Code Of Ethics For Psychologists Research Articles

Fraudulent participation in psychological research using virtual synchronous interviews: ethical challenges and potential solutions

ABSTRACT Online research offers advantages including recruitment cost, diminished equity-related participation barriers, and convenience; however, there are growing concerns regarding fraudulent participation. Guidance to navigate these challenges exists for online research generally (e.g. surveys), but remains sparse for the specific challenge of fraudulent participation within virtual synchronous interviews. No work has explored this topic within an explicit, detailed ethical framework. Reflecting on our experiences navigating fraudulent participation in virtual synchronous research, we address this gap using the Canadian Code of Ethics for Psychologists as a guiding framework to describe challenges, explore ethical considerations, and identify potential solutions and research directions.

Developing and revising the Canadian Code of Ethics for Psychologists: key differences from the American Psychological Association code

ABSTRACT There are several key differences between the codes of ethics developed by the American Psychological Association and the Canadian Psychological Association. This paper tells the story behind the key differences between the U.S. and Canada codes. It starts with an introduction to the two countries and a brief history of what led up to the American Psychological Association’s (APA) decision to develop the world’s first ethics code for psychologists. This is followed by a description of the development process used by APA, and the reasons why the Canadian Psychological Association (CPA) originally adopted the APA code but subsequently chose to develop its own “made-in-Canada” code of ethics. The key differences of the CPA code, the cultural, legal, and philosophical contexts that help explain the rationale for those differences, and why the differences have been maintained are discussed. In particular, attention is given to the CPA code’s strong focus on: (a) the concept of a contract with society; (b) aspiration vs. enforcement; (c) ethical reasoning and decision making; and (d) organizing standards around ethical principles.

The amendment of the Code of Ethics for Psychologists – assumptions and basis of the project

The amendment to the Polish Code of Ethical and Professional Conduct in Psychology has resulted in the creation of a new Code of Ethics for the Psychologist of the Polish Psychological Society (PTP) adopted by the decision of the General Assembly of PTP Delegates in December 2018. The new code is the result of several years of cooperation between the team established for this purpose only and the environment of Polish psychologists.bWorking on the project included, among others, a formal consolidation of the new code within the space of already existing, similar normative acts in force in the European and international context. The assumptions and foundations of the project also assumed setting the main values proposed in the code on the Universal Declaration of Human Rights. A three-stage, hierarchical structure of the act has been introduced, which was guided by the idea of the openness of the new code to possible changes, discussions and subsequent amendments.

An ethical-professional code of a psychologist – a critical analysis of chosen issues

The article contains a critical analysis of the Code of Ethics for Psychologists by the Polish Psychological Association, which is in place from year 1991 to 2018. The aim of the article is to point to inadequate, unclear, or leading to incoherent interpretations regulations found in this Code. The first part of the text describes functions and also benefits as well as dangers connected with ethical codes in general. The second part is an analysis looking for inaccuracies and incoherencies in the Code’s content. At the end, there are illustrated the main issues requiring an update or a thorough change in the future versions of the Code’s approach to capture the norms of psychologists’ profession.

The amendment of the Code of Ethics for Psychologists by the Polish Psychological Association

In December 2018, the General Assembly of PTP Delegates has accepted the new Code of Ethics of the Psychologists of the Polish Psychological Society and accepted the concept of a three-level system of ethical regulation. The proposal was supported by environmental and expert consultations. The first level is the newly adopted Code, presenting general ethical principles and the rights of clients, as well as the rights of psychologists. Regulations from this level relate to all professionals regardless of the specific areas of the professional performance, due to the fact they are all based on key values for each psychologist. Currently, work is underway to create ethical regulations from the second level, and hence individual psychological activities. The third level will include the detailed standards of psychologists’ work.

How do Canadians rank the Canadian Code of Ethics for Psychologists' principles?

How do Canadians rank the Canadian Code of Ethics for Psychologists' principles?

Healthcare at Your Fingertips: The Professional Ethics of Smartphone Health-Monitoring Applications

Health professionals are inundated by the surfeit of health apps while lacking guidance to help them critically evaluate whether a particular health-monitoring app is safe, likely to lead to clinical benefit, and not introduce additional liability. Our objective is not to argue for or against the use of mobile health-monitoring apps but to illuminate the associated ethical issues and provide recommendations to guide the ethical decision-making process for clinicians who are considering the use of a mobile health-monitoring app. To this end, the Canadian Code of Ethics for Psychologists is used as a framework to situate recommendations.

