Articles

Background. In the last few decades, the ethical issues in psychological research have gained considerable attention. In our study we discuss training of psychologists from the ethical point of view.

Objective. 1) To develop communication skills with the help of improvisation with the help of a designed training. 2) To uncover the role of ethical questions about the morality of risk–benefit assessment and justification for the conduct of research, selection of a suitable target population, informed consent, and evaluation of our results.

Design. Psychology students are required to develop communication skills that they will need in their future profession. The participants (70 psychology students) were asked to improvise following the three-stage procedure we designed. We describe all the stages of our training program and how the ethical norms contribute to our work. We discuss the ethical norms and rules in the first and third stages of our training session.

Results. We faced several ethical issues with risk–benefit assessment and justification of the conduct of the research. On the one hand, training causes anxiety, putting participants in uncomfortable situations; on the other, this corresponds precisely to the objectives of our work, posing an ethical dilemma. We looked for ways to create more comfortable conditions without jeopardizing the objectives of our study. We introduced concerns about the interpretation of an improviser’s work. The improvisers told stories that did not always correspond to reality, which confused the other participants. Discussing this point from an ethical position led us to a deeper understanding of improvisation and led to certain modification in our design of the training program.

Conclusion. We consider improvisation a creative process which helps one to adapt to new, uncomfortable situations. Here we show that based on ethical standards and rules, we could properly organize our training and comprehensively review the learning and improvisation process.

Background. This is the last in a series of four articles scheduledfor publication in this journal. In the first article (Kapustin, 2015a), I proposed a new “existential criterion” for the normal and abnormal personality that is implicitly present in the works of Erich Fromm. According to this criterion, normal and abnormal personalities are determined, first, by their position regarding existential dichotomies, and, second, by particular aspects of the formation of this position. Such dichotomies, entitatively existent in human life, are inherent, two-alternative contradictions. In the other articles (Kapustin, 2015b, 2016a), I showed that this criterion is also implicitly present in the four famous personality theories of Freud, Adler, Jung, and Rogers.

Objectives. To provide evidence that this criterion is present in the personality theory of Viktor Frankl and to present a comparative analysis of all six theories of personality.

Results. The existential criterion for the normal and abnormal personality based on the works of Fromm is also implicitly present in theoretical conceptualizations of personality, predisposed and non-predisposed to developing various psychological problems and to mental disorders, by Freud, Adler, Jung, Rogers, and Frankl, although in more particular forms, related to more specific existential dichotomies, characterizing the nature of human life.

Conclusion. The fact that the existential criterion is present in these six theories of personality, developed within totally different approaches to psychology and psychotherapy, is evidence of a high degree of its theoretical justification and of the possibility of their integration.

Background. Rape myths are usually described as a widely-accepted set of false beliefs and attitudes about victims and perpetrators of sexual assault. These beliefs serve to deny, downplay, or justify sexual violence that men commit against women.The Acceptance of Modern Myths about Sexual Aggression (AMMSA) scale assesses those stereotypical beliefs about sexual aggression in a more subtle way than traditional measurements of rape myths, which often use rather blatant wording.

Objective. To develop a Russian version of the sixteen-item AMMSA scale.

Design. Non-experimental design. Participants were recruited online. In total, data of 270 Russian female participants and 131 German female participants were analyzed using exploratory and confirmatory factor analysis. Convergent and discriminant validity were assessed using correlational analyses with other constructs that are believed to be related to AMMSA to different degrees (hostile sexism, benevolent sexism, traditional gender role preferences, and impression management).

Results. It was found that the Russian AMMSA, just like the German AMMSA, was unidimensional, normally distributed, had high internal consistency, and showed good construct validity. 

Conclusion. The validation of a Russian version of the AMMSA forms an important first step for studying beliefs about sexual aggression in Russian society. The Russian AMMSA scale is a valid and reliable instrument for measuring modern myths about sexual aggression. Future studies are needed to test whether there are gender differences in the Russian population. 

