Ethical Psychological Practice Research Articles

Acupressure in Psychotherapy as an Unsinkable Rubber Duck: A reply to.

In a recent publication entitled "Integrating the Manual Stimulation of Acupuncture Points Into Psychotherapy: A Systematic Review with Clinical Recommendations," appearing in this journal, Feinstein (2023) aims to aggregate the evidence on Emotional Freedom Techniques (EFT) across the "hierarchy of evidence." EFT is based on the premise that tapping facilitates alterations in "energy meridians" and that these alterations reduce psychological symptoms or disorders. This commentary addresses several concerns with the Feinstein (2023) review including the pseudoscientific concept of energy meridians, the lack of evidence that tapping on acupressure points is the active ingredient that resolves psychological disorders, serious methodological flaws with EFT research, and the incompatibility of EFT with the ethical practice of psychology. Thus, we disagree with Feinstein's (2023) conclusion that "The body of research on acupoint tapping that has emerged over the past two decades and the increasing quality of the study designs appears promising" (p. 61) and instead argue that EFT represents a pseudoscientific, "unsinkable rubber duck" (i.e., a belief that people continue to hold despite evidence to the contrary).

Feminist Thought and Guidelines for Ethical Psychological Practice With Self-Identifying Women and Girls

Several iterations of guidelines for ethical psychological practice with those who self-identify as women and girls have been developed in the field of Canadian psychology and are designed to offer practitioners direction concerning their ethical responsibilities and competencies. But to be responsive to the varied and changing experiences of women and girls within the Canadian context, these guidelines require regular revision. This article discusses avenues for evolving inclusive counselling and psychotherapy practice with women and girls in Canada. While the primary focus is on implications for counselling and psychotherapy practice, the need for ethical texts and guidelines to reflect gender diversity is underscored. Drawing from literature on feminist thought and its applications, this article offers recommendations for ethical and socially just counselling and psychotherapy practice. Additionally, this article is intended to reignite conversation about how future iterations of ethical guidelines may evolve to be more responsive to the current status of those who self-identify as women and girls.

Why theory matters in correctional psychology

Abstract Effective and ethical psychological practice relies on good science, and good science takes theory construction very seriously, as seriously as data collection. There is little point in developing valid research designs and sophisticated data analytic techniques if the ideas driving research are mistaken or trivial. In this paper I explore the problem of theoretical illiteracy for correctional psychological research and practice. First, I discuss why theory is important in science and the dangers of ignoring it. Second, I review the role of theory in addressing the myriad of practical problems facing human beings. Third, I outline three strategies to increase researchers and practitioners' appreciation of theory construction and development: adopting a more comprehensive model of scientific method, epistemic iteration, and promoting model pluralism. Fourth, I take an example of a core concept from correctional psychology, that of dynamic risk factors, and demonstrate how the above strategies can be used to rectify problems with this construct. Finally, I discuss the research, practice and normative implications of my approach to addressing theoretical illiteracy.

Perception of Ethical Issues Among the Law Enforcement and Firefighter Psychologists From Romania

Ethical psychological practice is essential for beneficiaries’ protection and welfare. This survey research addressed a specific issue, namely compliance with and beliefs about ethical principles and standards of psychologists from the Romanian national law enforcement and firefighting organizations. A total of 140 psychologists, 60.08% of target group members, rated frequency and ethical character of 139 ethically questionable behaviors. Several positive ethical elements were found as lack of almost universal behaviors and many rare behaviors (46.04%). Among the ethical problems found were counted: behaviors and beliefs related to the involvement in ethical practice promotion among psychologists and to the interaction with coordinating and homologous psychologists in the professional or ethical impasse situations. The highest quality ratings of resources for ethical practice guiding and training were made for Code of Deontology and the lowest for legal cases. Several solutions were proposed to improve ethical professional awareness and practice of target group members. The present research showed the difficulty of finding benchmarks to interpret results of an ethical research and the need to approach ethical issues not only from the quantitative view but also from qualitative and/or transcultural view.

Graduate ethics education: A content analysis of syllabi.

Ethical practice of psychology is emphasized by American Psychological Association (APA) accreditation requirements. The current study is a content analysis of 53 ethics course syllabi from all APA accredited programs listed in the American Psychologist 2011 annual report. This article is a companion to Domenech Rodriguez et al. (2014, pp. 241–247) and contributes knowledge on the current state of graduate ethics education. Of the parent project respondents (n 364), 14% returned syllabi for the present study. General information (e.g., objectives, honor code, academic honesty, common policy, and classroom expectations), assignments, APA format, and teaching sources were coded. Coding of objectives were developed from McKeachie and Svinicki’s (2011) definition and de las Fuentes, Willmuth, and Yarrow’s (2005) conceptualization of specific objectives (awareness, skill, and knowledge). A little more than half (56.6%) of syllabi stated clear objectives, only 52.8% covered academic honesty, and 16 (30.2%) did not include a section to address accommodations for students with disabilities. Most syllabi used APA format to cite sources, however most sources used were 5 years or older. Overall, syllabi were quite varied in the information they included. Greater consistency in syllabus content would make future evaluations on the state of graduate ethics education more accurate. Recommendations for observational and self-report alternatives are also presented.

