Guidelines for Psychological Practice with Transgender and Gender Nonconforming People

The purpose of these guidelines is to assist psychologists in becoming culturally competent, developmentally appropriate, and
trans-affirmative.
Foundational Knowledge and Awareness
Guideline 1: Psychologists understand that gender exists on a spectrum that allows for a range of gender identities and that a
person’s gender identity may not align with the sex they were assigned at birth.
Guideline 2: Psychologists understand that gender identity and sexual orientation are two separate things that are related.
Guideline 3: Psychologists seek to understand how gender identity and gender expression intersect with other aspects of identity.
Guideline 4: Psychologists are aware of how their attitudes about and knowledge of gender identity and gender expression may
affect the quality of care they provide.
Stigma, Discrimination, and Barriers to Care
Guideline 5: Psychologists are aware of how stigma, prejudice, discrimination, and violence affect the transgender community.
Guideline 6: Psychologists strive to understand the barriers that exist for trans individuals in their families, schools, healthcare,
legal systems, workplaces, religious traditions, and communities.
Guideline 7: Psychologists understand the need to promote social change that reduces the negative effect that stigma has on the
health and mental well-being of trans individuals.
Life Span Development
Guideline 8: Psychologists working with individuals who are questioning their gender identity should understand their
developmental needs. Especially in children and adolescents.
Guideline 9: Psychologists strive to understand the unique challenges that older trans individuals face.
Assessment, Therapy, and Intervention
Guideline 10: Psychologists should understand which mental health concerns are related to a persons gender identity and which
are not.
Guideline 11: Psychologists should recognize that trans individuals will have more positive life outcomes when they receive
social support and trans-affirmative care.
Guideline 12: Psychologists should understand how gender identity and gender expression effect the romantic and sexual
relationships of trans individuals.
Guideline 13: Psychologists should understand how parenting and family formation among trans individuals can happen in a
variety of ways.
Guideline 14: Psychologists recognize the benefits of collaborating with other disciplines when working with the trans
community in order to provide proper physical and mental health care.
Research, Education and Training
Guideline 15: Psychologists should strive to properly represent trans individuals in research in order to Better educate others and
provide better care.
Guideline 16: Psychologists should properly educate and train new psychologists to work competently with the trans
community.