Background. Aging is associated with decline in various cognitive functions, including task switching – the ability to shift quickly between tasks and mindsets. Previous research has shown that older adults exhibit less efficient task switching. Mathematical modeling of cognitive processes involved in switching between tasks may shed light on the sources of switching inefficiency in normal and pathological cognitive aging.

Objective. To investigate possible sources of task-switching decline in normal and pathological (mild cognitive impairment, MCI) cognitive aging using the Diffusion Model (DM). 

Design. 57 young adults, 34 healthy older participants, and 5 MCI-diagnosed older participants performed the commonly used Number-Letter switching task. Reaction times (RT) and accuracy were measured and Diffusion Models were fitted to individual reaction time distribution to obtain parameters characterizing processes involved in task switching: active, controlled task-set reconfiguration; passive, automatic task-set inertia; and response caution. 

Results. Older age and MCI-pathology-related effects on switching efficiency were found for RT and, partly, for accuracy. After controlling for possible age differences between the two older groups, active processes of task-set reconfiguration had a clear MCI-related deficit, while passive, automatic task-set inertia components only exhibited a general effect of aging (pathological or not). Response caution was only related to older age, with no MCI effect.

Conclusion. Effortful task-set reconfiguration is sensitive to both age and MCI pathology, while passive processes of task-set inertia dissipation is only subject to age changes. The results support the idea of different dynamics of controlled and automatic cognitive processes in normal and pathological (MCI) aging.

Background. The need to evaluate the emotional changes women experience during the diagnostic stage of breast cancer creates the need for easily applicable short screening tools; thus, evaluations which rely on a single question and visual analogical scales are widely used in hospital environments.

Objective. This study aimed to determine the optimal cut-off points for anxiety, depression, and stress emotional thermometers measured against the Hospital Anxiety and Depression Scale anxiety and depression sub-scales (HADS-A and HADS-D), and the Cohen Perceived Stress Scale-14, respectively; in addition, the study aimed to evaluate the prevalence of these changes in women scheduled for breast biopsies.

Design. The study included 221 women who were scheduled for breast biopsies; their agesranged between28 and80 years old. They were individually evaluated using the Emotional Thermometers, the HADS-A, theHADS-D, and the PSS-14 before undergoingtheir biopsies. Data from 203 participants were analyzed.

Results. The following optimal cut-off points were obtained: 3 for the anxiety emotional thermometer (ET) (sensitivity 0.71, specificity 0.25); 3 for the depression ET (sensitivity 0.87, specificity 0.34); and 4 for the stress ET(sensitivity 0.80, specificity 0.43). According to these cut-off points, 56% of the patients exhibited anxiety, 40% exhibited depression, and 55% exhibited stress. 

Conclusion. Using emotional thermometers to screen anxiety, depression, and stress is therefore recommended in the context of breast biopsies.

Background. Early childhood is a critically important period of development for the formation of personality. Many studies provide convincing proof that elements of moral behavior are observable already in the early stages of ontogenesis. Of particular interest for psychophysiologists is the question of whether the capacity for moral evaluation in younger children can be reflected in specific EEG patterns characteristic of them.

Objective. To establish specific patterns of EEG oscillations, including the frontal alpha-rhythm asymmetry, in young children who are prone to evaluate differently the behaviors of “helping” and “hindering” puppets.

Design. Fifty-six children aged 16 to 42 months participated in the study. To measure the level of moral evaluation in children, we used the method designed by B. Kenward and M. Dahl, with some modifications. The EEG was recorded when children distributed resources among the puppet-actors.

Results. When deciding how to distribute resources among the puppets, the children with a higher moral evaluation index demonstrated an overall higher alpha rhythm amplitude, as well as a specific pattern of theta rhythm amplitude. The moral evaluation indices correlated with alpha asymmetry in the EEG loci F7 and F8.

Conclusions. 1. Significant differences in EEG patterns were found between the children who showed different levels of moral evaluation. Children with higher indices of moral evaluation showed a higher alpha rhythm amplitude when deciding how to distribute resources among the puppets, depending on the puppets’ “helping” or “hindering” behavior. 2. The theta rhythm oscillation patterns differed significantly between the samples of children with different moral evaluation indices. 3. Alpha asymmetry in the dorsolateral prefrontal cortex (loci F7, F8) was correlated with the moral evaluation indices, indicating an increased activation in the prefrontal regions of the left hemisphere in children with a more developed understanding of moral behavior.

