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 1948, in the aftermath of WWII, and before the development of ethics codes in psychology, the United Nations adopted the Universal Declaration of Human Rights to protect people of all nations from harm. In 2008, 60 years later, in an increasingly globalized world, the International Union of Psychological Science and the International Association of Applied Psychology adopted the Universal Declaration of Ethical Principles for Psychologists. This latter declaration commits psychologists world-wide to be guided by fundamental ethical principles of respect and caring in all of psychology's interactions with persons and peoples. This chapter demonstrates how fundamental human rights in the world and ethical principles in psychology were each recognized through a universal declaration, how the approach to building a better world has evolved over time, and how the two universal declarations complement and strengthen each other in meeting today's global challenges for achieving freedom, justice, and peace in the world.

AbstractAs the world becomes globalized, psychologists more frequently encounter ethical dilemmas based on differences in worldviews. Enlightened globalization may lead to greater harmony, while unilateral globalization by dominant cultures will not. This chapter presents practical examples for psychologists of culture-based ethical dilemmas around such themes as respect, competency, professional boundaries, the status of women, the law, and social justice. Today, psychologists and counselors may come from different cultures, train in different countries, and practice with a diversity of clients and in a diversity of locations. When cultural beliefs appear to clash with ethical rules of conduct, ethical decision making must focus on the well-being of clients individually and collectively. Respect and caring for clients takes priority over Western concepts of rule-compliance. The vignettes of ethical dilemmas illustrate some of the complexities of working across cultures. Psychologists are urged to support an enlightened globalization.

The Encyclopedia of Applied Ethics presents short articles on a wide range of topics related to ethics. The second edition (2012) includes issues that have become more significant since the first edition was published in 1998. The articles generally include historical roots, theories, current status, unresolved issues, and considerations for the future. Professional ethics as a subheading of Applied Ethics is not covered sufficiently to guide busy practitioners to resolve ethical dilemmas that they encounter in practice.

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.

Jean L. Pettifor University of Calgary Alfred Allan Edith Cowan University Fred Seymour University of Auckland Ann D. Watts Psychological Society of South Africa, Capetown, South Africa Andrea Ferrero San Luis University Laura Hernandez-Guzman Universidad Nacional Autonoma de Mexico An-Magritt Aanonson and Torleiv Odland Norsk Psykologforening Yesim Korkut Bahcesehir University Kenneth Pope Norwalk, Connecticut In this article, eight psychologists from different parts of the world (Argentina, Australia, Mexico, New Zealand, Norway, South Africa, Turkey, and the United States) comment on the international significance of the Canadian Code of Ethics for Psychologists. The most common themes expressed about the Canadian Code were the value of the foundational moral framework, the value-based ethical decision-making model, the positive aspirational focus, and the conceptual clarity. The Code that was developed nationally for Canadian psychologists 25 years ago is now acclaimed internationally. In a troubled and globalizing world, the need for strong worldwide humanizing ethical principles has never been greater. Keywords: CPA Code, international, psychology Work on the development of the Canadian Code of Ethics for Psychologists (Canadian Psychological Association, 1986, 1991, 2000) was motivated by a need to serve Canadian psychologists. By the late 1980s to the mid 1990s, through publications and presentations at international conferences, many psychology organisations outside Canada (and sometimes members of other professions) became aware of the then-new Canadian Code. Those in the process of developing or revising their own codes began to consider and evaluate the Code as part of that process. In a 1998 Special Issue of Canadian Psychology regarding the Code, comments by psychologists from the following countries were included: the European Federation of Psychologists' Associations, Geoff Lindsay; Ireland, Richard Booth: New Zealand, Brian Dixon; and South Africa, Doug Wassenaar. Today, entering the second decade of the 21st Century, not only has the Code received continuing international attention and acclaim, but new ethical issues on the world stage have surfaced. Such issues range from questions about the use of computer technology to the consequences of internationalization and globalization. In the current Special Issue, commentaries by psychologists from around the globe have again been included, each reflecting on the significance of the Canadian Code on psychologists' ability to meet these new ethical challenges. Several themes appear throughout the following commentaries. First, the most valued contribution of the Canadian Code appears to be the formulation of an explicit moral framework or foundation of ethical principles that are defined separately but linked to specific conduct and behaviours. The second theme seems to be the delineation in the Code of a process for value-based decisionmaking in contrast to an emphasis on complying only with rules about what psychologists must or must not do. It is recognised that rules cannot cover all possible situations, and especially cannot be used to negotiate solutions to dilemmas. The third valued contribution is the emphasis in the Code on positive aspirations rather than on the bottom line for acceptable behaviour. Fourth is the conceptual clarity, user-friendly language, and practical approach, which are thought to enhance the effectiveness of teaching, supervising, and learning ethics and ethical decision-making. References Canadian Psychological Association. (1986). A Canadian code of ethics for psychologists. Ottawa, ON, Canada: Author. Canadian Psychological Association. (1991). Canadian code of ethics for psychologists. Ottawa, ON, Canada: Author. Canadian Psychological Association. …

