Apa_Code_of_Conduct

The APA Code of Conduct has a specific provision when it comes to Education and Training and this can be found under Standard 7. One of the standards talk about accuracy of teaching where psychologists must "take reasonable steps to ensure that course syllabi are accurate regarding the subject matter to be covered..." The standard however does not preclude the professor modifying the syllabi when the need arises. Thus if the professor believes that assigned readings for example may be too difficult for the students then he or she must modify such in order to the students to advance. Modifying the syllabi or the requirements does not violate the standard set as long as the students are made aware of the changes (Fisher, 2009). This standard is important because it determines how and what students learn. What this standard entails is that the professor must always adjust the course not only to the academic level of the students but also based on their interest. For example a professor may want to teach about development theories but the students may be expecting an introduction to psychology instead. Thus the professor has to alter the course or face the risk of alienating students and getting them uninterested in the course. This is the essence of accuracy of teaching. Those who plan to teach psychology must always be reminded that not all students will have the same motivation as they have. The course or syllabi must meet the requirements of all the students in the class and not just a particular number. One way to do this would be to encourage "information giving" rather than "information getting." Thus instead of providing students answers, the instructor must teach students how to find the answers (Ware & Millard, 1986). Thus to better abide by the code, instructors must teach using a knowledge approach instead of a content approach. The challenge therefore for those who want to teach psychology is learning how to implement alternatives or modifications to the course (Ware & Millard, 1986). Thus for the instructors, this not only helps them abide by the Code but it also aids them in teaching effectively. The standards set in the Code can be divided into two groupings, how the program is to be taught and how to look out for students. Aside from accuracy in teaching, one of the standards is about the description of the education and training programs. This may seem as trivial to some but even some professors continue to make mistakes with regards to this standard. What this standard entails is that professors must have a clear objective on a particular content or course. Other professor, as well as those in the administrative side, and students must have ready access to such information. If the content is about child psychology then clearly theories concerning adults must not be included. Another important standard is in designing the programs. The programs developed must give students the appropriate knowledge and correct experience. That being said, it must be able to meet all the requirements needed for licensure should the student decide to get one. On the side of the students, the program designed must ensure that students are informed of how they will be evaluated and the criteria for such evaluation (Fisher, 2009). Evaluations must be based on performance and never on the personal traits of the students. In addition the program must teach knowledge, skills and values that are consistent with the science and application of psychology. Students must not simply be fed information but must be taught critical thinking skills. One aspect that needs to be considered in developing an educational program is to answer the issue of increased diversity in psychology. The teaching of psychology has been found to be mono-cultural but in order for an advanced program to succeed it must design a curriculum that is also relevant for students coming from diverse backgrounds (Ducker & Tori, 2001). For instance nowadays the practice of psychology is not limited to white students. Even African American students are interested to learn the field. The program thus must be designed to give students from other backgrounds the same motivation as the others. Reference: Ducker, D.G. & Tori, C.D. (2001). The Reliability and Validity of a Multicultural Assessment Instrument Developed for a Graduate Program in Psychology. Professional Psychology: Research and Practice, 32(4), pp. 425-432. Fisher, C.B. (2009)> Decoding the Ethics Code: A Practical Guide for Psychologists, 2nd ed. SAGE Publications. Ware, M.E. & Millard, R.J. (1986). Handbook on Student Development: Advising, Career Development, and Field Placement. Routledge.