Ethical Guidelines in Psychology

10 Key excerpts on "Ethical Guidelines in Psychology"

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  Research Methods

  A Tool for Life

  • Bernard C. Beins(Author)
  • 2017(Publication Date)
  • Cambridge University Press

    (Publisher)

  These standards are listed in Table 2.3. Of these sections, the one that pertains most to us here involves research. As the ethical guidelines pertain to research, psychologists have certain responsibilities to provide research participants with informed consent, to minimize the use of deception in research, to report research results accu- rately, and to correct any errors in reporting. One further mandate is that researchers must be willing to share their data with other researchers, pro- vided it does not violate the confidentiality promised to research participants. There are a few areas that are of special relevance to researchers. You will have to consider them when you plan your own research because you must present a proposal to your school’s IRB or to delegated representatives of that committee before you can carry out your proposed research. The committee members may approve your research as proposed, but they may Integrity—Psychologists should promote the hon- est and truthful application of the discipline in science, teaching, and practice. Justice—Psychologists must recognize the implications of their professional activity on others and strive to make the best professional judgments they can. Respect for People’s Rights and Dignity— Psychologists must recognize the dignity and value of all people and, to the fullest extent pos- sible, eliminate biases in dealing with people. TABLE 2.2 General Ethical Principles and Examples of Violations Beneficence and nonmaleficence A psychologist would be in dangerous territory in conducting research in which he or she has a financial interest because that interest could cloud professional judgment to the detriment of the participant and others. Further, psychologists who are aware that they are experiencing mental health problems may be acting unethically with clients if their own mental health may lead to poor judgment.

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  Research in Psychology

  Methods and Design

  • Kerri A. Goodwin, C. James Goodwin(Authors)
  • 2016(Publication Date)
  • Wiley

    (Publisher)

  What does all this mean for you as a student researcher? At the very least, it means you must be compulsive about data. Follow procedures scrupulously and never succumb to the temptation to manufacture or change even a single piece of data. Likewise, never discard data from a partici- pant unless there are clear procedures for doing so and these procedures are specified before the experiment begins (e.g., the participant doesn’t follow instructions, the experimenter doesn’t administer the procedure correctly). Finally, keep the raw data or, at the very least, the data sum- mary sheets. Your best protection against a charge that your results seem unusual is your ability to produce the data on request. Being vigilant and truthful about your data will make you a better scientist and a better seeker of truth. ETHICS IN PSYCHOLOGICAL RESEARCH 56 C H A P T E R S U M M A RY Developing the APA Code of Ethics In keeping with psychology’s habit of relying on data‐based princi- ples, the APA developed its initial ethics code empirically, using a critical incidents procedure. The code for research using human par- ticipants was first published in 1953 and has been revised periodi- cally since then, most recently in 2002. It consists of general principles guiding the behavior of psychologists (e.g., concern for others’ welfare) and specific standards of behavior (e.g., maintain- ing the confidentiality of research participants), the violation of which can lead to censure. Ethical Guidelines for Research with Humans The APA code for research with humans provides guidance for the researcher in planning and carrying out the study. Planning includes doing a cost‐benefit analysis that weighs the degree of risk imposed on participants against the scientific value of the research. The code also requires that subjects be given sufficient information to decide whether or not to participate (i.e., informed consent).

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  Ethical Reasoning in the Mental Health Professions

  • Gary G. Ford(Author)
  • 2000(Publication Date)
  • CRC Press

    (Publisher)

  13 2 “Ethical Principles of Psychologists and Code of Conduct” This chapter describes the essential features of psychology’s ethical code (APA, 1992). Historically, it was the first ethical code established by a mental health profession and has served as the model for the ethical codes developed by counseling, psychi-atry, and social work. This chapter will provide an opportunity for readers to assess how their values relate to the ethical code of the profession of psychology. The most recently published revision of the “Ethical Principles” (APA, 1992) consists of six general principles and a separate set of ethical standards. The new format reflects a shift in emphasis toward greater specificity in the ethical code regarding behaviors that are clearly unethical and unprofessional. In this chapter, each of the general principles will be presented, along with examples of ethical issues and ethical standards relevant to each principle. General principles and ethical standards pertaining to specific areas of practice in psychology (e.g., psychotherapy, assessment, teaching, and research) will be discussed in greater detail in later chapters. INTRODUCTION The introduction to the “Ethical Principles” describes the preamble and general principles as “aspirational goals” of psychologists (APA, 1992). The ethical stan-dards, on the other hand, are a set of enforceable rules of varying specificity that govern the professional activities of psychologists. Obviously, the standards do not provide an exhaustive set of rules. Rather, they are designed to address some of the most common areas of complaint about psychologists’ behavior. The “Ethical Principles” does not apply only to members of APA. Licensed or certified psychologists are bound by the code if it has been adopted by their state board (as is the case in most states).

