1 OF 63
AU Conceptual-Foundations-Workgroup. Research-Design-Workgroup. Measurement-and-Sampling-Workgroup. Ethics-Workgroup.
TI Recommendations for a research agenda in suicide and sexual orientation.
SO Suicide & Life-Threatening Behavior. 1995 Vol 25(Suppl) 82-88.
MJ HOMOSEXUALITY. SUICIDE.
ID recommendations regarding research on sexual orientation & suicide.
AB Presents recommendations made by 4 concurrent working groups of participants of the Workshop on Research Issues in Suicide and Sexual Orientation (SO), held at Atlanta (June, 1994). The groups were organized around 4 themes: Conceptual foundations, research design, measurement, and research ethics. The conceptual foundations group developed recommendations addressing the theoretical underpinnings of research on suicide and sexual orientation. The research design group addressed the issue of appropriate research designs for testing of hypotheses in the area. The measurement and sampling group addressed issues of representativeness of study samples, generalizability of findings, and development of appropriate measurement techniques. The research ethics group developed recommendations addressing ethical issues in conducting research concerning the 2 topics. Based on these recommendations, certain general principles have been formulated. (PsycINFO Database Copyright 1996 American Psychological Assn, all rights reserved). ************************************************************************
2 OF 63
AU Tancredit-Laurence-R.
TI The limits of empirical studies on research ethics.
SO Ethics & Behavior. 1995 Vol 5(3) 217-236.
MJ EXPERIMENTAL-ETHICS. EXPERIMENTAL-DESIGN. EMPIRICAL-METHODS. THEORETICAL-ORIENTATION.
ID role of ideological positions on design & results of empirical findings, ethics & interpretation of epidemiological studies.
AB Discusses interpretation of epidemiological studies. Specifically addressed are the role of ideological positions on the design and results of empirical findings, the importance of the way data are interpreted, and the role of ideologies in the way research findings are presented to provide support for policy positions. The author asserts that there are 2 levels of analysis involved in determining the validity of a study. A determination of statistical and epidemiological requirements for reliable results is considered to be insufficient without an examination of underlying preconceived values to establish the meaningfulness of results. (PsycINFO Database Copyright 1996 American Psychological Assn, all rights reserved). ************************************************************************
3 OF 63
AU Lawson-Craig.
TI Research participation as a contract.
SO Ethics & Behavior. 1995 Vol 5(3) 205-215.
MJ EXPERIMENTAL-ETHICS. EXPERIMENTAL-SUBJECTS.
ID contractualist conception of human participant research ethics.
AB Presents a contractualist conception of human-participant research ethics, arguing that the most appropriate source of the rights and responsibilities of researcher and participant is the contractual understanding between them. This conception seems to explain fundamental ethical incidents of human-participant research. The author argues that a system of contractual rights and responsibilities would allow research that has often been felt to be ethically problematic, such as research involving deception, concealed research, and research on dependent populations. However, in defining the conditions under which such research should be permissible, the author's contractualist theory also makes it clear that there are limits to the propriety of such research. (PsycINFO Database Copyright 1996 American Psychological Assn, all rights reserved). ************************************************************************
4 OF 63
AU Demi-Alice-S. Warren-Nancy-A.
TI Issues in conducting research with vulnerable families.
SO Western Journal of Nursing Research. 1995 Apr Vol 17(2) 188-202.
MJ METHODOLOGY. PROFESSIONAL-ETHICS. EXPERIMENTATION. AT-RISK-POPULATIONS. FAMILY.
ID methodological & ethical issues in research with vulnerable families.
AB Reviews methodological and ethical issues confronting researchers who study vulnerable families. Methodological issues addressed include participant recruitment and retention; reliability and validity of assessment instruments; and issues of racism, classism, and sexism. Ethical issues discussed include confidentiality, reporting abuse and neglect, and conflict of personal and research ethics. Suggestions are made for dealing with these issues, including facilitating participants' access to medical and social services and assuring that there is equitable give and take. (PsycINFO Database Copyright 1995 American Psychological Assn, all rights reserved). ************************************************************************
5 OF 63
AU Fisher-Celia-B.
TI Reporting and referring research participants: Ethical challenges for investigators studying children and youth. Special issue: Reporting and referring child and adolescent research participants.
SO Ethics & Behavior. 1994 Vol 4(2) 87-95.
MJ EXPERIMENTAL-ETHICS. PROFESSIONAL-REFERRAL. EXPERIMENTAL-SUBJECTS. EXPERIMENTERS.
