In Search of a Pedagogy for Character, Competence, and Fitness in Ethics Training for Graduate Psychology

Melba Vasquez (1992), educator, and ethicist, and the President Elect of the American Psychological Association wrote, "Professionals concerned with the problems of unethical behavior believe that the strongest weapon against professional misconduct may be the education of trainees" (p. 196). It is this statement, my professional experience as both a clinician and educator in a graduate psychology-training program, and my membership on a State Examining Board of Psychology that serves as the inspiration for this paper. Every state in the Union and Province in Canada has an Examining Board of Psychology that regulates the practice of psychology. In addition clinicians are responsible to the codes of ethics as members of their respective professional organizations. These groups set the standards for ethical practice that are defined by the various governing laws and ethical standards. These may vary somewhat, but all are designed to define professional practice and safeguard the public. Two of the criteria that define a profession are both the establishment of an ethics code and the capacity to work meaningfully within this code. Nowhere is this more important than in the delivery of mental health care in general and clinical psychology in particular. When problems arise resulting from an ethical violation in the course of treatment, the clinician may be faced with a disciplinary complaint to a licensing or regulatory board or the ethics committee of their professional organization. It is estimated that one in four psychologists will have a disciplinary complaint sometime in their career. In addition, certain specialties with in psychology are at a higher risk due to the nature of their practice.