Explain the APA Ethics Code decision-making process.

Explain the APA Ethics Code decision-making process. Please see Notes to help for some of the questions (Please put the full question with each answer)

1. Discriminate between the use of aspirational principles and enforceable standards. CH

2. Why Does the Ethics Code Separate General Principles From Enforceable Standards?

3. The Lessons of the Development of the First APA Ethics Code: Blending Science, Practice, and Politics

4. What Is the Relevance of Specific Language Used in the Ethics Code? (ch2)

5. Explain the Stanley Milgrams Study of Obedience and some of its ethical issues.

Notes: Ethicality of Stanley Milgram’s Study of Obedience; uses a proposed student project on bullying to address the need for ethical constraints when conducting experiments; and weighs the benefits and costs of increased ethical regulation of research.

6. Can Virtues Be Taught?

Notes No course could automatically close the gap between knowing what is

right and doing it.Pellegrino (1989, p. 492)

A discerning psychologist brings contextually and relationally sensitive

insight, good judgment, and appropriately detached understanding to determine

what is right.

A prudent psychologist applies practical wisdom to ethical challenges leading

to right solutions that can be realized given the nature of the problem and the

individuals involved.

Some have argued that psychology professors cannot change graduate students’

moral character through classroom teaching, and therefore ethics education should

focus on understanding the Ethics Code rather than instilling moral dispositions to

right action. Without question, however, senior members of the discipline, through

teaching and through their own examples, can enhance the ability of students and

young professionals to understand the centrality of ethical commitment to ethical

practice. At the same time, the development of professional moral character is not to

simply know about virtue but to become good (P. A. Scott, 2003). Beyond the intellectual

virtues transmitted in the classroom and modeled through mentoring and

supervision, excellence of character can be acquired through habitual practice

(Begley, 2006). One such habit is that the virtuous graduate student and seasoned

psychologist are committed to lifelong learning and practice in the continued development

of moral excellence.

7. How Is the APA Ethics Code Related to Law?

Civil Litigation

NOTES The Introduction and Applicability section clearly states that the Ethics Code is

not intended to be a basis of civil liability: “Whether a psychologist has violated the

Ethics Code standards does not by itself determine whether the psychologist is legally

liable in a court action, whether a contract is enforceable, or whether other legal consequences

occur.” However, psychologists should be aware that it seems highly

unlikely that such a disclaimer would have any legally binding effect. Compliance

with or violation of the Ethics Code may be admissible as evidence in some legal

proceedings, depending on

8. Briefly summarize the changes of the First APA Ethics Code and why changes were made.

NOTES INCREASED ETHICAL AWARENESS AFTER ADOPTION OF THE INITIAL CODE

After the code was accepted and published, the Ethics Committee saw an influx of complaints. In

its 1954 report, the Ethics Committee attributed the increasing amount of complaints to the newly

publicized ethical code (CSPEC, 1954). The committee felt that this publication promoted awareness

of ethical behavior amongst the membership, leading to greater understanding of unethical

behavior and a willingness to report it. The Ethics Committee saw its role in the postcode APA as

preventative and educational. The majority of cases before it were resolved through correspondence

with the accused before any formal proceedings. Despite this mission, the committee did

not turn away from punishing egregious misconduct. Ten members were expelled from the APA

during this first postcode decade. The expulsions of members were highly visible events to the

APA membership and caused some concern about the way ethics were being enforced (Thorne,

1956). In response to this criticism, Ethics Committee member John Dashiell wrote to American

Psychologist describing the typical rehabilitative function of the committee (Dashiell, 1956).

APA members were informed of the severest ethical transgressions among its membership, yet

the CSPEC investigated many minor cases that were settled informally without anyone knowing.

Another indication of the postcode increase in ethical concerns among the APA is Nicholas

DePalma’s analysis of ethics articles and comments in American Psychologist (DePalma, 1961).

