Ethics Overview Paper

[Name of the Writer]

[Name of the Institution]

 

 

 

 

Ethics Overview Paper

 

Introduction

Psychologists develop a set of valid and reliable knowledge based on research / research and apply this same knowledge to human behavior and psychological processes in a wide range of contexts. In doing so, play a number of roles (roles) different in different areas, such as research, education, assessment, therapy, consulting, among others (Nagy, 2011). The Code of Professional Ethics Psychologist does not determine breach of confidentiality possibilities, opting for a reflective consciousness, critical and responsible, rather than make you more comfortable with the normative standards.

This paper discusses the psychological code of ethics and its significance along with the responsibilities of psychologists.

 

Discussion

Psychological Code of Ethics

The purpose of the Code of Ethics is to provide regulation for psychologists as well as rules of the professional conduct which can be apply by APA also by other institutions that make a decision to accept them. These Code of Ethics are not proposed as basis for civil liability. The areas considered include, but are not exclusively clinical practice of counseling and educational psychology; supervision, research, teaching, public service, social intervention, policy development,development tools Assessment, behavior, counseling education, counseling organizational activities forensic, design and evaluation of programs and ad- ministration. (Corey et al., 2014).

This new Ethical Code of Psychology is based on the Code of 1974, Act 1983 and the latest developments at national and international level. The development of this Code of Ethics Psychologist (2000) is a collective enterprise. It was attended by Deans of Psychology, executives from leading trade associations of psychologists, ethics professors, practitioners, psychologists with doctoral, etc. The initial document was elaborated an ad hoc committee and submitted to all the Faculties of Psychology, all professional associations, psychologists from different regions of the country. It was discussed at symposia and conferences (Pope, 2011).

Significance of Code of Ethics of Psychology in Professionals

The psychologist in the exercise of their profession operates within a society that has explicit and implicit ethical standards, towards which shows respect and appreciation, and acknowledge that any violation of morals and standards in the community can engage their consultants, colleague’s students and / or the general public (Stricker, 2012).

The Code of Ethics of Psychologist is intended to provide general principles to help you make informed decisions in most of the situations with which psychologists face. Its objective is the protection and welfare of individuals and groups with which it works psychologist and guide and protects him in the exercise of their profession. It is the personal responsibility of each psychologist achieving the highest standards of professional conduct, in the present state of our knowledge. To achieve these goals requires that the practitioner develops a commitment throughout his life to act ethically, to encourage ethical behavior in students, colleagues and the public with which he works and to keep an open mind to change and new knowledge (Pope, 2011).

The science of psychology seeks to develop a body of knowledge that is valid and reliable, based on research. Psychologists apply that knowledge to human behavior in many contexts. By doing conducted a variety of activities, such as researcher, educator, psychotherapist, assessor, supervisor, and consultant. The goal of the psychologist is to increase scientific knowledge and apply them properly in order to improve the conditions of the individual and society, to achieve a better quality of life for all.

 

Responsibilities of Psychologists

• In the exercise of his profession, psychologist assumes full responsibility for their actions and the consequences thereof for the persons or institutions with which it operates. Should ensure adequate provision of services according to the highest standards of the profession.
• It is the responsibility of the psychologist pressures prevent personal, social, organizational, economic or political nature which may lead to misuse of their professional services or his influence as an agent of social change (Nagy, 2011).
• The psychologist is obliged to inform users of their services about the type of contribution to be rendered, expectations, costs, scope and limitations of the work, as well as the use that will be the results.
• The psychologist must act based on respect for fundamental rights, dignity and worth of individuals and society (Corey et al., 2014).

 

American Psychological Association (APA)

For the research, we can see that the current Code of Professional Ethics of Psychologists priority issues concerning the exercise of the activity of the psychologist as a clinical service provider, being of limited use to guide their own questions of the activity of the psychologist as researcher. Research in psychology has been developing, and with that, being released, increasing the need for commitment to the data of the subjects interviewed, therefore in the search results, how to present case studies at conferences and publications. One suggestion would be the guidelines of the American Psychological Association (APA), in the absence of other Countries standard. The guidelines expressed by the APA include specific recommendations on the ethics of research (Corey et al., 2014).

