Ethical principles
in the Conduct of Research
with Human Participants
American Psychological Association
Committee for the Protection of Human
participants in Research; Washington, D.C.,1982
Ethical Principles of Psychologist and Code of Conduct
American Psychological Association; Washington, D.C., 2002
APA ethics code draft for comment
American Psychological Association; Washington, D.C., 2001
Standards for educational and psychological testing
American Educational Research Association
American psychological Association
National Council on Measurement in Education;
Washington, D.C.,1985, 1999
Kodeks Etyczno-Zawodowy Psychologa
Polskie Towarzystwo Psychologiczne; Warszawa, 1992
10 zasad
Principle A. In planning a study, the investigator has the responsibility to
make a careful evaluation on its ethical acceptability. To the extent that the
weighing of scientific and human values suggests a compromise of any principle,
the investigator incurs a correspondingly serious obligation to seek ethical
advice and to observe stringent safeguards to protect the rights of human
participants
Principle B. Considering whether a participant in a planned study will be a
搒ubject at risk" or a 搒ubject at minimal risk", according to recognized
standards, is of primary ethical concern to the investigator
Principle C. The investigator always retains the responsibility for ensuring
ethical practice in research. The investigator is also responsible for the
ethical treatment of research participants by collaborators, assistants,
students, and employees, all of whom, however, incur similar obligations
Principle D. Except in minimal-risk research, the investigator establishes a
clear and fair agreement with research participants, prior to their
participation, that clarifies the obligations and responsibilities of each. The
investigator has the obligation to all promises and commitments included in
that agreement. The investigator informs the participants of all aspects of the
research that might reasonably be expected to influence willingness to
participate and explains all other aspects of the research about which the
participants inquire. Failure to make full disclosure prior to obtaining
informed consent requires additional safeguards to protect the welfare and
dignity of the research participants. Research with children or with
participants who have impairments that would limit understanding and/or
communication requires special safeguard procedures.
g the relevant information may be too technical for the person to evaluate
g ... in many cases, the degree of potential discomfort, harm, or embarrassment
relevant to the decision to participate may not be fully ascertainable prior to
the conduct of the research of the research.
g certain classes of people (e. g. children and mentally disabled persons)
may be incapable of responsible decisions
g the methodological requirements of the research may demand that the
participants remain unaware of the fact that they are being studied or of the
specific hypotheses under investigation
Principles E. Methodological requirements of a study may the use of concealment
or deception necessary. Before conducting such a study, the investigator has a
special responsibility to
determine whether the use of such techniques is justified by the study艂s
prospective scientific, educational, or applied value;
determine whether alternative procedures are available that do not use
concealment or deception; and
ensure that the participants are provided with sufficient explanation as soon
as possible
Usprawiedliwienie ok艂amywania uczestnik贸w badania
Cel badania jest bardzo wa偶ny i nie mo偶na go osi膮gn膮膰 w inny spos贸b;
Poniewa偶 uczestnicy badania b臋d膮 po jego zako艅czeniu w pe艂ni poinformowani o
celu badania, wi臋c mo偶na za艂o偶y膰, 偶e nie wp艂ynie to na os艂abienie ich zaufania
do badacza;
Uczestnicy badania mog膮, w ka偶dej chwili, wycofa膰 si臋 z udzia艂u w samym
badaniu;
Uczestnicy badania mog膮 wycofa膰 swoje wyniki po zako艅czeniu badania;
Badacz ponosi pe艂n膮 odpowiedzialno艣膰 za wywo艂anie i zneutralizowanie efekt贸w
stresu powsta艂ego na skutek uczestnictwa w badaniu.
Principle F. The investigator respects the individual艂s freedom to decline to
participate in or to withdraw from the research at any time. The obligation to
protect this freedom requires careful thought and consideration when the
investigator is in a position of authority or influence over the participant.
Such positions of authority include, but are not limited to, situations in
which research participation is required as part of employment or in which the
participant is a student, client, or employee of the investigator.
Problem:
Dzieci w przedszkolu, uczniowie, studenci
Osoby "specjalne": stra偶acy, wi臋藕niowie, 偶o艂nierze, pacjenci
Tzw. ochotnicy
Principle G. The investigator protect the participant from physical and mental
discomfort, harm, and danger that may arise from research procedures. If risks
of such consequences exist, the investigator informs the participant of that
fact. Research procedures likely to cause serious or lasting harm to a
participant are not used unless the failure to use these procedures might
expose the participant to risk of greater harm or unless the research has great
potential benefit and fully informed and voluntary consent is obtained from
each participant. The participant should be informed of procedures for
contacting the investigator within a reasonable time period following
participation should stress, potential harm, or related questions or concerns
arise.
Principle H. After the data are collected, the investigator provides the
participant with information about the nature of the study and attempts to
remove any misconceptions that may have arisen. Where scientific or humane
values justify delaying or withholding this information, the investigator
incurs a special responsibility to monitor the research and to ensure that
there are no damaging consequences for the participant.
Principle I. Where research procedures result in undesirable consequences for
the individual participant, the investigator has the responsibility to detect
and remove or correct these consequences, including long-term effects.
Problem:
Post臋powanie z osobami, kt贸re manifestuj膮 reakcje stresowe w trakcie badania;
"Long-term Follow-Up" (np. d艂ugotrwa艂e przykre nast臋pstwa udzia艂u w
eksperymencie Millgrama);
Dzieci, osoby upo艣ledzone umys艂owo;
Ukrywanie przykrych informacji;
"Gorsze" traktowanie grupy kontrolnej (np. Badanie lek贸w czy program贸w
profilaktycznych i edukacyjnych.
