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Research Methods in Psych > Ch4 Ethical Guidelines > Flashcards

Ch4 Ethical Guidelines Flashcards

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1
Q

Tuskegee Syphilis Study

A
  • 1930’s study of 600 black men over long period of time to see how syphilis progresses
  • 400 already had syphillis
  • unethical
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2
Q

explain how the Tuskegee Syphilis Study illustrates violations of all three ethical principles of the Belmont Report

A
  • not treated respectfully
  • were harmed
  • targeted, disadvantaged social group
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3
Q

how were the men in Tuskegee not treated respectfully?

A
  • not told if they had syphilis
  • not informed of available cures
  • didn’t provide informed consent
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4
Q

how were the Tuskegee men harmed?

A
  • not told about penicillin as a cure when it became available (many were illiterate)
  • subjected to painful, dangerous tests (spinal taps)
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5
Q

how were the Tuskegee men targeted as a disadvantaged social group?

A
  • syphilis not specific to poor African American men (bad external validity)
  • they were chosen because they could be exploited
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6
Q

milgram obedience studies

A
  • “teacher” (participant) has to “shock” “learner” (confederate) when the “learner” makes mistakes on word association test
  • level of “shocks” increased until the “learner is unresponsive
  • authoritative figure urges “teacher” to continue
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7
Q

results of milgram studies

A

65% delivered highest “shock” at 450 volts

only 2 or 3/ 100’s of participants refused to give any shocks at all

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8
Q

variations on milgram obedience studies

A
  • learner mentions he has heart condition - same results (65%)
  • learner in same room as teacher- 40%
  • supervisor down the hall, over the phone instead of in the same room- 20%
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9
Q

what are the questions we should ask concerning ethics in the milgram studies?

A
  • is it unethical to put participants through such a stressful experience?
  • were there any lasting effects after participants were debriefed?
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10
Q

debrief

A

to be carefully informed of study’s hypothesis

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11
Q

how were the participants of milgram’s studies debriefed? how did the participants feel?

A

originally debrief showed “learner” unharmed, but didn’t mention that he didn’t receive shocks/ was a confederate

people were disturbed by their capacity to do harm regardless of whether the pain was actually inflicted

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12
Q

how could milgram have balanced risk to participants more?

A

after the initial study he could have adjusted the experiment to produce less anxiety

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13
Q

the Belmont report

A

report made at the request of congress (1976) outlining 3 principles for ethical decision making:

1) the principle of respect for persons
2) the principle of beneficence
3) the principle of justice

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14
Q

the principle of respect for persons

A

1) participants should be free to decide whether they want to participate in a study.
- includes informed consent
- no coercion, misleading, or undue influence
2) certain groups are less autonomous and entitled to special protection in terms of informed consent (children, cognitively disabled, prisoners)
- consent can sometimes come from parents or guardian in these cases

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15
Q

informed consent

A

gives participants info on the research project and its risks and benefits so they can decide whether they want to participate

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16
Q

coercion

A

implicit or explicit suggestion that not participating will lead to negative consequences

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17
Q

undue influence

A

offering incentives too attractive to refuse

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18
Q

principle of beneficence

A

researchers must take measures to protect participants from harm and ensure wellbeing

  • weigh risks and benefits

researchers can’t withhold treatments known to be helpful to participants

  • if this is found out halfway through a study, treatment needs to be made available to control group
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19
Q

anonymous study

A

researchers don’t collect any identifying info

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20
Q

confidential study

A

researchers collect some identifying info and prevent it from being disclosed

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21
Q

the principal of justice

A

looks at the balance btwn participants and those who benefit from the research

  • who bore the risks and who reaped the benefits?
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22
Q

under what cases can researchers study a sample from a particular population (ethnic group, institutionalized people?) example?

A

must be because the problem they’re studying is especially prevalent in that population

ex: tuberculosis study on institutionalized people b/c it is particularly prevalent in institutions

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23
Q

why do research hospitals and universities have committees?

A

to decide if research complies with ethical guideline

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24
Q

the “common rule”

A

in the US federally funded agencies follow the common rule:

describes ways the Belmont report should be applied in research

(ex: explains informed consent procedure, ways to approve research)

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25
Q

in colleges, policies require those involved with research w/ human participants to be…

A

… trained in ethically responsible research

they may have to take a course- Responsible Conduct of Research, administered by CITI program

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26
Q

APA ethical principles

A

the “ethical principles of psychoanalysts and code of conduct”

contains 5 principles for guiding individual aspects of ethical behavior

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27
Q

who does the APA ethical principles protect?

