As individuals engage in research and/or clinical practice, reference to, and guidance from, their professional codes of ethics permeates their work. There has been a rise in the number of web sites, workshops, and publications about ethical training and behavior. Increasingly, courses have been developed for students at the graduate level along with up to date content provided in the form of continuing education activity for professionals in practice. Contemporary approaches to ethics training have moved away from rule-governed practices to developing ethical decision frameworks. In addition, recognizing the character of the professional has become essential. Acknowledging the influences on developing students’ professional identities is fundamental to their graduate training. The purpose of this article is to illustrate one such approach to graduate training in ethics.
| Published in |
Humanities and Social Sciences (Volume 4, Issue 2-1)
This article belongs to the Special Issue Ethical Sensitivity: A Multidisciplinary Approach |
| DOI | 10.11648/j.hss.s.2016040201.14 |
| Page(s) | 25-28 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2016. Published by Science Publishing Group |
Ethical Decision Making, Doctoral Education, Ethics Training
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| [3] | American Psychological Association http://www.apa.org/ethics/code/index.aspx. |
| [4] | Indiana University: Poynter Center www.indiana.edu/~poynter/. |
| [5] | A. Bashe, A., S. K. Anderson, M. M. Handesman, and R. R. Kieyansky (2007). Acculturation model for ethics training: The ethics autobiography and beyond. Professional Psychology: Research and Practice, 38, 60-67. |
| [6] | C. B. Fisher (2013). Decoding the ethics code: A practical guide for psychologists. Third edition. Thousand Oaks, CA. Sage Publications. |
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| [9] | Society for Research in Child Development: www.srcd.org. |
| [10] | National Institutes of Health: http://ethics.od.nih.gov/topics.htm |
APA Style
Rose A. Sevcik, Julia Perilla. (2016). Teaching Scientific and Professional Ethics: A Model of Graduate Student Training from Psychology. Humanities and Social Sciences, 4(2-1), 25-28. https://doi.org/10.11648/j.hss.s.2016040201.14
ACS Style
Rose A. Sevcik; Julia Perilla. Teaching Scientific and Professional Ethics: A Model of Graduate Student Training from Psychology. Humanit. Soc. Sci. 2016, 4(2-1), 25-28. doi: 10.11648/j.hss.s.2016040201.14
AMA Style
Rose A. Sevcik, Julia Perilla. Teaching Scientific and Professional Ethics: A Model of Graduate Student Training from Psychology. Humanit Soc Sci. 2016;4(2-1):25-28. doi: 10.11648/j.hss.s.2016040201.14
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Download@article{10.11648/j.hss.s.2016040201.14,
author = {Rose A. Sevcik and Julia Perilla},
title = {Teaching Scientific and Professional Ethics: A Model of Graduate Student Training from Psychology},
journal = {Humanities and Social Sciences},
volume = {4},
number = {2-1},
pages = {25-28},
doi = {10.11648/j.hss.s.2016040201.14},
url = {https://doi.org/10.11648/j.hss.s.2016040201.14},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.s.2016040201.14},
abstract = {As individuals engage in research and/or clinical practice, reference to, and guidance from, their professional codes of ethics permeates their work. There has been a rise in the number of web sites, workshops, and publications about ethical training and behavior. Increasingly, courses have been developed for students at the graduate level along with up to date content provided in the form of continuing education activity for professionals in practice. Contemporary approaches to ethics training have moved away from rule-governed practices to developing ethical decision frameworks. In addition, recognizing the character of the professional has become essential. Acknowledging the influences on developing students’ professional identities is fundamental to their graduate training. The purpose of this article is to illustrate one such approach to graduate training in ethics.},
year = {2016}
}
TY - JOUR T1 - Teaching Scientific and Professional Ethics: A Model of Graduate Student Training from Psychology AU - Rose A. Sevcik AU - Julia Perilla Y1 - 2016/05/13 PY - 2016 N1 - https://doi.org/10.11648/j.hss.s.2016040201.14 DO - 10.11648/j.hss.s.2016040201.14 T2 - Humanities and Social Sciences JF - Humanities and Social Sciences JO - Humanities and Social Sciences SP - 25 EP - 28 PB - Science Publishing Group SN - 2330-8184 UR - https://doi.org/10.11648/j.hss.s.2016040201.14 AB - As individuals engage in research and/or clinical practice, reference to, and guidance from, their professional codes of ethics permeates their work. There has been a rise in the number of web sites, workshops, and publications about ethical training and behavior. Increasingly, courses have been developed for students at the graduate level along with up to date content provided in the form of continuing education activity for professionals in practice. Contemporary approaches to ethics training have moved away from rule-governed practices to developing ethical decision frameworks. In addition, recognizing the character of the professional has become essential. Acknowledging the influences on developing students’ professional identities is fundamental to their graduate training. The purpose of this article is to illustrate one such approach to graduate training in ethics. VL - 4 IS - 2-1 ER -
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