Psychological Association Code Research Articles

Guidelines for the Responsible Use of Deception in Simulation: Ethical and Educational Considerations.

Many techniques and modifications commonly used by the simulation community have been identified as deceptive. Deception is an important issue addressed by both the newly adopted Healthcare Simulationist Code of Ethics and the American Psychological Association Code of Conduct. Some view these approaches as essential whereas others question their necessity as well as their untoward psychological effects. In an attempt to offer guidance to simulation-based healthcare educators, we explore educational practices commonly identified as deceptive along with their potential benefits and detriments. We then address important decision points and high-risk situations that should be avoided to uphold ethical boundaries and psychological safety among learners. These are subsequently analyzed in light of the Code of Ethics and used to formulate guidelines for educators that are intended to ensure that deception, when necessary, is implemented in as psychologically safe a manner as possible.

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.

EXECUTIVE AND LEADER COACHING: AN I/O PSYCHOLOGY PERSPECTIVE

ABSTRACT Organizations continue to re-organize, re-structure, and adapt to the paradigm shift from traditional business practices to postmodern practices in boundaryless markets and global economies. On the human side of the paradigm shift to new unchartered waters, a growing number of executives and leaders are seeking assistance for professional and career development. Organizations are also using executive and leader coaches in efforts to increase organizational performance. Yet, the field of executive and leader coaching has limited empirical studies, theories, and models. Currently, there are no legal requirements to provide coaching services or create a coaching practice outside of obtaining a business license. Therefore, the average person could create a coaching practice with a minimum investment and limited coaching skills. The absence of empirical research, mandatory requirements, and limited guiding principles could result in potentially ineffective coaching practices leading to limited outcomes or in some cases, harm to the client. The field of executive and leader coaching has a surplus of practitioners with backgrounds and experiences including retired executives and business leaders, management consultants, motivational speakers, and sports coaches. Presently, there are a few professional coaching organizations offering training and coaching certification for reasonable prices and minimum membership requirements. However, the field of executive and leader coaching also has a growing number of industrial/organizational psychologists and licensed psychologists providing coaching services influenced by the American Psychological Association code of ethics, standards, and principles. This paper provides an overview of executive and leader coaching with an industrial/organizational psychology perspective of executive and leader coaching. Keywords APA Ethics Code, Best Practices, Business Coaching, Coaching Competencies, Coaching Principles, Evidence-based Coaching, Executive and Leader Development

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. …

Spiritual interventions in child and adolescent psychotherapy

Spiritual Interventions in Child and Adolescent Psychotherapy. Donald F. Walker and William L. Hathaway (Eds.). Washington, DC: American Psychological Association, 2013, Pp. 282, Pb, Reviewed by Tami Sullivan (Roberts Wesleyan College, Rochester, NY).Spiritual Interventions in Child and Adolescent Psychotherapy puts at our disposal a comprehensive guide from which psychotherapists who work with children, adolescents, and their families can acknowledge and integrate religious and spiritual principles into their professional work. The authors successfully navigate a compendium of religiously guided assessments, interventions, and case conceptualizations that aid psychotherapists in discerning the importance of culturally diverse religious beliefs and practices of their child and family clients.In the first section, the authors lay a foundation in which the reader can understand the role of religion in a child and adolescent's life from an ethical, contextual and developmental perspective that is respectful of different religious orientations. With the emphasis that religiouslyminded treatment can be integrated with secular interventions or stand on its own, the second section introduces practical guidelines and considerations from different theoretical models for psychotherapists interested in incorporating religion and spirituality into their work.Chapter 1: Ethics, Religious Issues, and Clinical Child Psychology provides the reader with solid guidance to issues pertaining to client spirituality through the introduction of compelling case studies and the application of the American Psychological Association's code of ethics.Chapter 2: Assessment of Religious and Spiritual Issues in Clinical Child Psychology authors present general guidance for assessing the role of religion and spirituality in the child or adolescent's presenting problem. The Faith Situations Questionnaire, an assessment of Judeo-Christian religious behaviors is discussed in some detail.Chapter 3: Addressing Parental Spirituality in Family Psychotherapy follows a systematic exploration of the interrelationships between parental spirituality and child and adolescent psychopathology. A useful relational spirituality framework is presented in which psychotherapists can assess and come to understand how child and adolescent problems are situated in familial religious practices, and design ecologically valid interventions.Chapter 4: Spiritually Oriented Interventions in Developmental Context presents a conceptual model for understanding the religious and spiritual development of children and frames interventions within developmentally appropriate cognitive, psychosocial, and spiritual domains.Chapter 5: Acceptance we are generously reminded of the universality of acceptance in psychotherapeutic approaches. The authors' supposition that acceptance is a spiritual intervention is evidenced through a detailed analysis of both an object relations and child-centered therapeutic approach.Chapter 6: Spiritual Awareness Psychotherapy opens up a therapeutic path in which the child and adolescent's journey is guided by the psychotherapist through accord with the universe, or the divine, that ultimately bring about a spiritual awareness that leads to awareness, hope, and growth. …

