7-1 Discussion: Eight-Step Model

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7-1Discussion_Eight-StepModel.pdf

7-1 Discussion: Eight-Step Model

Discuss your thoughts on the value or lack of value you perceive in the eight-step ethical decision-making model. Justify your opinion with examples or resources.

Explain your understanding of supported and unsupported models used in making important decisions in ethics and life, then describe whether a supported or unsupported model would be your current approach to ethical decision making. Explain your reasoning.

RequiredResources.zip

Reading and Resources6.html

 Required Resources

Textbook: Ethics in Psychology and the Mental Health Professions: Standards and Cases, Chapter 17 This chapter discusses the eight-step ethical decision-making model proposed by the authors.

Reading: The PLUS Ethical Decision Making Model This article explains the PLUS ethical decision-making model and defines the filters to determine whether the ethical components of the decision are being addressed. 

Reading: Ethical Considerations for Psychologists in the Time of COVID-19 This article provides guidance for addressing ethical issues that may arise from concerns about the ethical implications associated with transitioning from face-to-face to online or virtual formats, when conducting research, practice, education, and advocacy.

DiscussionGuidelinesandRubric.html.zip

Discussion Guidelines and Rubric.html

PSY 570 Discussion Guidelines and Rubric

Overview

You will write an initial post (2–3-paragraph response) to the discussion and reply to at least two posts during the week outside of your initial post thread. These discussions offer you the opportunity to express your own thoughts, ask questions for clarification, and gain insight from your classmates’ responses and instructor’s guidance. A response needs to be respectful and substantive, indicating a response with depth beyond “I agree” or “I disagree.” Your participation posts must also demonstrate greater critical thinking beyond reframing another post.

Recommended best practices:

Initial post (1):

  • Composed of two to three paragraphs unless otherwise noted
  • In Module One, complete the initial post by Thursday at 11:59 p.m. Eastern Time.
  • In Modules Two through Ten, complete the initial post by Thursday at 11:59 p.m. of your local time zone.
  • Considers material (course content, other discussions, etc.) from the current module and previous modules

Response posts (2):

  • Reply to at least two other classmates outside of your own initial post thread
  • In Module One, complete the two response posts by Sunday at 11:59 p.m. Eastern Time.
  • In Modules Two through Ten, complete the two response posts by Sunday at 11:59 p.m. of your local time zone.
  • Must have more depth and critical thinking than simply “I agree” or “you are wrong”

Discussion Rubric

Criteria Exemplary Proficient Needs Improvement Not Evident Value
Application The discussion post was written in a manner indicating that the student clearly understood the ethical concepts presented in class; demonstrates appropriate application of concepts (100%) The discussion post was written in a manner indicating that the student understood the ethical concepts presented in class; demonstrates application of concepts (90%) The discussion post was written in a manner indicating that the student struggled with the ethical concepts presented in class (70%) Student did not provide an initial response to the discussion question (0%) 35
Timeliness N/A Submits initial post on time (100%) Submits initial post one day late (70%) Submits initial post two or more days late (0%) 10
Critical Thinking Student demonstrates critical thinking with the initial and response posts. Critical elements are addressed in a comprehensive manner, tying the response back to the literature presented in the week (100%) Student provides a well-thought-out initial post that demonstrates a working knowledge of the literature presented from the week; response posts demonstrate critical analysis (90%) Student provides a well-thought-out initial post, but does not make connections to the material presented in the course work from the week; response posts indicate challenges with critical thinking (70%) Student did not provide an initial response to the discussion question (0%) 25
Writing (Mechanics/ Citations) No errors related to organization, grammar and style, or citations (100%) Minor errors related to organization, grammar and style, and citations (90%) Some errors related to organization, grammar and style, and citations (70%) Major errors related to organization, grammar and style, and citations (0%) 20
Participation Student provides the required quantity of participation posts which are substantive, respectful, and add something new to the discussion (100%) Student provides the required quantity of participation posts. A majority of the posts are substantive and respectful to fellow learners (90%) Student does not submit the required quantity or quality of participation posts (70%) Student does not submit any participation posts to fellow learners for the discussion question (0%) 10
Total: 100%

TheEight-StepEthicalDecision-MakingModelandAlternativeModels.zip

Module Overview17.html

The Eight-Step Ethical Decision-Making Model and Alternative Models

You can’t make decisions based on fear and the possibility of what might happen.

—Michelle Obama

An eight-step cyclic flowchart. The steps are: one identify the problem, two establish decision criteria, three weigh decision criteria, four generate alternatives, five evaluate the alternatives, six choose the best alternative, seven implement the decision, eight evaluate the decision.

Figure 7.1 (flatworldknowledge.com)

As professionals working in the field of psychology, it behooves us to have a way to work though dilemmas that present as we engage in being of service to others. The eight-step model shown above and described in the class text is one of several models used by psychologists to step through a process with the goal of arriving at a decision that abides by the ethical code, the law, the person(s) we serve, and our own integrity. The eight-step model is considered a supported model for resolving ethical dilemmas. It is supported because it adheres to the APA Code of Ethics and because psychology professionals throughout the world use it. It is, so to speak, a tested approach to engaging in ethical dilemmas.

