LECTURE 1: INTRO TO CLINICAL  Proliferated in recent years  Licensure enables independent

PSYCHOLOGY Ph.D. Psy.D. practice and identification as a

CLINICAL PSYCHOLOGY Emphasize Emphasize practice member of the profession
 first used in 1907 by Lightner practice and over research  Requires appropriate graduate
Witmer research coursework, postdoctoral internship,
 Tremendous growth has resulted in a Smaller classes Larger classes and licensing exams
very broad, hard-to-define field Lower acceptance Greater acceptance  Each state has its own licensing
 Brief definitions emphasize the study, rate rate requirements
assessment, and treatment of people Typically in Often in free-  To stay licensed, most states require
with psychological problems university standing continuing education units (CEUs)
APA Division 12 Definition of Clinical departments professional schools  RPm- BS/AB PSYCH
Psychology Offer more Offer less funding to  RPsy- MA/MS grad
 “The field of Clinical Psychology funding to students  RGC-maed,magc
integrates science, theory, and students WHERE DO CLINICAL PSYCHOLOGISTS
practice to understand, predict, and Greater success Less success in WORK?
alleviate maladjustment, disability, in placing placing students in  A variety of settings, but private
and discomfort as well as to promote students in APA- APAaccredited practice is most common
human adaptation, adjustment, and accredited internships  True since 1980s
personal development. Clinical internship  Other common work settings include
Psychology focuses on the  Universities
intellectual, emotional, biological, 3. Clinical scientist model:  Psychiatric and general
psychological, social, and behavioral Emphasizing Research hospitals
aspects of human functioning across  Emerged in 1990s,  Community mental health
the life span, in varying cultures, and primarily as a reaction centers
at all socioeconomic levels.” (APA, against the trend toward  Other settings
2012) practice represented by HOW ARE CLINICAL PSYCHOLOGISTS
Education and Training in Clinical Vail model DIFFERENT FROM OTHER
Psychology  Richard McFall’s 1991 PROFESSIONALS?
 Commonalities among most training “Manifesto for a Science of 1. Counseling Psychologists:
programs Clinical Psychology”  Tend to see less seriously
 Doctoral degree sparked this movement disturbed clients
 Most enter with bachelor’s,  A subset of Ph. D.  Tend to work less often in
some with master’s degree institutions who strongly settings like inpatient
 Required coursework endorse empiricism and hospitals or units
 Thesis/dissertation science  Tend to endorse humanism
 Pre-doctoral internship  Tend to train researchers more and behaviorism less
Education and Training: Specialty Tracks rather than practitioners  Tend to be more interested
 In recent decades, specialty tracks EMERGING TRENDS IN TRAINING in vocational and career
have emerged, including: 1. Technology counseling
 Child  Use of webcams for 2. Psychiatrists:
 Health supervision  Go to medical school and
 Forensic
 Computer-based are physicians
 Family/Couple
assessment  Have prescription
 Neuropsychology
2. Competencies privileges (this is changing
THREE MODELS OF TRAINING
 Skills that a student must for clinical psychologists)
1. Scientist-practitioner model (or
Boulder model): Balancing Practice
demonstrate  Increasingly emphasize
and Science  Ex. Intervention, biological/ pharmaceutical
assessment, research, etc. rather than “talk therapy”
 Created in 1949 at a
INTERNSHIPS: PRE-DOC AND POSTDOC intervention
conference in Boulder,
A. Predoctoral internship 3. Social Workers
Colorado of directors of
clinical psychology training  Takes place at the end of  Tend to emphasize social
programs doctoral training programs factors in client’s problems
 Emphasizes both practice
(before Ph.D. or Psy.D. is  Earn a master’s degree
awarded) rather than a doctorate
and research
 Graduates should  A full year of supervised  Training emphasizes
be able to clinical experience in an treatment and fieldwork
competently applied setting over research or formalized
