Toward a code of conduct for graduate education

Abstract

This chapter offers a set of six tenets toward a code of conduct to guide the teaching and mentoring of graduate students.

Achieving ethical mentoring and mentee professional integrity through formal mentor training for practicing psychologists.

“…Boundary crossings (a deviation or departure from the professional role, which is not necessarily unethical) are often inevitable between students and their mentors in psychology (Gottlieb et al, 2007; Tirpak & Lee, 2012). In any given mentoring relationship, the mentor may also be the student’s clinical supervisor, academic advisor, research advisor, boss, and professor (Proper, 2012). Engaging in these multiple relationships can be harmless and even helpful; however, they can also generate complicated and ambiguous circumstances that could lead to boundary violations or ethical dilemmas (Gottlieb et al, 2007).…”

“…Consistent with the Entering Mentoring curriculum and previous literature on mentoring challenges, it is recommended that sessions include, at minimum, (a) establishing (and aligning) clear expectations in the mentor-mentee relationship; (b) facilitating effective communication with mentees and providing difficult feedback; (c) promoting professional development and encouraging mentees to create an individual development plan; (d) mentoring across cultures; (e) fostering independence, increasing student confidence, and assessing understanding; and (f) cultivating ethical behavior (Pfund, Branchaw, et al, 2014). Based on the literature, this author proposes the following topic be added to the curriculum as an additional session: (g) navigating multiple roles in the mentoring relationship and maintaining boundaries (Gottlieb et al, 2007; Proper, 2012).…”

Differences among Lecturers in Their Application of Ethical Code towards Students: A Case Study

“…Emphasis on teachers' knowledge of pedagogy should be viewed as the moral imperative of the profession since it is the duty of schools and teachers to demonstrate that learning takes place due to their expertise (Thompson, 1997;Proper, 2012;TürkKahraman, 2012). Pedagogy requires an understanding of children, of human motivation, development and learning, of factors influencing learning, of the dynamics of human interaction and an understanding of the principles governing the efficient planning, implementation and evaluation of learning experiences (Eraut, 1993).…”

“…Research into this domain highlights that the success of professional practice is dependent on competence in the application of pedagogical knowledge, competence in maintaining intellectual accountability and competence in establishing learning relationships (Bhowmik et al, 2013). In this context, knowledge of pedagogy is viewed as the moral imperative of the profession, since it is the duty of schools and teachers to demonstrate that learning takes place thanks to their expertise (Thompson, 1997;Proper, 2012). Pedagogy requires an understanding of children; human motivation, development and learning, the factors influencing learning, the dynamics of human interaction; and an understanding of the principles governing the efficient planning; implementation and evaluation of learning experiences (Eraut, 1993;Hammond, 2012).…”