The relative importance of the ethical principles adopted by the American Psychological Association.

2002 ◽  
Vol 43 (4) ◽  
pp. 254-259 ◽  
Author(s):  
Thomas Hadjistavropoulos ◽  
David C. Malloy ◽  
Donald Sharpe ◽  
Sheryl M. Green ◽  
Shannon Fuchs-Lacelle
Author(s):  
Jairo N. Fuertes ◽  
Arnold R. Spokane ◽  
Elizabeth Holloway

Chapter 3 discusses the ethical principles and issues involved in the professional practice of counseling psychology. It is important to note that the specialty adheres to the principles and ethical code of conduct of the American Psychological Association, which apply to all aspects of professional practice in professional psychology, and that, thus, there are no specialty-specific principles or a code of ethical conduct specific to counseling psychology. It also presents the most salient and frequently emerging standards of practice as well as the management of risk in counseling psychology practice, along with sample foundational and functional competencies in the knowledge and application of ethics in psychology with some examples of how these principles are used in the profession.


1990 ◽  
Vol 38 (4) ◽  
pp. 327-328

American Psychological Association. (1974). Publications Manual (2nd ed.). Washington, DC. Ethical Principles of Psychologists. (1981). American Psychologist, 36 (6), 633-638.


Author(s):  
Jeni L. McCutcheon

This chapter presents commonly experienced ethical dilemmas among police and public safety psychologists. Real-world, relevant examples are offered with an emphasis on emerging ethical issues. Related American Psychological Association (APA) ethical principles and standards for psychologists and codes of conduct are highlighted. The possibility that ethical dilemmas go unrecognized due to a focus on mandatory rather than aspirational ethics is considered. Solutions for resolving ethical dilemmas are presented.


2020 ◽  
pp. 009862832094366
Author(s):  
Mary Katherine Duncan ◽  
Kendall Geist

Background: The American Psychological Association (APA) has called on undergraduate psychology programs to embed training in ethics throughout their curricula. Although guidelines and resources exist, research on students’ understanding of and ability to apply the discipline’s ethical principles is limited. Objective: The purpose of this study was to learn more about psychology students’ perceptions of their undergraduate training in ethics, understanding of what it means to behave ethically, and competence at applying ethical principles. Method: Forty-four psychology students rated their undergraduate coursework and fieldwork training in ethics, described what it means to be ethical, and proposed a department honor code. Responses were independently coded using a rubric based on APA’s five ethical principles. Results: Participants reported that their undergraduate training gave them an adequate understanding of ethics. The majority included at least three ethical principles in their descriptions of ethical behavior but fewer than three principles in their proposed honor codes. Upper-level students rated their fieldwork training in ethics significantly higher than lower-level students. Participants with higher ratings of fieldwork training in ethics included significantly more ethical principles in their honor codes. Conclusion: Findings support APA’s call to embed training on ethics throughout the undergraduate curriculum.


Author(s):  
Jeni L. McCutcheon

This chapter presents commonly experienced ethical dilemmas among police and public safety psychologists. Real-world, relevant examples are offered with an emphasis on emerging ethical issues. Related American Psychological Association (APA) ethical principles and standards for psychologists and codes of conduct are highlighted. The possibility that ethical dilemmas go unrecognized due to a focus on mandatory rather than aspirational ethics is considered. Solutions for resolving ethical dilemmas are presented.


2003 ◽  
Vol 29 (4) ◽  
pp. 489-524
Author(s):  
Brent Pollitt

Mental illness is a serious problem in the United States. Based on “current epidemiological estimates, at least one in five people has a diagnosable mental disorder during the course of a year.” Fortunately, many of these disorders respond positively to psychotropic medications. While psychiatrists write some of the prescriptions for psychotropic medications, primary care physicians write more of them. State legislatures, seeking to expand patient access to pharmacological treatment, granted physician assistants and nurse practitioners prescriptive authority for psychotropic medications. Over the past decade other groups have gained some form of prescriptive authority. Currently, psychologists comprise the primary group seeking prescriptive authority for psychotropic medications.The American Society for the Advancement of Pharmacotherapy (“ASAP”), a division of the American Psychological Association (“APA”), spearheads the drive for psychologists to gain prescriptive authority. The American Psychological Association offers five main reasons why legislatures should grant psychologists this privilege: 1) psychologists’ education and clinical training better qualify them to diagnose and treat mental illness in comparison with primary care physicians; 2) the Department of Defense Psychopharmacology Demonstration Project (“PDP”) demonstrated non-physician psychologists can prescribe psychotropic medications safely; 3) the recommended post-doctoral training requirements adequately prepare psychologists to prescribe safely psychotropic medications; 4) this privilege will increase availability of mental healthcare services, especially in rural areas; and 5) this privilege will result in an overall reduction in medical expenses, because patients will visit only one healthcare provider instead of two–one for psychotherapy and one for medication.


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