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APA Code of Ethics: Principles, Purpose, and Guidelines

What to know about the APA's ethical codes that psychologists follow

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Daniel B. Block, MD, is an award-winning, board-certified psychiatrist who operates a private practice in Pennsylvania.

Mediaphotos / Getty Images

• What and Who the Code of Ethics Is For?
• The 5 Ethical Principles
• The 10 Standards
• What Happens If a Therapist Violates the APA's Ethical Codes?
• How Can I Report a Therapist?

Ethical Considerations

The APA Code of Ethics guides professionals working in psychology so that they're better equipped with the knowledge of what to do when they encounter some moral or ethical dilemma. Some of these are principles or values that psychologists should aspire to uphold. In other cases, the APA outlines standards that are enforceable expectations.

Ethics are an important concern in psychology, particularly regarding therapy and research. Working with patients and conducting psychological research can pose various ethical and moral issues that must be addressed.

Understanding the APA Code of Ethics

The American Psychological Association (APA) publishes the Ethical Principles of Psychologists and Code of Conduct which outlines aspirational principles as well as enforceable standards that psychologists should use when making decisions.

In 1948, APA president Nicholas Hobbs said, "[The APA Code of Ethics] should be of palpable aid to the ethical psychologist in making daily decisions."

In other words, these ethical codes are meant to guide mental health professionals in making the best ethical decisions on a regular basis.

When Did the APA Publish Its Code of Ethics?

The APA first published its ethics code in 1953 and has been continuously evolving the code ever since.

What's in the APA's Code of Ethics?

The APA code of ethics is composed of key principles and ethical standards:

• Principles : The principles are intended as a guide to help inspire psychologists as they work in their profession, whether they are working in mental health, in research , or in business.
• Standards : The standards outline expectations of conduct. If any of these are violated, it can result in professional and legal ramifications.

Who Is the APA Code of Ethics For?

The code of ethics applies only to work-related, professional activities including research, teaching, counseling , psychotherapy, and consulting. Private conduct is not subject to scrutiny by the APA's ethics committee.

APA's Ethical Codes: The Five Ethical Principles

Not all ethical issues are clear-cut, but the APA strives to offer psychologists guiding principles to help them make sound ethical choices within their profession.

The APA Code of Ethics' Five Principles

• Principle A : Beneficence and Non-Maleficence
• Principle B : Fidelity and Responsibility
• Principle C : Integrity
• Principle D : Justice
• Principle E : Respect for People's Rights and Dignity

Principle A: Beneficence and Non-Maleficence

The first principle of the APA ethics code states that psychologists should strive to protect the rights and welfare of those with whom they work professionally . This includes the clients they see in clinical practice, animals that are involved in research and experiments , and anyone else with whom they engage in professional interaction.

This principle encourages psychologists to strive to eliminate biases , affiliations, and prejudices that might influence their work. This includes acting independently in research and not allowing affiliations or sponsorships to influence results.

Principle B: Fidelity and Responsibility

Principle B states that psychologists have a moral responsibility to help ensure that others working in their profession also uphold high ethical standards . This principle suggests that psychologists should participate in activities that enhance the ethical compliance and conduct of their colleagues.

Serving as a mentor, taking part in peer review, and pointing out ethical concerns or misconduct are examples of how this principle might be put into action. Psychologists are also encouraged to donate some of their time to the betterment of the community.

Principle C: Integrity

This principle states that, in research and practice, psychologists should never attempt to deceive or misrepresent . For instance, in research, deception can involve fabricating or manipulating results in some way to achieve desired outcomes. Psychologists should also strive for transparency and honesty in their practice.

Principle D: Justice

The principle of justice says that mental health professionals have a responsibility to be fair and impartial. It also states that people have a right to access and benefit from advances that have been made in the field of psychology. It is important for psychologists to treat people equally.

Psychologists should also always practice within their area of expertise and also be aware of their level of competence and limitations.

Principle E: Respect for People's Rights and Dignity

Principle E states that psychologists should respect the right to dignity, privacy, and confidentiality of those they work with professionally . They should also strive to minimize their own biases as well as be aware of issues related to diversity and the concerns of particular populations.

For example, people may have specific concerns related to their age, socioeconomic status, race , gender, religion, ethnicity, or disability.

The APA Code of Ethics' Standards

The 10 standards found in the APA ethics code are enforceable rules of conduct for psychologists working in clinical practice and academia.

