In Foundations of Ethical Practice, Research, and Teaching in Psychology and Counseling, Kitchener and Anderson lay a conceptual foundation for thinking well about ethical problems. Whereas the first edition focused mainly on ethical reasoning and decision making, this new edition draws more explicitly on all components of James Rest's model of moral/ethical behavior, including moral/ethical sensitivity, moral/ethical decision making, moral/ethical motivation, and the ego strength to follow through on the decision. The book addresses five key principles of ethical decision making and includes updated sections on research, teaching and supervision, and practice. It discusses the relationship of the ethical principles and the model of ethical decision-making to professional ethical codes, while offering discussion questions, case scenarios, and activities to help the reader focus on ethical character and virtue. Foundations of Ethical Practice, Research, and Teaching in Psychology and Counseling gives psychologists, students, and trainees the tools they need to analyze their own ethical quandaries and take the right action.
The ethical dilemmas confronting psychologists in their various roles are becoming more numerous and more complex. Practitioners wondering whether to inform a client's partner of his HIV positive status, researchers trying to study child abuse while maintaining confidentiality, teachers or supervisors balancing their duty to students and their duty to the society in which the students will be credentialled--all find that formal codes of ethics and existing books do not and cannot address all their concerns and conflicts. Kitchener lays a conceptual foundation for thinking well about ethical problems. She introduces a model of decision making based on five underlying principles and illustrates the ways in which it can help psychologists faced with tough choices make ethically defensible decisions. Beyond principled decision making in accordance with codes and her model, she considers the importance of ethical character and outlines the development of five key virtues that support moral behavior. Among the thorniest issues she treats in depth are informed consent, confidentiality, both sexual and nonsexual multiple role relationships, competence, and social justice. Throughout, she begins with principles and then shows how they are applied in clinical, educational, and scientific contexts. She illuminates her discussion with vivid case examples that reflect her own rich experience and understanding. Foundations of Ethical Practice, Research, and Teaching in Psychology gives psychologists, students, and trainees the tools they need to analyze their own ethical quandaries and take right action.
This book provides an introduction to the general landscape of group counseling by way of the idea that learning to be an effective group member is essential to becoming a group leader. Interactive scenarios place the reader right into the group, providing insights into the challenges and opportunities of participation. Each chapter explores a different stage of group work and concludes with useful suggestions and tips for having a successful experience. Throughout the book, an emphasis is placed on member development and personal growth being achieved through self-awareness, interpersonal.
A guide to innovative mental health education is urgently needed. Despite the hundreds of programs in existence for training students in counseling, human service, social work, and psychology, teachers in such programs have relied on an informal network of information exchange to guide their teaching practice. Yet, constructivist and developmental theories now point to sound, innovative practices for teaching. This volume delineates those practices. Despite years of research on effective adult education, university teaching fails, in practice, to incorporate research-supported teaching principles. Current university instruction is still dominated by the teacher-as-authority. The teacher downloads information from the front of the class and expects students to regurgitate it in papers and on exams. The authors offer a different vision of classrooms that are characterized by the themes of meaning-making, collaboration, equality, and activity in the learning environment.
Faculty often worry that students can't or won't read critically, a foundational skill for success in academic and professional endeavors. "Critical reading" refers both to reading for academic purposes and reading for social engagement. This volume is based on collaborative, multidisciplinary research into how students read in first-year courses in subjects ranging from scientific literacy through composition. The authors discovered the good (students can read), the bad (students are not reading for social engagement), and the ugly (class assignments may be setting students up for failure) and they offer strategies that can better engage students and provide more meaningful reading experiences.
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