Background. One promising direction in development of contactless techniques for assessment of the human psychoemotional state (PES) is elucidation of the relationships between psychophysiological indices and electromagnetic radiation in the IR and THz ranges.

Objective. To present a complex approach to assessing PESs based on combining psychological testing and psychophysiological diagnostics with measurements of radiation in the IR-THz range from face areas.

Methods. Stressful psychoemotional states were provoked by physical or cognitive stressors. The PES was monitored by psychological testing and registration of heart rate, photoplethysmogram, galvanic skin response, and respiration rate. The facial images in the IR-THz range were extracted by an IR/V-T0831Cdetector (NEC, Japan).

Results and Discussion. Different PESs are characterized by different specific patterns of psychophysiological parameters. Scores on the anxiety test are highly correlated with scores on the chronic stress questionnaire, but there are no reliable links between the data of psychological tests and the psychophysiological indicators. This discrepancy allows us to assume that for reliable identification of PESs, it is necessary to combine these technologies into one diagnostic complex. We found statistically significant correlations between the intensity of the IR-THz image in the forehead and the galvanic skin response.

Conclusion. For the effective diagnosis and forecast of changes in the PES, it is important to consider both the psychological and physiological data. Despite the relatively low signal-to-noise ratio and low frequency of image recording, it is possible to extract informative THz parameters of the broadband IR-THz signal and associate them with psychophysiological reactions. The improvement of IR-THz detectors and the development of new processing methods will allow wide use of the THz range for remote assessment of human PESs in real time.

Background. The genes responsible for regulating neuro-chemical metabolism are capable of influencing emotional responses. 

Objective. The goal is to determine the influence of the polymorphism of BDNF, HTR2A, and COMT genes on potentials evoked in response to faces with various emotional expressions and objects with different emotional valences. 

Design. The stimuli set included 175 faces and 150 objects with neutral, positive, and negative emotional content. All images were unified in size and brightness and presented for 500 ms. The participants’ task was to determine the emotional content of each stimulus. Each participant’s EEG was recorded at 128 points and averaged in alignment with her responses. Six measures of ERP were recorded for each lead: three for faces with different emotional expressions, and three for objects with different emotional valences.

Results. We discovered that the BDNF and HTR2A gene polymorphism does not affect the visual perception of emotionally charged stimuli as reflected in changes of ERP. By contrast, participants in the COMT Met-Met group differed from participants in groups COMT Val-Met and COMT Val-Val in that their ERPs for both faces and objects were characterized by an increase in P300 amplitude in their frontal, temporal, and parietal areas, predominantly in the right hemisphere. The COMT Met-Met participants were less successful in differentiating stimuli by their emotional valence. 

Conclusion. The COMT gene mutation of the Met/Met type may lead to deficiencies in decision-making about the emotional valence of visual stimuli, as reflected in a substantial increase in the P300 response amplitude. 

Introduction. The need to develop students’ ability to learn independently has been a widely discussed issue in the theory and practice of education over the past 50 years (in research on learning to learn, self-regulated learning, metacognitive learning, etc.). If we understand instruction as a system of activities by the student and teacher, associated primarily with the transmission of cultural experience, then studying the psychological mechanism for accepting and using the proffered knowledge as an orientation for future actions is highly relevant.

Objective. We surmised that the ability to use given knowledge in the school instruction process (which we call “orientation towards given knowledge” [OGK]) would differ between fourth-graders studying in traditional educational systems (TE) and those in Developmental Education (DE), since these systems differ significantly in the principles of the selection learning material and organization of learning activity. We also sought to clarify the correlation between OGK and such important educational outcomes as the ability to identify the most important thing in a text, logical skills, memorization skills, and academic achievement.

Design. To diagnose OGK, we gave fourth-graders (N = 115) the definition of a concept, an instruction to recognize and identify objects as either being described or not described by that concept, and 10 recognition problems in the form of short texts. We assessed the level of OGK by counting the number of problems for which the answer was justified by the given definition. In addition, we measured the ability to identify the main point in the text, logical skills, and random memorization skills.

