A Canadian perspective on using vignettes to teach ethics in psychology.

Vignettes depicting ethical dilemmas are used widely in teaching and learning professional ethics. Such an approach can facilitate learning by allowing opportunities to work through ethical dilemmas using practical, realistic, and complex material that enables participants to: engage in discussion; explore applicable ethical principles; and ideally, to achieve a deeper level of ethical understanding. Despite their widespread use, little research has been conducted on how to maximise the benefits of using ethical dilemmas, nor on the most ethically appropriate ways of presenting scenarios derived, at least in part, from actual occurrences. In this article, we endeavour to contextualise the use of vignettes within the framework provided by the Canadian Code of Ethics for Psychologists, Third Edition (Canadian Psychological Association, 2000) and to use the principles and standards therein to suggest guidelines for the ethical creation and use of vignettes. We begin by reviewing the literature on the use of ethical dilemmas in teaching and learning ethics, including a discussion of the benefits to be gained from using vignettes as one component of a comprehensive approach to ethics education. This is followed by discussion of ethical considerations relevant to the creation and use of vignettes of ethical dilemmas. We conclude with a series of recommendations informed by the Canadian Code of Ethics for Psychologists to guide psychologists in using such illustrative material in an ethically appropriate manner. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Did Hamlet need a Canadian Code of Ethics for Psychologists?.

Attempts to demonstrate the creativity inherent in the principles and ethical decision-making process in a Canadian Code of Ethics for Psychologists (CCEP). Shakespeare's Hamlet from The Tragedy of Hamlet, Prince of Denmark is presented to illustrate how the new CCEP guidelines for ethical decision making can help resolve moral dilemmas more constructively. The resolution of dilemmas faced by professional women and psychologists are also addressed. The CCEP facilitates creative problem solving by (1) explicitly stating 4 ethical principles around which all other values and standards are organized; (2) recognizing that when there is conflict, reaching the most ethical decision may be difficult; and (3) outlining the basic steps that typify approaches to ethical decision making. (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)     

Ethical decision-making and the code of ethics of the Canadian Psychological Association.

The Code of Ethics of the Canadian Psychological Association (CPA) is based on 4 ethical principles (EPRs), ranked in a hierarchy of importance as follows: Respect for the Dignity of Persons, Responsible Caring, Integrity in Relationships, and Responsibility to Society. The code states that when these EPRs conflict, decisions should usually be based on relative rank order. A study was conducted to see whether 30 preprofessional college psychology students would endorse solutions to ethical dilemmas that were consistent with the ranking of EPRs recommended in the code. In response to a series of vignettes pitting the 4 CPA EPRs against one another, Ss endorsed choices in a statistically significant pattern of decreasing frequency that was consistent with the ranking. There was also considerable variation in responses to vignettes that pitted the same 2 EPRs against each other, indicating that context affects decisions about what is ethical. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mandatory reporting of child abuse: Legal, ethical, and clinical implications within a Canadian context.

Focuses on the legal, ethical, and clinical implications for Canadian psychologists of the child protection legislation that makes it mandatory to report suspected and known instances of child abuse. Provincial and territorial statutes and Canadian case law dealing with the duty to report are examined. The Canadian Code of Ethics for Psychologists of the Canadian Psychological Association (1991) and its proposed decision-making process for resolving ethical dilemmas in this area are applied to a review of the issues associated with this type of duty to report. Guidelines are proposed regarding how psychologists can best negotiate these dilemmas. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The rehabilitation ethic and ethics.

A set of evolving ethical models is presented to illuminate key issues and provide decision-making guidance to rehabilitation staff regarding admission and termination of rehabilitation treatment. Roles, goals, and guiding principles are outlined for the paternalistic, contractual, and educational models and a deliberative model is offered as an alternative for use in preventing and resolving ethical dilemmas. This model redefines the rehabilitation process in terms of patients and providers acting in community. Recent observations have reemphasized the importance of empathy and communal interests in facilitating human development. Emphasizing these principles, which are fundamental to therapeutic relationships, may prove instrumental in resolving ethical dilemmas that arise in rehabilitation. Recommendations for training in therapeutic principles and ethical models throughout the psychologist's career are also presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Combination insulin and sulfonylurea therapy in insulin-requiring type 2 diabetes mellitus

