Statement on the disclosure of test data.

Presents a statement on the disclosure of test data, from the Committee on Psychological Tests and Assessment of the American Psychological Association. The statement was formulated to help psychologists with issues regarding the development, validation, and use of tests in a variety of settings. The intent of the statement is to be consistent with the Ethical Principles of Psychologists and Code of Conduct (American Psychological Association; see record 1993-19413-001) and the Standards for Educational and Psychological Testing (1985). The statement is not intended to establish guidelines or standards of test data, it does not provide legal advice, nor is it intended to be or to substitute for the advice of an attorney. The intent of the statement is to enhance professional judgment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Report of the Ethics Committee, 2002.

In accordance with the bylaws of the American Psychological Association (APA), the Ethics Committee reports regularly to the membership regarding the number and types of ethical complaints investigated. In addition to processing ethics cases, significant activities in 2002 included completing work on the revision of the "Ethical Principles of Psychologists and Code of Conduct" (hereinafter also referred to as the Ethics Code; APA, 1992, 2002) and expanding and developing educative efforts. Members of the 2002 Ethics Code Task Force are listed. Other topics include: Ethics Education and Consultation; Ethics Publications; Ethics Committee Membership; Ethics Office Staff; Ethics Case Data; and data on Ethics Inquiries for 2002. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

2010 Amendments to the 2002 "Ethical principles of psychologists and code of conduct".

The following amendments to the 2002 “Ethical Principles of Psychologists and Code of Conduct” (the Ethics Code; American Psychological Association, 2002) were adopted by the APA Council of Representatives at its February 2010 meeting. The changes involve the last two sentences of the final paragraph of the Introduction and Applicability section and Ethical Standards 1.02 and 1.03. The amendments became effective June 1, 2010. A history of these amendments to the Ethics Code is provided in the “Report of the Ethics Committee, 2009” in this issue of the American Psychologist (American Psychological Association, Ethics Committee, 2010). Following are a clean version of the revisions and a version indicating changes from the 2002 language (inserted text is underlined; deleted text is crossed out). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Integrity tests: Facts and unresolved issues.

Describes 2 independent reports, recently completed by the American Psychological Association (APA) and the US Congress Office of Technology Assessment, that examined many scientific and measurement issues concerning integrity testing (e.g., validity, criterion relevance). Background data are offered on a variety of tests collected by a survey of test publishers, providing a view of the industry's scope (e.g., test audience, user screening, score reporting) not available elsewhere. In the light of APA's Ethical Principles for Psychologists and Code of Conduct (APA, 1992), unresolved concerns are addressed that have a wide range of implications for the profession of psychology, the testing industry, and public policy (e.g., cutting scores, user screening and training, and test marketing practices). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA's Central Office: Its organization and functions.

The recent growth of American psychology and of the American Psychological Association Central Office are discussed. Major sections are: Functional Organization of the Central Office (Office of the Executive Secretary, Administrative Services, Education and Training, Membership and Legislative Services, Publications, Public Information, State and Professional Affairs), Personnel Policies and Practices, And in the Future. "Central Office functions are primarily those of administering the detailed affairs of the association and of providing services to its members. The Central Office does not establish policy; rather, it assists in implementing policies approved by the association's legislative body, the Council of Representatives." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Report of the Ethics Committee, 1995.

The 1995 report of the Ethics Committee of the American Psychological Association (APA) addresses the revision of the Rules and Procedures, the revision of the Ethics Code, Ethics Committee membership, Ad Hoc Policy, and Education Committee and Ethics Office staff information. In addition, Ethics Committee case data are presented including inquiries, preliminary investigations, formal cases, and adjudication. Educational activities and presentations are discussed. Two policy statements addressed were approved in 1994 and published in the APA Monitor in 1995. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Award for distinguished contributions of applications of psychology to education and training.