Results. Almost a quarter of all the fourth-graders (25.7%) failed to use the given definition at all; however, the DE students demonstrated a higher level of OGK (U = 2038, p < .01) significantly more often. OGK among general sample also correlated with the ability to identify the most important thing in a text (R = 0.31, p < .001), logical skills (R = +0.35, p < .001), and memorization skills (R = +0.195, p < .05 for short-term memory and R = +0.301, p < .01 for long-term memory).

Conclusions. Possible reasons for the cognitive performance of the fourth-graders are discussed. We argue that orientation towards given knowledge can be considered an essential condition for effective learning, and therefore serious attention should be paid to its development.

Background. The search for cognitive predictors of success in language learning is associated both with basic cognitive characteristics (processing speed and spatial working memory) and with general characteristics (intelligence). However, the ratio between cognitive functioning and success in language learning can change during the period of school education and depends on the socioeconomic level of the society and the effectiveness of the national educational system.

Objective. To analyze the cognitive predictors of Russian language learning samples of Russian-speaking 11th graders from Russia, Kyrgyzstan, and Moldova, three countries with a similar organization of the educational system, but differing in the functional effectiveness of that educational system and in their socioeconomic levels.

Design. The sample comprised 545 Russian-speaking 11th graders (average age = 17.42 + 0.59; 36.1% male) studying Russian throughout their public-school education in Russia, Kyrgyzstan, and Moldova. The statistical methods of one-way analysis of variance, correlation, and multiple regression analysis were used.

Results. Among the indicators of cognitive development we analyzed, the functioning of the national educational system is the one most associated with the development of fluid intelligence of 11th graders, which is directly proportional to the quality of education in the country; to a lesser extent, it is associated with the development of working memory. In Kyrgyzstan (with an average level of socioeconomic development) and Moldova (with a high level of socioeconomical development), only fluid intelligence was associated with the score on the state exam on the Russian language. In Russia, which has a very high level of socioeconomic development, fluid intelligence and spatial working memory were updated.

Conclusion. Differences in the relationship between cognitive functioning and success in Russian-language learning are associated both with the objectives of the state exam (identification of pupils ready to attend university versus testing of what was learned in school), and, in conditions of low educational effectiveness, with a greater cognitive load during the exam.

Background. The search for cognitive predictors of success in language learning is associated both with basic cognitive characteristics (processing speed and spatial working memory) and with general characteristics (intelligence). However, the ratio between cognitive functioning and success in language learning can change during the period of school education and depends on the socioeconomic level of the society and the effectiveness of the national educational system.

Objective. To analyze the cognitive predictors of Russian language learning samples of Russian-speaking 11th graders from Russia, Kyrgyzstan, and Moldova, three countries with a similar organization of the educational system, but differing in the functional effectiveness of that educational system and in their socioeconomic levels.

Design. The sample comprised 545 Russian-speaking 11th graders (average age = 17.42 + 0.59; 36.1% male) studying Russian throughout their public-school education in Russia, Kyrgyzstan, and Moldova. The statistical methods of one-way analysis of variance, correlation, and multiple regression analysis were used.

Results. Among the indicators of cognitive development we analyzed, the functioning of the national educational system is the one most associated with the development of fluid intelligence of 11th graders, which is directly proportional to the quality of education in the country; to a lesser extent, it is associated with the development of working memory. In Kyrgyzstan (with an average level of socioeconomic development) and Moldova (with a high level of socioeconomical development), only fluid intelligence was associated with the score on the state exam on the Russian language. In Russia, which has a very high level of socioeconomic development, fluid intelligence and spatial working memory were updated.

Conclusion. Differences in the relationship between cognitive functioning and success in Russian-language learning are associated both with the objectives of the state exam (identification of pupils ready to attend university versus testing of what was learned in school), and, in conditions of low educational effectiveness, with a greater cognitive load during the exam.