The 10 Standards Found in the APA Code of Ethics

• Resolving Ethical Issues
• Human Relations
• Privacy and Confidentiality
• Advertising and Other Public Statements
• Record Keeping and Fees
• Education and Training
• Research and Publication

These standards tend to be broad in order to help guide the behavior of psychologists across a wide variety of domains and situations.

They apply to areas such as education, therapy, advertising, privacy, research, and publication.

1: Resolving Ethical Issues

This standard of the APA ethics code provides information about what psychologists should do to resolve ethical situations they may encounter in their work. This includes advice for what researchers should do when their work is misrepresented and when to report ethical violations.

2: Competence

It is important that psychologists practice within their area of expertise. When treating clients or working with the public, psychologists must make it clear what they are trained to do as well as what they are not trained to do.

An Exception to This Standard

This standard stipulates that in an emergency situation, professionals may provide services even if it falls outside the scope of their practice in order to ensure that access to services is provided.

3: Human Relations

Psychologists frequently work with a team of other mental health professionals. This standard of the ethics code is designed to guide psychologists in their interactions with others in the field.

This includes guidelines for dealing with sexual harassment, and discrimination, avoiding harm during treatment and avoiding exploitative relationships (such as a sexual relationship with a student or subordinate).

4: Privacy and Confidentiality

This standard outlines psychologists’ responsibilities with regard to maintaining patient confidentiality . Psychologists are obligated to take reasonable precautions to keep client information private.

However, the APA also notes that there are limitations to confidentiality. Sometimes psychologists need to disclose information about their patients in order to consult with other mental health professionals, for example.

While there are cases where information is divulged, psychologists must strive to minimize these intrusions on privacy and confidentiality.

5: Advertising and Other Public Statements

Psychologists who advertise their services must ensure that they accurately depict their training, experience, and expertise. They also need to avoid marketing statements that are deceptive or false.

This also applies to how psychologists are portrayed by the media when providing their expertise or opinion in articles, blogs, books, or television programs.

When presenting at conferences or giving workshops, psychologists should also ensure that the brochures and other marketing materials for the event accurately depict what the event will cover.

6: Record Keeping and Fees

Maintaining accurate records is an important part of a psychologist’s work, whether the individual is working in research or with patients. Patient records include case notes and other diagnostic assessments used in the course of treatment.

In terms of research, record-keeping involves detailing how studies were performed and the procedures that were used. This allows other researchers to assess the research and ensures that the study can be replicated.

7: Education and Training

This standard focuses on expectations for behavior when psychologists are teaching or training students.

When creating courses and programs to train other psychologists and mental health professionals , current and accurate evidence-based research should be used.

This standard also states that faculty members are not allowed to provide psychotherapy services to their students.

8: Research and Publication

This standard focuses on ethical considerations when conducting research and publishing results .

For example, the APA states that psychologists must obtain approval from the institution that is carrying out the research, present information about the purpose of the study to participants, and inform participants about the potential risks of taking part in the research.

9: Assessment

Psychologists should obtain informed consent before administering assessments. Assessments should be used to support a psychologist’s professional opinion, but psychologists should also understand the limitations of these tools. They should also take steps to ensure the privacy of those who have taken assessments.

10: Therapy

This standard outlines professional expectations within the context of providing therapy. Areas that are addressed include the importance of obtaining informed consent and explaining the treatment process to clients.

Confidentiality is addressed, as well as some of the limitations to confidentiality, such as when a client poses an immediate danger to himself or others.

Minimizing harm, avoiding sexual relationships with clients, and continuation of care are other areas that are addressed by this standard.

For example, if a psychologist must stop providing services to a client for some reason, psychologists are expected to prepare clients for the change and help locate alternative services.

What Happens If a Therapist Violates the APA's Ethical Codes?

After a report of unethical conduct is received, the APA may censure or reprimand the psychologist, or the individual may have his or her APA membership revoked. Complaints may also be referred to others, including state professional licensing boards.

State psychological associations, professional groups, licensing boards, and government agencies may also choose to impose penalties against the psychologist.

Health insurance agencies and state and federal payers of health insurance claims may also pursue action against professionals for ethical violations related to treatment, billing, or fraud.

Those affected by ethical violations may also opt to seek monetary damages in civil courts.

Illegal activity may be prosecuted in criminal courts. If this results in a felony conviction, the APA may take further actions including suspension or expulsion from state psychological associations and the suspension or loss of the psychologist's license to practice.

