Decoding the Ethics Code
A Practical Guide for Psychologists
Fourth Edition
Celia B. Fisher
Center for Ethics Education, Fordham University
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Library of Congress Cataloging-in-Publication Data
Names: Fisher, Celia B , author
Title: Decoding the ethics code : a practical guide for psychologists / Celia B Fisher, Center for Ethics Education, Fordham University.
Description: Fourth edition | Los Angeles : SAGE, [2016] | Includes bibliographical references and index
Identifiers: LCCN 2015044697 | ISBN 978-1-4833-6929-7 (pbk : alk paper)
Subjects: LCSH: Psychologists Professional ethics. | Psychology Moral and ethical aspects.
Classification: LCC BF76.4.F57 2016 | DDC 174/.915 dc23 LC record available at http://lccn.loc.gov/2015044697
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Brief Contents
Preface
Acknowledgments About the Author
Part I. Introduction and Background
Chapter 1. A Code of Ethics for Psychology: How Did We Get Here?
Chapter 2. The Introduction and Applicability Section, Preamble, and General Principles: What Do They Mean?
Chapter 3. The APA Ethics Code and Ethical Decision Making Part II. Enforceable Standards
Chapter 4. Standards for Resolving Ethical Issues
Chapter 5. Standards on Competence
Chapter 6 Standards on Human Relations
Chapter 7. Standards on Privacy and Confidentiality
Chapter 8 Standards on Advertising and Other Public Statements
Chapter 9. Standards on Record Keeping and Fees
Chapter 10. Standards on Education and Training
Chapter 11 Standards on Research and Publication
Chapter 12. Standards on Assessment
Chapter 13 Standards on Therapy
Appendix A: Case Studies for Ethical Decision Making References
Index
Detailed Contents
Preface
Acknowledgments
About the Author
Part I. Introduction and Background
Chapter 1. A Code of Ethics for Psychology: How Did We Get Here?
Beginnings
The Purpose of an Ethics Code
Aspirational Principles and Enforceable Standards
The 2010 Amendments: The Controversy Over Psychologists’ Involvement in Inhumane Military Interrogations
Format and Distinctive Features of the APA Ethics Code
Why Does the Ethics Code Separate General Principles From Enforceable Standards?
General and Area-Specific Standards
Are Standards Relevant to Teaching, Research, Assessment, and Therapy Restricted to Their Specific Sections in the Code?
Where Are Standards That Apply to Activities in Forensic Psychology?
Where Are Standards That Apply to Work With and Within Organizations?
Where Are Standards That Apply to Psychologists’ Involvement With Health Maintenance Organizations (HMOs)?
Where Are Standards That Apply to Psychologists’ Responsibilities Under the Affordable Care Act (ACA) and Their Involvement in Integrated Care Settings?
Are the Standards Relevant to Psychologists Working in the Military, Law Enforcement, and Correctional Facilities?
Is Sufficient Attention Given to Responsibilities of Administrators of Psychology Programs and Psychology Faculty?
Does the Ethics Code Specifically Address Internet and Other Electronically Mediated Research and Services?
Informed Consent for Research, Assessment, and Therapy
Are There Ethical Standards Specific to Issues of Individual and Cultural Diversity?
What Is the Distinction Between the APA Ethics Code and Specific APA Guidelines?
Under the Ethics Code, Are Psychologists Obligated to Report Ethics Code Violations of Others?
Chapter 2 The Introduction and Applicability Section, Preamble, and General
Principles: What Do They Mean?
Understanding the Introduction and Applicability Section and the Preamble
To Whom Does the Ethics Code Apply?
To What Does the Ethics Code Apply?
What Is the Relevance of Specific Language Used in the Ethics Code?
Due Notice
Applicability Across Diverse Roles and Contexts
The Use of Modifiers
What Is “Reasonable”?
“Client/Patient” and “Organizational Client”
How Is the Ethics Code Related to APA Ethics Enforcement?
Ethics Complaints
Sanctions
Notification
Show Cause Procedure
How Is the Ethics Code Related to Sanctions by Other Bodies?
Need to Know: What to Do When You Receive an Ethics Complaint
How Is the APA Ethics Code Related to Law?
Civil Litigation
Compliance With Law
Conflicts Between Ethics and Law, Regulations, or Other Governing Legal Authority
General Principles
Principle A: Beneficence and Nonmaleficence
Principle B: Fidelity and Responsibility
Principle C: Integrity
Principle D: Justice
Principle E: Respect for People’s Rights and Dignity
Chapter Cases and Ethics Discussion Questions
Chapter 3. The APA Ethics Code and Ethical Decision Making
Ethical Commitment and Virtues
Focal Virtues for Psychology
Openness to Others
Can Virtues Be Taught?