Background. Parents have a significant impact on the formation of their children’s attitude toward health. A detailed study of this effect will allow us to devise strategies for interaction with children and directions of psychological correction of maladaptive behaviors in health issues.

Objective. To study the relationship between attitude toward healthin primary-school-age children and their parents and styles of childrearing.

Design. The study comprised 69 primary-school-aged children and their parents. The method of “Unfinished Sentences About Health” and the questionnaire “Analysis of Family Relationships” were used.Components of attitude toward healthsuch as health self-esteem, assessment of healthy people, diseases, health promotion actions, health promotion factors (causes), and the value of health were considered. 

Results. [1]The findings showed that the parents’ components of attitude toward healthare interrelated with those in children’s at all levels (from behavioral to semantic and axiological) and are connected with the style of childrearing.

Conclusion. Data analysis showed the impact of the style of childrearing and the interrelation of certain parental attitude toward healthcomponents with attitude toward health in primary-school-age children. This problem requires detailed study due to its theoretical significance and the obvious social challenges it presents.

1. These are not Results, but part of the Design.

Background. Studies have shown that teaching children and youths chess can contribute to their academic achievements and improve their cognitive abilities. Recent studies further indicate the transfer of chess skills to subjects such as mathematics. However, the literature does not address the possible benefits of chess to link between inhibition and ADHD, a disorder in the operational executive functioning system, whenwith chess ias a game that requires various cognitive abilities, and is considered dependent on executive operational functioning abilities and especially inhibition. 

Objective. To investigate whether chess experience relates to inhibitory control in teenagers with and without ADHD. 

Design. Participants completed a visual-spatial task designed for the pur- pose of the study, comprising two conditions: In the “free” condition, par- ticipants were allowed to test different solutions before choosing the answer, whereas in the “touch-move” condition they were asked to choose the answer without any physical attempts. Participants also completed “Go/No-go” tasks. 

Results. The new task was found to be partially effective as only the “touch- move” condition produced group differences, with chess players performing better than non-chess players, regardless of diagnosis. The No-go task perfor- mance analysis also showed a significant main effect for chess training, and a significant interaction among chess, ADHD, and medicine use. 

Conclusion. Although not establishing causality, these results indicate that chess players were less impulsive than non-chess players, regardless of diagnosis. 

Background. This survey article reviews research and academic writings analyzing cognitive features of patients with cardiovascular diseases.

Objective. To review the academic literature on the feasibility of psychological rehabilitation of cardiovascular patients by correcting cognitive impairment.

Method. Analysis and compilation of academic writings by Russian and foreign researchers.

Results. The cognitive dimension of coronary heart disease (CHD) patients has a number of features linked to the effect of their disease, and to their cognitive and psychological status. The article presents diagnostic techniques used to assess the patient’s cognitive state. The experimental data demonstrates the effectiveness of cognitive training with cardiovascular patients. The article also describes recommendations for cognitive rehabilitation of coronary heart disease patients, for choosing the right “target” of remedial psychological intervention, and for assessment of the recovery process.

Conclusion. Rehabilitation programs are promising for patients with coronary heart disease and other somatic diseases.

Background. There is no generally accepted psychological understanding of how a doctor’s representation of risk and uncertainty affects professional medical decision-making. The concept of a Unified Intellectual and Personal Potential can serve as a framework to explain its multiple and multilevel regulation. Our objective was to research the connections between medics’ perceptions of risk and related personal factors.

Design. Medical doctors were compared to different control groups to identify their personal and motivational characteristics in three studies. 

Study 1 assessed the motivational profile of doctors (using Edwards Personal Preference Schedule) in connection with their risk-readiness and rationality (measured by the Personal Factors of Decision-making questionnaire, also known as LFR) in a sample of 33 doctors, as compared to 35 paramedics and 33 detectives. 

Study 2 compared 125 medical students and 182 non-medical students to 65 doctors as to the levels of their risk perception (measured by Implicit Theories of Risk questionnaire, the LFR, and their direct self-esteem of riskiness [1]), tolerance for uncertainty (measured by Budner's questionnaire), and rating on the Big-Five personality traits (TIPI). 

