Ethics

Question 1

What does ethics involve?

Answer 1

systematising, defending and providing standards by which behaviour can be judged to be right or wrong

Question 2

What is normative ethics?

Answer 2

the practical task of arriving at moral standards that regulate right and wrong conduct

Question 3

What are the distinct approaches to ethics?

Answer 3

• Consequentialism – the rightness or wrongness of an act depends upon its consequences
   Utilitarianism – emphasises the role of pleasure of happiness as a consequence of our actions
• Deontology (duty) – certain acts are right or wrong in themselves, not necessarily in terms of their consequences (Immanuel Kant)
   Categorical imperative: ‘act so that you treat humanity, whether in your own person or that of another, always as an end and never as a means only’

Question 4

What approach to ethics does the BPS take?

Answer 4

a deontological approach

Question 5

What is psychological egoism (Hobbes)?

Answer 5

self-oriented interests ultimately motivate all human actions

Question 6

What are the three different ethics coes?

Answer 6

1. World health organisation (declaration of Helsinki)
   - Guide for conducting medical research with human subjects
2. BPS: code of ethics and conduct and code of human research ethics
   - Guidelines for carrying out psychological research
3. Institutional ethic codes

Question 7

What does the code of ethics and conduct provide?

Answer 7

Provides framework for guiding all decision making for psychologists (in practice and research)

Question 8

What are the four ethical principles of the BPS code of ethics and conduct?

Answer 8

• respect
• competence
• Responsibility
• Integrity

Question 9

What are the points of consideration to do with respect in the code of ethics and conduct?

Answer 9

• Privacy and confidentiality
• Respect
• Communities and shared values within them
• Impacts on the broader environment – living or otherwise
• Issues of power
• Consent
• Self determination
• The importance of compassionate care

Question 10

What are the points of consideration to do with competence in the code of ethics and conduct?

Answer 10

• Possession or otherwise of appropriate skills and care needed to serve persons and peoples
• The limits of their competence and the potential need to refer on to another professional
• Advances in the evidence base
• The need to maintain technical and practical skills
• Matters of professional ethics and decision making
• Any limitations to their competence to practice taking mitigating actions if necessary
• Caution in making knowledge claims

Question 11

What are the points of consideration to do with responsibility in the code of ethics and conduct?

Answer 11

• Professional accountability
• Responsible use of their knowledge and skills
• Respect for the welfare of human, non-humans and the living world
• Potentially competing duties

Question 12

What are the points of consideration to do with integrity in the code of ethics and conduct?

Answer 12

• Honesty, openness and candour
• Accurate unbiased representation
• Fairness
• Avoidance of exploitation and conflicts of interest (including self interest)
• Maintaining personal and professional boundaries
• Addressing misconduct

Question 13

What are the principles in the BPS code of human research ethics?

Answer 13

1. respect for the autonomy and dignity of persons
2. Scientific value
3. Social responsibility
4. maximising benefit and minimising harm

Question 14

What are the ethical standards to do with respect for the autonomy and dignity of persons in the BPS code of human research ethics?

Answer 14

 Inform of nature of research
 Avoid discriminatory practices
 Ensure self-determination (protect against coercion)
 Ensure privacy

Question 15

What are the ethical standards to do with scientific values in the BPS code of human research ethics?

Answer 15

 Accountability for research quality

 Research question influential to society in some way

Question 16

What are the ethical standards to do with social responsibility in the BPS code of human research ethics?

Answer 16

 Purpose of research
 Awareness of outcomes (predicted and unexpected)
 Acknowledge limitations

Question 17

What are the ethical standards to do with maximising benefit and minimising harm in the BPS code of human research ethics?

Answer 17

 Assessing and identifying risk

 Put in place measures to minimise or manage risks

Question 18

What are practical considerations?

Answer 18

• Risk
• Valid consent
• Confidentiality
• Giving advice
• Deception
• Debriefing
• Professionalism

Question 19

What is risk and what must risk be no greater than with experiments?

Answer 19

• Defined as the potential physical or psychological harm, discomfort or stress
• All psychological research carries some risk
• Normally, risk must be no greater than in ordinary life

Question 20

What is it your responsibility to do with risks?

Answer 20

 Identify potential risks
 Develop protocols for risk management
 Inform participants of any risks

Question 21

What displays more than minimal risk?

