The Canadian Code of Ethics for Psychologists The structure of the

Transcription

The Canadian Code of Ethics
for Psychologists
CANADIAN PSYCHOLOGY’S
CONTRIBUTION TO THE DEVELOPMENT
OF A UNIVERSAL DECLARATION OF
ETHICAL PRINCIPLES
n
n
Janel Gauthier, Ph.D.
Chair of the Ad Hoc Joint Committee
for a Universal Declaration of Ethical Principles for Psychologis ts
General Assembly of the College of Psychologists of
Saskatchewan
Saskatoon, Saskatchewan
March 24, 2007
The Saskatchewan College of Psychologists
has adopted the Canadian Code of Ethics
for Psychologists.
One of the main features of this Code is
the organization of all ethical standards
around clearly identified ethical principles
and values.
1
2
The structure of the
Canadian Code of Ethics
Principle 1
Respect for the
dignity of persons
n
n
n
n
n
n
n
n
n
Values
Respect for general
rights
Non -discrimination
Informed consent
Free consent
Fair treatment/
Due process
Vulnerabilities
Privacy
Confidentiality
Extended r e s p.
Principle 2
Responsible caring
n
n
n
n
n
n
n
n
Values
General caring
Competence/self knowledge
Risk/B enefit
analysis
Maximize benefits
Minimize harm
Offset/Correct
harm
Care of animals
Extended r e s p.
Principle 3
Integrity in
Relationships
n
n
n
n
n
n
n
Values
Accuracy/ Honesty
Objectivity/Lack of
bias
Straightforwardness
/Openness
Avoidance of
incomplete
disclosure
Avoidance of
conflict of interest
Reliance on the
Discipline
Extended r e s p.
Something to be proud of as
Canadians
Principle 4
Responsibility
to society
n
Values
n
n
n
n
n
Development of
knowledge
Beneficial
activities
Respect for
society
Development of
society
Extended r e s p.
The idea of articulating ethical principles
as a moral framework or foundation for
more specific standards of behaviour is
increasingly adopted by other countries
and other disciplines.
3
4
The Canadian Code – A major
Canadian contribution
Today’s clientele and the
Canadian Code of Ethics
q A model for reviewing or developing codes for national
and international psychology organizations:
o
o
o
o
European Federation of Psychologists’ Associations (EFPA)
New Zealand
Ireland
Mexico
n
q A model for developing codes in other disciplines:
o The Canadian Coaching Association
o The Canadian Association for Music Therapy
o The Canadian Association of Rehabilitation Professionals
n
q A model for the development of a universal declaration of
ethical principles for psychologists.
5
© Janel Gauthier, 2007
As our clientele at home becomes more multicultural,
we must think more clearly how to ensure that our
professional services are provided with respect and
beneficence.
Questions
Does the Canadian Code of Ethics for Psychologists
provide adequate guidance to psychologists in
behaving respectfully and appropriately when engaged
in professional activities with multicultural clientele?
How universal are the principles and values underlying
the Canadian Code?
6
1
Goal
Outline
q To show that there is a meeting ground in
terms of respect, caring, integrity, and the
collective well-being of society. This will be
done by:
Ø Overview of structure and content of the
Universal Declaration of Ethical Principles
for Psychologists
Ø Why a universal declaration
Ø Comparative analyses and integration
Ø Consultation and responses of sponsors
Ø Meaning of the Declaration for Canadians
Ø Questions – comments – discussion
qExploring the commonalties in professional values
across countries, continents, and over time; and
qExploring the universality of the ethical principles
most commonly used in psychology to develop
codes of ethics.
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Universal Declaration of Ethical
Principles for Psychologists
THE DEVELOPMENT
OF A UNIVERSAL DECLARATION
OF ETHICAL PRINCIPLES
FOR PSYCHOLOGISTS
9
10
Structure of the
Draft Universal Declaration
n
n
The framework of the Universal
Declaration of Ethical Principles
Principle 1
Respect for the
dignity of all human
beings
It has a preamble followed by 4 sections, each
relating to a different ethical principle.