JOYCE AND RANKIN

Eighty-eight total articles and comments were printed in the journal in the first 15 years of its existence

from 1946 to 1961. Only 17% of these articles were printed in the earliest third of this time

frame (1946–1950) whereas 46% of the pieces were printed in the 2 years before and after adoption

of the code (1951–1955), and the remaining 37% from 1956 to 1961. DePalma felt that this

increase was indicative of the evolving nature of ethics that the APA could not limit to the code

alone. The original code had just gone through its first revision in order to update it in 1958.

DePalma proposed a new journal dedicated to the discussion of ethics in professional psychology.

Although this journal did not materialize, the APA has continued to update its ethics code with

new developments in the field. The continual discussion of ethics has also found an outlet in the

monthly ethics column of the APA Monitor, dedicated journals, and published journal articles.

Although ethical awareness was raised, the immediate effect of the code on training appears to

have been less substantial.Asurvey by DePalma and Drake (1956) was sent out in 1954 to investigate

the prevalence of ethics courses in graduate psychology programs. Only 12 schools (9.6% of

respondents) indicated they offered such a course. Only 7 of these schools made ethics a required

course. The first such course was offered at the University of Ottawa in 1947. Of more interest is

the finding that only 3 additional schools were even planning on adding a course, whereas 4 were

considering it. Thus, only 7 programs considered formal ethics training for their curriculum as

necessary in the immediate wake of the adoption of the ethics code.

DePalma and Drake (1956) further claimed that “the most common opinion is that a course

dealing with professional ethics is not warranted at this time” (p. 555). Ethics training was instead

addressed in practicum training environments, within other courses in the curriculum, and at special

colloquia or meetings. Robert Creegan wondered what could be done within the profession

now that a code was adopted. He believed that current graduate programs were already packed

with essentials and that “one would hesitate to prescribe a whole new course of study” (Creegan,

1958, p. 272). The movement toward required ethics training for accreditation is beyond the scope

of this article, but it is important to note that adopting the code did not seem to set this development

in motion.

Only a few years after its formal adoption into the APA By-Laws, the APA decided to revise

the code. The code was subject to three main criticisms: It was too long, principles overlapped,

and matters of etiquette were unnecessarily codified (APA, 1958). The specific nature of the code

that the original Standards Committee has emphasized was already under attack. The 1959 revision

of the code drastically reduced and reorganized the document (APA, 1959).

Bersoff (2008) noted that the critical incident approach was never utilized in subsequent code

revisions. While an APA committee worked on revising the code in 1992, researchers Pope and

Vetter—who were not involved in the revision—performed a critical incident data collection at

the same time. Bersoff used the Pope and Vetter data to discuss possible differences between what

APA members considered to be major ethical dilemmas and what the Code actually emphasized.

Both methods of creating a code have their strengths and weaknesses, although the rational approach

has been favored in revisions since the publication of the original code. Pope and Vetter

(1992) argued that their survey of 1,319 APA members would be useful in revising the Code because

the data dealt with the real-world ethics of psychologists in the field. Committees have

sought member input through soliciting comments and incidents but only as part of a more rational

approach to devising the code (APA, 2002b). When the Code comes up for revision again in

the future, incorporating a critical incident approach may help bring the experience of the everyday

practitioner back into it.

DEVELOPMENT OF FIRST APA ETHICS CODE

Please answer each questions a minimum of 300 words each question provide cites in APA format.

PLEASE SEE ATTACHED NOTES

1. Discriminate between the use of aspirational principles and enforceable standards. CH

2. Why Does the Ethics Code Separate General Principles From Enforceable Standards?

3. The Lessons of the Development of the First APA Ethics Code: Blending Science, Practice, and Politics

4. What Is the Relevance of Specific Language Used in the Ethics Code? (ch2)

5. Explain the Stanley Milgrams Study of Obedience and some of its ethical issues.

6. Can Virtues Be Taught?

7. How Is the APA Ethics Code Related to Law?

8. Briefly summarize the changes of the First APA Ethics Code and why changes were made.