Funding of Gambling Research: Ethical Issues, Potential Benefit and Guidelines

There has been an unprecedented growth of legalized gambling opportunities in Canada over the past two decades, partly to generate revenues without raising taxes. Unfortunately, for 2-3% of the Canadian population, gambling can become disordered (i.e. develop into a gambling addiction). To help attenuate the harms and prevalence of disordered gambling, all provincial governments earmark a portion of gambling revenues for the prevention, treatment and research into disordered gambling. However, the field of gambling studies has recently come under criticism in the way research is conducted. At the forefront of the criticism is the issue of accepting funding from the gambling industry. We provide an overview of the ethical considerations, potential ethical issues, and the possible benefits of accepting such funding. The aim of the present paper is not to argue for or against accepting industry funding, but rather to delineate the potential ethical issues and benefits related to that acceptance. More importantly, we provide a summary of best practice ethical guidelines, and recommendations to guide in the ethical decision making process in accepting or declining funding from gambling industry. To this end, we use the Canadian Code of Ethics for Psychologists as a framework in which to situate our guidelines and recommendations. Given that Canadian researchers have a long history and continue to contribute valuable knowledge in the field of gambling studies, it is of important for gambling researchers to be aware of the ethical considerations and issues related to funding from gambling industry.

Canadian psychologists’ test feedback training and practice: A national survey.

Psychologists play unique role among mental health professionals, one that is characterised by the development, administration, and interpretation of psychological tests (Meyer et al., 2001). Testing is an integral and multidimensional aspect of psychological practice that provides wealth of valuable information to clinicians and clients. Psychologists are also ethically obligated to share assessment results with clients whenever possible, an exchange referred to as test feedback (TFB). The Canadian Code of Ethics for Psychologists (Canadian Psychological Association [CPA], 2000) states that psychologists are to suitable information about the results of assessments, evaluations, or research findings to the persons involved, if appropriate and if asked. This information would be communicated in understandable language. The code also states that psychologists are to Protect the skills, knowledge, and interpretations of psychology from being misused, used incompetently, or made useless by others (Section III.15; Section IV.11, CPA, 2000).TFB is key element in collaborative, humanistically oriented approaches to assessment, such as therapeutic assessment (TA). TA is an empirically based assessment model developed by SteRyan phen Finn and is described as a semi-structured form of collaborative assessment that uses psychological testing as the centerpiece of brief therapy (Finn & Tonsager, 2002, p. 10). Critical aspects of TA include: (a) helping clients to generate personally relevant questions they would like addressed through the assessment, (b) collecting relevant background information pertaining to the clients' questions, (c) exploring past testing-related hurts, (d) involving clients as active agents throughout the assessment process, including collaboratively discussing test results in order to address their initial questions (Finn, 1996, 2007).Research results suggest the TA model offers many positive effects for children, adolescents, adults, and couples presenting with variety of problems. These include decreased client symptomatology, improved treatment alliance, heightened compliance with treatment recommendations, enhanced self-esteem and increased levels of hope, with global composite effect sizes hovering around .40 (Ackerman, Hilsenroth, Baity, & Blagys, 2000; Hanson, Claiborn, & Kerr, 1997; Hilsenroth, Peters, & Ackerman, 2004; Meyer et al., 2001; Ougrin, Zundel, Ng, Habel, & Latif, 2013; Poston & Hanson, 2010). There is also strong evidence that clients experience considerable benefits from receiving TFB in general (Allen, Montgomery, Tubman, Frazier, & Escovar, 2003; Newman & Greenway, 1997; Poston & Hanson, 2010). In light of the many benefits TFB offers to consumers of psychological testing, it is important to study Canadian psychologists' assessment and TFB practices. It is also important to study how they learned to do so. Finally, it is important to uncover the reasons why some Canadian psychologists might not be regularly offering TFB to clients.In an American study examining psychologists' TFB training and practice, Curry and Hanson (2010) found that 91.7% of respondents reported providing TFB to clients at least sometimes, 35% reported doing so all of the time, and 2.8% reported never providing TFB. Recently graduated clinical psychologists reported providing TFB to clients more consistently than clinical psychologists who earned their degrees earlier, although no such trend was found among school and counselling psychologists. Almost one third of respondents indicated predoctoral training was minimally helpful in learning to provide TFB. However, this rating of the helpfulness of predoctoral training did not coincide with TFB utilization in practice. Ratings of postdoctoral training helpfulness were positively correlated with providing TFB. The primary method of learning indicated by respondents consistently providing TFB was through trial-and-error and the most common reason for not providing TFB was conducting assessments in forensic settings. …

A review of the risks and benefits associated with mobile phone applications for psychological interventions.

