bluuebunny/crossref_metadata_2025_split huggingface dataset:
Psychological Ethics in Europe: Convergence and Divergence
Authors: Aanonsen An-Magritt , Althaus Katharina 
Published: February 2013

AbstractOne characteristic of psychological ethics in Europe is that the continent has very diverse historical, cultural, and professional traditions. This makes the development of a good, visible structure with transparency in matters concerning ethics—i.e., codes of conduct, ethics committees, and sanctioning procedures—rather a challenge. In this chapter we will look, with the structure of the Meta-Code of the EFPA as a template, at the variety of ethical codes throughout the European continent—depending on the development of the profession of psychologists, the different kinds of psychological organizations and regulation of psychologists—and comment on communalities, differences, or special characteristics of the ethical codes of a majority of EFPA member associations.
Psychological Ethics in Oceania: Convergence and Divergence
Authors: Allan Alfred , Garton Alison F. 
Published: February 2013

AbstractThis chapter describes psychological ethics in Oceania, mainly in Australia and New Zealand. It traces the chronology of the development of formal codes of ethics for practicing psychologists, their rationales, and their applications. The chapter considers specifically the relevance, development and application of codes to the various indigenous populations in the region. The final section of the chapter considers the most recent development in Australia, namely the introduction of national accreditation and registration for health professions, including psychologists and the implications of this for psychological ethics and for New Zealand.
Psychological Ethics and Macro-Social Change
Authors: Stevens Michael J. 
Published: February 2013

AbstractAfter empirically demonstrating that the well-being of psychology is tied to fundamental economic and political conditions, I illustrate how psychological ethics codes are socially situated by sampling from the codes or regulatory laws of selected countries that have transitioned or are transitioning from communism to free-market democracy, military dictatorship to representative government, economically and politically divided to unified, internationally isolated to globally interconnected, monarchy to theocracy, racially segregated to pluralistic, bicultural to multicultural, and at peace to wartime status. I also examine how the Meta-Code of Ethics reflects the complex, multidimensional integration of Europe. I conclude by identifying features common to the ethics codes of the above countries in transition and compare them to the Universal Declaration of Ethical Principles for Psychologists.
Argentina
Authors: Ferrero Andrea 
Published: February 2013

AbstractPolitical and economic changes shape the development of societies in a process of dialectical feedback. Scientific and professional fields are also affected by these changes, and especially those fields that are strongly related to human sciences (Bourdieu, 1991 ). In this chapter, the influence of political matters in the development of professional psychologists’ associations in Argentina is considered. It establishes how those circumstances affected the legal status of psychology and the definition of professional competencies in the country. It also considers the particular situation of ethics codes that were being developed in the 1970s, and how the return of democracy impacted the course of action in the development of such codes in Argentina..
Aotearoa/New Zealand
Authors: Seymour Fred , Nairn Raymond 
Published: February 2013

AbstractThe 2002 Code of Ethics for Psychologists Working in Aotearoa/New Zealand marked a major departure from its predecessor and from codes of other jurisdictions. Following the lead of the Canadian Psychological Association, an aspirational model was adopted in which guidance for ethical decision making is directly related to broad principles and related values. The code explicitly admitted the views of Māori, the indigenous people of New Zealand. As a consequence it reflects a bicultural perspective, including a shift away from an individualized conception of people and their behavior to a stronger acknowledgement of the role of community and culture in people's lives. The social and political influences on the development of this code are described.
Russia
Authors: Velichkovsky Boris B. , Yuriev Alexander I. 
Published: February 2013

AbstractEthical issues are at the core of psychology, both as a science and a profession. By virtue of the subject, psychologists are often dealing with sensitive topics and their words and deeds can exert a profound influence on individuals, organizations, and societies. It is, thus, not surprising that the development of ethical standards and regulations for psychological research and practice has long been given considerable attention by psychological organizations on both the national and international levels. This is clearly documented by the recent development of two unifying ethical frameworks: the Universal Declaration of Ethical Principles for Psychologists by the International Union of Psychological Science and International Association of Applied Psychology (Ad Hoc Joint Committee, 2008) and the Meta-Code of Ethics by the European Federation of Psychologists’ Associations (1995). However, the professional life of psychologists around the world is still dominated by sometimes very different economic, social, historical, and political factors, which often lend a very distinct flavor to the practices of resolving ethical issues in a given country. In the present chapter, the development of psychological ethics in modern Russia will be analyzed with special emphasis on the ideological, societal, and economic forces that have shaped Russian psychology during the last three decades. We will also present the Ethics Code adopted by the Russian Psychological Society (2004) and try to explain some of its features in the context of these influences.
Introduction
Authors: Danzon Patricia M. , Nicholson Sean 
Published: February 2013

