Comments on the 1991 CPA Code of Ethics.

Discusses the Canadian Psychological Association Code of ethics for psychologists, and its value. The author concludes that the 1991 Code succeeds in providing psychologists with a moral anchor and is a model that other professions would do well to emulate. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

NSCBI and the Canadian Code of Ethics.

Discusses the influence of the Canadian Code of Ethics on the review and revision of the New Zealand Code. The author discusses understandings of what it is to be human within the Canadian Code and how these understandings have shaped contributions to the New Zealand Code review process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The first decade of the Canadian Code of Ethics for Psychologists.

Discusses the development of the European Federation of Professional Psychologists Association (EFPPA) code of ethics, and the role of the Canadian Psychological Association's code in the process. The author states that the EFPPA now wants to go beyond statements of principle to consider both initial training and continuing professional development in ethics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Canadian Code of Ethics and the regulation of psychology.

Addresses the question of whether and how the Canadian Code of Ethics has been used as a regulatory document in Canada. After a discussion of the philosophy of codes of ethics and the principles associated with the regulation of professions, the various responses of Canadian regulatory bodies to the Canadian Psychological Association Code of Ethics is reviewed. Some of the strengths and limitations of the Canadian Code of Ethics as a regulatory document are discussed, as is the relationship between the Canadian Code of Ethics and other regulatory standards and regulations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

HIV/AIDS training and continuing education for psychologists.

The HIV infection and AIDS pandemic presents professional disciplines, including psychology, with unique challenges. The authors review the literature on education concerning HIV/AIDS in doctoral psychology programs, internships, and continuing education efforts in psychology and other disciplines. Recommendations are offered regarding the process and content of continuing education for psychologists regarding HIV and AIDS. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The education and training of clinical psychologists in the Netherlands.

With the reduction of the doctorandus program in the Netherlands to 4 yrs, a graduate program has been created that is significant to clinical psychology because it separates the research and applied orientations. The research orientation leads to the PhD, the applied orientation to a certificate of professional registration. This distinction has effectively ended the scientist–practitioner model underlying the training of clinical psychologists. In moving clinical psychology from its scientific research base, psychology has become more fragmented, and in a way that has far-reaching implications for the discipline and the profession in the Netherlands. These developments are of interest due to the debate in the US and elsewhere on training and licensure of clinical psychologists and concern about the unity of psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A new role for psychologists—Hospital Ethics Committees.

Over the past decade psychology has begun to appreciate that it represents more than "merely mental health care" and has become increasingly involved in the generic health care arena. The participation of psychologists in Hospital Ethics Committees (HECs) is presented as a professional activity for which psychologists are particularly well suited. The clinical mission of HECs, the historical importance of ethical considerations to psychology, and the field's specific training and psycho-social expertise suggest valuable contributions that psychologists can make in this particular area. Further, as psychology actively increases its participation in HECs, other professional disciplines outside of the mental field will systematically have the opportunity to become more familiar with psychology and its clinical and research expertise. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How Canadian coordinators of graduate psychiatric education view psychologists.

Investigated the views toward psychologists as expressed by 16 Canadian coordinators of postgraduate education in psychiatry. The majority of Ss opposed psychologists holding senior administrative roles in departments of psychiatry and believed that psychologists should continue to be organized in divisions within departments of psychiatry. Considerable respect was evident for the clinical and academic skills that psychologists possess, and there was nearly unanimous support for psychologists holding academic appointments in departments of psychiatry. Most Ss approved of psychologists conducting psychotherapy as well as supervising psychiatric residents on psychotherapy cases and supported psychologists' involvement in the training of psychiatrists and vice versa. Views about eligibility of psychologists for senior administrative roles in psychiatry departments were related to views on other issues concerning psychologists. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Empirical and theory-driven investigations of the Canadian Code of Ethics for Psychologists.

This article summarizes empirical and theoretical research focusing on the structure and content of the Canadian Code of Ethics for Psychologists (Canadian Psychological Association [CPA], 1986, 1991, 2000). Functional grammar and content analyses show that, compared to other codes, the CPA code is written in a way that is empowering for the decision-maker. Moreover, it is more likely than other codes of ethics to provide a rationale for ethical behaviour. Preliminary support for the hierarchical organisation of the ethical principles of the CPA code exists but more research is needed to determine if the hierarchy leads to more consistent decision-making in the resolution of ethical dilemmas. Recommendations for future research directions are outlined. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Canadian psychologists for social responsibility.

The report in Canadian Psychology from "Canadian Psychologists for Social Responsibility" (P. R. Johnson, October 1984, pp. 336-337; see record 2007-03848-001) requires comment. First, we are amazed at the arrogance of the assumption that one political position is socially responsible, and all others presumably are irresponsible. Aside from that, the annual report of the section in effect says that evidence is unnecessary as long as in our heart we know we're right. Furthermore, the position attacked in the report is a straw man. Who has denied "that people are afraid of a nuclear holocaust"? Rather than attacking a claim that CPSR's critics have not made, its spokesman could try to deal seriously with the response made to another article emanating from this new section (O. Johnson, 1983). If the denigration of the need for objective evidence, and the ignoring of basic distinctions, are characteristic of CPSR's approach, there seems to be no difference between them and any other political group. In that case, the question naturally arises: Why should this political group constitute a section of CPA? (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Opportunities for psychologists in health maintenance organizations: Implications for graduate education and training.