The rapid expansion of mobile phone applications is increasingly relevant to the field of professional psychology. This article highlights the ethical challenges related to the development and integration of mobile phone technologies into clinical practice with clients who suffer from a diagnosable mental illness, with an emphasis on the relevant ethical principles included in the Canadian Code of Ethics for Psychologists. The benefits and risks associated with mobile phone application interventions are reviewed, to provide psychologists with the information necessary to guide ethical decision-making. Preliminary guidelines for the ethical practice of mobile technology in psychology are proposed throughout the article (e.g., mobile applications that deliver treatment should be used to support an evidence-based intervention facilitated by a mental health professional), and areas for future research are recommended.Keywords: professional practice, ethics, technology, decision-making, mobile phone applicationsResumeL'expansion rapide des applications de telephonie mobile con- cerne de plus en plus le domaine de la psychologie professionnelle. Cet article met en relief les defis ethiques relies a l'expansion et a l'integration des technologies du telephone cellulaire dans la pra- tique clinique avec des clients presentant des troubles de sante mentale diagnosticables, en particulier les principes de deontologie qui sont inclus dans le Code canadien de deontologie profession- nelle des psychologues. Les avantages et les risques associes aux interventions realisees au moyen d'applications de telephonie mo- bile sont presentes afin de fournir aux psychologues de l'information qui les guidera dans la prise de decisions ethiques. Au fil de l'article sont proposees des lignes directrices prelimi- naires pour l'utilisation ethique de la technologie mobile en psy- chologie, par ex., les applications pour le traitement devraient etre utilisees en appui a une intervention fondee sur des donnees probantes mise en oeuvre par un professionnel de la sante mentale. L'article propose divers domaines pouvant faire l'objet d'etudes futures.Mots-cles : pratique professionnelle, deontologie, technologie, prise de decision, applications pour telephone mobile.There are a myriad of technologies available in the Western world, and their presence is ubiquitous. Technologies like the World Wide Web, smart mobile phones, computers, and smaller personal computing tablets such as the iPad are increasingly pop- ular. The advent of technological advances has revolutionized the ways in which people interact with one another. For example, personal communications can occur through cyberspace, and meet- ings that once required face-to-face contact are increasingly being conducted as virtual meetings, with people connecting through a Web-based platform, but from various physical locations.Advances in technology are progressively more relevant to the clinical practice of psychology and mental health services gener- ally. The rapid advances in technologies have profoundly influ- enced the mediums and methods of the delivery of mental health services. Psychology has incorporated new technologies to meet the demand for effective low-cost alternatives to traditional or face-to-face therapy. From early experience with telephone thera- pies (Mohr et al., 2012), online therapy is now available for individuals to seek treatment for a variety of ailments and disor- ders in the comfort of their homes, albeit these programs are currently limited in Canada (Andersson, Carlbring, Ljotsson, & Hedman, 2013). Recent developments in computer bandwidth, and the widespread availability of such computer applications as Skype, FaceTime and qq, now permit the easy transmission ofbotli voice and live video across space and time zones.In addition to telephone and online therapy, psychologists must now consider the impact of smart mobile phone technology on psychological assessment and intervention. …

Ethical Considerations of Screening and Early Intervention for Clinical High-Risk Psychosis

Research on individuals at clinical high risk for psychological and physical disorders has grown exponentially in recent years, with a variety of new screening tools and early intervention techniques being implemented. One recent example is Attenuated Psychosis Syndrome, a diagnosis for individuals who are at clinical high risk for psychosis, which was recently included in Section III of the Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Given the focus on prevention at early stages, at-risk individuals will continue to be a topic of significance not only in psychosis research but also in other illnesses. This document provides a comprehensive summary of the ethical dilemmas that clinicians or researchers may encounter in this domain, and possible actions consistent with the current Canadian Code of Ethics for Psychologists. We use clinical high risk for psychosis and the Canadian Code of Ethics for Psychologists as a way to illuminate these ethical issues; however, application to other jurisdictions and disciplines, as well as other high-risk populations, is also of relevance.

Forensic mental health assessment in France: Recommendations for quality improvement

The quality of forensic mental health assessment has been a growing concern in various countries on both sides of the Atlantic, but the legal systems are not always comparable and some aspects of forensic assessment are specific to a given country. This paper describes the legal context of forensic psychological assessment in France (i.e. pre-trial investigation phase entrusted to a judge, with mental health assessment performed by preselected professionals called “experts” in French), its advantages and its pitfalls. Forensic psychiatric or psychological assessment is often an essential and decisive element in criminal cases, but since a judiciary scandal which was made public in 2005 (the Outreau case) there has been increasing criticism from the public and the legal profession regarding the reliability of clinical conclusions. Several academic studies and a parliamentary report have highlighted various faulty aspects in both the judiciary process and the mental health assessments. The heterogeneity of expert practices in France appears to be mainly related to a lack of consensus on several core notions such as mental health diagnosis or assessment methods, poor working conditions, lack of specialized training, and insufficient familiarity with the Code of Ethics. In this article we describe and analyze the French practice of forensic psychologists and psychiatrists in criminal cases and propose steps that could be taken to improve its quality, such as setting up specialized training courses, enforcing the Code of Ethics for psychologists, and calling for consensus on diagnostic and assessment methods.

