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Ethics and Deontology in Psychology

Code: P404     Acronym: EDP

Keywords
Classification Keyword
OFICIAL Social and Human Sciences

Instance: 2020/2021 - 1S (since 04-10-2020 to 19-12-2020) 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 196 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 2020-10-09.

Fields changed: Teaching methods and learning activities, Fórmula de cálculo da classificação final, Bibliografia Obrigatória, Componentes de Avaliação e Ocupação, Obtenção de frequência

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
Nascimento, I. & Neto, P. S.; Ensaios sobre Ética na investigação em Psicologia e em Educação , Legis, 2020

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

Guided learning, intervision and assisted self-study

 

Weekly Learning Activities: Specific focal themes; detailed guidelines; identification and provision of support resources; submission of individual products

 - Use of the Moodle platform in the management of learning activities

 - Continuous active communication between teacher and students (email and / or other means) for support and personalized feedback

- Scheduling of synchronous sessions at the time set for the CU, for intervison and feedback purposes

-  Class subdivision into time-lagged minor subgroups, if and when necessary

Software

Não aplicável

keywords

Social sciences > Psychological sciences > Psychology

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation Weight (%)
Trabalho escrito 60,00
Trabalho prático ou de projeto 40,00
Total: 100,00

Amount of time allocated to each course unit

designation Time (hours)
Estudo autónomo 35,00
Frequência das aulas 35,00
Trabalho escrito 11,00
Total: 81,00

Eligibility for exams

The evaluation of students will be carried out in a distributed way based on learning portfolios 

UC approval requires: 

1) accomplishment of, at least, 7 of the 10 proposed short learning activities (2/3) and submission of their related products according to the established deadlines 

2) obtaining a grade of not less than 10 in three of the brief learning activities that the student will specifically select for assessment 

3) obtaining a classification of not less than 10 values ​​in the final Learning Activity (Activity 10: to be done and submitted for assessment obligatorily by all students).

 

Calculation formula of final grade

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

 - Quality of  the products related to the three learning activities selected from the own portefolio by the student for the purpose of assessment: 20% weighting / each in the final grade (=60%)

- Quality of the product of the Learning Activity 10: 40% weighting in the final grade


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. 

Observations

Considering the operational recommendations for maintaining presential teaching and non-teaching activities, but in the impossibility of guaranteeing the presence of all the teaching activities of the 1st semester of 2020/2021 in the current pandemic context, due to the lack of physical facilities capable of accommodating with security the number of students in this cycle of studies, this UC will take place entirely at a distance, with synchronous moments, using telematic means.

 

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