School Counselors’ General Self-Efficacy,Ethical and Legal Self-Efficacy,and Ethical and Legal Knowledge

School counselors encounter ethical and legal situations that necessitate the knowledge and confidence to apply decision-making skills. We report the findings from a correlational investigation that examines practicing school counselors’ (N = 287) ethical and legal self-efficacy, ethical and legal knowledge, and general self-efficacy. Higher ethical and legal self-efficacy was associated with higher general self-efficacy and ethical and legal knowledge. The implications of these findings are discussed.     

Ethical Implications of Using the Term “Non-white” in Psychological Research

Psychologists have long been concerned with the welfare and competent treatment of underserved populations. However, terminology used in psychological research is not always conducive to cultural sensitivity. This article discusses why the term “non-white” may be less sensitive to diverse populations and provides practical alternatives to this nomenclature. In addition, the authors examine the literature from 2008 to 2012 to establish whether the term “non-white” is still used to describe populations in psychological research. The article concludes with several recommendations for how researchers could choose to proceed in regards to identifying populations using culturally sensitive and relevant language.     

Beyond Implications and Applications: the Story of ‘Safety by Design’

Using long-term anthropological observations at the Center for Biological and Environmental Nanotechnology in Houston, Texas, the article demonstrates in detail the creation of new objects, new venues and new modes of veridiction which have reoriented the disciplines of materials chemistry and nanotoxicology. Beginning with the confusion surrounding the meaning of ‘implications’ and ‘applications’ the article explores the creation of new venues (CBEN and its offshoot the International Council on Nanotechnology); it then demonstrates how the demands for a responsible, safe or ethical science were translated into new research and experiment in and through these venues. Finally it shows how ‘safety by design’ emerged as a way to go beyond implications and applications, even as it introduced a whole new array of controversies concerning its viability, validity and legitimacy.     

Real-Time Processing Implications of Enriched Composition at the Syntax–Semantics Interface

This study reports results on the real-time consequences of aspectual coercion. We define aspectual coercion as a combinatorial semantic operation requiring computation over and above that provided by combining lexical items through expected syntactic processes. An experiment is described assessing whether or not parsing of a string requiring coercion—in addition to syntactic composition—is more computationally costly than parsing a syntactically transparent counterpart, a string that provides for an interpretable representation via syntactic composition alone. The prediction of a higher computational cost for this process is borne out by the results.     

‘Critical psychotherapy,’ ‘postpsychotherapy,’ and the cult of technicism

This paper about the terms ‘critical psychotherapy’ and ‘postpsychotherapy’ argues that the terms ‘critical psychology,’ ‘critical psychiatry,’ and ‘postpsychiatry’ are already in use, and we can see the new terms – ‘critical psychotherapy’ and ‘postpsychotherapy’ – as additions to this already existing family of terms. However, this paper also argues that what is of most importance is not the case for using these new terms, but the tendencies and features these terms might be taken to refer to. The paper begins with an experience the author had while working as a counsellor some years ago. The terms listed above are explored, as are the roots of ‘critical psychotherapy’ in psychoanalysis, before providing an example of how a philosopher’s work might be relevant to psychotherapists.     

History’s Ethical Demand: Memory,Denial, and Responsibility in the Wake of the Holocaust

What does it mean to discover an unspoken Nazi past in one’s own family? In a moment defined by chance and circumstance, I discovered that my German grandfather had joined the Nazi Party. Using my family’s struggle with memory as a site of inquiry, I examine the process of remembering, its transmission, and dissociation, particularly as it relates to past and present perpetrator groups. What lurks in the silences that are passed down between generations? How does our collective response to history’s atrocities shape what we what we know and remember as individuals? How do we define the moral obligations of memory, or understand the power of dissociation more than seven decades after the Holocaust? When does complacency in the face of past or present injustice make us complicit? Any answer to these questions points to the complexity of memory and the ethical demands of history. Connections between collective crimes of the past and social injustices in the present are considered and different forms of historical awareness and personal responsibility are discussed. In the face of overt prejudice and racism, “history’s call” and the work of psychoanalysis are inherently related.     

Meta-Regulation and Nanotechnologies: The Challenge of Responsibilisation Within the European Commission’s Code of Conduct for Responsible Nanosciences and Nanotechnologies Research

This paper focuses on the contribution of meta-regulation in responding to the regulatory needs of a field beset by significant uncertainties concerning risks, benefits and development trajectories and characterised by fast development. Meta-regulation allows regulators to address problems when they lack the resources or information needed to develop sound “discretion-limiting rules”; meta-regulators exploit the information advantages of those actors to be regulated by leveraging them into the task of regulating itself. The contribution of meta-regulation to the governance of nanotechnologies is assessed in terms of responsibilisation. Responsibilisation is regarded as a pre -requisite for regulatory actors to internalise social values (such as consumer safety and occupational health) and to ensure that these values are built into regulatory practice. In order to explore the potential of responsibilisation, the Code of Conduct for Responsible Nanosciences and Nanotechnologies Research launched by the European Commission in 2008 is evaluated. The Code is a good case of meta-regulation that aims to steer the self-regulation of nanotechnological business and research organisations. The paper concludes that, while efforts were made on the part of meta-regulators and self-regulators to contribute to responsibilisation, important opportunities for responsibilisation such as dissemination and promotion of the Code, trust-building activities, and failure to provide rewards, incentives and stakeholder guidance were not taken up. In order to foster responsibilisation within the meta-regulatory instrument of the EC Code, a number of crucial activities to be undertaken by meta-regulators are recommended.     