Review of Ethics for the practice of psychology in Canada (revised and expanded edition).

Ethics for the Practice of Psychology in Canada (Revised and Expanded Edition), by Derek Truscott and Kenneth H. Crook. Edmonton, Alberta: University of Alberta Press. 2013, 236 Pages (ISBN 978-0-88864-652-1, CAN $49.95)Reviewed by DAVID R. EVANSDOI: 10.1037/a0035674Psychologists-whether practitioners, researchers or aca- demics-encounter issues in their work regularly if not daily. Hence, there is a need for a system of ethics to assist them with the myriad issues they encounter. The Canadian Psychological Association Code of Ethics for Psychologists (CPA Code of Ethics) provides such a system of ethics. Over the years of teaching ethics to graduate students, the majority indicated that the CPA Code of Ethics was the most useful approach to solving issues that they encountered, rather than a prescriptive approach that had limitations. I feel this preamble is important in placing the Truscott and Crook book in context. The authors base much of the discussion of the many topics they cover in relation to the principles and prin- ciples of the CPA Code of Ethics. Given its reliance on the CPA Code of Ethics, its readability, and its thoroughness, the book is an excellent textbook or reference book for senior undergrad- uates and entry-level graduate students, as well as for practi- tioners wishing to renew their acquaintance with the range of questions they encounter in their practice.The opening paragraph of the Introduction quickly makes the case for the importance of a knowledge of ethics to the profession of psychology. After defining ethics, the authors distinguish be- tween descriptive and prescriptive ethics, and then place ethics in comparison to practice standards and the law. Next the authors argue that behaving as an professional goes beyond a set of rules because ethical standards and expectations evolve and change (p. xx), and further the rules cannot anticipate every dilemma. In the last part of the Introduction the authors outline the various learning devices they provide to help the reader get the most out of the book. These include discussion questions, reflective journaling, case studies, and recommended read- ing.The first three chapters focus on systems, professional standards, and legal expectations. An important focus in the first chapter is to place our professional ethics in the context of four foundational systems: Teleology, Deontology, Rational Ethics, and Virtue Ethics. The description of the four systems and their evaluation is very brief and may leave readers who are unfamiliar with theories a bit confounded. Following this discussion, the authors provide a history of the CPA Code of Ethics for Psychologists: its history, and the four hierarchical principles that are central to the code. The second chapter is excellent, providing a succinct, generic description of the provin- cial and territorial provisions that regulate the profession of psy- chology. Topics covered in the chapter include: entrance stan- dards, professional standards, and practice guidelines; the importance of ethics committees and provincial and territorial discipline committees in maintaining professional accountability; the anatomy of the provincial complaints process; and discipline hearings. Finally, in the chapter, the authors stress the responsi- bility placed on psychologists to regulate themselves, and to re- spond to unethical or unprofessional behaviour on the part of colleagues. In the third chapter the authors provide information about the legal system so that psychologists can avoid behaviours that might prompt others to seek legal remediation (p. 41). They describe the legal system as adversarial, visible and remedial, and they go on to distinguish between criminal and civil law. Next, they consider the important components of negligence in terms of duty of care, reasonable care, causation, and the plaintiff's con- duct. …

A mixed methods investigation of the effects of ranking ethical principles on decision making: Implications for the Canadian Code of Ethics for Psychologists.

