Psychology ethics education in a peer-facilitated laboratory setting.

Loughran, Mary; Hamilton, Deanna; Magistro, Cynthia

doi:10.1037/tep0000053

Cited by 2 publications

(3 citation statements)

References 22 publications

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“…However, the same study indicates that ethics education does not change the students' Bview of the world (p. 581)^ (Lau 2010). Moreover, the study conducted by Mary Jo Loughran et al determines that the applied ethical activities did not increase the students' self-confidence (Loughran et al 2014). Additionally, the comparative literature review done by Liu, Yao, and Hu demonstrates that ethics education in accounting is not as effective as it is in medicine and law (Liu et al 2012).…”

Section: Effectivenessmentioning

confidence: 97%

“…The teaching of ethical principles and professional codes are also welcomed by both educators and students (Cannaerts et al 2014;Kalaitzidis and Schmitz 2012;Laabs 2015;Lin et al 2010;Loughran et al 2014;Domenech Rodríguez et al 2014). However, it is an intriguing finding that the studies in nursing and psychology accentuate the learning of ethical principles and codes more than other academic fields.…”

Section: Teaching Scopementioning

confidence: 99%

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Learning from experiences to determine quality in ethics education

Avci

2016

International Journal of Ethics Education

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Ethics is a prominent subject in almost all academic fields. However, the teaching of ethics is a controversial matter in terms of its aim, scope, method, and so on. Besides these points, the issue of quality in ethics education is another essential consideration which needs to define the concept of quality and determine its indicators as well as its measurement. Therefore, establishing certain standards and principles in ethics education may benefit all ethics programs across the world and create a global standardization at some points. Nevertheless, prior to proposing any method, model, standard, or indicator, looking at the existing situation of the current ethics programs would give opportunity to detect good practices, shortages, and shortcomings. In this sense, the aim of this paper was to review the literature on ethics education to exhibit the features of the present ethics programs and benefit from their experiences to determine what quality in ethics education is. The findings demonstrated that both students and educators believe that ethics education generates positive impact on ethical awareness, knowledge, and reasoning. However, the reviewed studies did not indicate explicit and adequate clues to draw a conclusion about what quality in ethics education is and which teaching method is the most effective.

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Section: Effectivenessmentioning

confidence: 97%

Section: Teaching Scopementioning

confidence: 99%

Learning from experiences to determine quality in ethics education

Avci

2016

International Journal of Ethics Education

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“…Lougherty, Hamilton, and Magistro (2014, pp. 285–291), in the final article in this special section, attempted to combine a practical approach with an outcome evaluation.…”

Section: In This Sectionmentioning

confidence: 99%

Ethical issues in education and training.

Cornish¹

2014

Training and Education in Professional Psychology

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As the field has moved toward defining and assessing the competencies needed by health-service psychologists, the importance of integrating ethics into education, training, and supervision has become increasingly clear. This introduction to the special section, Ethical Issues in Training and Supervision, begins with a brief review of the APA's Ethical Principles of Psychologists and Code of Conduct (Ethics Code; APA, 2010) and recent developments in the profession. The 12 articles in this section illustrate the current breadth of ethics in education and training within health-service psychology, representing a wide variety of approaches from the conceptual (including a paradigm shift from a more individualistic approach to a communitarian model) to the practical and the more empirical. Taken together, they both advance the literature and underscore the need for considerable future research. While the conceptual and practical articles challenge the profession to develop best practices, they are as yet unsupported by empirical study. Most of the studies in this section rely on Internet surveys, in which the demographics of the respondents may be skewed, and the response rate is generally unknown or too low to produce significant results. While ethical issues in doctoral, practicum, and internship programs are represented, postdoctoral programs are missing. The introduction to the special section concludes by offering recommendations including continuing to develop the evidence base in education and training, encouraging staff from practicum, internship, and postdoctoral programs to collaborate with faculty members in developing research in this area, and broadening competency lists to include teaching and administration.

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Psychology ethics education in a peer-facilitated laboratory setting.

Cited by 2 publications

References 22 publications

Learning from experiences to determine quality in ethics education

Learning from experiences to determine quality in ethics education

Ethical issues in education and training.

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