Each section includes:
n
A statement outlining the fundamental moral values
contained in the principle
n
n
n
n
Articles that relate directly to these moral values.
n
n
n
n
11
Values
Respect for the
dignity/worthiness
of persons/peoples
Non -discrimination
Informed consent
Free consent
Fair treatment/
Due process
Privacy
Confidentiality
Principle 2
Competent caring
for the well- being
of others
n
n
n
n
n
n
Values
Caring (health and
well- being)
Maximize benefits
Minimize harm
Offset/Correct
harm
Competence
(responsible caring)
Self -knowledge
Principle 3
Integrity
n
n
n
n
n
Values
Accuracy/ Honesty
Objectivity
(understanding/
managing biases)
Straightforwardness
/openness
Avoidance of
incomplete
disclosure
Avoidance of
Principle 4
Professional and
scientific responsib.
to society
n
n
n
Values
Development of
knowledge
Respect for
society
Duties to
society
12
2
PRINCIPLE I – Respect for the
Dignity of All Human Beings
PREAMBLE
n
n
n
n
Context of the Universal Declaration
(what it speaks to)
Objectives of the Universal Declaration
Description of the Universal Declaration
Contribution of the Declaration and its
meaning
Article 1
Psychologists recognize and respect the unique worth and inheren t dignity of all human
beings.
Article 2
Psychologists recognize and respect the diversity among human beings.
Article 3
Psychologists respect the customs and beliefs of cultures, limit ed only when a custom or
a belief seriously contravenes the principle of respect for the dignity of human beings or
causes serious harm to their well -being.
Article 4
Psychologists uphold the value of free and informed consent.
Article 5
Psychologists uphold the value of privacy of individuals, famili es, groups, and
communities.
Article 6
Psychologists uphold the value of confidentiality of personal information.
Article 7
Psychologists uphold the value of fairness and justice in the treatment of others.
13
PRINCIPLE II – Competent Caring for
the Well-Being of Others
Article 8
Psychologists demonstrate an active concern for the well-being of individuals, families, groups, and
communities.
Article 9
Psychologists uphold the value of taking care to do no harm to individuals, families, groups, and
communities.
Article 10
Psychologists uphold the value of maximizing benefits and minimizing potential harms to individuals,
families, groups, and communities.
Article 11
Psychologists uphold the value of taking responsibility for correcting or offsetting harmful effects that
have occurred as a result of their activities.
Article 12
Psychologists uphold the value of developing and maintaining competence.
Article 13
Psychologists uphold the value of self-knowledge regarding how their own values, attitudes,
experiences, and social context influence their actions, interpretations, choices, and
recommendations.
Article 14
Psychologists recognize and respect the ability of individuals, families, groups, and communities to
make decisions for themselves and to care for themselves and each other.
15
PRINCIPLE IV – Professional and
Scientific Responsibilities to Society
Article 20
Psychologists uphold the discipline’s responsibility to increase scientific and professional
knowledge in ways that promote the well -being of society and all its members, and that
are consistent with the other ethical requirements of this Declaration.
Article 21
Psychologists uphold the discipline’s responsibility to ensure t hat psychological
knowledge is used for beneficial purposes, and to protect such k nowledge from being
misused, used incompetently, or made useless by others.
Article 22
Psychologists uphold the discipline’s responsibility to conduct its affairs in ways that
promote the well- being of society and all its members, and that are consistent with the
other ethical requirements of this Declaration.
Article 23
Psychologists uphold the discipline’s responsibility to promote and maintain the highest
standards of the discipline.
Article 24
Psychologists uphold the discipline’s responsibility to ensure t hat members are
adequately trained in their ethical responsibilities and require d competencies.
Article 25
Psychologists uphold the discipline’s responsibility to develop its ethical awareness and
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sensitivity, and to be as self-correcting as possible.
14
PRINCIPLE III – Integrity
Article 15
Psychologists uphold the value of truthfulness, and honest, accurate and open
communications.
Article 16
Psychologists avoid incomplete disclosure of information unless complete disclosure is
culturally inappropriate, or violates the confidentiality of others, or carries the
potential to do serious harm to individuals, families, groups, or communities.
