Eight Step Model

Research and Education This professor is conducting research on his entire class without disclosure of the nature of his research, participation is mandatory to pass this course. The students complete an instrument of measuring of locus of control as well as attribution style. His hypothesizes is that students with an external locus of control will assign external factors as a contributing factor to their failure in the class, in essence, exciting a test that no one can pass. The next class the professor informs all the students that they have failed the test, instructing them to complete a questionnaire to analyze their failure. This is bound to be a stressful encounter for students, perhaps causing undue psychological stress.
Appling The Eight Step
Ethical Decision Making Model Keith-Spiegel and Koocher's, eight-step model to evaluate case three, research the ethical plight faced by an educator, conducting research (Nagy, 2011).
Professorially speaking, there are few guidelines in place, requiring professors to scrutinize their actions as they find themselves continually faced with, multiple relationships, and questioning exploitative nature of their relationships with the students (APA, 2002). Keith-Spiegel and Koocher's, eight-step model include:
1. Determine the matter is an ethical one; is it ethical for the professor to take bend his role from trusted instructor to researcher?
2. Consult available guidelines that might apply to a specific identification and possible resolution; APA 3.05 multiple relationships, APA 3.06 conflict of interest and APA 3.08 exploitative relationships are three of the APA ethic codes that apply to this case (APA, 2002).
3. Consider, as best as possible, all sources that might influence the kind of decision you will make; Blevins-Knabe article, The Ethics of Dual Relationships in Higher Education, addresses the complexities that a professor faces, trying to balance their teaching and research (Blevins-Knabe,
1992).
4. Consult with a trusted colleague; speaking with other professors.
5. Evaluate the rights, responsibilities, and vulnerability of all affected parties; whereas, the professor may have the right to administer the test, is it responsible to compromise the students trust, confidence and perhaps their ability to effectively learn from this professor.
6. Generate alternative decisions; the professor could ask another professor to administrator this research test, this would maintain trust with their professor, while maintain the integrity of his research.
7. Enumerate the consequences of making each decision; by assigning value to potential consequences an individual can mathematically calculate the potential outcome.
8. Make and implement the decision; once the decision has been made the implementation of the decision will take place. This professor concluded that he was ethically sound utilizing his students for his research, without their knowledge of the researcher’s intent.
Summary of Case Three The determination of psychological ethical dilemmas in general are easy to contemplate, as there are decisive ethics clearly outlined in the APA code of ethics (APA, 2002). Whereas, when and individual is contemplating a multiple relationship positon, as a trusted professor, and researcher, is a far more challenging task, with little guidance in regards to this potentially complicated scenario. Notwithstanding, there are some publications that do address this topic, such as, Blevins-Knabe’s article, The Ethics of Dual Relationships in Higher Education (Blevins-Knabe, 1992). It is vital to utilize the APA code of ethics and professorial peers to ensure ethical decision are made, it is imperative to the psychological field and the wellbeing of the students (APA, 2002). Due diligence is the sole responsibility of the professor, or any other psychology professional, when faced with an ethical quandary, prudent measures will allow ethical dilemmas to be pragmatically concluded.