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Ethics and Deontology in Psychology

Code: P404     Acronym: EDP

Keywords
Classification Keyword
OFICIAL Social and Human Sciences

Instance: 2019/2020 - 1S Ícone do Moodle

Active? Yes
Web Page: http://moodle.up.pt/course/view.php?id=808
Responsible unit: Psychology
Course/CS Responsible: Integrated Master Psychology

Cycles of Study/Courses

Acronym No. of Students Study Plan Curricular Years Credits UCN Credits ECTS Contact hours Total Time
MIPSI 176 Official Curricular Structure 1 - 3 30 81

Teaching Staff - Responsibilities

Teacher Responsibility
Inês Maria Guimarães Nascimento

Teaching - Hours

Theoretical classes: 2,00
Type Teacher Classes Hour
Theoretical classes Totals 2 4,00
Inês Maria Guimarães Nascimento 4,00
Mais informaçõesLast updated on 2019-09-19.

Fields changed: Calculation formula of final grade, Métodos de ensino e atividades de aprendizagem, Componentes de Avaliação e Ocupação, Métodos de ensino e atividades de aprendizagem, Fórmula de cálculo da classificação final, Componentes de Avaliação e Ocupação, Fórmula de cálculo da classificação final, Métodos de ensino e atividades de aprendizagem, Componentes de Avaliação e Ocupação

Teaching language

Suitable for English-speaking students

Objectives

To make students able to:


1. Identify, recognize and critically reflect the politic, axiologic, ethic and deontological dimensions of psychology, as science and profession, emphasizing psychology professional practices.


2. Differentiate ethic and deontology as regulatory dimensions of the professional practice of psychology considering structures (principles) and processes (norms/rules).


3. Integrate the structuring ethic, axiologic and deontological elements of the psychologist professional culture.


4. Understand and critically appreciate normative documents of the psychologist profession, namely the Portuguese Psychologists' Ethics Code.


5. Mobilize ethic principles and values and deontological norms and rules in specific situations and contexts in which is performed the professional role of psychologist.


6. Recognize the importance of the things learned about ethics and deontology by applying it to/in the immediate context of their education as students of psychology.

Learning outcomes and competences

At the end of the curricular unit, students should be able to:


1. Identify, recognize and critically reflect the politic, axiologic, ethic and deontological dimensions of psychology, as science and profession, emphasizing psychology professional practices.


2. Differentiate ethic and deontology as regulatory dimensions of the professional practice of psychology considering structures (principles) and processes (norms/rules).


3. Integrate the structuring ethic, axiologic and deontological elements of the psychologist professional culture.


4. Understand and critically appreciate normative documents of the psychologist profession, namely the Portuguese Psychologists' Ethics Code, identifying from it, quality patterns of the psychology practice.


5. Mobilize ethic principles and values and deontological norms and rules in specific situations and contexts in which is performed the professional role of psychologist.


6. Recognize the importance of the things learned about ethics and deontology by applying it to/in the immediate context of their education as students of psychology

 

Working method

Presencial

Program

1. Philosophic and psychological frame of the ethical dimension of human action; clarification of “professional ethic” and “professional deontology” concepts; characterization of the psychologist profession.


2. Nature of the ethical and axiological compromises of the psychologist and of the interest conflicts; ethic, deontology, culture and politics in psychological intervention and research.


3. Defining groups of problems and population groups especially relevant to a reflexive learning about the ethic and deontologic skilled professional practice.


4. Ethic and deontologic implications of the psychologist profession organization and of its regulation and access.


5. Presentation and discussion of ethic-deontological problems/dilemmas associated to the professional practice of psychology and, more immediately, to situations relating to the students behavior during the training process in the academic environment.

Mandatory literature

Fernandes Luís 570; Conhecimento de si na sociedade do conhecimento. ISBN: 978-989-99751-3-2
Bersoff, D.; Ethical conflicts in Psychology (2nd Edition), Washington: American Psychological Association , 1999
Esteves, T., Ricou, M., Franco, A. , Campina, A. & Costa-Lobo, C.; Identidade da Psicologia:Revisão sistemática de uma década de literatura, 2017
Filipe Almeida, Ana Seixas, Paulo Gama, Paulo Peixoto; A fraude académica no ensino superior em Portugal, Imprensa da Universidade de Coimbra, 2015. ISBN: 978-989-26-1069-6
Fisher Celia B.; Decoding the ethics code. ISBN: ISBN 0-7619-2619-4
Francis, R., D.; Ética para psicólogos, Lisboa: Instituto Piaget, 2004
Ordem dos Psicólogos Portugueses ; Código deontológico, Ordem dos Psicólogos Portugueses , 2011
O.Donohue William ed.; Handbook of professional ethics for psychologists. ISBN: ISBN 0-7619-1189-8
Ricou, M.; Ética e Psicologia: Uma prática integrada, , Coimbra: Gráfica de Coimbra, 2004
Miguel Ricou; Ética e Deontologia no Exercício Profissional da Psicologia, OPP, 2014