practice (e.g.,  An apprenticeship of sorts, assessment
therapy, to transition from student to 4. School Psychologists:
assessment) and professional  Tend to work in schools
conduct research  Local- 200 clinical,120  Tend to have a more limited
 A balanced indus 120 school -old professional focus than
approach 360hrs clinical psychologists
2. Practitioner-scholar model (or Vail  300 hrs.-new (student wellness and
model): Emphasizing Practice  200 hrs- internship - learning)
 Created in 1973 in a (MA/MS)  Frequently conduct school-
conference in Vail, B. Postdoctoral internship related testing and
Colorado  Takes place after the determine LD and ADHD
 Also known as practitioner- doctoral degree is awarded diagnoses
scholar model  Typically lasts 1-2 years  Consult with adults in
 Emphasizes practice over  Still supervised, but more children’s lives (e.g.,
research independence teachers, staff, parents)
 Yields the Psy.D. degree  Often specialized training 5. Professional Counselors:
(not the traditional Ph.D.)  Often required for state  Earn a master’s degree
 Higher acceptance rates licensure  Complete training in two
and larger classes GETTING LICENSED years
  Little emphasis on  Psychology was essentially Binet Intelligence Scales, which is
psychological testing or academic; no practice, just still widely used today
research study  Binet’s test was intended for children
 May specialized in career,  In 1896, Witmer founded  David Wechsler published the
school, college counseling the first psychological clinic Wechsler-Bellevue in 1939, which
 RGC- MA in GC /MAED in at the U. of Pennsylvania was designed for adults
GC -2.5yrs non thesis track  By 1914, there were about  Wechsler later created tests for
 RPSY-MS /MA PSYCH - 3 20 clinics in US schoolage and preschool children
yrs  By 1935, there were over  Revisions of Wechsler’s tests are
150 among the most commonly used
LECTURE 2: EVOLUTION  Witmer also founded the today
EVOLUTION OF CLINICAL PSYCHOLOGY first scholarly clinical EVOLUTION OF ASSESSMENT:
 The emergence of clinical psychology journal, The ASSESSMENT OF PERSONALITY
psychology around the turn of the Psychological Clinic, in  Projective tests were among the
20th century was preceded by 1907 first to emerge—clients “project”
numerous important historical events EVOLUTION OF ASSESSMENT: personality onto ambiguous stimuli
 These events “set the stage” for DIAGNOSTIC ISSUES  Rorschach Inkblot
clinical psychology.  Diagnosis and categorization of Method
EARLY PIONEERS mental illness has been central to  1921
1. William Tuke clinical psychology from the start  Clients respond
 1732-1822  Emil Kraepelin (1855-1926) is to ambiguous
 Lived in England considered a pioneer of diagnosis inkblot
 Appalled by deplorable  Coined some of the earliest  Thematic Apperception
conditions in “asylums” terms to categorize mental Test (TAT)
where mentally ill lived illness  1935
 Devoted much of his life to  Kraepelin’s work set the stage for  Clients respond
improving their treatment the Diagnostic and Statistical Manual to ambiguous
 Raised funds to open the (DSM), which continues to dominate interpersonal
York Retreat, a model of diagnosis today scenes
humane treatment  Published by American Psychiatric  Objective tests soon followed
2. Phillippe Pinel Association, originally in 1952 projectives
 1745-1826  Typically paper-and-pencil,
 Lived in France  DSM—1952 self-report, and more
 scientifically sound
 Advocated for more DSM-II—1968
 DSM-III—1980  MMPI (1943)—
humane and
 DSM-III-R—1987 comprehensive personality
compassionate treatment
test measuring various
of the mentally ill in France  DSM-IV—1994
pathologies
 Also introduced ideas of a  DSM-IV-TR—2000-ADHD -Type
 MMPI-2 (1989)—revised
case history, treatment  DSM-5—2013-Presentation and re-standardized
notes, and illness
 MMPI-A (1992)—for
classification, indicating  Most drastic change in DSMs is from adolescents
care about their well-being DSM-II to DSM-III Sample MMPI and Rorschach Stimuli
3. Eli Todd  Larger, including more  T/F I like magazines about
 1762-1832 disorders motorcycles.
