Recommendations=20 for teaching ethics for psychologists

European = Federation of=20 Psychologists Associations Standing Committee on = Ethics

I. =20 Introduction

Politics of the recommendations

These = recommendations point=20 to specific areas and perspectives that should be addressed in teaching=20 professional ethics to psychologists, both as a separate subject and as = an=20 integral part of teaching of psychology. The recommendations formulate = important=20 foci and suggest how they can be worked with in teaching. Advice is also = given=20 to the member Associations on how to promote the educationa1 and = training=20 process in ethics.

Teaching = professional=20 ethics should be related to broader human encounters and the = communications that=20 arise from the relationships between psychologist and their clients. = Teachers of=20 the different disciplines within psychology should be aware of both = explicit and=20 implicit ethical issues, which may arise in their specialist area of = psychology.=20 Teaching and training about ethical issues is therefore a relevant issue = for all=20 teachers and trainers in psychology.

National = Associations=92=20 Requirements of Qualifications

The main focus of = these=20 guidelines is the professional psychologist, including teachers and = researchers=20 of psychology, although there are implications also for undergraduate = students=20 of the discipline and the training they should receive in ethics at that = stage. =

Good knowledge of = ethics=20 and sensitivity to ethical questions in professional situations are = necessary=20 basic elements in the competence of the psychologist. In the promotion = and=20 evaluation of the qualifications of its members, the National = Association should=20 emphasise that the abilities for ethical reflection and decision-making = are=20 basic and important competencies, and an integral part of professional=20 psychology. As such, it is important that the Association keep close = contact on=20 this issue with the universities and other institutions that give their = members=20 their basic education. A basic knowledge of professional ethics should = be=20 expected of new members.

As=20 a member of the National Association, the psychologist is obliged to = respect,=20 and practise according to, its ethical code. Each Association should = have a=20 permanent committee that considers and advises upon ethical matters and = helps=20 members to uphold high ethical standards in their work. The National = Association=20 should ensure that members engage in further training and should = periodically=20 offer their members seminars, workshops or should in other ways give = information=20 that focuses upon ethical questions.

II. =20 Process =

Where ethics = should be=20 taught =

All educational = programs=20 that are organised, sponsored or accredited by the National Association = should=20 be expected to address relevant ethical issues. This should be clearly = stated to=20 the teachers. The programs and seminars should always be evaluated in = terms of=20 how ethical issues are addressed in addition to other aspects of content = and=20 delivery.

Educationa1 and = training=20 programs that qualify psychologists to practise in specific areas (e.g.=20 educational psychology, clinical psychology, organisational psychology), = should=20 include seminars, which address ethical questions relevant to the = particular=20 specialist area.

References for teaching ethics

Psychologists = must have=20 good knowledge of the national association=92s Code of Ethics, developed = in=20 accordance with at least the EFPA Ethical Charter and Meta-code; with = relevant=20 legislation; and with relevant guidelines chat are developed for the = specific=20 area within which they work.

Psychologists = should be=20 trained to find guidance for their practice, and in solving dilemmas = that can=20 arise there from, in the appropriate codes of ethics. Psychologists = should be=20 sensitised to the relationship between the professional ethical codes = and=20 general ethical principles and theories, and with legislation.=20

Psychologists = should be=20 trained to appreciate and resolve dilemmas, which arise in particular = situations=20 from competing ethical principles; from obligations arising from = different=20 elements within the Ethical Code, and from conflicts between ethical=20 considerations and legal obligations.

Important = reference points=20 for ethical evaluations are social issues that are highlighted as = ethical=20 questions within society, and the public discussions that arise there = from, both=20 in general, and in relation to the areas where the psychologist works. = These=20 discussions will reflect the context within which the psychologist=92s = clients=20 will understand their positions and rights.

In=20 teaching ethics it is important to include the current and changing = public=20 understanding of different professional practices as an important frame = of=20 reference for the practice of the psychologists. The professional ethics = of=20 psychologists must incorporate the development of ethical issues within = the=20 society in which they work, and the psychologist should be prepared to = defend a=20 possible difference of opinion with the public understanding of values, = which=20 should be given priority.

