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Psychological Ethics summary - literature and lectures
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  • Cours
  • Psychological Ethics
  • Établissement
  • Radboud Universiteit Nijmegen (RU)

This document contains a summary of all the lectures and literature needed for the exam. It does NOT include the guest lecture since that will not be a part of the exam. It uses a lot of bulletpoints and examples to make the information clear. I hope this helps you study for the exam!

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Infos sur le Document

  • 19 décembre 2024
  • 26
  • 2024/2025
  • Resume

Sujets

  • ethics
  • psychology
  • psychological
  • kant
  • utilitarianism
  • deontology
  • feminist ethics
  • care ethics
  • lectures
  • literature
  • jeremy bentham
  • john stuart mill
  • cultural acculturation
  • summary

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  • Radboud Universiteit Nijmegen (RU)
  • Psychologie
  • Psychological Ethics
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PSYCHOLOGICAL ETHICS

NEIL – ETHICS AND PSYCHOLOGY CHAPTER 3 & 4

Chapter 3: culture

This chapter emphasizes how cultural contexts shape ethical behavior and psychological
practices. It discusses various models cultural models and their implications for
understanding human behavior.

Cultural relativism: ethical standards and moral judgements are culturally bound. This
perspective challenges the notion of universal ethics, suggesting that what is considered
ethical in one culture may not hold the same weight to another culture.

Influence of cultural narratives: cultural narratives and myths influence individual and
collective behavior. They shape our understanding of right and wrong, impacting ethical-
decision making processes.

Case studies: collectivist cultures prioritize group harmony over individual rights. This
contrasts with individualistic cultures that emphasize personal autonomy.

Psychological models: traditional psychological models often overlook cultural factors. The
integration of cultural psychology into mainstream psychological practices is needed to
better understand ethical behavior across different societies.

Chapter 4: Nature

In this chapter the focus lies on the biological and neurobiological underpinnings of ethical
behavior, exploring the interplay between nature and nurture. Innate biological factors
influence ethical-decision making and moral reasoning.

Biological determinism: genetic and neurological factors significantly shape human
behavior, including ethical choices. There is critique on this concept because it oversimplifies
the complexities of human morality.

Neurological studies: neurological studies that investigate the brain’s role in ethical-decision
making like studies using fMRI technology. They reveal how different brain regions activate
during moral dilemmas, shedding light on the neurological basis of ethical reasoning.

Ethical arousal: emotional responses play a crucial role in ethical-decision making. Ethical
behavior is not solely a product of rational thought but is also influenced by emotional and
instinctual reactions.

Critique of reductionism: there’s critique on reductionist approaches that attempt to explain
ethics solely through biological or neurological lenses. It is important to consider the broader
social and cultural contexts in which ethical behavior occurs.

,TRAINING ETHICAL PSYHCOLOGISTS: AN ACCULTURATION MODEL – HANDELSMAN,
GOTTLIEB & KNAPP

This article discusses the complexities of training ethical psychologists through the lens of
acculturation. It shows the acculturation model of J.W. Berry (1980). This illustrates how
psychology students can adapt their ethical values while integrating new professional
standards.

Acculturation model: Berr’s model includes two dimensions leading to four strategies of
adaptation: assimilation, separation, integration and marginalization. It serves as a
framework for understanding how students navigate their cultural identities in relation to
the professional culture of psychology.

Cultural values in psychology: the culture of psychology is described as complex and
pluralistic, encompassing values such as scientific thinking, appreciation for the complexity
of behavior, lifelong learning, social justice and tolerance for diversity. These values help
define the distinct professional culture of psychology.

Educational approach
 The educational task is framed as helping students transition between their personal
and professional cultures. This approach mitigates indoctrination and respects
student’s personhood, allowing them to integrate their ethical identities actively.
Instructors are encouraged to view ethics positively, not merely as prohibitions but
as means to actualize student’s vision of being psychologists.
 The authors argue that teaching ethical codes and standards (like the APA Ethics
Code) alone may lead to superficial understanding of ethics, resulting in a separation
strategy where students where students feel disconnected from their ethical
identity. Instead, a deeper understanding of the principles behind these codes is
essential for meaningful ethical practice.

Acculturation strategies
 Cultural maintenance dimension: the desire to retain one’s original culture.
o Separation: high cultural maintenance and low contact and participation.
Individuals choose to maintain their original cultural identity and avoid
interaction with the new culture.
 This can hinder professional development.
o Integration: high cultural maintenance and high contact and participation.
Individuals retain important aspects of their heritage while also engaging with
and adopting elements of the new culture.
 This is the ideal strategy
 Contact and participation dimension: the desire to engage with the dominant
culture.
o Assimilation: low cultural maintenance and high contact and participation.
Individuals adopt the new culture and discard their original cultural identity.
 May lead to a focus on external symbols of competence (like degrees
and licenses) rather than a substantive understanding of ethics. It risks

, creating a false sense of competence and may result in legalistic
applications of ethical principles.
o Marginalization: low cultural maintenance and low contact and participation.
Individuals do not identify with either their original culture or the new
culture, leading to feelings of alienation.




Practical applications
 The authors suggest that trainees should write ethics biographies to reflect on their
ethical development and the influences of their backgrounds. This exercise can help
students understand their moral orientations and prepare them for real-world ethical
challenges.
 In practicum supervision, students face the practical application of their ethical
identities. Instructors should prepare them for potential dissonance between their
professional aspirations and real-life ethical challenges, promoting openness and
reflection.
 It is important to understand how personal values intersect with professional ethics,
advocating for a balance between maintaining personal integrity and adhering to
professional standards.

LECTURE 1

Metaethics
 Reflection on ethics itself.
 Foundations, concepts, assumptions.
 What defines ‘’good’’?

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