AbstractThis article discusses the key characteristics of the biopharmaceutical industry. The biopharmaceutical industry is unusually research intensive. The US research-based biopharmaceutical industry invests about 15 percent of its sales in research and development (R&D), compared with about 4 percent for US industry in general. The R&D cost of bringing a new compound to market is estimated to be greater than $1 billion. This research intensity underlies many of the unique features of this industry. Two key policy issues are briefly considered: whether and how governments should support and regulate R&D with the goal of generating the optimal amount and types of R&D spending; and how government should regulate the market access, prices, and promotion of biopharmaceuticals. An overview of the structure and contents of this book is also provided.
Feminist and Multicultural Ethics in Counseling Psychology
Authors: Brabeck Mary M. , Brabeck Kalina M. 
Published: February 2013

AbstractThis chapter examines the origins and major themes of feminist and multicultural ethics, as well as the contributions of counseling psychology to feminist and multicultural ethics. Finally, these ethical frameworks are applied to the American Psychological Association’s (APA) Ethical Principles of Psychologists and Code of Conduct (2003) to demonstrate the benefit of incorporating feminist and multicultural ethics in professional psychology.
Gender and Mental Health in Ecological/Sociocultural Context
Authors: Ancis Julie R. , Meghan Davidson M. 
Published: February 2013

AbstractThis chapter describes an integrated, ecological perspective on girls’ and women’s mental health. The interplay of multiple oppressions and their impact on the physical, psychological, and spiritual functioning of girls and women is described. Core values of positive psychology, feminist psychology, and counseling psychology emphasize individual strengths, and are applied to working with girls and women. In addition, the authors review relevant APA (2007) Guidelines for Psychological Practice with Girls and Women and discuss issues in assessment and diagnosis as related to women. Finally, implications for clinical work and future research are discussed. An ecological perspective that attends to the diversity within and between girls and women, as well as their social and environmental contexts, holds great promise for promoting girls’ and women’s wellness.
Feminist Multicultural Counseling Psychology in Transnational Contexts
Authors: Horne Sharon G. , Arora Kiran S. K. 
Published: February 2013

AbstractAs the field of counseling psychology becomes increasingly global in scope, feminist and multicultural contributions are vital to the development of socially just, transnational counseling psychology. In this chapter we focus on (a) the ways in which both feminist and multicultural theory and practice inform and challenge prevailing approaches to transnational and cross-cultural work, in particular by drawing upon Sharon Horne’s experiences with post-communist countries and communities, and Kiran Arora’s work within transnational Sikh communities as a second-generation Sikh woman; (b) the foundational work conducted by feminist multicultural counseling psychologists in transnational contexts and with recent immigrants in the United States; (c) the developmental aspects of education and training in feminist-multicultural (F-M) transnational work; and (d) finally, future directions for F-M transnational counseling psychology.
Feminist Vocational/Career Theory and Practice
Authors: Hackett Gail , Kohlhart Julie D. 
Published: February 2013

AbstractThis chapter reviews the literature on feminist vocational/career theory and practice. In particular, it reviews the theory and research on the major career development theories focused on career choice and critiques their applicability for understanding women’s vocational behavior. Major theories reviewed include Holland’s person-environment theory, Super’s developmental career theory, and social cognitive career theory. Coverage of career development theories that were developed specifically to account for women’s vocational behavior and that influence the dominant theories of today are also included, namely, Gottfredson’s theory of circumscription and compromise, as well as models proposed by Farmer, Astin, Betz & Fitzgerald, and Fassinger. Research on the applicability of the various theories with respect to diverse groups of women is addressed; issues in the extant empirical literature are explored; and limitations of the theories are discussed. The heuristic value of the various theories for guiding career interventions is discussed.
Feminist Therapy with Male Clients: Empowering Men to Be Their Whole Selves
Authors: Mintz Laurie B. , Tager David 
Published: February 2013