How Can I Report a Therapist for Unethical Behavior?

While unfortunate, there are instances in which a therapist may commit an ethical violation. If you would like to file a complaint against a therapist, you can do so by contacting your state's psychologist licensing board.

How to Find Your State's Psychologist Board

Here is a list of the U.S. psychology boards . Choose your state and refer to the contact information provided.

Because psychologists often deal with extremely sensitive or volatile situations, ethical concerns can play a big role in professional life.

The most significant ethical issues include the following:

• Client Welfare : Due to the role they serve, psychologists often work with individuals who are vulnerable due to their age, disability, intellectual ability, and other concerns. When working with these individuals, psychologists must always strive to protect the welfare of their clients.
• Informed Consent : Psychologists are responsible for providing a wide range of services in their roles as therapists, researchers, educators, and consultants. When people are acting as consumers of psychological services, they have a right to know what to expect. In therapy, obtaining informed consent involves explaining what services are offered, what the possible risks might be, and the patient’s right to leave treatment. When conducting research, informed consent involves letting participants know about any possible risks of taking part in the research.
• Confidentiality : Therapy requires providing a safe place for clients to discuss highly personal issues without fear of having this information shared with others or made public. However, sometimes a psychologist might need to share some details such as when consulting with other professionals or when they are publishing research. Ethical guidelines dictate when and how some information might be shared, as well as some of the steps that psychologists should take to protect client privacy.
• Competence : The training, education, and experience of psychologists is also an important ethical concern. Psychologists must possess the skill and knowledge to properly provide the services that clients need. For example, if a psychologist needs to administer a particular assessment in the course of treatment, they should have an understanding of both the administration and interpretation of that specific test.

While ethical codes exist to help psychologists, this does not mean that psychology is free of ethical controversy today. Current debates over psychologists’ participation in torture and the use of animals in psychological research remain hot-button ethical concerns.

Frequently Asked Questions

You can read the APA's Code of Ethics on the American Psychological Association's website here .

If you would like to ask a question about the APA's ethical codes, you can do so on their website here .

American Psychological Association. Ethical Principles of Psychologists and Code of Conduct. Including 2010 and 2016 Amendments. Washington, DC: American Psychological Association 2020 https://www.apa.org/ethics/code

Hobbs N. The development of a code of ethical standards for psychology .  American Psychologist. 1948;3(3):80–84.https://doi.org/10.1037/h0060281

Conlin WE, Boness CL. Ethical considerations for addressing distorted beliefs in psychotherapy. Psychotherapy (Chic). 2019;56(4):449-458. doi:10.1037/pst0000252

Stark L. The science of ethics: Deception, the resilient self, and the APA code of ethics, 1966-1973. J Hist Behav Sci . 2010;46(4):337-370. doi:10.1002/jhbs.20468

Smith RD, Holmberg J, Cornish JE. Psychotherapy in the #MeToo era: Ethical issues . Psychotherapy (Chic). 2019;56(4):483-490. doi:10.1037/pst0000262

Erickson Cornish JA, Smith RD, Holmberg JR, Dunn TM, Siderius LL. Psychotherapists in danger: The ethics of responding to client threats, stalking, and harassment. Psychotherapy (Chic). 2019;56(4):441-448. doi:10.1037/pst0000248

American Psychological Association. Complaints regarding APA members .

American Psychological Association. Council Policy Manual. Policy Related to Psychologists' Work in National Security Settings and Reaffirmation of the APA Position Against Torture and Other Cruel, Inhuman, or Degrading Treatment or Punishment. Adopted by APA Council of Representatives, August 2013. Amended by APA Council of Representatives, August 2015. Washington, DC: American Psychological Association 2020 https://www.apa.org/about/policy/national-security

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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Conducting and presenting research ethically is an important aspect of the research process because it protects the individuals involved and promotes accuracy in reporting, which leads to knowledge, advancement, and trust. Some journals require that research proposals, especially those with human and animal subjects, receive approval from an institutional review board (IRB) at the institution where the research will be conducted PRIOR to beginning the research. In addition, many journals require written confirmation of compliance with ethical principles to be included during the submission process. 

