American Psychological Association Ethics Research Articles

Ethical considerations for psychologists in the time of COVID-19.

Psychologists are in a position to respond to the COVID-19 pandemic through research, practice, education, and advocacy. However, concerns exist about the ethical implications associated with transitioning from face-to-face to online or virtual formats as necessitated by stay-at-home orders designed to enforce the social distancing required to flatten the curve of new COVID-19 cases. The purpose of this article is to review potential ethical issues and to provide guidance to psychologists for ethical conduct in the midst of the current crisis and its aftermath. In addition to contextualizing relevant ethical considerations according to the principles and standards of the current American Psychological Association's ethics code, vignettes are presented to exemplify the ethical dilemmas psychologists in various roles may face when responding to COVID-19 and to offer suggestions and resources for resolving potential conflicts. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Psychotherapists in danger: The ethics of responding to client threats, stalking, and harassment.

The ethics issues involved when clients threaten, stalk, or harass their psychotherapists have generally been neglected in the literature, leaving few psychologists prepared to manage such challenging situations. This article presents 3 clinical vignettes and recommendations resulting from a recent conference in Colorado on this important topic. In essence, the article seeks to address ways psychotherapists can balance the ethical challenges of simultaneously protecting clients and themselves. Each vignette is considered from ethical, clinical, and legal perspectives. Suggestions for the individual practitioner include reference to the principles and standards in the American Psychological Association's Ethics Code, professional consultation, and an increased emphasis on self-care. Recommendations for the profession involve ideas for the American Psychological Association's Ethics Code Task Force as well as a call for further research. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Application of the APA ethics code for psychologists working in integrated care settings: Potential conflicts and resolutions

ABSTRACT Increasingly, there is evidence of the potential benefits of an integrated care model. In fact, the American Psychological Association (APA) supports the role of psychologists in integrated healthcare given the positive outcomes for patients in primary care settings such as increased access to mental health services, reduced mental illness stigma, and improved health associated with recognizing the impact of psychosocial factors on physical wellbeing. Less attention has been paid, however, to ethical dilemmas that may arise for psychologists working in integrated healthcare. This paper explores considerations for resolving potential ethical conflicts that may arise for psychologists working in integrated care settings.

Proposed conversion ban in Utah stirs controversy

The Church of Jesus Christ of Latter‐day Saints is pressuring state regulators to put a proposed ban on “conversion therapy” for minors back to Utah lawmakers, or change it so that therapists can keep counseling young clients about putting religious convictions over sexual identity, The Salt Lake Tribune reported Oct. 20. Advocates and state mental health groups say the change under consideration by the Utah Division of Occupational and Professional Licensing would simply prohibit a widely discredited practice that leaves gay or transgender youths with deep emotional and psychological scars. It would not, they say, muzzle mental health professionals who are trying to help children and teens navigate complex issues of faith and identity. And, given the LDS Church's stance on gender and sexuality, they regard with suspicion the changes it is pushing state regulators to make. The Utah Psychological Association also opposes the church's suggested rule alterations, saying that they are inconsistent with peer‐reviewed science and in violation of the American Psychological Association's ethics code. Officials have said the new rule could take effect this week.

A case report of embryo donation: ethical and clinical implications for psychologists: Table 1

Third-party reproduction is a growing field, and an increasing body of literature considers the ethics of embryo donation. Due to the psychosocial complexities that generally accompany the donation and/or use of donor embryos, psychologists can play a pivotal role in these specialised fertility cases. While laws in the USA are in place to regulate the medical procedures involved in embryo donation, only unenforceable guidelines exist for psychologists specialising in fertility cases. The presentation of this case study aims to: (1) clarify the ethical concerns that fertility psychologists should consider in similar situations by assessing whether American Society of Reproductive Medicine (ASRM) and the American Psychological Association (APA) guidelines compete or complement one another within this case of embryo donation and (2) consider the interests, obligations and rights of all parties involved. Several principles, standards and guidelines that must be considered are described. Overall, the APA Ethics Code and the ASRM Guidelines appear to complement one another for most aspects of this case. Fertility psychologists should consider the clinical implications of the interests, rights and duties of all involved parties, including themselves.