Ethical Awareness and Moral Principles
Moral Principles and Ethical Awareness
Ethical Awareness and Ethical Theories
Deception Research: A Case Example for the Application of Different Ethical Theories
Case Example: The Gaffe Study (Gonzales, Pederson, Manning, & Wetter, 1990)
Ethical Theories
Ethical Absolutism, Ethical Relativism, and Ethical Contextualism
Case Example: Working With a Client With Racist Attitudes and Behaviors
Ethical Competence
Need to Know: “Why Good Students Go Bad” Ethical Planning
Need to Know: Ethical Competence and Ethical Planning Competence and Ethical Decision Making
Steps in Ethical Decision Making
Case Example: An Example of Ethical Decision Making
Doing Good Well
Hot Topic: The Ethical Component of Self-Care
Chapter Cases and Ethics Discussion Questions
Part II. Enforceable Standards
Chapter 4 Standards for Resolving Ethical Issues
1. Resolving Ethical Issues
1 01 Misuse of Psychologists’ Work
Need to Know: Reasonable Expectations for Awareness of Misuse
1.02 Conflicts Between Ethics and Law, Regulations, or Other Governing Legal Authority When a Conflict Cannot Be Resolved Psychology and Human Rights
Need to Know: The 2015 Independent Review Relating to Apa Ethics Guidelines, Security Interrogations, and Torture Psychology and International Declarations on Human Rights
1.03 Conflicts Between Ethics and Organizational Demands Human Rights and Organizational Consulting
Need to Know: Resolving Ethical Conflicts Through Organizational Advocacy
Commercially Funded Research
Case Example: Conflict Between Ethics and Research Sponsor Demands
1 04 Informal Resolution of Ethical Violations
Informal Resolutions in Interprofessional Settings Implications of HIPAA When an Informal Resolution Is Not Feasible Peer Review
1.05 Reporting Ethical Violations
Need to Know: Consultation On Misconduct
1 06 Cooperating With Ethics Committees
1.07 Improper Complaints
1.08 Unfair Discrimination Against Complainants and Respondents
Hot Topic: Human Rights and Psychologists’ Involvement in Assessments Related to Death Penalty Cases
Chapter Cases and Ethics Discussion Questions
Chapter 5. Standards on Competence
2. Competence
2 01 Boundaries of Competence
Specialties, Certifications, and Professional and Scientific Guidelines
Digital Ethics: Competence in Basic Knowledge of Electronic Modalities
Familiarity With Professional and Scientific Knowledge
Appropriate Skills
Need to Know: Critical Self-Reflection and Personal and Professional Bias
Knowing When to Refrain and Refer
Need to Know: Guidelines for Psychological Practice With Transgender and Gender-Nonconforming People (Tgnc)
Case Example: Services to Under-Served Populations
Digital Ethics: Competence in the Use of Telepsychology
Need to Know: Expert and Fact Witnesses
Familiarity With Law, Regulations, and Governing Authority
Evolving Law and School Psychologists
Distinguishing Forensic From Clinical Assessments
Need to Know: Treatment of Alleged Child Victims
2.02 Providing Services in Emergencies
Emergency Care and Suicidality
Need to Know: Provision of Emergency Services to Forensic Examinees
Emergencies and Public Health Ethics
2 03 Maintaining Competence
Competencies for Collaborative Group Practices and Primary and Integrated Care Settings
Consulting and Professional Competencies for Collaborative Care in Global Health
2 04 Bases for Scientific and Professional Judgments
Evidence-Based Practice
Digital Ethics: Navigating the Online Search for Evidence-Based Practices
Implications of the Affordable Care Act (ACA)
2.05 Delegation of Work to Others
Implications of HIPAA
Use of Interpreters
Reasonable Steps
2.06 Personal Problems and Conflicts
Strategies for Preventing Work-Related Stress Involving High-Risk Clients/Patients
Need to Know: Seeking Personal Psychotherapy
Need to Know: Stressors During Graduate and Postdoctoral Training
Hot Topic: Multicultural Ethical Competence
Chapter Cases and Ethics Discussion Questions
Chapter 6. Standards on Human Relations
3. Human Relations
3.01 Unfair Discrimination
Refusing or Referring Clients Based on Religious Beliefs
Need to Know: Can Religious Beliefs Exempt Students From Supervised Treatment of Specific Clients/Patients?
Discrimination Proscribed by Law
Digital Ethics: Use of Internet Searches for Evaluation of Student Applicants
3 02 Sexual Harassment
3.03 Other Harassment
3 04 Avoiding Harm
Steps for Avoiding Harm
Digital Ethics: Avoiding Harm in Telepsychology Services
Is Use of Aversion Therapies Unethical?
Case Example: An Ethical Approach to the Use of Aversion Therapies
Standard 3 04 and Violation of Other Standards
Psychotherapy and Counseling Harms
Need to Know: When Hmos Refuse to Extend Coverage
Need to Know: How to Detect Harm in Psychotherapy and Counseling Conversion Therapy Involving Sexual and Gender Minority (SGM) Children and Adolescents
Research Risks
Need to Know: Clinical Equipoise and Evaluating Risk in Randomized Clinical Trials
3.05 Multiple Relationships
Not All Multiple Relationships Are Unethical
Need to Know: Ethical “Hot Spots” of Combined Therapy Judging the Ethicality of Multiple Roles
Personal–Professional Boundary Crossings Involving Clients/Patients, Students, Research Participants, and Subordinates
Self-Disclosure
Digital Ethics: Professional Boundaries and Self-Disclosure Over the Internet
Relationships With Others
Unavoidable Multiple Relationships
Case Example: Navigating Multiple Relationships in Shared Communities
Need to Know: Avoiding Harmful Multiple Relationships in Embedded Communities
Correctional and Military Psychologists
3 06 Conflict of Interest
Conflicts of Interest in Forensic Practice
3.07 Third-Party Requests for Services
Legal Representatives Seeking to Retain a Forensic Psychologist
Implications of HIPAA
3 08 Exploitative Relationships
Recruitment for Research Participation
3 09 Cooperation With Other Professionals
Implications of HIPAA
Need to Know: Essential Skills for Interprofessional Models of Primary Care
3.10 Informed Consent Language Culture
Digital Ethics: Consent Via Electronic Transmission
Informed Consent in Research and Practice Involving Children and Adolescents
Need to Know: Ethically Appropriate Child and Adolescent Assent Procedures
Need to Know: Re-Consent for Use of Stored Data When Minor Participants Reach Adulthood
Guardian Authority Under HIPAA
Military Psychologists
Court-Ordered Assessments
Need to Know: Working With Involuntary Clients
Implications of HIPAA
3.11 Psychological Services Delivered to or Through Organizations
3 12 Interruption of Psychological Services
Hot Topic: Goodness-of-Fit Ethics for Informed Consent to Research and Treatment Involving Adults With Impaired Decisional Capacity
Chapter Cases and Ethics Discussion Questions
Chapter 7. Standards on Privacy and Confidentiality
4. Privacy and Confidentiality
4.01 Maintaining Confidentiality
Use of the Internet and Other Electronic Media
Digital Ethics: Cybersecurity Is a Two-Way Street Audio, Video, or Digital Recordings of Voices or Images
Research
Research Conducted in Unique or Cross-Cultural Communities
Assessment and Psychotherapy Records
Implications of HIPAA for Practice and Research
Implications of FERPA for Psychologists Working in Schools
4 02 Discussing the Limits of Confidentiality
Children and Persons Legally Incapable of Consent
Third-Party Payors
Military Implications of HIPAA
Implications of the Affordable Care Act (ACA)
Digital Ethics: Should Psychologists Search the Internet for Information On Clients/Patients, Students, Employees, and Others With Whom They Work?