Many professional organizations have established ethical codes or guidelines for their members:

• APA Ethical Principles of Psychologists and Code of Conduct More commonly known as the APA Ethics Code, it provides guidelines for psychiatrists and psychologists when working in their field and participating in research.
• AMA Code of Medical Ethics The American Medical Association has maintained a code of ethics since its founding in 1847.
• NASW Code of Ethics The National Association of Social Workers provides guidelines for social workers.
• National Association of Realtors The National Association of Realtors provides a Code of Ethics and Standards of Practice for realtors.
• ASA Code of Ethics The American Sociological Association provides a code of ethics for professional sociologists.
• ACM Code of Ethics and Professional Conduct The Association for Computing Machinery provides a code of ethics and professional conduct for computing professionals.
• There are many more Search for ethics within your primary organization(s) to see if they provide any guidelines.
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• Last Updated: Jan 17, 2024 10:39 AM
• URL: https://csus.libguides.com/APAstyle

Ethical Considerations In Psychology Research

Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Learn about our Editorial Process

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

On This Page:

Ethics refers to the correct rules of conduct necessary when carrying out research. We have a moral responsibility to protect research participants from harm.

However important the issue under investigation, psychologists must remember that they have a duty to respect the rights and dignity of research participants. This means that they must abide by certain moral principles and rules of conduct.

What are Ethical Guidelines?

In Britain, ethical guidelines for research are published by the British Psychological Society, and in America, by the American Psychological Association. The purpose of these codes of conduct is to protect research participants, the reputation of psychology, and psychologists themselves.

Moral issues rarely yield a simple, unambiguous, right or wrong answer. It is, therefore, often a matter of judgment whether the research is justified or not.

For example, it might be that a study causes psychological or physical discomfort to participants; maybe they suffer pain or perhaps even come to serious harm.

On the other hand, the investigation could lead to discoveries that benefit the participants themselves or even have the potential to increase the sum of human happiness.

Rosenthal and Rosnow (1984) also discuss the potential costs of failing to carry out certain research. Who is to weigh up these costs and benefits? Who is to judge whether the ends justify the means?

Finally, if you are ever in doubt as to whether research is ethical or not, it is worthwhile remembering that if there is a conflict of interest between the participants and the researcher, it is the interests of the subjects that should take priority.

Studies must now undergo an extensive review by an institutional review board (US) or ethics committee (UK) before they are implemented. All UK research requires ethical approval by one or more of the following:

• Department Ethics Committee (DEC) : for most routine research.
• Institutional Ethics Committee (IEC) : for non-routine research.
• External Ethics Committee (EEC) : for research that s externally regulated (e.g., NHS research).

Committees review proposals to assess if the potential benefits of the research are justifiable in light of the possible risk of physical or psychological harm.

These committees may request researchers make changes to the study’s design or procedure or, in extreme cases, deny approval of the study altogether.

The British Psychological Society (BPS) and American Psychological Association (APA) have issued a code of ethics in psychology that provides guidelines for conducting research.  Some of the more important ethical issues are as follows:

Informed Consent

Before the study begins, the researcher must outline to the participants what the research is about and then ask for their consent (i.e., permission) to participate.

An adult (18 years +) capable of being permitted to participate in a study can provide consent. Parents/legal guardians of minors can also provide consent to allow their children to participate in a study.

Whenever possible, investigators should obtain the consent of participants. In practice, this means it is not sufficient to get potential participants to say “Yes.”

They also need to know what it is that they agree to. In other words, the psychologist should, so far as is practicable, explain what is involved in advance and obtain the informed consent of participants.

Informed consent must be informed, voluntary, and rational. Participants must be given relevant details to make an informed decision, including the purpose, procedures, risks, and benefits. Consent must be given voluntarily without undue coercion. And participants must have the capacity to rationally weigh the decision.

Components of informed consent include clearly explaining the risks and expected benefits, addressing potential therapeutic misconceptions about experimental treatments, allowing participants to ask questions, and describing methods to minimize risks like emotional distress.

Investigators should tailor the consent language and process appropriately for the study population. Obtaining meaningful informed consent is an ethical imperative for human subjects research.

The voluntary nature of participation should not be compromised through coercion or undue influence. Inducements should be fair and not excessive/inappropriate.

However, it is not always possible to gain informed consent.  Where the researcher can’t ask the actual participants, a similar group of people can be asked how they would feel about participating.

If they think it would be OK, then it can be assumed that the real participants will also find it acceptable. This is known as presumptive consent.

However, a problem with this method is that there might be a mismatch between how people think they would feel/behave and how they actually feel and behave during a study.

