SYLLABUS

Type of information
Name of the lecturer (s)
Academic degree
Affiliation
Course title
Course type (lecture,seminar,lab)
Brief course description

Full course description

List of topics

Content
Gerard D. Hoefling
Ph.D.
Drexel University
Advanced Ethics
Seminar w some lecture
Through the use of case studies and prepared materials,
students will gain practice in developing ethical decision
making relevant to the professional practice as well as
gain insight into the facets of developing the
professional person.
This course is designed for graduate students pursuing
careers in applied and/or experimental psychology. The
purpose of this course is to provide a depth of
understanding to relevant ethical issues, guidelines, and
practices. In addition to exposure to fundamental ethical
principles and historic foundations, students will also
become aware of the range of ethical dilemmas
confronting the modern practitioner. Through reading,
discourse, and discussion of case studies, students will
develop competence in utilizing a range of decision
making models. Such models will be applied to salient
issues such as but not limited to; group counseling,
family therapy, child therapy, end-of-life issues,
supervision, termination, mandated reporting, standards
on human relations, sexual intimacy, confidentiality,
assessment and testing, and the rights of clients. By
engaging in an examination and discourse of such
ethical issues the student will become better prepared to
anticipate and address ethical dilemmas as a professional
and develop practical problem solving strategies
necessary for maintaining professional ethical standards.
Review of foundational principles, Competence and care
of the professional, Ethical Standards of the Polish
Psychological Association, The Stanford Prison
Experiment, Ethics in Gerontology, Duty to
Warn, Boundaries and Exploitation of Clients,
Sexuality and the Therapeutic Process,
Responding to suicidal (and homicidal) ideation,
Assessment, Testing and Standards on Therapy,
Supervison, Working with Groups and Families,
Organizational Settings and Special Populations,
Codes and Complaints in Context, Mental Health

Professionals and the Law, Animal Rights, End of Life

Issues
Prerequisites for students*

Learning outcomes

Assessment methods and criteria

Learning activities and teaching

methods

Bibliography

Basic intro courses in Psychology as well as Intro to

Professional Ethics in Applied and Experimental
Psychology
Students will exhibit comfort with and mastery of
applying the ethical decision making process to case
studies, develop skill in articulating ethical principles,
and broaden their understanding of ethical issues of
particular salience to the field.
A total of 200 points may be earned
through three examinations, two reaction
papers, a group presentation/project, and
class participation. The breakdown of
points will be as follows:
Exam I-50pts Group Presentation-50pts
Critical Review I-40pts
Critical Review II-40pts
Class Participation-20pts
While some lecture material and film will be presented,
student will through the use real case studies, be
expected to resolve ethical issues through active
discussion and debate.
There will not be any assigned text but select readings
will be provided by the instructor as needed.

Remarks

The University of Warsaw

Advanced Ethics in Psychology
Fall/Winter 2013
Instructor: Gerard D Hoefling, Ph.D.

Office:

O f f i c e H o u r s : M o n d a y t h r o u g h T h u r s d a y:
Hours are available by appointment
Phone:

e-mail: gdh1066@gmail.com
or gdh29@drexel.edu

Course Objective:
This course is designed for graduate students pursuing careers in applied and/or
experimental psychology. The purpose of this course is to provide a depth of

understanding to relevant ethical issues, guidelines, and practices. In addition to exposure

to fundamental ethical principles and historic foundations, students will also become
aware of the range of ethical dilemmas confronting the modern practitioner. Through
reading, discourse, and discussion of case studies, students will develop competence in
utilizing a range of decision making models. Such models will be applied to salient issues
such as but not limited to; group counseling, family therapy, child therapy, end-of-life
issues, supervision, termination, mandated reporting, standards on human relations,
sexual intimacy, confidentiality, assessment and testing, and the rights of clients. By
engaging in an examination and discourse of such ethical issues the student will become
better prepared to anticipate and address ethical dilemmas as a professional and develop
practical problem solving strategies necessary for maintaining professional ethical
standards.
Assigned Text:
There will not be any assigned text but readings will be assigned as required and will be
provided in class.

Grading:
A total of 200 points may be earned through three examinations, two
reaction papers, a group presentation/project, and class participation. The
breakdown of points will be as follows:
Exam I
Critical Review I
Class Participation

50pts.
40pts
20pts.

Group Presentation
Critical Review II

50pts
40pts

Translated to:
190-200 = 5!
177-189 = 5
165-176 = 4.5
153-164 = 4
140-152 = 3.5
120-139 = 3
119 and less = Fail

Any questions regarding grades or grading must be addressed in a timely fashion.

Because of the compressed nature of this course it is incumbent upon the student to
address concerns and/or questions immediately.