Article 17
Psychologists uphold the value of maximizing impartiality and mi nimizing biases.
Article 18
Psychologists uphold the value of not exploiting others for pers onal, professional, or
financial gain.
Article 19
Psychologists avoid conflicts of interest and declare them when such situations cannot
be avoided or are inappropriate to avoid.
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Why a Universal Declaration
n
n
There are tremendous variations in the form,
content, usefulness and rate of development of
codes of ethics in the world.
The development and the proclamation of a
Universal Declaration would provide a generic
set of moral principles to be used as a template
by psychology organizations worldwide to
develop or revise their ethical codes and
standards.
18
3
A Universal Declaration would
also provide…
n
n
n
NOT to be confounded with...
A universal standard against which the psychology
community worldwide can assess progress in the
ethical and moral relevancy of its codes of ethics;
A shared moral framework for representatives of
the psychology community to speak with a
collective voice on matters of ethical concern;
A common basis for psychology as a discipline to
evaluate alleged unethical behavior by its
members.
n
A worldwide code of
ethics or a code of
conduct that would be
agreed upon and
adhered to in all
countries.
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REMINDER
n
n
n
How it began…
Codes of conduct define the bottom lines of
professional conduct (i.e., what you must or
must not do)
Codes of ethics tend to be more aspirational,
articulating standards according to underlying
principles and values.
Declaration of ethical principles reflects the
principles and values that would be expected
of a code of ethics or a code of conduct.
n
n
Submission for a
symposium at the
IAAP Congress in
Singapore (2002)
Presentation of the
paper at the IAAP
Congress
n
n
The need to support,
facilitate and promote
the development of
ethics in the world was
discussed at the biennial
World Forum of
Psychology during the
ICAP in 2002.
Both IUPsyS and IAAP
recognized at the
meeting that something
had to be done.
21
Current members
In 2002…
n
n
The International Union of Psychological
Science (IUPsyS) approved a motion to create
a working group to develop a universal
declaration of ethical principles for
psychologists.
The initiative was to involve the IUPsyS and
the International Association of Applied
Psychology (IAAP) and, hopefully, the
International Association for Cross-Cultural
Psychology (IACCP).
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22
n
n
n
n
n
n
n
n
n
Janel Gauthier (Canada), Chair
Rubén Ardila (Colombia)
Nasrin Jazani (Iran)
Catherine Love (New Zealand)
Elizabeth Nair (Singapore)
Kwadzi Nyanungo (Zimbabwe)
Paul B. Pederson (United States)
Tuomo Tikkanen (Finland)
Kan Zhang (China)
24
4
Personal senior advisors
Sponsoring organizations
n
n
n
Dr. Jean Pettifor (Calgary, Canada)
Dr. Carole Sinclair (Toronto, Canada)
n
n
International Union of Psychological
Science
International Association of Applied
Psychology
International Association for CrossCultural Psychology
25
26
A challenging goal
Developing a framework
How to develop a framework
for a Universal Declaration of
Ethical Principles that could
work for everyone?
n
n
n
n
Comparison between codes of ethics in psychology to identify
commonalties in the ethical principles used to develop them.
Comparison across domains and throughout history to assess the
universality of the ethical principles used to develop codes of ethics
in psychology.
Integration of principles and values having the greatest
commonalty and universality into a framework.
Consultation by presenting the framework at international meetings
to gather comments and suggestions (e.g., symposia, focus -group
discussions).
27
28
Comparative analysis of codes
of ethics - Sample
Assessing commonalties
n
Review of some of the codes of ethics that identify
the ethical principles used to develop them:
n
n
n
n
n
n
n
n
n
n
n
n
American Psychological Association (APA)
Australian Psychological Society
Canadian Psychological Association (CPA)
Colegio de Psicólogos de Chile
European Federation of Psychologists Association
Federación de Psicólogos de la República Argentina
Finnish Psychological Association
New Zealand Psychological Society
Psychological Society of Ireland
Sociedad Colombiana de Psicología
Sociedad Mexicana de Psicología
South African Professional Board of Psychology
29
Ethical Principle
APA’s (2002)
CPA’s (2001)
EFPA’s (1995)
Respect for the dignity
and rights of persons
Principle E
Principle I
Principle 1
Responsible caring
(incl. in Princ . A)
Principle II
(incl. in Princ . 3)
Integrity in relationships
Principle C
Principles III
Principle 4
Responsibility to society
(incl. in Princ . B)
Principle IV
Principle 3
Beneficence and
nonmaleficence
Principle A
(incl. in Princ . II)
(incl. in Princ . 3)
Fidelity & responsibility
Principle B
(incl. in Princ . I V )
Principle 3
Justice
Principle D
(incl. in Princ . I)
(incl. in Princ . 1?)