The principles in the Canadian Code of Ethics for Psychologists (CCEP; Canadian Psychological Association, 2000) are ranked in order of importance. Although there is some support for the ranking, it is unclear whether its utilization leads to more ethical making. We investigated whether medical residents and undergraduate students who were given information about the ranking would provide more ethical (i.e., in accordance with the CCEP) and consistent responses to dilemmas and would be more confident in their decisions than participants not provided with ranking information. Forty-seven medical residents and 45 students were taught about the CCEP principles. Half of the participants were provided with information about the ranked order. Participants responded to 6 vignettes describing ethical dilemmas with courses of action, by rating whether the course of action was ethical and providing a by rationale. Participants, who knew about the ranking, provided ratings that were more consistent with the CCEP although the pattern varied across vignettes. Moreover, participants in the ranked condition made decisions faster than participants in the unranked condition. We found no evidence that participants were more likely to agree with each other when familiar with the CCEP hierarchy. Finally, students in the ranked condition were less confident than students in the unranked condition whereas ranking did not affect the residents' confidence. Thematic analysis of participants' rationales revealed that, among those who responded inconsistently with the CCEP, some had misunderstood the ethical principles, misinterpreted the relative vulnerability of the parties depicted in the vignettes, and/or provided rationales that were consistent with the code whereas their ratings were not. Specific contextual factors that affected are discussed as are the implications of these findings for the CCEP. Keywords: code of ethics, ethical principles, making, training The Canadian Code of Ethics for Psychologists (CCEP, Canadian Psychological Association [CPA], 2000) was developed to reflect the collective wisdom of Canadian psychologists (Sinclair, Poizner, Gilmour-Barrett, & Randall, 1987) and is considered to be one of the most influential and well-respected psychological codes of ethics around the world (Hadjistavropoulos, 2008). One of the objectives in the development of the CCEP was to provide rules (i.e., ethical principles) (Sinclair et al., 1987, p. 5) to aid psychologists in the process of ethical making. As such, the code is comprised of four ethical principles. These principles are I: Respect for the Dignity of Persons, II: Responsible Caring, III: Integrity in Relationships, IV: Responsibility to Society. These principles are not necessarily discrete; a degree of overlap may occur among them and it is recommended that all four principles be included and balanced in ethical making (Sinclair & Pettifor, 2001, p. 19). Moreover, to further guide psychologists, the CCEP also provided a ranked order of importance of its ethical principles wherein Principle I is weighted more heavily than Principle II (and III and IV), which is weighted more than Principle ?? and so on (Sinclair et al., 1987). The ranking was developed based on the code development committee's impression of the manner in which a sample of psychologists tended to resolve ethical dilemmas and was confirmed through consultations with psychologists' organisations (Sinclair et al., 1987). In conjunction with the principles' hierarchical organisation, the code also outlines 10 specific steps intended to facilitate ethical making. Step 1, for example, involves identification of the individuals and groups potentially affected by the decision (CPA, 2000, p. 3). Step 2 involves Identification of ethically relevant issues and practices, including the interests, rights and any relevant characteristics of the individuals and groups involved and of the system or circumstances in which the ethical problem arose (CPA, 2000, p. …

Individual Moralities and Institutional Ethics: Implications for theCanadian Code of Ethics for Psychologists

Since the creation of the Canadian Psychological Association's Canadian Code of Ethics for Psychologists in 1986, there has been serious debate about the rank ordering of the ethical principles contained therein, despite a general consensus that the code itself represents a great leap forward in conceptualizing issues in professional ethics, and making its content available to its constituents in the most useful form possible. However, new research regarding the psychology of morality has painted a much more diverse landscape of human moral functioning than is reflected in the current rank ordering of principles within the code. This paper will examine “the new synthesis in moral psychology” and apply its findings to the Canadian Code of Ethics for Psychologists. Three primary arguments are advanced. First, Canadian psychologists as a profession are more liberally oriented than the Canadian society they seek to serve, and their code of ethics reflects this bias. Second, as the Code of Ethics reflects a social contract with Canadian society generally, Canadian psychologists have a duty to acknowledge moral biases and to understand the ways in which systems of morality differ in peoples of different cultures and political orientations. Finally, in order to address these concerns, it is argued that the rank ordering of ethical principles in future revisions of the Code be dropped in favour of a format that includes raising awareness about the ways in which moralities differ across groups, cultures, and individual political orientations. Copyright © 2012 John Wiley & Sons, Ltd.

An updated account of the ethical and legal considerations of record keeping.

The Canadian literature is void of contemporary guidelines for clinical record keeping for psychologists, as the most recent article was published more than two decades ago (Eberlein, 1990). However, the techniques used in record keeping have greatly advanced, specifically with regard to the role of computers and the use of electronic documents. Furthermore, new legislation and guidelines have been developed in response to these technological advancements. The purpose of this article is to provide a concise, accessible, and up-to-date set of guidelines on record keeping in psychology. The professional and legal requirements of psychologists are discussed with regard to the use, content, access, ownership, and retention of records with special consideration given to electronic documents. Recommendations are made for Canadian psychologists that are consistent with the current legal and professional standards of the field. Keywords: record keeping, client files, electronic documents, Code of Ethics The Canadian literature is void of contemporary guidelines for clinical record keeping. Although books that contain information regarding record keeping have been published more recently (e.g., Evans, 2004 and Truscott & Crook, 2004), the most recent article dates back to 1990 (Eberlein, 1990). Eberlein's article was written largely in response to the establishment of the Canadian Code of Ethics for Psychologists (Canadian Psychological Association [CPA], 1988; herein referred to as the Code of Ethics). However, two revisions of the Code of Ethics have been published (1999 and 2001), and the techniques used in record keeping have advanced, specifically with regard to the role of computers and the use of electronic documents. Beyond the above developments, the federal Personal Information Protection and Electronic Documents Act (PIPEDA) was introduced in 2000, and it has modified the statutes relevant to records. Similarly, a draft of guidelines for psychologists who provide psychological services via electronic media was developed (CPA, 2006; to be finalized). The American Psychological Association (APA) set forth guidelines for record keeping in 2007 that address many of the issues surrounding client files, but the CPA is yet to develop a comprehensive document devoted to record keeping. The purpose of this article is to provide a concise and accessible resource on record keeping that is up-to-date with the advances that have occurred since 1990. This article provides a comprehensive overview of the issues related to record keeping and provides recommendations for Canadian psychologists. More specifically, the professional and legal requirements of psychologists are discussed with regard to the use, content, access, ownership, and retention of records with special consideration given to electronic documents. The implications of technological advances on client confidentiality and privacy are also considered. The suggestions made in this paper are consistent with the Code of Ethics, as well as legislative and provincial laws and regulations, including the Code of Conduct (or its equivalent) of each province and territory. While the Code of Ethics is aspirational in the principles, values, and standards it sets forth for psychologists, laws and codes of conduct outline minimally acceptable standards of behaviour for all members of society and professionals, respectively. Failure to follow the Code of Ethics, as well as the legislative laws and regulations, can result in professional negligence, or even criminal or civil liability. The serious nature of improper record keeping highlights the importance of an up-to-date document on the creation, use, and maintenance of client files, especially in light of the confusion noted by Evans (2004) on the chaotic legislation governing access to and the protection of health information in Canada. Although similarities prevail in the provincial legislations related to record keeping, psychologists are expected to be familiar with the requirements specific to their province or territory (see Table 1). …

