Teaching Ethics to Undergraduate Psychology Students: Review of the Evidence and Recommendations

Ruiz, Ana I.; Warchal, Judith; You, Di

doi:10.1177/1475725720923434

Cited by 3 publications

(2 citation statements)

References 58 publications

(73 reference statements)

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“…It is perhaps unsurprising that psychologists are more likely to engage in formal ethical practices; explicit ethical codes of practice are available from virtually every national psychology body (e.g., the American Psychological Association, Psychological Society of Ireland, etc.). Moreover, many psychology undergraduates are trained in ethical practice and required to obtain ethical approval for their research (Ruiz et al., 2020).…”

Section: Discussionmentioning

confidence: 99%

Best Practices for Ethical Conduct of Misinformation Research

Greene

Laurent

Murphy

et al. 2023

European Psychologist

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Abstract. Misinformation can have noxious impacts on cognition, fostering the formation of false beliefs, retroactively distorting memory for events, and influencing reasoning and decision-making even after it has been credibly corrected. Researchers investigating the impacts of real-world misinformation are therefore faced with an ethical issue: they must consider the immediate and long-term consequences of exposing participants to false claims. In this paper, we first present an overview of the ethical risks associated with real-world misinformation. We then report results from a scoping review of ethical practices in misinformation research. We investigated (1) the extent to which researchers report the details of their ethical practices, including issues of informed consent and debriefing, and (2) the specific steps that researchers report taking to protect participants from the consequences of misinformation exposure. We found that fewer than 30% of misinformation papers report any debriefing, and almost no authors assessed the effectiveness of their debriefing procedure. Building on the findings from this review, we evaluate the balance of risk versus reward currently operating in this field and propose a set of guidelines for best practices. Our ultimate goal is to allow researchers the freedom to investigate questions of considerable scientific and societal impact while meeting their ethical obligations to participants.

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Section: Discussionmentioning

confidence: 99%

Best Practices for Ethical Conduct of Misinformation Research

Greene

Laurent

Murphy

et al. 2023

European Psychologist

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“…When students start to take upper-level courses, ethics education should be addressed in content-specific courses and finally be an important component of the capstone course. Some resources are available on teaching ethics for undergraduate psychology students at Society for the Teaching of Psychology (2017; http://teachpsych.org/page-1603066), Association for Psychological Science (2017; https://www.psychologicalscience.org/members/teaching/classroom-resources), and Teaching Ethics to Undergraduate Psychology Students (Ruiz & Warchal, 2017; https://de.alvernia.edu/teachingpsychethics/). Regarding the presentation of ethics in the syllabi, an important question still remains unanswered: Is the teaching of ethics being overlooked in undergraduate psychology syllabi?…”

Section: Discussionmentioning

confidence: 99%

The Presentation of Ethics in Undergraduate Psychology Syllabi

You

Ruiz

Warchal

2018

Teaching of Psychology

Self Cite

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To identify where ethics is presented to undergraduate psychology students, this study reviewed a national sample of 706 syllabi for required mandatory psychology courses. The results indicated that 6 syllabi were designated as ethics courses and 65 syllabi did not mention ethics at all. Even though 641 syllabi mentioned ethics, the most frequent listing was under course policies, usually as a standard statement (e.g., academic honesty and plagiarism) required by many institutions. Our recommendation is that ethics should be intentionally included in the learning goals/objectives/outcomes with a corresponding assessment (assignments) in all syllabi in addition to policy statements.

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Professional Ethics in Counselor Education: Ethical and Unethical Situations from The Sopranos TV Series

UÇAR,

DERİN

2023

Cukurova University Faculty of Education Journal

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The aim of this study was to present examples of ethical and unethical situations through therapy scenes and therapy-related scenes of The Sopranos TV series and to create a supportive teaching material for ethical decision-making processes. The ethical codes of American Counseling Association (ACA) and Turkish Counseling and Guidance Association (TCGA) were taken as reference in the evaluation of ethical situations. Document analysis, one of the qualitative research methods, was used in the study. Research data were collected from therapy scenes and therapy-related scenes in all episodes of The Sopranos series (6 seasons and 86 episodes). As a result of this research; ethical and unethical behavior examples were determined in counseling relationships, multiple relationships, boundaries, confidentiality, dangerous clients and professional competence. This study shows that the therapy and scenes related to therapy in The Sopranos can be used as experiential learning materials while teaching professional ethics in counselor education.

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Teaching Ethics to Undergraduate Psychology Students: Review of the Evidence and Recommendations

Cited by 3 publications

References 58 publications

Best Practices for Ethical Conduct of Misinformation Research

Best Practices for Ethical Conduct of Misinformation Research

The Presentation of Ethics in Undergraduate Psychology Syllabi

Professional Ethics in Counselor Education: Ethical and Unethical Situations from The Sopranos TV Series

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