ECTS - Ethics in Psychology
Ethics in Psychology (PSY111) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Ethics in Psychology | PSY111 | 2. Semester | 2 | 0 | 0 | 2 | 4 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | English |
|---|---|
| Course Type | Compulsory Departmental Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture. |
| Course Lecturer(s) |
|
| Course Objectives | The purpose of this course is to provide psychology students with an understanding of ethical issues common to their practices as psychologists and scientific study of psychology, as well as tools necessary for effective ethical decision making. General ethical concepts applicable to all psychologists regardless of setting which include competence, informed consent, privacy and confidentiality, and avoiding harm or exploitation will be explained in detail. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Understanding the ethical issues common to psychologists? practices and psychological research; mastering the concepts of competence, informed consent, privacy and confidentiality, and avoiding harm or exploitation; in depth examination of moral, philosophical, psychological and legal standards. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Moral Principles Justice, Veracity, Fidelity, Moral Philosophy | Ethical foundations of psychology. Kitchener, Richard F.; Kitchener, Karen S.; In: APA handbook of ethics in psychology, Vol 1: pp. 3-42. |
| 2 | Resolving Ethical Issues | Ethics and ethics codes for psychologists. Behnke, Stephen H.; Jones, Stanley E.; In: APA handbook of ethics in psychology, Vol 1: pp. 43-74. TPD’s Ethics Regulation |
| 3 | Ethical decision making in mental health contexts: Representative models and an organizational framework. Cottone, R. Rocco; In: APA handbook of ethics in psychology, Vol 1: pp. 99-121. TPD’s Ethics Regulation | |
| 4 | Competence | Competence, Emotional competence and well-being, Competence with diverse populations. Nagy, Thomas F.; In: APA handbook of ethics in psychology, Vol 1: pp. 147-174. Tamura, Leonard J.; In: APA handbook of ethics in psychology, Vol 1: pp. 175-215. Salter, Dianne S.; Salter, Beatrice R.; In: APA handbook of ethics in psychology, Vol 1: pp. 217-239 |
| 5 | Boundaries, multiple roles, and the professional relationship. | Boundaries, multiple roles, and the professional relationship. Sommers-Flanagan, Rita; In: APA handbook of ethics in psychology, Vol 1: pp. 241-277. Sexualized relationships Sonne, Janet L.; In: APA handbook of ethics in psychology, Vol 1: pp. 295-310. |
| 6 | Boundaries, multiple roles, and the professional relationship. | Boundaries, multiple roles, and the professional relationship. Sommers-Flanagan, Rita; In: APA handbook of ethics in psychology, Vol 1: pp. 241-277. Sexualized relationships Sonne, Janet L.; In: APA handbook of ethics in psychology, Vol 1: pp. 295-310. |
| 7 | Informed Consent | Informed consent to psychotherapy (empowered collaboration). Pomerantz, Andrew M.; In: APA handbook of ethics in psychology, Vol 1: pp. 311-332 |
| 8 | Confidentiality and record keeping. | Confidentiality and record keeping. Fisher, Mary Alice; In: APA handbook of ethics in psychology, Vol 1: pp. 333-375. |
| 9 | Treating clients who threaten others or themselves. | Treating clients who threaten others or themselves. Welfel, Elizabeth Reynolds; Werth, James L. Jr.; Benjamin, G. Andrew H.; In: APA handbook of ethics in psychology, Vol 1: pp. 377-400. |
| 10 | Assessment and testing | Assessment and testing. Bersoff, Donald N.; DeMatteo, David; Foster, Elizabeth E.; In: APA handbook of ethics in psychology, Vol 2: Practice, teaching, and research. Knapp, Samuel J. (Ed); Gottlieb, Michael C. (Ed); Handelsman, Mitchell M. (Ed); VandeCreek, Leon D. (Ed); Publisher: American Psychological Association; 2012, pp. 45-74. |
| 11 | Mid-term examination | - |
| 12 | Ethics in Academic Settings: Teaching, Mentoring, Supervising | Positive ethics applied to public education through traditional media and the Internet. Palmiter, David J. Jr.; In: APA handbook of ethics in psychology, Vol 2: pp. 199-215. |
