Tag Archives: Psychology

November 16, 2011 · 11:22 am

Science, Philosophy, Reason, and Life Without Memory


Watching this video is a very sobering look at the way that what the memory provides to an individual in the everyday activities is taken for granted and that without a functioning memory there is no connection with the past, identity, and a conscious way of relating to the present activities of life or the future. A line from the film says it clearly, “I think it is a very dramatic illustration particularly for the public of what it is like to being without memory. For example, this constant feeling that he has just waken up or he has not tasted anything before” (The Anenburg Foundation, 2009). While the video, stimulated thoughts about the value of memory, there is also the thought about how many things could be different, if only some memories could be erased. However, a connection is implicit from the story that it is relative to every individual is and how functioning occurs in life within the environment.

One question which has already been discussed in previous posts in the connection between the brain and the mind. If consciousness and memory are functions of the brain, but also connected to the mind, then there is a relationship between the anatomical structure of the, how the mind operates, neurologically, function, and the wakening experience of awareness in behavior and response. The way that memory is encoded and retrieved forms an understanding of knowing, believing, and behaving. Sternberg (2009) says, “A memory is a mental experience taken to be veridical (truthful) representation from one’s past.  Memories can be false in relatively minor ways … and in major ways that can have profound implications for oneself and others” (p. 198).  In the case of Wearing’s condition, the damage to the brain through Encephalitis affected not only the encoding, but also the ability to recall because of the damage to the Hippo-campus. This raises another observation about the impact of chemical, biological affects to the brain, mind functioning.

It has been established that Teratogens, (Friedman J.M., 1999), affect development of the brain, and also how the introduction of disease destroys tissue, thus disabling explicit memory (Sternberg, 2009, p. 180) from engaging the mind in an experience of conscious recollection (p. 180). A question might be posed about the difference in the absence of explicit memory in contrast to implicit use of information (p. 180). This is discussed in the dialogue by Dr. Michael Oddy who stated, “We ask him if he would like the coffee … But it is all about current events, it is about the surroundings (The Anenburg Foundation, 2009). The events seem to suggest that there is not a reference to past experiences that could have been encoded and recalled, but rather knowing through cognition of present observations in the moment.

The traditional model of memory referred to by Sternberg (2009), in William James (1890-1970) theory of primary memory and secondary memory; then later Waugh and Norman, 1965 (p. 182) give explanation of the components and functions of the memory that are not in tact as a result of disease which destroyed brain tissue. However, the theories as presented, do not adequately offer explanation of ingrained skill or the, “four or five things, he will if questioned appropriately tell you about” (The Anenburg Foundation, 2009). In analysis, it seems evident that one working model of memory does not provide a complete picture without gaining insight from a Neuropsychology model that examines how dissociation of function, “to explain a link between a particular lesion or function” (Sternberg, 2009, p. 207). It seems that there is a correlational relationship to all of the activities, biology, physical structures, or trauma to the brain which in turn affects what happens in conscious awareness that is connected to how perception occurs, what is understood and believed, and what the experience of the life is in feeling and behavior.   How important is this to advancing understanding in the study of psychology?

It cannot be underscored enough that understanding what has been written and engaging with current and future research will build a bridge from the encoded memory that has been described by theorist to provide ongoing and enriched understanding of how the functioning of memory in the mind-brain relationship is enhanced by the value of ongoing research in Cognitive Affective Psychology.

                                                                                                                                           References

Friedman JM, a. J. (1999). Clinical Teratology: identifying teratogenic risks in humans. Retrieved October 21, 2009, from Capella Library: http://search.ebscohost.com.library.capella.edu, doi:10.1034/j.1399-0004.1999.560601.xJans,
Sternberg, R. J. (2009). Cognitive Psychology (5th Edition ed.). Belmont, California, USA: Wadsworth, Cenage Learning.
The Anenburg Foundation. (2009). Life without memory: The case of Clive Wearing, Part 1. Washington, DC: Annenberg Media, Learner.org., DC.

Related articles

Leave a Comment

Filed under Cognitive Psychology, Index, Memory, Mental Health Issues, Perception

Tagged as , , , , , , , , , , , , , ,

November 14, 2011 · 3:38 pm

Science, Philosophy, and Reason and the Mind-Brain Problem


A primary voice within the history of philosophy was Rene Descartes who coined the phrase, Cogito ergo sum — “I think, therefore I am”.  It was Rene Descartes who suggested and early explanation of the nature of the mind that separated, at least in philosophy a separation between the brain and mind and described in the term Cartesian Dualism.

What relationship or difference does the mind hold from the brain?

The question of mind, body, and brain interaction is a subject speculated upon, as well as, studied by philosophers, religious thinkers, medical researchers, and psychological researchers in an effort to find definitive answers. One of the places to begin looking for answers is to understand the difference between mind and matter.  A distinction between mind and matter stated “to be found in the fact that in man there is a mind which is absent in the rock.  The mind, they argue, controls that part of the individual which is mind” (Frost, 1945). This inference separates a man from all other creations and inanimate objects.