In order for consent to be ‘informed,’ consent forms may need to be accompanied by an information sheet for participants’ setting out information about the proposed study (in lay terms), along with details about the investigators and how they can be contacted.

Special considerations exist when obtaining consent from vulnerable populations with decisional impairments, such as psychiatric patients, intellectually disabled persons, and children/adolescents. Capacity can vary widely so should be assessed individually, but interventions to improve comprehension may help. Legally authorized representatives usually must provide consent for children.

Participants must be given information relating to the following:

• A statement that participation is voluntary and that refusal to participate will not result in any consequences or any loss of benefits that the person is otherwise entitled to receive.
• Purpose of the research.
• All foreseeable risks and discomforts to the participant (if there are any). These include not only physical injury but also possible psychological.
• Procedures involved in the research.
• Benefits of the research to society and possibly to the individual human subject.
• Length of time the subject is expected to participate.
• Person to contact for answers to questions or in the event of injury or emergency.
• Subjects” right to confidentiality and the right to withdraw from the study at any time without any consequences.

Debriefing after a study involves informing participants about the purpose, providing an opportunity to ask questions, and addressing any harm from participation. Debriefing serves an educational function and allows researchers to correct misconceptions. It is an ethical imperative.

After the research is over, the participant should be able to discuss the procedure and the findings with the psychologist. They must be given a general idea of what the researcher was investigating and why, and their part in the research should be explained.

Participants must be told if they have been deceived and given reasons why. They must be asked if they have any questions, which should be answered honestly and as fully as possible.

Debriefing should occur as soon as possible and be as full as possible; experimenters should take reasonable steps to ensure that participants understand debriefing.

“The purpose of debriefing is to remove any misconceptions and anxieties that the participants have about the research and to leave them with a sense of dignity, knowledge, and a perception of time not wasted” (Harris, 1998).

The debriefing aims to provide information and help the participant leave the experimental situation in a similar frame of mind as when he/she entered it (Aronson, 1988).

Exceptions may exist if debriefing seriously compromises study validity or causes harm itself, like negative emotions in children. Consultation with an institutional review board guides exceptions.

Debriefing indicates investigators’ commitment to participant welfare. Harms may not be raised in the debriefing itself, so responsibility continues after data collection. Following up demonstrates respect and protects persons in human subjects research.

Protection of Participants

Researchers must ensure that those participating in research will not be caused distress. They must be protected from physical and mental harm. This means you must not embarrass, frighten, offend or harm participants.

Normally, the risk of harm must be no greater than in ordinary life, i.e., participants should not be exposed to risks greater than or additional to those encountered in their normal lifestyles.

The researcher must also ensure that if vulnerable groups are to be used (elderly, disabled, children, etc.), they must receive special care. For example, if studying children, ensure their participation is brief as they get tired easily and have a limited attention span.

Researchers are not always accurately able to predict the risks of taking part in a study, and in some cases, a therapeutic debriefing may be necessary if participants have become disturbed during the research (as happened to some participants in Zimbardo’s prisoners/guards study ).

Deception research involves purposely misleading participants or withholding information that could influence their participation decision. This method is controversial because it limits informed consent and autonomy, but can provide otherwise unobtainable valuable knowledge.

Types of deception include (i) deliberate misleading, e.g. using confederates, staged manipulations in field settings, deceptive instructions; (ii) deception by omission, e.g., failure to disclose full information about the study, or creating ambiguity.

The researcher should avoid deceiving participants about the nature of the research unless there is no alternative – and even then, this would need to be judged acceptable by an independent expert. However, some types of research cannot be carried out without at least some element of deception.

For example, in Milgram’s study of obedience , the participants thought they were giving electric shocks to a learner when they answered a question wrongly. In reality, no shocks were given, and the learners were confederates of Milgram.

This is sometimes necessary to avoid demand characteristics (i.e., the clues in an experiment that lead participants to think they know what the researcher is looking for).

Another common example is when a stooge or confederate of the experimenter is used (this was the case in both the experiments carried out by Asch ).

According to ethics codes, deception must have strong scientific justification, and non-deceptive alternatives should not be feasible. Deception that causes significant harm is prohibited. Investigators should carefully weigh whether deception is necessary and ethical for their research.

However, participants must be deceived as little as possible, and any deception must not cause distress.  Researchers can determine whether participants are likely distressed when deception is disclosed by consulting culturally relevant groups.