MN CHILDREN. ADOLESCENTS.
ID validity of risk estimates & ethical positions on scientific responsibility in reporting & referring research participants, investigators studying children & youth.
AB Addresses the complex issues of deciding if, when, and how to report or provide referrals for research participants who are minors. The author focuses on 2 factors underlying these decisions: the validity of risk estimates, and meta-ethical positions on scientific responsibility. Before sharing information about minor research participants investigators should critically examine the diagnostic validity of developmental measures, include the scope and limitations of information sharing in informed consent procedures, and become familiar with state reporting laws. The impact of the traditionally accepted act utilitarian meta-ethical position on the investigator-participant relationship is discussed, and consideration of alternative positions as a step toward developing a research ethic of scientific responsibility and care is recommended. (PsycINFO Database Copyright 1995 American Psychological Assn, all rights reserved). ************************************************************************
6 OF 63
AU Sieber-Joan-E.
TI Will the new code help researchers to be more ethical? Special Section: The 1992 ethics code: Boon or bane?
SO Professional Psychology: Research & Practice. 1994 Nov Vol 25(4) 369-375.
MJ EXPERIMENTAL-ETHICS. PROFESSIONAL-ETHICS. PSYCHOLOGY.
MN PROFESSIONAL-ORGANIZATIONS.
ID issues in research in 1992 version of APA's ethics code.
AB A code of ethics has 2 largely incompatible objectives: to set forth enforceable minimal standards of conduct and to teach about or invoke ethical conduct. The section of the new American Psychological Association code dealing with research ethics achieves the former to some degree. However, it neither provides needed education in the ethics of research nor states where the reader might turn for such information. The code is particularly deficient in the following areas: privacy and confidentiality; institutional review boards; deception; debriefing; data sharing; and research on marginal populations, on children and adolescents, and in organizational contexts. Suggestions are offered for providing a bibliographic resource, in hard copy and online, that would stimulate independent interest, scholarship, education, and research on research ethics. (PsycINFO Database Copyright 1995 American Psychological Assn, all rights reserved). ************************************************************************
7 OF 63
AU Shannon-Sarah-Elizabeth.
TI Caring for the critically-ill patient receiving life-sustaining therapy: Combining descriptive and normative research in ethics.
SO Dissertation Abstracts International. 1993 Mar Vol 53(9-B) 4594.
MJ TERMINALLY-ILL-PATIENTS. NURSES. PROFESSIONAL-ETHICS.
MN SCIENTIFIC-COMMUNICATION. ADULTHOOD.
ID lived experience of caring for critically ill patients on life sustaining therapy & normative literature, ethics & moral outrage & patient advocacy, nurses. ************************************************************************
8 OF 63
AU Pritchard-Ivor-A.
TI Integrity versus misconduct: Learning the difference between right and wrong.
SO Academic Medicine. 1993 Sep Vol 68(9), Suppl S67-S71.
MJ POLICY-MAKING. PROFESSIONAL-ETHICS. SCIENCE-EDUCATION. EXPERIMENTAL-ETHICS.
MN EDUCATIONAL-OBJECTIVES.
ID scientific integrity vs misconduct as basis for policies on professional research ethics & approach to science education.
AB Compares the concepts of scientific misconduct and scientific integrity as a basis for policy guidance, focusing on their relevance for educating scientists. It is argued that the concept of integrity should be preferred on the grounds that integrity promises positive guidance regarding good conduct in science, while misconduct only identifies prohibited behavior. Integrity provides better guidance for deliberating about what good conduct is in particular circumstances, and it draws on a motivational source for encouraging good conduct that misconduct ignores. The inherent limitations of appealing to academic freedom as the grounds for protecting scientific practice from unwarranted intrusions are also addressed. Finally, the educational implications of how professional ethics in science might be conceived in terms of integrity are explored. (PsycINFO Database Copyright 1994 American Psychological Assn, all rights reserved). ************************************************************************
9 OF 63
AU Bulger-Ruth-E. Reiser-Stanley-J.
TI Studying science in the context of ethics.
SO Academic Medicine. 1993 Sep Vol 68(9), Suppl S5-S9.
MJ CURRICULUM-DEVELOPMENT. SCIENCE-EDUCATION. EXPERIMENTAL-ETHICS. MEDICAL-SCIENCES.
MN GRADUATE-STUDENTS.