A distinction in difference between the mind, brain, and body is at the heart of the position held by Descartes.  This difference is referenced by Johnson, (1991) who poses a question about cognitive process and the impact upon the material and biological structural development (In the palaces of memory: How we build the worlds inside our heads). This question becomes important in understanding that a relationship exists between what goes on in the mind –thought processes and the physical development and structural changes in the brain tissue.  What is apparent through research that is currently available is that theories that support Cartesian Dualism, as well as Cognitive Neuroscience do influence modern assumptions about the science of Cognitive and Affective Psychology in the development of a theory of mind-brain interaction.

The argument for the mind-brain problem, attributed to Descartes, is a subject which has been debated by philosophers who predated his work.  Examination of what is believed in Cartesian Dualism reveals the essential core teaching that is characteristic of, “Plato (c. 428-347 B.C.)  [who] was a dualist who divided the human being in his dualist theory into material body and immaterial soul” (Mind-BodyTheories, 2006).   A number of important issues that are contained in dualism, which are important to understanding how philosophy delineates the arguments presented.

One presupposition is, “the body is a hindrance to the soul in the acquisition of knowledge and, as a rationalist, he abandoned the body and the senses for the activity of the soul capable of accounting for absolute being” (Mind-BodyTheories, 2006).  Inherent within this position an ontological influence is reflected that essentially regards the mind, soul, as a metaphysical property that is contained in the concept of mind, thoughts rational ability, and cognition. The basis of the mind-brain body dualism is that, “the body is a hindrance to the soul in the acquisition of knowledge and, as a rationalist; … [Plato] abandoned the body and the senses for the activity of the soul capable of accounting for absolute being (Mind-BodyTheories, 2006).

This approach lends itself naturally to a “rational/deductive science over the empirical/inductive approach “ (Elsevier’s Dictionary of Psychological Theories).  This essential framework of thinking has a substantive connection to Descartes who, “proposed that matter (body) is ‘extended substance’ and that the soul (mind) is ‘unextended substance’” (Mind-BodyTheories).  According to this view, the atoms or constituent parts that make up the mind are existent in the universe and are joined to form the mind. A way of explaining this by philosophers is in the term, interactionism, that is, “the theory that mind and body are separate realities that mutually influence each other” (Hunnex, 1986). This way of explaining the brain-mind differs from contemporary approaches in that it describes the mind in terms of what it is as opposed to what it does.

A contrast to this approach is found in the theoretical propositions of Cognitive Neuroscience which uses a scientific approach to what the brain-mind-body processes include. This is noted in the Concise Corsini Encyclopedia of Psychology and Behavioral Science (2004) where Cognitive neuroscience is described as “The study of the neural basis of cognition … that depends heavily on the use of modern imaging technologies such as positron emission tomography and functional magnetic resonance imaging (fMRI)” (Neuroscience, 2004).  One the significant differences in the approach of the psychologist—scientist and the philosopher-dualist is the assumptions that frame the epistemology for Neuroscience.

Cognitive science is based in the same logic which the theory of evolution follows. The rationale is to weight the biological and physical interactions as precursors of theory as opposed to metaphysical theory.  This is evident in early theorist in psychology, such as Freud looked at what the mind did in the unconscious more as a “flow than a ‘place”’ (Unconscious, 1995) .  His work in the latter part of the nineteenth century was a byproduct of what was understood in neurology and physiology.  This is illustrated in his theory about the “reflexive arc … the involuntary jerk of the leg when the knee is struck … tension builds up and needs to be released, and this release is an involuntary action” (Unconscious, 1995).

However in contrast, understanding the complex symbolism in psychoanalytical approaches and literature analogies placed upon the subconscious, repression, and consciousness that are presented by Freud seem to bear a resemblance in approach to Cartesian Dualism.  A question which arises is whether there is a metaphysical distinction-separation of the mind-brain, body or is there a tension that occurs in the narrative of the subconscious—with slips, lapses, and knee jerk reactions that alleviate the primal tension between what is perceived or repressed in the way the mind-brain and body function?  Answers that are contained in the science of Cognitive, Affective Psychology that answer questions related to the mind-brain issue by mapping understanding through Localization of Function (Sternberg, 2009,2006, p. 34).

Looking at the brain and identifying which schematic zones affect activity associated with behaviors or abilities enhances understanding of how the brain controls the activity in the body.  According to Sternberg (2009), “the fundamental structures and processes of the brain … [are] the nervous system … divided into two main parts: the central nervous system, consisting of the brain, spinal cord, and the peripheral nervous system” (p. 71).  The relativity of how brain topography, organic construction, and systemic interaction is related to intelligence, aptitude, learning,  behavior, feeling, personality, memory, and physical motor activity are important to establishing a correlation between brain activity and phenomena occurring in human existence.