 A physician in Connecticut  Specific diagnostic criteria
 T/F Sometimes I lie to get what I
 At the time, there were very  Multi-axial system
want.
few hospitals for the  DSM-IV-TR to DSM-5
mentally ill  Removal of the multi-axial
 Burden for their system
care fell on  As a general trend, as the DSM has
families been revised, it has expanded to
 Using Pinel’s efforts as a include a greater number of disorders
model, he opened humane  “Scientific discovery” or

treatment centers in US “social invention?” EVOLUTION OF PSYCHOTHERAPY
4. Dorothea Dix Psychotherapy
 1802-1887  Currently, numerous disorders are  the most common activity of clinical
 Worked in a prison in under consideration for inclusion in psychologists today, but before the
Boston, and observed that next DSM (“proposed criteria sets”) 1940s/1950s, it was not a significant
many inmates were  Internet gambling disorder professional activity
mentally ill rather than  Attenuated psychosis  Treatment was by medical
criminals syndrome doctors, not psychologists
 Traveled to various cities to  Persistent complex  World War II created a demand for
persuade leaders to build bereavement treatment of psychologically affected
facilities for humane  Non-suicidal self-injury soldiers
treatment of mentally ill  Others  Wars have had many other
 Resulted in over 30 state EVOLUTION OF ASSESSMENT: influences on the evolution
institutions in US and other ASSESSMENT OF INTELLIGENCE of assessment and
countries  Assessment of intelligence psychotherapy
5. Lightner Witmer characterized the profession in early  When psychotherapy became a more
 1867-1956 years common activity in the mid 1900s, the
 Lightner Witmer and the  Early debates about the definition of psychodynamic approach dominated
Creation of Clinical intelligence focused on “g” (a single,  In the decades that followed,
Psychology general intelligence) vs. ”s” (specific numerous other approaches arose:
 Received doctorate in 1892 intelligences)  Behaviorism
in Germany  Alfred Binet’s early intelligence test  Humanism
(1905) later became the Stanford-  Family Therapy
 Most recently, cognitive therapy WHY PSYCHOLOGISTS SHOULD NOT diagnosis of normal life
(CBT) has risen to become the most PRESCRIBE: experiences
widely endorsed singular orientation A. Training issues  If diagnoses continue to
DEVELOPMENT OF THE PROFESSION  Which courses? When? expand, can anyone be
 At the historic Boulder conference in Taught by whom? diagnosed with a mental
1949, directors of graduate training B. Threats to psychotherapy disorder?
programs agreed on a dual emphasis  Would medications replace NEW DISORDERS, NEW DEFINITIONS
on practice and research talk therapy?  Disorders
 In the 1950s, 1960s, and 1970s, C. Identity confusion  Premenstrual dysphoric
 Therapy approaches  Especially when only some disorder
proliferated prescribe  Severe versions
 More minorities entered the D. Influence of pharmaceutical of the symptoms
field industry of premenstrual
 Psy.D./Vail model syndrome
programs emerged 2. Evidence-Based Practice/  Binge eating disorder
Manualized Therapy  Out-of-control
 In the 1980s,  When researchers overeating at
 Psychotherapy thrived, in measure therapy outcome, least once per
part due to increasing they often use therapy week
respect from medical manuals  Definitions
professionals and  To ensure  ADHD
insurance companies uniformity across  Age by which
 The number of training therapists symptoms appear
programs and new clinical  To minimize raised from 7 to
psychologists increased variability 12
 When outcome data RISKS OF OVERDIAGNOSIS
 In the 1990s and 2000s, supports the use of a  Unnecessary medication – harmful
 The size and scope of the manualized therapy, the side effects
field continues to grow treatment is known as  Unnecessary therapy – undermine
 Multiple training model “evidence based” coping skills
options are available  Treatments formerly called  Negatively impact self-image and
 Empirical support of clinical “empirically validated” and self-efficacy via stigma
techniques, prescription “empirically supported”  Adversely affect health insurance
privileges, and new  “Evidence-based enrollment and rates
technologies are among practice” includes  Legal ramifications
major contemporary issues the treatment and OVERDIAGNOSIS AND THE
LECTURE 3: CURRENT CONTROVERSIES factors related to PHARMACEUTICAL INDUSTRY
IN CLINICAL PSYCHOLOGY people providing  More mental disorders = more
CURRENT CONTROVERSIES and receiving the potential pharmaceutical customers?
