Psychology case studies ethics

What are VitalSource eBooks? For Instructors Request Inspection Copy. How do we know right from wrong, good from bad, help from hindrance, and how can we judge the behaviour of others?

Psychology’s Contribution to Ethics: Two Case Studies | SpringerLink

Ethics are the rules and guidelines that we use to make such judgements. Often there are no clear answers, which make this subject both interesting and potentially frustrating. In this book, the authors offer readers the opportunity to develop and express their own opinions in relation to ethics in psychology. For example, memory researchers carried out studies on a man who had no memory for over forty years, but because he had no memory he was never able to agree to the studies. Is this a reasonable thing to do to someone? Comparative psychologist Harry Harlow found that he could create severe and lasting distress in monkeys by keeping them in social isolation.

Is this a reasonable thing to do even if we find out useful things about human distress? If you were able to use psychological techniques to break someone down so that they revealed information that was useful to your government, would you do it?

If not, why not? These ethical issues are not easy to resolve and the debates continue as we encounter new dilemmas. Rights and wrongs. Ethical issues and how to deal with them. Ethical Principles and guidelines. Psychological research with human participants. Instead, authors pose the dilemmas, discuss their experiences and viewpoints on them, and speculate on alternative reactions to the issues.

The firsthand insights shared throughout the book will provide an important basis for reflection among students and professionals on how to resolve the kinds of ethical challenges they may face in their own careers. A page-turner - not usual in thoughtful treatments of ethics - this book will provide readers with a real educational experience. The book is a uniquely valuable answer to some of the most burning scientific dilemmas of our day.

Psychology in the 21st century

This unique and historically important book represents a sea change in understanding the ubiquity and subtlety of ethical challenges in research, publication, teaching, mentoring, and professional conduct. Reading, reflecting on, and discussing this book may be transformative for both scientists and science.

Though written by psychologists, they largely raise issues relevant to all academic disciplines. Each vignette places an ethical issue in a concrete and personal context. Ultimately, they will raise our collective consciousness about how we can best promote fairness, truthfulness, responsibility, due credit, and personal growth in all our efforts. Part I. Fiske Part II. Fiske Part III. Fiske Part IV. Confidentiality's Limits Part IV.

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Fiske Part V. Fiske Part VI. Designing Research Part VI. Fiske Part VII. Personnel Decisions Part IX. Fiske Part X. Reviewing and Editing. Robert J.

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Susan T. Contributors Richard Abrams, Janette B. Benson, Scott Plous, Susan T. Jones, Bernard Weiner, Larry E. Beutler, Dale C. Farran, Diane F. Halpern, Rick H. Hoyle, Susan Kemper, Stephen M. Kosslyn, Peter F. Lovibond, Greta B. Raglan, Jay Schulkin, Michael C. Roberts, Sarah E. Beals-Erickson, Spencer C. Evans, Cathleen Odar, Kimberly S. Underwood, Teresa M. Whenever possible investigators should obtain the consent of participants. They also need to know what it is that they are agreeing to. In other words the psychologist should, so far as is practicable explain what is involved in advance and obtain the informed consent of participants.

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Before the study begins the researcher must outline to the participants what the research is about, and then ask their consent i. However, it is not always possible to gain informed consent.

Where it is impossible for the researcher to ask the actual participants, a similar group of people can be asked how they would feel about taking part. If they think it would be OK then it can be assumed that the real participants will also find it acceptable. This is known as presumptive consent. Participants must be given information relating to : Statement that participation is voluntary and that refusal to participate will not result in any consequences or any loss of benefits that the person is otherwise entitled to receive. Purpose of the research.

All foreseeable risks and discomforts to the participant if there are any. These include not only physical injury but also possible psychological. Procedures involved in the research. Benefits of the research to society and possibly to the individual human subject. Length of time the subject is expected to participate. Person to contact for answers to questions or in the event of injury or emergency. Subjects' right to confidentiality and the right to withdraw from the study at any time without any consequences.

After the research is over the participant should be able to discuss the procedure and the findings with the psychologist. They must be given a general idea of what the researcher was investigating and why, and their part in the research should be explained. Participants must be told if they have been deceived and given reasons why.

They must be asked if they have any questions and those questions should be answered honestly and as fully as possible. Debriefing should take place as soon as possible and be as full as possible; experimenters should take reasonable steps to ensure that participants understand debriefing. Researchers must ensure that those taking part in research will not be caused distress.

They must be protected from physical and mental harm. This means you must not embarrass, frighten, offend or harm participants. Normally, the risk of harm must be no greater than in ordinary life, i. The researcher must also ensure that if vulnerable groups are to be used elderly, disabled, children, etc. For example, if studying children, make sure their participation is brief as they get tired easily and have a limited attention span.

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