A

research participants, also students in psych classes, therapists’ clients

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28
Q

the 5 APA ethical principles

A 
A. beneficence and non-maleficence
B. fidelity and responsibility
C. Integrity
D. Justice
E. Respect for peoples rights and dignity
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29
Q

A. Beneficence and Non-Maleficence

A
  • treat people in ways that will benefit them
  • don’t cause suffering
  • conduct research that will benefit society
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30
Q

B. Fidelity and Responsibility

A
  • establish trust
  • professional behavior
    - you can't be a therapist to your student 
- no sexual relationships w/ clients
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31
Q

C. Integrity

A

strive to be accurate, truthful, honest in role (teacher, practitioner, researcher)

  • teach accurately
  • therapists must stay current on empirical evidence for therapeutic techniques
32
Q

D. Justice

A
  • treat all groups fairly
  • sample participants from same population that will benefit from research
  • be aware of biases
33
Q

E. Respect for people’s rights and dignity

A
  • recognize people as autonomous agents
  • protect people’s rights
    • privacy
    • to give consent for treatment/research
    • confidentiality
  • understand some populations less able to give autonomous consent, take precautions against coercion
34
Q

10 ethical standards

A
  • similar to enforceable rules or laws

- psychologist members of APA who violate standards can lose license/ be disciplined

35
Q

Ethical standard 8

A

contains ethical standards specific to research

8.01- Institutional Review Boards
8.02- Informed consent
8.07- Deception
8.08- Debriefing
research misconduct
8.10- Data fabrication (+ falsification)
8.11- Plagiarism
8.09- animal research

36
Q

8.01 Institutional Review Boards

A

(IRB) committee responsible for making sure research using humans is done ethically

  • in US, mandated by law in institutions
37
Q

who are the members of an IRB?

A

5 or more members

  • scientist
  • someone w/ academic interest outside of science
  • community member w/ no ties to institution

if proposal involves prisoners, one member must be
- designated prisoner advocate

38
Q

To conduct an experiment w/ humans, one must first…

A

submit application to IRB

reviewers review

  • risks/benefits
  • procedures for informed consent
  • protection of privacy

then decide if approved

39
Q

8.02 Informed Consent

A
  • researcher’s obligation to explain study to potential participants before they decide
  • usually in the form of a written document
40
Q

what does an informed consent document contain?

A
  • risks and benefits
  • statement about any experimental treatments

have to inform people where data is confidential

41
Q

under what circumstances is informed consent not necessary?

A
  • if not likely to cause harm + in an educational setting
  • anonymous questionnaires (still need to give overview about purpose of study, and how they can get help if upset by it
  • if study involves naturalistic observation in low-risk public setting
42
Q

what decides if informed consent is necessary?

A

the institution’s regulations decide if it’s necessary

- usually still must be approved by IRB

43
Q

8.07 Deception

A

2 types: omission and commission

  • omission: withhold details- if participants knew what study was about, might change how they act
  • commission: lying, giving a cover story about study to minimize change in behavior
44
Q

example of omission

A

milgram experiment- didn’t know learner was a confederate, not actually shocked

scientist stories- didn’t know other participants read different stories than them

45
Q

when using deception, what do you have to be clear on?

A
  • why using it
  • risks/benefits - (upholds principle of respect for persons by informing participants)
  • debrief after
46
Q

how does the ethical standard on deception uphold the Belmont report?

A
  • upholds principle of respect for persons by informing participants of risks + benefits
  • upholds principle of beneficence by weighing cost of deception vs cost of not using deception

APA principles require deception used as last resort

47
Q

8.08 Debriefing

A
  • after using deception researchers must debrief participants
  • done verbally: researcher explains why deception was used + nature of deception
  • in universities, student participants in studies not using deception get written description of study goals, hypothesis, + references
48
Q

types of research misconduct

A
  • data fabrication (8.10) and falsification

- plagiarism (8.11)

49
Q

8.10 Data fabrication

A

where researchers invent data that fits their hypothesis

50
Q

Data falsification

A

researchers selectively delete observations or influence participants to act a certain way

51
Q

example of data falsification

A

Diedrick Stapel at first changed occasional data points, later entire data sets

52
Q

What are the consequences of data fabrication and falsification?

A

misleads people on actual state of support on theory

ex: measles MMR vaccine + autism- fraudulent data lead to measles outbreak

53
Q

why do researchers falsify data?

