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Tips to help state psychological associations (SPAs), psychology boards, practitioners and training programs respond effectively to conscience clause legislation.

Since 2010, we have witnessed an increase in the number of state legislatures considering conscience clause legislation directed toward academic programs that educate and train psychologists and/or the professional practice of psychology. The education and training conscience clause bills would permit graduate students to refuse to serve clients or provide treatment they deem to be contrary to their religious beliefs, and would impede trainers from engaging in remedial, disciplinary or dismissal actions.

One such education and training bill has been enacted in Arizona. The professional practice bills would permit psychologists and other health care professionals to refuse to provide services to certain clients based on their sincerely held religious beliefs. Some of the professional practice bills would also allow psychologists to refuse to refer clients to another provider for treatment.

For psychology, the proliferation of these conscience clause bills serves to highlight the need to balance our profession’s commitment to high quality training to serve a diverse public and provide access to all to quality care, while respecting the First Amendment rights of graduate students and practicing psychologists.

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Prepare Early

We strongly encourage SPAs to do preliminary work on the conscience clause issue before legislation is introduced. Undertake coalition building and discuss strategies with partners before a bill has been introduced. Once a bill is introduced, it is much more difficult to change. A good coalition can help watch for bills or language in bills that create concern (important key words include “conscience,” “religious beliefs” and “moral conviction”).

Gather Expertise

Responding to conscience clause legislation is likely to involve a broad range of psychologists who are not typically involved in advocacy or working together. It brings together academics and training programs with practitioners and public sector psychologists. State psychological association leadership is critical because of the advocacy experience the professional association brings to the table. If the SPA has a director of professional affairs (DPA), this person can be fundamental in coordinating efforts, as will be the SPA executive director and lobbyist.

Find Allies

In addition to psychologists, a broad range of professional and consumer groups have an interest in this issue. The membership and structure of the coalition will differ in each state, but generally might include licensed psychologists, undergraduate and graduate psychology faculty and students, supervisors in sites affiliated with training programs, university lobbyists, social workers, counselors, psychiatrists, the human rights commissions, local affiliates of the American Civil Liberties Union (ACLU), LGBT equality and transgender-specific advocacy organizations, Mental Health America chapters, National Alliance on Mental Illness chapters, Councils of Behavioral Health Providers, regulatory boards and others. Working collaboratively with a broad base of stakeholders is essential in devising effective advocacy and legislative strategies.

Identify and approach legislators who may be supportive to enlist their support and guidance. Be prepared to demonstrate how their assistance will translate into tangible results they value, such as public protection, commitment to social justice and/or support for some other part of their legislative agenda. Do not forget to specifically identify and communicate with:

  • Legislators who are members of key legislative committees and the senior staff members who support those committees.

  • Leadership and members of relevant legislative caucuses.

  • Print and electronic media journalists who routinely cover the statehouse beat.

Consider in advance the potential “wedge issues” that might divide your coalition and work with stakeholders on position statements and legislative strategies that will gather and sustain support. For example, the coalition will need to decide how to respond if only one or two mental health professions are cited in a specific bill. (Recently a bill was introduced and passed in Tennessee that just applies to providers governed by the Ethics Code of the American Counseling Association; this same bill has been introduced in Arkansas.) In another instance, some legislators or stakeholders may be inclined to concede to individual practitioners the ability to refuse providing care that they find in conflict with their “deeply held convictions,” if those practitioners will have an obligation to make referrals to other practitioners to provide that care. It is best to discern possible wedge issues early and attempt to come to a consensus rather than have the coalition falter once a legislative strategy is initiated.

Do Your Research

Stakeholders should be briefed on the relevant law and court cases. Persons who will be directly communicating with legislators, media or others should be prepared with communication strategies that include:

  • Briefing documents that summarize other state bills, laws and court cases.

  • A so-called “elevator speech” that summarizes key points.

  • Short, well-crafted responses to reasonably foreseeable arguments or statements made by persons advocating passage of restrictive conscience clause legislation.

Plan Communications

Create a “rapid response” communication system among coalition partners to allow for time-sensitive communications. Identify readily available and articulate point persons for responding to media inquiries or communications from legislators, aides or others.

Respect Religious Freedom

Conscience clause legislation, whether it relates to practice or training, presents unique issues and opportunities. Religious freedom considerations grounded in the First Amendment are one of the key components that make this issue unique. Remember that most legislators, staff members and consumers of media news are not going to be familiar with the issues; the religious freedom aspects may resonate with many of them.

Respond to the importance of religious freedom while staying focused on the need for broad-based access to quality care, protecting the public, and — in the case of training bills — developing competent professionals to serve a diverse clientele. Focus on being pro-competence, not anti-religious.

Be Mindful of Politics

Assess the current political climate in your state and develop talking points that are likely to be responsive to your state’s circumstances. Carefully consider how statements will be heard and received. What you mean may not be what others hear. Words matter, particularly in discussions that involve fundamental values such as religious freedom. APA has a policy on religious discrimination that may be helpful in this regard: Resolution on Religious, Religion-Based and/or Religion-Derived Prejudiceopens in new window (PDF, 52KB).

