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

Abstract

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.

Types of Vignettes and Ethical Decision-Making among Business Education Students

“…In teaching education students business ethics, narratives would provide learners with practical ethical dilemmas from which learners develop ethical sensitivity as a learning outcome. In support of this argument McCarron and Stewart (2011) argued that adoption of vignettes narratives would help learners in problem analysis and in developing judgment criteria from varied perspectives. In this regard narratives would help learners to objectively come up with ethical decisions in business and hopefully be more confident in implementation.…”

Reasons for Ethical Misconduct of Counseling Students: What do Faculty Think?

“…In addition to ethics courses, faculty should stress ethical decision-making (Calley, 2009) and case studies that emphasize ethical decisionmaking. (McCarron & Stewart, 2011;McGee, 2005) with students as frequently as possible across the academic program. Although the authors realize that there are challenges to adding content to course curricula, the challenging nature of ethics combined with the importance of ethical competence are compelling reasons to try.…”

“…McGee (2005) encouraged ethics training that emphasized a proactive approach in identifying potential ethics problems, and for students to use vignettes to consider ethics issues within real-life applications. McCarron and Stewart (2011) also advocated the use of vignettes to promote the ethics training of students.…”

Beliefs of Counselor Trainees about Forgiveness

“…By creating more opportunities for trainees to learn how to use effective counseling interviewing techniques and forgiveness as a therapeutic technique, counselor educators should help trainees to be qualified to help their clients in the future, to resolve hurts, and to reconceptualize a realistic view of themselves and the world. Forgiveness education can be expanded by using vignettes (McCarron & Stewart, 2011) and case studies consisting of ethical dilemmas. This effort to promote the study of forgiveness in counseling should facilitate enlightenment concerning its virtues in the counseling relationship and counselor development.…”