Teaching and Learning Psychology Ethics as a Meaningful and Enjoyable Experience

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dc.WoS.categoriesPsychology, Multidisciplinaryen_US
dc.authorid0000-0001-8170-383Xen_US
dc.contributor.authorKorkut, Yeşim
dc.date.accessioned2020-12-17T12:37:41Z
dc.date.available2020-12-17T12:37:41Z
dc.date.issued2020
dc.department[…]en_US
dc.description9 pagesen_US
dc.description.abstractBackground. It is crucial for psychology students and graduates to study ethics. However, neither teaching nor learning ethics is always an easy process. Course syllabi often include philosophical texts, specialized concepts, and numerous ethics or procedural codes. Could we consider all of this as a cognitive process? The students should be aware of all the vulnerabilities that can impact ethical decision-making, such as cognitive errors, emotional factors, social and organizational pressures, and situational factors. There is a great deal of new research on the advantages of including emotional dimensions in the decision-making process (Decety & Cacioppo, 2012; Decety & Cowell, 2015); this research even claims that emotions strengthen the contribution of the cognitive process, and as a result enrich the final ethical judgments. Additionally, there is also a kind of hidden curriculum that we provide to students (Goold & Stern, 2006; Hafferty & Franks, 1994). It is exactly this area (internships, the way we relate to the students) to which we need to pay attention during their undergraduate and graduate years. Conclusion. Expecting students to learn and internalize knowledge in a meaningful way necessitates new modes of instruction. Specifically, teaching and learning ethics in an interactive way, while paying attention to both good decision-making skills and emotional cues, would provide exactly what students would enjoy and learn from the most. In this article, we will suggest that, if the question is how to sensitize students to ethical issues in psychology, and in the profession, it is important to give them an active role and responsibility for disseminating ethical principles. We will also introduce different techniques that help combine knowledge with emotionality while teaching ethics in psychology.en_US
dc.fullTextLevelFull Texten_US
dc.identifier.doi10.11621/pir.2020.0104en_US
dc.identifier.issn2307-2202
dc.identifier.issn2074-6857
dc.identifier.scopus2-s2.0-85085099875en_US
dc.identifier.urihttps://hdl.handle.net/11411/2909
dc.identifier.urihttps://doi.org/10.11621/pir.2020.0104
dc.identifier.wosWOS:000560892200004en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.issue1en_US
dc.language.isoenen_US
dc.nationalInternationalen_US
dc.numberofauthors1en_US
dc.pages33-41en_US
dc.publisherLomonosov Moscow State Universityen_US
dc.relation.ispartofPsychology In Russia-State Of The Arten_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectPsychology ethicsen_US
dc.subjectEthics in psychological practiceen_US
dc.subjectTeaching ethicsen_US
dc.subjectTeaching techniquesen_US
dc.subjectNew methodsen_US
dc.subjectEthics courseen_US
dc.titleTeaching and Learning Psychology Ethics as a Meaningful and Enjoyable Experienceen_US
dc.typeArticleen_US
dc.volume13en_US

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