Psychological Assessment of Symptom and Performance Validity, Response Bias, and Malingering: Official Position of the Association for Scientific Advancement in Psychological Injury and Law

Evidence-based forensic psychological opinions require thorough and accurate information about examinees. Psychometric instruments can facilitate diagnostic decision making, but they rely on examinees to respond honestly to questions and put forth good effort on cognitive tests. Given the strong incentives for examinees in psychological injury cases to minimize prior problems and emphasize postaccident or posttrauma problems, the assessment of validity as part of forensic psychological evaluations is essential. Best practices in forensic psychology have their foundation in ethical principles. The purpose of this position statement is to promote ethical psychological practice in legal contexts by reviewing validity assessment issues and their ethical foundations. Because no previously published document focused specifically on symptom and performance validity assessment in psychological injury evaluations performed in forensic contexts, such a position statement provided by a professional organization devoted to the interface of psychological injury and law was needed to inform and guide practitioners and to educate other interested parties. The position statement emphasizes (a) the need for ethical practice in assessing validity, (b) consideration of factors such as culture and functional limitations, and (c) the importance of adopting a comprehensive, impartial, and scientific approach to validity assessment. The position statement acknowledges areas of differing opinions and the need for further research.

Ethical supervision in teaching, research, practice, and administration.

Supervision is a specialized area of psychological activity that has its own foundation of knowledge, skills, and attitudes, which are enhanced by training. As our discipline develops its standards for competent practice in supervision, there is a need to develop ethical guidelines to assist both supervisors and supervisees in maintaining productive working relationships. Organized around the hierarchy of ethical principles comprising the Canadian Code of Ethics for Psychologists, the Canadian Psychological Association adopted Ethical Guidelines for Supervision in Psychology: Teaching, Research, Practice, and Administration in early 2009. In this article, each of the four ethical principles (Respect for the Dignity of Persons, Responsible Caring, Integrity in Relationships, and Responsibility to Society) is examined in the context of supervision within the areas of teaching, research, practice, and administration. The history of the guidelines, as well as some of their innovative and unique elements, is also discussed. Keywords: ethics, supervision, guidelines Resume La supervision est un domaine specialise de l'activite des psychologues qui comporte ses propres fondements du savoir, competences et attitudes, autant d'elements qui s'ameliorent par la formation. Tandis que notre discipline etablit des normes en matiere de competence en supervision, elle doit aussi definir des lignes directrices deontologiques visant a favoriser le maintien de relations de travail productives entre superviseurs et supervises. S'appuyant sur l'hierarchie des principes de deontologie enonces dans le Code canathen de deontologie professionnelle des psychologues, la Societe canathenne de psychologie a adopte, au debut de 2009, les Lignes directrices deontologiques dans la supervision en psychologie : enseignement, recherche, pratique et administration. Dans le present article, on examine chacun des quatre principes de deontologie (respect de la dignite de la personne, soins responsables, l'integrite dans les relations et responsabilite envers la societe) dans le contexte de la supervision dans les domaines de l'enseignement, de la recherche, de la pratique et de l'administration. Sont aussi presentes l'histoire des lignes directrices et certains de leurs elements novateurs et uniques. Mots-cles : deontologie, supervision, lignes directrices. In the last decade, much effort has gone into identification and elaboration of core competencies in professional psychology (e.g., Mutual Recognition Agreement, 2004). Among these core competencies, psychologists increasingly recognise supervision as a distinct competency area that requires special knowledge and skill based on professional training and experience (e.g., Falender et al., 2004; Rings, Genuchi, Hall, Angelo, & Cornish, 2009). Definitions of supervision abound in the literature, but all seem to include the following skills for supervisors: maintaining a working alliance; observing, evaluating, and gatekeeping; supporting; providing constructive feedback; facilitating self-evaluation; instructing; modelling; mentoring; and mutual problem solving. Complementary skills for supervisees include the following: understanding the tasks, purpose, roles, and boundaries of supervision; maintaining a working alliance; preparing adequately for supervision sessions; remaining open to feedback; and taking initiative in discussing innovative ideas (Canadian Psychological Association [CPA], 2009). Essential to competent supervision is the development and maintenance of ethically appropriate supervisory relationships that extend beyond the narrow discussion of specific clinical problems (Koocher, Shafranske, & Falender, 2008). However, despite a burgeoning literature in the area of supervision, specific guidance related to ethical considerations in supervision has, until very recently, been lacking. The Canadian Code of Ethics for Psychologists (CPA, 1986, 1991, 2000) has provided the moral and ethical foundation for the development of ethical guidelines for special topics, such as Guidelines for Non-Discriminatory Practice (CPA, 1996a), Guidelines for Psychologists Addressing Recovered Memories (CPA 1996b), and Guidelines for Ethical Psychological Practice with Women (CPA, 2007). …