OBJECTIVES: To identify ethical dilemmas experienced by occupational and physical therapists working in the UK National Health Service (NHS). To compare ethical contexts, themes and principles across the two groups. DESIGN: A structured questionnaire was circulated to the managers of occupational and physical therapy services in England and Wales. SUBJECTS: The questionnaires were given to 238 occupational and 249 physical therapists who conformed to set criteria. RESULTS: Ethical dilemmas experienced during the previous six months were reported by 118 occupational and 107 physical therapists. The two groups were similar in age, grade, and years of experience. Fifty of the occupational therapy dilemmas occurred in mental health settings but no equivalent setting emerged for physical therapy. Different ethical themes emerged between the two groups, with the most common in occupational therapy being difficult/dangerous behaviour in patients and unprofessional staff behaviour, and for physical therapists resource limitations and treatment effectiveness. No differences were found in the ethical principles used. CONCLUSION: The ethical dilemmas reported by the therapists were primarily concerned with health care ethics, rather than the more dramatic ethics reported in much of the biomedical ethics literature. Differences were found between the two professional groups when ethical contexts and themes were compared but not when ethical principles were compared. This suggests that educators and researchers need to be aware of work settings and the interdisciplinary nature of employment as well as ethical principles held by individual therapists.     

Teaching ethical principles by means of value confrontations.

Presents an approach to teaching ethical standards and principles to graduate psychology students. Students are asked to respond to critical incidents involving ethical dilemmas. Existing values and beliefs are confronted and the student is challenged to seek solutions to the dilemmas. Topics range from ethical issues in psychotherapy research to values inherent in major theories of personality. Sample discussions from several topics are presented. The position is taken that the teaching of ethical principles is facilitated by value confrontations. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Stability of midazolam and fentanyl in infusion solutions

Ethics, especially in nursing, tends to be surrounded by myths and ideas that have more in common with magic than reality. This article argues from quotes of two medieval men, Thomas Aquinas and Meister Eckhart, that ethical behaviour among nurses is not something difficult or far-fetched, but something immediate, everyday, and often very simple. The more weighty ethical dilemmas are not diminished by this. Aspects of justice, compassion and courage are discussed from the point of view of relationships with clients and colleagues, and the need for (helpful) myths is stressed.     

Report of the Ethics Committee, 1993.

The 1993 report of the Ethics Committee of the American Psychological Association (APA) addresses the revision of the APA bylaws related to ethics, the revision of the ethical principles, the Ethics Committee membership, and the ad hoc Policy and Education Committee. Ethics case data are presented, and 5 policy statements issued by the Ethics Committee during 1993 and published in the APA Monitor are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethical dilemmas in pain management

Pain management is becoming an increasingly important component of comprehensive wound care. Choices for the best approach in managing the elderly patient with painful wounds can pose ethical dilemmas. Ethical principles such as autonomy, beneficence, and non-maleficence are explored through a case presentation. Suggestions for addressing these ethical dilemmas are examined.     

Sanctions and the diversity of ethical complaints against psychologists.

Summarizes approximately 50 cases adjudicated by the American Psychological Association's Committee on Scientific and Professional Ethics and Conduct during 1981–1983. Levels of sanctions used by the committee are discussed. Questions about 3 contemporary ethical dilemmas (bartering of services, use of sexual surrogates, and use of collection agencies) are raised and evaluated. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethical issues in health education

Moral dilemmas abound during health education practice and ethical decisions have to be made. This article examines the contribution of the four guiding ethical principles (respect for autonomy, beneficence, non-maleficence and justice) to nurse decision making. Multidisciplinary ethical guidelines to assist health educators to serve the best interests of patients and clients are suggested.     

Ethical dilemmas in sport psychology: A dialogue on the unique aspects impacting practice.

[Correction Notice: An erratum for this article was reported in Vol 41(3) of Professional Psychology: Research and Practice (see record 2010-11935-001). Due to a production error, the name of Amy B. Stapleton was substituted for the name of Jeffrey E. Barnett as the editor of the Focus on Ethics section in the April issue of Professional Psychology: Research and Practice, 41, 2, 143–152.] The multidisciplinary field of applied sport psychology, a specialty area of psychology practice, has been acknowledged as a proficiency area by the American Psychological Association (APA, 2007). This unique discipline often requires the psychologist to work outside the realm of traditional practice. In doing so, sport psychologists frequently encounter unique ethical dilemmas. In an effort to promote awareness and dialogue, this article describes some of the more commonly faced ethical considerations in applied sport psychology. Issues related to developing and maintaining competence in the field, confidentiality, and boundary issues are discussed, and case examples are provided to illustrate the relevant ethical consideration. Subsequently, three applied sport psychology experts respond to the lead article’s discussion and offer poignant reflections on ethical issues presented. In addition, suggestions for successfully resolving ethical dilemmas related to competence, confidentiality, and boundary issues in sport psychology are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rural nurse practitioners: perceptions of ethical dilemmas