4.03 Recording
4 04 Minimizing Intrusions on Privacy
Implications of HIPAA (Standard 4.04a)
Implications of HIPAA (Standard 4 04b)
4.05 Disclosures
Implications of HIPAA
Declining Requests
Research
Psychotherapy (Process) Notes
PHI Compiled for Legal or Administrative Action
Disclosures Mandated by Law
Need to Know: Are Therapists Required to Report Abuse Already Under Investigation?
Need to Know: Assessing Duty-to-Warn Obligations
Disclosures Permitted by Law
Need to Know: Suicide Helpline Assessment and Disclosure Policies
Need to Know: Disclosure in Response to Nonsuicidal Self-Injury in Adolescents and Young Adults
4 06 Consultations
Digital Ethics: Consultation Over the Internet
4 07 Use of Confidential Information for Didactic or Other Purposes
Informed Consent to Publication or Presentation of Identifying Material
Disguising Information
Hot Topic: Confidentiality and Involvement of Parents in Mental Health Services for Children and Adolescents
Chapter Cases and Ethics Discussion Questions
Chapter 8. Standards on Advertising and Other Public Statements
5 Advertising and Other Public Statements
5.01 Avoidance of False or Deceptive Statements
Definition of Public Statements
Deceptive Web-Based Services
5.02 Statements by Others
5 03 Descriptions of Workshops and Non-Degree-Granting Educational Programs
Industry-Sponsored Workshops
5.04 Media Presentations
Competence and Bases for Judgments
Otherwise Consistent With the Ethics Code
Do Not Indicate a Professional Relationship Has Been Established
Need to Know: Working With the Media
5.05 Testimonials
5.06 In-Person Solicitation
Need to Know: Hipaa Marketing Prohibitions
Permitted Behaviors
Hot Topic: Avoiding False and Deceptive Statements in Scientific and Clinical Expert Testimony
Chapter Cases and Ethics Discussion Questions
Chapter 9. Standards on Record Keeping and Fees
6. Record Keeping and Fees
6 01 Documentation of Professional and Scientific Work and Maintenance of Records
Records for Mental Health Services
Need to Know: Unexpected Contacts With Clients/Patients
Digital Ethics: Hipaa Regulations On Email and Texting With Clients/Patients and Other Professionals
Digital Ethics: Electronic Health Records (Ehr) in Interprofessional Organizations
Record Keeping in Organizational Settings
Need to Know: Evolving Codes for Biopsychosocial Services
Educational Records
Need to Know: Avoiding Conversion of Treatment Records to Educational Records
Forensic Records
Documentation of Scientific Work and Maintenance of Records
6.02 Maintenance, Dissemination, and Disposal of Confidential Records of Professional and Scientific Work
Implications of HIPAA
Digital Ethics: Deleting Electronic Protected Health Information (PHI)
Digital Ethics: Record Keeping in the Cloud
Psychologists Working With or in Organizations
Digital Ethics: Hipaa and Internet-Based Document Sharing
6.03 Withholding Records for Nonpayment
Emergency Treatment
Control and Requests
Regulatory and Legal Caveats
6.04 Fees and Financial Arrangements
Specifying Compensation
Digital Ethics: Fees for Telehealth Services
Billing Arrangements
Timing
Contingent Fees
Digital Ethics: Submitting Claims for Telehealth Services
Implications of the Affordable Care Act (ACA) for Psychologists in Primary Care Settings
Medicare and Physician Quality Reporting Systems (PQRS)
Digital Ethics: Third-Party Reimbursement for Telehealth Services
Implications of HIPAA
What to Disclose to Collection Agencies
6.05 Barter With Clients/Patients
6.06 Accuracy in Reports to Payors and Funding Sources
Research and Industrial–Organizational and Forensic Services
Therapy
6.07 Referrals and Fees
Referrals
Need to Know: Fees and Group Practice
Prohibition Against Fee Splitting
Other Permissible Payments
Hot Topic: Managing the Ethics of Managed Care
Chapter Cases and Ethics Discussion Questions
Chapter 10. Standards on Education and Training
7. Education and Training
7 01 Design of Education and Training Programs
Need to Know: Competency Benchmarks in Professional Psychology
Digital Ethics: Online Distance Education
Interprofessional Training for Practice and Research in Primary Care
7.02 Descriptions of Education and Training Programs
Need to Know: Language-Matching Training Experiences
7 03 Accuracy in Teaching
Modifying Course Content or Requirements
7.04 Student Disclosure of Personal Information
Clear Identification of Requirements
Interference With Academic Performance or Self-Harm or Other Harm
Need to Know: Supervision of Trainees With Disabilities
Digital Ethics: Disclosure of Student Personal Information Through Social Media
7.05 Mandatory Individual or Group Therapy
Need to Know: Ethical Criteria for Mandatory Personal Psychotherapy (MPP)
Postdoctoral Training
7 06 Assessing Student and Supervisee Performance
Group Supervision
Military Supervision
Digital Ethics: Use of Technology for Supervision
7.07 Sexual Relationships With Students and Supervisees
Hot Topic: Ethical Supervision of Trainees in Professional Psychology Programs
Chapter Cases and Ethics Discussion Questions
Chapter 11. Standards on Research and Publication
8. Research and Publication
8.01 Institutional Approval
Need to Know: Proposed Changes to Federal Regulations Four Requirements of Standard 8 01 Implications of HIPAA
Need to Know: Submitting Successful Irb Proposals
8.02 Informed Consent to Research
Ensuring Consent Is Informed, Rational, and Voluntary
Need to Know: When Does Informed Consent Begin and End?