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  21st Century Psychology: A Reference Handbook

  • Stephen F. Davis, William Buskist, Stephen F. Davis, William F. Buskist(Authors)
  • 2007(Publication Date)
  • SAGE Publications, Inc

    (Publisher)

  103 12 E THICS OF P SYCHOLOGICAL R ESEARCH E LIZABETH V. S WENSON John Carroll University T o do the best research and to give the best service to the community and to the profession, investigators need to behave ethically. Much has been written about the ethics of research in the behavioral sciences. For research in psychology specifically, the guidelines are set forth clearly in Section 8, Research and Publication, of the American Psychological Association (APA) Ethical Principles of Psychologists and Code of Conduct (Ethics Code; APA, 2002). It was specifically designed to meet “ethical challenges in the new millennium” (Fisher, 2003, p. xxv). Childress, Meslin, and Shapiro (2005) call the APA Ethics Code the best-known ethics code for the con-duct of behavioral and social research (p. 265). Although it can be supplemented by other documents, the Ethics Code is the foundation for this chapter on the ethics of psycho-logical research. The Ethics Code consists of 10 sections. Within Section 8 there are 15 standards, the first 9 of which specifically refer to research, with the last 6 covering publication of research results. Of these, only one refers to psychological research with animal subjects. The standards are preceded by five general ethical principles that underlie the standards in the code and are aspirational in nature: beneficence and nonma-leficence, fidelity and responsibility, integrity, justice, and respect for people’s rights and dignity (see Figure 12.1). These principles are considered to be the moral basis for the Ethics Code, and are similar to those well known in bioethics (Beauchamp & Childress, 2001). In applying the standards of the Ethics Code to spe-cific situations in research, often the correct answer is not readily apparent. The investigator then needs to apply the general ethical principles to aid in decision making, after which she should consult a colleague and then document the process.

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  Ethical Practice in Psychology

  Reflections from the creators of the APS Code of Ethics

  • Alfred Allan, Anthony Love(Authors)
  • 2010(Publication Date)
  • Wiley

    (Publisher)

  It was the belief of the Group that if psychologists cannot find a specific ethical standard in the 2007 Code that provides an answer to the problem facing them, they should be able to work towards a solution by applying the principles that underlie the Code. References Ad Hoc Joint Committee. (2005). Draft: Universal declaration of ethical principles of psychologists. Unpublished manuscript. Allan, A. (2008). An international perspective of law and ethics in psychology. Somerset West, South Africa: Inter-ed. American Psychological Association. (2005). Report of the 2005 Presidential Task Force on evidence-based practice. Washington, DC: Author. Anderten, P., Staulcup, V., & Grisso, T. (1980). On being ethical in legal places. Profes- sional Psychology, 11, 764–73. Appelbaum, P. S., & Jorgenson, L. (1991). Psychotherapist-patient sexual contact after termination of treatment: An analysis and a proposal. American Journal of Psy- chiatry, 148, 1466–73. Australian Psychological Society. (2003). Guidelines for the provision of psychological services for, and the conduct of psychological research with, Aboriginal and Torres Strait Islander people of Australia. Melbourne, Victoria: Author. 75 The Principles that Underlie the 2007 Code Beauchamp, T. L., & Childress, J. F. (1994). Principles of biomedical ethics (4th ed.). New York: Oxford University Press. Benn, S. I. (1967). Justice. In P. Edwards (Ed.), The encyclopaedia of philosophy (Vol. 4, pp. 298–302). New York, NY: MacMillan. Bersoff, D. N. (1996). The virtue of principle ethics. The Counseling Psychologist, 24, 86–91. Bersoff, D. N., & Koeppl, P. M. (1993). The relation between ethical codes and moral principles. Ethics and Behavior, 3, 345–57. Bohart, A. C. (2005). Evidence-based psychotherapy means evidence-informed, not evidence-driven. Journal of Contemporary Psychotherapy, 35, 39–53. British Psychological Society. (1993). Code of conduct, ethical principles & guidelines.

