APA Handbook of Ethics in Psychology (2 Volume Set): v. 1. Moral foundations and common themes — v. 2. Practice, teaching, and research 1-2

"The general structure of this handbook parallels other handbooks in the new APA Handbooks in Psychology series. It is intended for practitioners, researchers, academic psychologists, and graduate students who seek a comprehensive review of a particular area of psychology. In comparison with many ethics textbooks, it covers a wider range of subjects and pursues them in greater detail. This handbook also reflects recent advances in research and technology that present new opportunities and challenges for practice and scholarship. Psychology is expanding into new areas, such as life coaching and providing services over the Internet. These are just two examples of developments that present novel ethical questions that deserve our attention, and we have attempted to give them and other developing challenges the attention they deserve. Several perspectives guided the development of this handbook. First, the issue of moral foundations is especially important to us: Psychologists can best appreciate ethical issues and behaviors when they understand them within the context of overarching ethical theory. Consequently, the chapters go beyond reciting a list of prohibitions and warnings to help readers consider practices in light of foundational moral perspectives. Second, we wanted authors to consider research relevant to their subject. Naturally, the chapters vary in the extent to which they incorporate extensive research. For example, some chapters had fewer data to draw upon, whereas others (such as the ones on emotional competence and sexualized treatment relationships) were able to rely heavily on empirical research. Third, our profession has become more sensitive in recent years to issues of fairness and inclusiveness, especially in dealing with groups that historically have been marginalized in American history as well as American psychology. We asked authors to address diversity issues wherever it was appropriate. Consequently, discussions of diversity appear not only in the specific chapter on competence with diverse populations but also in other chapters as varied as research, emotional competence, and supervision. Finally, we wanted authors to offer their views on controversial issues, but we asked them to discuss them in a fair and even-handed manner, rest their conclusions on overarching principles, and acknowledge other reasonable perspectives. At times, authors reached conclusions with which we disagreed; we expect that some readers will as well. Our goal is not to claim a resolution of the issues, but rather to introduce readers to them and to stimulate productive discussions and exchanges of ideas"--Introduction. (PsycINFO Database Record (c) 2011 APA, all rights reserved) "The general structure of this handbook parallels other handbooks in the new APA Handbooks in Psychology series. It is intended for practitioners, researchers, academic psychologists, and graduate students who seek a comprehensive review of a particular area of psychology. In comparison with many ethics textbooks, it covers a wider range of subjects and pursues them in greater detail. This handbook also reflects recent advances in research and technology that present new opportunities and challenges for practice and scholarship. Psychology is expanding into new areas, such as life coaching and providing services over the Internet. These are just two examples of developments that present novel ethical questions that deserve our attention, and we have attempted to give them and other developing challenges the attention they deserve. Several perspectives guided the development of this handbook. First, the issue of moral foundations is especially important to us: Psychologists can best appreciate ethical issues and behaviors when they understand them within the context of overarching ethical theory. Consequently, the chapters go beyond reciting a list of prohibitions and warnings to help readers consider practices in light of foundational moral perspectives. Second, we wanted authors to consider research relevant to their subject. Naturally, the chapters vary in the extent to which they incorporate extensive research. For example, some chapters had fewer data to draw upon, whereas others (such as the ones on emotional competence and sexualized treatment relationships) were able to rely heavily on empirical research. Third, our profession has become more sensitive in recent years to issues of fairness and inclusiveness, especially in dealing with groups that historically have been marginalized in American history as well as American psychology. We asked authors to address diversity issues wherever it was appropriate. Consequently, discussions of diversity appear not only in the specific chapter on competence with diverse populations but also in other chapters as varied as research, emotional competence, and supervision. Finally, we wanted authors to offer their views on controversial issues, but we asked them to discuss them in a