The American Psychological Association 2010 Award for Distinguished Contributions of Applications of Psychology to Education and Training acknowledges psychologists who contribute to new teaching methods or solutions to learning problems through the use of research findings or evidence-based practices. Particular emphasis is placed on the use of psychological knowledge to improve learning in educational settings, including prekindergarten to Grade 12, or in communities. The 2010 winner is Michael Cole. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA and the FTC: New adventures in consumer protection.

The evolution of attitudes and practices with respect to psychologists' public announcements of their services over the past few decades is reviewed. Special attention is focused on interactions between the American Psychological Association (APA) and the Federal Trade Commission (FTC). Particular notice is paid to the direct impact this interaction had on the development of the current Ethical Principles of Psychologists and Code of Conduct with respect to advertising issues. Changes in these aspects of the ethics code are reviewed, and recommendations for ethical advertising of services are offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Division of Rehabilitation Psychology: Roots, guiding principle, and a persistent concern.

What is now known as the Division of Rehabilitation Psychology was formally recognized as the 22nd Division of the American Psychological Association in September 1958. It took 10 years of persistent effort by its founders to bring that about. The first formal arrangement with APA took place in 1949 when "The National Council on Psychological Aspects of Physical Disability" became a special interest group. Now, on the occasion of the centennial celebration of the American Psychological Association, the Division of Rehabilitation Psychology honors more than 40 years of its commitment to the pursuit of knowledge and understanding of disability problems as applied to real-life issues. The author profiles the development and professional history of Division 22 of the American Psychological Association. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Principle-Based Analysis of the 2002 American Psychological Association Ethics Code.

The authors adopt a position that the Standards in the American Psychological Association (APA; 2002) Ethics Code should be based on or be logically related to some underlying ethical theory. The authors then review the 2002 APA Ethics Code from the standpoint of principle-based (prima facie) ethics. Their analysis shows that almost all of the enforceable standards in the 2002 APA Ethics Code are based on or can be linked logically to the criteria of principle-based ethics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Report of the Ethics Committee, 2001.

Reports to the membership regarding the number and types of ethical complaints that are investigated in accordance with the bylaws of the American Psychological Association. In accordance with the bylaws of the American Psychological Association (APA), the Ethics Committee reports regularly to the membership regarding the number and types of ethical complaints investigated. In addition to processing cases, in 2001 significant activities included forming and implementing changes to the adjudication process, expanding and developing educative efforts, and continuing work on the revision of the "Ethical Principles of Psychologists and Code of Conduct." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Report of the Ethics Committee, 1996.

The 1996 report of the Ethics Committee of the American Psychological Association (APA) addresses the revision of the Rules and Procedures, the revision of the Ethics Code, Ethics Committee membership, Ad Hoc policy, and Education Committee and Ethics Office staff information. In addition, Ethics Committee case data are presented including inquiries, preliminary investigations, formal cases, and adjudication. Educational activities and presentations are discussed. No new Ethics Committee policy statements were published in 1996; however, a resolution was adopted by the Board of Directors that defines when a member of APA is considered to be under scrutiny of the Ethics Committee. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An overview of the major changes in the 2002 APA Ethics Code.

This article summarizes the major changes that were made to the 2002 Ethical Principles and Code of Conduct of the American Psychological Association. The 2002 Ethics Code retains the general format of the 1992 Ethics Code and does not radically alter the obligations of psychologists. One goal of the Ethics Committee Task Force was to reduce the potential of the Ethics Code to be used to unnecessarily punish psychologists. In addition, the revised Ethics Code expresses greater sensitivity to the needs of cultural and linguistic minorities and students. Shortcomings of the 2002 Ethics Code are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Resolutions of National Council on Graduate Education in Psychology.

Presents 2 resolutions by the National Council on Graduate Education in Psychology for the American Psychological Association to sponsor a task force and national conference on training and service in professional psychology. (0 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethical administration of sociometric measures: Procedures in use and suggestions for improvement.

