Psychology Ethics Final pt 2

8.02a

"(a) When obtaining informed consent as required in Standard 3.10, Informed Consent, psychologists inform participants about (1) the purpose of the research, expected duration, and procedures; (2) their right to decline to participate and to withdraw from the research once participation has begun; (3) the foreseeable consequences of declining or withdrawing; (4) reasonably foreseeable factors that may be expected to influence their willingness to participate such as potential risks, discomfort, or adverse effects; •(5) any prospective research benefits; (6) limits of confidentiality; (7) incentives for participation; and (8) whom to contact for questions about the research and research participants' rights. They provide opportunity for the prospective participants to ask questions and receive answers. (See also Standards 8.03, Informed Consent for Recording Voices and Images in Research; 8.05, Dispensing With Informed Consent for Research; and 8.07, Deception in Research)."

9.02b

"(b) Psychologists use assessment instruments whose validity and reliability have been established for use with members of the population tested. When such validity or reliability has not been established, psychologists describe the strengths and limitations of test results and interpretation." - To comply with this standard, psychologists, when selecting a test, must be familiar with the specific populations included in the standardization sample and the test's validity and reliability estimates. - Psychologists should also be familiar with relevant federal laws on the selection and administration of nondiscriminatory assessment and evaluation procedures.

8.14a

"After research results are published, psychologists do not withhold the data on which their conclusions are based from other competent professionals who seek to verify the substantive claims through reanalysis and who intend to use such data only for that purpose, provided that the confidentiality of the participants can be protected and unless legal rights concerning proprietary data preclude their release. This does not preclude psychologists from requiring that such individuals or groups be responsible for costs associated with the provision of such information."

9.01b

"Except as noted in 9.01c, psychologists provide opinions of the psychological characteristics of individuals only after they have conducted an examination of the individuals adequate to support their statements or conclusions. When, despite reasonable efforts, such an examination is not practical, psychologists document the efforts they made and the result of those efforts, clarify the probable impact of their limited information on the reliability and validity of their opinions, and appropriately limit the nature and extent of their conclusions or recommendations. (See also Standards 2.01, Boundaries of Competence, and 9.06, Interpreting Assessment Results.)"

8.12c

"Except under exceptional circumstances, a student is listed as principal author on any multiple-authored article that is substantially based on the student's doctoral dissertation. Faculty advisors discuss publication credit with students as early as feasible and throughout the research and publication process as appropriate. (See also Standard 8.12b, Publication Credit.)"

7.05b

"Faculty who are or are likely to be responsible for evaluating students' academic performance do not themselves provide that therapy (See also Standard 3.05, Multiple Relationships)."

8.10b

"If psychologists discover significant errors in their published data, they take reasonable steps to correct such errors in a correction, retraction, erratum, or other appropriate publication means."

8.08b

"If scientific or humane values justify delaying or withholding this information, psychologists take reasonable measures to reduce the risk of harm."

7.06a

"In academic and supervisory relationships, psychologists establish a timely and specific process for providing feedback to students and supervisees. Information regarding the process is provided to the student at the beginning of supervision."

8.12b

"Principal authorship and other publication credits accurately reflect the relative scientific or professional contributions of the individuals involved, regardless of their relative status. Mere possession of an institutional position, such as department chair, does not justify authorship credit. Minor contributions to the research or to the writing for publications are acknowledged appropriately, such as in footnotes or in an introductory statement."

8.09a

"Psychologists acquire, care for, use, and dispose of animals in compliance with current federal, state, and local laws and regulations, and with professional standards." -The federal government, through the Health Research Extension Act of 1985 (Public Law 99-158), regulates the humane care and protection of animals used in research. -Among the regulations is the requirement that all institutions covered by the act have an Institutional Animal Care and Use Committee (IACUC) to approve and monitor the ethical acquisition, care, use, and disposal of animals in research. -The APA and other scientific organizations have comprehensive rules for the conduct of animal research.

