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16 - Critical Thinking and Ethics in Psychology

Published online by Cambridge University Press:  05 June 2012

Celia B. Fisher
Affiliation:
Fordham University
Adam L. Fried
Affiliation:
Fordham University
Jessica K. Masty
Affiliation:
Fordham University
Robert J. Sternberg
Affiliation:
Yale University, Connecticut
Henry L. Roediger III
Affiliation:
Washington University, St Louis
Diane F. Halpern
Affiliation:
Claremont McKenna College, California
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Summary

INTRODUCTION

The contributions of those in the field of psychology to society are in part based upon trust. The public places its trust in psychologists for their capacity to offer scientific knowledge and services that contribute to individual and social welfare. The public trusts psychologists to use acceptable scientific methods and to honestly report their research results. The legal system trusts psychologists to provide accurate and unbiased expert testimony during court proceedings. Finally, clients place their trust in psychologists who provide psychotherapy to maintain confidentiality, practice within the limits of their competence, and to give quality care. Psychologists who publish false results, violate confidentiality, or testify in court or practice in areas outside their training competence jeopardize the public trust in psychology as a discipline.

Professional ethics is concerned with doing what is right. In the discipline of psychology, doing what is right is associated with conducting oneself in ways that aspire to satisfy a number of moral principles. For example, psychologists make a commitment to conduct themselves in ways that maximize benefits and avoid harms to those with whom they work. They promote honesty in psychological science, teaching, and practice and strive to fulfill their role responsibilities to society. Finally, they treat people fairly and respect the dignity and worth of all with whom they work. In effect, psychologists are “active moral agents committed to the good and just practice and science of psychology” (Fisher, 2003, p. 237).

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Publisher: Cambridge University Press
Print publication year: 2006

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References

American Psychological Association. (2002a). Ethical principles of psychologists and code of conduct. Retrieved January 19, 2005, from www.apa.org/ethics.
American Psychological Association. (2002b). Rules and procedures: October 1, 2001 [Ethics Committee rules and procedures]. American Psychologist, 57, 626–645.CrossRef
Americans With Disabilities Act of 1990, 42 U.S.C.A. § 12101 et seq. (West 1993).
Fisher, C. B. (2003). Decoding the Ethics Code. Thousand Oaks, CA: Sage.Google Scholar
Fisher, C. B., Hoagwood, K., & Jensen, P. S. (1996). Casebook on ethical issues in research with children and adolescents with mental disorders. In Hoagwood, K., Jensen, P. S., & Fisher, C. B. (Eds.), Ethical issues in mental health research with children and adolescents (pp. 135–238). Mahwah, NJ: Erlbaum.Google Scholar
Halpern, D. F. (in press). The nature and nurture of critical thinking. In Sternberg, R. J., Roediger, H. III, & Halpern, D. (Eds.), Critical thinking in psychology (pp. 1–22). New York: Cambridge University Press.Google Scholar
Health Research Extension Act of 1985, 42 U.S.C.A. § 289a (West 2003).
Josephson Institute of Ethics. (1999). Making ethical decisions. Marina del Rey, CA: Author.
Meltzoff, J. (1998). Critical thinking about research. Washington, DC: American Psychological Association.Google Scholar
U.S. Department of Health and Human Services. (2001, December). Code of federal regulations: Protection of human subjects. (Title 45, Public Welfare, Part 46). Washington, DC: U.S. Government Printing Office.

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