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SYLLABUS FOR Psychology 586B V. 2
Ethical Issues in Psychology, Spring, 2012
Wed. 9-11:50, Psychology Building, Room 240
Instructor:
Office Location:
Office Hours:
Phone/Email:
Connie J. A. Beck, Ph.D.
Room 438, Psychology Building
Mondays. 3:30 – 5:30 or by appointment
626-4965, beck@u.arizona.edu
Overview
The purpose of this course is to provide an introduction to the role of ethics in psychological practice and psychological science. The goals are for you to:
(1) integrate the ethics materials presented with your own morals and values into a professional identity, and
(2) be able to develop defensible moral and ethical analyses of ethical dilemmas that commonly arise in psychology.
In order to accomplish these goals, this semester you will be asked to reflect on your personal ethical and moral values. We will review selected theories of moral philosophy, the five moral principles, the American Psychological Association (APA) Ethical
Principles and Codes of Conduct for Psychologists, other APA Standards and Guidelines and legal statutes governing the practice of psychology. These documents will then be applied to important topics (such as research, teaching, assessment and therapy) throughout the semester. This course thus encompasses moral, philosophical, psychological and legal standards.
The issues surrounding ethical dilemmas and ethical decision-making are complex. Rarely is there one solid right answer. There are, however, three things that are critical in making ethical decisions:
(1) a solid, integrated professional ethical identity;
(2) a clear reasoning process to use to solve dilemmas, and
(3) documentation of your thinking process in solving the dilemma.
If ever questioned, this documentation will provide invaluable assistance in justifying or, if necessary, defending your decisions and actions. This course will provide for you a framework for integrating the ethics materials for psychologists into your personal ethical and moral values, and a framework for reasoning through ethical dilemmas you will face.
This is NOT a class where you can get behind on the readings, skim them at the end and write a long paper. This is an in-depth course on ethical reasoning to prepare you to analyze dilemmas that will inevitably arise. In order to do the assignments and pass the final you will need to have read the material.
Books and Readings (Required)
. Beauchamp, T. L. & Childress, J. F. (2009). Principles of biomedical ethics (6 th Ed.). New York: Oxford.
. Fisher, C. B. (2012). Decoding the Ethics Code: A Practical Guide for Psychologists (Updated 2 nd ed.). Thousand Oaks,
CA:Sage.
. Rachels, J. & Rachels, S. (2012). The elements of moral philosophy (7 th ed.). Boston, MA: McGraw-Hill.
. Nathan, D. (2011). Sybil Exposed: The extraordinary Story. Free Press
. Journal articles and/or book chapters are on .D2L
Book--Recommended
Skloot, R. (2010). Immortal life of Henrietta Lacks. Crown Publishers
Grading
Your grade for this class will be determined by a combination of:
15% Class attendance and participation = 51 points (17 classes at 3 points per class)
50% Assignments = 165 points (11 for 15 points each)
5% Vignette discussion leaders = 15 points (Presentation)
30% Final = 99 points
Total = 330points
Class Attendance and Participation
You are expected to come to class on time and prepared with questions and comments on the readings. We all have significant contributions to make and, if prepared, we will learn a great deal from each other. Late arrival to class will result in your class attendance/participation points cut in half for the day. See also below for participation grades in relation to Vignettes.
If an anticipated absence occurs, it is your responsibility to inform me in advance and make arrangements. In the event of an unanticipated absence, you must notify me as soon as possible and make up any missed work.

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Class Dates and Topics
NOTE: The schedule of topics and readings is approximate.
I may make changes and will let you know as we proceed through the semester. You are responsible for any changes made to the syllabus.
