Integrating emotion and other nonrational factors into ethics education and training in professional psychology (original) (raw)

2020, Ethics & Behavior

Any professional or scientific discipline has a responsibility to do what it can to ensure ethical behavior on the part of its members. In this context, this paper outlines and explores the criticism that to date the emphasis in ethics training in professional psychology, as with other disciplines, has been on the rational elements of ethical decision making, with insufficient attention to the role of emotions and other nonrational elements. After a brief outline of some of the historical background to the development and understanding of ethical decision making, relevant theoretical and empirical literature on the influence of emotional and other nonrational factors on our ethical decisions is reviewed. The implications of this literature for ethics education and training are outlined, particularly with respect to the use of case studies. An integrative approach is proposed, and conclusions and recommendations are offered with respect to such an approach. KEYWORDS Ethical decision making; case studies; emotion; ethics training; professional ethics "Ethics is about understanding and responding humanely to situations in life." (Macneill, 2010, p. 852) All professional and scientific disciplines have a responsibility to society to do what they can to ensure ethical behavior on the part of their members. Since the mid-20th century, the profession of psychology has engaged in a number of activities aimed at meeting this responsibility. Such activities have included the articulation of the discipline's ethical principles and ethical values, development of codes of ethics and codes of conduct, development of ethical guidelines, and training members in ethical reasoning and decision making through such activities as formal courses, supervision, mentoring, continuing education, and accountability mechanisms (e.g.