1. Prescription Privileges treatment  Significant numbers of psychiatrists
 Historically, prescribing has ADVANTAGES OF EVIDENCE-BASED involved in the creation of the DSM
distinguished psychiatrists PRACTICE/ MANUALIZED THERAPY had financial ties to major
from psychologists  Scientific legitimacy pharmaceutical companies
 However, in recent  Establishing minimal levels of  69% for DSM-5
decades, clinical competence
psychologists have actively  Training Improvements 4. Payment Methods: Third-Party
pursued prescription  Decreased reliance on clinical Payment vs. Self-Payment
privileges judgment  Early in the history of
 Since 2002, two states DISADVANTAGES OF EVIDENCE-BASED clinical psychology, clients
have agreed to grant PRACTICE/ MANUALIZED THERAPY paid for services directly out
prescription privileges to  Threats to the psychotherapy of pocket
appropriately trained relationship  With time, health insurance
psychologists  Diagnostic complications companies began covering
 New Mexico  “Textbook” cases vs. “real mental health
 Louisiana world” cases  Today, many clients use
 Other states have  Restrictions on practice health insurance/ managed
considered similar  Mandated manuals vs. care benefits to pay for
legislation, and may pass it creatively customized services
soon treatments  Often called
 55  Debatable criteria for empirical “third-party
WHY PSYCHOLOGISTS SHOULD evidence payers”
PRESCRIBE: EFFECT OF THIRD-PARTY PAYMENT ON
A. Shortage of psychiatrists 3. Overexpansion of Mental THERAPY
 Especially in rural areas Disorders  Surveys of psychologists suggest
 Important factor in NM and  DSM size and scope has that third-party payment can result in
LA decisions increased from 1950s to  Negative impact on quality
B. CPs more expert than primary care present  Too little control over
docs  Overdiagnosis, diagnostic clinical decisions
C. Other non-physicians have privileges expansion, diagnostic  Surveys of psychologists suggest
 Dentists, podiatrists, inflation, diagnostic creep, that third-party payment can result in
optometrists, and some medicalization of everyday  Increased likelihood of
nurses, among others problems, false positives, being diagnosed with a
D. Convenience for clients false epidemics? mental disorder
E. Professional autonomy  Minimizing the chance that EFFECT OF THIRD-PARTY PAYMENT ON
F. Professional identification people struggling with PSYCHOLOGISTS’ EXPERIENCE
G. Evolution of the profession mental illness fall through  Lower pay
H. Revenue for the profession the cracks vs. over
  Time required for paperwork, phone Confidentiality: Tarasoff and the Duty to C. Test data
calls, Warn (cont.)  Raw data collected during
 How credible are clients’ threats? assessment
5. The Influence of Technology:  What kinds of threats merit  Should generally be shared
Cybertherapy and More warnings? at client’s request
 In recent years, clinical Confidentiality: When the Client is a Child Contemporary Ethical Issues: Managed
psychologists have  Often, children will confide more if Care
increasingly used they can be assured that  Managed care companies’ emphasis
technology in the direct psychologists will not repeat on financial bottom line can cause
delivery of psychological everything to their parents ethical conflicts
services  Parents, of course, have a right to be  Perhaps include info about managed
 Assessment informed care in the informed consent process
 Treatment  Psychologists often make  Diagnostic decisions can be
 Cybertherapy can replace arrangements by discussing this with influenced by managed care
or supplement face-to-face families up front companies’ requirements
meetings  Some issues, such as child abuse, Contemporary Ethical Issues: Technology
 Benefits can include require breaking of confidentiality to  “Psychological tests” on Internet
accessibility, affordability, protect the child  Many have questionable reliability
and anonymity, and more Informed Consent and validity
APPLICATIONS OF TECHNOLOGY IN  Required for research, assessment,  Other issues include
CLINICAL PSYCHOLOGY: EXAMPLES therapy, and other professional ψ Identity of client