ID development of course on biomedical scientific research ethics, graduate students.
AB The authors describe their experiences in developing and introducing a course on responsible conduct at a Graduate School of Biological Sciences. Issues involved with course faculty, course content and format, and evaluation are discussed. At least half of the course time focused on general or case-study discussions by the students and faculty about ethical problems raised in course readings or the students' research experiences. An important issue for institutions trying to encourage students to recognize, reason about, and understand ethical concerns is how the institution itself becomes aware of the ethical implications of its own unconsciously or explicitly stated policies. (PsycINFO Database Copyright 1994 American Psychological Assn, all rights reserved). ************************************************************************
10 OF 63
AU Mike-V.
TI Quality of life research and the ethics of evidence.
SO Quality of Life Research: An International Journal of Quality of Life Aspects of Treatment, Care & Rehabilitation. 1992 Aug Vol 1(4) 273-276.
MJ QUALITY-OF-LIFE. ETHICS. MEDICAL-SCIENCES. EXPERIMENTATION.
ID ethics of evidence approach to biomedical ethics & medical uncertainty & quality of life research.
AB Proposes the 'ethics of evidence' as an approach to medical uncertainty to be incorporated into the evolving scope of biomedical ethics. Its main tenet is 2-fold: the need to develop the best possible scientific evidence as a basis for every phase of medical decision making, and the need to increase awareness of the irreducible nature of uncertainty and related quality-of-life questions. (PsycINFO Database Copyright 1994 American Psychological Assn, all rights reserved). ************************************************************************
11 OF 63
AU Lynch-Abbyann.
TI Paediatric cochlear implantation: A challenging ethical dilemma. Special Issue: Viewpoints on ethical practice.
SO Journal of Speech-Language Pathology & Audiology. 1992 Dec Vol 16(4) 313-324.
MJ PROFESSIONAL-ETHICS. PROSTHESES. COCHLEA. EXPERIMENTATION.
MN CHILDREN.
ID ethical issues in research & therapeutic use of pediatric cochlear implantation, children.
AB Contends that the development and initial use of the pediatric cochlear implant have introduced a number of medical, scientific, and technological challenges. Response to such challenges requires recognition in concept as well as in practice that the activity in question is truly multidisciplinary and that the activity is truly therapy-being-researched. Even though there is acceptance of the device and the implantation surgery, as long as the needed ancillary services are still in the process of research and until there is professional acceptance of some recognized criteria in these areas, the procedure as a whole must be seen as a kind of research, and thus subject to certain research ethics requirements. In the case of children, these include concern for consent, harm/benefit ratio, fairness and confidentiality, and the best interests of the child. (French abstract) (PsycINFO Database Copyright 1993 American Psychological Assn, all rights reserved). ************************************************************************
12 OF 63
AU Beins-Bernard-C.
TI Using the Barnum effect to teach about ethics and deception in research.
SO Teaching of Psychology. 1993 Feb Vol 20(1) 33-35.
MJ PSYCHOLOGY-EDUCATION. DECEPTION. EXPERIMENTAL-ETHICS.
MN EXPERIMENTAL-METHODS. ADULTHOOD.
ID use of Barnum effect to teach research ethics & ethics of deception in research, college students in research methods class.
AB Discusses the Barnum effect, generated to teach students about the ethics of deception in research and about the feelings of research Ss who are lied to. 39 students in research methods classes received feedback based on a bogus personality inventory and rated the perceived validity of the interpretations. Students accepted the feedback, although seniors were more skeptical than juniors or sophomores. The class discussed the ethics of deception based on their own reactions to the knowledge that they were deceived. Students agreed that the approach was effective in helping them learn first-hand about the costs and benefits of deception in research. (PsycINFO Database Copyright 1993 American Psychological Assn, all rights reserved). ************************************************************************
13 OF 63
AU Kalichman-Michael-W. Friedman-Paul-J.
TI A pilot study of biomedical trainees' perceptions concerning research ethics.
SO Academic Medicine. 1992 Nov Vol 67(11) 769-775.
MJ STUDENT-ATTITUDES. EXPERIMENTAL-ETHICS. SCIENCE-EDUCATION. SCIENTISTS.
MN ADULTHOOD.
ID perceptions of & training exposure to research ethics, research trainees in clinical & biomedical sciences.