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  Handbook of Professional Ethics for Psychologists

  Issues, Questions, and Controversies

  • Kyle E. Ferguson, William O'Donohue, William O′Donohue, William T. O'Donohue, Kyle E. Ferguson(Authors)
  • 2003(Publication Date)
  • SAGE Publications, Inc

    (Publisher)

  5 Ethical Principles of the Psychology Profession and Professional Competencies Y PE H. P OORTINGA Tilburg University, Netherlands, & Catholic University of Leuven, Belgium K AREL A. S OUDIJN Tilburg University, Netherlands I know that what we do has some effect, we only do not have the instruments to measure it; our methods are not sensitive enough to record the changes. Statement by a psychologist who shall remain anonymous 67 T he ethical codes of psychological associations in various countries testify to the high moral standards of psychologists in their work. This is reflected in the preamble of the American Psychological Association (APA) code of ethics (APA, 1992), which states, “The development of a dynamic set of ethical standards for psychologist’s work-related conduct requires a personal commitment to a lifelong effort to act ethically” (p. 1599). Similarly, the metacode of ethics of the European Federation of Psychologists Asso-ciations (EFPA, formerly EFPPA), meant to serve as general guidelines for more specific national codes, has as its first ethical principle “Respect for a Person’s Rights and Dignity.” This is formulated as follows: Psychologists accord appropriate respect to and promote the development of the fundamental rights, dignity and worth of all C H A P T E R people. They respect the rights of individuals to privacy, confidentiality, self-determination and autonomy, consistent with the psycho-logist’s other obligations and with the law (EFPA, 1997a, Article 2.1, p. 1). The interests of their clients and respect for human dignity place high demands on the competence of psychologists. Article 2.2. of the EFPA (1997a) metacode reads: Psychologists strive to ensure and maintain high standards of competence in their work. They recognize the boundaries of their particular competencies and the limi-tations of their expertise.

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  Foundations of Professional Psychology

  The End of Theoretical Orientations and the Emergence of the Biopsychosocial Approach

  • Timothy P. Melchert(Author)
  • 2011(Publication Date)
  • Elsevier

    (Publisher)

  The previous two chapters argued that professional psychology needs to be founded on a unified science-based biopsychosocial approach to understanding psychological development and functioning. This chapter argues that scientific knowledge alone is insufficient for appropriately applying that knowledge in clinical practice. Therefore, psychological science and professional ethics are both essential to the safe, effective, and responsible practice of psychology. Firm foundations in both science and ethics are necessary for a comprehensive, unified framework for practicing psychology.

  Though biomedical ethics is just a young field, since the 1970s it has quickly become very influential for informing standards, policies, and procedures that guide health care practice and research. Familiarity with this field is critical for engaging in the ethical practice of psychology, and particularly in a diverse, evolving, pluralistic, and democratic society. An appreciation of ethical theory and principles is also critical to discussions regarding how health care, other human services, and social policy can be improved.

  The importance of ethics in professional psychology is growing as changes in society, science, and technology are presenting new challenges and opportunities in behavioral health care. For example, teletherapy and the sharing of electronic health care records are now possible as the result of the Internet and other communication technologies. These technologies are highly useful for several purposes but present new concerns about security and one’s ability to maintain control of one’s privacy. A variety of emerging medical technologies are raising important new ethical challenges as well (e.g., enhanced intellectual performance, genetic testing of embryos, physician-assisted death and euthanasia; Beauchamp et al., 2008 ; Jecker et al., 2007 ). The increasing diversity of society can also introduce conflicts between respecting others’ beliefs and traditions and protecting individual rights. There are many topics that are controversial within and across cultures (e.g., divorce, abortion, homosexuality, gender roles, arranged marriages, the control and discipline of children). Harm can easily result from a lack of familiarity with a patient’s culture, the ethical and family values generally observed within that culture, the specific beliefs and values of the individual patient and his or her family, and the interaction of these factors with mental health (Knapp & VandeCreek, 2007 ; Sue & Sue, 2008

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  Ethics in Psychotherapy and Counseling

  A Practical Guide

  • Kenneth S. Pope, Melba J. T. Vasquez(Authors)
  • 2007(Publication Date)
  • Jossey-Bass

    (Publisher)

