ETHICS IN PSYCHOLOGY Session 9 ETHICS IN EDUCATION AND TRAINING

1. ETHICS IN PSYCHOLOGYSession 9ETHICS IN EDUCATION AND TRAINING NİşantaşI UNIVERSITY

2. MILGRAM EXPERIMENT • Milgram Experiment (Obedience to Authority) • https://www.youtube.com/watch?v=iktqSLt1Kes • Conducted in 1962 • By Dr. Stanley Milgram at Yale University • He was interested in psychology of obedience • He wanted to see how subjects would react if the researcher pushed them to do things that went against their moral. • 20 males were recruited. • They were told that people learn correctly when people are punished for their mistakes.

3. MILGRAM EXPERIMENT • The study had 3 separate roles: • The experimenter-the authority figure with a white lab coat • The teacher- the role assigned to the experimental subject • The learner- a paid actor

4. MILGRAM EXPERIMENT

5. MILGRAM EXPERIMENT • The learner was in a different room while the experimenter was observing the teacher. • The teacher was instructing the learner a word pairing task over the intercom. • If learner gives wrong answers, the teacher presses the button to shock him, increasing by 15volts for every wrong answer. • The subject believed they were shocking the learner but they were actually listening to the actor who is pretending to be hurt. • The learner was complaining about chest pains, shouting, pounding on the wall, and eventually going silent.

6. MILGRAM EXPERIMENT

7. MILGRAM EXPERIMENT • The experiment would be ended only if • The teacher would give max 450V shock 3 times in a row or • When they refuse to continue • Almost 65% of the subjects did give out these maximum voltage shocks, just because a scientist with a white lab coat told them to do so. • Milgram concluded that people will obey authority figures even in morally questionable circumstances.

8. MILGRAM EXPERIMENT • Why the experiment was unethical? • Leaving your subjects feeling like they may have just killed someone, does not protect their wellbeing. It does not do good, instead it does harm! • They could not have gotten informed consent because warning participants about the experiment would have changed how they reacted.

9. EDUCATION AND TRAINING • Design of Education and Training Programs • Descriptions of Education and Training Programs • Accuracy in Teaching • Student Disclosure of Personal Information • Assessing Student and Supervisee Performance • Sexual Relationships with Students and Supervisees

10. EDUCATION AND TRAINING • The behaviors of psychologists as teachers are guided by ethical principles. • Teaching psychologists should consider the welfare of the students by • Teaching competently (beneficence) • Avoiding harming them (nonmaleficence) • Respecting their autonomy • Treating them fairly and equally (justice)

11. EDUCATION AND TRAINING • Design of Education and Training Programs • APA (2017) Standard 7.01 and TPA (6.1.d), Ethics Code say: • ‘Psychologists responsible for education and training programs take reasonable steps to ensure that the programs are designed to provide the appropriate knowledge, proper experiences, and to meet the requirements for licensure, certification or other goals for which claims are made by the program.’

12. EDUCATION AND TRAINING • Descriptions of Education and Training Programs • APA (2017) Standard 7.02 and TPA(6.2), Ethics Code say: • ‘Psychologists responsible for education and training programs take reasonable steps to ensure that there is a current and accurate description of the program content, training goals and objectives and stipends and benefits, and requirements that must be met for satisfactory completion of the program. This information must be made readily available to all interested parties.’

13. EDUCATION AND TRAINING • Accuracy in Teaching • APA (2017) Standard 7.03 and TPA(6.3), Ethics Code say: • a)Psychologists take reasonable steps to ensure that course syllabi are accurate regarding the subject matter to be covered, bases for evaluating progress, and the nature of course experiences. This standard does not preclude an instructor from modifying course content or requirements when the instructor considers it pedagogically necessary or desirable, so long as students are made aware of these modifications in a manner that enables them to fulfill course requirements. • b)When engaged in teaching or training, psychologists present psychological information accurately.’

14. EDUCATION AND TRAINING • The syllabusis kind of an informed consent form that informs students before or in the beginning of the course about its content and requirements. • Grading criteria and procedures should be described to the students in the syllabus. • Tests or exams should reflect the content covered in the class and should be appropriate for the difficulty level of the class.

15. EDUCATION AND TRAINING • General Considerations: • Teachers should; • be competent in the courses they teach(ex: being adequately prepared when teaching a course) , • present information accurately, • present students the course requirements in the beginning of the course, • If changes are made in the course requirements, they should ensure that students have the opportunity to meet those requirements.

16. EDUCATION AND TRAINING • Competence means having mastery of the subject matter and having an effective teaching style. • Effective teachers should have both technical skills and interpersonal skills. • Effective teachers build a rapport with the students, know their names, learn something about them, are interested in their welfare. • When responding to comments from students, even the students give incorrect or partial answers in class, it would be desirable to find something in student’s answer that makes contribution to class discussion.