However, it does not seem prudent adherence to standards of other countries, in that they may be influenced by factors not appropriate to the Countries reality. However, it should be alternatively encourage the emergence of a statement of principles that has the broad support of our society, and that can inspire the development of institutional rules or independent execution of particular procedures (Pope, 2011).

 

Conclusion

The Code of Ethics of psychology refers to all areas of professional psychologist, research and teaching. These ethical rules apply to both Psychologists graduates and students of psychology. Therefore, ethics is a critical reflection on the moral, in which it is necessary to think in what you do, rethink the customs, standards and rules in society. One should be a critical reflection based on the interrelationship of various instruments or factors that must be considered, such as the Code of Professional Ethics Psychologist; the values and principles of the psychologist; the values and principles of the person served; moral concepts that permeate society and determine the concepts of right and wrong, good and evil; the principles, rules and ideals of the institution in which the psychologist is inserted, because when linked to an institution psychologist has moral and ethical responsibilities forward not only to the person served, but also against the institution that employs him.

 

References

 

Nagy, T. F. (2011). Essential ethics for psychologists: A primer for understanding and mastering core issues. American Psychological Association.

Corey, G., Corey, M., Corey, C., & Callanan, P. (2014). Issues and ethics in the helping professions. Cengage Learning.

Pope, K. S. (2011). Are the American Psychological Association’s detainee interrogation policies ethical and effective? Key claims, documents, and results. Zeitschrift für Psychologie/Journal of Psychology, 219(3), 150.

Stricker, G. (2012). American Psychological Association Code of Ethics. Corsini Encyclopedia of Psychology.

1. Explain how Thorndike ruled out the idea that cats could learn to escape through reasoning and imitation
2. How did Pavlov demonstrate the basic phenomena of conditioning, extinction, generalization, and differentiation?
3. Discuss the trends that psychology has in the new millennium
4. Compare and contrast two different schools of psychology. An example would be Gestalt and Behaviorism
5. Describe the traditional version of the Anna O. case, what really happened, and what Freud learned from the case (or thought he learned).
6. What are the similarities between john Locke’s empiricist ideas and John Watson’s behaviorist ideas?
7. Compare and contrast Radical behaviorism and Cognitive Science.
8. How did Skinners approach to science differ from Hull’s and Tolman’s?
9. Discuss Skinner’s two “mistakes” according to Staddon in addition to Staddon’s criticism of Skinner’s argument against the “autonomous man”.

 

1. Discuss the literature on split-brain and lateralization of function. What does the research tell us about each hemispheres ability to function independently (e.g., cognitively, creatively, etc.) and in unison? What are the implications for the cognitive neuroscientist in terms of research?
2. Discuss one of the psychiatric disorders presented in chapter 11 of your text. Please be sure to address both the physiological and behavioral aspects of the disorder (signs and symptoms, biochemical or genetic theories, etc.), and pharmacological and behavioral treatments for the disorder. What is the role of the biopsychologist or neuroscientist in this type of research?
3. Discuss sleep in terms of the normal sleep cycle. Please be sure to address the stages of sleep and physiological correlates associated with each stage. How does dreaming fit into our conception of a normal sleep cycle? Address theories of dreaming. What are the consequences of disruption of sleep?
4. Critically evaluate the means theories that have been used to explain e motion. Which do you think is the best theory and why?
5. What brain regions and neurochemical systems are known to be involved in the regulation of sleep? What is known about the neurobiology and endocrinology of circadian rhythms?
6. What brain structures and circuits are known to be particularly important for human memory? Please discuss the evidence linking the hippocampus with an involvement in cognitive mapping and spatial memory.
7. Compare and contrast Broca’s aphasia with Wernicke’s aphasia. What cortical regions need to be damaged to produce these types of aphasia, and what do they tell us about the brain mechanisms underlying language?
8. What are the differences and similarities in the action of cocaine and heroin on the brains reward systems? Do all addictive drugs work by causing the release of dopamine in the nucleus accumbens? In what ways have learning and conditioning been shown to be important determinants of drug tolerance?
9. “Brain scanning technology is providing new insights into our understanding of the brain.” Explain how CAT, MRI, PET and fMRI scanning works, and some of the ways in which this technology has been used to justify the above statement. Please provide an example to support your answer
10. In what ways has the abnormal formation and deposition of amyloid been implicated in the pathogenesis of Alzheimer’s disease? How can cognitive reserve be built up? What evidence shows that this can have beneficial effects for maintaining mental functioning later in life?