  As such, psychologists have a responsibility to develop and follow procedures for informed consent, confidentiality, fair treatment, and due process that are consistent with those rights. As individual rights exist within the context of the rights of others and of responsible caring (see Principle II), there might be circumstances in which the possibility of serious detrimental consequences to themselves or others, a diminished capacity to be autonomous, or a court order, would disallow some aspects of the rights to privacy, self-determination, and personal lib-erty. Indeed, such circumstances might be serious enough to create a duty to warn or protect others (see Standards I.45 and II.39). However, psychologists still have a responsibility to respect the rights of the person(s) involved to the greatest extent possible under the circumstances, and to do what is necessary and reasonable to reduce the need for future disallowances. Canadian Psychological Code of Ethics for Psychologists 337 Psychologists recognize that, although all persons possess moral rights, the manner in which such rights are promoted, protected, and exercised varies across communities and cultures. For instance, definitions of what is considered private vary, as does the role of families and other community members in personal decision making. In their work, psychologists ac-knowledge and respect such differences, while guarding against clear viola-tions of moral rights. In addition, psychologists recognize that as individual, family, group, or community vulnerabilities increase, or as the power of persons to control their environment or their lives decreases, psychologists have an increasing responsibility to seek ethical advice and to establish safeguards to protect the rights of the persons involved.

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  Learning to Teach Psychology in the Secondary School

  A Companion to School Experience

  • Deborah Gajic, Jock McGinty, Deborah Gajic, Jock McGinty(Authors)
  • 2022(Publication Date)
  • Routledge

    (Publisher)

  Firstly, our research is largely carried out on people rather than objects or chemicals, meaning that the ethical guidelines are wider and stricter, and the potential fallout of breaking the rules would be more harmful. In addition, in psychology, we often have to fight for our subject to be respected as a legitimate science (Jarvis, 2011). It is the newcomer in terms of the natural sciences, and is frequently not treated as a science subject at all. This is unsurprising in a way, both because the subject is relatively new in comparison to the likes of Physics and Chemistry, and because of its broad scope which overlaps greatly with social sciences such as Politics and Sociology. Nevertheless, it is important that we as psychologists can demonstrate that we understand the scientific method and are meeting the strictest standards. For practical purposes, many of the activities that you do with your students (such as those found throughout this book) rely on a code of ethics. This is often put into place by you as the teacher; you wouldn’t set up a task that required students to do something harmful and dangerous. But as time goes on, students can learn to make these ethical judgements for themselves. Building in a discussion of ethics before starting a classroom practical can be a great way to develop ethical awareness among the class – and this is a skill that can transfer well to exam situations. A failure to abide by standard ethical guidelines in our research and practice would stand to bring the subject into disrepute. It would also reflect badly on the teaching of the subject at school level

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  Ethical Problems in Psychological Research

  • Heinz Schuler(Author)
  • 2013(Publication Date)
  • Academic Press

    (Publisher)

  6. Clear and fair agreement must be reached on the responsibilities of both partners. Promises must be kept. 7. Experimenters must protect subjects from physical and mental harm and danger. In case of risk, they must provide information, obtain consent, and use procedures for minimizing distress. Procedures that cause serious and lasting harm may not be used. 8. Experimenters must provide debriefing, removal of misconceptions. Delay or omission increases the experimenter's responsibility to ensure that no damaging consequences occur. 9. Experimenters must detect and remove or correct undesirable conse-quences for subjects, including long-term aftereffects. 10. Confidentiality of experimental data must be maintained. Experimen-ters must reveal risks in this regard as a part of informed consent. 1 8 0 4. The Codification of Ethical Principles for Psychological Research According to the preamble, these 10 rules were to be interpreted and applied in the light of the explanations and the discussion of sample cases that accom-pany the rules. Most of the individual statements in this version were more clearly binding than in earlier versions (e.g., 'the investigator is required to. . . , . . . is responsible for . . . , . . . has the obligation to. . .). The total number of responsibilities also increased; according to the authors of the document, it increased to the point of exhaustive coverage. The explanatory comments and sample cases accompanying the rules made it clear that the rules could only be applied appropriately when connections among the individual principles were considered, as well as the particular methodolog-ical requirements of the individual case. However, only in extreme cases did the conclusions in the comments lack ambiguity. For example, one planned study was rejected as unethical because it was designed to test experimentally the effects of long-term protein deprivation on the intellectual development of children (APA, 1973, pp. 34-35).

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