17. EDUCATION AND TRAINING • Student Disclosure of Personal Information • APA (2017) Standard 7.04 and TPA(6.4), Ethics Code say: • ‘Psychologists do not require students or supervisees to disclose personal information in course, or program-related activities, either orally or in writing, regarding sexual history, history of abuse and neglect, psychological treatment, and relationships with parents, peers and spouses or significant others except if • the program or training facility has clearly identified this requirement in its admissions and program materials or • the information is necessary to evaluate or obtain assistance for students whose personal problems could reasonably be judged to be preventing them from performing their training or professionally related activities in a competent manner or posing a threat to the students or others.’

18. EDUCATION AND TRAINING • Instructors may encounter students who show prejudices or lack cultural sensitivity. • Psychologists should refrain from unfair discrimination, and should similarly discourage others to refrain from unfair discrimination. • Teachers should avoid using their power and status to influence personal opinions.

19. EDUCATION AND TRAINING • Assessing Student and Supervisee Performance • APA (2017) Standard 7.06 and TPA(6.5), Ethics Code say: • a)In academic and supervisory relationships, establish a timely and specific process for providing feedback to students and supervisees. Information regarding the process is provided to the student at the beginning of supervision. • b) Psychologists evaluate students and supervisees on the basis of their actual performance on relevant and established program requirements.

20. EDUCATION AND TRAINING • Teachers need to decide classroom policies on exams, missed classes, and extra credit. • Courses or exams that are too difficult or too easy are unfair to students. • Grading criteria of the course should be described to students in the syllabus.

21. EDUCATION AND TRAINING • The supervisory relationships: • The definition of supervision in Knapp and VandeCreek’s (2006) book is as follows: • ‘Clinical supervision is an ongoing relationship between a senior member and an apprentice or junior member of the profession in which the supervisor • monitors the quality of the treatment given by the apprentice or junior member, • enhances professional functioning, and may also be used to ensure the qualifications of the junior member to become an independently practicing professional.(p.217)’

22. EDUCATION AND TRAINING • Supervisory psychologists have the authority over and responsibility for their services delivered to the supervisees. • The supervisory relationship has an impact on the clients of the supervisee because the clients are actually the clients of the supervisor psychologist. • The supervisor has the responsibility of ensuring the quality of the services provided. • Supervisees are considered as arms & legs of the supervisor. • The supervisory relationship may have a long term impact on the life of supervisees.

23. EDUCATION AND TRAINING • The competent supervisor is able to perform the services required of the supervisee and has the skills essential for success as supervisor such as ability to listen, conceptualize cases and communicate empathy. • Competence also requires consideration of • the ethical principles underlying the supervisory relationship, • theoretical orientation used in the treatment of clients and in the development of clinical skills in the supervisee, • the means of assessment(notes, video or audiotapes etc.) • the criteria for the feedback.

24. EDUCATION AND TRAINING • The supervisory relationship stands in the middle between the educational and therapeutic relationships. • The educational relationship has a goal of promoting the competence of the student, requires no self disclosure on the part of the student. • The therapeutic relationship has goal of promoting the wellbeing of the client, requires self disclosure by the client. • The supervisory relationship has a goal of promoting the wellbeing of supervisees and to ensure their competence to practice.

25. EDUCATION AND TRAINING • Sexual Relationships with Students and Supervisees • APA (2017) Standard 7.07, Ethics Code say: • ‘Psychologists do not engage in sexual relationships with students or supervisees who are in their department, agency or training center or over whom psychologists have or are likely to have evaluative authority.’ • Such relationships diminish or eliminate the effectiveness, objectivity or competency of the supervising psychologist.

26. EDUCATION AND TRAINING • Multiple Relationships: • It is prohibited to have any multiple relationships between therapists and clients that are exploitative or clinically contraindicated. Such relationships should be avoided. • However, at a university setting, some types of out-of-classroom contacts between faculty members and students are viewed as positive. • Part of university experience is getting to know the faculty members and interact with them through departmental social events, or other venues. • It is encouraged that the relationships are productive but not exploitative.

27. EDUCATION AND TRAINING • Sexual harassment is always wrong and harmful. • Sexual relationships with students in teachers’ department or over whom they have evaluative authority are prohibited. • Evaluative authority may also refer to former students who may rely on the professor for a letter of reference. • Some people argue that a prohibition against sexual relationships restricts the autonomy of students to date whom they want. • However, dating between teachers and students constructs a potential harm for the students. Because teachers have control over students’ grades, letter of reference, academic improvement and careers.

28. REFERENCE • Knapp, S.J., and VandeCreek, L.D. (2006). Practical ethics for psychologists. A positive approach. Washington, D.C.: American Psychological Association. • American Psychological Association. (2017). Ethical principles of psychologists and code of conduct. Washington, D.C.: APA. • http://www.apa.org/ethics/code/ethics-code-2017.pdf • https://www.psikolog.org.tr/turkey-code-tr.pdf • https://www.youtube.com/watch?v=iktqSLt1Kes