The purposes of this study were to identify ethical dilemmas encountered by rural nurse practitioners in primary practice and to identify constraints or enhancers that influenced ethical decision making. Nine nurse practitioners from Wyoming and Colorado responded to in-depth interviews. Six categories of ethical dilemmas and a list of constraints and enhancers were identified. One central concept, conflict between personal values and professional responsibility, emerged. Beneficence, nonmaleficence, justice, and patient autonomy, as core ethical principles, were related to this central conflict.     

Special issue on the Canadian code of ethics for psychologists.

This Special Issue contains the commentary and evaluations of more than a dozen authors on the merits of Canadian Code of Ethics for Psychologists. The papers examine the Code from a range of perspectives: history of psychology; philosophy of science; teaching; practice; regulation; law; and, applications beyond psychology. Perspectives of the international community of psychologists also are included. The usefulness to the public interest of placing ethical standards within a clearly defined ethical framework is affirmed by many of the authors. In addition, the articles conclude that the organization of the Code around ethical principles and the inclusion of steps for ethical decision making are invaluable in teaching and practice, especially for new or ambiguous areas. The ethical principles and decision-making steps are found to be as applicable to research as to service organizations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Numéro spécial sur le Code Canadien de déontologie professionnelle des psychologues.

This Special Issue contains the commentary and evaluations of more than a dozen authors on the merits of Canadian Code of Ethics for Psychologists. The papers examine the Code from a range of perspectives: history of psychology; philosophy of science; teaching; practice; regulation; law; and, applications beyond psychology. Perspectives of the international community of psychologists also are included. The usefulness to the public interest of placing ethical standards within a clearly defined ethical framework is affirmed by many of the authors. In addition, the articles conclude that the organization of the Code around ethical principles and the inclusion of steps for ethical decision making are invaluable in teaching and practice, especially for new or ambiguous areas. The ethical principles and decision-making steps are found to be as applicable to research as to service organizations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Patient-therapist boundary issues: An integrative review of theory and research.

Boundary issues, which regularly arise in therapy, can present difficult dilemmas for clinicians. The purpose of this article is to help clinicians resolve these dilemmas by integrating some of the theoretical positions with empirical evidence reported in the literature on boundary issues in counseling and psychotherapy. The authors review the concept of treatment boundaries and the ethical principles that underpin them. They also review common boundary violations and provide recommendations to attenuate harm done to clients when such boundary violations occur in therapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Nine unique features of the Canadian Code of Ethics for Psychologists.

Explores 9 features of the Canadian Code of Ethics for Psychologists that are somewhat unique and may explain, at least in part, the interest of the international community in the Code: (a) setting objectives based on a critical analysis of the international and interdisciplinary literature on codes of ethics; (b) inclusion of an over-riding ethic of a contract with society, (c) use of an empirical methodology in developing the Code, (d) organization of the Code around 4 ethical principles; (e) differential weighting of the 4 ethical principles; (f) inclusion of a model for ethical decision making; (g) inclusion of a role for personal conscience; (h) inclusion of both minimum and idealized standards; and (i) presentation of the Code as an umbrella document. The thinking behind each feature is presented, including reasons for some changes to the 1991 version of the Code. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Claude H. Organ, Jr. Honorary/Sandoz Nutrition Lectureship. Ethics in research and surgical practice

The topic "Ethics in Research and Surgical Practice" appears most appropriate for the 1997 Claude H. Organ, Jr. Honorary Sandoz Nutrition Lecture. With the increasing numbers of ethical problems facing clinicians today, greater emphasis on ethics is demanded. This lecture focuses primarily on the clinical applications of basic science and ethics certainly plays a major role in this regard. Ethical principles espoused by the American College of Surgeons and the American Medical Association will be emphasized. Further, the results of the deliberations of the Advisory Committee on Human Radiation experiments will be discussed. Certainly, the Tuskegee experiment debacle will be mentioned. Ethics remains important if we are to give our patients the best care. We must always keep in the vanguard of our thinking that the welfare of our patients comes first. High ethical principles emphasize our obligations and responsibilities to our patients.