Study 3 presented two new methods of risk perception assessment and investigated the connection between personality traits, risk reduction strategies, and cognitive representations of risk in 66 doctors, as compared to 44 realtors.

Results. Study 1 found differences between the doctors’, paramedics’, and investigators’ motivational profiles. The doctors’ motivations were not associated with conscious self-regulation. In Study 2, risk-readiness was positively related to tolerance for uncertainty (TU) and the self-esteem of riskiness. The latter was significantly lower in doctors compared to the student groups and had different relationships with personality variables. In Study 3, doctors differed from realtors not only in their traits (i.e.,being less willing to take risks), but also in their choices and greater integration of their risk representations.

Conclusions. The three studies demonstrated the multilevel processes behind the willingness to take risks and risk acceptance, as well as the relationship between the multilevel personality traits and doctors’ assessments of medical risks and their preferences in risky decision-making.

1. The “self-esteem of riskiness” refers to an individual’s self-esteem in light of their willingness to take risks. This formulation will be used throughout this article, as to constantly elaborate its meaning would be too unwieldy.

Background. Both authors are working on the Board of Ethics of the Czech-Moravian Psychological Society. They face a recurring pattern of complaints, where one parent in the multilateral contractual field of the child custody domain complains about the psychological report in their case, including the psychologist´s procedure, conduct, partiality, etc. The child custody domain is under Civil Law jurisdiction, where psychologists serving as expert witnesses report their evaluations at the request of the court.   

Objective. To point out some of societal and professional challenges confronting psychologists as expert witnesses in child custody cases. To improve ethical awareness in this area of psychological expert witness practice. 

Design. We compiled an overview of the complaints obtained by the Board of Ethics of the Czech-Moravian Psychological Society from 2013 to 2019, against psychologists who served as expert witnesses in child custody cases in the Czech Republic. We then compared these complaints with the ethical norms established by the Czech Code of Ethics of the Psychological Profession; the recommendations of the European Federation of Psychologists’ Associations (EFPA) (c.f., The European psychologist in forensic work and as expert witness); and the guidelines of the American Psychological Association (APA) (c.f., Guidelines for Child Custody Evaluations in Family Law Proceedings).  

Results and Сonclusions. Testimony by psychological experts in child custody cases is occurring in the context of societal changes and political decisions concerning child custody arrangements, and the best interests of the child in the context of gender neutral laws. Several ethical concerns seem to be of special importance: 1) the “psychological best interest of the child” in the multilateral contractual field; 2) the purpose and contribution of psychological expert testimony in child custody cases; 3) the role, task, and responsibility of the expert witness, including establishing working alliances and parallel processes; 4) the appropriate allocation of responsibilities in the multilateral contractual field; and 5) the ethics of reflexivity, responsibility, and courage. The “complaint bias” is discussed.

Background. A growing body of evidence shows that people's attitudes toward lies could be predictive of their actual deceptive behavior. However, few studies have examined both attitudes and deceptive behavior, and none have related attitudes toward the likelihood of self-reported deception as it develops over people’s lifespans.

Objective. Our study addresses attitudes toward lies and the likelihood of deceptive behavior in a variety of contexts, relating them to self-reported frequency of lying. We were also interested in whether individual differences in social desirability and social anxiety predict self-reported frequency of lying across lifespans.

Design. Using a cross-sectional design that included children as well as young adults, we assessed a total of 177 participants with the same questionnaire about deception, adapted from Lundquist et al. (2009).

Results. The age differences in the frequency of self-reported lying followed an inverted U-shape trend over time. Children’s lower social desirability and more lenient attitudes toward white lies predicted higher lying frequency, whereas for adults, a greater likelihood of telling prosocial lies predicted higher lying frequency.Children with decreased anxiety were less likely to tell prosocial lies, implying that anxiety might be a key factor in children’s development of deception.

Conclusion. Our work offers an integrative view into people’s attitude towards deception and their self-reported lying as they mature. Attitudes toward white lies and the self-reported likelihood of telling prosocial lies were the most relevant predictors involved in self-reported lie-telling. Individual differences in anxiety and social desirability also played a relevant role in children’s and young adults’ attitudes toward deception.