International contributions of the Canadian Code of Ethics for Psychologists: Voices from abroad.

Jean L. Pettifor University of Calgary Alfred Allan Edith Cowan University Fred Seymour University of Auckland Ann D. Watts Psychological Society of South Africa, Capetown, South Africa Andrea Ferrero San Luis University Laura Hernandez-Guzman Universidad Nacional Autonoma de Mexico An-Magritt Aanonson and Torleiv Odland Norsk Psykologforening Yesim Korkut Bahcesehir University Kenneth Pope Norwalk, Connecticut In this article, eight psychologists from different parts of the world (Argentina, Australia, Mexico, New Zealand, Norway, South Africa, Turkey, and the United States) comment on the international significance of the Canadian Code of Ethics for Psychologists. The most common themes expressed about the Canadian Code were the value of the foundational moral framework, the value-based ethical decision-making model, the positive aspirational focus, and the conceptual clarity. The Code that was developed nationally for Canadian psychologists 25 years ago is now acclaimed internationally. In a troubled and globalizing world, the need for strong worldwide humanizing ethical principles has never been greater. Keywords: CPA Code, international, psychology Work on the development of the Canadian Code of Ethics for Psychologists (Canadian Psychological Association, 1986, 1991, 2000) was motivated by a need to serve Canadian psychologists. By the late 1980s to the mid 1990s, through publications and presentations at international conferences, many psychology organisations outside Canada (and sometimes members of other professions) became aware of the then-new Canadian Code. Those in the process of developing or revising their own codes began to consider and evaluate the Code as part of that process. In a 1998 Special Issue of Canadian Psychology regarding the Code, comments by psychologists from the following countries were included: the European Federation of Psychologists' Associations, Geoff Lindsay; Ireland, Richard Booth: New Zealand, Brian Dixon; and South Africa, Doug Wassenaar. Today, entering the second decade of the 21st Century, not only has the Code received continuing international attention and acclaim, but new ethical issues on the world stage have surfaced. Such issues range from questions about the use of computer technology to the consequences of internationalization and globalization. In the current Special Issue, commentaries by psychologists from around the globe have again been included, each reflecting on the significance of the Canadian Code on psychologists' ability to meet these new ethical challenges. Several themes appear throughout the following commentaries. First, the most valued contribution of the Canadian Code appears to be the formulation of an explicit moral framework or foundation of ethical principles that are defined separately but linked to specific conduct and behaviours. The second theme seems to be the delineation in the Code of a process for value-based decisionmaking in contrast to an emphasis on complying only with rules about what psychologists must or must not do. It is recognised that rules cannot cover all possible situations, and especially cannot be used to negotiate solutions to dilemmas. The third valued contribution is the emphasis in the Code on positive aspirations rather than on the bottom line for acceptable behaviour. Fourth is the conceptual clarity, user-friendly language, and practical approach, which are thought to enhance the effectiveness of teaching, supervising, and learning ethics and ethical decision-making. References Canadian Psychological Association. (1986). A Canadian code of ethics for psychologists. Ottawa, ON, Canada: Author. Canadian Psychological Association. (1991). Canadian code of ethics for psychologists. Ottawa, ON, Canada: Author. Canadian Psychological Association. …

Empirical and theory-driven investigations of the Canadian Code of Ethics for Psychologists.