Week#
1
2
3
Date
Jan 11
Jan. 18
Jan. 25
Feb. 1
Topic or Activity
Introduction
Acculturation Model, Moral Principle Autonomy
Moral Principals Nonmaleficence, Beneficence; Professional Boards (Prepare for Board meeting
Feb. 3)
CANCELLED, SEE FEB. 3
Feb. 3
Feb. 8
Feb. 15
Feb. 22
Feb. 29
Mar. 7
Mar. 14
Mar. 21
Mar. 28
Apr. 4
Apr. 11
Apr. 18
Apr. 25
May 2
Attend Arizona Board of Psychology Examiners Meeting in Phoenix (8am – 4:30)
Review Board Meeting Papers; Review Statutes from other States;
Complete Moral Principles Justice, Veracity, Fidelity
Moral Philosophy Consequentialism (Utilitarianism) Deontological (Kantianism)
Moral Philosophy Liberal Individualism, Feminism and Ethics of Care, Virtue Theory
Resolving Ethical Issues, Competence, Informed Consent
Catch up class; Begin Therapy I if have time
SPRING BREAK
Therapy I: Multiple Relationships and Therapy
Therapy II: Record Keeping, Assessment and Cultural Competence
Ethics in Academic Settings: Teaching, Mentoring, Supervising
Confidentiality; Privilege; Privacy: Guest Speaker
Forensic Issues
Research I: Research, Publication, Special Populations
Research II: Human Subjects Committees, Federal Guidelines
May 9 Final Exam 10:30-12:30
Assignments.
Assignment 1: Ethics Autobiography. See class 1/18. Due Jan. 24 via email by 6AM.
Assignment 2: Reaction paper. Psychology Examiners meeting. See class 2/3 below. Due 2/7 via email by 6 AM.
Assignment 3: Comparison of AZ to other state statutes (students choose the state). Due 3/6 via email by 6 AM.
Assignment 4: Update Ethics autobiography. Due 3/6 via email by 6 AM.
Assignments 5-10: Vignettes 1-6. Instructions given in class on 3/7. Each due the day before the next class via email by 6 AM.
Assignment 11: Update Ethics autobiography. See class 4/25. Due by May 1 via email by 6 AM.
Grading structure for all assignments:
0=nothing submitted
1-5=student shot something off quickly with little thought
6-10=some thought put into the assignment with some details but missing many
10-15=clearly thought put into assignment and complete analysis of issue(s).
Vignette Discussion Leaders (15 points):
Due to the number of students in the class, teams of students will be assigned to analyze and present vignettes. Only 1 written vignette is needed for each team. Each person in the team will be given credit for the completed vignettes. The team will need to assign members sections to complete; however, all students on the team must participate in the effort to obtain credit for the vignette.
Each team will present vignettes on designated days. On days that students present a vignette, the presenters’ tasks are to:
(1) Follow the Steps to Conducting and Ethical Analysis (will be passed out in class) in regards to your assigned vignette and create one written version of the vignette. Send it to me via email on the Tuesday before class by 6AM.
(2) Present your comprehensive analysis to the class and indicate the reasons for your choices.
(3) Facilitate a class discussion regarding Step 7, the possible reasoned decisions for the vignette. Rarely is there only one correct answer on how to handle ethical dilemmas. This written document will be handed in and graded.
The other class member’s class participation grades for days vignettes are assigned will be reflected in responses to the vignette -
-so this is a 2-way endeavor. Students who are NOT responsible for presenting the vignette that week are RESPONSIBLE for:
1) thoroughly reading assigned material;
2) creating a written ethical analysis based on the Steps to Conducting an Ethical Analysis that is turned in the day before class;
3) actively participating in discussion
4) printing out their ethical analysis, bringing it to class and revising it by hand based on class discussion;
5) turning in the revised version in at the end of the class discussion.
Attending class and handing in your revised vignette (if done well and complete) will constitute 2 points. The remaining 1 point will be based on your participation in the discussion.

Final Exam:
The Final Exam will be collection of short answer questions based on the all readings for the entire course with a specific focus on the
APA Ethics Code. Know the code from memory .
Students with Disabilities:
If you anticipate barriers related to the format or requirements of this course, please meet with me so that we can discuss ways to ensure your full participation in the course. If you determine that disability-related accommodations are necessary, please register with
Disability Resources (621-3268; drc.arizona.edu) and notify me of your eligibility for reasonable accommodations. We can then plan how best to coordinate your accommodations.
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Week 1
Jan. 11 Introduction to the course
. Complexity of ethical decision-making
. History of Ethics Codes
Reading on D2L and handed out in class:
Historical materials:
1* Nuremberg Code (1949).
Trials of War Criminals before the Nuremberg . Military Tribunals under Control Council Law No. 10, Vol. 2, pp.