The psychology of one’s gender is personal in both its experience and expression. Throughout this course, you have discussed the psychology of gender, its origins, and its impact on your life both personally and professionally. This course has also provided you with rich readings that are the foundation to further learning.

Based on your experiences of this course, respond to the following:

 

• The psychology of one’s gender is personal in both its experience and expression. Throughout this course, you have discussed the psychology of gender, its origins, and its impact on your life both personally and professionally. This course has also provided you with rich readings that are the foundation to further learning.

  Based on your experiences of this course, respond to the following:

  • Explain how your views have changed about the psychology of gender.
  • Describe the theory or research that had the most profound impact on your own understanding of gender. Give reasons for your response.

  Write your initial response in 300–400 words. Apply APA standards to citation of sources.

  By Sunday, November 30, 2014, post your response to the appropriate Discussion Area. Through Wednesday, December 3, 2014, review and comment on at least two peers’ responses.

  The psychology of one’s gender is personal in both its experience and expression. Throughout this course, you have discussed the psychology of gender, its origins, and its impact on your life both personally and professionally. This course has also provided you with rich readings that are the foundation to further learning.

  Based on your experiences of this course, respond to the following:

  • Explain how your views have changed about the psychology of gender.
  • Describe the theory or research that had the most profound impact on your own understanding of gender. Give reasons for your response.

  Write your initial response in 300–400 words. Apply APA standards to citation of sources.

• Describe the theory or research that had the most profound impact on your own understanding of gender. Give reasons for your response.

Write your initial response in 300–400 words. Apply APA standards to citation of sources.

The purpose of this assignment is to utilize what you learned thus far. To do that you will be writing an annotated bibliography.

One way in which psychology examines issues in life-span development is to review current research on related topics. For this assignment you will review current research and provide a critical evaluation on that research through an annotated bibliography. An annotated bibliography is simply a brief summary and analysis of the journal article reviewed. For more information on the required format of the bibliography pleaseclick on annotated bibliography template.

 

You will need to find research articles located in scholarly journals. Scholarly journal articles are also referred as primary source peer reviewed articles. A scholarly journal article can be found in the South University Online Library. To find more information regarding utilizing the South University Library and accessing scholarly journal articles click on Library Guide. What cannot be used for this assignment are web pages, magazines, newspapers, text books, and other books. Finally, current research for our purposes is an article that was published within the last 5 to 6 years.

 

Remember this is a course on human development so when looking for articles make sure that it is related to the subject matter covered in the course. Include one or more of the following as topic areas in your search:

 

Major developmental theories across the lifespanNature of geographic, gender, social, cognitive, emotional, and developmental factors during each period of developmentDevelopmental factors that impact one another.Historical and current trends in developmentCurrent trends which may differentially impact the future development of populations in the United StatesSocial, and diversity issues related to developmental psychology

 

For this assignment you will find 2 scholarly journal articles for each of these age groups:

 

Early childhoodLate childhoodAdolescence

 

The annotated bibliography should include for each article.

 

Write a 1-2 paragraph summary for each article.Write a 1-2 paragraph analysis and evaluation for each article found.Make sure to integrate what you learned in your course readings in that analysisUsed correct spelling, grammar, and professional vocabulary.Used APA format including:Title pageDouble spaceCited and referencing all sources using the APA format.

 

Submit your annotated bibliography in a Word document to theW3: Assignment 2 Drop box by Tuesday, December 2, 2014.

 

Name your document: SU_PSY2022_W3_A2_LastName_FirstInitial.doc.

 

Cite any sources you use using the APA format on a separate page.

Therefore, this is a Word document — not powerpoint or Publish.