This article summarizes empirical and theoretical research focusing on the structure and content of the Canadian Code of Ethics for Psychologists (Canadian Psychological Association [CPA], 1986, 1991, 2000). Functional grammar and content analyses show that, compared to other codes, the CPA code is written in a way that is empowering for the decision-maker. Moreover, it is more likely than other codes of ethics to provide a rationale for ethical behaviour. Preliminary support for the hierarchical organisation of the ethical principles of the CPA code exists but more research is needed to determine if the hierarchy leads to more consistent decision-making in the resolution of ethical dilemmas. Recommendations for future research directions are outlined. Keywords: CPA code, ethical principles, ethics, Canadian Psychological Association Resume Cet article resume les recherches empiriques et theoriques portant sur la structure et la teneur du Code canathen de deontologie professionnelle des psychologues (Societe canathenne de psychologie [SCP], 1986, 1991, 2000). Des analyses de grammaire fonctionnelle et du contenu revelent que, en comparaison d'autres codes de deontologie, celui de la SCP est redige de facon a habiliter le decideur. En outre, plus que d'autres codes, il est susceptible de fournir un fondement au comportement ethique. Il existe deja un appui a l'organisation hierarchisee des principes de deontologie du Code de la SCP, mais il faudra d'autres etudes pour determiner si une telle hierarchisation mene a une plus grande uniformite dans les decisions relatives a la solution de dilemmes ethiques. Sont mises de l'avant des recommandations quant a l'orientation de futures etudes. Mots-cles : code de la SCP, principes de deontologie, ethique, Societe canathenne de psychologie. Although the development of the original version of the Canadian Code of Ethics for Psychologists (CCEP, CPA, 1986; 1991; 2000) was based, to a considerable extent, on empirically derived information (Sinclair, Poizner, Gilmour-Barrett, & Randall, 1987), research on the code itself has been relative sparse. The goal of this article is to review the research that has been conducted on the various versions of the CCEP, to generate recommendations about the way in which research findings could inform future revisions of the code and to point toward unanswered questions that could be empirically investigated. The Original Empirical Basis of the CCEP As Sinclair et al. (1987) pointed out, the CCEP was originally designed to reflect the collective wisdom of Canadian psychologists. As such, original development work commenced with the creation of 37 vignettes representing hypothetical ethical dilemmas. The dilemmas were based on issues stressed in the code of ethics of the American Psychological Association (APA, 1977). Moreover, these dilemmas were designed to reflect pertinent issues in psychological practice, situations involving conflict between ethical principles as well as innovative but untested approaches. Psychologists with expertise in research and teaching assisted with the development of vignettes relating to areas outside professional practice (C. Sinclair, personal communication, June 23, 1998). Each vignette was followed by six questions that were designed to elicit self-accepted ethical principles (e.g., is your choice of action? Why? What would be the minimal circumstance you can conceive in this situation that would lead to a different choice of action? What would that action be? Why?). Invitations to participate were extended to 400 psychologists. While most of them were selected at random, a significant portion was invited because they were known to have a special interest in ethics (C. Sinclair, personal communication, June 23, 1998). Of those who were invited, 125 agreed to participate and were each sent two or four hypothetical dilemmas. In all, 59 responses were received. …

New technology, old issues: Demonstrating the relevance of the Canadian Code of Ethics for Psychologists to the ever-sharper cutting edge of technology.

New technology brings with it new opportunities for the practice of our profession. However, this technology is also a double-edged sword in that it can also cause problems for our profession and those we serve. The Canadian Code of Ethics for Psychologists (3rd edition) provides a foundation for approaching the that can arise in its use. It is argued that psychologists need not wait for specific rules and guidelines regarding the ethical use of new technologies; rather, psychologists can utilize the Canadian Code of Ethics for Psychologists immediately to address many of the involved. There is a wide range of areas in which ethical can arise. The focus in this paper is on three specific examples (online personal information accessibility, web-based advertising, and electronic data storage). These examples illustrate both the ethical involved and demonstrate the potential for how the Code can be used to think through and manage or resolve the issues. After a discussion of the three examples, the ongoing relevance of the Code to meeting the ethical challenges of continuously evolving technologies is discussed. Keywords: advertising, electronic data storage, ethics, internet, social networks Resume La nouvelle technologie cree de nouvelles occasions dans l'exercice de la psychologie. Toutefois, ces occasions peuvent etre a double tranchant et susciter des difficultes aux psychologues et a leurs clients. Le Code canathen de deontologie professionnelle des psychologues (3e edition) constitue un outil pour traiter les situations problematiques qui peuvent survenir. Il est argue que les psychologues n'ont pas besoin d'attendre l'etablissement de regles et de lignes directrices precises au sujet de l'usage ethique des nouvelles technologies. En effet, ils peuvent se servir du Code canathen de deontologie de leur profession pour resoudre nombre des questions qui surviennent. Nombreux sont les domaines ou peuvent surgir des questions ethiques. Le present article porte sur trois exemples precis : l'acces aux renseignements personnels en ligne, la publicite sur le Web et la conservation des donnees electroniques. Ces exemples illustrent a la fois les questions ethiques en jeu ainsi que la facon dont le Code peut etre utilise pour analyser et gerer, voire resoudre les situations. Apres avoir examine les trois exemples, on discute de la pertinence du Code pour resoudre les questions ethiques que suscitent les technologies qui ne cessent d'evoluer. Mots-cles : publicite, conservation des donnees electroniques, ethique, Internet, reseaux sociaux. Continuous advances in electronic and computer technology present new opportunities and ethical challenges for psychologists (Fisher, 2009; p. 76). There is a story, possibly apocryphal, from decades ago that relates to the problems inherent with the use of cutting-edge technology and illustrates its opportunities and challenges. At the time the story takes place, fax machines were using very special, and expensive, thermal fax paper. It would be a few years until manufacturers started to sell plain-paper fax machines. In this story, a hospital received a telephone call from a local pizza shop. This pizza shop had recently purchased a brand new fax machine and had been advertising how one could just fax in an order and it would be delivered. They were using this new technology to provide cutting edge service delivery to their pizza clients. In the call to the hospital, the pizza shop manager was very upset. The hospital was using vast amounts of the pizza shop's expensive thermal fax paper through the inadvertent faxing of a large client file to the pizza shop. Apparently, the pizza shop's new fax number was only one digit off from another hospital's fax number where the first hospital had been trying to fax the client file. The manager demanded the hospital stop wasting the pizza shop's expensive thermal fax paper. It is broadly recognised that Novel or emerging technologies will continually create new ethical issues (Koocher & KeithSpiegel, 2008; p. …

