Explain the APA Ethics Code decision-making process. Please see Notes to help for some of the questions (Please put the full question with each answer) 1. Discriminate between the use of aspirational principles and enforceable standards. CH 2. Why Does the Ethics Code Separate General Principles From Enforceable Standards? 3. The Lessons of the Development of the First APA Ethics Code: Blending Science, Practice, and Politics 4. What Is the Relevance of Specific Language Used in the Ethics Code? (ch2) 5. Explain the Stanley Milgrams Study of Obedience and some of its ethical issues. Notes: Ethicality of Stanley Milgram’s Study of Obedience; uses a proposed student project on bullying to address the need for ethical constraints when conducting experiments; and weighs the benefits and costs of increased ethical regulation of research. 6. Can Virtues Be Taught? Notes No course could automatically close the gap between knowing what is right and doing it.Pellegrino (1989, p. 492) A discerning psychologist brings contextually and relationally sensitive insight, good judgment, and appropriately detached understanding to determine what is right. A prudentpsychologist applies practical wisdom to ethical challenges leading to right solutions that can be realized given the nature of the problem and the individuals involved. Some have argued that psychology professors cannot change graduate students’ moral character through classroom teaching, and therefore ethics education should focus on understanding the Ethics Code rather than instilling moral dispositions to right action. Without question, however, senior members of the discipline, through teaching and through their own examples, can enhance the ability of students and young professionals to understand the centrality of ethical commitment to ethical practice. At the same time, the development of professional moral character is not to simply know about virtue but to become good (P. A. Scott, 2003). Beyond the intellectual virtues transmitted in the classroom and modeled through mentoring and supervision, excellence of character can be acquired through habitual practice (Begley, 2006). One such habit is that the virtuous graduate student and seasoned psychologist are committed to lifelong learning and practice in the continued development of moral excellence. 7. How Is the APA Ethics Code Related to Law? Civil Litigation NOTES The Introduction and Applicability section clearly states that the Ethics Code is not intended to be a basis of civil liability: “Whether a psychologist has violated the Ethics Code standards does not by itself determine whether the psychologist is legally liable in a court action, whether a contract is enforceable, or whether other legal consequences occur.” However, psychologists should be aware that it seems highly unlikely that such a disclaimer would have any legally binding effect. Compliance with or violation of the Ethics Code may be admissible as evidence in s ...

1. Explain the APA Ethics Code decision-making process. Please
see Notes to help for some of the questions (Please put the full
question with each answer)
1. Discriminate between the use of aspirational principles and
enforceable standards. CH
2. Why Does the Ethics Code Separate General Principles From
Enforceable Standards?
3. The Lessons of the Development of the First APA Ethics
Code: Blending Science, Practice, and Politics
4. What Is the Relevance of Specific Language Used in the
Ethics Code? (ch2)
5. Explain the Stanley Milgrams Study of Obedience and some
of its ethical issues.
Notes: Ethicality of Stanley Milgram’s Study of Obedience;
uses a proposed student project on bullying to address the need
for ethical constraints when conducting experiments; and
weighs the benefits and costs of increased ethical regulation of
research.
6. Can Virtues Be Taught?
Notes No course could automatically close the gap between
knowing what is
right and doing it.Pellegrino (1989, p. 492)
A discerning psychologist brings contextually and relationally
sensitive
insight, good judgment, and appropriately detached
understanding to determine
what is right.
challenges leading
to right solutions that can be realized given the nature of the
problem and the

2. individuals involved.
Some have argued that psychology professors cannot change
graduate students’
moral character through classroom teaching, and therefore
ethics education should
focus on understanding the Ethics Code rather than instilling
moral dispositions to
right action. Without question, however, senior members of the
discipline, through
teaching and through their own examples, can enhance the
ability of students and
young professionals to understand the centrality of ethical
commitment to ethical
practice. At the same time, the development of professional
moral character is not to
simply know about virtue but to become good (P. A. Scott,
2003). Beyond the intellectual
virtues transmitted in the classroom and modeled through
mentoring and
supervision, excellence of character can be acquired through
habitual practice
(Begley, 2006). One such habit is that the virtuous graduate
student and seasoned
psychologist are committed to lifelong learning and practice in
the continued development
of moral excellence.
7. How Is the APA Ethics Code Related to Law?
Civil Litigation
NOTES The Introduction and Applicability section clearly
states that the Ethics Code is
not intended to be a basis of civil liability: “Whether a
psychologist has violated the
Ethics Code standards does not by itself determine whether the

3. psychologist is legally
liable in a court action, whether a contract is enforceable, or
whether other legal consequences
occur.” However, psychologists should be aware that it seems
highly
unlikely that such a disclaimer would have any legally binding
effect. Compliance
with or violation of the Ethics Code may be admissible as
evidence in some legal
proceedings, depending on
8. Briefly summarize the changes of the First APA Ethics Code
and why changes were made.
NOTES INCREASED ETHICAL AWARENESS AFTER
ADOPTION OF THE INITIAL CODE
After the code was accepted and published, the Ethics
Committee saw an influx of complaints. In
its 1954 report, the Ethics Committee attributed the increasing