Participants should immediately be informed of the deception without compromising the study’s integrity. Reactions to learning of deception can range from understanding to anger. Debriefing should explain the scientific rationale and social benefits to minimize negative reactions.

If the participant is likely to object or be distressed once they discover the true nature of the research at debriefing, then the study is unacceptable.

If you have gained participants’ informed consent by deception, then they will have agreed to take part without actually knowing what they were consenting to.  The true nature of the research should be revealed at the earliest possible opportunity or at least during debriefing.

Some researchers argue that deception can never be justified and object to this practice as it (i) violates an individual’s right to choose to participate; (ii) is a questionable basis on which to build a discipline; and (iii) leads to distrust of psychology in the community.

Confidentiality

Protecting participant confidentiality is an ethical imperative that demonstrates respect, ensures honest participation, and prevents harms like embarrassment or legal issues. Methods like data encryption, coding systems, and secure storage should match the research methodology.

Participants and the data gained from them must be kept anonymous unless they give their full consent.  No names must be used in a lab report .

Researchers must clearly describe to participants the limits of confidentiality and methods to protect privacy. With internet research, threats exist like third-party data access; security measures like encryption should be explained. For non-internet research, other protections should be noted too, like coding systems and restricted data access.

High-profile data breaches have eroded public trust. Methods that minimize identifiable information can further guard confidentiality. For example, researchers can consider whether birthdates are necessary or just ages.

Generally, reducing personal details collected and limiting accessibility safeguards participants. Following strong confidentiality protections demonstrates respect for persons in human subjects research.

What do we do if we discover something that should be disclosed (e.g., a criminal act)? Researchers have no legal obligation to disclose criminal acts and must determine the most important consideration: their duty to the participant vs. their duty to the wider community.

Ultimately, decisions to disclose information must be set in the context of the research aims.

Withdrawal from an Investigation

Participants should be able to leave a study anytime if they feel uncomfortable. They should also be allowed to withdraw their data. They should be told at the start of the study that they have the right to withdraw.

They should not have pressure placed upon them to continue if they do not want to (a guideline flouted in Milgram’s research).

Participants may feel they shouldn’t withdraw as this may ‘spoil’ the study. Many participants are paid or receive course credits; they may worry they won’t get this if they withdraw.

Even at the end of the study, the participant has a final opportunity to withdraw the data they have provided for the research.

Ethical Issues in Psychology & Socially Sensitive Research

There has been an assumption over the years by many psychologists that provided they follow the BPS or APA guidelines when using human participants and that all leave in a similar state of mind to how they turned up, not having been deceived or humiliated, given a debrief, and not having had their confidentiality breached, that there are no ethical concerns with their research.

But consider the following examples:

a) Caughy et al. 1994 found that middle-class children in daycare at an early age generally score less on cognitive tests than children from similar families reared in the home.

Assuming all guidelines were followed, neither the parents nor the children participating would have been unduly affected by this research. Nobody would have been deceived, consent would have been obtained, and no harm would have been caused.

However, consider the wider implications of this study when the results are published, particularly for parents of middle-class infants who are considering placing their young children in daycare or those who recently have!

b)  IQ tests administered to black Americans show that they typically score 15 points below the average white score.

When black Americans are given these tests, they presumably complete them willingly and are not harmed as individuals. However, when published, findings of this sort seek to reinforce racial stereotypes and are used to discriminate against the black population in the job market, etc.

Sieber & Stanley (1988) (the main names for Socially Sensitive Research (SSR) outline 4 groups that may be affected by psychological research: It is the first group of people that we are most concerned with!

• Members of the social group being studied, such as racial or ethnic group. For example, early research on IQ was used to discriminate against US Blacks.
• Friends and relatives of those participating in the study, particularly in case studies, where individuals may become famous or infamous. Cases that spring to mind would include Genie’s mother.
• The research team. There are examples of researchers being intimidated because of the line of research they are in.
• The institution in which the research is conducted.

salso suggest there are 4 main ethical concerns when conducting SSR:

• The research question or hypothesis.
• The treatment of individual participants.
• The institutional context.
• How the findings of the research are interpreted and applied.

Ethical Guidelines For Carrying Out SSR

Sieber and Stanley suggest the following ethical guidelines for carrying out SSR. There is some overlap between these and research on human participants in general.

Privacy : This refers to people rather than data. Asking people questions of a personal nature (e.g., about sexuality) could offend.