Psychologists live in a globalizing world where traditional boundaries are fading and, therefore, increasingly work with persons from diverse cultural backgrounds. The Universal Declaration of Ethical Principles for Psychologists provides a moral framework of universally acceptable ethical principles based on shared human values across cultures. The application of its moral framework in developing codes of ethics and reviewing current codes may help psychologists to respond ethically in a rapidly changing world. In this article, a model is presented to demonstrate how to use the Universal Declaration as a guide for creating or reviewing a code of ethics. This model may assist psychologists in various parts of the world in establishing codes of ethics that will promote global understanding and cooperation while respecting cultural differences. The article describes the steps involved in the application of the model and provides concrete examples as well as several useful comments and suggestions. This guide for the application of the Universal Declaration may also be used for consultation, education, and training relative to the Universal Declaration of Ethical Principles for Psychologists.

It is some 60 years since psychology organizations began developing professional codes of ethics, and for many national bodies it has been much a more recent development. Three events seemed to merge in time to highlight a need for defining what is ethical behaviour, that is, for distinguishing between what is right and good in professional relationships as opposed to what is wrong and bad.

This article provided a brief history of the development of codes of ethics for psychologists and the desire for a universal code. It reviewed recent studies on ethical dilemmas reported by psychologists in nine primarily Western countries: United States, United Kingdom, Norway, Finland, Canada, Sweden, New Zealand, South Africa, and Mexico. The Pope and Vetter (1992) model was used to ask psychologists for an ethically troubling incident encountered over the previous year. The combined data of a total of 2698 responses revealed that issues of confidentiality followed by dual relationships were the most frequent. There was considerable agreement on the nature of ethical dilemmas in the countries represented. There are limitations in reviewing studies based on reports in the public arena without access to the original data. Sample sizes were small and it is not known to what extent there was a lack of standardization in the methodology and analysis of responses. However, these studies were of practical value in (a) addressing issues within each country (e.g., revising codes of ethics, identifying needs for education in ethics, and identifying the need for more specific guidelines), (b) indicating similarities across reporting countries, and (c) noting that country‐specific differences appear to relate more to working conditions and nature of clientele than to differences in cultural values and beliefs. The relevance for initiatives to develop a universal declaration of ethical principles for psychologists is limited by the absence of representation from non‐Western and aboriginal cultures.

This article presents an analysis of two sets of Canadian guidelines for therapy and counselling with women, one that was adopted by the Canadian Psychological Association (CPA) in 1980 and a new version that has just been developed. It shows how the issues and the context of Canadian feminist psychology have, and have not, changed in the intervening years. Although Canadian women have made some substantive gains within psychology and more generally, many systemic gender inequities remain. While the 1980 guidelines arose from a broad-based demand within the feminist community, the new guidelines were a response to a routine policy review by CPA. A primary goal of the 1980 guidelines was to challenge stereotypic assumptions about women. The current guidelines give practitioners direction about how to provide non-sexist therapy that is informed and recognizes the complex and diverse contexts of Canadian women's lives.

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.

Globalization is a dominant issue in all aspects of business and professional activities in the 21stCentury. The International School Psychology Association and the International Test Commission have adopted ethics and competency guidelines to raise the standards of practice for their members. Other international organizations are doing likewise. Challenges exist in accommodating values related to the individualism, democracy, secularism, science, and wealth of western societies with the collectivism, authoritarianism, theocracy, folklore, and scarcity of resources of many developing countries. The first approach may be to acknowledge values based on common humanity rather than to define culturally specific behaviours. Vignettes are provided against which school psychologists may evaluate the utility of current ethical guidelines.

The author selects from her 60 years of personal experiences examples of conflicting views within the profession of psychology on the means of discovering and creating knowledge and truth. She presents vignettes of differences that occur within professional education, research, the regulation of the profession, and beliefs about diversity. Aspirational ethics, as in the Canadian Code of Ethics for Psychologists, is inspiring and unifying in using moral principles to bring together apparently divergent people and divergent views to serve our common humanity. Diversity can enrich. CPA's motto of "Advancing Psychology for All" is a commitment to place the welfare of society individually and collectively above self-interest.

The International Union of Psychological Science is searching for ethical principles that are universal for the discipline of psychology. Codes of ethics adopted by other international organizations are reviewed, as well as recent comparisons of psychology codes across national boundaries. Distinctions are made between declarations of human rights and professional codes of ethics, between ethical principles as overarching values and as rules of conduct, and between Euro-North American and non-Western cultural values. Organizations such as the United Nations and Amnesty International work for the elimination of abuses of human rights. Professional associations establish guidelines to promote the ethical behavior of their members. The hope for articulating universal ethical principles for psychologists is based on respect for our common humanity while still respecting the diversity of beliefs in different cultures.