 Videoconferencing to interview or activities ψ Testing conditions
treat  For therapy, informed consent is an ψ Inability to observe
 Email or text psychotherapy ongoing process rather than a one- behavior during testing
 Interactive Internet sites time event ψ Similar concerns about
 Online psychotherapy programs  As psychologist learns more about online therapy
 Virtual reality therapeutic client, more information can be Contemporary Ethical Issues: Small
experiences shared Communities
 Computer-based self-instruction  Informed consent for therapy must  Small communities can be rural
 Therapist/client interaction via hand- allow client the opportunity to ask areas or defined by ethnicity, religion,
held devices (e.g., iPhones, cell questions and receive answers or other variables
phones, Blackberries)  Informed consent process can be an  Multiple relationships can be
 katatagan.com/ early part of a strong therapeutic unavoidable
HOW WELL DOES CYBERTHERAPY relationship  Discuss up front with clients
WORK? Boundaries and Multiple Relationships  Clarify boundaries
 Appears to work about as well as 1. Knowing someone professionally and  Avoid impaired judgment and
inperson psychotherapy in some other way exploitation
 Specific examples include ψ Romantic/sexual, PART 2 OF LECTURE 4
 CBT for anxiety disorders friendship, business, etc. The U.S. Population
 Health psychology 2. Unethical when:  The U. S. population is increasingly
 Headaches ψ Psychologist’s objectivity, diverse, particularly in certain areas/
 Pain competence, or judgment cities
TECHNOLOGY: SUGGESTIONS FOR can be impaired ψ 20% of U. S. schoolchildren
EMERGING PROFESSIONAL ISSUES Exploitation or harm could speak a language other
 Obtain informed consent about the result than English at home
technology 3. Boundary crossings (minor, often ψ In Miami, Detroit, and
 Follow relevant telehealth laws harmless) can lead to boundary Washington DC, a single
 Follow APA ethical code violations (major, often harmful) ethnic minority group
 Ensure confidentiality via encryption Competence represents over half of the
 Make efforts to appreciate culture  Sufficiently capable, skilled, population
 Obtain relevant training experienced, and expert to complete Multiculturalism as the “Fourth Force”
 Know client’s local emergency the professional tasks they undertake  Some argue that multiculturalism is
resources  Boundaries of competence the defining issue of the current
TECHNOLOGY: ADDITIONAL POTENTIAL ψ Psychologists should know generation of psychology
PROBLEMS their limits and seek  Defining paradigms of previous
 Confirming the identity of the client additional training or generations have included
 Confidentiality across electronic supervision when ψ Psychoanalysis
transmission necessary
ψ Behaviorism
 Making interpretations in the absence  Continuing education can maintain
ψ Humanism/person-
of nonverbal cues that would be competence
centered
 Importance of cultural competence
present face-to-face  Multiculturalism can enhance any of
 Competence in technical as well as  Burnout can impair competence previous “forces”
clinical skills ψ Burnout can be minimized Culture and Clients
TECHNOLOGY: EFFECTIVENESS OF by efforts by the  Culture shapes how clients
TREATMENT psychologist to keep job understand their problems
 varied, keep life balanced,
Early research is beginning to  Questions to assess client
demonstrate that it can work keep expectations
understanding:
 Success depends on many factors: reasonable, and keep self-
ψ What do you call your
 Which cybertherapy, healthy
problem (illness, distress)?
disorder, device? Ethics in Clinical Assessment
A. Test selection ψ What do you think your
 What setting? problem does to you?
 How clients found or were  Consider competence,
culture, test’s reliability and ψ What do you think the
referred to cybertherapy? natural cause of your
LECTURE 4: ETHICAL ISSUES AND validity
B. Test security problem is?
CONDUCTING RESEARCH IN CLINICAL ψ How do you think this
PSYCHOLOGY  Don’t allow test materials to
enter public domain problem should be treated?
