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

Hadjistavropoulos, Thomas

doi:10.1037/a0023798

Cited by 6 publications

(10 citation statements)

References 14 publications

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“…The present findings add fuel to the debate as to whether or not the CCEP ought to rank its four Principles. Some argue that the ranking improves the educational value of the code, provides crucial guidance for perplexing dilemmas, and is a particular strength of the Canadian code vis-a `-vis the American code (e.g., Hadjistavropoulos, 2011;Pettifor, 1998). Clark (2012), on the other hand, has argued that Canadian psychologists have built a code of ethics that reflects primarily liberal values, most particularly in the ranking of its Principles.…”

Section: Discussionmentioning

confidence: 99%

How do Canadians rank the Canadian Code of Ethics for Psychologists' principles?

Gothjelpsen

Truscott

2018

Canadian Psychology / Psychologie canadienne

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The Canadian Code of Ethics for Psychologists (CCEP) is organized around 4 ethical principles ranked in descending order of importance: I Respect for the Dignity of Persons and Peoples; II Responsible Caring; III Integrity in Relationships; and IV Responsibility to Society. In situations where 2 or more principles are in conflict, psychologists are instructed to give more weight to the higher-ranked principle when deciding how to act. The current study examines how the public ranks the CCEP's ethical principles. If Canadians endorse the CCEP's ranking of principles, this would provide additional support for the validity of assigning them relative importance. If not, this could have implications for how psychologists are expected to use the Code. Twelve vignettes (in French and English) describing an ethical dilemma in which 2 of the 4 Principles of the CCEP were in conflict with each other were mailed to a representative sample of 322 Canadian adults, with 157 responding. Participants were asked what action they felt the psychologist ought to take in each vignette. Participants clearly favoured Principle III Integrity in Relationships above the other 3 principles. Implications and suggestions for future revisions of the CCEP are discussed.

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Section: Discussionmentioning

confidence: 99%

How do Canadians rank the Canadian Code of Ethics for Psychologists' principles?

Gothjelpsen

Truscott

2018

Canadian Psychology / Psychologie canadienne

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“…The APA published Ethical Standards of Psychologists in 1953(APA, 1953, which has since undergone 10 text revisions (Pomerantz, 2011). The CPA created their own Canadian Code of Ethics for Psychologists (CCEP) in 1986, which was revised in 1991 and 2000, and includes five standards on debriefing that are applicable for all psychological studies (CPA, 1986(CPA, , 1991(CPA, , 2000Dunbar, 1998;Hadjistavropoulos, 2011). Arguably more prominent in Canada is the Tri-Council Policy Statement: Ethical Conduct of Research Involving Humans, Second Edition, which is used by Canadian researchers throughout the public sector (McDonald, 2009).…”

Section: Emergence Of Debriefing As An Ethical Standardmentioning

confidence: 99%

Beyond ethical obligation to research dissemination: Conceptualizing debriefing as a form of knowledge transfer.

McShane¹,

Davey²,

Rouse³

et al. 2015

Canadian Psychology / Psychologie canadienne

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The process of debriefing has been part of psychology for many decades, although it owes its origins to other fields. Debriefing is often tied to research involving deception, however it is part of a much larger set of obligations that psychologists adhere to as professionals operating in an ethical manner. There is some emerging evidence that debriefing participants in research contexts is not taking place frequently or even to the degree that is necessary to impart knowledge. We argue that debriefing can be conceptualized as a form of knowledge transfer, and accordingly can draw on successful strategies from knowledge transfer and exchange and knowledge translation (KT) as these fields are involved in disseminating research knowledge to create awareness, educate, and even teach skills to participants. As well, we contend that psychologists are well poised to develop effective debriefing practices given a research tradition in messaging and innovative community collaborative research. Finally, we provide insights and suggestions for engaging in effective debriefing and future research directions.The process of debriefing has been part of psychology for many decades, although it owes its origins to other fields. Debriefing is often tied to research involving deception, however, it is part of a much larger set of obligations that psychologists adhere to as professionals operating in an ethical manner. Regrettably, there is evidence to indicate that debriefing participants in a research context is not taking place frequently or even to the degree that is necessary to impart knowledge. The field of knowledge transfer (KT) is dedicated to disseminating research knowledge to create awareness, educate, and effect change in daily practice. We propose that KT theory and practice can be used to conceptualize research debriefing and could provide psychologists with a framework to plan research dissemination to participants in a more effective and purposeful manner. We also draw on research from social psychology and emerging insights from community-engaged participatory research, technology, and the arts which might provide further direction and strategies in the debriefing process. Our aim is to demonstrate that KT theory and practice can provide a useful framework, when coupled with psychological research to more effectively disseminate research findings to participants.

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“…The CCEP was unique in its time in that the code reflected the values, morals, and principles of Canadian psychologists and was intended as a guide rather than a strict set of enforceable rules and "laws" of practice (Hadjistavropoulos, 2011). Since its inception in 1986, the CCEP influenced the development of ethics codes in a number of other countries such as New Zealand, Ireland, Lithuania, and Russia (Hadjistavropoulos, 2009).…”

Section: The Development Of Ethics In North American Psychologymentioning

confidence: 99%

“…The Canadian Psychological Association (CPA) developed a similar task force to that of the American Psychological Association but after some struggles, the task force ultimately decided to adopt the American Psychological Association Code of Ethics in 1963 (Dunbar, 1998) until later during the 1970s when the need for a specifically CCEP to reflect the practice, concerns, and values of Canadian psychologists became apparent (Fisher, 2009; Hadjistavropoulos, 2011). The Canadian task force was joined by 59 other psychologists (out of 400 that were invited to participate) and set out to develop a unique Canadian code or ethics.…”

Section: The Development Of Ethics In North American Psychologymentioning

confidence: 99%

The ethical imperative: Special considerations in the trauma counseling process.

Mailloux¹

2014

Traumatology: An International Journal

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Trauma counseling is difficult work and continues to be an identified issue for counseling treatment. There are inherent risks to the practitioner and client in trauma counseling such as vicarious trauma and retraumatization, respectively. There are a number of factors that may exacerbate risk as well as a number of protective factors that may mitigate it. Each of the protective factors is addressed in a direct or indirect manner within the Canadian Code of Ethics for Psychologists; therefore embracing, adhering to, and integrating the ethical principles into the therapeutic process is imperative when working with victims of trauma to protect the client and the practitioner from harm.

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

Cited by 6 publications

References 14 publications

How do Canadians rank the Canadian Code of Ethics for Psychologists' principles?

How do Canadians rank the Canadian Code of Ethics for Psychologists' principles?

Beyond ethical obligation to research dissemination: Conceptualizing debriefing as a form of knowledge transfer.

The ethical imperative: Special considerations in the trauma counseling process.

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