Complementary Bibliography

American Psychological Association ; Ethical Principles of Psychologists and Code of Conduct, American Psychological Association , 2002
Bhola, P. , Sinha, A., Sonkar, S. & Raguram, A.; Ethical Dilemmas experienced by clinical psychology trainee therapists, 2015
Federação Europeia de Associações de Psicólogos; Código geral de ética para psicólogos. , Federação Europeia de Associações de Psicólogos, 1995
Lowman, Rodney L. (Ed). ; The ethical practice of psychology in organizations., APA, 1998
Mendes, S. A., Nascimento, I., Abreu Lima, I.M.P. & Almeida, L. S.; A study of the ethical dilemmas experienced by school psychologists in Portugal, 2015
Prilleltensky, I. ; The Morals and Politics of Psychology: Psychological Discourse and the Status Quo , State University of New York Press, 1994
Rangi, S. & Stoffel, D. (UNESCO); Ethics assessment in different fields- Psychology, 2015
Sequeira, J.; Universidade, Ciência e Sociedade: desafios e fronteiras éticas. , 2014
Taborda, M. (Coord.); Ética em Psiquiatria, Ordem dos Médicos: Colégio de Psiquiatria, 1992

Comments from the literature

More specific references may be find in the page of the CU in Moodle.

Teaching methods and learning activities

This will be followed by exercises of reflection and discussion of ethical dilemmas centered on the practice of intervention and psychological investigation in the different domains and contexts of professional practice of psychologists.

A set of vignettes containing ethical dilemmas will be made available by the professor, and distributed to students who must submit to ethical reasoning outside the time of face-to-face contact.

Each student will explore two dilemmas and will be asked to (1) prepare, individually, him/herself to discuss one of the dilemmas with the professor and peers in one-hour plenary sessions held in class with groups of 10 students; (2) perform, in small group (three students), a written work around the content of another dilemma (that students will have the opportunity to choose from those proposed by the teacher for this purpose) OR of a specific case, situation or context  of relationship / communication / human action identified and selected from the environment  OR of a personal lived experience (experiential activity), which can be commented from the point of view of the ethical issues involved.

Software

Não aplicável

keywords

Social sciences > Psychological sciences > Psychology

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation Weight (%)
Participação presencial 10,00
Trabalho escrito 70,00
Apresentação/discussão de um trabalho científico 20,00
Total: 100,00

Amount of time allocated to each course unit

designation Time (hours)
Estudo autónomo 31,00
Frequência das aulas 26,00
Trabalho escrito 12,00
Apresentação/discussão de um trabalho científico 2,00
Trabalho de campo 10,00
Total: 81,00

Eligibility for exams

Student's must achieve at least grade 10 in final grade.  Each student should be able to be assessed with respect to the two individual components of the distributed evaluation and must obtain a minimum grade of 8 in each one of them.

Calculation formula of final grade

Students’ final grade will be estimated considering the following components: 

1. Active participation in the session in which an ethical-deontological dilemma specific to the practice of psychological intervention /investigation will be discussed in small groups (20% - maximum of 4 points)

NOTE: Will only be evaluated in this component students who attend the sessions in which they were identified to discuss the dilemma with the colleagues/professor. In these classes there will be attendance control.


2. Assistance to other plenary sessions (up to a maximum of four) in addition to the one in which the student participates as an intervener in the discussion of the dilemma (10% - 0.5 points per session/ maximum of 2 points)

NOTE: Will only be evaluated in this component students who attend from one to four sessions in which they were not identified to discuss the dilemma with the colleagues/professor. In these classes there will be attendance control.

3. Quality of the written work developed by student trios. 

For this component, the weighting will be differentiated according to students’ choice regarding the object of the written work, as follows:

3.1. Students opting for the reflexive analysis/exploration of an ethical-deontological dilemma of psychological intervention / research practice or for the reflexive analysis/exploration of a stimulus selected from the environment: 70% - maximum of 14 points.

3.2. Students opting for reflective analysis / exploration of the experience associated with experiential activity (field work): 60% - maximum of 12 points.

4. Optional involvement in an experiential activity (field work). Students who choose to perform this activity will have 2 guaranteed values ​​in the final grade (10%).



All grades will be expressed on a scale from 0 to 20.

Examinations or Special Assignments

Non applicable

Special assessment (TE, DA, ...)

Students in this condition are subject to the same plan of ativities plan, assessement and grade improvement system of the other students. 

NOTE: Students with TE status must contact the professor in person in the first semester class even if applications for equivalence are still pending.

Classification improvement

For final grade improvement or for 2nd chance evaluation, students should develop a writen individual work about a particular subject to be defined by the professor, from
which it will be assigned to the student a new global grade. 

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