 ψ Who else (e.g., family, Cultural Competence: Culturally  The success of a therapy in
religious leaders) do you Appropriate Clinical Skills actual clinical settings in
turn to for help?  Techniques should be consistent with which client problems are
Recent Professional Efforts to Emphasize the values and life experiences of not limited to
Issues of Culture each client predetermined criteria
 Journals and books on cultural topics  “Talk therapy” may work better for  how well a therapy works
 New APA divisions some cultural groups than for others “in the real world”
ψ Division 35—Society for  Some cultural groups may respond  1995 Consumer Reports survey of
the Psychology of Women more positively to “action” than readers is an example
ψ Division 36—Psychology “insight”  Generally positive toward
of Religion  Microaggressions psychotherapy, but
ψ Division 44—Society for  Comments or actions made scientific rigor is
the Psychological Study of in cultural context that questionable
Lesbian, Gay, and Bisexual (often unintentionally) Research on Treatment Outcome
Issues convey negative beliefs  Statistical vs. clinical (“real world”)
ψ Division 45—Society for Cultural Adaptation significance
the Study of Ethnic Minority  Modifying treatments with empirical  Statistical significance doesn’t
Issues evidence for members of a cultural necessarily mean clinical significance
ψ Division 51—Society for group Internal validity
the Psychological Study of Etic vs. Emic Perspective  The extent to which change in the DV
Men and Masculinity Etic is due to change in the IV
 DSM efforts toward  Emphasizes similarities between all  Generally high in efficacy studies
multiculturalism people External validity
ψ Text describing cultural  Assumes universality  Generalizability of result
variations of disorders  Downplays culture-based differences  Generally high in effectiveness
ψ General guidance for Emic studies
cultural competence  Emphasizes culture-specific norms Research on Assessment Methods
 “Outline for  Appreciate clients in the context of Examples can include:
Cultural their own culture  Validation or expanded use of
Formulation” Tripartite Model of Personal Identity assessment tools
 “Cultural  Three levels of identity  Establishing psychometric data for
Formulation 1. Individual level assessment tools
Interview”  Every person is totally  Comparing multiple assessment
ψ Cultural concepts of unique tools to each other
distress glossary 2. Group level  Others
 Some related to  Every person is like some Research on Diagnostic Issues
DSM disorders; others Examples can include:
others unique 3. Universal level  Examine reliability or validity of
 Examples. Taijin  Every person is like all diagnostic constructs
kyofusho, susto, others  Examine relationships between
maladi moun What Constitutes a Culture? disorders
 Revisions of prominent  Narrow vs. broad definitions  Prevalence or course of disorders
assessment methods ψ Some argue that ethnicity  Others
ψ MMPI-2- 567items t/f and race are the defining Research on Professional Issues
ψ Wechsler intelligence tests characteristics of culture Examples can include psychologists’:
Cultural Competence ψ Others argue that many  Beliefs
 The counselor’s acquisition of other variables can define a  Activities
awareness, knowledge, and skills culture, such as  Practices
needed to function effectively in a  Socioeconomic  Other aspects of their professional
pluralistic democratic society status, Religion, lives
 3 main components: Gender, Age, Research on Teaching and Training Issues
ψ Awareness Geography/regio Examples can include:
ψ Knowledge n, Political  Training philosophies
ψ Skills affiliation,  Specific coursework
Cultural Competence: Self-Awareness Disability status  Opportunities for specialized training
 Learning about one’s own culture Training Psychologists in Cultural Issues  Outcome of training efforts
ψ Values, assumptions,  Educational alternatives  Comparison to training in similar
biases ψ Courses disciplines
ψ By doing so, become less ψ Readings  Others
egocentric ψ Real-world experiences How Do Clinical Psychologists Do
ψ Realize that differences are ψ Recruit and retain diverse Research?