AbstractEmpowerment is the overarching goal of feminist therapy. This is accomplished through an analysis of power, gender, and social location, with key strategies including the creation of an egalitarian therapy relationship and the framing of distress as attempts at gaining power in an oppressive and patriarchal society. The field of men and masculinity, emanating from feminist scholarship and created by the pioneering work of counseling psychologists, also strives to empower men. Like feminist therapy, the field of men and masculinity focuses heavily on analyzing gender roles and also, more recently, albeit less thoroughly, attends to issues of social location. This chapter attempts to do what surprisingly has not been done before: systematically integrate scholarship from the field of men and masculinity with the tenets and processes of feminist therapy. Through this integration, it is demonstrated that feminist therapy is an excellent therapeutic modality for doing psychotherapy with men.
Political Analysis: Cornerstone of Feminist Multicultural Counseling and Psychotherapy
Authors: Morrow Susan L. , Hawxhurst Donna 
Published: February 2013

AbstractDuring its first decade of practice and scholarship, feminist therapy was rich with political analysis. As feminist therapy has become more professionalized, political analysis has been de-emphasized (Morrow & Hawxhurst, 1998). Multicultural counseling has focused on the importance of building cross-cultural relationships and examining issues related to counselor and client identity development, as well as engaging clients in understanding the context and cultural variables surrounding their lives and the problems they bring to counseling. However, engaging clients in analyzing the sociopolitical forces impacting their lives has been a nebulous activity, left to the counselor or therapist to figure out on her or his own. This chapter addresses points of convergence and paradoxes surrounding the integration of feminist and multicultural perspectives, including issues of inclusion. We also define feminist multicultural counseling (FMC) as an integrative approach to counseling and therapy. Next, we address the implementation of FMC, including the underlying components. Finally, we offer a process-oriented empowerment model for use in FMC.
Couples and Family Counseling In Multiple Contexts
Authors: Nutt Roberta L. 
Published: February 2013

AbstractWorking with couples and families fits the historic emphasis in counseling psychology of considering the individual in context. As many trains of feminist thought also emphasize the importance of relationships, a chapter tying together feminist couples and family counseling within counseling psychology is an important area of integration. This chapter provides an overview of the feminist critique of traditional couples and family counseling, followed by a description of couples and family counseling from a feminist perspective that is informed by multicultural contexts. Feminist couples and family counseling is more a philosophical and political viewpoint than a specific set of techniques, so a variety of strategies may be employed. Descriptions of intervention possibilities are grouped by their intent, including to demystify the therapy process and empower, aid communication, build empathy and connection through mutual understanding of gender roles in cultural context, analyze and negotiate power issues, and negotiate the redistribution of work within the family. Applications to diverse families and research findings are also discussed.
Feminist Multicultural Perspectives on Body Image and Eating Disorders in Women
Authors: Kashubeck-West Susan , Tagger Lori 
Published: February 2013

AbstractThis chapter discusses feminist multicultural approaches to the understanding and treatment of eating disorders and body image dissatisfaction. Historical and contemporary feminist conceptualizations are presented, including a multicultural critique of feminist perspectives. Current approaches to treatment are detailed, including the lack of attention to feminist approaches in the research literature on therapeutic effectiveness. Integration of feminist therapy tenets with other therapeutic approaches is encouraged.
Feminist Multicultural Mentoring in Counseling Psychology
Authors: Gormley Barbara 
Published: February 2013

AbstractThis theoretical chapter presents a feminist perspective of mentoring relationships. A recent history of efforts related to feminist mentoring within the field of counseling psychology is described, including efforts to integrate multiculturalism into feminist mentoring. The contributions of a leader in the field of feminist mentoring, Ruth Fassinger, are highlighted. The Multicultural Feminist Mentoring Model (Benishek, Bieschke, Park, & Slattery, 2004) is presented, and its limitations are discussed. A brief review of literature regarding effective mentoring relationships is provided and critiqued from a multicultural and feminist perspective. This chapter argues for a systemic perspective that concurrently considers cultural, organizational, interpersonal, and individual contributors to successful mentoring relationships. Dysfunctional mentoring relationship dynamics are addressed, including misuses of power and cultural differences in approaches to managing conflict. A global perspective of the use of feminist versus traditional mentoring approaches is included. Future directions for practice and research are suggested.
Intergroup Contact
Authors: Wagner Ulrich , Hewstone Miles 
Published: February 2013