The code not taken: The path from guild ethics to torture and our continuing choices.

wish to thank the Canadian Psychological Association for the John C. Service Award and Martin Drapeau, Editor of Canadian Psychology/Psychologie Canadienne, for inviting me to publish this award address in CPA's flagship journal. am humbled to be associated with the previous award recipients and particularly with the remarkable psychologist for whom it was named.The controversy over psychologists' role in detainee interrogation and torture broke open a comforting facade. It triggered investigations by newspaper reporters, congressional committees, human rights organisations, and a former federal prosecutor hired by the American Psychological Association (APA). They uncovered documents revealing a more complex, confused, and conflicted professional identity than we often present to students, clients, and the public.The controversy confronts us with questions of how we can best serve our profession. It challenges us with choices about what our profession is, what it means, what it does-who we are, what we mean, what we do. It asks whether our individual lives and the lives of our organisations reflect guild ethics or professional ethics.Looking at the choices that marked the path leading up to and into the controversy can help us respond to those questions and challenges. We can try to learn what they have to teach about our individual lives. If a credible identity, integrity, and professional ethics are not reflected in our individual lives, it is unlikely they will thrive in our profession and organisations.I'll discuss the controversy, the path leading up to it, and some major choices we face, but I'll begin with the following selfdisclosure and context. After almost 30 years of active involvement with APA, finally resigned in 2008 over changes APA had been making in its ethics, changes that the Hoffman report discusses. wrote that I respectfully disagree with these changes; am skeptical that they will work as intended; and believe that they may lead to far-reaching unintended consequences. Both my letter of resignation (online at http://kspope.com/apa/index.php) and my articles (Pope, 2011a, 2011b, 2014, 2016; Pope & Gutheil, 2009a) present my beliefs along with the evidence and reasoning that in my opinion support them.The ControversyThe attacks on U.S. civilians on 9/11 forced U.S. citizens and their leaders to make hard choices without knowing what threats lay ahead. To find out more about those threats, the government interrogated detainees at Camps Delta, Iguana, and X-Ray at Guantanamo Bay Naval Base, the Detention Centre at Bagram Airbase in Afghanistan, Abu Ghraib Prison in Iraq, and similar settings.Psychology's Support for the Interrogations and Psychologist InvolvementAPA strongly supported the value of the interrogations and psychologists' involvement. They explained to the U.S. Senate Select Committee on Intelligence that conducting an interrogation is inherently a psychological endeavor. . . . Psychology is central to this process. . . . Psychologists have valuable contributions to make toward . . . protecting our nation's security through interrogation processes (American Psychological Association, 2007b). Psychologists would not only ensure that interrogations were effective in getting accurate and actionable intelligence but also ensure that all interrogations they were involved in were safe, legal, and ethical. An APA Ethics Office statement in Psychology Today underscored what psychologists would achieve in all interrogations: The ability to spot conditions that make abuse more likely uniquely prepares psychologists for this task. Adding a trained professional ensures that all interrogations are conducted in a safe, legal, ethical, and effective manner that protects the individual and helps to elicit information that will prevent future acts of violence (Hutson, 2008; italics added).APA's claim that psychologists were uniquely qualified-in contrast to statements from other professional organisations reluctant to play a role in these interrogations- convinced military leaders. …

The American Psychological Association and the Hoffman Report

Based on findings documented in the Independent Review Relating to APA Ethics Guidelines, National Security Investigations, and Torture, more commonly known as the Hoffman report, this guest editorial describes how the American Psychological Association (APA) colluded with the Department of Defense during the Bush administration to provide ethical cover for the Department of Defense’s interrogation program and for psychologists working in the program. Describing the actions of APA as “one of the greatest ethical breaches in the history of psychology,” the article discusses APA’s offenses, what has been done about them to date, and what remains to be done.

Resource Material for Ethical Psychological Assessment of Symptom and Performance Validity, Including Malingering

The present paper offers resource material for evaluation of malingering, response bias, and symptom and performance validity. The material mostly consists of noncontroversial, paraphrased excerpts from relevant consensus statements, guidelines, codes, books, and articles. The five principles of the American Psychological Association (APA) ethics code were used to integrate the material. In addition, five other principles were needed (e.g., on science). The companion article on a new consensus statement on the ethical use of symptom and performance validity written for the Association for Psychological Advancement in Psychological Injury and Law (ASAPIL) in the journal Psychological Injury and Law (PIL; Bush, Ruff, & Heibronner, 2014) was instigated by and written partly based on the resources described in the present paper. The resources offered in the present paper are divided into the following sections: I. Malingering; II. Related Terms; III. APA Ethics Code; IV. Other Ethics Guidelines; V. Practice Guidelines; VI. Assessment Guidelines; VII. Other Ethical Sources; IX. Biases, Fallacies, Errors; X. Prior SVT-M/PVT-M Statements; XI. A New Ethical Model of Ten Principles; and XII. Instrumentation, and followed by Conclusions. The ten principles of the present ethical guidelines could be used to help revise the APA ethics code. The companion statement constitutes a major advance in the field and the present resource material facilitates its use.