Confidentiality: This refers to data. Information (e.g., about H.I.V. status) leaked to others may affect the participant’s life.

Sound & valid methodology : This is even more vital when the research topic is socially sensitive. Academics can detect flaws in methods, but the lay public and the media often don’t.

When research findings are publicized, people are likely to consider them fact, and policies may be based on them. Examples are Bowlby’s maternal deprivation studies and intelligence testing.

Deception : Causing the wider public to believe something, which isn’t true by the findings, you report (e.g., that parents are responsible for how their children turn out).

Informed consent : Participants should be made aware of how participating in the research may affect them.

Justice & equitable treatment : Examples of unjust treatment are (i) publicizing an idea, which creates a prejudice against a group, & (ii) withholding a treatment, which you believe is beneficial, from some participants so that you can use them as controls.

Scientific freedom : Science should not be censored, but there should be some monitoring of sensitive research. The researcher should weigh their responsibilities against their rights to do the research.

Ownership of data : When research findings could be used to make social policies, which affect people’s lives, should they be publicly accessible? Sometimes, a party commissions research with their interests in mind (e.g., an industry, an advertising agency, a political party, or the military).

Some people argue that scientists should be compelled to disclose their results so that other scientists can re-analyze them. If this had happened in Burt’s day, there might not have been such widespread belief in the genetic transmission of intelligence. George Miller (Miller’s Magic 7) famously argued that we should give psychology away.

The values of social scientists : Psychologists can be divided into two main groups: those who advocate a humanistic approach (individuals are important and worthy of study, quality of life is important, intuition is useful) and those advocating a scientific approach (rigorous methodology, objective data).

The researcher’s values may conflict with those of the participant/institution. For example, if someone with a scientific approach was evaluating a counseling technique based on a humanistic approach, they would judge it on criteria that those giving & receiving the therapy may not consider important.

Cost/benefit analysis : It is unethical if the costs outweigh the potential/actual benefits. However, it isn’t easy to assess costs & benefits accurately & the participants themselves rarely benefit from research.

Sieber & Stanley advise that researchers should not avoid researching socially sensitive issues. Scientists have a responsibility to society to find useful knowledge.

• They need to take more care over consent, debriefing, etc. when the issue is sensitive.
• They should be aware of how their findings may be interpreted & used by others.
• They should make explicit the assumptions underlying their research so that the public can consider whether they agree with these.
• They should make the limitations of their research explicit (e.g., ‘the study was only carried out on white middle-class American male students,’ ‘the study is based on questionnaire data, which may be inaccurate,’ etc.
• They should be careful how they communicate with the media and policymakers.
• They should be aware of the balance between their obligations to participants and those to society (e.g. if the participant tells them something which they feel they should tell the police/social services).
• They should be aware of their own values and biases and those of the participants.

Arguments for SSR

• Psychologists have devised methods to resolve the issues raised.
• SSR is the most scrutinized research in psychology. Ethical committees reject more SSR than any other form of research.
• By gaining a better understanding of issues such as gender, race, and sexuality, we are able to gain greater acceptance and reduce prejudice.
• SSR has been of benefit to society, for example, EWT. This has made us aware that EWT can be flawed and should not be used without corroboration. It has also made us aware that the EWT of children is every bit as reliable as that of adults.
• Most research is still on white middle-class Americans (about 90% of research is quoted in texts!). SSR is helping to redress the balance and make us more aware of other cultures and outlooks.

Arguments against SSR

• Flawed research has been used to dictate social policy and put certain groups at a disadvantage.
• Research has been used to discriminate against groups in society, such as the sterilization of people in the USA between 1910 and 1920 because they were of low intelligence, criminal, or suffered from psychological illness.
• The guidelines used by psychologists to control SSR lack power and, as a result, are unable to prevent indefensible research from being carried out.

American Psychological Association. (2002). American Psychological Association ethical principles of psychologists and code of conduct. www.apa.org/ethics/code2002.html

Baumrind, D. (1964). Some thoughts on ethics of research: After reading Milgram’s” Behavioral study of obedience.”.  American Psychologist ,  19 (6), 421.

Caughy, M. O. B., DiPietro, J. A., & Strobino, D. M. (1994). Day‐care participation as a protective factor in the cognitive development of low‐income children.  Child development ,  65 (2), 457-471.