AB Surveyed 2,010 clinical and biomedical science trainees regarding their perceptions about unethical practices in research and the extent of their training exposure to the ethics of scientific investigation; 549 responded. Of the 549 Ss, 129 (23.5%) responded that they had received no training in research ethics; 195 (35.5%) said that they had observed some kind of scientific misconduct (although not necessarily in the sense of research fraud defined in federal regulations); and 81 (15%) stated that they would be willing to select, omit, or fabricate data to win a grant or publish a paper. Ss planning an academic career were more likely to report having been aware of others' scientific misconduct. It is concluded that while the apparent ineffectiveness of past ethics instruction does not preclude the possibility that more systematic training may be useful, it does underscore the need to assess the efficacy of training activities. (PsycINFO Database Copyright 1993 American Psychological Assn, all rights reserved). ************************************************************************
14 OF 63
AU Maranto-Cheryl-D.
TI Ethical precautions in music therapy research.
SO Music Therapy Perspectives. 1990 Vol 8 76-79.
MJ MUSIC-THERAPY. SCIENTIFIC-COMMUNICATION. EXPERIMENTAL-ETHICS.
ID ethical precautions in music therapy research.
AB 256 experimental and descriptive articles from the Journal of Music Therapy involving human Ss were examined for their degree of reported concern for ethical precautions. Less than 25% of the published research contained information relevant to ethical considerations of Ss, and 4% used procedures that could possibly be considered injurious or deceptive. It is suggested that underreporting of ethical safeguards may be attributable to lack of familiarity with the ethical standards, lack of training in research ethics, and ineffective editorial policy. (PsycINFO Database Copyright 1993 American Psychological Assn, all rights reserved). ************************************************************************
15 OF 63
AU Gostin-Larry.
TI Ethical principles for the conduct of human subject research: Population-based research and ethics.
SO Law, Medicine & Health Care. 1991 Fal-Win Vol 19(3-4) 191-201.
MJ EXPERIMENTAL-SUBJECTS. POPULATION. EXPERIMENTAL-ETHICS.
ID ethical guidelines for population based human S clinical research.
AB Provides ethical guidelines for the conduct of population-based research, surveillance, and practice. Foundational principles of population-based research include the overriding imperative to protect the health and well-being of populations, the right of populations to self-determination, including the right to refuse participation, and protection of vulnerable populations. Other principles are the need for special justifications for research; protection of the privacy, integrity, and self-esteem of populations; and the equitable distribution of benefits and burdens of research. (PsycINFO Database Copyright 1993 American Psychological Assn, all rights reserved). ************************************************************************
16 OF 63
AU Korn-James-H. Huelsman-Timothy-J. Reed-Cynthia-S.
TI Logic, ethics, and rhetoric of research on rape: A reply to Mosher and Bond.
SO Ethics & Behavior. 1992 Vol 2(2) 123-128.
MJ IMAGERY. RAPE. EXPERIMENTAL-ETHICS. ADULT-ATTITUDES. HUMAN-SEX-DIFFERENCES.
MN PROFESSIONAL-CRITICISM-REPLY. EXPERIMENTAL-DESIGN.
ID perceived ethical acceptability of guided imagery in rape research, male vs female college students, commentary reply.
AB Responds to D. L. Mosher and S. B. Bond's (see PA, Vol 80:6014) criticism of the article by J. H. Korn et al (see PA, Vol 79:23894) questioning the ethicality of using guided imagery in rape research. It is argued that Mosher and Bond's dyslogistic rhetoric converted the concern of Korn et al with research ethics into a threat to sexual freedom and associated Korn et al with ideologues of both the right and left. (PsycINFO Database Copyright 1993 American Psychological Assn, all rights reserved). ************************************************************************
17 OF 63
AU Blanck-Peter-D. Bellack-Alan-S. Rosnow-Ralph-L. Rotheram-Borus-Mary-J. et al.
TI Scientific rewards and conflicts of ethical choices in human subjects research.
SO American Psychologist. 1992 Jul Vol 47(7) 959-965.
MJ PROFESSIONAL-ETHICS. EXPERIMENTAL-ETHICS. PSYCHOLOGY. EXPERIMENTATION. PROFESSIONAL-ORGANIZATIONS.
MN EXPERIMENT-VOLUNTEERS. DEBRIEFING-EXPERIMENTAL. PRIVILEGED-COMMUNICATION.
ID ethical issues in psychological research with human Ss & role of APA Committee on Standards in Research.