181-182. Washington, DC: U.S. Government Printing Office
2* World Medical Association (1964). Declaration of Helsinki: Recommendations guiding physicians in biomedical research involving human subjects. Amended 1975,1983, 1989, 1996 and 2000
3* Department of Health, Education, and Welfare. Office for Protection from Research Risks; Protection of Human Subjects. National
Commission for the Protection of Human Subjects of Biomedical and Behavioral Research (1979). The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research Washington, DC: Department of Health, Education and Welfare
4* Hippocratic Oath
Articles:
5* Rothman, D. J. (1982). Were Tuskeege & Willowbrook “Studies in Nature?” The Hastings Center Report, 12, 5-7.
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Week 2
Jan. 18 Acculturation Model, Moral Principles, Autonomy
*Ethics Autobiography Assignment (see below) due by 6AM 1/24.
Please keep a copy of the APA Ethics Code, Nuremburg Code and the Belmont Report with you when you come to class. We will refer to it often.
1* Beauchamp & Childress book, pp. 99-148
Reading on D2L:
2* American Psychological Association (2002). Ethical Principles of Psychologists and Code of Conduct (APA ETHICS CODE). American
Psychologist, 57 (12), 1061-1073 , read Preamble and Principles A-E, pp. 1060-1063.
3* Handelsman, M.M., Gottlieb, M.C., & Knapp, S. (2005). Training ethical psychologists: An Acculturation Model. Professional Psychology:
Research and Practice, 36 (1), 59-65.
4* Gottlieb, M.C, Handelsman, M.M. & Knapp, S. (2008). Some principles for ethics education: Implementing the acculturation model. Training and Education in Professional Psychology, 2 (3 ), 123-128.
Assignment 1--Ethics Autobiography: Draft a 3-5 page paper due via email on 1/24 6AM via email (Beck@u.arizona.edu)
This assignment is an assessment of where you see yourselves NOW vis a vis your sense of core human values, and thinking forward about developing professional ones. Reflect on your own state of ethical and moral development and answer the following questions.
1. What personal values do you hold?
2. Where did these values come from?
3. Which, if any, of your personal values do you see as potentially problematic to developing a professional and integrated style of ethics?
4. Are there any rough spots or conflicts that you might foresee or any area of professional ethics that you see as personally challenging or tricky?
View this as a working document. We will return to this document a couple of times during the semester.
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Week 3:
Jan. 25 Moral Principals Nonmaleficence, Beneficence; Professional Boards (Prepare for Board meeting Feb. 3)
Professional Boards; Arizona State Statutes
. Function and Structure of State Boards
. Complaint process
Book:
1* Beauchamp & Childress book, pp. 149-239
Reading on D2L:
2* APA ETHICS CODE: (Ethical Standard Section 1, p. 1063).
Readings on D2L:
3* AZ Board of Psychologist Examiners, Statutes, July 2011

4* AZ, Board of Psychologist Examiners, Rules, June, 2007
5* AZ Board of Psychology Examiners newsletter, November 2006
6* AZ Board of Psychology Examiners Meeting minutes for 4/30/2010 & 7/1/2010
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Week 4:
Feb. 1 Class Cancelled See Feb. 3
Feb. 3 Attend the Arizona Board of Psychology Examiners meeting on 8:30 to 4:30. It is in Phoenix and you will need the entire day so plan accordingly with your other commitments. This is a requirement of the class and is thus not negotiable. I will not be attending the session with you as I will be presenting at a conference.
Before you go download the agenda from: www.psychboard.az.gov
.
Time:
8:30:00 – 4:30 PM
Location / Information:
Governor’s Executive Tower
1700 W. Washington Ave.
3rd Floor Conference Room (Pharmacy Board Room) #312 Parking lot at North of Building
PLEASE get specific directions off the internet to locate this building and leave enough time to find it. It is difficult to find.
Assignment 2: Short (2-4 page, double spaced) reaction paper due via email by Tues. Feb. 7 at 6 AM. (This assignment will be graded and we will cover this it in class on 2/8.)
(1) Discuss EACH agenda item covered
(2) For EACH agenda item, present your reaction to the behaviors and discussions of the Board, the complainants, accused psychologists, and other players.