Competence
(incl. in Princ . D )
(incl. in Princ . II)
Principle 2
30
5
Comparative analysis of codes
of ethics - Sample
Distilling a generic set of
ethical principles
Ethical Principle
Argentina (‘99) Chile (‘03)
Mexico (‘02)
Columbia (‘01)
Principle A
Articulo 1
Principle A
Capitulo 7
Responsible caring
nil
nil
Principle B
Capitulo 9
Integrity in relationships
Principle D
Articulo 4
Principle C
Capitulo 4
Principle E
Articulo 6
Principle D
Capitulo 6
Ø
Beneficence and
nonmaleficence
nil
nil
(incl. in Cap. 9)
Ø
Fidelity & responsibility
Principle C
Articulo 3
(incl. in Princ . D ) Capitulo 5
Justice
(incl. in Princ . A) (incl. in Art. 1) (incl. in Princ . A)
Competence
Principle B
Articulo 2
Ø
Ø
Ø
(incl. in Cap. 7)
Respect for the dignity and rights of
persons/peoples
Caring for others and concerns for
their welfare
Competence
Integrity
Responsibility to society (professional,
scientific)
Capitulo 3
31
32
Comparing codes of ethics and
the Universal Declaration of
Human Rights
Assessing universality
n
n
n
Review of internationally accepted documents
such as the Universal Declaration of Human
Rights to delineate the moral imperatives that
underlie them.
Review of codes of ethics in other disciplines
to identify the ethical principles used to
develop them (e.g., sports, martial arts).
Review historical documents to identify roots
of “modern” ethical principles.
The Universal Declaration recognizes...
n
Right to be treated as a person
n
Right to be appreciated primarily as a
person
Codes of Ethics recognize...
n
n
n
Right to non -discrimination
n
n
Right to justice
n
n
Right to freedom
n
n
Right to education, health and well being
n
As fundamental the principle of respect
for the dignity of person
That all persons have a right to have
their innate worth as human beings
appreciated.
As fundamental the right not to be
discriminated because of culture,
nationality, ethnicity, colour, race, etc.
That all persons have a right to fair
treatment and due process
As fundamental the right to selfdetermination and autonomy
As fundamental the principle of caring
for others and being concerned for their
welfare
33
Comparing codes of ethics and
the Universal Declaration of
Human Rights (cont’d)
n
Right to protection, security and social
order
n
n
Right to privacy
n
n
Right to free and full consent
n
n
Duties to the community
n
n
Respect for fundamental human rights
and freedoms
Sports and Martial Arts
Codes of Ethics recognize...
The Universal Declaration recognizes...