AB The primary responsibility of the American Psychological Association's (APA's) Committee on Standards in Research (CSR) is to advise the APA on issues and standards related to the protection of human participants in psychological research. A related goal is to enhance the use of good ethical practices by APA members. The purpose of this article is to foster the view of research ethics not as an affront to the integrity of sound research, but as opportunities for scientific rewards, including increased understanding of the meaning of data, enhanced recruitment, and the inclusion of more representative samples. Three ethical practices are discussed as examples of this general premise: respect for confidentiality, use of debriefing, and assurance that participants are noncoerced volunteers. The CSR's intent is to promote consideration of these issues, not to promulgate specific guidelines or procedures. (PsycINFO Database Copyright 1992 American Psychological Assn, all rights reserved). ************************************************************************
18 OF 63
AU Strohmetz-David-B. Skleder-Anne-A.
TI The use of role-play in teaching research ethics: A validation study.
SO Teaching of Psychology. 1992 Apr Vol 19(2) 106-108.
MJ ROLE-PLAYING. TEACHING-METHODS. EXPERIMENTAL-ETHICS. PSYCHOLOGY-EDUCATION.
MN COSTS-AND-COST-ANALYSIS. SCIENTIFIC-COMMUNICATION. COLLEGE-STUDENTS. ADULTHOOD.
ID R. L. Rosnow's role play exercise in teaching of research ethics, change in perceived cost & utility of published study, college psychology students.
AB Evaluated the effectiveness of R. L. Rosnow's (see PA, Vol 78:11013) role-play exercise for teaching research ethics in undergraduate courses. Students in 6 classes were told to find a published article study they considered to be unethical. After a class discussion about the article, students were asked to rate the cost and utility (benefit) of the study. Students then role-played a devil's advocate and defended the scientific value of their ''unethical'' study before the class. Each student then re-rated the cost and utility of the study. Results support the effectiveness of Rosnow's exercise in sensitizing students to the complexity of research ethics. (PsycINFO Database Copyright 1992 American Psychological Assn, all rights reserved). ************************************************************************
19 OF 63
AU Welfel-Elizabeth-R. Kitchener-Karen-S.
TI Introduction to the special section: Ethics education: An agenda for the '90s. Special Section: Ethics education.
SO Professional Psychology: Research & Practice. 1992 Jun Vol 23(3) 179-181.
MJ MORALITY. PROFESSIONAL-ETHICS. GRADUATE-PSYCHOLOGY-EDUCATION.
ID moral behavior & professional ethics education, psychologists.
AB Discusses research on ethics education, focusing on the writings of J. R. Rest (1983) and K. S. Kitchener (see PA, Vol 74:32584). Rest has postulated a model for understanding components of moral behavior, which is useful for organizing empirical literature on ethics. Kitchener's work ties the ethical issues in training to the work of ethics scholars and provides an ethical rationale for statements in the Ethical Principles of Psychologists (American Psychological Association, 1990). (PsycINFO Database Copyright 1992 American Psychological Assn, all rights reserved). ************************************************************************
20 OF 63
AU Alexander-Joyce-R. Lerer-Bernard. Baron-Miron.
TI Ethical issues in genetic linkage studies of psychiatric disorders.
SO British Journal of Psychiatry. 1992 Jan Vol 160 98-102.
MJ EXPERIMENTAL-ETHICS. GENETICS. MENTAL-DISORDERS.
ID research ethics in genetic linkage studies of psychiatric disorders.
AB Discusses the problems raised by the research process for determining the role of heredity in the transmission of major psychiatric disorders. The clinical examples presented stem primarily from an extensive linkage study of bipolar affective disorder in a series of Israeli families. Because of the vulnerability of the Ss, careful consideration must be given to the ethical aspects of gathering the research data and sharing the results. (PsycINFO Database Copyright 1992 American Psychological Assn, all rights reserved). ************************************************************************
21 OF 63
AU Akaah-Ishmael-P. Riordan-Edward-A.
TI The incidence of unethical practices in marketing research: An empirical investigation.
SO Journal of the Academy of Marketing Science. 1990 Spr Vol 18(2) 143-152.
MJ MARKETING. CONSUMER-RESEARCH.
MN ADULTHOOD.
ID incidence of unethical marketing research practices & organizational factors, marketing professionals.
