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On a daily basis, psychologists confront ethical issues. Practical Ethics for Psychologists: A Positive Approach helps psychologists clarify what they value, consider how they should behave, and determine what constitutes proper professional conduct. This book is unique in stressing the importance of positive ethics - that is, ways in which psychologists can reach their highest ethical ideals, rather than just avoiding breaking rules. Using the newly revised 2002 APA Code of Ethics as a guide, the authors lay out a five-step model for resolving ethical dilemmas, illustrating the discussion with thumbnail sketches of both ethical and questionable behaviors. Throughout, they stress the importance of self-care, which involves self-regulation, emotional competence, and an understanding of the unique occupational challenges of being a psychologist. Readers will find themselves consulting the book over and over again for guidance on dealing with ethically complex issues like competence, multiple relationships, informed consent, confidentiality (including confidentiality with life endangering patients), fees and financial issues, public statements, and risk management. in forensics, teaching, business, assessment, therapy, and supervision and training. This book is ideal for classroom use or self-study.

Tabla de contenidos provista por Syndetics

• Acknowledgments(p. xi)
• Chapter 1 Remedial and Positive Ethics(p. 3)
• The Regulation of Psychology(p. 4)
• Positive (Active) Ethics(p. 9)
• Chapter 2 Foundations of Ethical Behavior(p. 15)
• Virtue Ethics(p. 17)
• Deontological (Duty-Based) Ethics(p. 18)
• Utilitarianism(p. 20)
• Principle-Based (Prima Facie) Ethics(p. 21)
• Supererogatory Obligations(p. 24)
• Integrating Personal and Professional Ethics(p. 25)
• Chapter 3 Applying Ethical Theories to Professional Standards of Conduct(p. 31)
• An Overview of the APA Ethics Code(p. 31)
• A Principle-Based Interpretation of the APA Ethics Code(p. 32)
• A Virtue-Based Interpretation of Risk Management Principles(p. 35)
• Chapter 4 Ethical Decision Making(p. 39)
• Areas in Which Psychologists Need to Apply Ethical-Decision-Making Skills(p. 39)
• The Five-Step Model(p. 42)
• Emergency or Crisis Decision Making(p. 49)
• Chapter 5 Competence(p. 51)
• Practicing Within Areas of Competence(p. 52)
• Moving Into New Areas of Competence(p. 62)
• Exceptions to Competence(p. 65)
• Emotional Competence(p. 65)
• Impaired Psychologists(p. 72)
• Chapter 6 Multiple Relationships and Professional Boundaries(p. 75)
• Concurrent or Consecutive Multiple Relationships(p. 77)
• Unavoidable Multiple Relationships(p. 80)
• Subtle Boundary Crossings(p. 81)
• Role Conflicts in Treating Individuals From the Same Family or Social Network(p. 88)
• Forensic Multiple Relationships(p. 88)
• Multiple Relationships With Supervisees, Trainees, or Students(p. 88)
• Sexual Relationships(p. 89)
• Chapter 7 Informed Consent or Shared Decision Making(p. 99)
• Ensuring Shared Decision Making(p. 100)
• Who Can Participate in the Decisions?(p. 102)
• What Information Should Be Given as Part of Decision Making?(p. 104)
• When to Initiate the Decision-Making Process(p. 107)
• Chapter 8 Confidentiality, Privileged Communications, and Record Keeping(p. 111)
• The Health Insurance Portability and Accountability Act Privacy Rule(p. 112)
• Confidentiality(p. 115)
• Privileged Communications(p. 120)
• Record Keeping(p. 123)
• Use of Information for Didactic Purposes(p. 127)
• Chapter 9 Life-Endangering Patients(p. 129)
• Harm to Others(p. 130)
• Suicidal Patients(p. 137)
• Patients Who Have HIV or Other Infectious Diseases(p. 141)
• Child Abuse(p. 144)
• Chapter 10 Business Issues(p. 147)
• Financial Issues(p. 147)
• Public Representations(p. 157)
• Chapter 11 Forensic Psychology(p. 161)
• The Nature of the Judicial Process(p. 162)
• Competence(p. 162)
• Multiple Relationships and Professional Boundaries(p. 166)
• Informed Consent(p. 169)
• Confidentiality and Record Keeping in Forensic Settings(p. 170)
• Fees(p. 172)
• Chapter 12 Assessment(p. 175)
• Competence(p. 176)
• Informed Consent (Patient Participation) in Assessments(p. 182)
• Test Security(p. 184)
• Chapter 13 Special Topics in Therapy(p. 191)
• Patients Who Are Receiving Services From Others(p. 191)
• Coordinating Joint Treatments(p. 192)
• Duty to Consult or Refer(p. 194)
• Termination(p. 196)
• Confronting Unethical Institutional Policies(p. 199)
• Identifying Ethical Misconduct(p. 201)
• Chapter 14 Psychologists as Teachers(p. 203)
• General Considerations in Teaching Psychology(p. 204)
• Special Considerations in Psychology Training Programs(p. 212)
• Chapter 15 Clinical Supervision(p. 217)
• Competence(p. 219)
• Multiple Relationships and Professional Boundaries(p. 227)
• Informed Consent(p. 228)
• Chapter 16 Research and Scholarship(p. 231)
• Minimum Ethical Standards in Research and Scholarship(p. 233)
• Publishing and Reporting Research Results(p. 244)
• Striving for Highest Ideals as a Researcher(p. 247)
• Afterword(p. 251)
• References(p. 253)
• Index(p. 273)
• About the Authors(p. 289)