Digital Ethics: Confidentiality and Informed Consent for FacebookBased Research
Need to Know: Legal Challenges to the Certificate of Confidentiality
Need to Know: NIH Points to Consider for Research Involving Adults
With Cognitive Impairments
Parental Permission and Child Assent to Pediatric Clinical Trials
Digital Ethics: Documentation of Informed Consent for Internet Research
Research Involving US Tribal Nations or International Research Implications of HIPAA
Implications of Protection of Pupil Rights Amendment for US Department of Education–Funded Research
Explanation About Control Groups and Methods of Assignment to Treatment Conditions
Case Example: Consent to Random Assignment Addressing the “Therapeutic Misconception” Therapeutic Misconception in Translational and CommunityEngaged Research
The Right to Refuse Participation Without Penalty Costs and Compensation
8.03 Informed Consent for Recording Voices and Images in Research Case Example: Recording Informed Consent Exceptions
Need to Know: Consent to Digital Archives
8 04 Client/Patient, Student, and Research Participants Conducting Quality Improvement or Comparative Effectiveness Research in Health Care Settings
8.05 Dispensing With Informed Consent for Research Research Conducted in Schools Anonymous Survey Research Naturalistic and Archival Research
Digital Ethics: Determining Public Versus Private Information Studies of Job or Organization Effectiveness Dispensing With Guardian Permission Prohibition Against “Passive” Consent Where Otherwise Permitted by Law or Federal or Institutional Regulations
8.06 Offering Inducements for Research Participation Need to Know: When Are Research Inducements Coercive?
8.07 Deception in Research The “Consent Paradox” Scientific and Social Justification Data Withdrawal
8 08 Debriefing
Digital Ethics: Debriefing for Online Studies Community-Engaged Research (CEnR) Implications of HIPAA
8.09 Humane Care and Use of Animals in Research
8 10 Reporting Research Results
Need to Know: Program Evaluation, Policy Studies, and Accountability
8.11 Plagiarism
8.12 Publication Credit
8.13 Duplicate Publication of Data The NIH Public Access Policy
8.14 Sharing Research Data for Verification
Need to Know: Procedures for Sharing and Using “Big Data”
8 15 Reviewers
Hot Topic: Informational Risk and Disclosure of Genetic Information to Research Participants
Chapter Cases and Ethics Discussion Questions
Chapter 12. Standards on Assessment
9 Assessment
9.01 Bases for Assessments
Need to Know: Assessment in Child Protection Matters Information Recipient Setting Types of Assessment
Digital Ethics: Use of Mobile Phones for Treatment Adherence
Monitoring Review of Data From Surreptitious Investigative Recording
9.02 Use of Assessments
Digital Ethics: Internet-Mediated Assessments
Modifications for Individuals With Disabilities
Need to Know: Assessment of Dementia
Presence of Third Parties to Assessments
Selection of “Culture-Free” Tests When English or Other Language Proficiency Is Essential
9.03 Informed Consent in Assessments
Core Elements of Informed Consent in Assessment Implications of HIPAA for Confidentiality-Relevant Information Dispensing With Informed Consent
Need to Know: Informed Consent for Forensic Assessments Requested By an Examinee’s Attorney Mandated Assessments
Informed Consent for the Assessment of Malingering
9 04 Release of Test Data
Definition of Test Data
The Affirmative Duty to Provide Test Data to Clients/Patients and Others Identified in a Client’s/Patient’s Release
Digital Ethics: Client/Patient Requests for Electronic Records
Withholding Test Data
Need to Know: Access to Forensic Records Implications of HIPAA
Organizations, Courts, and Government Agencies
Implications of HIPAA
9 05 Test Construction
Psychometric Procedures
Recommendations for Use
Test Revisions
9.06 Interpreting Assessment Results
The Purpose of the Test
Need to Know: Sexual and Gender Minority (Sgm) Parents and Determination of Child Custody
9 07 Assessment by Unqualified Persons
Psychological Assessments Conducted by Trainees
9.08 Obsolete Tests and Outdated Test Results
Need to Know: When to Use Obsolete Tests
9.09 Test Scoring and Interpretation Services Implications of HIPAA
Digital Ethics: Security and Interpretation of Online Testing
9 10 Explaining Assessment Results
Employees and Trainees
Use of Automated Scoring Services Exceptions
9.11 Maintaining Test Security
Definition of Test Materials and Test Security Laws Governing Release of Records
Hot Topic: The Use of Assessments in Expert Testimony: Implications of Case Law and the Federal Rules of Evidence
Chapter Cases and Ethics Discussion Questions
Chapter 13 Standards on Therapy
10. Therapy
10.01 Informed Consent to Therapy
As Early as Feasible Nature of the Therapy
Anticipated Course of the Therapy
Need to Know: Informed Consent With Suicidal Patients Fees
Involvement of Third Parties
Confidentiality
Digital Ethics: Discussion of Confidentiality Risks in Telepsychology Implications of HIPAA
Digital Ethics: Setting An Internet Search and Social Media Policy During Informed Consent
Informed Consent Involving Children and Adolescent Clients/Patients
When Guardian Consent Is Not Permitted or Required by Law
Digital Ethics: Child Assent and Parental Permission for Online Therapies
Telepsychology
Digital Ethics: State Laws Regulating Use of Telehealth Services
The Ongoing Nature of Consent
Need to Know: Expanded Informed Consent for Psychologists With Prescriptive Authority
10.02 Therapy Involving Couples or Families
Clarifying the Psychologist’s Role and Goals of Therapy
Confidentiality
Digital Ethics: Telepsychology Involving Family Members
10.03 Group Therapy
Digital Ethics: Setting Internet Use Policies for Group Therapy
Confidentiality
Clients/Patients in Concurrent Single and Group Therapy
10 04 Providing Therapy to Those Served by Others
10.05 Sexual Intimacies With Current Therapy Clients/Patients
10.06 Sexual Intimacies With Relatives or Significant Others of Current Therapy Clients/Patients
10.07 Therapy With Former Sexual Partners