A truth abundantly clear is there is a relationship that is molecular, physical, and related to development and experience in brain function.  This is attested to in explanations of how behaviors connect to those individuals with injury to the head and brain which demonstrate that a correlation exists between brain functioning and perceptions in the experience of the individual.  This is noted by Sternberg (2009) who demonstrates how, “Damage resulting from head injuries can include spastic movements, difficulty swallowing, slurring of speech among many other cognitive problems” (p. 70).  An observation inferred is that influence on the neurological, psychological, vision, motor skills, etc. directly affects how the tissue and cells of react to trauma.  This experience and phenomena establishes a correlation between tissue, biology, experience, and how changes relate to the experience, as well as, the functions of the brain, mind, and body.

What relationship do the disciplines of science, theology, and philosophy have to gain from one another?

Summing it up reminds me that this is a developing science and while there may be substantive answers, the fact remains that there is more that we do not know than what we do know.  Within the theory of Cartesian Dualism and modern views about how mind-brain-body interactions occurs, what is apparent is that epistemology seems to dominate the research that has been done in the past and it seems that there still needs to be a greater understanding of the relationship between the brain-mind connection.  What is apparent to this writer is a need to demythologize the process of understanding and place appropriate value upon spiritual and religious understanding while allowing science, research, and benefits from theoretical study to posit value to the field of psychology bringing greater understanding of the mind-brain conundrum.  Consequently, I know that the polemics will rise up in arms to protect the ideals that are held, but my suggestion is that we defend high ideals to advance the truth and not to inhibit, scientific, theological, or spiritual input into such a complex subject.

Frost, S. (1945). The Basic Teachings of the Great Philosophers. Philadelphia, PA, USA: Garden City Publishing.

Hunnex, M. D. (1986). Chronological and thematic charts of philosophies and pholosphers. Grand Rapids, Michigan: Zondervan House.

Johnson, G. (1991). In the palaces of memory: How we build the worlds inside our heads. New York: Random House.

Mind-BodyTheories. (2006). Elsevier’s Dictionary of Psychological Theories. Retrieved July 24, 2010, from Capella University Library: MIND-BODY THEORIES. (2006). In Els http://www.credoreference.com.library.capella.edu/entry/estpsyctheory/mind_body_theories

Neuroscience, C. (2004). Cognitive Neuroscience. Retrieved July 17, 2010, from Capella Univertsity Library: Cognitive Neuroscience. (2004). In The Concise Corsini Encyclopedia of Psychology and Behavior http://www.credoreference.com.library.capella.edu/entry/wileypsych/cognitive_neuroscience

Sternberg, R. J. (2009,2006). Cognitive Psychology (5th Edition ed.). Belmont, California, USA: Wadsworth, Cenage Learning.

Unconscious. (1995). In Critical Terms for Literary Study. Retrieved July 18, 2101, from Capella University Library: Retrieved from http://www.credoreference.com.library.capella.edu/entry/uchicagols/unconscious

Related articles

Leave a Comment

Filed under Cognitive Psychology, Index, The Soul

Tagged as , , , , , , , ,

November 13, 2011 · 1:00 pm

Spirituality, Science, Philosophy and The Origins of Consciousness


¹”Men ought to know that from nothing else but the brain comes joys, delights, laughter and sports, and sorrows, griefs, despondency and lamentations.” From the F. Adams translation of The Genuine Works of Hippocrates.

Francis Crick, Nobel prize laureate in physiology and medicine, in his book, The Astonishing Hypothesis: The Scientific Search for the Soul, borrows an idea from Hippocrates¹ and uses it to argue that “You, your joys and your sorrows, your memories and your ambitions, your sense of personal identity and free will, are in fact no more than the behavior of a vast assembly of nerve cells and their associated molecules” (Crick, 1995, p. 3).

Philosopher and cognitive neuroscientist, Alva Noë, in response to Crick’s statement, argues that the most striking thing about Crick’s hypothesis is that is not astonishing at all:

. . . [W]hat needs to be kept clearly in focus is that the neuroscientists, in updating the traditional conception of ourselves [we are our brains], have really only   succeeded in replacing one mystery with another.  At present, we have no better understanding of how ‘a vast assembly of nerve cells and their associated molecules’ might give rise to consciousness than we understand how supernatural soul stuff might do the trick.  Which is just to say that the you-are-your-brain idea is not so much a working hypothesis as it is the placeholder for one (p. 6).

Is consciousness just a mass of cells that forms a placeholder in time and space for humanity or is consciousness the manifestation of a process of events and relationships, which includes an understanding of waking human life as something to be considered beyond what, can be measured in a lived experience that suggests the existence of the soul as a mystery yet to be understood?

In response to a very difficult question that cuts across every period of history an observation can be made that religion is man’s search for God, philosopher’s debate over a search for reality, and psychology is man’s search for self understanding. The etymology of the term soul from the Greek word, psuche –psuche is the word that defined as, “breath … the breath of life … that in which there is life … a living being, a living soul … the soul the soul as an essence which differs from the body and is not dissolved by death (distinguished from other parts of the body)” (Thayer).

