Standards On Education, Training Research And Publication

Standards On Education, Training Research And Publication

PART1- Due Thursday Respond to the following in a minimum of 175 words:

Review this week’s course materials and learning activities, and reflect on your learning so far this week. Respond to one or more of the following prompts in one to two paragraphs:

Provide citation and reference to the material(s) you discuss. Describe what you found interesting regarding this topic, and why.
Describe how you will apply that learning in your daily life, including your work life.
Describe what may be unclear to you, and what you would like to learn.

University of Phoenix Material

Case Study Four Worksheet

Respond to the following questions in 1,500 to 1,750 words.

1. Why is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the dilemma?

2. Does this situation meet the standards set by the duty to protect statue? How might whether or not Dr. Yeung’s state includes researchers under such a statute influence Dr. Yeung’s ethical decision making? How might the fact that Dr. Yeung is a research psychologist without training or licensure in clinical practice influence the ethical decision?

3. How are APA Ethical Standards 2.01a b, and c; 2.04; 3.04; 3.06; 4.01; 4.02; and 10.10a relevant to this case? Which other standards might apply?

4. What are Dr. Yeung’s ethical alternatives for resolving this dilemma? Which alternative best reflects the Ethics Code aspirational principle and enforceable standard, as well as legal standards and Dr. Yeung’s obligations to stakeholders?

5. What steps should Dr. Yeung take to ethically implement her decision and monitor its effects?

Fisher, C. B. (2013). Decoding the ethics code: A practical guide for psychologists. Thousand Oaks, CA: Sage.

PART3- I will post part 3 Tuesday, it will consist of two power-point slides.


Psychologists responsible for education and training programs have an obligation to establish relationships of loyalty and trust with their institutions, students, and members of society who rely on academic institutions to provide the knowledge, skills, and career opportunities claimed by the specific degree program (Principle B: Fidelity and Responsibility). This requires knowledge of system change and competencies in academic program management and leadership skills (APA, 2012f; Standard 2.03, Maintaining Competence). Psychologists responsible for administering academic programs must ensure that course requirements meet recognized standards in the relevant field and that students have sufficient practicum, externship, and research experiences to meet the career outcome goals articulated by the program (Wise & Cellucci, 2014).

Department chairs and other faculty responsible for undergraduate curricula development need to ensure that course requirements expose undergraduates majoring and minoring in psychology and students taking survey courses to the knowledge and skills considered fundamental to the discipline.
Chairs or directors of doctoral programs claiming to produce graduates competent to conduct psychological research need to ensure that students receive education and training in research ethics and the theoretical, methodological, and statistical skills required to competently conduct psychological science in the specific fields emphasized by the program (APA, 2011b; Fisher, Fried, & Feldman, 2009).
Psychologists responsible for professional degree programs need to ensure that course requirements and field experiences meet those required by potential employers, relevant state or professional organizations for program accreditation, internship placements where relevant, and applicable individual licensure and credentialing bodies.
Psychologists administering internship programs must ensure that supervisory and training experiences meet the standards of the specific areas of psychological practice claimed, appropriate state and professional accreditation criteria, and state licensing board requirements (APA, 2015e).
The term reasonable steps reflects recognition that despite a program administrator’s best efforts, there may be periods during which curriculum adjustments must be made in reaction to changes in faculty composition, departmental reorganizations, institutional demands, modifications in accreditation or licensure regulations, or evolving disciplinary standards.

Interprofessional Training for Practice and Research in Primary Care