9.02a

"Psychologists administer, adapt, score, interpret, or use assessment techniques, interviews, tests, or instruments in a manner and for purposes that are appropriate in light of the research on or evidence of the usefulness and proper application of the techniques." -To comply with the standard, psychologists should be familiar with and be able to evaluate the data and other information provided in test manuals detailing •theoretical and empirical support for test use for specific purposes and populations, •the test's psychometric validity •administration procedures •how test scores are to be calculated and interpreted •Modifications for Individuals with Disabilities -permits departure from a standard administration protocol when working with individuals with disabilities if the method of test adaptation can be justified by research or other evidence. -Accommodations are not appropriate if the disability is directly related to the abilities or characteristics that the test is designed to measure. -Modifications to testing and potential limitations in interpretation must be documented.

9.01a

"Psychologists base the opinions contained in their recommendations, reports, and diagnostic or evaluative statements, including forensic testimony, on information and techniques sufficient to substantiate their findings (See also Standard 2.04, Bases for Scientific and Professional Judgments)."

8.07a

"Psychologists do not conduct a study involving deception unless they have determined that the use of deceptive techniques is justified by the study's significant prospective scientific, educational, or applied value and that effective non-deceptive alternative procedures are not feasible."

8.07b

"Psychologists do not deceive prospective participants about research that is reasonably expected to cause physical pain or severe emotional distress."

7.07

"Psychologists do not engage in sexual relationships with students or supervisees who are in their department, agency, or training center or over whom psychologists have or are likely to have evaluative authority (See also Standard 3.05, Multiple Relationships)."

8.10a

"Psychologists do not fabricate data. (See also Standard 5.01a, Avoidance of False or Deceptive Statements.)" -Fraud in research is one of the most serious forms of scientific misconduct because it disrupts the scientific process, dilutes community confidence in the integrity of science, and can lead to misinformed interventions and policies. -This standard is not limited to published reports.

8.11

"Psychologists do not present portions of another's work or data as their own, even if the other work or data source is cited occasionally."

8.13

"Psychologists do not publish, as original data, data that have been previously published. This does not preclude republishing data when they are accompanied by proper acknowledgment."

7.04

"Psychologists do not require students or supervisees to disclose personal information in course- or program-related activities, either orally or in writing, regarding sexual history, history of abuse and neglect, psychological treatment, and relationships with parents, peers, and spouses or significant others except if the program or training facility has clearly identified this requirement in its admissions and program materials or (2) the information is necessary to evaluate or obtain assistance for students whose personal problems could reasonably be judged to be preventing them from performing their training- or professionally related activities in a competent manner or posing a threat to the students or others."

7.06b

"Psychologists evaluate students and supervisees on the basis of their actual performance on relevant and established program requirements."

8.07c

"Psychologists explain any deception that is an integral feature of the design and conduct of an experiment to participants as early as is feasible, preferably at the conclusion of their participation, but no later than at the conclusion of the data collection, and permit participants to withdraw their data (See also Standard 8.08, Debriefing)." -Psychologists must permit participants to withdraw their data after learning about the deception. -Psychologists are not required to ask participants if they want to withdraw their data; however, dehoaxing procedures should not preclude participants from making such a request.

8.06a

"Psychologists make reasonable efforts to avoid offering excessive or inappropriate financial or other inducements for research participation when such inducements are likely to coerce participation."

8.09d

"Psychologists make reasonable efforts to minimize the discomfort, infection, illness, and pain of animal subjects."

8.05

"Psychologists may dispense with informed consent only (1) where research would not reasonably be assumed to create distress or harm and involves (a) the study of normal educational practices, curricula, or classroom management methods conducted in educational settings; (b) only anonymous questionnaires, naturalistic observations, or archival research for which disclosure of responses would not place participants at risk of criminal or civil liability or damage their financial standing, employability, or reputation, and confidentiality is protected; or (c) the study of factors related to job or organization effectiveness conducted in organizational settings for which there is no risk to participants' employability, and confidentiality is protected or (2) where otherwise permitted by law or federal or institutional regulations."

8.03

"Psychologists obtain informed consent from research participants prior to recording their voices or images for data collection unless (1) the research consists solely of naturalistic observations in public places, and it is not anticipated that the recording will be used in a manner that could cause personal identification or harm, or (2) the research design includes deception, and consent for the use of the recording is obtained during debriefing (See also Standard 8.07, Deception in Research)."

8.09f

"Psychologists perform surgical procedures under appropriate anesthesia and follow techniques to avoid infection and minimize pain during and after surgery."

