A Canadian perspective on using vignettes to teach ethics in psychology

Abstract

Vignettes depicting ethical dilemmas are used widely in teaching and learning professional ethics. Such an approach can facilitate learning by allowing opportunities to work through ethical dilemmas using practical, realistic, and complex material that enables participants to: engage in discussion; explore applicable ethical principles; and ideally, to achieve a deeper level of ethical understanding. Despite their widespread use, little research has been conducted on how to maximise the benefits of using ethical dilemmas, nor on the most ethically appropriate ways of presenting scenarios derived, at least in part, from actual occurrences. In this article, we endeavour to contextualise the use of vignettes within the framework provided by the Canadian Code of Ethics for Psychologists, Third Edition (Canadian Psychological Association, 2000) and to use the principles and standards therein to suggest guidelines for the ethical creation and use of vignettes. We begin by reviewing the literature on the use of ethical dilemmas in teaching and learning ethics, including a discussion of the benefits to be gained from using vignettes as one component of a comprehensive approach to ethics education. This is followed by discussion of ethical considerations relevant to the creation and use of vignettes of ethical dilemmas. We conclude with a series of recommendations informed by the Canadian Code of Ethics for Psychologists to guide psychologists in using such illustrative material in an ethically appropriate manner. © 2011 Canadian Psychological Association.