2-2 Final Project Milestone One: First Draft of Training Materials

For Milestone One, develop training materials for potential ethical situations. You can choose any discipline in psychology (clinical, cognitive, counseling, developmental, experimental, social, etc.). Using the five general principles of psychology (beneficence and nonmaleficence; fidelity and responsibility; integrity; justice; respect for peopleâs rights and dignity), draft a training portion utilizing user-friendly terminology to describe each principle, followed by one example of a potential ethical dilemma that violates the principle. Each example should be research-related.

 

****Requirements of submission: Written components of project must follow these formatting guidelines when applicable: double spacing, 12-point Times New Roman font, one-inch margins, and discipline-appropriate citations. ****

Attachments:

 

 

 

Milestone One – Guidelines for Forensic Expert Witnesses

NAME HERE

Southern New Hampshire University

 

 

 

 

 

 

 

Guidelines for Forensic Expert Witnesses

 

Forensic psychology is uniquely different than the practices of clinical, developmental, and cognitive psychology.  Compared to these areas of practice, forensic psychology is a relatively new and emerging field of study.

According to the American Psychological Association, forensic psychologists work in numerous job settings some of  which include private practices, government, judicial systems, military, academia, and prisons. With regards to the judicial system, a forensic psychologist might serve in various roles such as that of an expert witness for personal injury cases, jury selection expert, a consultant to attorneys for focus groups, or as a court-ordered competency evaluator for criminal insanity cases.  Unlike the other areas of psychology, a forensic psychologist must have a very good understanding of not only psychology, but also the legal rules, principles, and practices. (American Psychological Association)

Below are a few decision making models that are intended for addressing and facilitating challenging and troubling ethical dilemmas specifically related to expert witness testimony. These include:  interpreting the situation, reviewing the problem or dilemma, determining the standards of care that apply to the dilemma, generating possible and probable courses of action, considering the likely consequences of each course of action, consulting with a supervisor and/or peers, and selecting an action by weighing competing values given the context. (Tarvydas, 1998).

In addition to these general guidelines, forensic psychologists must also refer to state and federal laws relating to expert witness testimony as these differ from state to state. It is the hope that these guidelines will assist with establishing parameters for  maintaining professional conduct and when confronting ethical challenges.

Beneficence and Nonmaleficence

The primary objective of this principle is to provide treatment to the best of one’s professional ability, with the interests of one’s client, and to do no harm. In this regard, forensic psychologists are expected to maintain competence in their field, protect clients’ privacy in reports or consultations, and to provide opinions and reports based only on information derived from techniques sufficient to substantiate findings. Therefore it is the duty of the forensic psychologist to provide evidence or testimony only in matters for which he/she has relevant and appropriate education, training, and, based upon scientific knowledge.

Another fundamental principle, confidentiality, is the most frequently reported ethical dilemma encountered by members of the APA. While it may seem professionally and ethically inappropriate to disclose confidential information concerning one’s client, psychologists are obligated to adhere to the law when it comes to reducing self -harm to their clients or harming others.

Example of a Potential Research Ethical Dilemma for a Forensic Expert relating to Beneficence and Nonmaleficence

Testifying beyond the scope of propriety

Dr. Joy is giving testimony as to the mental functions of an accused inveterate criminal, and on questioning from the defendant’s attorney, agrees that the individual indeed has recidivistic characteristics, consistent with those manifested by an inveterate criminal. Dr. Joy then gratuitously adds that he believes that the defendant should undergo an amygdalotomy, a controversial psychosurgery procedure that was abused in the past by neurosurgeons and has not been verified by research studies.

Fidelity and Responsibility

Forensic psychologists have a responsibility to themselves and their clients to maintain a high level of competency in order to be credible witnesses in their field of study.  This is obtained through licensure, training, supervised experience, continuing education courses and seminars, and professional experience. Forensic psychologists are also encouraged to belong to professional associations so that they may stay current with their professional peers about evolving criteria and ethical conflicts (Fisher, p. 68).

Forensic psychologists that serve as expert witnesses must also be familiar with the rules of evidence regarding case law and expert testimony which varies from state to state (Fisher, p. 75).