A Word About Grades

Grades and grading represent an imperfect measure of knowledge and ability. We
are never as dumb or as smart as we too often allow ourselves to believe. Grades are
useful only in terms of the degree to which they can instruct the student about strengths
and weaknesses as well as the degree to which they serve to motivate the student to
increase effort and explore potential. Grades though important should not be the primary
reason or reward of scholarship. It should be remembered that a grade of C is a fine
grade and indicates the student has met all the basic requirements of a given course.
Everything above that point indicates some level of achievement or understanding that
exceeds the average expectations of the course. While it is likely that everyone taking this
course has the potential to earn the highest grades, the difference between grades is more
often reflective of differing experience and communicative skills rather than only
intellect. Thus the difference may rest in effort and attention to detail. In a writing
sensitive course such as this, such effort and attention can be rewarded and enhanced by
paying close attention to the writing tips and guidelines included in this syllabus.
That is what is commonly referred to as a hint.
WRITING ASSIGNMENTS
There will be three writing assignments; two reaction papers and one group effort.
Instructions for each assignment are provided in this syllabus. All written assignments are
expected to be completed and submitted at the beginning of class on the scheduled date.
Plagiarism and/or fabrication like cheating can result in referral to Judicial Affairs
and can result in immediate dismissal from this University.
All papers must adhere to current APA guidelines and must be submitted on the
time and date given in this syllabus. All late papers will have one letter grade deducted
for each day late. Papers placed in the Instructors mailbox or under his door will
similarly be considered late and will have grades deducted dependent upon when the
Instructor actually finds the paper. The only excuses considered for a late paper will be a
verifiable medical excuse specifically stating the students inability to attend class OR a
verifiable death in the family. Verifiable means written proof. Weddings, graduations,
family reunions, celebrations, tiger tamings, revolutions, ship launchings, missed busses,
grounded aircraft, derailed trains, cars with flat tires, unreliable friends or roommates,
unrequited love, or printers that do not print, and discs that do not work are NOT
verifiable excuses. The same conditions govern all examinations as well as papers and
group projects.

PAPERS:
Critical Review #1. (40 pts)
Each student will be provided with a case study to analyze and resolve. The
resolution must be grounded in ethical principles and professional conduct. The
discussion should not exceed five pages. Students will be asked to orally summarize their
decision in class.

Due Date: The first review will be due at the beginning of the last class
scheduled during week two.

Critical Review #2. (40 pts)

Each student must identify a contemporary ethical issue relevant to his or her
specific area of interest within the field. The student must clearly articulate the ethical
dilemma, identify key stake-holders, apply a decision-making model of his/her choosing,
and state the decided resolution as well as potential barriers. Students will be asked to
orally summarize their work in class.
Due Date: The second review will be s due at the beginning of the first class
scheduled during week four.

Defining "the beginning of class".

The "beginning of class" is the moment I begin that day's lecture. If you arrive late
to class your paper has arrived late as well and will be deducted 5 points for that day. 5
points per day will be deducted per day late. Plan accordingly. In other words if you wait
until the last minute to print your paper before class and run into a snag you are out of
luck. Be prepared and make sure you have your final draft printed the day BEFORE it is
due. This will avoid any unfortunate problems such as losing 5 points from your paper!
That is also what is commonly referred to as a hint.
Class Project and Presentation (50 pts)
The class will be assigned an ethical issue pertinent to the field of applied and
experimental psychology. The class will thoroughly examine the issue and seek a
consensus ethical response. The group will need to state the relevance of the issue and
how it should be resolved based solely upon ethical standards, principles and practices.
The class will identify a body to receive recommendations and prepare a formal proposal
for presentation. The intention will be to actually deliver the proposal to the identified
targeted body for examination and review. The class will deliver a formal presentation of
the proposal on the last assigned day of the course.

Participation (20 pts)

This is an advanced level course and as such the student is expected to be fully
prepared to discuss material on a daily basis. While lecturing will certainly be a regular
feature of the course, students are encouraged to add insights, opinions, and questions.
In addition, the nature of the course invites discussion. Students will be called upon to
respond and offer insight. This will be particularly true in the latter half of the course
when students will be asked to consider and provide ethical resolutions to specific case
studies.

Exam (50 pts)

There will be one exam composed of multiple choice and short answer questions
covering materials presented during class lectures, films, and from the assigned text.
There will not be a comprehensive final exam. There will not be any make-up exams.
The only acceptable excuse for missing an exam will be verifiable death or verifiable
serious illness. If you have any scheduled personal activities that conflict with the
examination schedule you may want to reconsider taking this course. See the preceding
comments regarding verifiable excuses.
A student with a verifiable excuse will be allowed to take an alternative exam.

WRITING TIPS AND GUIDELINES

All written assignments are expected to meet current APA (American
Psychological Association) guidelines for academic papers. If you do not own an APA
manual they are readily available at all the local bookstores. It is not a bad investment
and it is a manual you will likely refer to throughout your college career. However, while
helpful, it is not essential to your academic survival to possess this mighty tome. Copies
are available at the library and you may simply want to copy pertinent sections for
reference.
APA guidelines aside, all students must adhere to the following mechanics
pointers:
- All papers must have a title page.
- All pages must be numbered (except title page).
- Know when and how to properly cite references.
- Know how to properly construct a reference page.
- Write in complete sentences.
- Use clear concise paragraphs.
- Avoid using etc..
- Indent paragraphs and use proper margins (one inch).
- Do not use margin justification.
- Check your punctuation.
- Beware of spell-check; it will not detect words spelled correctly but
used incorrectly. For instance, spell-check cannot differentiate between
dear and deer, or deed and dead.
- Do not use contractions (dont, couldnt, hed, Im, or my favorite; thatd)
unless used in a direct quote such as, He said we shouldnt use
contractions..
- Submitted papers must be printed on only one side.
- Being that, a lot of, and kind of like are informal slang
and inappropriate in academic papers.
- Avoid slang in general unless used in a direct quote.