Ethical Considerations for Psychologists Screening Applicants for the Priesthood in the Catholic Church: Implications of the Vatican Instruction on Homosexuality

The release of the Vatican instruction on homosexuality in the priesthood and Catholic seminaries poses several challenging ethical issues for the psychologists who conduct psychological screening evaluations for those men interested in religious life as Catholic priests. This brief article reviews some of the key ethical issues associated with these evaluations in light of the new Vatican instruction on homosexuality. The RRICC model based on the American Psychological Association's Code of Ethics (i.e., responsibility, respect, integrity, competence, and concern) is used to highlight some of the ethical challenges for psychologist evaluators.

Ethical Dilemmas Associated with Self-Disclosure in Student Writing

Personal and reflective writing assignments in psychology courses may prompt self-disclosure that presents ethical dilemmas. The literature discusses responsibilities of the psychologist in instances such as disclosure of suicidal ideation or threats of harming others within the context of the therapist–client relationship, but significantly less so within the professor–student relationship. I review relevant models of ethical decision making, ethics codes, case law, and related research and propose an ethical decision making guideline for addressing student self-disclosure. I offer additional suggestions for ethical decision making, based on the current American Psychological Association Code of Ethics (2002), and for future research endeavors in this area.

Ethics in the research context: Misinterpretations and misplaced misgivings.

Abstract The Canadian Psychological Association Code of Ethics differs from many codes of conduct that it is based on clearly-articulated Principles, Values, and Standards that constitute a best practice model, rather than on rules, regulations, and proscriptions/prescriptions (or a worst practice model). Our approach to ethical conduct issues can be seen to have extended beyond our discipline into the other social sciences, the other natural sciences, and the other biological/biomedical sciences -- the arenas of research, if not also other areas of practice. In order to bring about changes it is often useful to have external references and standards that have been approved by professional bodies, but documents, themselves, are no guarantee that changes will occur practice. Although 137 of the 153 Standards articulated our Code relate to the conduct of research with human participants, it appears that there may be some confusion about how these Standards might be operationalized the research context. The conduct of research is a social endeavour that is embedded a number of social contexts described this article. Conducting research with humans fact establishes a social relationship with participants, a relationship that requires respect for the dignity and welfare of others. An elaboration on what relationships may mean the context of psychological research is provided to assist the operationalization of this Principle and the examination of the values and motivations underlying our research culture.The primary thesis of this article is that the 1991 Canadian Code of Ethics for Psychologists has the potential for making a significant contribution to changing the research culture a way that will maximize the well-being of everyone involved. Instrumental this process is CPA's proactive focus on Values and Principles, rather than merely on designed to minimize harm. Fundamental to this process is an understanding of what the Principle of Integrity Relationships means the research context. The implications of the evolving culture for ethical research are addressed more fully below.BackgroundIn the period following World War II there was an increased awareness of the potential for abuse research involving humans. In the 1947 Nuremberg Code, developed response to the atrocities perpetrated in the name of science, research with human participants was finally constrained within both ethical and legal limits (Tri-Council Working Group on Ethics, 1996). Even two decades after Nuremberg, however, it was not uncommon to find universities paying more attention to the conduct of research with laboratory animals than to research conducted with human animals(f.1).Psychologists have not always been the forefront of movements to enhance the integrity with which human participants are treated the research context. The so-called Crisis Social Psychology of the 1970s, following on the heels of the Golden Age of research this area, was based -- part -- on objections to the mistreatment of participants psychological research. However, psychologists have responded to justified critiques, both with reactions to prevent the recurrence of unacceptable conduct and with more proactive policies and standards.Approaches To Ethics: Rules Vs. GuidelinesAs noted elsewhere, Professional and research codes of ethics have tended to place major emphasis on of behaviour, often with minimal bottom line Do Nots and Dos frequently accompanied by (p)rocedures for adjudicating complaints and for imposing on those who are guilty of violations (Stark[-Adamec] & Pettifor, 1995, p. A3). This rules and sanctions approach can be problematic that: tend to proliferate as a function of the virtual impossibility of covering every conceivable situation that a researcher may encounter; the use of negative reinforcement may be less effective modifying and maintaining prosocial behaviour than it may be inducing strategies to circumvent the rules; and fear of detection of these transgressions can, turn, escalate the rule-bending/-breaking. …