4. amount of complaints to the newly
publicized ethical code (CSPEC, 1954). The committee felt that
this publication promoted awareness
of ethical behavior amongst the membership, leading to greater
understanding of unethical
behavior and a willingness to report it. The Ethics Committee
saw its role in the postcode APA as
preventative and educational. The majority of cases before it
were resolved through correspondence
with the accused before any formal proceedings. Despite this
mission, the committee did
not turn away from punishing egregious misconduct. Ten
members were expelled from the APA
during this first postcode decade. The expulsions of members
were highly visible events to the
APA membership and caused some concern about the way ethics
were being enforced (Thorne,
1956). In response to this criticism, Ethics Committee member
John Dashiell wrote to American
Psychologist describing the typical rehabilitative function of the
committee (Dashiell, 1956).
APA members were informed of the severest ethical
transgressions among its membership, yet
the CSPEC investigated many minor cases that were settled
informally without anyone knowing.
Another indication of the postcode increase in ethical concerns
among the APA is Nicholas
DePalma’s analysis of ethics articles and comments in American
Psychologist (DePalma, 1961).
Eighty-eight total articles and comments were printed in the
journal in the first 15 years of its existence
from 1946 to 1961. Only 17% of these articles were printed in
the earliest third of this time
frame (1946–1950) whereas 46% of the pieces were printed in
the 2 years before and after adoption

5. of the code (1951–1955), and the remaining 37% from 1956 to
1961. DePalma felt that this
increase was indicative of the evolving nature of ethics that the
APA could not limit to the code
alone. The original code had just gone through its first revision
in order to update it in 1958.
DePalma proposed a new journal dedicated to the discussion of
ethics in professional psychology.
Although this journal did not materialize, the APA has
continued to update its ethics code with
new developments in the field. The continual discussion of
ethics has also found an outlet in the
monthly ethics column of the APA Monitor, dedicated journals,
and published journal articles.
Although ethical awareness was raised, the immediate effect of
the code on training appears to
have been less substantial.Asurvey by DePalma and Drake
(1956) was sent out in 1954 to investigate
the prevalence of ethics courses in graduate psychology
programs. Only 12 schools (9.6% of
respondents) indicated they offered such a course. Only 7 of
these schools made ethics a required
course. The first such course was offered at the University of
Ottawa in 1947. Of more interest is
the finding that only 3 additional schools were even planning on
adding a course, whereas 4 were
considering it. Thus, only 7 programs considered formal ethics
training for their curriculum as
necessary in the immediate wake of the adoption of the ethics
code.
DePalma and Drake (1956) further claimed that “the most
common opinion is that a course
dealing with professional ethics is not warranted at this time”
(p. 555). Ethics training was instead
addressed in practicum training environments, within other
courses in the curriculum, and at special

6. colloquia or meetings. Robert Creegan wondered what could be
done within the profession
now that a code was adopted. He believed that current graduate
programs were already packed
with essentials and that “one would hesitate to prescribe a
whole new course of study” (Creegan,
1958, p. 272). The movement toward required ethics training for
accreditation is beyond the scope
of this article, but it is important to note that adopting the code
did not seem to set this development
in motion.
Only a few years after its formal adoption into the APA By-
Laws, the APA decided to revise
the code. The code was subject to three main criticisms: It was
too long, principles overlapped,
and matters of etiquette were unnecessarily codified (APA,
1958). The specific nature of the code
that the original Standards Committee has emphasized was
already under attack. The 1959 revision
of the code drastically reduced and reorganized the document
(APA, 1959).
Bersoff (2008) noted that the critical incident approach was
never utilized in subsequent code
revisions. While an APA committee worked on revising the
code in 1992, researchers Pope and
Vetter—who were not involved in the revision—performed a
critical incident data collection at
the same time. Bersoff used the Pope and Vetter data to discuss
possible differences between what
APA members considered to be major ethical dilemmas and
what the Code actually emphasized.
Both methods of creating a code have their strengths and
weaknesses, although the rational approach
has been favored in revisions since the publication of the
original code. Pope and Vetter
(1992) argued that their survey of 1,319 APA members would

7. be useful in revising the Code because
the data dealt with the real-world ethics of psychologists in the
field. Committees have
sought member input through soliciting comments and incidents
but only as part of a more rational
approach to devising the code (APA, 2002b). When the Code
comes up for revision again in
the future, incorporating a critical incident approach may help
bring the experience of the everyday
practitioner back into it.
DEVELOPMENT OF FIRST APA ETHICS CODE
Please answer each questions a minimum of 300 words each
question provide cites in APA format.
PLEASE SEE ATTACHED NOTES
1. Discriminate between the use of aspirational principles and
enforceable standards. CH
2. Why Does the Ethics Code Separate General Principles From
Enforceable Standards?
3. The Lessons of the Development of the First APA Ethics
Code: Blending Science, Practice, and Politics
4. What Is the Relevance of Specific Language Used in the
Ethics Code? (ch2)
5. Explain the Stanley Milgrams Study of Obedience and some
of its ethical issues.
6. Can Virtues Be Taught?
7. How Is the APA Ethics Code Related to Law?
8. Briefly summarize the changes of the First APA Ethics Code
and why changes were made.