Remote service delivery via telepsychology has become a central feature in the practices of many psychologists in Canada and around the world. Although the provision of telepsychology services offers many benefits, it has also generated a host of unique ethical challenges. In this article, we outline how the principles and values of the Canadian Code of Ethics for Psychologists (the Code) provide a comprehensive and cohesive ethical framework that can be used in conjunction with other resources, such as the Canadian Psychological Association Guidelines on Telepsychology, to identify and resolve ethical challenges associated with the practice of telepsychology. Our application of the Code's framework is contextualized within the changing practice landscape of Canadian psychology, recommends practices that help deal with many of the ethical challenges and is consistent with other applications of the Code's framework that have been developed for special populations and practice areas over the years, reflecting the versatility and widespread applicability of the Code. We also demonstrate the application of the framework to an ethical dilemma involving telepsychology to highlight the ethical challenges of telepsychology practice and the value of the Code for psychologists offering services via telepsychology. Public Significance Statement With the increasing use of remote service delivery by Canadian psychologists, the potential for new ethical concerns arises. This article outlines how the ethical principles and values of the Canadian Code of Ethics for Psychologists and its suggested ethical decision-making model can be used, in conjunction with other resources, to identify and resolve ethical challenges associated with the practice of telepsychology.

Behaving ethically is at the core of what it means to be a professional. It is central to the contract that all professions have with the persons they serve and with the societies in which they function. This sense of ethical responsibility, and the practice of articulating the underlying values, principles, and behavioral manifestations of such a responsibility, both have a long history. By outlining the history of ethical values and codes, and the meaning of “profession,” from ancient times to the present, this chapter explores several major components involved in psychotherapists’ efforts to be ethical practitioners. This includes attention to the roles of ethics codes, ethical values and principles, moral theory, ethical reasoning, and moral character. Although there is sometimes a tendency to treat these components as separate entities (even in competition with each other as explanatory concepts), the emphasis in this chapter is on how history teaches us that they need to be seen and treated as an integrated whole in our efforts to be ethical practitioners.

Any professional or scientific discipline has a responsibility to do what it can to ensure ethical behavior on the part of its members. In this context, this paper outlines and explores the criticism that to date the emphasis in ethics training in professional psychology, as with other disciplines, has been on the rational elements of ethical decision making, with insufficient attention to the role of emotions and other nonrational elements. After a brief outline of some of the historical background to the development and understanding of ethical decision making, relevant theoretical and empirical literature on the influence of emotional and other nonrational factors on our ethical decisions is reviewed. The implications of this literature for ethics education and training are outlined, particularly with respect to the use of case studies. An integrative approach is proposed, and conclusions and recommendations are offered with respect to such an approach.

This chapter has two primary purposes. The first is to address the question of whether the psychology community has a responsibility to promote and protect human rights and, if so, what this means for psychology and for psychologists in the context of an increasingly globalizing world. The second is to examine how psychological ethics can support human rights in psychology and help further the promotion of human rights for the benefit of humanity. The chapter opens with a brief history of the origins and development of psychological ethics and human rights, and the implications of these histories for their contemporary meanings. Then, using the Universal Declaration of Ethical Principles for Psychologists and the Universal Declaration of Human Rights as the primary references, the ways in which psychological ethics and human rights complement and differ from each other are examined. The chapter ends with a series of recommendations for the integration of human rights into psychological ethics and for psychology’s involvement in the protection and promotion of human rights. The recommendations emphasize the importance of enlightened globalization, as well as the importance of psychology and the human rights movement working together to serve humanity.

There are several key differences between the codes of ethics developed by the American Psychological Association and the Canadian Psychological Association. This paper tells the story behind the key differences between the U.S. and Canada codes. It starts with an introduction to the two countries and a brief history of what led up to the American Psychological Association's (APA) decision to develop the world's first ethics code for psychologists. This is followed by a description of the development process used by APA, and the reasons why the Canadian Psychological Association (CPA) originally adopted the APA code but subsequently chose to develop its own "made-in-Canada" code of ethics. The key differences of the CPA code, the cultural, legal, and philosophical contexts that help explain the rationale for those differences, and why the differences have been maintained are discussed. In particular, attention is given to the CPA code's strong focus on: (a) the concept of a contract with society; (b) aspiration vs. enforcement; (c) ethical reasoning and decision making; and (d) organizing standards around ethical principles.

