Introducing ethics to beginning psychologists: A problem-solving approach.

Abstract

Beginning and practicing psychologists both need more exposure to ethical training experiences, A new Canadian code of ethics provides an opportunity for universities to review their approach to this experience for students in clinical and counseling psychology. In the Canadian code, four basic ethical principles, followed by value statements and standards of behavior, are proposed. This structure provides a useful framework for ethics education, [n addition, the problem-solving approach to ethical and moral dilemmas provides a better decision-making process for new psychologists than does simple exposure to professional behavior guidelines. The approach used at the University of Alberta is presented with the recommendation that ethical instruction focus on personal values and the process of informed decision making as well as learning "correct" responses.Dr. Phyllis Sawyer, a clinical psychologist in private practice, also hosts a popular radio call-in show twice a week. During one program dealing with depression, a male caller wanted to talk about his feelings of inadequacy. Dr. Sawyer indicated that she couldn't discuss his individual case on the radio but suggested that he might want to talk with a psychologist about his concern. She provided a free help number to call and indicated her willingness to provide the names of several qualified psychologists when she went off the air. A few days later, without indicating he had been the caller, Gregory Greenwood made an appointment to see Dr. Sawyer. During the first interview Mr. Greenwood revealed that he had been the caller and had been so impressed with Dr. Sawyer on the radio that he was sure she could help him. Dr. Sawyer decided that she could be of help to him and arranged for a series of sessions. During the second interview Mr. Greenwood revealed that he was taking medication prescribed by Dr. Gendrau. his family physician. Mr. Greenwood asked Dr. Sawyer not to talk with Dr. Gendrau, who had been seeing him every other week for 4 months. Mr. Greenwood explained that Dr. Gendrau had been helpful to Mrs. Greenwood and their two children, but that he does not like psychologists. He might stop seeing the family if any member were also seeing a psychologist, no matter how well qualified the psychologist was. Dr. Sawyer felt an obligation to talk with Dr. Gendrau, especially to find out about the medication, but did not want to do so without Mr. Greenwood's consent. She was also concerned about seeing Mr. Greenwood without Dr. Gendrau's knowledge, even though it appeared that Dr. Gendrau had been unable to deal with Mr. Greenwood's feelings of inadequacy. This is the kind of ethical dilemma that was used in a case study approach to the study of ethics by clinical and counseling master's students at the University of Alberta. The course focus was on the process of thinking through the many LARRY EBERLEIN received his law degree from the University of Wisconsin in 1954, tan theology degree from Garrett Theological Seminary in 1965, and his doctorate from Michiga...

Ethics Education: Recommendations for an Evolving Discipline

“…Many studies relating to professional ethics have emerged since the 1980s. Among these, some have focused on instructional practices within a particular ethics course that presume to help counselor education students to become competent counselors (Abeles, 1980;Colby & Long, 1994;Coll, 1993;Eberlein, 1987;Fine & Ulrich, 1988;Lamb, 1991;Zahner & McDavis, 1980). Yet in the absence of a broad framework to organize teaching ethics, it is difficult to appreciate the importance of these studies.…”

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

“…Their inclusion in ethics courses has been promoted extensively (e.g., Eberlein, 1988;Francis, 1999;O'Neill, 1998) and the need for interactive ethics education in psychology has been advocated (e.g., Eberlein, 1988Eberlein, , 1999Tymchuk et al, 1982). Books containing vignettes, such as the Companion Manual to the Canadian Code of Ethics for Psychologists, Third Edition (Canadian Psychological Association, 2001a; herein referred to as the Companion Manual), afford psychologists and trainees the opportunity to analyse and discuss ethical dilemmas, construct steps toward possible resolutions, and evaluate the foreseeable ramifications of each potential outcome.…”

Counselor Training and Ethical Issues With Older Clients

“…Fine and Ulrich (1988) have suggested a course "team taught" by both a philosopher and a psychologist. Eberlin (1987) has suggested that ethics training should focus on the process of problem solving as well as on learning the "correct" response.…”