A
  • reputation, income, promotions (professors)

- might be biased, convinced of hypothesis- think contradictions inaccurate

54
Q

8.11 Plagiarism

A

representing words and ideas of someone else w/out appropriate credit (stealing intellectual property

55
Q

to avoid plagiarism…

A
  • cite sources of ideas that aren’t your own (APA format)
  • after paraphrasing someone (using your own words): (last name, year published)
  • Quoting: “quote” (author name, year published, page #)
56
Q

8.09 Animal Research (list APA guidelines)

A
  • care for them humanely
  • use as few as possible
  • research must be important enough to validate animal use
57
Q

animal research must follow what kinds of laws?

A
  • federal and local laws for animal protection

- in US, Animal Welfare Act (AWA) mandates research institutions to have a local board (IACUC)

58
Q

Institutional Animal Care and Use Committee (IACUC)

A

In the US, the Animal Welfare Act (AWA) mandates research institutions to have a local board- like an IRB for animal research

59
Q

who are the members of IACUC

A

at least 3 members:

  • vet
  • practicing scientist (who’s familiar with animal research protocols)
  • local community member (not tied to institution)
60
Q

what’s the process for getting animal research approved by IACUC?

A
  • researchers submit extensive protocol
    • states how animals will be treated/ protected
    • scientific justification (study hasn’t been done before, why research is important)
  • after approval, IACUC monitors treatment of animals during process
    • lab inspection every 6 months
    • if lab violates procedure, can stop experiment, shut lab down, or cut funding
61
Q

Animal Care Guidlines

A

animal researchers in U.S. use “The Guide for the Care and Use of Lab animals”

  • contains the “three r’s”
    • Replacement
    • Refinement
    • Reduction

also provides guidelines on

  • housing (cage sizes)
  • diet
  • if need to be in social groups
  • temperature
  • sanitation
  • enrichments
62
Q

Replacement

A

encouraged to use alternatives to animal subjects whenever possible
(ex: computer simulations)

63
Q

refinement

A

researchers must modify experimental procedures and animal care to minimize or eliminate animal distress

64
Q

reduction

A

use fewest amount of animals possible in experimental designs + procedure to answer research Q’s

65
Q

what does support for animal research look like?

A
  • 47% of Americans support it
  • most psych students and faculty support it
  • the more education people have, more likely to back it (especially after reading AWA requirements)
66
Q

what are Animal Rights groups arguments against animal research

A

1) animals are just as likely to suffer as humans are, should be treated w/ equal respect

2) animals have rights, equal to human rights
- relates to Belmont report principle of justice- that animals shouldn’t bear burden of research that benefits humans

  • argue that researchers treat animals as resources rather than beings with rights
67
Q

What arguments do animal researchers use to defend use of animals?

A

1) (central argument) animal research has many benefits to both humans and animals
- Belmont report- weighing costs and benefits

   - ex:  basic and applied research processes of vision, disease prevention, therapeutic drugs

2) researchers are sensitive to animals well-being, try to minimize distress whenever possible
- IACUC oversight process + “the Guide for the care and use of Lab Animals” help ensure care

3) researchers over time have vastly reduced # of animals used in research

68
Q

what does ethical decision making require, what kind of process is it?

A
  • balance of priorities

- nuanced process, not black and white, evolving, dynamic

69
Q

What priorities do researchers and IRB’s weigh?

A
  • potential harm to human/animal participants vs what knowledge gained will contribute to society
  • how to compensate people in study-
    • paying could entice a variety of population
    • if reward is too large, people might feel like they have no choice (undue influence)
70
Q

Emotional Contagion Facebook study

A

tested effect of emotional contagion through social networks

withheld certain posts from newsfeeds

1) positive posts w/held
2) random posts w/held
3) negative posts w/held

FB then measured how many negative or positive emotion words users used

71
Q

results of Emotional Contagion FB study

A
  • those who saw less positive posts posted more negatively, and vice versa
  • but effect size was very small- not significant
72
Q

what questions about ethics did the FB study raise?

A

Q: was it reviewed by IRB?
A: no- FB didn’t need it as a private company, Cornell IRB decided it didn’t fall under it’s program

Q: was there informed consent?
A: study’s authors say FB data use policy constitutes informed consent
– Journal Study included “Editorial Statement of Concern” stating it didn’t allow participants to opt out

73
Q

Deception and Debriefing in FB study

A
  • participants not told newsfeeds were manipulated
  • deceived through omission
  • no debrief- not clear who participated in study
74
Q

Respect for Persons in FB study

A
  • not really informed consent

- might not be necessary in a “public place” where people consent to being observed

75
Q

Beneficence in FB study

A

did it harm participants? help society?

minor suffering, minor help.

some argue FB already manipulates newsfeed via algorithm

76
Q

Principle of Justice in FB study

A

where those who participated representative of those who would benefit?

yes, randomly chosen

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