Background. Throughout the last forty years, an emerging set of global norms addressing the rights and treatment of lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI) people have emerged and are continuing to evolve. This article will outline the trajectory of LGBTI concerns in the context of international human rights, and make a case for psychological ethics that are inclusive of concerns specific to sexual orientation, gender identity, and gender expression (SOGIE). These discussions will be framed in the context of the historical stigma and pathologization associated with SOGIE concerns, as well as the increasing global visibility and political and social organizing of LGBTQI communities.

Discussion. First, the rise of international and regional ethics codes pertaining to SOGIE concerns, including the role of the United Nations, will be reviewed. Second, recommendations for an ethical approach to psychological research, practice, training, and advocacy inclusive of SOGIEconcerns will be discussed. These recommendations will be informed by the existing ethical framework of the European Federation of Psychologists’ Associations (EFPA), and will address the unique concerns of sexual orientation minority populations; transgender, non-binary, and gender-expansive (TNG) people; and intersex populations. Finally, the International Psychology Network for LGBTI Issues (IPsyNet) will be introduced as a model for networking in support of SOGIE interests within LGBTQI-affirming national psychological organizations.

Conclusion. As European ethical practices respond to calls from human rights stakeholders for increased inclusion of SOGIE concerns, this paper proposes that it is the responsibility of international psychological practice to support the human rights of allglobal citizens.

Background. Although widely acknowledged as a distinct professional practice, clinical supervision has not consistently been a component of graduate training in psychology,and has not achieved recognition commensurate with its importance to the field in the United States or internationally. Although competence in supervision had been inferred, multiple international studies reveal high frequenciesof unethical, inadequate, and harmful supervision. Implicit in clinical supervision is ethical acumen, practice, modeling, teaching, andadherence to multiple ethical principles and codes.Specifically, this role calls for respect, integrity, doing no harm, competence, confidentiality, and not entering multiple relationships that may do harm.

Objective. The objective of the current article is to describe the essential components of ethical clinical supervision and training, ethical imperatives for both supervisor and supervisee, and aspects of training and supervision that ensure protection of the client. A framework of enlightened globalization harmonizes rules and ideals of the profession with cultural diversity and provides both a structure and guidance for supervisors and supervisees.

Results. We analyze the ethical development of supervisees which occurs through a complex process of integration of personal values and ethical positions with professional ethics; through an intentional, systematic process; and through supervision, to enhance their metacompetence (i.e.,knowing what one knows and doesn’t know). 

Conclusion. Through a review of the strategic literature, we define current international and cultural perspectives on ethical practice and training, outline critical ethical issues, and provide strategies for effective and ethical clinical supervision, including an informed consent document and a supervision contract.

Background. It is crucial for psychology students and graduates to study ethics. However, neither teaching nor learning ethics is always an easy process. Course syllabi often include philosophical texts, specialized concepts, and numerous ethics or procedural codes. Could we consider all of this as a cognitive process? The students should be aware of all the vulnerabilities that can impact ethical decision-making, such as cognitive errors, emotional factors, social and organizational pressures, and situational factors.

There is a great deal of new research on the advantages of including emotional dimensions in the decision-making process (Decety & Cacioppo, 2012; Decety & Cowell, 2015); this research evenclaims that emotions strengthen the contribution of the cognitive process, and as a result enrich the final ethical judgments. Additionally, there is also a kind of hidden curriculum that we provide to students (Goold & Stern, 2006; Hafferty & Franks, 1994). It is exactly this area (internships, the way we relate to the students) to which we need to pay attention during their undergraduate and graduate years.

Conclusion. Expecting students to learn and internalize knowledge in a meaningful way necessitates new modes of instruction. Specifically, teaching and learning ethics in an interactive way, while paying attention to both good decision-making skills and emotional cues, would provide exactly what students would enjoy and learn from the most. In this article, we will suggest that, if the question is how to sensitize students to ethical issues in psychology, and in the profession, it is important to give them an active role and responsibility for disseminating ethical principles. We will also introduce different techniques that help combine knowledge with emotionality while teaching ethics in psychology.