Success in the ethical use of sociometric measures requires understanding the impact of the variety of procedures in use. This study identified sociometric testing procedures currently in use in the peer-relations literature and summarized procedures that researchers have found useful in minimizing risk to research participants. Researchers who use sociometric measures (n?=?145) completed a survey about procedures used in their sociometric research. Results indicated variability in sociometric question format, consent-assent procedures, confidentiality instructions, and scheduling and administration procedures. Procedures for conducting sociometric research so as to maximize adherence to the Ethical Principles of Psychologists and Code of Conduct (American Psychological Association, 1992) and to minimize risk to children are suggested, and needs for future research on sociometric testing are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multiple relations in supervision: Guidance for administrators, supervisors, and students.

As fiduciaries, supervisors are to act on behalf of their supervisees; there are at least 10 provisions in the American Psychological Association Ethical Principles of Psychologists and Code of Conduct (2002) that provide guidance for those in this role. Unfortunately, there are many questions the APA Ethics Code does not answer with regard to multiple relations in supervision. The authors address a variety of problems that can arise in this professional context and offer guidance for administrators, practitioners, and students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Ethics in psychology: Professional standards and cases.

Reviews the book, Ethics in psychology: Professional standards and cases by Patricia Keith-Spiegel and Gerald P. Koocher (see record 1985-97634-000). This well written and interesting book offers comprehensive coverage of how the American Psychological Association (APA) Ethical Principles of Psychologists (1981) apply in any setting where psychologists are involved. This book should be of special interest to Canadians who are interested in the new Canadian Psychological Association (CPA) Code of Ethics. The CPA Code organized the areas of concern covered by the APA code, plus new and emerging issues, under an umbrella of four general principles and many associated standards of conduct. Both the book and the CPA Code attempt to raise the level of consciousness about ethical issues and ethical decision-making. The result? They complement each other and together provide a useful combination of philosophy, standards, and concrete examples of unethical or questionable behaviour by a psychologist. All who read this book will become aware of the complexity associated with ethics in the practice of psychology. The authors are to be congratulated on providing a scholarly work, long needed by the public and psychologists alike. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multicultural guidelines: Implementation in an urban counseling psychology program.

How do faculty create culture-centered programs? The recent American Psychological Association (APA) Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists suggest that "As educators, psychologists are encouraged to employ the constructs of multiculturalism and diversity in psychological education" (APA, 2003, p. 386). This article presents a rationale for a culture-centered approach to psychological education and training and the present challenges to that approach. Seven areas of best practices are presented (including statement of philosophy, recruiting a diverse group of faculty and students, fair admissions process, culture-centered curriculum, and evaluation). The article concludes with an evaluation of an urban counseling psychology program coping with the challenges and trying to incorporate best practices in creating a culture-centered program. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

2010 award winners: Distinguished contributions to education and training.

The American Psychological Association 2010 Award for Distinguished Career Contributions to Education and Training and Award for Distinguished Contributions to Education and Training are given by the Board of Educational Affairs in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. There was no award given in 2010 for the Distinguished Career Contributions to Education and Training award. Rosemary E. Phelps is the 2010 recipient of the Award for Distinguished Contributions to Education and Training. The 2010 Award for Distinguished Contributions of Applications of Psychology to Education and Training acknowledges psychologists who contribute to new teaching methods or solutions to learning problems through the use of research findings or evidence-based practices. The 2010 winner is Michael Cole. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical research in progress: An innovation of the New York State Psychological Association.

Reports on an innovation by the the Division of Clinical Psychology of the New York State Psychological Association to promote the dissemination of ongoing research information. The Research-in-Progress Program fills an important gap in scientific communication. It is an appropriate service effort of a state psychological association, with an impact beyond membership alone. Other groups are encouraged to adopt such a program with the ultimate goal of establishing national research-in-progress programs sponsored by the American Psychological Association. (PsycINFO Database Record (c) 2010 APA, all rights reserved)