Principle J. Information obtained about the research participant during the
course of an investigation is confidential unless otherwise agreed upon in
advance. When the possibility exists that others may obtain access to such
information, this possibility, together with plans for protecting
confidentiality, is explained to the participant as part of the procedure for
obtaining informed consent.
Standards for educational and psychological testing
American Educational Research Association
American psychological Association
National Council on Measurement in Education;
Washington, D.C.,1985
16. Protecting the Rights of Test Takers
Standard 16.1. Informed consent should be obtained from test takers or their
legal representatives before testing is done except
when testing without consent is mandated by law or governmental regulation (e.
g., statewide testing programs);
when testing is conducted as a regular part of school activities (e. g.,
schoolvide testing programs and participation by schools in norming and
research studies; or
when consent is clearly implied (e. g., application for employment or
educational admissions).
When consent is not required, test takers should be informed concerning the
testing process. (Primary)
(te偶: wyd. 1999: Standard 8. 4.)
Standard 16.2. In school, clinical, and counseling applications, test users
should provide test takers on their legal representative with an appropriate
explanation of test results and recommendations made on the basis of test
results in a form that can understand. (Primary)
Ethical Principles of Psychologist and Code of Conduct
American Psychological Association; Washington, D.C.,1992
15. Deception in Research
Psychologists do not conduct a study involving deception unless they have
determined that the use of deceptive techniques is justified by the study艂s
prospective scientific, educational, or applied value and the equally effective
alternative procedures that do not use deception are not feasible.
Psychologists never deceive research participants about significant aspects
that would effect their willingness to participate, such as physical risks,
discomfort, or unpleasant emotional experiences.
Any other deception that is an integral feature of the design and conduct of an
experiment must be explained to participants as early as is feasible,
preferably at the conclusion of their participation, but no later than at the
conclusion of the research.
Kodeks Etyczno-Zawodowy Psychologa
Polskie Towarzystwo Psychologiczne; Warszawa, 1992
Psycholog jako badacz
34. Przed rozpocz臋ciem bada艅 psycholog ma obowi膮zek poinformowania uczestnik贸w
o ich celu, przebiegu, a zw艂aszcza o tych aspektach badania, co do kt贸rych w
spos贸b uzasadniony mo偶na oczekiwa膰, 偶e b臋d膮 wp艂ywa膰 na gotowo艣膰 uczestniczenia
oraz wyja艣ni膰 wszystkie inne aspekty badania, o kt贸re pytaj膮 uczestnicy i
uzyska膰 ich zgod臋. Je艣li planuje si臋 zastosowanie urz膮dze艅 rejestruj膮cych
zachowanie uczestnik贸w bada艅 (kamera, magnetofon albo obserwacje z ukrycia)
bezwzgl臋dnie nale偶y o tym poinformowa膰 badanych i uzyska膰 ich zgod臋. W
w膮tpliwych wypadkach informacje te mo偶na przekaza膰 po zako艅czeniu bada艅, nale偶y
jednak wtedy zapewni膰 badanym mo偶liwo艣膰 odmowy zgody na wykorzystanie
uzyskanych od nich danych
Zalecany spos贸b post臋powania
g Powinni艣my uzyska膰 zgod臋 wytypowanych przez nas os贸b na ich udzia艂 w
badaniu.
g Nast臋pnie powinni艣my zasi臋gn膮膰 opinii ekspert贸w, np. do艣wiadczonych
psycholog贸w, kt贸rzy oceni膮 elementy scenariusza. Eksperci powinni te偶 zwr贸ci膰
badaczowi uwag臋 na to, jak powinna by膰 przeprowadzona rozmowa ko艅cowa, aby
zminimalizowa艂a ewentualne, przykre dla osoby uczestnicz膮cej w badaniu. I
wreszcie, eksperci powinni rozwa偶y膰, czy udzia艂 w tym badaniu mo偶e mie膰,
przykre nast臋pstwa d艂ugofalowe dla osoby badanej. Mo偶na te偶 dokona膰 pr贸by
wskazania takiej konfiguracji cech osobowo艣ci, kt贸re mog艂yby wchodzi膰 w
interakcj臋 z post臋powaniem badawczym. Dla u艂atwienia mo偶na opracowa膰 zestaw
skal szacunkowych, wg kt贸rych oceniane by艂yby poszczeg贸lne elementy scenariusza
badania.
g Je偶eli skonstruowali艣my zestaw skal szacunkowych do oceny konsekwencji
udzia艂u w badaniu, to mo偶na prosi膰 o jego wype艂nienie nie tylko ekspert贸w, ale
tak偶e osoby podobne do tych, kt贸re mamy zamiar podda膰 badaniom.
Z kolei osoby te b臋d膮 pytane o to, czy zgodzi艂yby si臋 wzi膮膰 udzia艂 w opisywanym
badaniu. Je偶eli wyra偶aj膮 zgod臋, to jest to wskaz贸wk膮, i偶 mo偶e badacz przyst膮pi膰
do kompletowania pr贸by oraz przeprowadzania badania.
g Sugeruj臋, aby przeprowadzi膰 por贸wnanie profilu odpowiedzi ekspert贸w i
potencjalnych os贸b badanych. Analiza zgodno艣ci (niezgodno艣ci) obu profil贸w mo偶e
by膰 dla nas 藕r贸d艂em wa偶nych informacji o osobach badanych - w fazie
przedeksperymentalnej.
g Deklarowana przez osob臋 z pr贸by sonda偶owej zgoda na udzia艂 w badaniu mo偶e by膰
przez nas zawsze traktowana (ale nie bezwzgl臋dnie!) jako 搝ielone 艣wiat艂o" dla
naszych bada艅 empirycznych.
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