- alot is not a word and a lot is unprofessional.

- All papers must include an introduction and a conclusion.
- Do not write your assigned paper the night before it is due. It shows and
does not allow adequate time for proofreading, revision, and rewriting.
- Avoid dangling participles as in the following example: These are the
things I am afraid of. These are the things I fear, is a much better
sentence. Avoid ending sentences with words such as, of,
to, would, for, or are.
- Be concise. Try to avoid compound and complex sentences.
- Have someone else proofread your work.

TEACHING PHILOSOPHY
Teaching is a reciprocal activity in which the instructor presents ideas to
which both the student and instructor mutually respond thereby creating a
dialogue. In this way both parties endeavor to know.

RESPONSIBILITIES OF THE INSTRUCTOR

- Be as accessible as possible.
- Be open to questions and criticisms.
- Make explanations of material as clear as possible.
- Provide clear explanations of grading system.
- Be fair in the creation of examinations.
- Provide concise directions for preparation for examinations.
- Begin and end lectures in a timely fashion.
- Treat each student fairly, equally, and with respect.
- Challenge students to think critically and prepare them for the rigors of the
profession.
- Select capable, enthusiastic, and responsible teaching assistants.
- Return grades in a timely manner.
- Come to class fully prepared.
- Maintain humor.
RESPONSIBILITIES OF THE STUDENT
- Have readings completed prior to class.
- Attend classes and take notes.
- Be aware of all test and assignment dates (including changes).
- Be aware of and honor the demands of The Academic Integrity Code.
- Provide documentation for all legitimate absences and/or special needs.
- Attain notes for missed classes.
- Refrain from in-class use of cellular telephones.
- Food, drink, or newspapers brought to class will be properly disposed of after

class or will be forbidden.

- Avoid private conversations during class.
- Address grading concerns within two weeks after grades are returned.
- Ask questions, do not be afraid to disagree, and be skeptical.
- Think independently.
- Offer input and share insight and/or experience.
- Employ proper academic writing skills.
- Proofread. Proofread. Proofread.
- Maintain humor.

Course Outline
This is an advanced course and as such will in part be guided by the students. There will
be some minor review at the outset, but the goal will be to delve deeper into familiar
issues, explore new ones, examine ethics and professional development, ethics and
treatment protocols, emerging ethical issues, and developing expertise in ethical practice.
There is no schedule but rather topics as outlined below. While some of these topics
will be mandatory at my discretion others are open for mutual consideration by the class.
We will also establish assignment deadlines for your two critical reviews. The one exam
is an exercise and will be scheduled during the last week of class.
Distribution and review of syllabus
Review of Foundations of Professional Ethics
Personal and professional responsibility
Competence and care of the professional
Ethical Standards of the Polish Psychological Association
The Stanford Prison Experiment, and Little Albert
Ethics in Gerontology
Confidentiality and Duty to Warn
Mandated Reporting and the Elderly
Review of Ethical Decision Making Models
Boundaries, Multiple Relationships, and Exploitation of Clients
Sexuality and the Therapeutic Process
Responding to suicidal (and homicidal) ideation
Ethical Issues in Supervision
Assessment and Standards on Therapy Supervison
Working with Groups and Families
Organizational Settings and Special Populations
Codes and Complaints in Context
Mental Health Professionals and the Law
Bioethics: Animal Rights to End of Life Issues

** Topics and general schedule are subject to change to meet course demands**

A Special Holiday Note from Mr. Ebenezer Scrooge

I am fully aware that the scheduling of this course will take us right up to the
beginning of the prescribed university holiday. While I truly do appreciate the desire
of students who may be traveling to leave as early as possible in order to be home with
family and friends, I must remind you that we are scheduled to be in class and the last
exam for this course is slated for the last day of class. Therefore, because you are
intelligent and have had the opportunity to review this syllabus prior to enrolling in
this class, you will need to schedule your intended travel plans accordingly. For these
reasons please do not ask me about special consideration for early departure and/or
alternatives to the scheduled final exam. I am not going to entertain such requests.
Before you exclaim, "Humbug" and condemn me as a fiend with a heart of flint,
let me remind you that you are taking an advanced course in Professional ETHICS! It
would be fundamentally unethical of me to allow such non-hardship considerations for
those who wish the leave early because of holiday plans while not extending the same
courtesy to those who will be remaining to complete the course requirements. In
addition, such early departure request can be an imposition as they create extra work
for me in terms of designing different yet equitable tests and protecting the integrity of
those exams.
Sooooo, the take-away message is this; before you enroll make sure you are aware
of your obligations and responsibilities in regard to the schedule of this course.
Thanks!