The Tri-Council Policy Statement and Research in Cyberspace: Research Ethics, the Internet, and Revising a ‘Living Document’

Increasingly, the Internet is proving to be an important research tool. Today, cyberspace affords researchers easy access to traditionally difficult to reach populations, a host of virtual communities, and a wealth of data created through computer-mediated-communication. This newfound research frontier brings with it, however, a multiplicity of ethical concerns, including: (1) whether the Internet constitutes a private or public space; (2) whether the human subject paradigm is appropriate when considering the ethics of Internet research; and (3) whether cyber participants/‘speakers-as-writers’ and communities should be guaranteed confidentiality and anonymity when researchers contain or consider them in research. This paper examines these specific ethical concerns as they relate to Canada's Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans, which, as yet, does not explicitly address ethics involved in Internet research. I propose that in large part the Internet is by definition a public site of activity, and as such, many posters cannot expect their texts to remain confidential, nor their names anonymous, and that the human subject paradigm is highly problematic in terms of regulating ethics involved in some research generated through new information technologies. This is most expressly the case with computer-mediated-communication, which, in light of the Tri-Council Policy Statement, can be viewed as theoretically akin to public entertainment and performance. This revised version was published online in August 2006 with corrections to the Cover Date.     

Sexuality and the ‘Non-Intentional’ Implications for Psychotherapy Practice

This article examines how sexuality and desire provide an opportunity to experience the separation between the self and the other, and were developed in association with the experience of working with a particular patient in weekly therapy. The main theme explored in this article is the degree with which a person imposes his or her understanding and experience onto other people around them, and thereby potentially missing the opportunity to enjoy real personal contact with another person. The work of Husserl, Heidegger, and Levinas is examined to highlight the separation between intentionality and nonintentionality. The distinction between the intentional and the nonintentional is also important in illustrating how a person can impose himself or herself on to others. A person's sexuality and desire for intimacy with another person is discussed in terms of how it provides the opportunity to experience the boundary between being for oneself and being in contact with the other; illustrating the separation of the nonintentional from the intentional. Finally, the implications for psychotherapy practice will be examined, particularly acknowledging the importance of a person's sexuality in determining how they relate to other people.     

‘There and then’, ‘here and now’, ‘when and if’: The relationship of present,past and future in the consulting room

This paper revolves around the question of the patient’s inhabiting of time. Where is the main focus of the patient’s indwelling in time – the past, the present or the future – and what are the qualitative aspects of such indwelling? Of equal significance, is the patient able to move freely between past, present and future events and preoccupations and make links between them, or is he or she caught in a ‘time warp’? These questions are explored within a context of both psychodynamic and existential theory, drawing on the one hand on the work of Winnicott, Bick, Bion and Turp and on the other of Heidegger, Van den Berg, Merleau-Ponty, Kemp and Scheffler. The themes addressed are illustrated with clinical examples.     

What Does the Right to Education Mean? A Look at an International Debate from Legal,Ethical, and Pedagogical Points of View

Working from a concept of politics of education that encompasses legal,ethical and pedagogical levels of analysis, this paper presents theresults of a field work project on the meaning and current state of theright to education with a larger philosophical discourse. Talk ofeducation as a human right presupposes taking part in a horizon ofinterpretation. Projected is a view of person as a subject, i.e., assomeone not only placed in a specific context, but also as someone whois capable of distancing him/herself from local and culturalconditioning.     

Reiteration: The ‘Imperative of the Word’ and Echoing the ‘Significative Terms’

Abstract

The act of reiteration is viewed as a therapeutic reply that is especially responsive in the face of what Lacan (1977) and Heidegger (1927/1962) respectively refer to as “empty speech” and “idle talk.” By hearing and selecting those key signifiers and phrasings that bear the client's story of distress, the act of reiteration allows us to focus and address the “subject who speaks” rather than the commonsense storyline itself. As an active and continuing punctuation of the client's direct discourse at the level of the word, the act of reiteration is only the first moment of a more complete narrative reply. But in keeping the therapist ever grounded in the client's direct expressions, it is this first moment of reiteration that leaves the therapist positioned to be responsive to the client's discourse of “rhetorical displacements,” of intimation and allusion, as these “echo” from “elsewhere.”     

Ensuring PhD Development of Responsible Conduct of Research Behaviors: Who’s Responsible?

The importance of public confidence in scientific findings and trust in scientists cannot be overstated. Thus, it becomes critical for the scientific community to focus on enhancing the strategies used to educate future scientists on ethical research behaviors. What we are lacking is knowledge on how faculty members shape and develop ethical research standards with their students. We are presenting the results of a survey with 3,500 research faculty members. We believe this is the first report on how faculty work with and educate their PhD students on basic research standards. Specifically, we wanted to determine whether individual faculty members, who are advisors or mentors, differ in how they implemented components of responsible conduct of research (RCR) with their PhD students. Mentors were more likely than advisors or supervisors to report working with all of their PhDs, who graduated in the last 5 years, on the 17 recognized critical components of RCR training and research skill development. We also found about half of the faculty members believe RCR is an institutional responsibility versus a faculty responsibility. Less than a quarter have had opportunities to participate in faculty training to be a better mentor, advisor, or research teacher, and about one third of faculty did not or could not remember whether they had guidelines related to their responsibilities to PhD students. We discuss the implications of our findings and focus on ways that PhD research mentoring can be enhanced.