n
n
As fundamental the right to informed
consent and the principle of
responsible and competent caring
n
As fundamental the right to privacy
and confidentiality
n
As fundamental the right to free and
full consent
As fundamental the principle of
professional and scientific
responsibility to society
n
As fundamental the principle of
respects for human rights
n
35
34
The Code of Ethics of the Canadian
Professional Coaches Association
United States Olympic Committee Coaching
Ethics Code
The Code of Ethics of the National Coaching
Association (UK)
The Code of Ethics of the United States
Martial Arts Federation
The Code of Bushido
36
6
Comparative analysis of codes of
ethics across domains
Psychology
Coaching
n
Integrity
n
Responsible coaching
n
Integrity
n
n
n
Competence
n
Competence
n
n
Concerns for others’
welfare
n
Social responsibility
n
n
n
n
Caring for others concerns for their
n
welfare
Principle 1
Respect for the
dignity and rights of
persons/peoples
Martial Arts/Bushido
of participants
n
Emerging framework
n
n
Humility
Justice
n
Courage
Benevolence
Self -control
Respect/sensitivity
toward others
Truthfulness
Honour
Loyalty
n
Devotion to others
n
n
Respect for the
dignity/worthiness
of persons/peoples
n
Non -discrimination
n
Informed consent
n
Free consent
n
n
n
Principle 2
Caring for others
and concerns for
their welfare
n
n
n
Fair treatment/
Due process
n
Caring (health
and wellbeing)
Maximize
benefits
Minimize harm
Offset/Correct
harm
Principle 3
Competence
n
n
Competence
(responsible
caring)
Self knowledge
(responsible
caring)
n
n
n
n
n
n
n
Values
Respect for the
dignity/worthiness
of persons/peoples
Non -discrimination
Informed consent
Free consent
Fair treatment/
Due process
Privacy
Confidentiality
n
n
n
n
n
n
Values
Caring (health and
well- being)
Maximize benefits
Minimize harm
Offset/Correct
harm
Competence
Self -knowledge
Principle 3
Integrity
n
n
n
n
n
Values
Accuracy/ Honesty
Objectivity
(understanding/
managing biases)
Straightforwardness
/openness
Avoidance of
incomplete
disclosure
Avoidance of
n
n
n
Accuracy/
n
Honesty
Objectivity n
(understand/
managing of
biases
n
Straightforwa
rdness/open
ness
Avoidance of
incomplete
disclosure
Avoidance of
conflict of
interest
Principle 4
Professional and
scientific responsib.
to society
Values
Development of
knowledge
Respect for
society
Duties to
society
n
n
n
Principle 1
Respect for the
dignity
Doc/Code
Principle 2
Competent
caring
Principle 3
Integrity
Code of Hammurabi nDifferent fees
nPunishment if
(Babylon, circa
depending on social someone is harmed
1795 – 1750 BC)
status (worth).*
or dies
Tracing the historical roots of
ethical principles in framework
Principle 1
Respect for the
dignity
Hippocratic Oath
(Greece, circa 400
BC)
Hebrew Oath of
Asapah the
Physician
(Unknown, circa
200 – 600 AD)
Rules apply to all
patients, whether
free man or slave
n“Do not
divulge…in the
belief that all such
things should be
kept secret.”
n
“Do not divulge
the secret of a man
who has trusted
you.”
n
Principle 2
Competent
caring
Try to be of
benefit, but at least
do no harm
nStay within limits
of competence
Principle 3
Integrity
“Conceal most
things from the
patient” (to avoid
patient becoming
worse).*
nNo sexual
involvement,
whether with free
man or slave
n“Do not attempt to
n“Do not say of
kill by means of a
good – it is bad;
potion of herbs.”
nor of bad – it is
good.”
n
n
Principle 4
Responsibility to
society
“Stand free from
any voluntary
criminal action.”
n
41
Development
of knowledge
Respect for
society
Duties to
society
Ayurvedic
n“No person hated
Instruction (India,
by the king” to be
circa 300 – 500 BC) treated.*
nPermission to
enter house needed
nHousehold events
to be kept
confidential
Principle 4
Responsibility to
society
Judgments and
punishment re
physicians is
responsibility of
courts
n
“Devote self to
n“Speak only the
doing good for the truth.”
patient.”
n“Do not desert or
injure your patient.”
n“Act with a view to
the acquisition of
knowledge.”
n
39
Doc/Code
Principle 5
Professional and
scientific respons .
to society
Revised framework
Principle 2
Competent caring
for the well- being
of others
n
n
Privacy
Confidentiality
37
Principle 1
Respect for the
dignity of all human
beings
Principle 4
Integrity
“Seek the good of
all living creatures.”
n
40
Principle 1
Respect for the
dignity
Doc/Code
Ayurvedic Oath of
Initiation (India,
circa 400 AD)
Principle 2
Competent
caring
Principle 3
Integrity
Principle 4
Responsibility to
society
“Treat…all
Brahimins , orphans,
people who come
from a distance…as if
they are your own
friends.”
n“Enter family
dwelling only after
giving notice and with
their permission.”
n“Never give out to
others the practices of
the patient’s home.”
n
42
7
Doc/Code
Principle 1
Respect for the
dignity
Haly Abbas’ Advice
to a Physician
(Persia, circa 950
AD)
Principle 2
Competent
caring
n“A physician
should never use or
prescribe a harmful
drug.”
n“A physician must
study medical
books constantly
and never grow
tired of research.”
