letters to the editor, press releases, public service announcements) shall be reviewed and cleared by the Council and/or their designee prior to release. This shall be done whether dissemination is to be in written form or in oral presentation, using electronic media or some other means.
To facilitate implementation of these guidelines, the Council has established a requirement for documentation that Association members holding key positions have been informed of the guidelines and agree to adhere to them. Please sign this statement and return a copy to our office. If you have any questions, please contact the Executive Director immediately (312-372-7610). Thank you for your cooperation.
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Agreement to Adhere to Guidelines for Representing IPA
My signature below confirms that I have read and agree to follow the Guidelines for Representing IPA for as long as I continue to hold a key elected or appointed position within the Association. I also understand that, when leading a group effort, I am responsible for informing committee members and/or other appropriate individuals about the guidelines.
SIGNED:
DATE:
Academic Section
About the Section:
Programmatic goals include the following:
1. Support of more collaborative programs and discourse within IPA regarding the interface of academic and practicing psychologists.
2. Furtherance of dialogue and dissemination of information about changes in training and licensure requirements for psychologists at the state and national levels. This includes movement to change the number of practicum hours required to qualify for predoctoral internships, proposals at the national level to eliminate the post-doctoral training year requirement for licensure in all states, proposals to offer a transitional/temporary license in IL to post-docs which would allow for billing and reimbursement of services (a movement I will actively support) and APA’s prioritization of a shift of licensure title from Clinical Psychologist to Health Service Psychologist within the broader focus on Integrative Health Care.
3. Promotion of best practices in facilitating difficult but constructive dialogues regarding multicultural diversity in the classroom and on campuses.
4. Advocacy for enhanced funding for IL colleges and universities, specifically with regard to scientific research.
5. Collaboration with IPAGS (IPA Graduate Students) and ECPs (Early Career Psychologists) to facilitate entry into the profession.
6. Promotion of excellence and innovation in teaching methods
If our vision and purpose resonate with you, please join us! You may join our section as you submit or renew your IPA membership. If you have any questions about the process, please contact our Executive Director, Marsha Karey at 312-372-7610 x201 or mkarey@illinoispsychology.org
Clinical Practice Section
About the Section:
Mission & Purpose
The purpose of this Section shall be to advocate for the interests of applied clinical psychology through:
• Advancing the science and profession of clinical psychology to solve practical problems of human behavior and experience.
• Providing support for the section’s Health Care Reimbursement Committee (HCRC), whose goal is to help the IPA membership keep abreast of health care reimbursement-related issues by responding to member questions and concerns and providing educational opportunities to IPA members.
• Educating insurance companies and third-party payer organizations about psychological services via the HCRC.
• Supporting the education and training of clinical psychologists and psychology trainees.
• Furthering collegial relationships within the field of applied clinical psychology and with allied health professions.
• Submission of three annual, measurable section objectives yielding a tangible return for membership dues invested in the section, while simultaneously recognizing members’ generational differences and needs.
• Understanding that the clinical section’s visibility becomes a vehicle to promote IPA’s relevance to psychology practice, yielding maximum annual retention of existing members and expansion of the section.
• Inviting each new IPA member to join the clinical practice section via personal outreach phone call from the chair.
• Using social media tools (e.g. Constant Contact) tools in order to ensure that psychologists are able to engage, connect and communicate with clinical practitioners. It is essential that psychologists be able to identify tangible benefits from belonging to the section.
All activities of the Clinical Practice Section shall conform to the bylaws and policies and procedures of the IPA.
Contact the Chair:
Any IPA member may elect to join the Clinical Practice Section.
You can apply to join this section by contacting the current Clinical Practice Section Chair.
If our vision and purpose resonate with you, please join us! You may join our section as you submit or renew your IPA membership. If you have any questions about the process, please contact our Executive Director, Marsha Karey at 312-372-7610 x201 or mkarey@illinoispsychology.org
Organizational & Business Consulting Psychology Section
Organizational & Business Consulting Psychology involves providing services to individuals, work teams, and entire organizations regarding improving performance effectiveness, developing skills and talent, reducing conflict between people and systems, and strengthening team cohesion. Specialties of our members include management consulting and executive coaching, leadership selection, succession planning, organizational stress audits, 360 degree evaluations of leaders, and assessing organizational culture. The section is committed to continuing education programs, networking for professional opportunities, and promoting the benefits of the specialty to the public through activities such as the Illinois Psychologically Healthy Workplace Award.