8.08a

"Psychologists provide a prompt opportunity for participants to obtain appropriate information about the nature, results, and conclusions of the research, and they take reasonable steps to correct any misconceptions that participants may have of which the psychologists are aware." -Debriefing procedures provide participants the opportunity to be informed about information not disclosed during the consent process (e.g. hypotheses of the research) and to ask questions about the research. -As part of debriefing, psychologists should make a summary of the results of the research available to participants. •May be done through mailings to participants, newsletters to the site at which the research occurred, websites describing study results, etc.

7.02

"Psychologists responsible for education and training programs take reasonable steps to ensure that there is a current and accurate description of the program content (including participation in required course-program-related counseling, psychotherapy, experiential groups, consulting projects, or community service), training goals and objectives, stipends and benefits, and requirements that must be met for satisfactory completion of the program. This information must be made readily available to all interested parties."

7.03a

"Psychologists take reasonable steps to ensure that course syllabi are accurate regarding the subject matter to be covered, bases for evaluating progress, and the nature of course experiences. This standard does not preclude an instructor from modifying course content or requirements when the instructor considers it pedagogically necessary or desirable, so long as students are made aware of these modifications in a manner that enables them to fulfill course requirements (See also Standard 5.01, Avoidance of False or Deceptive Statements)."

8.12a

"Psychologists take responsibility and credit, including authorship credit, only for work they have actually performed or to which they have substantially contributed. (See also Standard 8.12b, Publication Credit.)"

•Standard 8.09b -"(b)

"Psychologists trained in research methods and experienced in the care of laboratory animals supervise all procedures involving animals and are responsible for ensuring appropriate consideration of their comfort, health, and humane treatment."

8.09e

"Psychologists use a procedure subjecting animals to pain, stress, or privation only when an alternative procedure is unavailable and the goal is justified by its prospective scientific, educational, or applied value."

8.14b

"Psychologists who request data from other psychologists to verify the substantive claims through reanalysis may use shared data only for the declared purpose. Requesting psychologists obtain prior written agreement for all other uses of the data."

8.15

"Psychologists who review material submitted for presentation, publication, grant, or research proposal review respect the confidentiality of and the proprietary rights in such information of those who submitted it." -If for reasons of expertise or training reviewers wish to have a colleague or graduate student review the material, they must first obtain prior permission of the grants program officer, journal editor, or meeting chair. -Reviewed materials should be returned or destroyed following completion of the review.

7.03b

"When engaged in teaching or training, psychologists present psychological information accurately (See also Standard 2.03, Maintaining Competence)"

7.05a

"When individual or group therapy is a program or course requirement, psychologists responsible for that program allow students in undergraduate and graduate programs the option of selecting such therapy from practitioners unaffiliated with the program (See also Standard 7.02, Descriptions of Education and Training Programs)."

8.01

"When institutional approval is required, psychologists provide accurate information about their research proposals and obtain approval prior to conducting the research. They conduct the research in accordance with the approved research protocol."

8.09g

"When it is appropriate that an animal's life be terminated, psychologists proceed rapidly, with an effort to minimize pain and in accordance with accepted procedures."

8.06b

"When offering professional services as an inducement for research participation, psychologists clarify the nature of the services, as well as the risks, obligations, and limitations. (See also Standard 6.05, Barter With Clients/Patients)."

8.08c

"When psychologists become aware that research procedures have harmed a participant, they take reasonable steps to minimize the harm."

8.04a

"When psychologists conduct research with clients/patients, students, or subordinates as participants, psychologists take steps to protect the prospective participants from adverse consequences of declining or withdrawing from participation."

8.04b

"When research participation is a course requirement or an opportunity for extra credit, the prospective participant is given the choice of equitable alternative activities."

8.13

- Publishing multiple or piecemeal reports of different aspects of a single research project may be unethical without a reasonable theoretical, methodological, or practical justification for doing so. - In such cases, investigators should inform the editor of the publication where the manuscript was submitted about their plans for publishing different parts of the study. - The NIH Public Access Policy, implementing Division G, Title II, Section 218 of Public Law 110-161 (Consolidated Appropriations Act, 2008), requires that investigators submit the accepted version of a peer-reviewed manuscript arising from NIH funds to PubMed Central (http://www.ncbi.nlm.nih.gov/pmc/).

