Lecture 5 Flashcards
Students’ views of professors’ actions
Keith-Spiegel et al. (1993) ethics and behavior. Survey with 2 campuses - one in urban area in CA, other in rural area in Indiana. Percent saying it is unethical all or most of the time - teaching while under the influence of alcohol or drugs (95%). Making deliberate or repeated sexual comments, gestures, or physical contact toward a student that are unwanted by the student (96%), including false or misleading information that hurt the student’s chances when writing a letter of recommendation for the student (94%), allowing how much a student is liked to influence what grade the student gets (90%). Including material on the test that was not covered in lecture or assigned reading (90%). Ignoring strong evidence of a student’s cheating (90%). Requiring students to disclose highly personal information in group discussion class (students who remain silent are graded down) (88%). Insulting or ridiculing a student in the student’s presence (87%). Announcing exam grades of each student, by name, in front of the class (84%).
Graduate students’ perceptions of faculty ethical violations
- 1/3 responded saying first hand or second hand knowledge of faculty ethical violations. % aware of particular things: 22.4% multiple relationships with students, 20.7% research integrity and academic dishonesty (authorship credit, ghost writing, fabricating data), 17.2% respectful treatment of students (sexual harassment, asking students to disclose), 16.4% mentorship/supervisor competency (refusing to use EBP, grades without feedback, inadequate supervision), 12.9% privacy/confidentiality issues (FERPA, HIPAA). 50% of the 1/3 that knew of a violation reported it.
Supervision
An ongoing relationship in which the supervisor monitors the quality of work by the supervisee. There are lots of different formats.
Who is qualified to be a supervisor?
By education, training, supervised experience, consultation, study, or professional experience (2.01). Must be competent to work with the patient(s) that the supervisee works with (2.01). Only should assign work that the supervisee is competent to do (2.05).
7.06 - assessing student and supervisee performance
a) in academic and supervisory relationships, psychologists establish a timely and specific process for providing feedback, information about this process is to be provided at the beginning of supervision. b) evaluate students on basis of actual performance on relevant and established program requirements. Hopefully, there’s a written document about what supervision entails (how to provide feedback, etc.).
Clinical supervision
Expertise in area of work (2.01). Create a trusting alliance that allows supervisee to admit mistakes and fears (3.04). Routine and timely feedback (7.06). Help student increase self-awareness.
Research supervision
Inadequate supervision (2.05), abandonment (3.04, 2.06) - leaving you and taking all the data with them, exploitative supervision (3.08), unfair authorship practices (8.12)
Supervisor Responsibilities
Remley & Herlihy, 2005. Not too many supervisees (2.05) have to know limits of how many you can take on, explain supervision process (7.01, 7.06), possess competence (2.01), provide ongoing feedback about performance (7.06), manage boundaries of relationship (3.08, 7.04, 7.07), keep confidential information that is exchanged.
