Ethics in Psychological Research PDF

PS219 RESEARCH METHODS IN PSYCHOLOGY Ethics in Psychological Research School of Psychology  LECTURE OUTLINE Introduction to Ethics: Broad approaches Ethics in psychology timeline Previous ethically dubious studies Ethical Gu...

PS219 RESEARCH METHODS IN PSYCHOLOGY Ethics in Psychological Research School of Psychology  LECTURE OUTLINE Introduction to Ethics: Broad approaches Ethics in psychology timeline Previous ethically dubious studies Ethical Guidelines School of Psychology  ETHICS IN PSYCHOLOGY The decision to undertake research rests upon a considered judgement by the individual psychologist about how best to contribute to psychological science and human welfare. Having made the decision to conduct research, the psychologist considers alternative directions in which research energies and resources may be invested. On the basis of this consideration, the psychologist carries out the investigation with respect and concern for the dignity and welfare of the people who participate and with cognizance of federal and state regulations and professional standards governing the conduct of research with human participants. Ethical Principles in the Conduct of Research with Human Participants (APA, 1990) School of Psychology TIMELINE OF PSYCHOLOGY ETHICS Nuremberg code – 1947 (specific to human experimentation) Tuskegee experiment (30s – 70s) First APA code of ethics drafted in 1953 NUREMBERG CODE  TUSKEGEE STUDY Tracked progression of syphilis in a group of African American men Authorities lied about purpose of study Denied best medical treatment for syphilis (penicillin available) Local doctors persuaded not to intervene medically President Clinton formally apologises in 1997 APA CODE OF ETHICS - 1953 170 pages, contributions from 2000+ psychologists Included a summary of principles for public Based on real-life ethical issues psychologists were dealing with Continuing to be redrafted, amended, improved APA CODE OF ETHICS – 2002 (UPDATED 2016) General principles: A: Beneficence and nonmalefience B: Fidelity and responsibility C: Integrity D: Justice E: Respect for people’s rights and dignity ETHICAL GUIDELINES When addressing an ethical risk what is the ethical issue? what is the harm? what is the probability of harm? is the harm/procedure avoidable? can you minimise the probability? can you minimise the harm? School of Psychology  ETHICAL GUIDELINES A number of ethical issues will be outlined that must be considered before you conduct a psychological study Ethical responsibility Welfare of Participants Special procedures or populations Legality and Institutional Approval Informed Consent The Use of Deception Confidentiality Debriefing School of Psychology  ETHICAL RESPONSIBILITY The psychological researcher must make a careful evaluation of the ethical acceptability of any study that they conduct If a researcher is unsure about any aspect of the study, then they must seek ethical advice (most research institutions have ethics boards that must sanction studies) A researcher must observe the strongest safeguards to protect the dignity and welfare of human participants School of Psychology  ETHICAL RESPONSIBILITY Thus, it is never an excuse for a researcher to suggest that they did not think that a study would be unethical. It is the researcher’s responsibility to ensure that the study is ethically acceptable Furthermore, the researcher is also responsible for the treatment of participants by collaborators, assistants, students, employees These other researchers are also under the same obligations Responsibility can therefore never be reduced by sharing (you take responsibility for this, and I’ll take… etc) School of Psychology  WELFARE OF PARTICIPANTS Researchers must protect the participants from physical or mental discomfort, harm or danger that may arise from the research procedures. If there is such a risk, then participants must be informed about it beforehand (e.g., images, procedures) Any procedures that are likely to cause harm are not used unless: Failure to use such procedures would expose the participant to greater harm There is a great potential benefit and full informed and voluntary consent is obtained from each participant School of Psychology  WELFARE OF PARTICIPANTS The participants should be informed of procedures for contacting the researcher within a reasonable time period following the study should stress, potential harm, or related questions or concerns arise Where a research procedure results in undesirable consequences for the individual participant, the researcher has the responsibility to remove or correct those consequences, including long term effects School of Psychology  SPECIAL PROCEDURES/POPULATIONS Researchers and assistants should only perform those tasks for which they have been appropriately trained and prepared For example, administering drugs or using therapeutic techniques requires special training For any special population under investigation or likely to be affected by research, researchers must consult those with expertise concerning that population For example, if a researcher wished to investigate schizophrenia, then they would be required to work under the supervision of a qualified expert (usually a clinical psychologist or psychiatrist) School of Psychology  LEGALITY/INSTITUTIONAL APPROVAL Researchers must plan and conduct their research in a manner consistent with the law Once again, ignorance is no excuse. If a researcher is concerned, then legal advice should be sought Researchers must obtain appropriate approval from their host institution prior to conducting research Accurate information regarding the research to be conducted must be provided Often, when obtaining institutional approval, most possible ethical issues will be highlighted. However, remember the ethical responsibility remains with the researcher School of Psychology  INFORMED CONSENT Using language that is reasonably understandable to participants, the researcher informs the participants: ✓ Of the nature of the research ✓ That they are free to participate or to decline to or withdraw at any time during the experiment (Milgram) ✓ Of the likely consequences of withdrawing (e.g., halfway through a drug/therapy study) ✓ Of any significant factors that may be expected to influence their willingness to participate (e.g., risks, discomfort, adverse effects, limitations to confidentiality) School of Psychology  INFORMED CONSENT When using students or subordinates as participants, special care should be taken to ensure that they feel able to withdraw if they wish If the participant cannot legally or practically give consent (e.g., children) Assent obtained An explanation must be provided Participant’s assent must be obtained Obtain appropriate permission from a legally authorized person Evidence of consent must be documented (critical!) School of Psychology  THE USE OF DECEPTION A researcher should not employ deception unless: Deception is justified by the study’s prospective scientific, educational or applied value There is no alternative but to use deception A researcher should never deceive a participant about significant aspects of the study that would affect their willingness to participate (e.g., physical risks, discomfort, unpleasant experiences) Any deception must be explained to participants as early as feasible, preferably at the end of their participation, but no later than the conclusion of the research School of Psychology  CONFIDENTIALITY Information obtained about a research participant is confidential unless otherwise agreed upon in advance. When the possibility exists that others may obtain access to such information, this possibility together with the plans for protecting confidentiality, is explained to the participant as part of the procedure for obtaining informed consent School of Psychology  DEBRIEFING At the conclusion of participation, participants should be fully informed of the goals, likely outcomes and contribution of the study Participants should be reminded that they can request to keep their data if they feel that they wish to withdraw their participation at this point. Researchers should also provide a prompt opportunity for participants to obtain appropriate information about the nature, results and conclusions of the study and attempt to remove any misconceptions that participants have School of Psychology  DEBRIEFING If scientific or humane values justify delaying or withholding any information about the study, researchers should take reasonable measures to reduce the risk of harm that such delay would cause Remember, the participants have helped you to do your research, so they are an integral part of your research School of Psychology  Exercise Charlotte wants to research the effect of labelling students (gifted vs. struggling) on their achievement in second year. She proposes that students in a local secondary school be divided into reading groups in which ability levels (as determined by previous test scores) are evenly mixed. One group will be told they are gifted readers, another group will be told that they are struggling readers, and a third group will be told nothing at all. Charlotte theorizes that by the end of the second- grade year, the students in the “gifted” level group will outperform those in the “struggling” group on the same reading test. Questions: What additional information might you want to know about the study in order to decide whether or not it should be approved? What are the benefits that might result from this research? What are the potential harms? If you were on an IRB reviewing this proposal, what would your recommendation be?