8.12b

-Minor contributions include supportive functions such as •designing or building the apparatus •suggesting or advising about the statistical analysis •collecting or entering the data •modifying or structuring a computer program •recruiting participants or obtaining animals (APA, 2001)

8.14

-Psychologists should follow appropriate guidelines for retention of data (see also Standard 6.01). -The term competent professionals as used in this standard limits the obligation to provide data to individuals competent in the research methods and data-analytic techniques necessary to substantiate claims through reanalysis. -The data cannot be used to test related or peripheral hypotheses or to develop new research or analytic techniques unless the psychologist obtains prior written agreement.

8.12a

-Substantial intellectual contributions include •formulating the hypothesis •developing the experimental design •selecting the analytic procedures •interpreting the data •writing the first draft of the article or •providing important intellectual revisions to the manuscript content (APA, 2001) -All coauthors must review the final draft of a manuscript before it is submitted for publication.

9.01a

-The standard is broadly worded to apply to all written and oral professional opinions, irrespective of •Information recipient (e.g., client/patients, third-party payors, the courts) •Setting (e.g., oral opinions, written reports, court testimony) •Type of assessment (e.g., standardized tests, collateral data from informants, observations)

Standard 7.05a

Addresses the privacy rights of psychology students enrolled in programs that require individual or group psychotherapy Does not prevent programs from instituting a screening and approval process for practitioners outside the program whom students may see for required psychotherapy

7.04

Clear Identification of Requirements Teaching and supervisory psychologists may require disclosure of such information only if the admissions and program materials have clearly identified that students or supervisees will be expected to reveal such information if admitted to the program.

7.06

Group Supervision Psychologists engaged in group supervision must develop competencies in creating a safe environment for group discussion and disagreement and for clarifying the roles of supervisor and supervisees. Military Supervision Military supervisors need enhanced competencies to address the unique nature of trainee stress produced by almost continuous exposure to life-threatening combat conditions and deceased and severely injured and traumatized service members (Johnson & Kennedy, 2010).

7.04

Interference with Academic Performance or Self-Harm or other Harm When students' personal problems interfere with their ability to competently perform professionally related activities or pose a threat of self-harm or harm to others, psychologists are permitted to require students or supervisees to disclose the personal information necessary to help evaluate the nature of the problem and obtain assistance.

7.01

Interprofessional Training for Practice and Research in Primary Care Program administrators need to be aware of evolving APA accreditation requirements for externships and internships that provide trainees with opportunities to acquire direct experience and supervision in interprofessional systems of care.

7.05

Postdoctoral Training This standard does not apply to postdoctoral programs, such as postgraduate psychoanalytic programs, that require a training analysis with a member of the faculty.

8.02b

Psychologists conducting intervention research involving the use of experimental treatments clarify to participants at the outset of the research (1) the experimental nature of the treatment; (2) the services that will or will not be available to the control group(s) if appropriate; (3) the means by which assignment to treatment and control groups will be made; (4) available treatment alternatives if an individual does not wish to participate in the research or wishes to withdraw once a study has begun; and (5) compensation for or monetary costs of participating including, if appropriate, whether reimbursement from the participant or a third-party payor will be sought. (See also Standard 8.02a, Informed Consent to Research.)"

Standard 7.06a

Psychologists must inform students and supervisees: when and how often they will be evaluated the basis for evaluation the timing and manner in which feedback will be provided

7.01

Psychologists responsible for administering academic programs must ensure that course requirements meet standards in the relevant field and that students have sufficient clinical and research experiences to meet the career outcome goals articulated by the program (Wise & Cellucci, 2014).

7.01

Psychologists responsible for education and training programs take reasonable steps to ensure that the programs are designed to provide the appropriate knowledge and proper experiences, and to meet the requirements for licensure, certification, or other goals for which claims are made by the program. (See also Standard 5.03, Descriptions of Workshops and Non-Degree-Granting Educational Programs.)"

9.02c

Psychologists use assessment methods that are appropriate to an individual's language preference and competence unless the use of an alternative language is relevant to the assessment issues."

7.02

Requires psychologists responsible for education and training programs to keep program descriptions up-to-date regarding required coursework and field experiences educational and career objectives supported by the program current faculty or supervisory staff currently offered courses the dollar amount of available student stipends/benefits, the process of applying for these, and the obligations incurred by trainees who receive stipends/benefits

8.05

Research Conducted in Schools - Studies of normal educational practices that do not require informed consent include comparisons of different instructional methods for academic topics (e.g. reading, math) and classroom management techniques or evaluation of educational placements. - Permission to dispense with informed consent for research in educational settings does not apply to studies designed to describe or test hypotheses regarding the relationship between student personality traits or mental health disorders and school performance.