Assignment 3—Comparison of AZ to other State Statutes. Pick a state that you are likely to live in. Review the statutes for that state and find 4 differences between that state and the state of Arizona Board of Psychology Examiners Statutes. Good places to look are:
Requirements for licensure (hours needed—predoc and post doc, classes needed in grad school; process to get qualified to take licensure exam) and unprofessional conduct. Draft a document indicating the differences and attaching the state statutes. Due 3/6 via email. We will review in class on 3/7.
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Week 5:
Feb. 8 Go Over Reaction Papers; Moral Principles Justice, Veracity/Fidelity
1* Beauchamp & Childress book, pp. 240-295; 311-324.
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Week 6:
Feb. 15 Moral Philosophy I: Consequentialism (Utilitarianism) Deontological (Kantianism)
1* Beauchamp & Childress book, pp. 336-349;
2* Rachels book, pp. 98-145.
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Week 7:
Feb. 22 Moral Philosophy II: Liberal Individualism, Feminism and Ethics of Care, Virtue Theory
1* Beauchamp & Childress book, pp. 350-356.
2* Rachels book, pp. 146-172.
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Week 8:
Feb. 29 Resolving Ethical Issues, Competence and Informed Consent
1* APA ETHICS CODE: (Focus on the Ethical Standard Section 1 and 2 and Sections 3.10, 3.11; 7.02; 8.02; 8.03; 9.03; 10.01)
Readings on D2L:
2* Fisher book Chapters 4 and 5 (and specific pages for code sections noted above)
Readings on D2L:
3* Baker, McFall & Shoham (2009). Current status and future prospects of clinical psychology: Toward a scientifically principled approach to mental and behavioral health care. Psychological Science in the Public Interest, 9 (2), 67-103.
4* Beahrs, J. O, & Guthiel, T. G. (2001). Informed consent in psychotherapy. American Journal of Psychiatry, 158 (1), 4-10.
5* Fischer, C. B., & Oransky, M. (2008). Informed consent to psychotherapy: Protecting the dignity and respecting the autonomy of patients.
Journal of Clinical Psychology: In Session, 64(5), 576-588.
Assignment 4: Update Ethics Autobiography. Add to the bottom of your Ethics Autobiography that you created earlier in the class.
1.
What have you learned that is new?
2.
3.
What will you integrate into your own moral structure?
What moral principle[s] do you favor?
4.
5.
What moral theory do you favor?
Are there any of your ‘favorites’ that may cause problems in decision making?

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Week 9:
Mar. 7 Catch Up Class. Students reflect on update of Ethics Autobiography. Students present on difference in Board of
Psychology Examiners State Statutes from other States.
. In class work on an ethics vignette; Vignette 1 Assigned.
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Week 10:
SPRING BREAK
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Week 11:
Mar. 21 Conducting Therapy I: Multiple Relationships and Therapy **STUDENTS PRESENT VIGNETTE 1
Vignette 2 Assigned
1* APA ETHICS CODE: (Focus on the Ethical Standard Sections 3 &10)
2* Fisher book Chapters 6 and 13.
Readings on D2L:
3* Lilienfeld, S. O. (2007). Psychological treatments that cause harm. Perspectives on Psychological Science, 2 (1), 53-70.
4* Gottlieb, M.C., & Younggren, J.N. (2009). Is there a slippery slope? Considerations regarding multiple relationships and risk management.
Professional Psychology: Research and Practice, 40 (6 ), 564-571.
5* Pope, K.S., & Keith-Spiegel, P. (2008). A practical approach to boundaries in psychotherapy: How close is too close. Journal of Clinical
Psychology: In session, 64 (5), 638-652.
6* Pope, K.S. (2001). Sex between therapists and clients. http://kspope.com/sexiss/sexencyc.php
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Week 12:
Mar 28 Conducting Therapy II: Records, Cultural Competence and Assessment *STUDENTS PRESENT VIGNETTE 2
Vignette 3 Assigned
1* APA ETHICS CODE (Focus on Ethical Standard Sections 6 & 9)
2* Fisher book Chapters 9 and 12 and index sections on Gender and Sexual Orientation and Racial, Ethnic, Cultural and Linguistic Diversity.