fair and even-handed manner, rest their conclusions on overarching principles, and acknowledge other reasonable perspectives. At times, authors reached conclusions with which we disagreed; we expect that some readers will as well. Our goal is not to claim a resolution of the issues, but rather to introduce readers to them and to stimulate productive discussions and exchanges of ideas"--Introduction. (PsycINFO Database Record (c) 2012 APA, all rights reserved) Front Matter Copyright Table of Contents VOLUME 1: Moral foundations and common themes Editorial Board About the Editor-in-Chief Contributors Series Preface Introduction 1. Ethical foundations of psychology 2. Ethics and ethics codes for psychologists 3. Social justice and civic virtue.asp 4. Ethical decision making in mental health contexts.asp 5. Institutional ethical conflicts with illustrations from police and military psychology.asp 6. Competence.asp 7. Emotional competence and well-being.asp 8. Competence with diverse populations.asp 9. Boundaries, multiple roles, and the professional relationship.asp 10. Religion, spirituality, and mental health.asp 11. Sexualized relationships.asp 12. Informed consent to psychotherapy (empowered collaboration).asp 13. Confidentiality and record keeping.asp 14. Treating clients who threaten others or themselves.asp 15. Ethical issues with patients at a high risk for treatment failure.asp 16. Ethical issues and the beginning and end of therapy.asp 17. Ethics and business issues in psychology practice.asp 18. The regulation of professional psychology.asp 19. Risk management for psychologists.asp VOLUME 2: Practice, teaching, and research Table of Contents Editorial Board 1. Treating children and adolescents.asp 2. Ethical considerations in the psychological evaluation and treatment of older adults.asp 3. Ethical issues in multiperson therapy.asp 4. Assessment and testing.asp 5. The health care setting - Implications for ethical psychology practice.asp 6. Ethical challenges in forensic psychology practice.asp 7. School psychology.asp 8. Ethics in industrial–organizational psychology.asp 9. Life and executive coaching - Some ethical issues for consideration.asp 10. The more things change, the more they stay the same.asp 11. Positive ethics applied to public education through traditional media and the Internet.asp 12. Creating ethical academic cultures within psychology programs.asp 13. Negotiating the complex ethical terrain of clinical supervision.asp 14. Teaching ethics - Models, methods, and challenges.asp 15. Ethics issues in scholarship.asp 16. The responsible conduct of psychological research.asp 17. Research with vulnerable populations.asp 18. Ethical issues in Internet research.asp 19. Deception in research.asp 20. Laboratory animal research ethics - A practical, educational approach.asp Index "Discussions of ethics in psychology often focus primarily on misconduct, punishment, and legal sanctions, and too often ignore aspirations, values, principles, and virtues. The net effect of this unbalanced approach creates an atmosphere in which psychologists have viewed ethics as unpleasant and frightening, instead of inspiring and uplifting. Psychologists naturally must be concerned about laws, codes, and regulations, but these documents do not constitute the beginning and end of the conversation on ethics. The editors of this 2-volume reference propose that ethics is best viewed as a striving toward the highest ethical ideals, not just as an injunction against rule violation--a perspective they refer to as "positive ethics" or "active ethics"--And they encourage psychologists to elevate their ethical observance above the minimal standards found in law and enforceable ethics codes. Against this backdrop, handbook contributors investigate the complexities of ethical behavior in clinical, educational, forensic, health, and "tele-" psychology. Several chapters zero in on the teaching of ethics and on ethically minded research relevant to professionals working in experimental psychology. By comparison with many ethics textbooks, this two-volume handbook covers a wider range of subjects and pursues them in greater detail. For instance, it reflects important recent advances in research and technology that present new opportunities and challenges for practice and scholarship. Also, it takes a serious look into some burgeoning new areas such as life coaching and providing services over the Internet. These are just two examples of developments that present fascinating, novel ethical questions that deserve attention. Significant perspectives presented in the handbook include: (a) Ethics is more than the knowledge of the laws, rules, and regulations that govern the profession and discipline of psychology. (b) Competent psychologists rely on overarching ethical theories, as well as laws and regulations, when they live up to their highest ethical ideals. (c) Attention to ethical issues is especially important as psychologists move into new and increasingly complex areas of practice"--Publicity materials. (PsycINFO Database Record (c) 2011 APA, all rights reserved)