10 08 Sexual Intimacies With Former Therapy Clients/Patients
Two-Year Moratorium
10.09 Interruption of Therapy
10.10 Terminating Therapy
Services Are No Longer Needed
The Client/Patient Is Not Likely to Benefit
The Client/Patient Is Being Harmed by Continued Service
Need to Know: Abandonment Considerations
Digital Ethics: Terminating Telepsychology Services
Hot Topic: Ethical Issues for the Integration of Religion and Spirituality in Therapy
Chapter Cases and Ethics Discussion Questions
Appendix A: Case Studies for Ethical Decision Making
Case 1: Assessment of Intellectual Disability and Capital Punishment: A Question of Human Rights?
Case 2: Cultural Values and Competent Mental Health Services to Minors
Case 3: Request for Services Following Termination
Case 4: Research on Intimate Partner Violence and the Duty to Protect
Case 5: Web-Based Advertising for a Community Program Development and Evaluation Consulting Service
Case 6: Fees and Financial Arrangements: Referring Clients/Patients to Members Within a Group Practice
Case 7: Handling Disparate Information for Evaluating Trainees
Case 8: Using Deception to Study College Students’ Willingness to Report Threats of Violence Against Female Students
Case 9: Competence Assessment for an Assisted Suicide Request
Case 10: Handling Unexpected Disruptive Member Behavior During Group Therapy
References
Index
Preface
Welcome to the fourth edition of Decoding the Ethics Code: A Practical Guide for Psychologists. This edition retains the format and critical content of the previous editions. The interval between this and the first edition has demonstrated the durability of the current American Psychological Association’s (APA’s) Ethical Principles of Psychologists and Code of Conduct first published in 2002 and amended in 2010 (APA, 2002a, 2010a). During the past 14 years, the field has witnessed new insights into how the Ethics Code can be applied to ethical decision making in the science and practice of psychology and faced new challenges for its application to emerging moral debates
The success of the earlier editions encouraged the decision to retain the user-friendly format of the book. For this edition, all chapters have been revised to ensure that they reflect the most current status of scientific and professional theory, practices, and debate across all facets of ethical decision making. The wisdom of the more recent articles and chapters, incorporated into this fourth edition, sheds new light on the application and continued relevance and vitality of the Ethics Code to moral discourse and practical challenges characterizing the dynamic and thriving discipline of psychology.
Additions and New Features
One motivation for producing a fourth edition was to incorporate the wealth of knowledge generated by more than 200 articles and chapters written on the relevance of the APA Ethics Code for research and practices since the earlier edition. New topics addressed in this edition include the expansion of web-based services into all aspects of psychological practice and research, the new interprofessional competencies required by psychologists’ participation in the Affordable Care Act (ACA) and by advances in evidence-based practices, human rights considerations raised anew by the APA’s independent investigation into psychologists’ participation in military interrogations and this activity’s implications for the globalization of psychology, the continued growth of the self-care movement as a means of maintaining competence, expanding applications of multicultural competence to the rights and welfare of sexual and gender minorities, implications of case law for the role of religious beliefs in practice and training, and updated application of the Health Insurance Portability and Accountability Act of 1996 (HIPAA) and changes in federal regulations for research
A second motivation for this edition was to respond to requests from students and early career professionals to emphasize specific applications of Ethics Code standards that might be of immediate import to the unfamiliar professional and scientific challenges they were or would soon be confronting in internships, postdoctoral research fellowships, consulting and industrial–organizational positions, and teaching. This edition includes expanded and updated “Need to Know” sections and new “Digital Ethics” sections integrated throughout the chapters to help alert students and early-career psychologists to specific strategies for applying the Ethics Code to traditional and new arenas of ethical science and practice
A final motivation for writing a fourth edition was to update the ethical decision-making model based on current advances in the field and provide readers with opportunities to apply the model, described in Chapter 3, to pressing ethical questions and case analyses Such opportunities are presented in a section titled “Chapter Cases and Discussion Questions” at the end of each chapter This volume continues to include an appendix with 10 detailed case studies accompanied by relevant, thought-provoking questions and suggested readings. These cases encourage ethical analysis that integrates multiple standards described across the chapters and sensitivity to context and relational responsibilities, analysis and sensitivity that lead to the responsible conduct of psychological research and practice
How the Book Is Organized
The APA Ethics Code consists of the Introduction and Applicability section, the Preamble, 5 General Principles, and 10 specific sections putting forth enforceable standards for ethical conduct. Although the chapters of this book are organized around the format of the Ethics Code, the book does not have to be read from cover to cover. Each chapter and the discussion of each standard are designed to stand on their own. Cross-references to other parts of the code are provided when they are helpful to ethical decision making. The book is organized around 13 chapters
Chapter 1. A Code of Ethics for Psychology: How Did We Get Here?
