Psychological Association Ethics Code Research Articles

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

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

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

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

Proposed conversion ban in Utah stirs controversy

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

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

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

Ethics in the Teaching of Mental Health Professionals

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

Ethical Dilemmas with Third Party Observers

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

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

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

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

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

Preserving the Ethical Propriety of Statistical Devices

C. D. Herrera (1996) introduced an innovative argument against the use of deception in psychological research. In essence, Herrera contended that because of the presumed problems with null hypothesis statistical testing, researchers could not justify their continued use of deception in research. Although this is an interesting argument, there are several alternative perspectives that must be considered. In examining these alternatives, the author concluded that psychologists may continue to use deception under certain circumstances outlined in the American Psychological Association's ethical code of conduct.

Cultural sensitivity: a critical examination

The construct of cultural sensitivity plays an increasing important role in psychology, including several key roles in the American Psychological Association's Ethics Code. We critically evaluate this construct. Problems associated with this construct are discussed including: (1) problems parsing and validly attributing cultural status; (2) lack of clarity concerning what constitutes sensitivity and the implications for ethically mandated behavior; and (3) unintended potential negative effects. We propose seven potential dimensions of cultural sensitivity which range from being able to accurately identify what culture(s) a person belongs to, to being able to implement appropriate action in a culturally sensitive manner. We call for an approach beyond a superficial acceptance of cultural sensitivity and counsel a more cautious stance toward cultural sensitivity.

Coaching as a profession: Ethical concerns

The Canadian Professional Coaching Association (CPCA) recently developed a code of ethics for coaches that was based on the Canadian Psychological Association's ethical code. Because the CPCA did not use coaches' actual experiences to develop their code, we solicited sport-related ethical concerns from coaches to determine the comprehensiveness of the code. Twelve male and seven female coaches from both individual and team sports, as well as from various levels of sport, participated in focus group sessions. Content analyses of the transcribed sessions identified nine major areas of ethical concern. Illustrations of these nine areas are presented and discussed in relation to the four principles that form the basis of CPCA's Code of Ethics.

Forensic standards in the American Psychological Association's new ethics code.

The 1992 revision of the American Psychological Association's ethics code includes, for the first time, a section devoted to forensic issues. This article examines the adequacy with which the Forensic Activities section addresses fundamental ethical issues inherent in forensic practices (i.e., being competent in forensic practice, dealing with requests for service, providing informed consent, providing services, and reporting findings). We conclude that the ethics code modestly addresses important forensic ethical issues and that it too often is characterized by inconsistencies, insufficient information, omissions, and the inappropriate application of the term forensic to general standards not uniquely related to forensic practice.