Authors: Joshua Parmley, Acacia Overono
Mentors: Acacia Overono
Insitution: Utah Valley University
Since its founding over a century ago, the American Psychological Association has adopted several distinct roles in its ongoing pursuit of legitimacy, stability, and growth for the field of psychology. Two of its most important roles include the establishment and enforcement of an ethics code and the standardization and development of undergraduate education. These two goals are related; the best way to uphold an ethics code is to ingrain that code into future researchers and practitioners. The APA Guidelines for the Undergraduate Psychology Major 3.0, which lists the APA’s ideal learning objectives for undergraduate programs, attempts to do just that. In its section on ethics training, it places a great degree of responsibility on undergraduate programs to prepare students for a world of bad actors, exploitative systems, and ethical grey areas. To achieve this, the document recognizes that students must develop an ethical skill or proficiency, not just a knowledge of the codes and principles. Unfortunately, Guidelines recommendations for achieving that goal quickly become clouded, as the document wrestles with the various concerns about teaching ethics. Primarily, the Guidelines section on ethics seems conflicted about whether instructors should give students historical examples of psychologists and psychology systems engaging in unethical behavior The Guidelines expresses the concern that presenting students with examples of ethical failures by psychologists will distract students from the learning outcomes or lead them to view the field negatively and abandon it altogether. Accordingly, the APA tentatively recommends that negative examples be shared cautiously, alongside examples of the positive achievements of the field and ethical systems in place. Are the APA’s fears that blunt ethics courses could turn students away from the major valid? Or do the Guidelines recommendations put too little faith in their instructors and students? This study seeks to examine the validity of the APA’s concerns and the efficacy of their recommendations.
One hundred and fifty Intro to Psychology students will be divided into three groups. Each group will be instructed in the principles of the APA ethics code using a) no historical examples, b) a balance of negative and positive examples, or c) several negative examples. Participants will then take a survey that measures their ethical proficiency, their memory of the material, and their confidence in the field of psychology. Measurement of ethical proficiency will be adapted from APA measurement tools. We predict that the group instructed with several negative examples, without balancing positive examples, will result in greater measurements of ethical proficiency, better recall, and a slightly lowered level of confidence in the field. We predict this based on the idea that reviewing negative examples in the instructional material will provide students with a specific model of ethical decision-making.