Ethical Practice
“The most important tool you have in your ethical arsenal is integrity"
-Zig Ziglar
Ethical Principles
Principle I: Respect for the Dignity of Persons
This is the foremost ethical concern for psychologists, and thus takes precedence over all other ethical principles. The central message of this principle is that all persons have the right to have their innate worth as human beings appreciated and that this worth is not dependent or affected by factors out of their control; such as, ethnicity, gender, abilities, or culture. While all of the standards within this principle are important, the ones that I find most applicable in my work are:
General Respect
Fair Treatment
Confidentiality
Informed Consent
This is the foremost ethical concern for psychologists, and thus takes precedence over all other ethical principles. The central message of this principle is that all persons have the right to have their innate worth as human beings appreciated and that this worth is not dependent or affected by factors out of their control; such as, ethnicity, gender, abilities, or culture. While all of the standards within this principle are important, the ones that I find most applicable in my work are:
General Respect
Fair Treatment
Confidentiality
Informed Consent
These ethical standards highlight the importance of treating all clients with respect, informing them of their rights, how sessions are generally structured, as well as the limits of confidentiality.
Principle II: Responsible Caring
Doing no harm to our clients is what this principle is all about. As helping professionals we must always aim to provide beneficial services to our clients, demonstrating our commitment toward acting in the best interest of our clients. The ethical standards that resonate most with me under this principle are:
Competence and self-knowledge
Maximize Benefit
Minimize Harm
Principle III: Integrity in Relationships
This ethical principle serves to reinforce the implicit and explicit mutual expectations of integrity between both client and counsellor that are vital for creating a positive working alliance. Distinguishing between personal relationships and professional relationships is crucial for compliance to this principle. The key standards that help me establish appropriate boundaries with clients, while remaining mindful of where to draw the line with in my professional relationships are:
Accuracy/honesty
Objectivity/lack of bias
Avoidance of incomplete disclosure
Avoidance of conflict of interest
Doing no harm to our clients is what this principle is all about. As helping professionals we must always aim to provide beneficial services to our clients, demonstrating our commitment toward acting in the best interest of our clients. The ethical standards that resonate most with me under this principle are:
Competence and self-knowledge
Maximize Benefit
Minimize Harm
Principle III: Integrity in Relationships
This ethical principle serves to reinforce the implicit and explicit mutual expectations of integrity between both client and counsellor that are vital for creating a positive working alliance. Distinguishing between personal relationships and professional relationships is crucial for compliance to this principle. The key standards that help me establish appropriate boundaries with clients, while remaining mindful of where to draw the line with in my professional relationships are:
Accuracy/honesty
Objectivity/lack of bias
Avoidance of incomplete disclosure
Avoidance of conflict of interest
Principle IV: Responsibility to Society
This ethical principle speaks to the extended responsibility that psychologists take on within the larger scope of society as both practitioners as well as private citizens. In particular, two of these responsibilities are to increase knowledge and to conduct affairs in ways that will promote the interests of all human beings. Some of the standards of this code that stand out for me are:
Development of Knowledge
Respect for Society
Extended Responsibility
This ethical principle speaks to the extended responsibility that psychologists take on within the larger scope of society as both practitioners as well as private citizens. In particular, two of these responsibilities are to increase knowledge and to conduct affairs in ways that will promote the interests of all human beings. Some of the standards of this code that stand out for me are:
Development of Knowledge
Respect for Society
Extended Responsibility
Ethical Decision-Making Model
Both the Canadian Code of Ethics for Psychologists (CPA, 2001) and Canadian Counselling Association Code of Ethics (1999) contain an ethical decision-making model that is designed to aid practitioners in working through the process of resolving ethical dilemmas. Listed below are the steps involved in the CPA model for how to work through an ethical dilemma. I have also attached a copy of the ethical decision making paper that I completed in APSY 603: Professional Ethics, which provides an example of how the model may be used.
Step 1: Identification of the individuals and groups potentially affected by the decision
Step 2: Identification of ethically relevant issues and practices, including the interests, rights, and any relevant characteristics of the individuals and groups involved and of the system or circumstances in which the ethical problem arose
Step 3: Consideration of how personal biases, stresses, or self-interest might influence the development of or choice between courses of action.
Step 4: Development of alternative courses of action
Step 5: Analysis of likely short-term, ongoing, and long-term risks and benefits of each course of action on the individual(s)/group(s) involved or likely to be affected (eg., client, client's family or employees, employing institution, students, research participants, colleagues, the discipline, society, self).
Step 6: Choice of course of action after conscientious application of existing principles, values and standards
Step 7: Action, with a commitment to assume responsibility for the consequences of the action
Step 8: Evaluation of the results of the course of action
Step 9: Assumption of responsibility for consequences of action, including correction of negative consequences, if any, or re-engaging in the decision-making process if the ethical issue is not resolved
Step 10: Appropriate action, as warranted and feasible, to prevent future occurrences of the dilemmas (e.g., communication and problem-solving with colleague; changes in procedures and practices)
Step 1: Identification of the individuals and groups potentially affected by the decision
Step 2: Identification of ethically relevant issues and practices, including the interests, rights, and any relevant characteristics of the individuals and groups involved and of the system or circumstances in which the ethical problem arose
Step 3: Consideration of how personal biases, stresses, or self-interest might influence the development of or choice between courses of action.
Step 4: Development of alternative courses of action
Step 5: Analysis of likely short-term, ongoing, and long-term risks and benefits of each course of action on the individual(s)/group(s) involved or likely to be affected (eg., client, client's family or employees, employing institution, students, research participants, colleagues, the discipline, society, self).
Step 6: Choice of course of action after conscientious application of existing principles, values and standards
Step 7: Action, with a commitment to assume responsibility for the consequences of the action
Step 8: Evaluation of the results of the course of action
Step 9: Assumption of responsibility for consequences of action, including correction of negative consequences, if any, or re-engaging in the decision-making process if the ethical issue is not resolved
Step 10: Appropriate action, as warranted and feasible, to prevent future occurrences of the dilemmas (e.g., communication and problem-solving with colleague; changes in procedures and practices)
References
Canadian Counselling Association. (1999). Code of ethics. [Electronic version]. Retrieved March 5, 2011, from http://www.ccacc.ca/coe.htm
Sinclair, C. & Pettifor, J. (Eds.). (2001). Companion manual to the Canadian code of ethics for psychologists (3rd ed.). Ottawa, ON: Canadian Psychological Association.
Truscott, D. & Crook, K. H. (2004). Ethics for the practice of psychology in Canada. Edmonton, AB: The University of Alberta Press.
Canadian Counselling Association. (1999). Code of ethics. [Electronic version]. Retrieved March 5, 2011, from http://www.ccacc.ca/coe.htm
Sinclair, C. & Pettifor, J. (Eds.). (2001). Companion manual to the Canadian code of ethics for psychologists (3rd ed.). Ottawa, ON: Canadian Psychological Association.
Truscott, D. & Crook, K. H. (2004). Ethics for the practice of psychology in Canada. Edmonton, AB: The University of Alberta Press.