The Lessons of the Development of the First APA Ethics Code: Blending Science, Practice, and Politics

The Ethics Code of the American Psychological Association (APA) is a bedrock of the profession. The contextual factors of society affect the Ethics Code of the APA, resulting in an ever-changing document. The context of the reorganization of the APA after World War II created an initial impetus toward a formalized code. A key contextual feature of the Code's development was the use of the Critical Incident Technique, which was based in the empirical aspirations of the psychological field. This article explores the historical context around the APA's decision to draft an ethics code, reviews its development, and discusses its role for psychologists today.

The Ethics of Psychology's Role in Politics and the Development and Institution of Social Policy

The relationship between psychological research and the development of social policy is controversial, as is any discussion of the role of values and morals within science. Three particular instances of this controversy are evident in psychological research conducted on affirmative action, child abuse, and abortion. The American Psychological Association (APA) in fact takes a particular organizational stance on these issues. APA's Ethics Code provides some guidelines for dealing with issues of personal values as they impact psychological research and the development of social policy. An important distinction can be made between the issues psychological research can reasonably address using empirical data and the issues about which psychologists should take a stand. Ethical guidelines can help psychologists make this distinction as well as inform their subsequent actions. One pertinent recommendation is that psychologists, when serving in their professional role, should be clear regarding whether empiricism or personal belief is guiding their public statements.

The ethics of interrogation and the American Psychological Association: a critique of policy and process.

The Psychological Ethics and National Security (PENS) task force was assembled by the American Psychological Association (APA) to guide policy on the role of psychologists in interrogations at foreign detention centers for the purpose of U.S. national security. The task force met briefly in 2005, and its report was quickly accepted by the APA Board of Directors and deemed consistent with the APA Ethics Code by the APA Ethics Committee. This rapid acceptance was unusual for a number of reasons but primarily because of the APA's long-standing tradition of taking great care in developing ethical policies that protected anyone who might be impacted by the work of psychologists. Many psychological and non-governmental organizations (NGOs), as well as reputable journalists, believed the risk of harm associated with psychologist participation in interrogations at these detention centers was not adequately addressed by the report. The present critique analyzes the assumptions of the PENS report and its interpretations of the APA Ethics Code. We demonstrate that it presents only one (and not particularly representative) side of a complex set of ethical issues. We conclude with a discussion of more appropriate psychological contributions to national security and world peace that better respect and preserve human rights.

Ethical Considerations in the Use of Sexually Explicit Visuals as an Instructional Methodology in College Sexuality Courses

ABSTRACT This article examines ethical considerations in the use of sexually explicit materials (SEM) as an educational methodology in undergraduate human sexuality courses. While current research is lacking on the effects of this methodology on students, previous studies indicate that SEM use benefits student knowledge gain, attitude awareness, and communication skills. Some studies have identified potential harm in regard to uncomfortable emotional reactions, with special concern for students who have experienced non-consensual sex. The paper advocates that instructors be mindful of ethical principles and adhere to the American Psychological Association's Ethics Code when using SEM in their courses.

Ethical Analysis and Recommended Action in Response to the Dangers Associated With Youth Consumerism

Research shows that a culture of consumerism and materialism has a dramatic and negative impact on children's physical and psychological health. Psychologists have a duty to act to reverse this trend. Information on why and how to act is the key. This article explores the use of psychology to improve the effectiveness of advertising to youth and details the harm suffered by children as a result of some of this advertising. A discussion of ethical considerations related to specific guiding principles and ethical standards of the 2002 American Psychological Association (APA) Ethics Code frames why action is imperative. Actions for psychologists to take in applying the 2002 APA Ethics Code are suggested herein.