In Christian tradition, this has been the basis for understanding the essence of life from a non-scientific, metaphysical view.  In this approach of philosophy the process of rational inductive reasoning is applied to explaining a view of the soul. Plato…identified the soul with the person who reasons, decides, and acts … person or soul is not the familiar creature of flesh and blood but rather the incorporeal occupant and director of, even the prisoner in, that corporeal being  (soul, 2002).  Historically, emphasis is put upon the material and immaterial and are assumptions which bear upon Cartesian Dualism. It is interesting that there is a relationship between beliefs within Christian thought, philosophical assumptions, and the scientific approach of psychological theory.  Contemporary thought, questions, and dilemmas have produced the quest for understanding within developing psychological research that presents an attempt to synthesize views of the past into a current understanding.  This is most evident in the writings of Freud, Jung, Maslow—Rogers, to the current time who in an attempt to provide substantive answers about what consciousness is and how it influences a greater understanding of human life, behavior, feelings, and thought processes.

A beginning point is at a contemporary definition of consciousness which, “includes both the feeling of awareness, some of which may be under the focus of attention”, as cited in (Sternberg, 2009, p. 125).  A definition, such as this, provides an understanding of what a person may be aware of, but also necessitates that consciousness is distinct from attention in that, “information proceeds without conscious awareness” (p. 125).  However, understanding what a person may be aware of and what he/she is not consciously links two processes together to form an important connection to personality, behavior, and focuses attention upon the unconscious’ influence upon what happens in the brain-mind-body transaction.  A conclusion that can is evident here is that researchers will fall short in understanding by drawing premature conclusions concerning consciousness and unconsciousness without first embarking upon a thorough understanding of  information available from multi-disciplinary approaches to understanding Cognitive Behavioral Psychology.

With that in mind here, a reasonable conclusion to begin with is that what we know is simply not enough to declare an end to research and understanding.  What is apparent is that more information is needed to explain unconscious processes in the relationship to life as whole.  An important point is that these processes are, “harder to study simply because you are not conscious of them” (p. 124).  However, a salient point which can be noted is that significant advances have been made in understanding through continuing research, such as the, “development of … the positron emission tomography (PET) scan—for mapping the brain [and] neuropsychology … [which] has been an outgrowth of this contemporary focus on biological explanations of human thought and behavior” (psychology, 2008).  While it may seem to some that the debate has been settled by science, philosophy, or theology; an apparent fact is that the debate about consciousness has not ended, and may never.

What is interesting in this discussion is that the matter of the soul-consciousness relationship becomes a matter of interest when connected to certain themes in life: in matters of significance, meaning, purpose, and as death.  What can be observed in responses to research as a closed-system is that faulty assumptions arise out of the point of view of the researcher.  This is noted by Gary Collins (1998) who says, “When Freud wrote about religion, he predicted that interest in spiritual things would fade as people as people embraced science” (Collins, 1998).  Apparently, Freud was mistaken about religion and spiritual interest in matters of the soul and consciousness.  A truth that stands out here is that if there is one definitive proof that the question is not settled, it is the experience of humanity in the desperate search for answers.  A point of clarification that resonates in the information available is that there is a pressing need to understand what theorists, philosophers, scientists, and theologians have said and identify areas that need fuller research.  An apparent point that is clear is that what has already been said is not adequate to mediate the questions of science, while at the same time be able to bridge the gap between birth, death, and the uncertainty of what we know about waking life and the consciousness of human life.

If this is a subject that interests you leave a response and let me know what you think and if you would like to hear more about this subject.

References

Collins, G. R. (1998). The soul search: a spiritual journey to authentic intimacy with God. Nashville, Tennessee, USA: Thomas Nelson.

Crick, F. (1995). The astonishing hypothesis: the scientific search for the soul. New York, New York, USA: Simon and Schuster.

psychology. (2008). In The Columbia Encyclopedia. Retrieved August 1, 2010, from Capella Library: psychology. (2008). In Th Retrieved from http://www.credoreference.com.library.capella.edu/entry/columency/psychology

soul. (2002). In A Dictionary of Philosophy, Macmillan. Retrieved August 1, 2010, from Capella Library: Retrieved from http://www.credoreference.com.library.capella.edu/entry/macdphil/soul

Sternberg, R. J. (2009). Cognitive Psychology (5th Edition ed.). Belmont, California, USA: Wadsworth, Cenage Learning.

Thayer, S. a. (n.d.). Greek Lexicon entry for Psuche. Retrieved Aug 1, 2010, from The New Testament Greek Lexicon: http://www.studylight.org/lex/grk/view.cgi?number=5590

Related articles

6 Comments

Filed under Cognitive Psychology, Index, The Soul

Tagged as , , , , , , , , , , , , ,

August 12, 2011 · 3:32 pm

Happiness: Guilt, Criticism, and Projection


Happiness: Guilt, Criticism, and Projection

An interesting thing that I have noticed about people who feel guilty is that they are not very happy and that they invest a huge amount of energy trying to hide– cover up painful or guilty experiences from being known.  Quite often, all of the efforts to hide something– not apparent on the surface has the opposite effect.  In stead of covering up guilt, it is like wearing a badge that says, “I am guilty”.  It does not take a psychologist to figure out that a person who engages in constant criticism of others is a demonstrating a behavior cue that points to unresolved guilt.  Often, the person who is constantly calling attention, implying, suggesting others weaknesses or faults may be shining a light upon something that obviously is wrong and unresolved in the accuser.