not deficiencies students and faculty The Experimental Method
Cultural Competence: Knowledge of ψ Encourage cultural self-  Observation of events
Diverse Cultures knowledge, curiosity, and  Hypothesis
 Can gain knowledge by humility  Define independent and dependent
ψ Reading, especially Lecture 5 AND 6: Conducting Research in variables
regarding history Clinical Psychology  Empirically test the hypothesis
Research on Treatment Outcome
ψ Direct experiences  Alter hypothesis as necessary per
ψ Relationships with people 1. Efficacy
results
of various cultures  The success of a particular Quasi-experiments
 therapy in a controlled
Acculturation  Used in place of true experiments
study conducted with
ψ Response to new cultural when practical, ethical, or other
clients who meet specific
environment issues limit manipulations
criteria
ψ Balance between adopting  Less scientifically sound than true
 how well a therapy works
new and retaining original experiments, but common in clinical
“in the lab”
culture psychology
2. Effectiveness
Between-group designs  Nine subsequent revisions  Cases involving
 Participants in different conditions  Applies to all specialities child abuse
receive entirely different treatments ψ Especially relevant to Informed Consent
 Often, an experimental condition vs. clinical psychologists  Facilitates an educated decision
a control group Aspirational and Enforceable  Required during
Within-group designs  Aspirational – General Principles ψ Research
 Compare participants in a single  Enforceable – Ethical Standards ψ Assessment
condition to selves at different points General Principles: ψ Therapy
in time  Describe an ideal level of ethical Boundaries and Multiple Relationships (1 of
Mixed-group designs functioning or how psychologists 3)
 Combination of between- and within- should strive to conduct themselves.  Multiple relationships
group They don’t include specific definitions ψ Can be problematic
Analogue designs of ethical violations; instead, they ψ The claim of their
 Used when actual clinical populations offer more broad descriptions of nonexistence would be
or situations can’t be accessed exemplary ethical behavior. false
 An approximation or simulation of the 1. Beneficence and Nonmaleficence.  Defining Multiple Relationships
“real thing” 2. Fidelity and Responsibility. ψ Ethical Standard
Correlational designs 3. Integrity. ψ Sexual multiple
 Examine relationship between two or 4. Justice. relationships
more variables 5. Respect for People’s Rights and ψ Nonsexual multiple
 Causality cannot be determined Dignity. relationships
 Often used when experimental or Ethical Standards:
 What Makes Multiple
quasi-experimental designs are not  If a psychologist is found guilty of an Relationships Unethical?
feasible ethical violation, it is a standard (not
ψ Criteria for impropriety
Case studies a principle) that has been violated.
 Impairment in the
 Detailed examination of a single These standards are written broadly
psychologist
person or situation; often very enough to cover the great range of
activities in which psychologists  Exploitation or
clinically relevant harm to the client
 Often qualitative rather than engage, but they are nonetheless
ψ Need for caution and
quantitative more specific than the general
principles. Although each general foresight
 Demonstrates the idiographic
approach to research (vs. nomothetic principle could apply to almost any
approach) task a psychologist performs, each
 Can inspire more systematic ethical standard typically applies to a
research more targeted aspect of professional
 ABAB design is one example activity.
1. Resolving Ethical Issues.
 Alternately apply and remove a
2. Competence.
treatment
3. Human Relations.
Meta-analysis
4. Privacy and Confidentiality.
 Statistical method of combining
5. Advertising and Other Public
results of separate studies into a
Statements.
single summary finding
6. Record Keeping and Fees.
 Findings are translated into effect 7. Education and Training.
sizes 8. Research and Publication.
 Can quantitatively capture the trends 9. Assessment.
of many individual studies 10. Therapy.
 Examples include meta-analyses of Ethical Decision Making
psychotherapy outcome  Models have been recommended by
Cross-sectional designs expert
 Compare participants at a single  Best preparation to deal with
point in time dilemmas
 More efficient than longitudinal Psychologists’ Ethical Beliefs
designs  Based on survey of American
Longitudinal designs Psychological Association members
 Compare participants at different  Based on studies by other
points in time researchers
 Less efficient than cross-sectional Confidentiality [1 of 2)
designs, but can be more valid in  Specifically mentioned in
assessing change across time ψ General principles
Ethical Issues in Research in Clinical
ψ Ethical standards
Psychology
 Reason for emphasis
Numerous APA ethical standards
specifically address research:  Tarasoff and the Duty to Warn
 Obtain informed consent ψ Tarasoff case
 Don’t coerce participation  Duty to warn and
duty to protect
 Use deception only when justified
and necessary ψ Challenges faced by clinical
psychologists
 Minimize harm to participants
ψ Interpretations vary from
 Don’t fabricate or falsify data
state to state
 Assign authorship appropriately
 When the Client Is a Child or
 Share data with other researchers for
Adolescent
verification
ψ Dilemma: How much to
LECTURE 5 AND 6: PART 2
reveal to parents?
American Psychological Association Code
of Ethics  Possible
arrangements
 First published in 1953