Guidelines for Child Custody Evaluations in Family Law Proceedings

The goal of these guidelines is to promote proficiency in the evaluation of child custody. These evaluations help to determine
custody, maintenance, support, valuation, visitation, relocation, and termination of parental rights.
Orienting Guidelines: Purpose of the Child Custody Evaluation
Guideline 1: The purpose of the evaluation is to determine the psychological best interests of the child.
Guideline 2: The child’s welfare is the most important thing.
Guideline 3: The evaluation will focus on the attributes of both parents, the child’s psychological needs, and the resulting fit.
General Guidelines: Preparing for the Custody Evaluation
Guideline 4: Psychologists should gain and maintain specialized competence. They should be aware of law change, existing
methods, and new techniques.
Guideline 5: Psychologists should act impartially when evaluating.
Guideline 6: Psychologists should remain aware of the biases they hold and those of others.
Guideline 7: Psychologists strive to avoid conflicts of interest and multiple relationships in conducting evaluations.
Procedural Guidelines: Conducting the Child Custody Evaluation
Guideline 8: Psychologists will establish the needs of an evaluation and that is will be consistent with the nature of the referral
question.
Guideline 9: Psychologists will gain informed consent when needed.
Guideline 10: Psychologists will use multiple methods of data gathering to enhance the reliability and validity of their
conclusions, opinions, and recommendations.
Guideline 11: Psychologists will interpret assessment data in a manner that is consistent with the context of the evaluation.
Guideline 12: Psychologists will administer the appropriate combination of examinations that will support their statements and
conclusions.
Guideline 13: Psychologists will base their recommendations on what is best for the involved child.
Guideline 14: Psychologists will keep the appropriate documentation.
Guidelines for Psychological practice with Lesbian, Gay, and Bisexual Clients
These guidelines aim to provide psychologists with a frame of reference for the treatment of lesbian, gay, and bisexual clients and
basic information and further references in the area of assessment, intervention, identity, relationships, diversity, education,
training, and research. There have been many changes in the field of lesbian, gay, and bisexual psychology therefore there is an
increasing need for these guidelines.
Attitudes Toward Homosexuality and Bisexuality
Guideline 1: Psychologists should have an understanding of the way that stigma affects the lives of the LGBTQ+ community.
Guidelines 2: Psychologists understand that being a part of the LGBT community is not a mental illness.
Guideline 3: Psychologists should understand that same-sex attractions, feelings and behaviors are normal parts of human
sexuality. It is not necessary, effective, or safe to attempt to change a person’s sexual orientation.
Guideline 4: Psychologists should examine and understand their own attitudes and knowledge about the LGBT community.
Guideline 5: Psychologists should recognize the unique experiences of individuals who identify as bisexual.
Guideline 6: Psychologists should understand the difference between sexual orientation and gender identity and should
understand where the primary issue is stemming from.
Relationships and Families
Guideline 7: Psychologists should respect and understand the importance of LGBT relationships and what makes them different
from heterosexual relationships.
Guideline 8: Psychologists should understand the challenges that LGBT parents face and how to best support them through these
challenges.
Guideline 9: Psychologists should recognize that the families of individuals within the LGBT community are not always legally
or biologically related.
Guideline 10: Psychologists should understand the ways that an individual’s sexual orientation impacted their family of origin
and the relationship that they have with their family of origin.
Guideline 11: Psychologists should understand the challenges that arise from the intersectionality of an individual’s sexuality
and their racial, ethnic and cultural identity.
Guideline 12: Psychologist should consider the influences that religion and sexuality have on LGBT individuals.
Guideline 13: Psychologists should strive to understand the generational differences and historical forces that have impacted the
LGBT community.
Guideline 14: Psychologists should understand the unique health risks that members of the LGBT community face and they
should be able to help their clients navigate and understand these risks.
Guideline 15: Psychologists should understand the intersectionality between sexuality and cognitive-emotional disabilities.
Guideline 16: Psychologists should understand the impact that HIV/AIDS has had on the lives of LGBT individuals.
Economic and Workplace Issues
Guideline 17: Psychologists should consider the intersectionality between socioeconomic status and the LGBT community.
Psychologists should understand how this impacts the well-being of LGBT individuals.
Guideline 18: Psychologists should understand the challenges and issues that may arise for LGBT individuals in the workplace.
Education and Training
Guideline 19: Psychologists should include LGBT issues in professional education and training.
Guideline 20: Psychologists should increase their knowledge and understanding of the unique issues that LGBT individuals face
through continuing education, training, supervision, and consultation.