Social work programs in Canada teach emerging generalist practitioners about the consequences of oppression in the lives of the clients they work with. More emphasis within social work education could be placed on practical ways of contextualizing forms of oppression as each relates specifically to practice. The following provides a description of the oppression of ‘ableism’, and offers an applied training module to help prepare generalist social workers (i.e. current students or direct practitioners) to work with issues of disability as they emerge in their direct practice with clients. The training module helps to facilitate learning specific to the leading theoretical discussions and the social context of disability within society. Through these discussions students might then become more aware of their role as practitioners in challenging the oppression of ‘ableism’, rather than maintain outdated modes of service delivery and intervention with those people disabled by the social environment.

A marketing department is a team of people, all having different functions, who work together to create a favorable climate for a product. In developing the marketing plan and strategy, it is important first to determine whether there is a natural audience or market for the book, as well as any secondary markets. A typical marketing budget at a general trade publishing house is equal to 20 percent of the company's net sales dollars. Once the planning stage is done, marketing people sit down to work out specific details of the promotion for each book. The purpose of consumer advertising obviously is to let consumers know that editor's book exists and to convince them that they need it. An advertising campaign for a trade book usually starts with an announcement in Publishers Weekly to alert booksellers that the publisher is behind a particular book. Announcement catalogs are published two or three times a year, depending on the company's publishing span.

Using the Universal Declaration of Ethical Principles for Psychologists as an ethical framework, some of the major successes, challenges and needs that psychology has regarding its responsibilities to society in the area of end-of-life decision making and active euthanasia are outlined in this paper. Four particular responsibilities are highlighted: (a) increase professional and scientific knowledge; (b) use psychological knowledge for beneficial purposes; (c) adequately train its members: and (d) encourage beneficial social structures and policies. For each responsibility, some of the major societal-level ethical issues and current needs discussed in the literature are identified, as well as ways that psychology has contributed to dealing with those issues and needs. In conclusion, several recommendations are offered regarding ways in which psychologists and psychology could increase its contribution.

Over the past several decades, modern psychology has come a long way in its ethics journey. In this article, by looking at various time periods between the mid-19th century and the present, I provide an overview and personal reflections on some of the major events and changes in thinking that have occurred during this journey, as well as outline some of the ethical challenges I think we can expect in the immediate future. The role of local and world events are explored, along with the role of scandals, community concerns, legal developments regarding regulation, globalization, and changes in thinking about ethical decision making and about rules versus aspirational ethics. Particular emphasis is given to the national as well as the international scenes, including the contributions of the Canadian Psychological Association, the Canadian Code of Ethics for Psychologists, and the Universal Declaration of Ethical Principles for Psychologists.

With the rapid pace of globalization, psychologists internationally are experiencing complex ethical challenges. This paper explores the history and evolution of ethics and multiculturalism and their effect on the development of supervision practices for psychologists in the United States and Canada. Themes include the importance of harmonizing existing ethical rules or standards with professional ideals when responding to cultural diversity; (a) integrating different social contexts and worldviews of client, supervisee/therapist, and supervisor, and (b) responding in a manner that reflects enlightened rather than unilateral globalization-all within the power differential implicit in supervision. Historical and cultural context; (a) international perspectives, ethical guidelines, and codes, (b) evolving supervision guidelines, and (c) developments toward positive solutions are outlined. Recommendations for the future are formulated regarding graduate student/supervisee training, supervisor training, continuing education, and the development of ethical guidelines for supervision.

AbstractIn this chapter, a review is provided of the efforts and methods used by professions, from the time of the ancient world to the present, to articulate their ethical principles and values to guide members of the professions. The evolution of the concepts of respect for persons, doing good and avoiding harm, truth-telling, and responsibility to society are traced across time, cultures, and professions. The purpose and role of ethics codes also are described, demonstrating the influence of culture, politics, and historical events. In addition, the history (since the mid-20th century ce) of the development of modern-day codes of ethics for psychologists is outlined, including the possible impact of the Universal Declaration of Ethical Principles for Psychologists on this development.