Answer 21

• Vulnerable groups
• Sensitive topics
• Significant deception
• Access to personal or confidential information
• Access to sensitive data via third parties
• Psychological stress, anxiety, humiliation
• Invasive interventions, or more than minimal pain
• Potential impact on employment or social standing
• Labelling by researcher or participant

Question 22

What two stages does informed consent involve?

Answer 22

1. Instructing potential participants about the nature of the study
2. Obtaining their written agreement to take part (exceptions: public records, some field research)

Question 23

What does the participation information form describe?

Answer 23

1. The nature of the study
2. Any potential risks of inconveniences
3. The procedure for ensuring anonymity or confidentiality of data
4. The voluntary nature of the study and the right to withdraw at any time

Question 24

Who can and cannot give consent?

Answer 24

• For children <16 years and others where capacity to consent may be impaired, the additional consent or parents of those with legal responsibility for the individual should be sought
• You should still try and obtain consent from the individual and try your hardest to explain the study in terms they understand
• There are also guidelines for people aged 16+ who are unable to make decisions themselves i.e. they lack capacity (Mental capacity act, 2005)
• This may be the results of a variety of conditions, including:
   Dementia
   Mental illness
   Learning disability
   Brain damage
   Intoxication
   Any other condition causing confusion, drowsiness of loss of consciousness

Question 25

What does the mental capacity assessment say?

Answer 25

- The act says that a person is unable to make a decision if unable to:  Understand the information relevant to the decision  Retain the information  Use or weigh the information  Communicate his or her decision (by any means)

Question 26

What should be features of the consent form?

Answer 26

- Use clear understandable language | - Cater to population you are working with

Question 27

What are features of non-participation and withdrawal?

Answer 27

- Participants should be advised at the outset that they have the right to reuse to participate or to withdraw from the study:  At any time  Without giving a reason  Without prejudice - Participants also have the right to withdraw their data retrospectively  Notify of any time restrictions

Question 28

Give features of confidentiality

Answer 28

- Ideally research allows complete anonymity  Where any identifying information is collected, that information must be kept confidential  If there is any reason to breach confidentiality, this should be agreed with Ps in advance of participation - Participant information forms should detail how data will be kept confidential - Information provided by participants in research should not be divulged to any outside source  Includes both intentional and unintentional ‘leaks’

Question 29

When is giving advice ethical?

Answer 29

 It forms an intrinsic part of the study  It has been agreed with the participant in advance  It has been subject to ethics review in advance - If you obtain evidence of problems unexpectedly:  Duty to inform participant IF failing to do so endangers the participants future wellbeing  Should identify risk of such evidence emerging

Question 30

what is deception by commission?

Answer 30

actively misleading

Question 31

What is deception by omission?

Answer 31

Failing to disclose all details

Question 32

When may accidental deception occur?

Answer 32

 Misunderstandings of what is required in the study  Misrepresentations of amount of time required  Experimental ‘extras’ that aren’t explained to the participants prior to obtaining consent

Question 33

What is debriefing?

Answer 33

- Responsibility of research where deception has been employed  To ensure Ps are provided with sufficient information to fully understand the nature of the research at the earliest opportunity

Question 34

What type of intervention is debriefing?

Answer 34

An active intervention

Question 35

What is the purpose of debriefing?

Answer 35

 Providing information to P about their role in the study both before and after they participate  Attempts to reduce any distress that may have been or are likely to be caused by the study

Question 36

What are potential threats to ethics?

Answer 36

- if the participant can't contact the experimenter after research - Debrief isn’t feasible - Any studies that involve deception

Question 37

What is professionalism?

Answer 37

- Researchers have the responsibility to report with honesty and accuracy the results of their studies - Researchers must also ensure that they give credit to the original source of ideas and other intellectual contributions when it has been used in their work:  Plagiarism  Must maintain original data and electronic copies of project write-up for potential verification

Question 38

What should a participant expect pre-study?

Answer 38

 Information about purpose, risks, rewards |  Opportunity to ask questions

Question 39

What should the participant expect during the study?

Answer 39

 Right to withdraw |  No unexpected risks

Question 40

What should the participant expect post-study?

Answer 40

 Debrief  Right to withdraw  Opportunity to ask questions and/or see results (doesn’t necessarily need to be individual level data)