Effects of experience and surface-level distraction on ability to perceive ethical issues.

Abstract

In an application of cognitive science research to psychology ethics training, this study investigated the ability of psychology students with 2 levels of experience (professional ethics course; no professional ethics course) to perceive ethical issues in ambiguous scenarios in which psychology ethics issues were not identified to participants as the focus of interest. A triad judgment task, used in studies of cognitive problem representation of learners in other domains (e.g., mathematics and education), had participants choose which of 2 scenarios "goes best" with a target scenario. Three types of triads were presented: (a) a scenario with similar surface features (in stoiy narrative) versus unrelated features, (b) scenarios with similar deep structural features (in underlying ethical issue) versus unrelated features, and (c) scenarios with similar surface versus similar structural features. Results showed that when there was competition between surface and structural features, more experienced students were better able to perceive the underlying professional ethical issues. However, all students (with or without psychology ethics training) were able to perceive the professional ethical issues when distracting features were removed. Results are interpreted in reference to a competence-performance distinction found in other domains, which suggests that automatic schema activation for less experienced learners may account for their being distracted by surface features of a problem and not by the inability to perceive important underlying features, that is, psychology ethical issues. Implications are discussed for how these findings about the cognitive processes inherent in ethical decision making in professional counseling and psychology might be used to inform and improve ethics training.

Students' Ethical Decision‐Making When Considering Boundary Crossings With Counselor Educators

“…It is understandable that counselor education students would seek out peers and friends who share their personal characteristics and values. However, the personal characteristics that are inherently involved in consultation can result in distortions that can lead to the rejection of ethics codes, laws, and decision‐making models (Birrell & Bruns, ; Fialkov et al, ; Jungers & Gregoire, ). CACREP‐accredited counselor education programs might give more attention to helping students understand that consultation does not guarantee acceptable ethical decision‐making.…”

“…T he ethical decision‐making process begins when conclusions are made subconsciously in the human brain (Drumwright, Prentice, & Biasucci, ), and when the conclusions reach conscious perception, the process immediately shifts to the use of “cognitive shortcuts” to solve the dilemma with the least amount of effort (McMahon & Good, ). Additionally, personal dispositions and characteristics can easily dominate an individual's ethical decision‐making, thereby diminishing the impact of ethics codes, laws, and ethical decision‐making models (Birrell & Bruns, ; Fialkov, Jackson, & Rabinowitz, ). Using personal morals and values (Kitchener, ), as well as consultation with peers (Tenbrunsel & Chugh, ), does not guarantee acceptable ethical decision‐making.…”

Impact of Selected Ethical Information Resources on Counselor Educators' Decision‐Making Regarding Boundary Crossings

“…Self‐created principles can lead to misrepresentation or rejection of published ethics when one is consulting with others (Jungers & Gregoire, ). Personal dispositions and characteristics can prevail over ethics codes, laws, and decision‐making models (Birrell & Bruns, ; Fialkov et al, ). Our study results are concerning because the model having the biggest impact on counselor educators' ethical decision‐making rated similarly to resources having no impact.…”

“…Once ethical decision‐making reaches consciousness, McMahon and Good () found that humans use “cognitive shortcuts” when engaged in ethical decision‐making. Additionally, personal dispositions and characteristics can prevail over ethics codes, laws, and ethical decision‐making models (Birrell & Bruns, ; Fialkov, Jackson, & Rabinowitz, ). Using personal morals and values as ethical guidelines may not result in defensible ethical choices for boundary‐crossing decision‐making (Kitchener, ).…”

Impact of Ethical Information Resources on Independently Licensed Counselors

“…Personal characteristics influence ethical decision making. If unchecked, these personal temperaments can replace ethical codes, laws, and ethical decision-making models (Birrell & Bruns, 2016;Fialkov, Jackson, & Rabinowitz, 2014). Counting on self-established ethical guidelines to guide boundary-crossing decision making is problematic because moral intuition may not result in tenable ethical choices (Kitchener, 1984).…”