Challenges and benefits of ethical small-community practice.

Ethical dilemmas and boundary challenges are parts of daily life for psychologists who live and practice within small communities. Although rural psychologists are most readily identified as “small-community psychologists,” there are a number of other settings that can be considered small communities—colleges, communities of color/ethnicity/culture, lesbian/gay/bisexual/transgender (LGBT), military, faith-based, feminist, criminal justice and corrections, suburban, disability, deaf/hearing impaired, chemical dependency, school districts, sport psychology, graduate training programs, and therapists who see other therapists as clients. Psychologists in these small communities strive to balance a traditional individualist perspective with a need to participate in and contribute to the overall wellness of the community in which they live and work. The 3 invited commentaries provide additional depth through their perspectives on rural, LGBT, and Latina/o community practice. Their insights model thoughtful and contemporary practice that challenges, enriches, and educates the larger field of ethical psychological practice.

APA ethics code commentary and case illustrations

The APA Ethics Code Commentary and Case Illustrations is a comprehensive examination of the APA Ethics Code and the complex process of ethical decision making. The authors describe the Standards of the Code, their application, and how the Code can guide psychologists when ethical dilemmas arise. Case illustrations are used throughout the book to demonstrate the process a psychologist will need to work through when confronted with an ethical dilemma. In a wide variety of case illustrations that address most of the 89 Standards of the Ethics Code, the authors describe a realistic scenario, identify the ethical dilemma, map out the decision-making factors, and present appropriate resolutions to the dilemma. This book is meant to specifically include commentary and case illustrations that are applicable to the many areas of psychology (e.g., consulting, forensic, education and training, research, organizational, public and private practice). The authors also closely examine how the specific ethical standards in the Code relate to its general principles (e.g., beneficence and nonmaleficence, fidelity and responsibility). The authors show that a thorough working knowledge of relevant rules, regulations, and professional codes of ethics, combined with a systematic method of approaching and resolving dilemmas are essential for the ethical practice of psychology. This book of commentary is a must-read for psychologists at all levels of professional experience, from beginning students to those whose entire professional lives have been devoted to the field of psychology. The authors encourage psychologists to accept the invitation offered in the preamble to the APA Ethics Code to embrace a lifelong commitment to the highest ethical standards in the profession of psychology.

Book Review Section

Books reviewed in this article:Arthur R. Jensen. The g Factor: The Science of Mental Ability.Arthur R. Jensen. The g Factor: The Science of Mental Ability.Cynthia D. McCauley, Russ S. Moxley, and Ellen Van Velsor (Editors). The Center for Creative Leadership Handbook of Leadership Development.Guy B. Adams and Danny L. Balfour. Unmasking Administrative Evil.Stewart D. Friedman, Jessica DeGroot, and Perry M. Christensen (Editors). Integrating Work and Life: The Wharton Resource Guide.Helen Fielding. Bridget Jones's Diary.Terrence E. Deal and M. K. Key. Corporate Celebration: Play, Purpose, and Profit at Work.Pieter J. D. Drenth, Henk Thierry, Charles J. de Wolff (Editors). Handbook of Woqk and Organizational Psychology (2nd ed.) Vol. 1: Introduction to Work and Organizational Psychology.Pieter J. D. Drenth, Henk Thierry, Charles J. de Wolff (Editors). Handbook of Work and Organizational Psychology (2nd ed.) Vol. 2 Work Psychology.Pieter J. D. Drenth, Henk Thierry, Charles J. de Wolff (Editors). Handbook of Work and Organizational Psychology (2nd ed.) Vol. 3: Personnel Psychology.Pieter J. D. Drenth, Henk Thierry, Charles J. de Wolff (Editors). Handbook of Work and Organizational Psychology (2nd ed.) Vol. 4 Organizational Psychology.Patrick Kelly. Faster Company: Building the World's Nuttiest‘Ibrn‐on‐a‐Dime Home‐Grown Billion‐Dollar Business.Rodney L. Lowman (Editor). The Ethical Practice of Psychology in Organizations.Richard Jeanneret and Rob Silzer (Editors). Individual Psychological Assessment: Predicting Behavior in Organizational Settings.Sharon Parker and Toby Wall. Job and Work Design: Organizing Work to Promote Well‐Being and Effectiveness.Alison E. Barber. Recruiting Employees: Individual and Organizational Perspectives.Gary Klein. Sources of Power: How People Make Decisions.Ian Mitroff. Smart Thinking for Crazy Times: The Art of Solving the Right Problems.Janice M. Guerriero and Robert Glenn Allen. Key Questions in Career Counseling: Techniques to Deliver Effective Career Counseling Services.Wendy McElroy. The Reasonable Woman: A Guide to Intellectual Survival.Virginia Valian. Why So Slow: The Advancement of Women.Jeanne C. Meister. Corporate Universities: Lessons in Building a World‐Class Work Force (revised).Michael Milano with Diane Ullius. Designing Powerful Training: The Sequential‐Iterative Model.Mel Silberman. Active Paining: A Handbook of Techniques, Designs, Case Examples, and Tips.Kevin R. Murphy and Brett Myors. Statistical Power Analysis: A Simple and General Model for Taditional and Modern Hypothesis Tests.Guela Lowenberg and Kelly A. Conrad. Current Perspectives in Industrial‐Organizational Psychology.Peter R. Scholtes. The Leader's Handbook A Guide to Inspiring Your People and Managing the Daily Workflow.

