Go to:
Logótipo
Comuta visibilidade da coluna esquerda
Logótipo
Você está em: Start > LPSI104

Ethics and Deontology

Code: LPSI104     Acronym: ED

Keywords
Classification Keyword
OFICIAL Psychology

Instance: 2021/2022 - 2S

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

Cycles of Study/Courses

Acronym No. of Students Study Plan Curricular Years Credits UCN Credits ECTS Contact hours Total Time
PSIC 232 Official Curricular Structure 1 - 3 27 81

Teaching Staff - Responsibilities

Teacher Responsibility
Inês Maria Guimarães Nascimento

Teaching - Hours

Theoretical classes: 2,00
Type Teacher Classes Hour
Theoretical classes Totals 1 2,00
Inês Maria Guimarães Nascimento 2,00
Mais informaçõesLast updated on 2022-01-26.

Fields changed: Teaching methods and learning activities, Fórmula de cálculo da classificação final, Obtenção de frequência, Observações, Componentes de Avaliação e Ocupação, Componentes de Avaliação e Ocupação, Fórmula de cálculo da classificação final, Obtenção de frequência, Observações, Modo de trabalho, Métodos de ensino e atividades de aprendizagem

Teaching language

Suitable for English-speaking students

Objectives

To make students able to:


1. To understand the centrality and functions of Ethics as a mode of behavioral self-regulation in living, relating and working, relating, and working with/for Others

2. To recognize the importance of the ethic learnings by applying it to/in the immediate context of their training in Psychology for a culture of academic integrity

3. To identifie and critically reflect the politic, axiologic, ethic and deontological dimensions of psychology, both as science and profession

4. To distinguish ethic and deontology as regulatory dimensions of the psychology professional practice that, articulatly, constitute structural elements of the professional identity of psychologists

5. To know and and situationally applicate the main documental references for the profession of psychologist, namely the Code of Ethics of Portuguese Psychologists and specific guidelines


6. To mobilize ethical principles and deontological norms in critical thinking and ethical reasoning processes related to particular situations and contexts in Psychology


Learning outcomes and competences

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

1. To understand the centrality and functions of Ethics as a mode of behavioral self-regulation in living, relating and working, relating, and working with/for Others



2. To recognize the importance of the ethic learnings by applying it to/in the immediate context of their training in Psychology for a culture of academic integrity

3. To identifie and critically reflect the politic, axiologic, ethic and deontological dimensions of psychology, both as science and profession

4. To distinguish ethic and deontology as regulatory dimensions of the psychology professional practice that, articulatly, constitute structural elements of the professional identity of psychologists

5. To know and and situationally applicate the main documental references for the profession of psychologist, namely the Code of Ethics of Portuguese Psychologists and specific guidelines


6. To mobilize ethical principles and deontological norms in critical thinking and ethical reasoning processes related to particular situations and contexts in Psychology


Working method

Presencial

Program

1. Philosophical and psychological framework of the ethical dimension of human action. The regulatory infrastructure of human behavior - bases and motivations for choosing a mode of action. Ethical Function. General Ethics and Applied Ethics.

 2. Ethics and academic integrity. Academic Fraud - typologies and expressions. The Ethical Code of Academic Conduct of the University of Porto


3. Ethics and professional integrity. Characterization of the Psychologist profession: The object of Psychology and the professional identity. Ethical and deontological implications. Problems and publics especially relevant for a reflexive learning about the features of an ethically skilled professional practice


4. Code of Ethics of Portuguese Psychologists: structure and functions. Other guidelines and documents


5. The importance of critical thinking and ethical reasoning: Operative proposal for structuring ethical thinking/reasoning in more sensitive and/or complex situations of the psychological practice

Mandatory literature

Almeida, F., Seixas, A., Gama, P., Peixoto, P. & Esteves, D., (Coord.); Fraude e plágio na Universidade: A urgência de uma cultura de integridade no Ensino Superior. , Imprensa da Universidade de Coimbra. , 2016
Comissão de Ética da Universidade do Porto ; Código Ético de Conduta Académica, Porto: Universidade do Porto.
Esteves, T., Ricou, M., Franco, A. , Campina, A. & Costa-Lobo, C.; Identidade da Psicologia:Revisão sistemática de uma década de literatura, 2017
Fernandes Luís 570; Conhecimento de si na sociedade do conhecimento. ISBN: 978-989-99751-3-2
Knapp, S. J., VandeCreek, L. D. & Fingerhut, R. ; Practical Ethics for Psychologists: A Positive Approach (Third ed.), American Psychological Association, 2017
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
Ordem dos Psicólogos Portugueses ; Código deontológico, Ordem dos Psicólogos Portugueses , 2011
Ricou, M.; Ética e Psicologia: Uma prática integrada, , Coimbra: Gráfica de Coimbra, 2004
O.Donohue William ed.; Handbook of professional ethics for psychologists. ISBN: ISBN 0-7619-1189-8
Sternberg, R. J. ; A model for ethical reasoning. , Review of General Psychology, 16, 319-326, 2012

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
Bersoff, D.; Ethical conflicts in Psychology (2nd Edition), Washington: American Psychological Association , 1999
Fisher Celia B.; Decoding the ethics code. ISBN: ISBN 0-7619-2619-4
Francis, R., D.; Ética para psicólogos, Lisboa: Instituto Piaget, 2004

Comments from the literature

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

Teaching methods and learning activities

1st half of the semester: exploratory approach of the syllabus contents. Syncrounous sessions with interaction with students to have access and reconfigure their personal theories about the concepts analyzed.

 2nd half of the semester: resolution of ethical reasoning exercises –e.g., questions and ethical dilemmas of the psychological intervention/research practice in various domains, using the CDPP. 

End of the semester: deliver of all the products that take evidence of the learnings made in the Curricular Unit, in a portfolio format.


E-Learning basis in the CU:

- 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

- 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 20,00
Trabalho prático ou de projeto 60,00
Apresentação/discussão de um trabalho científico 20,00
Total: 100,00

Amount of time allocated to each course unit

designation Time (hours)
Estudo autónomo 22,00
Frequência das aulas 28,00
Trabalho escrito 5,00
Apresentação/discussão de um trabalho científico 6,00
Elaboração de projeto 20,00
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) The organization of an INDIVIDUAL learning portfolio containing the products of carrying out, at least, three of the proposed LA's

- 1 free choice LA (individual)


- 1 LA assigned by the teacher (pairs/trios) – presentation/discussion in the synchronous session of the results/conclusions/learnings from the assigned LA


- 1 mandatory and universal LA for all students (individual)


2) submission of the LA's related products in the established deadlines


3) obtaining a grade of not less than 10 in the three products that make up this portfolio




 

Calculation formula of final grade

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

- Quality of the products of the three LA's that are a minimum requirement for CU approval: 70% (20%; 20%; 30%) – max. 14 points

- Number and quality of products included in the individual learning portfolio corresponding to other LA's: 20% - max. 4 values

- Other products with which students may seek to enrich their individual learning portfolio: 10% - max. 2 values

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 Worker-Student (WS)E status must contact the professor in person in the first semester class even if applications for equivalence or for the formal recognition of the WS status 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

Givem the actual pandemic period, this CU will take place totally at distance, in an e-learning modality, exclusively with synchronous communication moments, using telematic means.

 

Recommend this page Top
Copyright 1996-2022 © Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto  I Terms and Conditions  I Acessibility  I Index A-Z  I Guest Book
Page created on: 2022-01-29 at 11:03:02