AbstractIntergroup contact can reduce prejudice between groups. However, the overwhelming number of publications supporting this claim come from societies in North America and Europe that are relatively free of violent intergroup conflict. After presenting the current state of research, we extend the perspective to intractable conflicts and the role of contact in reducing these kinds of conflicts. We do this by distinguishing between different phases for contact and contact effects, namely a previolence phase, a phase of physical violence, and a postviolence phase. Evidence shows that intergroup contact helps to prevent escalation of intergroup conflict and violence. In addition, recent surveys and interventions support the assumption that intergroup contact, after a phase of violence, can contribute to reconciliation in the form of reducing prejudice and increasing intergroup trust and forgiveness toward the outgroup. Very few studies focus on prior effects of intergroup contact on the conduct of violence, or on the reconciliation process after violence. Data are also sparse regarding effects of contact during phases of violence on postviolence reconciliation. We end with some critical reflections about shortcomings of the current state of research.
Building Sustainable Peace and Compassionate Community
Authors: Clements Kevin P. 
Published: February 2013

AbstractThis chapter argues that sustainable peace is most likely in stable, cooperative, and compassionate communities that place a higher value on trust, equality, and welfare than safety and security. While states and multilateral organizations have a significant role to play in generating the conditions for stable peace, they will only be successful if they focus most attention on issues of justice, welfare, and positive incentives for social cohesion. If they concentrate on security and safety at the expense of these other factors, they will not be helpful players in the quest for sustainable peace. It is a central argument of this chapter, therefore, that more analytic and political attention should be directed to understanding interpersonal “bottom-up” strategies for peace and how these connect to the “top-down” long-term structural prevention of violence. This chapter argues that sustainable peace is most likely to flow from a deeper attention to relational ethics and egalitarian community building than imposed macro-level development initiatives. This is a challenge to many standard approaches to development and peacebuilding, which promote strong coercive, deterrent capacities and didactic top-down development.
Demographic and Achievement Characteristics of Deaf and Hard-of-Hearing Students
Authors: Mitchell Ross E. , Karchmer Michael A. 
Published: February 2013

AbstractIn this chapter, we focus on two essential concerns for the practice of primary and secondary education: (1) Who are the children for whom school programs are responsible, and (2) How well are the aims of education being accomplished? We review recent reports on the demographics of deaf and hard-of-hearing children in the various K-12 educational settings in the United States and reflect on how this profile has changed over the last three decades. We discuss the academic achievement patterns among deaf and hard-of-hearing students in the context of variations in outcomes among hearing students and present a synthesis of what is known about the link between student characteristics and achievement outcomes among program settings.
Educational Consequences of Alternative School Placements
Authors: Stinson Michael S. , Kluwin Thomas N 
Published: February 2013

AbstractThe education of the deaf in the United States is every bit as diverse as is American education itself (Moores, 1996, Stewart & Kluwin, 2000). Today, a deaf or hard-of-hearing child could find herself in a public, private, or parochial school, in a residential program, or in a day program. A teacher of the deaf could spend his entire career in one school in a small town or ride the subway in a big city from one school to another. This diversity in part reflects the continuum of types of educational placement available in the United States today. This continuum is important because individual deaf students have different levels of need for support (Schirmer, 2001). The term “deaf ” will be used here to refer to the full range of deaf and hard-of-hearing students who receive special educational services.). This chapter discusses the following four categories of alternative placements: (a) separate schools, (b) resource rooms and separate classes, (c) general education classes, and (d) co-enrollment classes. Two questions that immediately occur regarding these options are: “What are the differences in the experiences of students in these alternative placement types?” “What are the differences in the characteristics and attainments of students in these placement types?” A more complex question isasks “Is it possible to relate these different educational experiences to characteristics and attainments of the students?” That is, do different experiences produce different educational consequences? The second and third sections of this chapter consider the research that best answers these questions. The first section provides background, description, and conceptualization that aids understanding of the research that this chapter reviews and of thinking in the field in regard to alternative types of placement.
Development of Spoken Language by Deaf Children
Authors: Blamey Peter J. , Sarant Julia 
Published: February 2013

AbstractStudies of speech perception, production, phonology, morphology, syntax, and vocabulary for deaf and hard-of-hearing children tend to show a normal sequence of developments at a slower than normal rate. There is a wide range of performance at every age and every degree of hearing loss, although there appears to be a critical level of hearing loss at about 90 dB HL, separating “deaf” from “hard-of-hearing” children. Experimental data show that deaf children who receive cochlear implants within a few years of the onset of deafness perform similarly to hard-of-hearing children. Factors that are most successful in explaining the variability include characteristics of the child’s home and education, intelligence, and age at intervention. These factors can promote or retard language learning regardless of the degree of hearing. There is emerging evidence that neonatal screening, early intervention using language-based methods, modern hearing aids, and cochlear implants are increasing the proportion of children achieving age-appropriate spoken language, however there is still a large proportion of hard-of-hearing children who do not reach this level.