Whether one's interests lie in psychological practice, counseling, research, or the classroom, psychologists today must deal with a broad range of ethical issues--from charging fees to maintaining a client's confidentiality, and from conducting research to respecting clients, colleagues, and students. Now in a new edition, Ethics in Psychology, the most widely read and cited ethics textbook in psychology, considers many of the ethical questions and dilemmas that psychologists encounter in their everyday practice, research, and teaching. The book has been completely (...) updated in response to evolving trends in psychological research and practice, as well as extensive changes in the American Psychological Association's ethics code. Taking a practical, common sense approach to ethics in modern-day psychological practice, this useful book offers constructive means for both preventing problems and resolving ethical predicaments. This new edition retains the key features which have contributed to its popularity, including extensive case studies that provide illustrative guidance on a wide variety of topics, such as fee setting, advertising for clients, research ethics, sexual attraction, classroom ethics, managed care issues, confidentiality, and much more. Highly readable, the book unites an accessible style with humorous anecdotes that highlight the human side of ethics and make the book a pleasure to read. Ethics in Psychology will be an indispensable guide to ethical decision-making for all psychologists and students in psychology. (shrink)

Documented ethical violations and empirical research have demonstrated that, despite professional standards and formal training in ethical principles, some psychotherapists engage in unethical behaviors that compromise the welfare of clients. It appears that competing values and interests that emerge in the therapeutic endeavor can interfere with therapists' considerations of ethical standards and their willingness to act ethically. Expanding current models of ethical decision making, this article offers a hermeneutic model that recognizes that in addition to moral reasoning, the context of (...) the therapeutic relationship and the therapist's subjective responses are fundamental considerations in the interpretation and application of ethical interventions. Implications for understanding and training of ethics in psychotherapy in this broader context are explored. (shrink)

Ethics education is considered vital in preparing counselor trainees to be responsible clinicians. However, the effectiveness of ethics education is debatable. Ethical decision-making models are recommended to counselor educators as effective means to assist trainees and professionals in maintaining ethically defensible behavior. Yet, no published empirical research on the effectiveness of ethical decision-making models exists. ;The purpose of the present study was to examine two ethical decision-making models, the A-B-C-D-E Worksheet and the Ethical Justification model on 52 counselor trainees' responses (...) to the Ethical Discrimination Inventory and to Borys' Therapeutic Practices Survey . In addition, trainees' responses to the EDI and the TPS were evaluated on the basis of 3 individual variables and 2 training variables. The individual variables were idealism, relativism and analytical ability. Idealism and relativism were assessed by the Ethics Position Questionnaire and analytical ability by the Graduate Record Exam . The training variables were graduate courses in ethics and practicum. The data were analyzed using a multiple analysis of covariance for a randomized block design at an alpha level of.0167. ;Several significant results occurred in this study: two main effects on the EDI, one interaction effect on TPS total scores and one main effect on a TPS factor score. With respect to the main effects on the EDI, participants in the Ethical Justification treatment condition scored significantly higher on the EDI than did participants in either the A-B-C-D-E or placebo treatment conditions. Secondly, participants who completed a graduate course in ethics scored significantly higher on the EDI than did participants who had not completed the ethics class. In other words, participants were able to correctly discern significantly more ethical issues embedded in different counseling situations if they were trained in the Ethical Justification model or if they had completed the required ethics class. ;Participants received a total score and three factor scores for their performance on the TPS. A significant interaction effect occurred on TPS total scores among participants with different levels of practicum experience and who were trained in the A-B-C-D-E Worksheet treatment condition. Specifically, participants who had not completed a graduate course in practicum and who were trained in the Worksheet model rated the ethicality of all clinical behaviors higher significantly more often than all other participants. Likewise, participants without practicum and trained in the Worksheet condition rated the ethicality of dual role behaviors higher significantly more often then participants without practicum and trained in the other two treatment conditions . In other words, training in the Worksheet condition coupled with no practicum experience led participants to rate clinical behaviors in general and dual role behaviors specifically less cautiously than all other participants. ;These results were discussed in terms of the value of ethics education and the advantages of using ethical decision-making models in counselor preparation programs. In addition, recommendations were made for the future inquiry of ethical decision-making models. (shrink)

Guided by the APA Ethics Code and social justice, this book helps psychologists solve ethical dilemmas while empowering those impacted by their work.

The ability to reason ethically is an extraordinarily important aspect of professionalism in any field. Indeed, the greatest challenge in ethical professional practice involves resolving the conflict that arises when the professional is required to choose between two competing ethical principles. Ethical Reasoning in the Mental Health Professions explores how to develop the ability to reason ethically in difficult situations. Other books merely present ethical and legal issues one at a time, along with case examples involving "right" and "wrong" answers. (...) In dramatic contrast, Ethical Reasoning in the Mental Health Professions provides you with the needed background in methods of ethical reasoning and introduces an innovative nine-step model of ethical decision-making for resolving ethical dilemmas. Ethical Reasoning in the Mental Health Profession discusses the ethical codes of both psychology and counseling. This interdisciplinary approach promotes a better understanding of the similarities and differences in the points of emphasis in the two codes, which, in turn, enriches your understanding of the range of ethical considerations relevant to the practice of the mental health professions. (shrink)

The revised classic on the professional and legal standards of school psychology This completely updated edition of the leading ethics and law guide provides ...

This study examines the ethical dilemmas and difficulties encountered by Portuguese school psychologists. As part of a larger survey, participants were asked about ethical issues faced in daily practice and asked to describe ethical incidents. Of the 477 respondents, 274 reported 441 ethically troubling or challenging situations. Responses were coded into a six-category system based on the code of ethics of Portuguese psychologists. Most of the reported dilemmas concerned privacy and confidentiality principles. Results are discussed in light of relevant literature (...) and international findings. Implications for the development of the profession and future research are provided. (shrink)

This study investigated school psychology doctoral students' beliefs concerning their preparation for, and concern about, dealing with 12 ethical issues based on year in graduate school and whether they had taken an ethics course. Two hundred thirty-three doctoral students from 18 of the 44 American Psychological Association accredited programs in school psychology listed in the December 1996 issue of the American Psychologist completed ethical issues surveys. Results showed that students who had taken an ethics course and those with more years (...) of graduate education said they felt more prepared to deal with ethical issues than students who had not taken an ethics course and who had fewer years of graduate education. Participants believed they were least prepared to deal with ethical issues involving child custody cases, possible ethical violations by colleagues, and potentially violent clients. Participants' concern about dealing with ethical issues was negatively related to their number of internship hours. (shrink)