Chapter 1 presents an introduction to the history, goals, controversies, major advances, and revision strategies associated with the APA Ethics Code since its inception over half a century ago. It contains specific examples of the innovations and challenges characterizing the process of creating the current Ethics Code, including the 2010 amendments to the Code that increased psychologists’ obligation to protect human rights. It familiarizes readers with the value of the Ethics Code to the profession and the public. This chapter also explains the format and distinctive features of the Code and where to find Ethics Code Standards that apply to different activities in which psychologists are engaged.
Chapter 2. The Introduction and Applicability Section, Preamble, and General Principles: What Do They Mean?
Chapter 2 provides a guide to the practical meaning of the Ethics Code’s Introduction and Applicability section, Preamble, and General Principles It includes discussion of to whom and what activities the Ethics Code applies; the rationale and meaning of the language used in the Ethics Code; the relationship among the Ethics Code, APA guidelines, and the rules and procedures for enforcement of the code; the relevance of the Ethics Code to sanctions applied by other professional bodies and state licensure boards as well as to litigation; and the meaning and practical significance of the General Principles
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Mirad las dos de extraña maravilla en valor, en saber y en hermosura:
la una de Escobedo, otra de Arcilla, gloria y honor, y más de la natura, María y Catarina, á quien se humilla todo lo digno de alabanza pura, ambas por albedrío y por estrella, aquésta de Bazán, de Hoyo aquélla.
Llegue doña María de Peralta, en quien se alegra y enriquece el suelo;
doña Angela de Tarsis, do se esmalta más viva luz que la que muestra el cielo; doña Isabel Chacón aquí no falta, que faltara la gloria y el consuelo; tres tales son que, para no agraviallas, gastar debía tres siglos en loallas.
Vamos á aquella de la antigua cepa de Córdova, sin par doña María,
es marquesa de Estepa, y con Estepa, serlo de un mundo entero merecía; y á ti en quien no es possible que más quepa suerte, valor, beldad y gallardía, del tronco de Velasco, Mariana, por quien el de Alvarado tanto gana.
Las tres hermanas que en mirar se goza con atención el regidor de Oriente, veislas aquí cómo las muestra Poza, y cómo Aranda, y cómo Avilafuente; en ellas el real nombre se alboroza de Enríquez, y un misterio nuevo siente, que aunque no es nuevo en él el bien cumplido, eslo en el mundo el que ellas han tenido.
De Castro y de Moscoso llana hacen dos Teresas la luz, y al sol escaso, por quien Mendoza y Vargas satisfacen sin haber cosa que más haga al caso, con doña Mariana más
aplacen, por quien Mendoza, enriqueciendo á Lasso, se alegra el Tajo, y su feliz corriente dirá Lasso y Mendoza eternamente.
Las dos hermanas en quien cupo tanto, que en lengua humana su loor no cabe, son Blanca y Catarina, y son espanto de quien lo menos de sus partes sabe, el claro nombre de la Cerda, en tanto abre su lumbre y éstas son la llave con su gracia y virtud resplandecientes, una de Denia y otra de Cifuentes. Aquella que, aunque el sol más se le acerque, es impossible que á su luz parezca, y por más vueltas con que el cielo cerque, no hallará quien tanto loor merezca, es la gentil duquesa de Alburquerque, por quien después que todo el bien parezca, recobrarse podrá en la antigua Cueva,
que ha de ser siempre milagrosa y nueva. De singulares dones mejorada
se ve doña María de Padilla, del mundo por valor Adelantada, siéndolo por estado de Castilla; y la que fué de tal beldad dotada, que la misma belleza se le humilla, doña Juana de Acuña, en quien se halla tanto, que más la alaba el que más calla.
La de Velada y la del Carpio vienen, aquésta de Toledo, ésta de Haro, y ambas del cielo en lo que en sí contienen de beldad y valor é ingenio raro; junto con ellas á su lado tienen á la que no fué el cielo más avaro, es señora de Pinto, y es aquella luz de Carrillo y de Faxardo estrella.
No nos encubre la alta Catarina de Mendoza su aspecto valeroso, marquesa de Mondéjar, sola
dina de hacer nuestro siglo venturoso; ni aquella de bondad tan peregrina del nombre de Velasco generoso, que desde Peñafiel hinche la tierra de cuanto bien y gloria el mundo encierra.
La que al sol mira en medio de su esfera, y el sol se ofusca al resplandor jocundo, es doña Ana del Aguila, do espera Ciudad Rodrigo, y goza el bien del mundo; quise cantar aquesta luz primera, al cabo de este templo sin segundo, ya que en el orden no hay otro remedio para igualar principio y fin y medio.
Dixo el mago Erión; y vuelto á los tres pastores, que con sumo contento le escuchaban, recibió dellos las debidas gracias, y tornando del fresco jardín, les señaló aposentos en que habitassen y familiares suyos que los sirviessen; donde gozaban sin medida su deleite, cuándo con las
diosas de los montes, siguiendo las fieras, cuándo con las deesas de las selvas, cazando las aves, y cuándo con las ninfas del sagrado río, apartando el oro de entre la menuda arena; vida dulce, más fácil de ser invidiada que imitada, donde era la razón señora, el deseo cautivo, el gusto honor, el honor regalo, Amor ardía y el respeto no se helaba; bien se puede aquí esperar firmeza, que donde falta virtud, difícil es la perseverancia. Y ahora volvamos á la ribera, donde, con su bien ó su mal, quedaron nuestros pastores esperándonos.