This article highlights current roles and functions for psychologists in health maintenance organizations in the areas of teaching, research, and clinical service. Implications for graduate education and training are detailed. The author focuses on strengths and weaknesses of current models with respect to program content, role models, and the socialization process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Undergraduate training for psychologists.

"The chairmen of the psychology departments of the 167 institutions listed in the December 1956 issue of the American Psychologist as offering graduate work in psychology were surveyed as to their opinions regarding an ideal undergraduate curriculum for prospective graduate students. One hundred and forty-nine (89%) of the questionnaires were returned… . A large majority of the chairmen (85%) agreed that the best undergraduate major would be psychology." Biological science and mathematics were listed most frequently as the best minor. Tables are presented of the preferred undergraduate nonpsychology courses for graduate training applicants and preferred undergraduate psychology courses for graduate training applicants. The preferred nonpsychology courses listed by at least 70% of all the chairmen were algebra, anthropology, physics, physiology, and sociology. Preferred psychology courses were beginning statistics and experimental psychology (indicated by 96% and 95% of the chairmen, respectively). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Confidentiality: Ethical and legal aspects for Canadian psychologists.

Discusses the ethical and legal aspects of confidentiality for Canadian psychologists, with particular emphasis on clinical psychology. The concepts of confidentiality, privileged communication, and privacy are clarified. The law of privileged communication in Canada is presented. Ethical standards, provincial and federal legislation, and case law bearing on confidentiality in clinical practice are discussed. Issues of mandatory child abuse reporting, the duty to protect, informed consent, and 3rd-party and client access to records are explored. Suggestions are made to the psychologist regarding the management of confidentiality. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The training of psychiatrists and psychologists.

Compares the training of psychologists (PSLs) and psychiatrists (PSTs) and concludes that PSTs have little formal training in the study of human behavior and little contact with problems and methods in science, while PSLs have a more extensive background in the study of human behavior and formal training in science. (0 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Anorexia nervosa in adolescents: Responding using the Canadian Code of Ethics for Psychologists.

The adolescent with disordered eating symptoms, who may still be a minor, presents a special case with respect to diagnosis and treatment. The symptoms and severity of anorexia nervosa (AN) are such that involuntary treatment might be required to preserve life. Although the peer-reviewed literature generally accepts that AN is a serious biologically based disorder (Klump, Bulik, Kaye, Treasure, & Tyson, 2009), there is a proanorexia argument that eating disorders are a lifestyle choice (Fox, Ward, & O'Rourke, 2005; Overbeke, 2008). The ethical decision-making process outlined in the Companion Manual to the Canadian Code of Ethics for Psychologists (Sinclair & Pettifor, 2001) is useful for a psychologist to substantiate lower thresholds for involuntary treatment for adolescents with AN. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A philosophical value analysis of the Canadian Code of Ethics for Psychologists.

Explored, philosophically, the rationale for the ranking of the principles of the Canadian Psychologists' code of ethics. While this ranking has received some empirical support, it has yet to be grounded in theory. In order to overcome this conceptual deficiency, C. Hodgkinson's (1996) value paradigm was used as a critical framework for validating the hierarchical structure of the principles of the code. The analysis revealed general acceptance for the ranking. As a result, the code has gained not only the needed theoretical grounding for comprehensive support (i.e., theoretical and empirical) but also a more complete understanding of its content and axiological rationale. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accreditation of psychology's graduate professional education and training programs: An historical perspective.

For over 46 years, the American Psychological Association (APA) has sponsored an accreditation system for professional doctoral and internship programs. Throughout its history, national conferences in psychology have consistently supported this accreditation system, at times with reservations. Recently, both academic and professional groups of psychologists have sought a stronger role in this process. The factors leading to APA's accreditation system, its evolution, and the recent major changes enacted in response to the discipline's interests are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethics training in Canadian graduate schools of psychology.

Evaluated the extent and nature of ethics training in 27 Canadian graduate schools of psychology by means of a questionnaire sent to the schools that asked questions on the nature of graduate programs, the nature of graduate programs and of graduate employment, the content areas, and views on whether and how ethics should be taught. It was found that many graduates from nonclinical programs obtain clinical employment, and that clinical students are more likely to receive some ethics training than are nonclinical. In view of the variable and often minimal approaches to ethics in some institutions, it is unsafe to assume that graduates generally have knowledge and practice in dealing with ethical issues. In order to avoid potential harm to the public and to the profession of psychology, it is recommended that professional associations promote continuing education programs and that graduate schools increase their commitment to teaching ethics and developing effective teaching models. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Canadian Code of Ethics for Psychologists: A moral context for ethical decision-making in emerging areas of practice.

Reviews some actual and potential applications of the Canadian Code of Ethics for Psychologists to such areas as conflict between professional standards and third party expectations; community psychology, diversity and vulnerable populations; custody and access evaluation; recovered memories; and services via electronic technology. The use of the Canadian Code by several psychology and non-psychology organizations to develop their own ethical guidelines is summarized, as well as use by a body of elected officials. Perceived weakness are discussed. The author concludes that the wide recognition of the Canadian Code of Ethics for Psychologists speaks to its broad-based relevance for those people who are trusted to serve the public interest. (PsycINFO Database Record (c) 2010 APA, all rights reserved)