Forensic practitioners are prohibited from expressing legal opinion or providing legal advice.  While it is necessary for a forensic practitioner to have a full understanding of legal proceedings, rulings, and the court systems, they are not practitioners of law. Their role is to educate and make assessments on forensic issues.

Example of a Potential Research Ethical Dilemma for a Forensic Expert relating to Fidelity and Responsibility

 

Dr. Solomon has been hired by an organization to conduct research on expert witness testimony. He continues with the study but finds out that his research team may have tampered with medical records and engaging in questionable research practices, but does not have any actual evidence of this matter.

The organization is unaware of these recent findings.  Is it Dr. Solomon’s responsibility to inform them of the team’s ethical misconduct?

Justice

As part of their trial strategy, lawyers will exhibit evidence and argue in an adversarial manner in order to present the case in a more favorable light for clients.  However, forensic experts are expected to address all participants, all data, opposing expert opinions, and rival hypothesis with impartially and respect.

When offering expert opinion which is relied upon by legal authorities, forensic experts must strive for accuracy, impartiality, fairness, and independence. Personal beliefs and biases must not interfere with rules of law.

When commenting on the work product and qualifications of other professionals in the field, forensic practitioners should do so in a fair, respectful, and impartial manner.

Example of a Potential Research Ethical Dilemma for a Forensic Expert relating to Justice

A defendant is sentenced to death after his trial.  On appeal by his attorneys, it is claimed that he has insufficient intelligence to understand the nature of his crime and the sentence. Dr. Young, a forensic psychologist, is accordingly asked by the state to evaluate the defendant with respect to this issue.

 

Dr. Young evaluates the individual, using standard measures of IQ and comprehension, and concludes that he has marginal, yet probable, adequate intellectual ability and cognition to understand the issues involved.

 

However, Dr. Young, is a strong opponent to capital punishment, and advises the court that the prisoner does not have sufficient cognition to fully understand his situation, essentially sparing him the death penalty.

 

Such action by Dr. Young would reflect a miscarriage of justice, in that the patient is legally competent to be executed in accord with the laws of the state.

Respect for People’s Rights and Dignity

            It is the duty of forensic psychologists to be mindful and respectful of age, culture, gender, gender identity, race, ethnicity, religion, sexual orientation, disability, and socioeconomic status of all individuals.  In that regard, a forensic psychologist must be employ restraint in voicing personal beliefs, biases, and political opinion in the scope of their practice (Fisher, p. 27-28).

Forensic psychologists must also make every effort to protect the privacy and confidentiality rights of their clients. In doing so, they will adhere to their clients’ informed consent statements when asked to disclose personal information with regards to assessment, diagnosis, notes, medical records, treatment plans, test protocols and data.  Certain confidential information contained in records is protected by laws and only a signed court order allows for release of such information.

Example of a Potential Research Ethical Dilemma for a Forensic Expert relating to People’s Rights and Dignity

Dr. Rogers, a forensic psychologist, is Jewish and is very opinionated about the current political  crisis in Israel.  He does not hold back in expressing his personal views and biases about religion and politics to the office staff, clients, or the mailman.  A professional colleague wants to conduct a study with Dr. Rogers as the lead investigator, but knows this might cause problems for the participants in their ability to share their true views and opinions without judgment by Dr. Rogers. However, the colleague also knows that Dr. Rogers is the best person to conduct the study.

 

 

 

References:

 

American Psychology Association, Specialty Guidelines for Forensic Psychology, American Psychologist, Vol. 68, No. 1  p. 7-19, January 2013

 

Barnett, JE, Psy.D. and Johnson, BS, Navigating the Ethical Decision Making Maze, The Maryland Psychologist, November/December 2003: Volume 49

 

Faria, MA, See comment in PubMed Commons belowViolence, mental illness, and the brain – A brief history of psychosurgery: Part 3 – From deep brain stimulation to amygdalotomy for violent behavior, seizures, and pathological aggression in humans, See comment in PubMed Commons belowSurg Neurol Int.  July 2013 17;4:91.

 

Fisher, CB, Decoding the Ethics Code – A Practical Guide for Psychologists, Sage Publications, 3^rd Edition, Thousand Oaks, CA (2013).