There are a number of other models similar to the eight-step model, but they are all based on the same components. Some are shortened to seven or even five steps. As long as the main ingredients remain, one can assume it is a supported model.

An alternative model for resolving ethical dilemma would be one that attempts to engage in specific problem solving while also using some of the components we see in the eight-step model. An example of this might be the restorative justice model, which is a part of this module’s lesson plan. Below is a diagram of how the restorative justice model works:

A Venn diagram with three overlapping circles. The circles are labeled victim reparation, communities of care reconciliation, and offender responsibility. The victim reparation circle has the phrases victim services and crime compensation; the communities of care reconciliation has the phrases offender family services and family-centered social work; and the offender responsibility circle has the phrases related community service, reparative boards, youth aid panels, and victim sensitivity training. The overlapping juncture of the victim reparation and communities of care reconciliation circles is labeled victim support circles. The overlapping juncture of the communities of care reconciliation and offender responsibility circles is labeled victimless conferences, positive discipline, and therapeutic communities. The juncture of victim reparation and offender responsibility is labeled victim resolution, victim-offender mediation. In the overlapping area of the three circles, the phrases peace circles, family group conferencing, and community conferencing appear under the heading Restorative Justice.

Figure 7.2 (iirp.edu)

As you can see, the restorative justice model deals primarily with a specific category of victim and offender psychology, responsibility, reparation, restoration, and reconciliation. The goal of healing is the core premise in this model.

Unsupported models regarding how one makes ethical decisions or behaviors associated with working through dilemmas are not highly researched or written about. The reason for this is that they are not supported and they seldom, if ever, work. Below are some diagrammatic representations that show a variety of different styles of thinking where ethics and decisions are concerned. The first demonstrates five scenarios that can get in the way of making good ethical decisions. The second speaks to parenting styles, and the third compares the ethics of Plato and Aristotle.

Example 1:

A table with five columns and three rows. The column headings are: Ill-Conceived Goals, Motivated Blindness, Indirect Blindness, The Slippery Slope, and Overvaluing Outcomes. The row headings are: Description, Example, and Remedies. The Description under Ill-Conceived Goals reads, “We set goals and incentives to promote a desired behavior, but they encourage a negative one.” The Description under Motivated Blindness reads, “We overlook the unethical behavior of others when it is in our interest to remain ignorant.” The Description under Indirect blindness is, “We hold others less accountable for unethical behavior when it is carried out through third parties.” The Description under Slippery Slope reads, “We are less able to see others' unethical behavior when it develops gradually.” The Description under Overvaluing Outcomes reads, “We give a pass to unethical behavior if the outcome is good.” The Example under Ill-Conceived Goals reads, “The pressure to maximize billable hours in accounting, consulting, and law firms leads to unconscious padding.” The Example under Motivated Blindness is, “Baseball officials failed to notice that they had created conditions that encouraged steroid use.” The Example under Indirect Blindness reads, “A drug company deflects attention from a price increase by selling rights to another company, which imposes the increase.” The Example under The Slippery Slope reads, “Auditors may be more likely to accept a client firm's questionable financial statements if infractions have accrued over time.” The Example under Overvaluing Outcomes reads, “A researcher whose fraudulent clinical trial saves lives is considered more ethical than one whose fraudulent trial leads to deaths.” The Remedy under Ill-Conceived Goals reads, “Brainstorm unintended consequences when devising goals and incentives. Consider alternative goals that may be more important to reward.” The Remedy under Motivated Blindness reads, “Root out conflicts of interest. Simply being aware of them does not necessarily reduce their negative effect on decision making.” The Remedy under Indirect Blindness reads, “When handing off or outsourcing work, ask whether the assignment might invite unethical behavior and take ownership of the implications.” The Remedy under Slippery Slope reads, “Be alert for even trivial ethical infractions and address them immediately. Investigate whether a change in behavior has occurred.” The Remedy under Overvaluing Outcomes reads, “Examine both “good” and “bad” decisions for their ethical implications. Reward solid decision processes, not just good outcomes.”

Figure 7.3 (hbr.org)

Example 2:

Comic strip that illustrates Doctor Baumrind's 5 styles of parenting. The first style is Authoritarian in which a mother hen is screaming “Do as I say exclamation mark” at the chick. The next style is Authoritative, in which the mother hen is saying, “Hey kiddo, do as I say, ok question mark.” The third style is Permissive and the mother hen is saying, “Whatever you say exclamation mark.” the next style is Uninvolved, in which the mother hen is not in the picture at all; only the chick is there. The last style is Evil Cyborg and the mother hen is screaming, “Misbehavior alert exclamation mark destroy child three exclamation marks.”

Figure 7.4 (savagechickens.com)

Example 3:

Screenshot from CelebrityTypes dot com, with Plato under the title INFJ and Aristotle under the title ENTJ. Note: Unable to read

Figure 7.5 (celebritytypes.com)

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