Readings on D2L:
3* McIntosh, P. (1988). White privilege and male privilege: A personal account of coming to see correspondences through work in women’s studies. Working Paper No. 189. Wellesley College, Center for Research on Women.
4* Mio, J. S. (2005). Academic mental health training settings and the multicultural guidelines. In M. G. Constantine & D. W. Sue (Eds),
Strategies for Building Multicultural Competence in Mental Health and Education Settings. Hoboken, New Jersey: Wiley.
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Week 13
Apr 4 Ethics in Academic Settings: Teaching, Mentoring, Supervising *STUDENTS PRESENT VIGNETTE 3
Vignette 4 Assigned.
1* APA ETHICS CODE (Focus on the Ethical Standard Sections 7).
2* Fisher book Chapter 10.
Readings D2L:
3* Schwartz-Mette, R. A. (2009). Challenges in addressing graduate student impairment in academic professional psychology programs. Ethics & Behavior, 19 (2), 91-102.
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Week 14:
Apr. 11 Confidentiality and Reporting Requirements. Guest Speaker Vicki Gotkin, J.D., University of Arizona Attorney
Vignette 4 Reviewed in Class Vignette 5 Assigned
1* APA ETHICS CODE: (Focus on the Ethical Standard Section 4).
2* Fisher book Chapter 7.
Reading on D2L:
3* Fisher, M. A. (2008). Protecting confidentiality Rights. American Psychologist, 63 (1), 1-13.
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Week 15:
Apr 18 Forensic Issues, Report writing, Custody Issues; STUDENTS PRESENT VIGNETTE 5; Vignette 6 Assigned
1* APA ETHICS CODE: Sections 2.01(f); 3.10; Karey O’Hara Brewster present on process of involuntary civil commitment in Tucson
2* Fisher book see index section on Forensic and Other Court-Related Activities.
Readings on D2L:
3* American Psychological Association (1991). Specialty guidelines for forensic psychologists. Law and Human Behavior 15 (6), 655-665.
4* American Psychological Association (2010). Guidelines for child custody evaluations in family law proceedings. American
Psychologist,65 (9), 863-867.

5*
Shuman, D. W. & Zervopoulos, J. A. (2010). Empathy or objectivity: The forensic examiner’s dilemma?
Behavioral Sciences & the Law,
28 (5), 585-602.
6* Greenberg, S. A., & Shuman, D. W. (1997). Irreconcilable conflict between therapeutic and forensic roles. Professional Psychology: Research and Practice, 1 , 50-57.
7* Greenberg, S. A., & Shuman, D. W. (2007). When worlds collide: Therapeutic and forensic roles. Professional Psychology: Research and
Practice, 38 , 129-132.
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Week 16:
Apr. 25 : Research I: Research, Publication, Special Populations **STUDENTS PRESENT VIGNETTE 6,
1* APA ETHICS CODE: (Focus on the Ethical Standard Section 8).
2* Fisher book Chapter 205.
Readings D2L:
3* TBA
4* Smith, D. (2003). Five principles for research ethics: Cover your bases with these ethical strategies. Monitor, 34(1), 56.
5* Rubin, P. (2007). Indian Givers: The Havasupai trusted the white man to help with a diabetes epidemic. Instead, ASU tricked them into bleeding for academia. Originally published by Phoenix New Times 2004-05-27.
6* Greenwald, A. G. (2009). What (and Where) is there the ethical code concerning researcher conflict of interest? Perspectives on Psychological
Science, 4 (1), 32-35.
Assignment 11: Update Ethics Autobiography. Continue adding to the document you created.
Due May 1 by 6AM via email.
1.
What have you learned from class? Has anything you discussed earlier changed?
What professional ethics in the field are most compatible with your own personal values? Least compatible? 2.
3.
4.
5.
What aspects strike you as not intuitive?
Do you feel confident to address ethical questions?
Any additional comments.
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Class 17:
May 2 Research II: Human Subjects Committees,
1* APA ETHICS CODE: (Focus on the Ethical Standard Section 8).
Readings on D2L:
2* Title 45, Code of Federal Regulations, part 46.
3* Series of short articles appearing in the American Psychological Society, News & Research between Mar. 2001 & September, 2001. 25 pages and Dec. 2002, 5 pp.
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May 9 Final Exam