Daily Jewish Prayer n“In the sufferer,
of a Physician
let me see only the
(Egypt, circa 1150 human being.”
AD)
Principle 3
Integrity
Principle 4
Responsibility to
society
“A physician is to
treat his patients
out of good and
spiritual motives,
not for the sake of
gain.”
Doc/Code
n
Principle 1
Respect for the
dignity
Seventeen Rules of n“You should
Enjuin (Japan, circa rescue even such
1500 AD)
patients as you
dislike or hate.”
Principle 2
Competent
caring
“You should be
delighted if the
patient receives
medicine from
another physician
and is cured.”
n
Principle 3
Integrity
Principle 4
Responsibility to
society
“You should not
exhibit avarice and
you must not strain
to become
famous.”
n
“Do not allow
thirst for profit,
ambition for
reknown and
admiration,
interfere with my
profession.”
n
43
44
Principle 1
Respect for the
dignity
Five
n“Physicians should
Commandments respond to any calls of
and Ten
patients, high or low,
Requirements
rich or poor. He should
(China, 1616
treat them all equally.”
AD)
n“Prostitutes should be
treated just like
patients from a good
family.”
n“Mocking should not
be indulged, for this
brings loss of dignity.”
n“The secret diseases
of female patients
should not be revealed
to anybody.”
Doc/Code
Principle 2
Competent
caring
n“Remedies should
be prepared
according to the
pharmaceutical
formulae, but may
be altered to suit
the patient’s
condition.”
n“A physician or
surgeon must study
all the ancient
books ceaselessly
so that he will not
make any
mistakes.”
Principle 3
Integrity
“Practice medicine
with honesty.”
n“Practice medicine
with integrity. Do
not replace
precious herbal
materials provided
by the family with
inferior ones.”
n“If the case
improves, drugs
may be sent, but
physicians should
not visit them again
for lewd reward.”
n
Principle 4
Responsibility to
society
n“Medicine should
be given free to the
poor. Extra financial
help should be
extended to
destitute patients if
possible.”
Principle 1
Respect for the
dignity
A Physician’s
Ethical Duties
not regard others
(Persia, 1770 AD) with contempt.”
protect the patient’s
secrets and not
betray them.”
Doc/Code
American Medical n“None of the
Association Code privacies of personal
of Ethics (1847
and domestic life
AD) (First)
should ever be
divulged except
when imperatively
required to do so.”
Principle 2
Competent caring
“A physician should
never recommend
any kind of fatal,
harmful, or
enfeebling drug.”
n
Principle 3
Integrity
“A physician must
not hold his
students or his
patients under his
obligation.”
n
“Consultations
n“Should not fail to
should be promoted give to the friends
in difficult or
of the patient timely
protracted cases.” notice of danger,
and even to the
patient himself if
absolutely
necessary.”
n
45
Principle 1
Respect for the
dignity
Nuremberg Code n“The voluntary
of Ethics in
consent of the
Medical Research human subject is
(1948)
absolutely essential.”
(detailed definition of
informed voluntary
consent)
Principle 2
Competent caring
Doc/Code
“Experiment should
be conducted so as to
avoid all unnecessary
physical and mental
suffering and injury.”
n“Proper preparations
should be made to
protect the subject
against even remote
possibilities of injury,
disability or death.”
n“Be prepared to
terminate the
experiment at any
stage if likely to result
in injury of death.”
n
Principle 3
Integrity
Principle 4
Responsibility to
society
n“The experiment
should be such as
to yield fruitful
results for the good
of society.”