Relating the Psychological Literature to American Psychological Association Ethical Standards

The psychological literature frequently elaborates ethical principles and standards and highlights the complexity of many ethical issues. The American Psychological Association code of ethics (American Psychological Association, 1992) directs psychologists to become familiar with the code and its implications for their work. A computerized search strategy is described for identifying and organizing published articles dealing with ethical issues. Specifically, we report the development of a search strategy for use with the journal literature database contained on PsycLIT(CD-ROM). The search terms identify ethics articles and categorize them according to Ethical Standards 2 through 8 of the 1992 code.

Will the new code help researchers to be more ethical?

A code of ethics has 2 largely incompatible objectives: to set forth enforceable minimal standards of conduct and to teach about or invoke ethical conduct. The section of the new American Psychological Association code dealing with research ethics achieves the former to some degree. However, it neither provides needed education in the ethics of research nor states where the reader might turn for such information. The code is particularly deficient in the following areas: privacy and confidentiality; institutional review boards; deception; debriefing; data sharing; and research on marginal populations, on children and adolescents, and in organizational contexts. Suggestions are offered for providing a bibliographic resource, in hard copy and on-line, that would stimulate independent interest, scholarship, education, and research on research ethics.

Three Approaches to Religious Issues in Counseling

The Christian faith continues to be a powerful influence in the lives of a great number of people in American culture. Three approaches employed by practitioners to deal with a client's religious faith have been identified through a review of the literature of the past 10 years. The approaches taken include avoidance, eradication, and integration of the client's faith. Practitioners will either avoid dealing with the client's faith, attempt to eradicate faith, or work towards integrating faith into the counseling process. These three approaches are evaluated in view of the American Psychological Association's code of ethics. Any one of the three approaches may be ethically acceptable when practiced within the bounds of professional code of ethics.

Ethical Issues in the Conduct of Supervision

The American Psychological Association code of ethics is used to understand the ethical issues present in the conduct of supervision. Because supervision is characterized by goals of behavior change, has many qualities similar to therapy, and by definition requires multiple roles of its participants, it should be considered a psychological intervention particularly vulnerable to ethical misconduct. The ethical issues of responsibility, client and supervisee welfare, confidentiality, competency, moral and legal standards, public statements, and professional relationships are discussed in relation to supervision.

