https://science.sciencemag.org/content/sci/5/110/206.full.pdf

The american psychological association.

The Globalization of Ethics: Universal Declaration of Human Rights

Clinical Supervision is a comprehensive, up-to-date scholarly resource for training and supervising mental health practitioners. It guides readers through a science-informed process of supervision that clearly delineates the competencies required for good practice. The authors have geared this integrative approach to mental health professionals who currently provide supervision in academic, training, and treatment settings as well as to students and practitioners who are studying the supervision research and theory for the first time.

Clinical Supervision: A Competency-Based Approach

Canadian Charter of Rights and Freedoms

Despite an increased awareness concerning the role of values in psychology, psychologists lack clear guidelines to appraise the moral implications of their work To address this discrepancy, the author proposes a framework for examining the moral dimensions of psychological discourse and practice The framework contains 3 central elements: values, assumptions, and practices These components may be used to articulate and to challenge the ethical, social, and political implications of theories and practices To illustrate its applicability, the framework is used to evaluate the moral propositions of traditional, empowering, postmodern, and emancipatory communitarian approaches The author concludes with a vision for addressing the shortcomings of predominant models by proposing for psychology an emancipatory communitarian approach that promotes the emancipation of vulnerable individuals and that fosters a balance among the values of self-determination, caring and compassion, collaboration and democratic participation, human diversity, and distributive justice

Values, assumptions, and practices: assessing the moral implications of psychological discourse and action.

Psychologists live in a globalizing world where traditional boundaries are fading and, therefore, increasingly work with persons from diverse cultural backgrounds. The Universal Declaration of Ethical Principles for Psychologists provides a moral framework of universally acceptable ethical principles based on shared human values across cultures. The application of its moral framework in developing codes of ethics and reviewing current codes may help psychologists to respond ethically in a rapidly changing world. In this article, a model is presented to demonstrate how to use the Universal Declaration as a guide for creating or reviewing a code of ethics. This model may assist psychologists in various parts of the world in establishing codes of ethics that will promote global understanding and cooperation while respecting cultural differences. The article describes the steps involved in the application of the model and provides concrete examples as well as several useful comments and suggestions. This guid...

The Universal Declaration of Ethical Principles for Psychologists: A Culture-Sensitive Model for Creating and Reviewing a Code of Ethics

The complex, multifaceted process of psychology regulation in the United States and in Canada gets a comprehensive treatment in this much-needed resource volume. Both present and future psychologists will increase their understanding, awareness, and appreciation of the profession, including its historical and legal contexts; its standards for education and training, credentialing, and discipline; and the ways in which practitioners can avoid common problems and maintain professional conduct in daily practice. Psychologists at all levels will increase their understanding of the rationale and methodology of psychology regulation and will heighten their awareness of common areas of professional misconduct. Chapters deconstruct and compare the codes of professional conduct while providing an extensive review of laws and regulations affecting practice and of the enforcement of codes of conduct. An exhaustive chronology of the profession of psychology and its training models provides an historical context and deeper insight into the ways in which today's psychology evolved. The text presents a strategy for self-assessment which will increase practitioners' self-awareness of ethical behavior.

Professional Conduct and Discipline in Psychology

Did Hamlet need a Canadian Code of Ethics for Psychologists

There are very few formal evaluations of the impact of instructional practices on the effectiveness of strategies for learning professional ethics. The assessment of ethical knowledge and skills is important in current discussions of professional mobility across North American jurisdictions. The present study investigated adult learners' perceived level of helpfulness of seven strategies when learning seven different ethical content areas. Adult learners rated interactive strategies as more helpful for learning compared to traditional didactic methods. Adult learners rated the helpfulness of various strategies differently for different content areas, indicating that several strategies may be useful. We conclude by making recommendations for further investigation of the effectiveness of various learning strategies in terms of knowledge gained and subsequent behaviour. The increasing emphasis on ethical issues in the science and practice of psychology requires psychologists to carry out more empirical studies on the effectiveness of learning strategies. There are very few published evaluations of the effectiveness of instructional practices or outcomes in the teaching of ethics in psychology. Faculty, thus, are relying on the good-hearted assumptions that current ethics courses have been appropriately designed (Welfel, 1992). The literature relating to ethics and professional accountability in psychology was almost nonexistent until after World War II, but it has increased significantly since the 1970s (Sinclair, 1993). The impetus for addressing ethics may have come from two precipitating factors. One was the postwar disclosure of atrocities conducted in Nazi Germany in the name of science. The other was the rapid postwar professionalization of applied psychology (Sinclair, 1993; Sinclair, Simon, & Pettifor, 1996). The first formal regulation of psychological practice in North America began in Connecticut in 1945. Since then American states and the Canadian provinces have all adopted regulatory legislation. Regulation requires the definition of standards for competent and ethical practice. Ethics questions are included on the Examination for Professional Practice of Psychology and on oral examinations that are required by most regulatory jurisdictions (Association of State and Provincial Psychology Boards, ASPPB, 1999). The accreditation of professional training programs in Canada and the United States requires the teaching of ethics (American Psychological Association, 1996; Canadian Psychological Association, 1991b). Professions develop codes of ethics to guide the behaviour of their members in the practice of their discipline. Aspirational codes of ethics articulate the fundamental moral values on which behavioural standards are based. Professional disciplines avoid intruding on the personal values and behaviours of members as long as they do not bring discredit to the profession (Pettifor, 1996). Nevertheless, the underlying values of codes of ethics reflect the cultural values and mores of the society in which they are formulated, and therefore significant conflict between personal and professional values normally would not occur. Professions may also develop codes of conduct to define specific behaviours that are expected of members and for which violations may incur disciplinary sanctions (Association of Provincial and State Psychology Boards, 1991). All professional codes of ethics and codes of conduct address in one way or another the issues of respect, rights, confidentiality, informed consent, diversity, well-being of consumers, competency, professional boundaries, conflict of interest, honesty, and, sometimes, responsibility to society. Psychologists require knowledge of the profession's requirements for ethical standards and they require skill in recognizing and resolving ethical dilemmas. Strategies for developing knowledge may differ from strategies for developing skills. …

Preferred Strategies for Learning Ethics in the Practice of a Discipline

The discipline of psychology is moving beyond the myth of detached neutrality to discover virtue and to recognize politics as forces which determine ethical behaviour. Humankind has struggled over the centuries to discover the nature of good and evil and to define the rightness and wrongness of human behaviour. Psychology has a short history in formalizing codes of ethics and codes of conduct. Current and historical events, concepts and values, including those based on philosophy and religion, have influenced the development of psychology's scientific and professional codes. The ethical behaviour of psychologists may be inspired by values, regulated by rules, determined by external pressures, or any combination of these. Emerging issues and challenges in today's changing and turbulent society require an incorporation of moral principles in finding acceptable strategies to achieve acceptable goals. May virtue and politics go hand in hand in creating a better world.

Jean L. Pettifor

Papers

The Universal Declaration of Ethical Principles for Psychologists: A Culture-Sensitive Model for Creating and Reviewing a Code of Ethics

Professional Conduct and Discipline in Psychology

Did Hamlet need a Canadian Code of Ethics for Psychologists

Preferred Strategies for Learning Ethics in the Practice of a Discipline

Ethics: virtue and politics in the science and practice of psychology.