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Teaching Ethics

Teaching Ethics. Overview. Why Ethics? Embedding Ethics in the Curriculum Establishing and Communicating Departmental Principles Modelling Good Practice. Why Ethics?. Psychology as a professional course Ethics as central to psychological practice

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Teaching Ethics

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  1. Teaching Ethics

  2. Overview • Why Ethics? • Embedding Ethics in the Curriculum • Establishing and Communicating Departmental Principles • Modelling Good Practice

  3. Why Ethics? • Psychology as a professional course • Ethics as central to psychological practice • Adding a historical perspective to teaching • Showing how ethics are negotiated and develop in response to public concern • Development of a critical approach to research methods • A forum for developing ‘reflective practice’ • Experiences as a participant should shape approaches taken as a researcher. • Legal context • Students as vulnerable to complaint

  4. Embedding Ethics • In what ways have you / would you embed the teaching of ethics principles in your teaching to date? • Some areas to consider • Research methods • Level 1 Classic Theory Teaching (e.g. Milgram) • Dissertation lectures / project planning • Dissertation tutorials • Placements / work experience / PDP portfolios • Applied Psychology modules

  5. Embedding Ethics • Some approaches • Mock ethics committees • Builds familiarity with guidelines, ethics paperwork used in department, develops awareness of a participant and committee perspective before the adoption of a researcher perspective, makes a good group activity • Mock ethics applications • Builds familiarity with guidelines, ethics paperwork, raises awareness of time needed for the preparation of paperwork, can be used as an individual assessment • Quizzes / Scenario-based Q&A • Well suited to assess understanding of ethics or to offer a structured approach for students who need it • Lectures / essays based around ethical evaluation of work • Research participation schemes • Could link with PDP portfolio

  6. Departmental Principles • What is the ethical review process like in your department? • How well does it match what staff and postgraduates are expected to do for their research? • How are ethical principles communicated to students?

  7. Ethics Handbook • Contains • Overview of process • Copies of all paperwork (application form & feedback form) • Explanations of what is required in each section and why • Examples of information sheets, consent forms, gatekeeper contact letters, parental consent letters • Guidance on working with vulnerable groups • Information on data protection responsibilities • Information re use of psychometric tests • Information re University requirements / restrictions • Supplemented by WebCT site with further resources and activities

  8. Modelling Good Practice • How does / how can your department model ethical good practice to students? • Research participation scheme • Both participation in it and how it is run • Making staff research visible to students • Participation in research • Students acting as RAs for staff research • Research seminar series to include discussion of ethics in area • Sharing ethics related experiences in the context of teaching

  9. Alderson, P. & Morrow, V. (2004). Ethics, Social Research and Consulting with Children and Young People. Essex: Barnardo’s. Barrett, M. (2006). Practical and ethical issues in planning research. In G.M. Breakwell, S. Hammond, C. Fife-Shaw and J.A. Smith (Eds.) Research Methods in Psychology – 3rd Edition. London: Sage. Sieber, J.E. (1992). Planning Ethically Responsible Research. Newbury Park: Sage. Wood, C. (2005). Data protection issues in educational research. In K. Sheehy, M. Nind, J. Rix and K. Simmons (Eds.) Ethics and Research in Inclusive Education. London: RoutledgeFalmer. Wood, C., Giles, D. & Percy, C. (forthcoming). The Psychology Dissertation Handbook: Becoming a Researcher. Harlow: Pearson. Some References

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