8.07

Scientific and Social Justification - Failure to use scientifically valid non-deceptive alternative methods simply because of inconvenience or financial cost may be a violation of this standard under some circumstances.

8.07

The "Consent Paradox" - by its very nature, informed consent for participation in a deception study creates a moral paradox by compromising an individual's ability to make a fully informed decision about research participation (Fisher, 2005a; Principle E: Respect for People's Rights and Dignity). - It is for this reason that Standard 8.07 requires that deception research meet more stringent criteria for implementation than is required of nondeceptive studies.

7.07

This prohibition applies to anyone who is a student or supervisee in the psychologist's department, agency, or training center or over whom the psychologist might be likely to have evaluative authority in the program or supervised setting. Sexual relationships with students and supervisees are a specific example of an unethical multiple relationship (Standard 3.05).

8.04a

When power differentials inherent in an existing professional relationship are apparent, psychologists should refrain from conducting the informed consent process and any research procedures involving direct contact with the individual (see also Standard 3.05).

9.01c

When psychologists conduct a record review or provide consultation or supervision and an individual examination is not warranted or necessary for the opinion, psychologists explain this and the sources of information on which they based their conclusions and recommendations." -Includes record or file reviews where psychologists are called on to review preexisting records to assist or evaluate decisions made by schools, courts, health insurance companies, organizations, or other psychologists they supervise or with whom they consult. -Reviewers provide a monitoring function for the court or a function of forensic quality control.

8.02

• Addressing the "Therapeutic Misconception" - Appelbaum, Roth, and Lidz (1982) coined the term therapeutic misconception to describe two common but incorrect beliefs held by participants regarding intervention research that randomly assigns participants to experimental treatment and control groups • their individualized needs will be taken into account in condition assignment • there is a high probability that they will benefit from research participation (see also Appelbaum, Lidz, & Grisso, 2004)

8.02

• Ensuring Consent is Informed, Rational, and Voluntary - To comply with Standard 8.02, psychologists must obtain and document written or oral consent in the manner set forth in Standard 3.10, Informed Consent - The informed component of consent requires that individuals are provided all the pertinent information needed to make a reasoned choice about whether they wish to participate in a study.

8.03

• Exceptions - Investigators may record the voices and images of persons without their consent if • observations occur in a public setting in which one would have no reasonable expectation of privacy • procedures do not disturb or manipulate the natural surroundings and • protections are in place to guard against personal identification and harm - Investigators must seek permission to use recordings for data analysis from participants during debriefing, and recordings must be destroyed if the participant declines permission.

8.02

• Explanation About Control Groups and Methods of Assignment to Treatment Conditions - Provisions 2 and 3 of Standard 8.02b require that informed consent adequately describe the nature, potential risks, and probable benefits of control group assignment, as well as how assignment to experimental group and control group conditions will be made.

8.05

• HIPAA Requirements for Use of PHI for Research without Client/Patient Authorization - Conditions under which PHI may be used for research without client/patient authorization are presented in this section of the chapter.

8.01

• Implications of HIPAA - Psychologists conducting program evaluations or archival research involving PHI as defined under HIPAA should be aware of the specific regulations regarding obtaining such information.

8.05

• Studies of Job or Organization Effectiveness - Subpart 1c recognizes the right and responsibility of organizations to draw on the research expertise of psychologists to investigate factors related to job or organization effectiveness as long as • research participation does not pose a direct risk to an individual's current employment status • confidentiality is adequately protected • the research procedures themselves would not be expected to create distress or harm

8.02

• The Right to Refuse Participation Without Penalty - Informed consent procedures must assure participants currently receiving services that dissent will not disrupt their ongoing treatment and inform individuals new to the treatment facility of available alternative services.

8.02

• Therapeutic Misconception in Translational and Community-Engaged Research - Friedman Ross et al. (2010) offer intriguing insight into the potential for therapeutic misconception in community-engaged research. - It is imperative that community consultation and individual informed consent for such studies clarify the degree to which the extent of benefits is still unknown.