The evolution of research ethics in Canada: Current developments.

A decade ago the three major granting agencies produced a policy statement that governs research ethics in most venues in Canada; they have recently (2010) circulated a revised statement: The Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans. 2nd Edition (TCPS-2). There are both major and minor revisions, including changes to the guiding principles, that will have an impact on psychological research. This paper outlines some of the changes and compares them with the Canadian Code of Ethics for Psychologists (3rd Ed.), which is also about to undergo a revision process. Keywords: ethics, justice, vulnerability, consent, deception Resume Il y a environ 10 ans, les trois principaux organismes subventionnaires ont etabli un enonce de politiques qui regit les principes deontologiques de la recherche dans la plupart des etablissements au Canada. Ils ont publie, en 2010, une version revisee de ce document, intitule Enonce de politique des trois Conseils : ethique de la recherche avec des etres humains. Cette deuxieme edition comprend des modifications a la fois majeures et mineures, notamment des changements aux lignes directrices, qui auront des repercussions sur la recherche en psychologie. Cet article presente certaines des modifications apportees et les comparent au Code canathen de deontologie professionnelle des psychologues (3e edition), qui, lui aussi, fera l'objet d'une revision sous peu. Mots-cles : deontologie, justice, vulnerabilite, consentement, deception. Following some high-profile horror stories in Canadian research such as the MKULTRA brainwashing experiments at the Allan Memorial Institute of the Royal Victoria Hospital in Montreal from 1957 to 1964 (Klein, 2008), there was general agreement among granting agencies that there should be more control over federally funded research. This led to the development of a set of rules, and eventually a policy statement, that embraced research with human subjects/participants in medicine, the natural sciences, the social sciences, and the humanities. Despite some initial controversy over the attempt to develop a common code for disparate disciplines, for a decade now Research Ethics Boards (REBs) across the country have been applying similar standards to all studies involving humans - whether or not those studies receive federal funding. The granting agencies knew from the start that the document would have to evolve; changes would have to be made to take account of problems and complaints coming out of the experience of researchers and REBs working with the new policy. The agencies created the Interagency Panel on Research Ethics (PRE) and the Secretariat on Research Ethics (SRE), which had a mandate to further develop the policy statement. In 2010, the agencies introduced a revised version: The TriCouncil Policy Statement on Ethical Conduct for Research Involving Humans - 2nd Edition (TCPS-2). A major difference in process this time was a series of broad consultations with scholars, REB members, ethicists, and others. The Panel on Research Ethics held meetings in centres across Canada and received more than 2,000 pages of written comments (Eggertson, 201 1). The Canadian Psychological Association (CPA) participated in these consultations. Among the many changes in TCPS-2, there are revisions to the guiding principles. The first version had eight principles; TCPS-2 has pared the list to three. In this paper I will compare those principles with the principles of the Canadian Code of Ethics for Psychologists (Canadian Psychological Association, 2000) and discuss some implications of the revised statement for psychological researchers. The three guiding principles in TCPS-2 are Respect for Persons, Concern for Welfare, and Justice. The first of these is functionally the same as Respect for the Dignity of Persons, Principle I in the CPA Code. Both emphasise the intrinsic value of human beings and the respect and consideration they are due whether in research (TCPS-2) or in all professional activities of psychologists including research (CPA). …