Guidelines for Psychological Practice with Older Adults

 Intended to assist psychologists in evaluating their own readiness for working with older adults and in seeking and
using appropriate education and training to increase their knowledge, skills, and experience relevant to this area of
practice. Older Adults typically refers to individuals who are 65 years of age and older.
Need for the Guidelines
 Psychological science and practice in the area of psychology have been rapidly evolving. There is a high demand for
psychologists with a substantial understanding of later-life wellness, cultural, and clinical issues.
Competence in and Attitudes Toward Working with Older Adults
 Guideline 1: Psychologists are encouraged to work with older adults within their scope of competence. There are many
commonalities across age groups and psychologists can take what they already know to work with older adults.
 Guideline 2: Psychologists are encouraged to recognize how their attitudes and beliefs about aging and about older
individuals may be relevant to their assessment and treatment of older adults, and to seek consultation or further
education about these issues when needed. It is important to acknowledge any ageist beliefs one might hold.
Psychologists are encouraged to develop more realistic perceptions of the capabilities and strengths as well as
vulnerabilities of the older adult population.
General Knowledge About Adult Development, Aging, and Older Adults
 Guideline 3: Psychologists strive to gain knowledge about theory and research in aging. Psychologists should be
familiar with the biological, psychological, cultural and social content and context associated with normal aging as a
part of their work with older adults.
  Guideline 4: Psychologists strive to be aware of the social/psychological dynamics of the aging process. Aging forces
a person to make continuing behavioral adaptations. Psychologists should recognize the challenges that come with
aging.
 Guideline 5: Psychologists strive to understand diversity in the aging process, particularly how sociocultural factors
such as gender, race, ethnicity, socioeconomic status, sexual orientation, disability status, and urban/rural residence
may influence the experience and expression of health and of psychological problems in later life.
 Guideline 6: Psychologists should be informed about the normal biological changes that come with aging. Older adults
almost always experience changes in sensory acuity, physical appearance and body composition, hormone levels, peak
performance capacity of most body organ systems, and immunological responses and increased susceptibility to illness.
Clinical Issues
 Guideline 7: Psychologists strive to be familiar with current knowledge about cognitive changes in older adults.
Psychologists should be able to identify the difference between an underlying neurodegenerative condition and normal
developmental changes.
 Guideline 8: Psychologists strive to understand the functional capacity of older adults in the social and physical
environment. Functional ability and related factors weigh heavily in decisions older adults make about employment,
health care, relationships, leisure activities, and living environments.
 Guideline 9: Psychologists strive to be knowledgeable about psychopathology within the aging population and
cognizant of the prevalence and nature of that psychopathology when providing services to older adults. Approximately
20%-22% of older adults meet the criteria for a mental disorder.
Assessment
 Guideline 10: Psychologists strive to be familiar with the theory, research, and practice of various methods of
assessment with older adults, and knowledgeable of assessment instruments that are culturally and psychometrically
suitable for use with them. Relevant methods for assessment of older adults may include clinical interviewing, use of
self-report measures, cognitive performance testing, direct behavioral observations, role play, psychophysiological
techniques, neuroimaging, and use of informant data.
 Guideline 11: Psychologists strive to develop skill in accommodating older adults’ specific characteristics and the
assessment contexts. Psychologists should take into account and prevalent sensory deficits and modify assessment
techniques to fit he client’s needs.
 Guideline 12: Psychologists strive to develop skill at conducting and interpreting cognitive and functional ability
evaluations. When evaluating older adults, psychologists may use specialized procedures to help determine the nature
of and bases for cognitive difficulties, functional impairment or behavioral disturbances.
Intervention, Consultation, and Other Service Provision
 Guideline 13: Psychologists strive to be familiar with the theory, research, and practice of various methods of
intervention with older adults, particularly with current research evidence about their efficacy with this age group.
 Guideline 14: Psychologists strive to be familiar with and develop skill in applying culturally sensitive, specific
psychotherapeutic interventions and environmental modifications with older adults and their families, including
adapting interventions for use with this age group. Such interventions include individual, group, couples, and family
therapies.
 Guideline 15: Psychologists strive to understand and address issues pertaining to the provision of services in the
specific settings in which older adults are typically located or encountered.
 Guideline 16: Psychologists strive to recognize, and address issues related to the provision of prevention and health
promotion services with older adults. Psychologists can contribute by helping to provide psychoeducational programs.
 Guideline 17: Psychologists strive to understand issues pertaining to the provision of consultation services in assisting
older adults.
 Guideline 18: In working with older adults, psychologists are encouraged to understand the importance of interfacing
with other disciplines, and to make referrals to other disciplines, and/or to work with them in collaborative teams and
across a range of sites, as appropriate.
 Guideline 19: Psychologists strive to understand the special ethical and/or legal issues entailed in providing services to
older adults.
Professional Issues and Education
 Guideline 20: Psychologists strive to be knowledgeable about public policy and state and federal laws and regulations
related to the provision of and reimbursement for psychological services to older adults and the business of practice.