8.02

•Adults with Questionable Capacity to Consent -When consent capacity of a participant population is known to be questionable, psychologists should use available assessment techniques to determine the ability of prospective participants to understand the nature of and their rights in research and when possible implement procedures to enhance their understanding (see, e.g., APA, 2012d; Appelbaum & Grisso, 2001; Carpenter et al., 2000; Fisher, 2010; Fisher et al., 2006).

8.05

•Anonymous Survey Research -Informed consent information must be provided at the beginning of the survey in the same detail as required by Standards 3.10 & 8.02. -Documentation of consent is not required because: •completing the survey, mailing it to the investigator, or submitting it via the Internet is considered evidence of voluntary consent •requiring identifying documentation would compromise participant anonymity

8.02

•Authorization and Revocation of the Use of PHI for Research Purposes -HIPAA permits covered entities to transmit PHI to researchers if •a patient or his/her legal guardian signs an authorization to release information that is project-specific •an IRB or privacy board approves a waiver of the requirement for such authorization and the investigator provides the covered entity with written assurances that HIPAA-compliant procedures are in place to protect confidentiality, or •the records are de-identified, as specifically defined by HIPAA regulations. •an IRB or privacy board approves a waiver of the requirement for such authorization and the investigator provides the covered entity with written assurances that HIPAA-compliant procedures are in place to protect confidentiality, or •the records are de-identified, as specifically defined by HIPAA regulations.

8.02

•Community Consultation: an essential step in identifying and avoiding potential ethical pitfalls of informed consent when the research population will be selected on the basis of health, social, economic, legal, or other vulnerabilities.

8.08

•Community-Engaged Research (CeNR) -Involving community partners in the dissemination of research results can be helpful in developing participant- and community-sensitive language to describe the study purposes and results. •Implications of HIPAA -In treatment research, there may be an opportunity for the participant to provide a signed HIPAA authorization for a summary to be sent to his/her health care provider including observed changes in response to treatment, recommendations for treatment that emerged, etc. Investigators must adhere to all relevant HIPAA regulations if doing so.

8.04a

•Conducting Quality Improvement or Comparative Effectiveness Research in Health Care Settings -The Affordable Care Act (ACA) has increased the need for quality improvement studies designed to continuously assess the quality, outcomes, and costs of health care in patient-centered medical homes and other integrated care organizations. -Consistent with Standard 8.04a, psychologists conducting these studies will need to consider the impact on practitioners and patients of introducing such protocols into normal delivery of health services.

8.05

•Dispensing with Guardian Permission -Standard 3.10b and federal regulation 45 CFR 46.408b require guardian permission for research involving children, with exceptions for research involving no more than minimal risk detailed in 45 CFR 46.402a and 46.408c. -Requests to IRBs to waive guardian permission should refer to these standards and, when relevant, describe the rationale for the exceptions.

8.02

•Ensuring Consent is Informed, Rational, and Voluntary -Informed consent procedures must involve: •a description of the nature of participation •compensation information •explicit statement regarding the right to decline or withdraw participation without being penalized •clear explanation of the extent and limits of confidentiality

8.01

•Four Requirements of Standard 8.01 -Standard 8.01 has four basic requirements •psychologists must know whether and from whom institutional approval is required •applications for institutional review must be accurate. •approval must be obtained before the research is conducted •research procedures must follow the approved protocol

8.02

•Health Records Research -Research psychologists conducting record review or archival research on PHI collected by social services agencies, hospitals, or other health care or service provider institutions should also be familiar with HIPAA regulations.

8.02

•Implications of HIPAA -Researchers on the staff of a covered entity (e.g. a medical center) must comply with HIPAA regulations. -Researchers who are using or creating PHI but are not on the staff of a covered entity are considered business associates and must provide the covered entity a written assurance that they will comply with HIPAA standards.

8.02

•Implications of Protection of Pupil Rights Amendment (PPRA) for US Department of Education-funded Research -The PPRA seeks to ensure that certain instructional materials used in connection with the US Department of Education-funded survey, analysis, or evaluation of students are available for inspection by parents and that written parental permission is obtained before minor students participate in such research.