“The public ought
no longer to allow
statute books to
exhibit the anomaly
of exacting
knowledge from
physicians under
liability to heavy
penalties.”*
46
n
Doc/Code
Principle 1
Respect for the
dignity
Nuremberg Code
of Ethics in
Medical Research
(1948)
(continued)
47
Principle 4
Responsibility to
society
Source: Sinclair (2005)
Principle 2
Competent caring
“Should be conducted
only by scientifically
qualified persons. The
highest degree of skill
and care should be
required.”
n“Adequate risk/benefit
analysis must be
done.”
n
Principle 3
Integrity
Principle 4
Responsibility to
society
n“The duty and
responsibility for
ascertaining the
quality of the
consent rests upon
each individual who
initiates, directs, or
engages in the
experiment. It is a
personal duty and
responsibility which
may not be
delegated to
another with
impunity.”
48
8
Conclusion
References
Even where there are differences in the
emphasis on individualism and
collectivism, science and traditional
healing, secular and religious authority,
and on authoritarian and democratic
governance, there is a meeting ground in
terms of respect, caring, integrity, and
the collective well-being of society.
Gauthier, J. (2003). Toward a universal declaration of ethical
principles for psychologists. In J.B. Overmier & J.A. Overmier
(Eds.). Psychology: IUPsyS Global Resource, Hove, UK:
Psychology Press.
Gauthier, J. (2005). Toward a universal declaration of ethical
principles for psychologists: A progress report. In M.J. Stevens &
D. Wedding (Eds.). Psychology: IUPsyS Global Resource, Hove,
UK: Psychology Press.
Gauthier, J. (2007). Universal Declaration of ethical principles for
psychologists. In J. Hall & E. Altmaier (Eds.), International
Perspectives on Accountability in Professional Psychology.
London: Oxford University Press.
Sinclair, C. (2005). The Eastern roots of ethical principles and values.
In M..J. Stevens & D. Wedding (Eds.). Psychology: IUPsyS Global
Resource, Hove, UK: Psychology Press.
49
Consultations
n
n
n
n
n
n
n
n
n
50
Focus-group discussions
International Congress of Applied Psychology (Singapore,
2002)
European Congress of Psychology (Vienna, 2003)
International Congress on Licensure, Certification and
Credentialing of Psychologists (Montreal, 2004)
International Congress of Psychology (Beijing, 2004)
Interamerican Congress of Psychology (Buenos Aires, 2005)
European Congress of Psychology (Granada, 2005)
International Congress of Applied Psychology (Athens, 2006)
Middle East and North Africa Regional Conference of
Psychology (Amman, 2007)
European Congress of Psychology (Prague, 2007)
n
n
n
n
n
Developing a universal declaration is feasible, but
difficult.
It will require broad consultations.
The moral principles will have to be articulated in
such a way that they can be operationalized
differently around different cultures and needs, but
still honored.
Respect must include both individuals and peoples,
and must not be used to oppress peoples.
Competence and serving the needs of people must
be relative to culture.
51
Responses of sponsoring
organizations
It is understood that…
n
To be of worldwide value, a Universal
Declaration will have to be:
n Relevant to local communities and
indigenous values.
n Sensitive to natural and cultural
differences.
n
n
n
53
52
International Union of Psychological
Science – General Assembly
International Association of Applied
Psychology – Board of Directors
International Association for CrossCultural Psychology – Executive
Council
54
9
Final comments
Activities planned for 2006-2008
n
n
n
To refine the draft of the Universal Declaration
in the light of the many consultations since its
release.
To seek feedback to determine the cultural
appropriateness of the definitions, concepts and
language used in any newly revised document.
To submit the final draft to IUPsys, IAAP, and
IACCP for approval at the International
Congress of Psychology in Berlin in 2008.
n
The task will continue to be a challenge.
However, as a discipline, we can succeed:
n
n
n
n
Much has been accomplished since 2002.
The project enjoys strong and enthusiastic
support from all parts of the world.
Audiences have been cooperative and have
provided useful feedback.
The members of the Ad Hoc Joint Committee
are experienced and eager to contribute.
55
56
57
58
Contact
Prof. Janel Gauthier, Ph.D.
School of Psychology
Laval University
Québec, QC
G1K 7P4
[email protected]
Questions or comments?
59
10

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