NOTAS:
[1271] En la primera edición se lee acuerda, repitiendo el consonante Mayans enmendó bien concuerda.
[1272] Así en la primera edición En la de Mayans, hace
SÉPTIMA PARTE
DEL PASTOR DE FILIDA
Si en la llaneza y soledad de los campos se lloran celos y se padece olvido, ¿de qué más se puede Amor culpar, en la pompa de las Cortes y en el tráfago de las ciudades, de la mentira y engaño de un corazón que, dividido en mil partes, sin reparar en ninguna, á todas se vende por entero? ¿Y de la miseria del amador, que á trueco de no ser olvidado, le es fácil passar callando por más mal que sospechas y recelos, donde claro se ve cuánto mayor sea el dolor del olvido que la passión celosa? Celosos he visto yo sin miedo de ser olvidados, y jamás vi olvidado que no viviesse celoso; ausencia calle con celos; celo y ausencia con olvido; que si el ausente carece de su contento, puédele buscar, y el celoso si le halla, es
en poder ajeno; y el olvidado ausente está, y con más violencia, y celoso y con menos reparo; pero todo esto no puede compararse, Amor, á la injusticia de un engaño, que mientras uno con lealtad y fe sirva y ame, sea pagado con fingida voluntad y agradecida esta paga. Mas, ¿quién me aparta á tan insufrible consideración? Vuélvame la verdad de mis pastores á la agradable ribera, donde ya que como humanos hagan mudanza, no como dañados harán engaños. Vimos venir á Sasio del templo de Diana, tan contento de la venida de Silvera como si tuviera muchas y grandes seguridades de su Amor; mas sucedióle lo que suele á los confiados, que la pastorcilla gentil, no estimando en nada haberla él hospedado en la ribera de Pisuerga y agasajádola con su música y canto tantas veces, y alabádola en tiernas y numerosas rimas, y menos la afición que de presente le mostraba, puso los ojos en el prendado Arsiano; empleo que á la verdad pudiera tener Sasio por venganza, si su mucho amor la consintiera, porque más que nunca Arsiano amaba á la hermosa Amarantha; y de aquí vino que Sasio y Arsiano adolecieron á un tiempo, con el contino cuidado, con el
celoso dolor, con las noches malas y los peores días, y en muy breves Sasio murió, dexando un general sentimiento por cuantas aguas riegan nuestra España, especial en los pastores y hermosas hijas del sagrado Tajo; y pienso que las nueve musas y el mismo Apolo sintieron esta pérdida. ¡Oh, gran padre de la Música, sin duda callabas cuando te llamó la muerte! Tú, con tu voz divina, mil veces alegraste los tristes y aliviaste los dolores ajenos, digno fué tu acento de resonar en los cielos y de mover las peñas en la tierra. ¿Cómo ahora no lo haces en la que te cubre? Vengan, Sasio, de las remotas naciones los hombres raros á llorar tu muerte, y de la propia, llore Filardo, lloren Arsiano y Matunto, y tu traslado Belisa, en quien nos queda tu mayor herencia y nuestro mayor consuelo. Fué puesto Sasio poco distante de su cabaña, en un mármol cavado, negro como el ébano de Oriente, cubierto de otro, blanco como la nieve de la sierra, y en muchas plantas que alrededor tenía se escribieron diversos epitafios en sus loores; mas entre todos el famoso Tirsi, cuyas rimas tantas veces Sasio solía cantar, en el tronco de un olmo, que con sus ramas cubría
el ancho sepulcro, escribió estos versos de su mano:
DE TIRSI Á SASIO
Yace á la sombra deste duro canto
el que le enterneciera, si cantara; dexando al mundo su silencio en llanto, dexó el velo mortal el Alma cara; mas no pudieran Muerte y Amor tanto, si el cielo para sí no le invidiara, Amor y Muerte dan; recibe el cielo, el don es, Sasio, y quien le llora el suelo.
Entre las lágrimas justas destos amigos pastores, nació otra justíssima ambición y codicia para heredar la lira del segundo Orfeo: los opositores fueron Filardo y Matunto, Belisa y Arsiano, que aunque enfermo y sin gusto, dexó el lecho y se animó á esta empresa. Pusieron por jueces al venerable Sileno, al celebrado A , al famoso T , que todos tres sabían la dignidad de los cuatro pretendientes, y aun esto fué causa de no
determinarse, antes remitieron el juicio y la lira á las ninfas del río: ellas la tuvieron un día en su poder y la cubrieron de una rica funda de oro y seda, hecha por las hermosas manos de Arethusa; y assí adornada la enviaron á las deesas de las selvas, donde estuvieron tres días, entre olorosas flores y hierbas, y hecho un carro triunfal, cubierto de hiedra y de frescas ramas, tirado de los dos blancos becerros, fué llevada en él á las diosas de los montes, y allí se consagró á F , en cuyo poder, de conformidad de ninfas y pastores, quedó aquel don caro del cielo, y con mayor fuerza que antes mueve á los animales y las gentes por la grandeza de su poseedora. Pero la lástima universal de Sasio y el general aplauso de su muerte, ¿por ventura movieron el pecho de Silvera? Esso no; que moría por Arsiano, y mientras un contento huye, mal puede haber otra cosa que lastime. Juntos estaban un día gran número de pastores y pastoras, caído el sol, gozando de la frescura de un verde pradecillo y del templado viento que soplaba, donde Alfeo los ojos en Finea, Andria los suyos en Alfeo, los de Arsiano en Andria y los de Silvera en Arsiano, Andria rompió
el silencio y dixo al son de la zampoña de Silvera:
ANDRIA
Suele en el bosque espesso el animoso
mozo gallardo, que con el agudo venablo fuerte ha penetrado el crudo
pecho del tigre, del león ó el osso,
Mirarle en tierra muerto, sanguinoso, y recrearse viendo lo que pudo; y á las veces, dexándole desnudo, la piel á cuestas irse victorioso.
