Humanities and Social Sciences

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Teaching Scientific and Professional Ethics: A Model of Graduate Student Training from Psychology

Received: 01 November 2015    Accepted: 02 February 2016    Published: 13 May 2016
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Abstract

As individuals engage in research and/or clinical practice, reference to, and guidance from, their professional codes of ethics permeates their work. There has been a rise in the number of web sites, workshops, and publications about ethical training and behavior. Increasingly, courses have been developed for students at the graduate level along with up to date content provided in the form of continuing education activity for professionals in practice. Contemporary approaches to ethics training have moved away from rule-governed practices to developing ethical decision frameworks. In addition, recognizing the character of the professional has become essential. Acknowledging the influences on developing students’ professional identities is fundamental to their graduate training. The purpose of this article is to illustrate one such approach to graduate training in ethics.

DOI 10.11648/j.hss.s.2016040201.14
Published in Humanities and Social Sciences (Volume 4, Issue 2-1, April 2016)

This article belongs to the Special Issue Ethical Sensitivity: A Multidisciplinary Approach

Page(s) 25-28
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Ethical Decision Making, Doctoral Education, Ethics Training

References
[1] K. S. Kitchener. (2000). Foundations of ethical practice, research, and teaching in psychology. Mahwah, NJ: Erlbaum.
[2] K. S. Kitchener, K S. and S. Anderson. (2010). Foundations of ethical practice, research, and teaching in psychology. Mahwah, NJ: Erlbaum.
[3] American Psychological Association http://www.apa.org/ethics/code/index.aspx.
[4] Indiana University: Poynter Center www.indiana.edu/~poynter/.
[5] A. Bashe, A., S. K. Anderson, M. M. Handesman, and R. R. Kieyansky (2007). Acculturation model for ethics training: The ethics autobiography and beyond. Professional Psychology: Research and Practice, 38, 60-67.
[6] C. B. Fisher (2013). Decoding the ethics code: A practical guide for psychologists. Third edition. Thousand Oaks, CA. Sage Publications.
[7] P. S., Appelbaum, and A. Rosenbaum (1989). Tarasoff and the researcher: Does the duty to protect apply in the research setting? American Psychologist, 44, 885-894.
[8] D. O. Taube (2013). Portable digital devices: Meeting challenges to psychotherapeutic privacy. Ethics & Behavior, 23, 80-97.
[9] Society for Research in Child Development: www.srcd.org.
[10] National Institutes of Health: http://ethics.od.nih.gov/topics.htm
Author Information
  • Department of Psychology, Georgia State University, Atlanta, Georgia, USA

  • Department of Psychology, Georgia State University, Atlanta, Georgia, USA

Cite This Article
  • APA Style

    Rose A. Sevcik, Julia Perilla. (2016). Teaching Scientific and Professional Ethics: A Model of Graduate Student Training from Psychology. Humanities and Social Sciences, 4(2-1), 25-28. https://doi.org/10.11648/j.hss.s.2016040201.14

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    ACS Style

    Rose A. Sevcik; Julia Perilla. Teaching Scientific and Professional Ethics: A Model of Graduate Student Training from Psychology. Humanit. Soc. Sci. 2016, 4(2-1), 25-28. doi: 10.11648/j.hss.s.2016040201.14

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    AMA Style

    Rose A. Sevcik, Julia Perilla. Teaching Scientific and Professional Ethics: A Model of Graduate Student Training from Psychology. Humanit Soc Sci. 2016;4(2-1):25-28. doi: 10.11648/j.hss.s.2016040201.14

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  • @article{10.11648/j.hss.s.2016040201.14,
      author = {Rose A. Sevcik and Julia Perilla},
      title = {Teaching Scientific and Professional Ethics: A Model of Graduate Student Training from Psychology},
      journal = {Humanities and Social Sciences},
      volume = {4},
      number = {2-1},
      pages = {25-28},
      doi = {10.11648/j.hss.s.2016040201.14},
      url = {https://doi.org/10.11648/j.hss.s.2016040201.14},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.hss.s.2016040201.14},
      abstract = {As individuals engage in research and/or clinical practice, reference to, and guidance from, their professional codes of ethics permeates their work. There has been a rise in the number of web sites, workshops, and publications about ethical training and behavior. Increasingly, courses have been developed for students at the graduate level along with up to date content provided in the form of continuing education activity for professionals in practice. Contemporary approaches to ethics training have moved away from rule-governed practices to developing ethical decision frameworks. In addition, recognizing the character of the professional has become essential. Acknowledging the influences on developing students’ professional identities is fundamental to their graduate training. The purpose of this article is to illustrate one such approach to graduate training in ethics.},
     year = {2016}
    }
    

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