Good Guilt v. Bad Guilt

Developmentally, guilt is an emotional warning sign that most people learn during normal childhood social development.  Guilt’s purpose is to let us know when we have done something wrong—to keep life balanced.  Good guilt operates to help us develop a better understanding about bad choice and danger in our personal behavior.  Therefore healthy expressions of guilt prompts a person examine and to re-examine behavior to prevent making the same mistake twice.  Indeed, an examination of the pathology of unresolved guilt reveals negative perceptions of what others do that triggers distorted schemas, paralyzing emotions, and distorted reactions connected to a distorted sense of self that acts like a mirror reflecting what is not seen by others and known by the accuser.  Unfortunately, misunderstood and unresolved guilt leads to depression, anxiety, and frustration that is projected on someone else rather than becoming a positive force toward change or improvement.  Guilt is normally a negative focus coming from a perception of self that moralizes what others are doing and says, “I am a bad person.  I cannot bear myself.  I am unworthy.”

 

Internalized Guilt brings Externalized Behavior

Often I have said that “the things that we notice and hate about others and that we criticize so passionately, is connected to what we hate about ourselves.  Carl Jung said, “Knowing your own darkness is the best method for dealing with the darkness’s of other people” Unfortunately, the guilt ridden accuser does not understand that criticism is a window into their own darkness.  Often, behavior is hidden so well beneath misdirected concern shared as a concern with confidants, family, friends that infers perceived wrongdoing.  What is really happening is that the guilty accuser uses inference to project their own secretive guilty behaviors on their mirror.  Unfortunately, many of the things that people feel so deeply and are so offensive –we speak so loudly, passionately, so convincingly about point back to self-perception embedded within the neurotic guilt.  Indeed, the ability of guilt to subconsciously influence how perceptions, beliefs, and beliefs about what is seen should not be underestimated, nor ignored.  For instance, in a perfect world of a developing infant, doing, something “bad” is equivalent to murdering all that is good.  As the child develops with a lived-experience of shame, performance based acceptance, and guilt ridden feelings, the inability to dispel the gnawing sense of guilt results in the child owning misunderstood feelings about guilt and he/she enters an “adult– normal society.”  In the adult world, the normal is distorted by the abnormal thinking from development filtered by a perception of life that skewed by feelings of guilt, low self-esteem, and projection.  What happens: the guilt that has been internalized, misunderstood, and unresolved is externalized in projecting behavior toward others when something is seen that feels like the internalized guilt. Then, undigested guilt triggers the guilt-projection system that regurgitates what feels like concern, looks like righteousness, demonstrating rescuing behavior upon others, while calling attention to what is hidden beneath the surface– unresolved guilt that wants to be discovered.

Psychological ProjectionCriticism and Conversations with Guilty People

When I listen to people’s conversations, it sounds like there is something not being said, but is implied.  Quite often it is what is not being said that is more important than what is being said.  For instance, when person helps someone with a situation and someone else gives the pretense of being helpful and recurrent suggestions come up about another person’s faults or problems or even a constant disdain for a particular act, at is the real issue in the conversation?  On the one hand, it may be a person who simply is genuinely concerned, but on the other hand it may be a semantically expressed language cue it that says the person talking is struggling with and projecting internalized guilt.   It makes me wonder if the concerned person really feels guilty about their own internal struggle or particular behavior that no one knows about.   While serving as a pastor, I have had those who felt duty bound to inform me about how certain people are living and taking advantage of their leadership positions and using others.  What is common to all of these conversations is that they are people who represent themselves as crusaders of right, justice, and truth is that they are guilt-ridden people who try to guilt others into conformity and want someone to take up their cause.  Personally, I think about this activity as the subtle work of Satan who is guilty and accuses others of what he is guilty of.  In the book of Revelation Satan is depicted as the one who slanders the innocent and in reality is the one who is guilty.  Therefore, a critical question about this kind of accusation and speculation is motivation.  At this point, a question important to ask is what lies beneath suspicion and why this behavior is happening at this moment?  It may be that there is really a problem that needs to be addressed, but what is the real problem? Consequently, the essential question is why do some people see things that are really not there and act on beliefs that have no substance, evidence, or possess any real real desire to help?  One answer may be that some people have a need to rescue others from what they believe is “bad behavior” because there is strongly embedded guilt that says how bad a person actually feels about self and is motivating criticism, i.e., –the person sees their own failure in the acts of others.  The effort to direct attention to someone else may simply be transference:  an effort to vicariously fix something that feels very wrong in their own life by self incriminating projection of guilt on others. … Neurotic Guilt.