In this article, the evolution of the Canadian Code of Ethics for Psychologists (the Code) from its first adoption in 1986 to its third edition in 2000 is traced, and possible changes to the next edition of the Code are explored. Several characteristics maintained over all three editions of the Code are identified as its core. Clarifications that have been made to some of these core characteristics are outlined, including articulation of the concept of a "contract with society," clarification of the legitimate use of personal conscience, additional steps in the ethical decision making process, and more detailed explanations in the Values Statements. Reasons for changes to standards are identified as primarily related to changes in society that have resulted in changes to the expectations and work of psychologists, as well as to the ongoing dialogue within the psychology and broader communities regarding ethical issues and challenges. Five tables outline the substantive changes made to the Code over the years. The author also presents some initial results from the current process of review of the 2000 Code.

Psychologists' codes of ethics are constructed in dialogue. Through responsive and deliberative dialogues, concerns and aspirations have been articulated into the ethical principles and standards that psychologists adopt for their professional self-regulation. This article traces how such dialogues featured in developing the earliest, through to the present, Canadian Code of Ethics for Psychologists. The history of these dialogues shows psychologists responding to emerging concerns with ethical standards, and sometimes revisions to them, relevant to their practice. The experiences of two participants at the center of these dialogues are recounted, as are their present efforts to extend discussions of ethical principles into the international arena. Constructivist psychologists are encouraged to join the ongoing dialogues on ethics that shape their practice.

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.Do Canadian psychologists have a unique approach to ethics? The Canadian Code of Ethics for Psychologists was first adopted by the Canadian Psychological Association (CPA) in 1986, with a revised version adopted in 1991. Over the past decade, the Code and several of its features seem to have caught the interest of other disciplines and the international community of psychologists (e.g., Biersdorff, 1996; Booth, 1996; Lindsay, 1996; MacFarlane, 1996; Rush, 1994): This article outlines and discusses nine features that, in the experience of the author, seem to be viewed as unique and to have generated the most interest and comment.First: Setting Objectives Based on a Critical Analysis of the International and Interdisciplinary Literature on Codes of EthicsThe CPA's early decisions about the development of a Canadian code of ethics, including decisions to adopt various versions of the American Psychological Association's (APA) code, are discussed in detail elsewhere (Sinclair, 1993; Sinclair, Poizner, Gilmour-Barrett, & Randall, 1987; Sinclair, Simon, & Pettifor, 1996). Although CPA archival records indicate that discussions about a made-in-Canada code began soon after the Second World War (Dunbar, 1992), these discussions did not lead to a successful outcome until 1986. Several factors appear to have contributed to this delay. One major problem was that, during its early years, Canadian psychologists numbered only a few hundred. Another problem was that Canada is a land mass of about 8000 kilometres from coast-to-coast. As a result, it was difficult to find sufficient resources to bring Canadian psychologists together frequently enough to carry out the work needed. In addition, the APA had produced a code that was well respected internationally (Bloom, 1964; Bondy, 1959; Pacaud, 1954) and seen by Canadian psychologists to be relevant to Canadian psychology. Although there was evidence of periodic discontent by CPA members with the APA code, it was not until the 1979 revision that the discontent became serious and the development of a Canadian code of ethics began in earnest (Sinclair et al., 1996).One advantage of the CPA's development of a code of ethics later than many other groups was that an extensive literature had developed on the purposes, strengths, and weaknesses of such codes. Based on a critical analysis of this literature (Sinclair et al, 1987), the CPA set four objectives for its new code of ethics: 1. To be conceptually cohesive and thereby a more effective educational tool. 2. To be more inclusive of recently developed areas of practice. 3 To give more explicit guidelines for action when ethical principles are in conflict. 4. To reflect explicitly the most useful decision rules (ethical principles) for ethical decision making.The first objective was connected to one of the most frequently cited purposes of ethics codes; namely, to socialize new members into the values and norms of a discipline. …

The complex, multifaceted process of psychology regulation in the United States and in Canada gets a comprehensive treatment in this much-needed resource volume. Both present and future psychologists will increase their understanding, awareness, and appreciation of the profession, including its historical and legal contexts; its standards for education and training, credentialing, and discipline; and the ways in which practitioners can avoid common problems and maintain professional conduct in daily practice. Psychologists at all levels will increase their understanding of the rationale and methodology of psychology regulation and will heighten their awareness of common areas of professional misconduct. Chapters deconstruct and compare the codes of professional conduct while providing an extensive review of laws and regulations affecting practice and of the enforcement of codes of conduct. An exhaustive chronology of the profession of psychology and its training models provides an historical context and deeper insight into the ways in which today's psychology evolved. The text presents a strategy for self-assessment which will increase practitioners' self-awareness of ethical behavior.