Ethics in the Teaching of Mental Health Professionals

Summary It is the position of the authors that mental health professionals-in-training must be well versed in the ethical/legal matters of clinical practice. Indeed, most graduate programs in the field of mental health require formal training in Ethics. The California School of Professional Psychology (Alliant International University) San Diego campus has developed a model that requires (a) an ethics course integrated with the student's on-campus supervision in the Fall and Spring semesters at the practicum level, focusing on the American Psychological Association's Ethics Code (2002) and California's Licensing Laws; and (b) an advanced ethics course (in the fourth year of training) that focuses on the integration of ethical and legal issues in clinical practice and providing a knowledge base of sound ethical judgment. Syllabi for these two courses are included.

Ethical Dilemmas with Third Party Observers

The practice of forensic neuropsychology can lead to many potential ethical dilemmas, including the request that a third party observer be present during an examination. Following a case example, we review relevant Ethical Standards from the recent revision of the American Psychological Association's Ethics Code (APA, 2002), as well as policy statements by the National Academy of Neuropsychology (NAN, 2000) and the American Academy of Clinical Neuropsychology (AACN, 2001) that should be considered when confronted with the request for observation by a third party. As many ethical dilemmas are rarely clear-cut, their answers will likely generate additional questions for the individual practitioner and the profession. Finally, we provide some suggested courses of action when presented with similar requests.

Understanding the Nuances of the American Psychological Association's Ethics Code

Understanding the Nuances of the American Psychological Association's Ethics Code

Revisiting the Need for Reform in the Disclosure of Tests and Raw Test Data to the Courts: The 2002 APA Ethics Code Has Not Solved Our Dilemma

ABSTRACT Lees-Haley and Courtney (2000) published an article on the state of psychologists ' practices with respect to the disclosure of tests and raw test data and called for reforms created by a joint committee of the American Bar Association and the American Psychological Association (APA). It was posited that psychologists' unwillingness to provide raw data to the courts was resulting in damage to their professional reputations, undermining their credibility as professional scientists acting in good faith, and ultimately contrary to the best interests of consumers. Since that time, the APA has promulgated a new set of ethical guidelines that speak to these issues in different language. This article serves to renew our recommendation for reform concerning the release of raw data to the courts consistent with the 2002 Ethics Code.

The 2002 revision of the American Psychological Association's ethics code: Implications for school psychologists

The Ethical Principles for Psychologists and Code of Conduct has been recently revised. The organization of the code changed, and the language was made more specific. A number of points relevant to school psychology are explicitly stated in the code. A clear advantage of including these items in the code is the assistance to school psychologists negotiating ethical dilemmas in their work setting. This article provides an overview of the revisions in the code most applicable to school psychologists and a detailed analysis of three areas of the code: psychological assessment, the implications and application of the modifiers in the code that guide ethical decision making and correct conduct, and diversity issues. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 433–445, 2005.

Examining the Personal-Professional Distinction: Ethics Codes and the Difficulty of Drawing a Boundary.

The Ethics Code of the American Psychological Association (APA) applies to the professional role behaviors of members and not to their personal behavior. This article discusses some of the difficulties inherent in drawing distinctions between the personal and the professional. Consideration is given to the importance of clarifying public statements. Four ethics codes other than the APA Ethics Code are examined for how they treat the personal-professional distinction. A number of questions are posed to assist in determining the tilt a behavior takes. A concluding recommendation suggests that APA Ethical Standards be applied only to professional role behaviors, whereas aspirational principles might be applied to personal behavior.

APA 2002 Ethics, Amphibology, and the Releaseof Psychological Test Records: A Counterperspective to Erard

APA ethics have sought to uphold the practice of psychology and protect its invaluable contribution to psychological assessment, namely the development and validation of tests and other psychometric measures. Faced with formidable challenges from the Health Insurance Portability and Accountability Act of 1996 (HIPAA) regulations, the 2002 revision of the American Psychological Association (APA) ethical standards abandoned its protective stance. It makes previously protected material (i.e., answers, notes about testing, other forms of raw data, scoring, and test items included on protocols with answers) almost completely accessible to clients and others. Without any professional protections, the worldwide dissemination of these materials via the Internet is virtually assured. In this article, I examine the confused language of Ethical Standard 9.04 (a) with its permissive language and concatenated use of the or conjunction. I evaluate the release of test materials in light of nonmaleficence as both an aspirational principle and an enforceable standard (3.04). Relying on official statements from APA and other prestigious organizations, I document the substantial harm to clients, the community, and the profession of psychology in eroding test security.