How ethics should = be taught=20

Since ethical = questions in=20 the end always pertain to practical and concrete situations, training in = the=20 practical management of such situations must be given, as well as = training in=20 identifying and evaluating the ethical dimensions of professional = situations.=20 Thus psychologists with relevant expertise should be involved in = teaching=20 ethics. =

The psychologist = should=20 especially be trained in bringing ethical dilemmas into open = communication with=20 clients, colleagues and relevant third parties. The communication should = lead to=20 a focusing and clarification of the relevant responsibilities and = actions of the=20 psychologist.

Training in = professional=20 ethics might be facilitated by bringing forth ethical dilemmas in the=20 psychologist=92s own practice, or by identifying dilemmas that others = have=20 encountered within the professional area. Besides a thorough discussion = of such=20 situations in relation to ethical dimensions, role-playing the relevant=20 situations might be the optimal method of training in some=20 circumstances.

III. Important = issues in=20 teaching ethics

The locus and = range of=20 responsibility

In=20 professional practice the psychologist bas primary responsibility in = regard to=20 his/her clients,

but also has = responsibility=20 to society at large that gives the profession its legitimisation, and to = his/her=20 professional society that supports the role and identity of the = psychologist.=20 From an ethical perspective the responsibility for the actions of the=20 psychologist cannot be divided or shared and will always remain with the = psychologist him/herself. The psychologist should recognise that each=20 professional situation is unique and should be subjected to an ethical=20 evaluation.

The range of=20 responsibilities of the psychologist and the situations in which these=20 responsibilities will come into focus should be analysed during = training. Even=20 when a practice has been made routine and historically is considered to = be=20 ethical practice, it must be subjected to an ethical evaluation in every = new and=20 unique instance.

Psychologists = should be=20 trained specifically to analyse their professional relationships with = regard to=20 the degree of dependency. Thus the psychologist=92s relationship with = his/her=20 client also can be understood and analysed with respect to how it might=20 interfere with and affect other relationships.

Psychologists should be prepared for the = responsibilities=20 that follow from having students in training and non-psychologists that = work=20 under their supervision.

Psychologists = should know=20 in what way they can expect to get support and guidance from their = professional=20 society, and thus be helped to uphold their=20 responsibilities.

The ambivalence = in the=20 ethical position =

When ethical = questions are=20 brought forward, there will often be a basic ambivalence or difference = of=20 interests in the situation. This compels the psychologist to be aware = of, be=20 able to reflect on and communicate about these differences. The basic = ethical=20 process is often one of working on human dilemmas that will have no = ideal=20 solution. It is on a balance of judgement that a best choice must be = made. In=20 training and teaching, psychologists must develop an understanding of = the basic=20 ethical position in professiona1 work as one that requires them to give = priority=20 to, and pay special respect to the needs and rights of their=20 clients.

Psychologists = should be=20 trained to understand the importance of being conscious of their own = interests,=20 subjective perspectives, limitations, and possible personal problems = when it=20 comes to making sound ethical evaluations. On the other hand = psychologists=20 should also be aware of their own legitimate rights and know how to = protect the=20 professional situation and themselves from being inappropriately = exploited.=20

Psychologists = should be=20 trained specifically how to inform clients about their ethical = responsibilities,=20 and where the client can turn if not satisfied with the service provided = by the=20 psychologist.

Identifying and = giving=20 priorities to values

Psychologists = should be=20 encouraged and trained to discuss their professional practice within a = framework=20 of values, and to consider which values should be given priority over = others.=20 This implies having a meta-perspective of the values and possible = consequences=20 that can arise in different professional situations. Psychologists = should=20 understand the importance of applying a proactive evaluation of = practice, and of=20 monitoring their practice in relation to the relevant values. In = particular it=20 is of importance to assess and understand the values that the client = upholds.=20

As=20 well as identifying values each unique professional situation should be = analysed=20 with regard to the main dilemmas that may arise and make decisions=20 difficult.

The foundation of = ethical=20 theory and practice

Psychologists = should be=20 familiar with basic deontological theories and dimensions and how these = relate=20 to psychological theory and professional practice. =

Psychologists = should be=20 trained in applying general ethica1 theories and values to the theories = and=20 methods that provide a foundation for their practice. Psychologists = should be=20 trained to understand that no ethical theory or dimension alone will = cover all=20 aspects of the situation in which ethical dilemmas arise. Balancing and = applying=20 different dimensions are often necessary for sound ethical evaluation = and choice=20 of action. =20

Politics of the recommendations

References for teaching ethics

How to behave when criticism is raised and complaints are filed =