Learn from Experience

Contact state psychological associations and leaders in the practitioner and education communities from states that have previously dealt with conscience clause legislation. Also contact APA for help. Their experience can provide information about what pitfalls to avoid.

As of June 2016, the following states have faced conscience clause legislation that directly mentions psychology: Arizona, Michigan, Tennessee and Nebraska.

Get Perspectives

Once you develop your talking points, a meeting with the sponsor(s) of the proposed legislation could be helpful. Find out his/her motivation, openness to dialogue about options, and which organizations and individuals are backing this legislation. Suggest constructive alternatives.

Urge the sponsor(s) to convene a stakeholders/interested parties meeting to discuss the bill and alternatives. Try to redirect the conversation to consideration of how to protect the public and assure access to quality care while also developing professional competence during training. Be conciliatory and collaborative rather than oppositional.

Individual and group meetings with opponents are also a good idea. They can help establish a tone for ongoing dialogue to resolve key issues. Set a “let’s work together to address this” tone.

If the conscience clause legislation is practice-focused, review the practice statement developed by the joint workgroup of the APA Board of Educational Affairs and the Board of Professional Affairs (BEA/BPA Workgroup): Competence for Psychological Practice. The two core principles of practice are:

Commitment to Professional Standards to Protect the Public

The core responsibility of all professional psychologists and their supervised trainees is to provide competent service to the public and work effectively with clients/patients from a wide range of backgrounds. When psychologists’ religious beliefs conflict with professional psychology’s commitment to offer culturally‐responsive psychological services to all members of the public, the overriding consideration must always be the welfare of the client/patient.

Commitment to Competent Ethical Practice and Referral

When psychologists’ religious beliefs conflict with providing competent services to specific subgroups, psychologists must manage these conflicts in the context of serving a diverse clientele. Psychologists are held to an ethical standard that prohibits “unfair discrimination based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, socioeconomic status or any basis proscribed by law” (Ethical Standard 3.01, p. 5, APA, 2010). The commitment to competent ethical practice and referral applies to psychologists working in all practice settings. When psychologists make referrals they do so with the best interest of the client/patient as the primary consideration, and they strive to “avoid harming their clients/patients … and to minimize harm where it is foreseeable and unavoidable” (Ethical Standard 3.04, p. 6, APA, 2010).

If it is an education and training-focused conscience clause bill, review the pedagogical statement for Preparing Professional Psychologists to Serve a Diverse Public. Five tenets have been identified that underlie and support the pedagogical statement.

(See Wise, E.H., Bieschke, K.J., Forrest, L. Cohen‐Filipic, J., Hathaway, W.A. & Douce, L.A. (2015). Psychology’s proactive approach to conscience clause court cases and legislation. Training and Education in Professional Psychology, 9, 259‐268.)

Psychology Has a Compelling Interest in Meeting the Needs of a Diverse Client Population

Psychology “… training programs have a responsibility to prepare professionals who can fulfill a vital public good and more broadly, that states have a compelling interest in producing nonjudgmental, open-minded mental health professionals who do not inflict harm on future clients by rejecting core aspect of their identities. There is an important public good that is served by ensuring that training programs are not compromised in their ability to adequately prepare students… to work with a diverse range of clients” (Wise et al., 2015, p. 263).

Trainers Respond in a Consistent Manner to All Trainee Beliefs that Conflict with Competent Practice

Consistency in responding to trainee beliefs that conflict with the development of professional competency is imperative. The pedagogical statements states that it is applicable to all conflicts between trainee worldviews or beliefs and professional competence as defined by the educational and professional standards of the profession.

Trainers Are Responsible for Education and Training

Supervisors and faculty are the parties responsible for decisions that balance trainee learning opportunities with client care. Consequently, reassignment of cases to ensure that clients receive competent care occurs by faculty and supervisors. Being explicit about the parameters of training at the outset will help programs counter trainee beliefs that they have any authority or right to refer clients.

Trainers Respect Trainees’ Developmental Process and Foster Cognitive Complexity

All trainees benefit from a respectful environment that recognizes that the attainment of professional competence is a developmental process that occurs over time. A developmentally informed approach to the resolution of conflicts between beliefs and professional competence is supported by the construct of cognitive complexity that allows trainees to maintain religious beliefs while developing professional competencies.

Attaining Competence to Work with a Diverse Public is Not Optional

Because attaining competency to work with a diverse public is not optional, transparency and full disclosure is strongly encouraged at all stages including admissions and promotional material for applicants and program policies and expectations for entering and current students.

This document was prepared as an educational summary by the BEA/BPA Joint Working Group, and reviewed by the Board of Educational Affairs and Board of Professional Affairs in April 2016. It was not reviewed by APA Council of Representatives and thus not adopted as APA policy.

For more information or assistance, contact Susan R. Lazaroff, JD, director, State Advocacy, American Psychological Association, (202) 336-5868.

Date created: 2016