Why does one person believe they are doing right by making someone else guilty– warning, judging, evaluating, devaluing, and invalidating the other persons?

The Voice of Guilt is Saying What?

When a person engages in this kind of destructive inference, crusading to gain support from others, what is the core issue in the accusation? According to Sigmund Freud, it may be projection, which is a psychological defense mechanism whereby one “projects” one’s own undesirable thoughts, motivations, desires, and feelings onto someone else.  Projection is one of the defense mechanisms identified by Freud that is used when someone feels threatened or feels afraid of their own impulses–, so the accuser attributes these impulses to someone else.  What is apparent among people, who make it their life’s mission to constantly criticize without sound reasoning and responsible approaches to relationships with others, is that the critic has an unresolved problem.  It is guilt– the feeling– that comes to the surface when something witnessed in others –a trigger activates  recognition of a feeling associated with a past behavior — “a been there done that experience.”  An important revelation  about constant accusing  is that recurring critical activity may be an open confession of unresolved feelings of guilt and self-esteem issues that are being attributed to someone else.

The Blame Game and What is Really Being Said

Throughout the history of the human race it is well documented that people have been struggling with guilt while denying responsibility.  The Bible records the story of creation when, Adam and Eve sinned; then, made leaves to cover up while knowing what they had done wrong.  Obviously, they did not want to take responsibility for what had happened. Therefore, the response of Eve was to pass the blame on, “it is the serpent that caused the evil act. “  The response of Adam was that it is the woman that you gave me Lord.  Guilt makes people project cover up because they are ashamed and understand that something is wrong and needs fixed.  Guilt makes people accuse because drawing attention to others behavior deflects attention away from the self –the guilty party.  Also, the fear of being exposed motivates people to project judgment for wrong doing upon someone else. Projecting guilt and packaging it in  criticism is a way of verbalizing how deeply perceptions of right and wrong— good and bad affects feelings of personal well being and personal security of the acuser.    Something to think about is that as long as attention is focused on what is wrong, what is being hidden, energy cannot be focused upon what is possible or what can make life effective, nor can you be happy.   Chaplain Murrill 04/27/2012

Related articles

1 Comment

Filed under Abuse, Attitude, Communication, Happiness, Index, Influence, Memory, Mental Health Issues, Motivation, Perception, Relationships, Sociology, Spiritual Development

Tagged as , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

August 11, 2011 · 4:55 pm

Emotional Abuse–Invalidation, Scars Left Behind


I have heard it said that the greatest fear that a child has while growing up is the fear of abandonment and rejection—that they will be left alone.  Abandonment alone is a subject that there is a plethora of research written about and its association with mental health disorders, as well as, social and identity issues.  If it is true that a developing child has an identity crisis occurring already– questioning how he/she fits into a social construct or asking how and where he/she fits into family—the world; then how does emotional, psychological, and physical abuse effect a child developing social identity?

The impact of abandonment, isolation, invalidation, and rejection brings a feeling that surfaces unexplainable and perplexing behaviors and contributes to an attachment pattern that is secure or insecure—reactive or maladaptive.  Quite often, when we see children or adults that demonstrate perplexing behaviors — that we may not understand, there is something not seen. Unseen forces are at work creating a ricocheting pattern of emotional responses– events in life that bring a wave of peculiar behaviors that affect every area of life now and everything happening in the future. While some people may believe that their actions are independent and well thought out, the truth is that what is happening in life is inextricably connected to the experience of attachment and the concurrent developmental process.

Attachment and development are important to understand in how children develop, but when a child is subjected to factors that negatively affect normal progression, such as emotional abuse, healthy and normal development is altered.  The impact of the environment upon a child are well noted in studies, but when there are multiple themes of abandonment, rejection, and invalidation; it is an unnatural occurrence that changes the outcome of development.  A problem that many people are faced with is a lack of understanding about how episodes or solitary events are related to behaviors and events in life.  A simplistic way this can be illustrated is that life is an organic event where everything has an effect in a systemic way upon development.  As a result, the emotional quotient of all of the things that happen throughout life have an unrealized connection to how the lived experience of a child unfolds into adult life.

What happens to children when adults do not take time to think about how their behavior affects children?  One week in the life of a child can have an effect for the rest of life.   I listened to the story about a father who goes out of town and a family friend coming to visit and  taking the unattended mother and the kids for a ride, it seemed innocent enough at the time.  However, what seemed like an innocent event from child’s perspective, quickly turned into adults behaving badly. In addition to children being caught in the middle of an event beyond their capacity to understand clearly.  It seemed an innocent event until the father came back after being away and the child shares the latest news. However, what happened afterward the conversation was not innocent.  What followed was a anger, a mother being abused in an angry and violent dispute over what happened.  Unfortunately, there are many times like this when the bad behavior of adults places children in a situation that they are not capable of understanding.  The result is a child whose innocence is scarred by witnessing abusive behavior and a feeling of responsibility that arrests and inhibits normal development and social identity that can echo down through life experience.  When a child is forced to take responsibility for the bad behavior of adults, the child does not know what to do or how to rationalize the experience, which results in fear.  What adults do not understand is that when children are exposed to experiences like this, they are faced with another adult crisis: the child feels guilt, has to live in secrecy, and is forced to cover up for the parents acting out their problems. Obviously,  events have an effect upon everyone involved, but what message is conveyed to the child and how does this affect relationships and the child’s development of future behaviors?