| 13 | Ethics in Academic Settings: Teaching, Mentoring, Supervising | Creating ethical academic cultures within psychology programs Keller, Peter A.; Murray, J. Dennis; Hargrove, David S.; In: APA handbook of ethics in psychology, Vol 2: pp. 219-260. Teaching ethics: Models, methods, and challenges. Welfel, Elizabeth Reynolds; In: APA handbook of ethics in psychology, Vol 2: pp. 277-305. |
| 14 | Research I: Research, Publication, Special Populations | Ethical issues in Internet research.Hoerger, Michael; Currell, Catherine; In: APA handbook of ethics in psychology, Vol 2: pp. 385-400. |
| 15 | Research I: Research, Publication, Special Populations | Research with vulnerable populations Sieber, Joan E.; In: APA handbook of ethics in psychology, Vol 2: pp. 371-384. |
| 16 | Research II: Human Subjects Committees, TUBİTAK’s guidelines | Deception in research Kimmel, Allan J.; In: APA handbook of ethics in psychology, Vol 2: pp. 401-421. Laboratory animal research ethics: A practical, educational approach. Perry, Jennifer L.; Dess, Nancy K.; In: APA handbook of ethics in psychology, Vol 2: pp. 423-440. Human Subjects Committees, TUBİTAK’s guidelines |
Sources
| Course Book | 1. APA handbook of ethics in psychology, Vol 1: Moral foundations and common themes. Knapp, Samuel J. (Ed); Gottlieb, Michael C. (Ed); Handelsman, Mitchell M. (Ed); VandeCreek, Leon D. (Ed); Publisher: American Psychological Association; 2012 |
|---|---|
| 2. APA handbook of ethics in psychology, Vol 2: Practice, teaching, and research. Knapp, Samuel J. (Ed); Gottlieb, Michael C. (Ed); Handelsman, Mitchell M. (Ed); VandeCreek, Leon D. (Ed); Publisher: American Psychological Association (available online at At | |
| 3. American Psychological Association's (APA's) Ethical Principles of Psychologists and Code of Conduct (available online) | |
| 4. Turkish Psychological Association’s (TPD’s) Ethics Regulation (available online) | |
| 5. Psikologlar İçin Etik Öğretim El Kitabı. Yeşim Korkut, Türk Psikologlar Derneği, 2014 |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | - | - |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 40 |
| Final Exam/Final Jury | 1 | 60 |
| Toplam | 2 | 100 |
| Percentage of Semester Work | |
|---|---|
| Percentage of Final Work | 100 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Have a comprehensive understanding of basic psychological perspectives and to examine the mental, affective, and behavioral processes of human beings within a scientific discipline | |||||
| 2 | Have a knowledge about the historical and philosophical developments, basic concepts, applications and schools of science of psychology as well as the subfields of psychology such as clinical, experimental, social, developmental, industrial, health, traffic and educational psychology | |||||
| 3 | Gain skills in identifying, describing, formulating, and solving the problems related to basic mental, emotional, and behavioral problems of human beings | |||||
| 4 | Develop new ideas through analytical, critical, and creative point of view by using abstract concepts and to gain skills in evaluating different psychological phenomena | X | ||||
| 5 | Gain knowledge and skills in transforming his/her theoretical knowledge into practice in different fields of psychology | X | ||||
| 6 | Have skills in accessing knowledge and using resources | X | ||||
| 7 | Have knowledge about basic principles of psychological assessment along with various quantitative, qualitative, and experimental research methods, to have skills in designing and conducting research by using these methods, and analyzing, reporting, and presenting research data | |||||
| 8 | Have awareness of interpersonal sensitivity, societal processes and problems | X | ||||
| 9 | Have efficient written and oral communication skills in Turkish and English | |||||
| 10 | Gain skills in following the developments in the field of expertise and renewing himself/herself with an awareness of life-span learning | X | ||||
| 11 | Have professional and ethical responsibility, knowledge, and awareness | X | ||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 2 | 32 |
| Laboratory | |||
| Application | 3 | 4 | 12 |
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | |||
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | |||
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | |||
| Prepration of Final Exams/Final Jury | |||
| Total Workload | 44 | ||