Remote rural community perceptions of ethical psychological practice

AbstractAll residents bar one of an isolated rural Australian town were interviewed to obtain their understandings of psychologists' roles vis a vis other professional workers' roles in rural communities, confidentiality expectations and limits to confidentiality, and overlaps between psychologists' professional and their other non-professional social roles. Data were gathered using a Kellian repertory grid technique and analysed using a multidimensional scaling technique. The results indicated that residents construed the psychologist's role as being different from other health or pastoral-counselling professionals' roles. Residents reported a complex array of opinions regarding the application of confidentiality standards, and limits to confidentiality, although all reported that limits to confidentiality should exist. Although residents reported and accepted that psychologists engage in a variety of non-professional, social roles in small rural communities, they also expected that psychologists would clearly differentiate between their professional role and their non-professional roles. Results overall were consistent with research findings with urban residents and with the professional code and guidelines.

The ethical practice of psychology in a managed-care framework.

With the rise of managed healthcare, psychologists face new challenges to their professional ethics. This article examines the dilemmas posed by managed care in three areas: client care; the handling of patient data; and issues surrounding membership in a managed-healthcare organization. Case examples of ethical dilemmas and strategies for dealing with these challenges are presented. In an attempt to summarize the strategies used to cope with the ethical dilemmas presented in the case examples, global solutions for the ethical practice of psychology in a managed-care framework are also reviewed. These strategies include: understanding managed-care policies, clear communication with the client, additional training, increased advocacy by clinicians, and ultimately, psychologists' involvement in the formation of these organizations.

The Multicultural Practice of Therapy: Ethics, Empathy, and Dialectics

Ethical practice of psychology requires cultural-contextual awareness of the individual and systemic relationships. Social, clinical, and counseling psychology can all benefit from a re-examination of practice and research as cultural phenomena. It is suggested that much of our present psychological practice is constructed from a position of “the discourse of the master,” in which decisions are made without full consideration of cultural issues. A reformulation of the construct of “empathy” is suggested so that cultural/historical factors may become more clearly addressed. A dialectical process in which therapist and client work together in a reconstituted relationship is suggested as one avenue leading toward a more multiculturally aware practice of psychology.

Futile Gestures: A Reply to Courtney, Hayes, Couch, and Frick Regarding Pantomimed Administration of the WISC-R Performance Scale

A recent report describing pantomimed administration of the WISC-R Performance Scale (WISC-R PS) to hearing-impaired (HI) children (Courtney, Hayes, Couch, & Frick, 1984) suggests that psychologists may use pantomimed administration procedures for assessing the intellectual potential of HI children. A critical review of the results and reasoning of Courtney et al. does not support this conclusion. Specifically, the interpretation of Courtney et al. that lower WISC-R PS subtest means are due to sampling procedures is contradicted by other studies demonstrating that lower subtest means are due to pantomimed administration. Most important, the suggestion that HI children may be assessed using pantomimed directions contradicts recommended practices, abrogates HI children's legal rights, and violates ethical psychological practice. Assessment procedures for psychologists lacking communication skills and expertise in deafness are presented as alternatives to pantomimed administration of the WISC-R PS.