 

Pope, KS & Bajt, TR, When laws and values conflict: A dilemma for psychologistshttp://www.kspope.com/ethics/research8.php, American Psychologist, 43-828

 

Pope, KS and Vetter, VA, Ethical Dilemmas Encountered by Members of the American Psychological Association: A National Survey, http://kspope.com/ethics/ethics2.php, p. 1-40

 

PSY 570: Final Project Guidelines and Grading Guide

 Overview

The final project for this course is the creation of an ethics training manual for individuals who will be working with employees or clients (could be educational or IOP, depending on the student’s concentration). If any students are pursuing a general track (no concentration), they can select any area of psychology of interest. The project is divided into four milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two, Four, Seven, and Ten.

 

You can choose any discipline in psychology (clinical, cognitive, counseling, developmental, experimental, social, etc.), but it would be most beneficial to choose either your concentration area or an area of interest. Using the five general principles of psychology (beneficence and nonmaleficence; fidelity and responsibility; integrity; justice; respect for people’s rights and dignity), draft a training portion utilizing user-friendly terminology to describe each principle, including multiple-role relationships, relating it back to the APA Code of Ethics and providing stepwise recommendations on solving the ethical situation. You must incorporate at least four scholarly resources in your ethics training manual. The final ethics training manual will be 10–14 pages in length, not counting the title or reference pages.

Main Elements

Milestone One: The first draft of the training materials will utilize user-friendly terminology describing each principle in two paragraphs. Following the explanation of each principle, students will need to provide one example of a research-related potential ethical dilemma that would violate the principle in the student’s selected concentration. If any students are pursuing a general track (no concentration), they can select any relevant area of psychology for their example.

 

• Principle A: Beneficence and Nonmaleficence
• Principle B: Fidelity and Responsibility
• Principle C: Integrity
• Principle D: Justice
• Principle E: Respect for People’s Rights and Dignity

 

Milestone Two: The second draft of the training materials will continue to utilize user-friendly terminology to describe each principle (two paragraphs per principle). This draft is an opportunity for the student to add to or modify the explanation utilizing instructor feedback. Following the explanation of each principle, students will need to provide an additional example of a potential ethical dilemma that would violate the principle. This example will be a field-related ethical dilemma in the student’s selected concentration, thus making a total of two dilemmas for each principle, or ten examples total. If any students are pursuing a general track (no concentration), they can select any relevant area of psychology for their example.

 

Milestone Three: Present an issue that may cause ethical concern in establishing professional boundaries with the five stated relationships (below). Each issue must consist of an ethical situation within the context and a description of what the APA Code of Ethics recommends doing in each situation.

 

Professional boundaries regarding multiple-role relationships with:

 

1. clinical clients
2. research participants
3. graduate students
4. supervisees
5. consultees

 

Milestone Four: The training manual includes examples of potential ethical issues, including multiple relationships. These issues are discussed in relation to the five general principles and the APA Code of Ethics. Select any two of the examples of ethical issues utilized in the drafted training manual and provide the steps necessary to making an ethical decision within each example. You will need to take into consideration the psychologist’s role in the example as well as how culture may influence your decision making, including documentation, consultation, and the final ethical decision for each example. You will then need to outline the potential consequences of not selecting the ethical path for that specific example. The Final Project will include all information from Milestones One, Two, Three, and Four, making a complete training manual.

 

Milestones

Milestone One: First Draft of Training Materials

In task 2-2, you will submit the first draft of training materials for potential ethical situations. This first draft will receive instructor feedback to be used in modifying the second draft. This milestone will be graded separately using the Milestone One Rubric (below).

 

Milestone Two: Second Draft of Training Materials

In task 4-2, you will submit the second draft of training materials. This milestone will be graded separately using the Milestone Two Rubric (below).

 

Milestone Three: Third Draft of Training Materials

In task 7-2, you will submit the third draft of training materials. This milestone will be graded separately by the Milestone Three Rubric (below) and should incorporate instructor feedback.

 

Milestone Four: Final Draft of Training Materials

In task 10-3, you will submit the final draft of training materials. It should be a complete, polished artifact containing all of the main elements of the final product. It should reflect the incorporation of feedback gained throughout the course