The answer is very complicated, but what happens throughout life and connects to everything else in life.  Individuals always have a reason for acting as they do, behaving as they do and while it may not be clear to us at the movement, all behaviors are a product of systems at work..  One of the problems with behavioral issues is that a casual examination of what a person does—just seeing behavior– does not provide clear answers to why something is happening.  For most people, unless they are in a crisis or unless it serves a personal need,  time will not be taken to ask why,  the behavior is judged on the merit of what is seen and branded with a label like “good ‘or “bad” behavior.

What seemed like a fun day for a child turned into a lifetime of problems in relationships?  After, telling what happened and  seeing the mother’s pain, the father’s anger, and trying to avoid and manawillge conflict—the interpretation of the child is that somehow this is his fault.  For a child who is not mature enough to make sense of what happened, the result is emotionally damaging be cause the event is internalized with guilt, fear, and a feeling of responsibility for things that adults are doing without considering what effect is being placed upon the child.  The child sees this a a personal failure and interprets the event and interprets this from “if should” reasoning.  If I had done this, it would not have happened—I should have kept this a secret.  Children think in terms of “black and white” concrete operational thinking (Jean Piaget).  In simple terms, it means the child felt responsibility for what happened in the family on that day and accepted ownership for the emotional consequences of what happened.  What a horrible thing for a child to have to own—responsibility, guilt, inferiority, shame, and rejection because adults did not think beyond their immediate needs and chose not to act responsibly.  For a child, events like this are emotionally damaging and leave scars of the developing child which lead to a reflection of self and others that continues throughout life until they are understood.

While adults may not understand the effect of what they do or why act in certain ways, everything that happens in life is related to perception in the lived-experience of a developing child.  Adult issues with depression, self-esteem, identity issues, relationships, perfectionism, as well as numerous other issues are related to attachment, socialization, and development as a child.  A problem is that many people do not figure these things out until life is turned upside down and life falls apart.  The importance of this cannot be understated for the developing child.  A child is faced with enormous pressures upon life and when something goes wrong and development is scarred by emotional abuse, the child gets a life sentence.   Erick Erickson said that developing children faces a social identity crisis in every period of growth that will have an impact upon how a child feels about self, acceptance in social settings, and the ways the child will interact with his world.  Consequently, the developing child needs a clear sense of who they are and how they fit in the world, where they belong, as well as, being equipped to develop the necessary skills to engaged with life in a healthy way.

When children witness traumatic events, how will abnormal events affect development and impact the child’s ability to manage a complex adult issue of sex, marital fidelity, and emotional or physical abuse?  The answer is clear, there is nothing that could prepare a child to understand or r manage these conditions: because it is an unnatural development.  The scars created by intentional or unintentional emotional abuse predicts what will come in the future —a lifetime of guilt, perfectionism, feeling rejected, and emotionally abandoned.

What Can Be Learned From The Aftermath?

This story calls attention to the importance of what happens in childhood development, the cognitive map that is formed, and behavioral cues that indicate that something has happened that needs to be understood.  In addition, when some people look at life diagnostically, they are looking for someone to blame for their pain, behaviors, or life experience.  Blame, unforgiveness, and anger are not an effective approach, they only deepen the effect of abuse and does not bring solutions contribute to an effective life.  For those desiring an healthy life, what will be of importance is not someone to blame, but understanding why behaviors occur as they do.

Obviously, many individuals cannot find the destination to healthy living, i.e., taking the appropriate steps toward changing life without an understanding of the core problems of childhood experiences.  Thinking about the past is painful at times and you may not want to air all of your dirty laundry in public, but the fact remains that connecting events from childhood events, pain rejection, or abandonment, draws a picture that puts events, feelings, and behavior in a context to be understood.

Be Careful About Casting Your Pearls Before The Swine.

One of the problems with adult behavior is that when we share with others, not capable of understanding, a common experience is that invalidation, criticism, and more misunderstanding occurs.  As a result, because we do not like that feeling, then we hide, deny, and cover up what is felt and deepen the pain in the act of denial. Unfortunately, you cannot hide from yourself for long and when you shove your feelings down for so long, they come out in health, relationship, and life problems.  The problem creates a self-fulfilling prophecy that will predict how relationships will occur.  Many times the problems of the past will perpetuate the very thing that is hated the most and we desire to change.  When you are willing to accept responsibility for yourself and understand where the negative programming from abuse originates, change is possible.  When the days of awakening comes the abused can realize that today is good day to start acting instead of reacting to life.  Life will never be perfect, but life will be what you make it today, so enjoy the opportunity that you have in your hand today. “Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning” (Albert Einstein).