¿No he sido digna yo de tanta cuenta como las fieras, que la muerte suya baña de invidia mis cansados ojos;
Pues tienes el matarme por afrenta, y estimas en tan poco mis despojos, que te ofende mi alma porque es tuya?
Acostumbrado estaba Alfeo á oir estas mancillas y Arsiano á
sentirlas por los dos, pero no por esso menguaba punto de su Amor, y como ahora vido que, callando Silvera, Filardo tañía, dixo assí, puestos los ojos en la fingida Amarantha:
ARSIANO
Mientras el más ocioso pensamiento del bravo mozo, con soberbio pecho, levanta de su honra ó su provecho hasta las nubes machinas de viento,
Las vitorias allí de ciento en ciento, la plata, el oro se le viene al lecho, y alargando la mano á lo que ha hecho, se ve de rico pobre en un momento.
Dejando yo estas torres de vitoria, de triunfos, de riquezas, de despojos, suelo fingir, pastora, por lo menos,
Que me miras de grado con tus ojos, mas despiértame luego la memoria,
y quedo con los míos de agua llenos.
No dió lugar Silvera á que Filardo dexasse la zampoña, que al punto que Arsiano acabó su soneto, vuelta á él, comenzó desta manera el suyo:
SILVERA
Toma del hondo del abismo el fuego, la rabia y ansia de los condenados; el descontento de los agraviados: de los tiranos el desasossiego. Ponlo en el alma donde el Amor ciego
puso tu merecer y mis cuidados, y porque sean mis males confirmados cessen mis ojos de mirarte luego.
Que de tu voluntad escarnecido, aqueste Amor que sólo me asegura prisión, afrenta y muerte de tu mano,
No sólo no de lo que siempre ha sido podrá quitar un punto, un tilde, un grano,
pero hará mi fe más firme y pura.
Estos pastores cantaban y otros menos afligidos, aunque todos enamorados, se estaban ejercitando en grandes pruebas, cuando entre todos llegó un pastor robusto con un cayado, dejó un sayo tosco, sin pliegues, hasta los pies, y en el brazo izquierdo un zurrón de lana, cinto ancho de piel de cabra y caperuza baja de buriel. Serrano era el traje y el color del rostro más; pero la postura y brío tan gentil, que suspendió á todos su llegada, y en lugar de cortesía, soltando el cayado y zurrón, desafió á tirar, saltar y correr á cuantos allí estaban. Muchos salieron á estos desafíos, mas á ninguno le estuvo bien, assí á los que saltaron y corrieron, como á los que tiraron la barra, y entre ellos no quedó el menos corrido Alfeo, sino el más deseoso de saber quién fuesse. Y si con este cuidado mirara á la serrana Finea, conociera fácilmente ser el pastor Orindo, por cuyo desdén ella andaba desterrada, que la turbación de su rostro bien claro se lo dixera; pero seguro desto pensó que era su mudanza porque aquel serrano le había vencido, y llegándose á ella le
dixo: Finea mía, en esto y en todo es fácil que todos me venzan, mas en amarte ninguno. A esto Finea le hizo señas que callasse, que vido venir á Orindo á donde estaban, el cual, tras breve salutación le dixo: Finea, ¿hallaste mejor en lo llano que en la sierra? ¿Quién eres tú, dixo Finea, que quieres saber esso de mí? Si tú no lo sabes, dixo Orindo, menos lo quiero yo saber, pero certifícote que soy Orindo. Ya te conozco, dixo la serrana, y sin más hablar se levantó y dexólos; no hizo señal Orindo de seguirla ni Alfeo de sentimiento, aunque le tuvo en medio del corazón, y ya que la noche cerraba se fué á buscarla á su cabaña, donde amargamente la halló llorando, y queriéndola alegrar no pudo. Muchos días passó Finea desta suerte, y muchos Orindo la seguía, y otros muchos Alfeo confuso no sabía si perdía ó si ganaba, hasta que viniendo un día Siralvo á la ribera, que muchos acostumbraba venir á visitar las cabañas de Mendino y los pastores que curaban su ganado, Alfeo le rogó que hablase con Finea y supiesse della la causa de sus lágrimas, porque si era pesar de ver á Orindo, él le echaría fácilmente de la ribera, y si era voluntad de volverse con él,
no era razón desviárselo. Siralvo lo tomó á su cargo, y á pocos lances sintió de Finea que andaba cruelmente combatida y su salud á mucho riesgo. Orindo era de su misma suerte, y Alfeo no, de manera que, estándole bien casarse con Orindo, á Alfeo no le convenía casarse con ella; su destierro había sido por desdén de Orindo, y ya venía humilde á su disculpa: Orindo era su amor primero; Alfeo, segundo; por otra parte, amaba á Alfeo y se veía dél amada, y en él había tantos quilates de valor y merecimiento, que antes ella se debía dejar morir que hacer cosa en que le ofendiesse; acordábase de la venida de Amarantha y que su mucha hermosura y afición no habían sido parte para torcer su voluntad. Estas consideraciones y otras muchas en la discreta Finea eran ponzoña que penetraba su pecho; pero Siralvo, que verdaderamente á los dos amaba, valiéndose de toda su industria echó el resto de su diligencia y pudo tanto, que en dos días que se detuvo en la ribera trocó las lágrimas de aquellos pastores en súbito placer y contento; de manera que Orindo y Finea tornaron á su primera amistad, Alfeo y la encubierta Andria á la suya, y Arsiano, vencido de la
