In recent decades, we have made significant progress in the area of the ethical conduct of research. However, it appears that parallel progress with respect to our ethical responsibilities in the teaching arena has not kept pace with that made in the research area. The focus of this article is on the use of self-disclosure as a mandatory component of psychology courses. Issues such as competence, perceived coercion, confidentiality, conflict of interest, and others are addressed. Our Canadian Code of Ethics for Psychologists is examined with a view to arriving at decisions on these issues that will be beneficial to most students and not endanger some other students. Viable alternatives to mandatory self-disclosure are presented.

Supervision is a specialized area of psychological activity that has its own foundation of knowledge, skills, and attitudes, which are enhanced by training. As our discipline develops its standards for competent practice in supervision, there is a need to develop ethical guidelines to assist both supervisors and supervisees in maintaining productive working relationships. Organized around the hierarchy of ethical principles comprising the Canadian Code of Ethics for Psychologists, the Canadian Psychological Association adopted Ethical Guidelines for Supervision in Psychology: Teaching, Research, Practice, and Administration in early 2009. In this article, each of the four ethical principles (Respect for the Dignity of Persons, Responsible Caring, Integrity in Relationships, and Responsibility to Society) is examined in the context of supervision within the areas of teaching, research, practice, and administration. The history of the guidelines, as well as some of their innovative and unique elements, is also discussed.

Reflecting on the past, and observing the present, what kinds of psychological changes might be in the forecast for women in psychology, for women affected by our discipline, and for the discipline itself? Using metaphors borrowed from meteorology and climatology, a psychological almanac is constructed for feminist psychology in Canada, warming trends are examined on both the academic and applied fronts, and weather advisories are issued.

The Canadian Psychological Association Code of Ethics differs from many codes of conduct in that it is based on clearly-articulated Principles, Values, and Standards that constitute a "best practice" model, rather than on rules, regulations, and proscriptions/prescriptions (or a "worst practice" model). Our approach to ethical conduct issues can be seen to have extended beyond our discipline into the other social sciences, the other natural sciences, and the other biological/biomedical sciences - in the arenas of research, if not also in other areas of practice. In order to bring about changes it is often useful to have external references and standards that have been approved by professional bodies, but documents, in themselves, are no guarantee that changes will occur in practice. Although 137 of the 153 Standards articulated in our Code relate to the conduct of research with human participants, it appears that there may be some confusion about how these Standards might be operationalized in the research context. The conduct of research is a social endeavour that is embedded in a number of social contexts described in this article. Conducting research with humans in fact establishes a social relationship with participants, a relationship that requires respect for the dignity and welfare of others. An elaboration on what "integrity in relationships" may mean in the context of psychological research is provided to assist in the operationalization of this Principle and in the examination of the values and motivations underlying our research culture.

Because it is believed to be necessary for an unfettered pursuit of knowledge, academic freedom is a treasured, almost sacred, tenet and expectation in post-secondary education institutions in North America. With this freedom, however, come a number of responsibilities. in addition to these responsibilities psychologists have an obligation to conduct their academic affairs within ethical boundaries. Underlying most ethical constructs is the principle of avoiding harm to others. Unfortunately, "Political Correctness" has become a pejorative label - even when used to describe acts of courtesy, respect, fairness, openness, sensitivity to diversity, and responsibility for the consequences of one's behaviour. These characteristics represent ethical values that should promote, rather than stifle, open inquiry and the pursuit of knowledge without resulting in an erosion of standards of excellence in favour of special interest groups. It is argued that academic freedom carries ethical responsibilities compatible with the pursuit of knowledge, that the ethical pursuit of knowledge involves integrity in relationships as well as responsibility to society, and that academics are not harmed by what some label "politically correct" behaviour.