Harris, B. (1988). Key words: A history of debriefing in social psychology. In J. Morawski (Ed.), The rise of experimentation in American psychology (pp. 188-212). New York: Oxford University Press.

Rosenthal, R., & Rosnow, R. L. (1984). Applying Hamlet’s question to the ethical conduct of research: A conceptual addendum. American Psychologist, 39(5) , 561.

Sieber, J. E., & Stanley, B. (1988). Ethical and professional dimensions of socially sensitive research.  American psychologist ,  43 (1), 49.

The British Psychological Society. (2010). Code of Human Research Ethics. www.bps.org.uk/sites/default/files/documents/code_of_human_research_ethics.pdf

Further Information

• MIT Psychology Ethics Lecture Slides

BPS Documents

• Code of Ethics and Conduct (2018)
• Good Practice Guidelines for the Conduct of Psychological Research within the NHS
• Guidelines for Psychologists Working with Animals
• Guidelines for ethical practice in psychological research online

APA Documents

APA Ethical Principles of Psychologists and Code of Conduct

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Nih clinical research trials and you, guiding principles for ethical research.

Pursuing Potential Research Participants Protections

“When people are invited to participate in research, there is a strong belief that it should be their choice based on their understanding of what the study is about, and what the risks and benefits of the study are,” said Dr. Christine Grady, chief of the NIH Clinical Center Department of Bioethics, to Clinical Center Radio in a podcast.

Clinical research advances the understanding of science and promotes human health. However, it is important to remember the individuals who volunteer to participate in research. There are precautions researchers can take – in the planning, implementation and follow-up of studies – to protect these participants in research. Ethical guidelines are established for clinical research to protect patient volunteers and to preserve the integrity of the science.

NIH Clinical Center researchers published seven main principles to guide the conduct of ethical research:

Social and clinical value

Scientific validity, fair subject selection, favorable risk-benefit ratio, independent review, informed consent.

• Respect for potential and enrolled subjects

Every research study is designed to answer a specific question. The answer should be important enough to justify asking people to accept some risk or inconvenience for others. In other words, answers to the research question should contribute to scientific understanding of health or improve our ways of preventing, treating, or caring for people with a given disease to justify exposing participants to the risk and burden of research.

A study should be designed in a way that will get an understandable answer to the important research question. This includes considering whether the question asked is answerable, whether the research methods are valid and feasible, and whether the study is designed with accepted principles, clear methods, and reliable practices. Invalid research is unethical because it is a waste of resources and exposes people to risk for no purpose

The primary basis for recruiting participants should be the scientific goals of the study — not vulnerability, privilege, or other unrelated factors. Participants who accept the risks of research should be in a position to enjoy its benefits. Specific groups of participants  (for example, women or children) should not be excluded from the research opportunities without a good scientific reason or a particular susceptibility to risk.

Uncertainty about the degree of risks and benefits associated with a clinical research study is inherent. Research risks may be trivial or serious, transient or long-term. Risks can be physical, psychological, economic, or social. Everything should be done to minimize the risks and inconvenience to research participants to maximize the potential benefits, and to determine that the potential benefits are proportionate to, or outweigh, the risks.

To minimize potential conflicts of interest and make sure a study is ethically acceptable before it starts, an independent review panel should review the proposal and ask important questions, including: Are those conducting the trial sufficiently free of bias? Is the study doing all it can to protect research participants? Has the trial been ethically designed and is the risk–benefit ratio favorable? The panel also monitors a study while it is ongoing.

Potential participants should make their own decision about whether they want to participate or continue participating in research. This is done through a process of informed consent in which individuals (1) are accurately informed of the purpose, methods, risks, benefits, and alternatives to the research, (2) understand this information and how it relates to their own clinical situation or interests, and (3) make a voluntary decision about whether to participate.

Respect for potential and enrolled participants

Individuals should be treated with respect from the time they are approached for possible participation — even if they refuse enrollment in a study — throughout their participation and after their participation ends. This includes:

• respecting their privacy and keeping their private information confidential
• respecting their right to change their mind, to decide that the research does not match their interests, and to withdraw without a penalty
• informing them of new information that might emerge in the course of research, which might change their assessment of the risks and benefits of participating
• monitoring their welfare and, if they experience adverse reactions, unexpected effects, or changes in clinical status, ensuring appropriate treatment and, when necessary, removal from the study
• informing them about what was learned from the research

More information on these seven guiding principles and on bioethics in general

This page last reviewed on March 16, 2016

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