Nine unique features of the Canadian Code of Ethics for Psychologists.

Abstract

In addition to its wide use in Canada, the Canadian Code of Ethics for Psychologists has captured interest in the international community. This article explores nine features of the Code that are somewhat unique and may explain, at least in part, this interest: (a) setting objectives based on a critical analysis of the international and interdisciplinary literature on codes of ethics; (b) inclusion of an overriding ethic of a contract with society; (c) use of an empirical methodology in developing the Code, (d) organization of the Code around four ethical principles; (e) differential weighting of the four ethical principles; (f) inclusion of a model for ethical decision making; (g) inclusion of a role for personal conscience; (h) inclusion of both minimum and idealized standards; and (i) presentation of the Code as an umbrella document. The thinking behind each feature is presented, including reasons for some changes to the 1991 version of the Code.1. Identification of ethically relevant issues and practices.

Co-Teaching: Getting to Know Your Partner

“…Luckily, co-teachers can find various problem-solving models (Berkeley & Ludlow, 2008;Sinclair, 1998) that can be modified to meet specific needs. Sinclair's (1998) classic model is a seven-step process that includes (a) identifying issues; (b) developing alternative courses of action; (c) analyzing risks and benefits of each course of action; (d) choosing a course of action; (e) taking action; (f) evaluating results of the action; and (g) assuming responsibility for the consequences, correcting potentially negative consequences, or re-engaging in the decision-making process. Although some issues can be resolved rather quickly, others are more intricate and demand considerable time to disentangle them.…”

Developing a National Code of Ethics in Psychology in Turkey: Balancing International Ethical Systems Guides With a Nation's Unique Culture

“…A less preferred but much more rewarding way is to consult the existing body of research on that particular subject. Researching the most frequent violation cases, the needs of academicians and practitioners regarding these cases (Hobbs, 1948;Korkut, Muderrisoglu, & Tanik, 2006;Sinclair, 1998), and the literature reflecting the studies on ethics in that country would be extremely beneficial. The next step is for the working team to create a rank order of the principles that reflect the most important needs in that given society.…”

A History of Ethical Codes in South African Psychology: An Insider's View

“…Given the difficulty of drafting an ethical code (LIndsay, 1996;Sinclair, 1995), the present author and Steere decided on a relatively expedient method of drafting the first set of Ethical Guidelines for South African Clinical Psychologists. We obtained as many internationally published psychological ethical codes as we could, and attempted to condense and organise these into a single document.…”

“…This process was unique in South African medical and psychological history, and it was the first time that draft regulations became available to the profession concerned before being adopted. Similar procedures are followed by the American Psychological Association (APA, 1993); the Canadian Psychological Association (CPA) code was based on direct input from member psychologists (Sinclair, 1995). The draft document contained elements of Act 56 and the Steere and Wassenaar (1985) SAICP guidelines, and reflected the experience ofthe SAICPand PASA ethics committees.…”

“…In short, our professional code of conduct needs to be an evolving, socially responsive and critical document. The work of the Canadian Psychological Association in explicitly organising their Ethical Code (Sinclair, 1995) in an educative format should also be seriously considered (CPA, 1992). A further major advantage ofthe Canadian Code of Ethics is its clear organisation according to underlying values, which greatly assists in the resolution of ethical dilemmas (Pettifor, 1997).…”