Sexual Orientation and Gender Diversity Section
The Section on Sexual Orientation and Gender Diversity shall seek to advance the contribution of psychology in understanding sexual orientation and gender diversity, to educate psychologists and the general public in matters of sexual orientation and gender diversity, and to advocate for the provision of ethical and informed psychological services to those dealing with sexual orientation and gender diversity.
LGBTQ resources
Children’s texts/articles:
My Two Moms and Me. Michael Joosten (ages 0-3)
Daddy, Papa, and Me. Leslea Newman (ages 0-3)
Julian is a Mermaid. Jessica Love (ages 4-8)
Pride: The Story of Harvey Milk and the Rainbow Flag. Rob Sanders (ages 5-8)
Zenobia July. Lisa Bunker (ages 10+)
Neither. Airlie Anderson (grades Pre-K to 2)
A Day in the Life of Marlon Bundo. Maron Bundo and Jill Twiss (grades K and up)
The Adventures of Honey & Leon. Alan Coming and Grant Shaffer (grades Pre-k to 3).
Phoenix Goes to School. Michelle Finch and Pheonix (grades K to 3).
Love is Love. Michael Genhart. (grades Pre-k to 3).
Prince & Knight. Daniel Haack and Stevie Lewis (grades Pre-k to 3).
Emerging Adult articles/text:
https://www.healthysexuals.com/ is a nice safer sex resource targeted
toward young people. (LGBT+ focused)
Bornstein, K. (2013). My New Gender Workbook: A Step-by-Step Guide to Achieving World Peace Through Gender Anarchy and Sex Positivity. 2nd Edition, Routledge.
Singh, A. & Ehrensaft, D. (2018). The Queer and Transgender Resilience Workbook: Skills for Navigating Sexual Orientation and Gender Expression. New Harbinger Publications; Workbook edition.
Adult articles/text:
Testa, R.J., Coolhard, D. & Peta, J. (2015). The Gender Quest Workbook. New Harbor Publications, Inc.
Drescher, J. & Pula, J. (2014). Ethical issues raised by the treatment of gender-variant prepubescent children. LGBT Bioethics: Visibility, Disparities, and Dialogue, special report, Hastings Center Report 44(5), S17-S22.
Chang, S.C., Singh, A.A., & dickey, l. (2018). A Clinician’s guide to gender-affirming care: Working with transgender and gender nonconforming clients. Oakland, CA: New Harbinger Publications, Inc.
Lee, D.J. (2015). Rescuing Jesus: How People of Color, Women & Queer Christians Are Reclaiming Evangelism. Boston: Beacon Press.
Gagnon, R.A.J. & Otto Via, D. (2003) Homosexuality and the Bible: Two Views.
Wallace, C.M. (2015). Confronting Religious Denial of Gay Marriage. Wipf and Stock Publishing.
Lev, A.I. (2004). Transgender emergence: Therapeutic guidelines for working with gender-variant people and their families. New York: Hawarth Clinical Press.
Vanderburgh, R. (2011). Transition and beyond: Observations on gender identity. Reid Vanderburgh Publishing.
Keo-Meier, C.L. & Fitzgerald, K.M. (2017). Affirmative psychological test and neurocognitive assessment with transgender adults. Psychiatric Clinics of North America, 40, 51–64.
Snorton, C. R. (2017). Black on Both Sides: A Racial History of Trans Identity. Minneapolis: University of Minnesota Press.
Older Adults articles/text:
Ducheny, K., Hardacker, C., & Houlberg, M. (2018). Transgender and Gender Nonconforming Health and Aging. Springer Publishing. ISBN-13: 978-3319950303.
Families:
Owens-Reid, D. & Russo, K. This Is a Book for Parents of Gay Kids: A Question & Answer Guide to Everyday Life.
Gottlieb, A. (2005). Side by Side: On Having a Gay or Lesbian Sibling. New York: Routledge.
Krieger, I. (2011). Helping Your Transgender Teen: A Guide for Parents. London: Genderwise press.
Distinction Support www.distinctionsupport.com which also has a Facebook group
Additional Resources:
The ManKind Project
http://www.mankindpridechicago.org
https://mankindpride.mkpusa.org
Women Within
https://womanwithincentralusa.org/woman-within-weekend/
www.hishealth.org (modules on transgender health, PREP, whole health assessment, etc)
Trainings:
Transgender and Intersex Specialty Care Clinic at Mayo Clinic
Here’s a link where you’ll find the full schedule:
https://ce.mayo.edu/psychiatry-and-psychology/content/principles-care-transgender-and-intersex-patients-2019