Comments, Questions, and Answers

COMMENTS, QUESTIONS, AND ANSWERS Alan B. Crammatte Editor, Comments The Comment, Question, and Answer department is published as a service to professional readers and parents of deaf children. It is an attempt to provide practical information on the basic aspects of deafness, particularly in relation to education. Although all questions submitted cannot be used, those considered to be of greatest interest to readers will be published. Answers are prepared by competent authorities. Material submitted must contain the writer's name and address. Address questions and comments to: Alan B. Crammatte, 897 Windsong Dr., Arnold, Md. 21012. COMMENT—"Three is a crowd" is the traditional view of the psychotherapeutic situation. Yet deaf folk history is full of instances of horrible misdiagnoses in counseling of deaf patients by psychiatrists unable to communicate with the patient and unknowing about problems of deafness . Inclusion of interpreters has been an amelioration of this difficulty, yet problems remain. A letter from Robert Pollard, Jr., points out one problem. Lucinda Shupe, an interpreter at a nearby mental health center, was asked to contribute the interpreter's viewpoint—ABC. Dr. Michael Harvey's article concerning interpreters in family therapy (Annals, December 1982) helped fill a noticeable gap between the clinical utilization of interpreters in psychotherapy and the literature which has been published in the area. Of particular interest, however, was Dr. Harvey's assertion that "an interpreter is strictly prohibited from disclosing any feelings or opinions , even if requested . . . by the therapist" (p. 826) which, he claims, is the stance of the Registry of Interpreters for the Deaf (RID). While attending two recent conferences on deafness and mental health in Rochester, New York, I was struck by the great deal of time which the programs devoted to the specific issue of interpreters in the therapy situation. At both meetings, it was stressed that post-therapy interviews with the interpreter would provide useful information concerning not only problems encountered in interpretation, but would also shed light upon the nature of transference issues which would undoubtedly arise between the client, interpreter, and the therapist. Since such discussion would involve a degree of selfdisclosure of "feelings" and "opinions" by the interpreter, it is apparent that a conflict may exist between the RID Code of Ethics and recommended clinical practice. The use of interpreters in psychotherapy is not specifically addressed in the RID Code of Ethics, though several statements could relate to the therapy situation. Quoting directly from the RID Code of Ethics (1979): Even seemingly unimportant information could be damaging in the wrong hands. Therefore . . . interpreter transliterators must not say anything about any assignment . . . If the interpreter/transliterator's own feelings interfere with rendering the message accurately, he/ she shall withdraw from the situation, (emphasis added) These statements seem to leave enough leeway for the unusual dynamics of the therapy situation to allow for therapist/interpreter discussions of the interpreter's feelings and reactions . Specifically, the therapist is a professional as well, acting in accordance with the American Psychological Association's Code of Ethics and is certainly not the "wrong hands" referred to by the RID. Secondly, the purpose of discussing these feelings with the interpreters would be to address transference and countertransference issues. There is an important distinction between this and the issue of "feelings interfer(ing) with rendering the message accurately." Although these interpretations can be used to refute Dr. Harvey's assertion, the RID Code of Ethics still contains several unrealistic statements concerning the interpreter's "personal involvement": A.A.D. I ¡une 1983 371 Comments, Questions, and Answers He/she shall not become personally involved . . . (one should possess) the ability to prove oneself unbiased . . . the interpreter/transliterator may not become personally involved in the proceedings. These goals are admittedly desirable; however , even the most experienced interpreter cannot devoid him/herself from personal feelings about the interpreting situation, particularly when it involves the emotion-laden content of most therapy sessions. Furthermore, these feelings will influence the dynamics of the therapy situation itself, whether the interpreter is consciously aware of them or not; a viewpoint which is shared by many schools of psychological thought. It is therefore imperative that these important influences be explored and addressed directly, rather than...

The American Psychological Association code of ethics for research involving human participants: an appraisal.

The Southern Journal of PhilosophyVolume 13, Issue 4 p. 407-418 THE AMERICAN PSYCHOLOGICAL ASSOCIATION CODE OF ETHICS FOR RESEARCH INVOLVING HUMAN PARTICIPANTS: AN APPRAISAL1 William T. Blackstone, William T. Blackstone University of Georgia William T. Blackstone is Professor of Philosophy and Chairman of the Division of Social Sciences at the University of Georgia. His principal areas of interest are ethics and political philosophy. Blackstone's books include The Problem of Religious Knowledge (1963), Francis Hutcheson and Contemporary Ethical Theory (1965), Ethics and Education (Editor, 1969), The Concept of Equality (Editor, 1969), Meaning and Existence (Editor, 1971), and Political Philosophy (1973). A new volume under his editorship just released is entitled Philosophy and Environmental Crisis. Professor Blackstone is president of the American Society for Value Inquiry.Search for more papers by this author William T. Blackstone, William T. Blackstone University of Georgia William T. Blackstone is Professor of Philosophy and Chairman of the Division of Social Sciences at the University of Georgia. His principal areas of interest are ethics and political philosophy. Blackstone's books include The Problem of Religious Knowledge (1963), Francis Hutcheson and Contemporary Ethical Theory (1965), Ethics and Education (Editor, 1969), The Concept of Equality (Editor, 1969), Meaning and Existence (Editor, 1971), and Political Philosophy (1973). A new volume under his editorship just released is entitled Philosophy and Environmental Crisis. Professor Blackstone is president of the American Society for Value Inquiry.Search for more papers by this author First published: Winter 1975 https://doi.org/10.1111/j.2041-6962.1975.tb01244.xCitations: 4 1 This paper is a revised version of the Presidential Address to the Sixty-Seventh Annual Meeting of The Southern Society for Philosophy and Psychology held in New Orleans, La., March 27–29, 1975. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume13, Issue4Winter 1975Pages 407-418 RelatedInformation