AB Examined, from the perspective of marketing professionals, the incidence of unethical research practices and the influence of organizational factors as determinants of the incidence of unethical research practices. 420 marketing professionals completed questionnaires that evaluated the incidence of 15 research practices (items) that have been found to pose research ethics problems. The results indicate some degree of incidence of unethical research practices, particularly of those involving respondents. In addition, the results suggest 4 organizational variables (extent of ethical problems within the organization, top management actions on ethics, organizational role, and industry category) as determinants of the incidence of unethical research practices. (PsycINFO Database Copyright 1992 American Psychological Assn, all rights reserved). ************************************************************************
22 OF 63
AU Grisso-Thomas. Baldwin-Elizabeth. Blanck-Peter-D. Rotheram-Borus-Mary-J. et al.
TI Standards in research: APA's mechanism for monitoring the challenges.
SO American Psychologist. 1991 Jul Vol 46(7) 758-766.
MJ PROFESSIONAL-ORGANIZATIONS. PSYCHOLOGY. EXPERIMENTATION. PROFESSIONAL-ETHICS.
ID APA's Committee for Standards in Research.
AB The original purposes of the American Psychological Association's (APA's) Committee for the Protection of Human Participants in Research (CPHPR), the new purposes of the CPHPR under its new name, the Committee on Standards in Research (CSR), and the scientific and social zeitgeist that has occasioned this change are described. Also several areas of concern about research ethics that are of special interest to the current members of the CSR are identified, and communications between the CSR and APA members on these issues are encouraged. (PsycINFO Database Copyright 1991 American Psychological Assn, all rights reserved). ************************************************************************
23 OF 63
AU Ulrich-Roger-E.
TI Animal rights, animal wrongs and the question of balance.
SO Psychological Science. 1991 May Vol 2(3) 197-201.
MJ ECOLOGY. ANIMAL-WELFARE. EXPERIMENTAL-ETHICS. SCIENCES.
ID ecological issues & research ethics & needs of science & balance of animal rights.
AB Examines both the world of science and antivivisection, making the case that the public must begin to appreciate more fully the concept of there being limits to growth and the need to make better use of life sustaining resources still available. Issues involved in the debate over ethics in animal research are complex. Greater wisdom must be sought out and exercised to lead the public toward policies that will work out best in the long run for both people and other animals. Scientists should not overreact to criticism of animal exploration and study that truly benefits the survival of all life on earth. (PsycINFO Database Copyright 1991 American Psychological Assn, all rights reserved). ************************************************************************
24 OF 63
AU Hall-David.
TI The research imperative and bureaucratic control: The case of clinical research.
SO Social Science & Medicine. 1991 Vol 32(3) 333-342.
MJ EXPERIMENTATION. ETHICS. ENGLAND. WALES. MEDICAL-SCIENCES.
ID development & variety of structure & functioning & bureaucratic aspects of research ethics committees & relevance of developments for social research in medicine, England & Wales.
AB Examines the development of research ethics committees and explores some of the conflicts of value and role that surround the practice of medical research. The case of medical research on children raises concerns about consent and risk/benefit analysis. A survey of research ethics committees illustrates their variety of structure and functioning and relates current practice to a model of bureaucratic control. Bureaucracy is considered both in its common-sense understanding of officious rule-making and delay and in its theoretical formulation in terms of specialization, standardization, formalization, and centralization of procedures. The concept of bureaucracy can aid an understanding of the problems of control over research, as well as providing a model for more informed, consistent, and open decision making. (PsycINFO Database Copyright 1991 American Psychological Assn, all rights reserved). ************************************************************************
25 OF 63
AU Rosnow-Ralph-L.
TI Teaching research ethics through role-play and discussion.
SO Teaching of Psychology. 1990 Oct Vol 17(3) 179-181.
MJ GROUP-DISCUSSION. ROLE-PLAYING. TEACHING-METHODS. EXPERIMENTAL-ETHICS.
MN PSYCHOLOGY-EDUCATION.
ID discussion & role play in teaching research ethics, psychology students.
AB Suggests readings and ideas to stimulate discussion and provide a real-world context for students and describes a classroom exercise that leads students to develop an appreciation of the subtleties of research ethics. A 5-step role-play technique is described in which students defend a position they have recently attacked by role playing an author who is defending the value of a study. (PsycINFO Database Copyright 1991 American Psychological Assn, all rights reserved). ************************************************************************
26 OF 63
AU Meslin-Eric-M.
TI Protecting human subjects from harm through improved risk judgments. Third International Congress on Ethics in Medicine (1989, Stockholm, Sweden).