8.02

•Informed Consent for Qualitative Research -The open-ended nature of qualitative research means that investigators do not always know beforehand privacy and confidentiality issues that may emerge during the course of research (Fisher, 2004; Sanjari, Bahramnezhad, Fomani, Shoghi, & Chiraghi, 2014). -Investigators should alert prospective participants to this possibility during informed consent, monitor verbal, or behavioral information during the course of the study, and remind participants about extent of confidentiality when unexpected subjects arise (Standard 4.02).

8.02

•International Research -Research should never be conducted in communities where the political structure or power imbalances based on gender compromise the voluntary requirement of consent by placing pressure on individuals to participate or when such procedures will justify or defend the violation of human rights (Standards 1.02 & 3.08).

8.05

•Naturalistic Observation on the Internet -Studies of individual responses in chat rooms, blogs, and on listservs may be considered naturalistic observation if •the users have no reasonable expectation of privacy •the investigator is a passive observer who does not manipulate the discussion •data are appropriately de-identified •publication of results will not cause distress or harm to those whose responses were used as data

8.05

•Naturalistic and Archival Research -Informed consent is not required for investigations using naturalistic observations or archival research when •confidentiality is protected •disclosure of responses would not place participants at legal, financial, or social risk; and •the research methods would not reasonably be expected to cause distress or harm

8.02

•Parental Permission and Child Assent to Pediatric Clinical Trials -The decision to obtain child assent for pediatric clinical trials requires careful reflection on the goodness of fit between the research design and children's assent capacity as well as a balancing of respect for the child's developing autonomy and parents duty to make decisions in their child's best interest (Fisher, 2005a, 2015; Fisher & Masty, 2006; Masty & Fisher, 2008).

9.02

•Presence of Third Parties to Assessments -In rare instances, psychologists may judge it necessary to include third parties to control the behavior of difficult examinees. -In such situations, psychologists should select assessment instruments that are least likely to lend themselves to distortion based on the presence of a third party and discuss this limitation in the written report.

8.05

•Prohibition Against "Passive" Consent -Under federal regulations, passive consent procedures (sending guardians forms asking for a response only if they do not wish their child to participate in the research) are not an ethical substitute for guardian permission. •Where Otherwise Permitted by Law or Federal or Institutional Regulations -Part 2 of this standard permits psychologists to dispense with informed consent for reasons not included in Part 1 where consent waiver is permitted by law, federal, or institutional regulations.

8.05

•Psychobiographical Research -When information for psychobiographical research is gained solely from publically available documents, the study would fall under the Standard 8.05 criteria for dispensing with informed consent.

8.02

•Research involving US Tribal Nations and International Research -Research involving US American Indian and Alaskan Native Tribe •When conducting research involving American Indian and Alaskan Native communities, tribal law sometimes require investigators to obtain permission from tribal leaders (Lakes et al., 2012; Mohatt & Thomas, 2006; Noe et al., 2006; Pearson, Parker, Fisher, & Moreno, 2014), or the village council before researchers can approach individual community members. •This should not compromise individual consent.

9.01

•Review of Data From Surreptitious Investigative Recording -When forensic psychologists are asked to evaluate recordings of a defendant's behavior or surreptitious recordings of a plaintiff's behavior in a personal injury, insurance disability, or divorce case (Denney & Wynkoop, 2000), psychologists should make sure •the surveillance information was obtained legally •the party requesting the evaluation has the legal right to share such information •inadmissibility of such information will not compromise the psychologist's findings

8.02

•The Certificate of Confidentiality -Investigators working with vulnerable populations can apply to the Department of Health and Human Services (DHHS) to obtain a Certificate of Confidentiality (CoC) (http://www.hhs.gov/ohrp/policy/certconf.html), which protects investigators from being forced or compelled by law enforcement or subpoena to disclose PHI that could harm participants. -Investigators who use a CoC must include this information in their informed consent using DHHS-approved language describing the extent of protection under CoC.

9.02

•Trainees and Interpreters as Third Parties -When trainees and interpreters are third parties to assessments, psychologists must •select procedures that evidence has demonstrated can be applied appropriately under these circumstances •ensure that trainees and interpreters are trained adequately to minimize threats to the proper test administration, and •include in their reports any limitations on conclusions due to the presence of the third parties

8.05

•Unique or Small Communities -Cases in which the uniqueness of the population studied increases the probability that anonymous, naturalistic, or archival procedures may not be sufficient to safeguard identification of participants or their immediate community, consent would be required (Fisher & Vacanti-Shova, 2012).