Guidelines for the Practice of Parenting Coordination

 These guidelines are designed to address the developing area of practice known as parenting coordination. Parenting
coordination interventions are commonly used in family court when there are high levels of parental conflict, when
child-related disputes are not settled in court. Parenting Coordination- a nonadversarial dispute resolution process
that is court ordered or agreed on by divorced and separated parents who have an ongoing pattern of high conflict
and/or litigation about their children.
Undertaking the Parenting Coordinator Role
  Guideline 1: Psychologists endeavor to understand the complexity of the parenting coordinator role and to distinguish
it from other professional roles. The Parent Coordinators role is to reduce conflict between parents by providing parent
education, guidance, and coaching.
Gaining and Maintaining Specialized Psychological and Legal Knowledge
 Guideline 2a: Psychologists strive to gain and maintain specialized knowledge and training in psychological domains
that are relevant to the parenting coordination role. Psychologists should augment their professional knowledge through
formal professional development courses.
 Guideline 2b: Psychologists strive to understand legal authorities, terminology, and procedures that affect parenting
coordination practice.
Competencies Necessary for the Parenting Coordinator Role
 Guideline 3: Psychologists acknowledge the importance of providing services consistent with the highest standards of
their profession and strive to undertake the parenting coordinator role only if they have the necessary specialized
competencies.
Family Violence
 Guideline 4: Psychologists aspire to facilitate healthy environments for children and appropriate parent/child
relationships while ensuring the safety of all family members in the parenting coordination process.
Ethical Considerations
 Guideline 5a: Psychologists strive to be familiar with sources of ethical and professional guidance that may be relevant
to the provision of parenting coordination services, including the APA Ethical Principles of Psychologists and Code of
Conduct.
 Guideline 5b: Psychologists strive to recognize and respond to relevant sources of professional guidance about
multicultural and diversity issues in the provision of parenting coordination services.
Record Keeping
 Guideline 6: Psychologists aspire to create and maintain professional records that are appropriate for the
specialized role of parenting coordinator while conforming to the ethical principles of psychologists and code of
conduct and the procedural requirements of the law.
Case Management
 Guideline 7: Psychologists strive to engage in responsible parenting coordination case management and billing
practices.
Collaborative Relationships
 Guideline 8: Psychologists strive to develop and maintain professional and collaborative relationships with all
other professionals involved in the case.

APA Guidelines for Providers of Psychological Services to Ethnic, Linguistic, and Culturally Diverse Populations
Psychological service providers need to recognize cultural diversity, understand the role that culture and ethnicity play in the
sociopsychological and economic development of ethnic and culturally diverse groups, understand the socioeconomic and
political factors significantly impact the psychosocial, political and economic development of ethnic and culturally diverse
groups and to help clients understand/maintain/resolve their own sociocultural identification and understand the effect that their
culture has on their behavior and needs.
Guideline 1: Psychologists must educate their clients on the process of psychological intervention. Written information will be
provided whenever possible.
Guideline 2: Psychologists must be aware and understanding of the research and practice issues that are related to the population
served. Psychologists must be aware of the limits of their competencies.
Guideline 3: Psychologists must be aware of how their own cultural backgrounds and experiences, attitudes, values, and biases
influence the psychological process.
Guideline 4: Psychologists respect the roles of family members and community structures, hierarchies, values, and beliefs within
the client’s culture.
Guideline 5: Psychologists respect the religious and spiritual values of their clients.
Guideline 6: Psychologists should work in the same language as the client. If not, possible psychologists should make the
appropriate referral. Translators may be used but should never have a dual relationship with the client.
Guideline 7: Psychologists should use intervention strategies that match the client’s needs. Psychologists work within the
cultural setting to improve the welfare of all persons concerned.
Guideline 8: Psychologists work to eliminate biases, prejudices, and discriminatory practices. They must understand the
sociopolitical contexts in which they are conducting evaluations and providing evaluations.
Guideline 9: Cultural and socio-politically relevant factors should be documented.