SO IRB: A Review of Human Subjects Research. 1990 Jan-Feb Vol 12(1) 7-10.
MJ EXPERIMENTAL-ETHICS. EXPERIMENTAL-SUBJECTS. AT-RISK-POPULATIONS.
ID human S risk protection identification matrix & research ethics committees.
AB Proposes a 4-cell matrix that permits research ethics committees (RECs) and human Ss to identify types of harm to human Ss and to evaluate risk of harm in proportion to hoped-for benefits. The matrix requires RECs to make explicit those factors necessary for judgments about the probability and magnitude of harm that include objective and subjective aspects. (PsycINFO Database Copyright 1990 American Psychological Assn, all rights reserved). ************************************************************************
27 OF 63
AU Friedman-Paul-J.
TI A last call for self-regulation of biomedical research.
SO Academic Medicine. 1989 Sep Vol 64(9) 502-504.
MJ EXPERIMENTATION. PROFESSIONAL-ETHICS. MEDICAL-SCIENCES. PROFESSIONAL-SUPERVISION. PROFESSIONAL-STANDARDS.
MN METHODOLOGY.
ID standards & supervision of research practices & teaching research ethics & reduction of pressure to publish in regulation of biomedical research.
AB Presents suggestions from the Institute of Medicine (1989) report on the responsible conduct of research for improving the research environment. These include (1) more explicit definition of standards of acceptable research practices, (2) appointment of individuals to promote research standards and respond to charges or complaints, (3) improvement of supervision of research trainees, (4) teaching of research ethics as well as technical skills, and (5) reduction of the pressure to publish. (PsycINFO Database Copyright 1990 American Psychological Assn, all rights reserved). ************************************************************************
28 OF 63
AU Vice-Janet.
TI The morality of mental illness: Thomas Szasz's critique of psychiatry.
SO Journal of Humanistic Psychology. 1989 Sum Vol 29(3) 385-393.
MJ PSYCHIATRY. MENTAL-DISORDERS. MORALITY.
ID mental illness & moral judgment, psychiatrists & patients.
AB Focuses on the consequences for personal liberty and social justice that result from the idea of mental illness that emerges from the work of T. Szasz (published 1961-1987) on involuntary hospitalization and the insanity defense. The present author argues that Szasz replaces the moral judgment made by the psychiatric profession with another of his own. Two ways are noted in which the moral judgment Szasz passes on mental illness is morally superior to the moral judgment of the deviant that he claims is the hidden agenda operating in psychiatric diagnoses. (PsycINFO Database Copyright 1990 American Psychological Assn, all rights reserved). ************************************************************************
29 OF 63
AU Adair-John-G.
TI Research on research ethics.
SO American Psychologist. 1988 Oct Vol 43(10) 825-826.
MJ EXPERIMENTAL-ETHICS. INFORMED-CONSENT. EXPERIMENTAL-SUBJECTS. COMPETENCE.
MN PROFESSIONAL-CRITICISM.
ID need for empirical study of research ethics & issues in informed consent & competency of researh participants, commentary.
AB Comments that the research agenda outlined by B. Stanley et al (see PA, Vol 75:68) is substantially incomplete, lacks citations of research to illustrate some of the significant issues, and is distorted by its concentration on the informed consent process. (PsycINFO Database Copyright 1990 American Psychological Assn, all rights reserved). ************************************************************************
30 OF 63
AU Imber-Stanley-D. Glanz-Lawrence-M. Elkin-Irene. Sotsky-Stuart-M. et al.
TI A rejoinder to ""Psychotherapy research ethics: Continuing the debate on controlled clinical trials.'' Special Issue: Proceedings of the National Conference on Graduate Education in Psychology, University of Utah, Salt Lake City, June 13-19, 1987.
SO American Psychologist. 1987 Dec Vol 42(12) 1132-1133.
MJ PSYCHOTHERAPY. EXPERIMENTAL-ETHICS. EXPERIMENTATION.
MN PROFESSIONAL-CRITICISM-REPLY.
ID psychotherapy research ethics in controlled clinical trials, commentary reply.
AB Responds to C. A. Heflinger's (1987) critique of the present authors (1986) by reiterating their concern for the principle of autonomy. The present authors note that all patients were fully informed about the research plan and their right to withdraw. Nonetheless, the ethical criticism offered by Heflinger regarding randomization cannot be entirely dismissed. (PsycINFO Database Copyright 1990 American Psychological Assn, all rights reserved). ************************************************************************