Related articles

4 Comments

Filed under Abuse, Attitude, Index, Mental Health Issues, Perception, Relationships, Self Defeating Behavior

Tagged as , , , , , , , , , , , , , , , , , , , , , , , , , ,

April 28, 2011 · 6:51 pm

Storms: Choices, Consequences, and Contentment


Connecting Choices to Outcome

Do the choices that are made every day have anything to do with how things work out in life?  Taking  a walk around the neighborhood after a tornado; then taking a drive through the city, what I saw from the storm reminded me that consequences always follow what occurs in life.  I am mindful of how much people take for granted  peace, happiness, and good times in life and how often that we forget that everything in life has consequences –good or bad.  Obviously,  some consequences are not because of the choices that we make in life, they are the result of nature, other people’s actions, or something that we do not understand about the seasons of life.  The fact remains that there are consequences for everything that happens in life.

Outcome and Escapist Thinking

A problem with problems is that we do not like the outcome because the consequences make life difficult to experience.  One of the most common responses to negative experiences  is to try  escaping consequences, deny the impact of our behavior and choices on others, and escape the reality of what those choices bring to life experience.  I am reminded from working in the prison system  that quite often we have inmates come to the chapel and  make a choice to become a Christian and to begin to pursue a spiritual life.  Instead of entering into a process of discipline and developing a responsible faith and transformation,  a common response after becoming a believer is for inmates to begin  seeking prayer and guidance about how to appeal their sentence to get out of prison.  A problem with this thinking is because they do not like the results of their choices, present circumstances, and the absence of a gratifying life.  Instead of accepting circumstances of being in prison as a result of bad choices, anti-social behavior, and hurt and pain for others; they believe that a spiritual relationship entitles them to an immediate change of circumstances.  What is not clearly understood is that having a relationship with God does not mean that circumstances will be removed for a lifetime of choices that are made. When people go to prison it is because they are convicted of a crime –a consequence of a bad choice.  Something that stands out here is that many times there is a mystical, magical thinking about what forgiveness brings in a person’s life that needs to be demythologized.  Forgiveness does not mean that we are not responsible for what has happened and it does not mean that consequences will disappear because we have found faith through God.

Memories and Traumatic Experience

In cognitive psychology theory, the importance of memory is correlated to the way experiences are organized and stored in the information management system within the brain.  The impact of experience upon memories and schemas are  realized through understanding memory encoding, which is the way traumatic or painful experience codes a memory and actually change the construction of brain tissue.  Episodic memories are the most powerful memories that people have and are connected to responses given through the lived-experience of life.  When painful events, invalidation, hurt, or trauma occurs beliefs, relationships, and memories are forever changed –life changing consequences attached to actions that classify memories with specific triggers.  However, it is not that simple when choices that are very painful are attached to the way the brain organizes information, memories, and painful emotions.  For some people, people they just want to say, I am sorry and hope that it will be forgotten because they wish for immediate release and change the painful circumstances choices have created.  However, it is not that simple when there is deeply ingrained hurt and trauma.  When choices are made, words are said, and actions are taken; we may not realize that when one word, one act occurs, it can be life changing. Indeed, how another person experiences our choices are related to how they experience and processes our chosen behavior.

Choices, Prayer, and Outcome

Memories embedded in the psyche, are connected to an internal perception process,  schema that is a part of the biological and physical makeup of the brain.  It is not just a emotional response; it is how an individuals brain and mind organize events, which and regulates how we think, feel and triggers how we behave when episodic memories are activated. Indeed, choices have consequences upon how life will be experienced, encoded, and remembered.   Unfortunately, outcome is not given enough consideration when people decide on a course of action or use irresponsible words, actions, and behaviors.

What needs to be emphasized  and understood is that when there is a painful experience, painful invalidating words, and abusive behavior that destroys trust and boundaries that the consequences of what has happened cannot simply be wished away, prayed away, or ignored.  The important and neglected truth is that  there are some things that are a part of life –like problems, storms, aging, death, and seasons of life that are very difficult to face.  What needs to be  understood is that we must learn to live with consequences and realize that some things will never change and do not go away no matter how spiritual one becomes.  Our prayers might be better focused upon asking for Grace that provides sufficient strength to live within the circumstances in the place our choices have taken us  to live.

Contentment through Spiritual Growth

The apostle Paul said,  ” I have learned, in whatsoever state I am, [therewith] to be content” (Philippians 4:11).   This is not an attitude of hopelessness and/or  surrender to circumstances, but an affirmation of faith that states that whatever circumstances that are faced, contentment can be found in a Savior who is sufficient in the whatever circumstances life may bring.  The fact is that anyone can trust God when everything is always going right.  The question is can you trust God in your circumstances to be sufficient –to provide efficient grace to live through the storms of life?

Related Articles

1 Comment

Filed under Hope, Index, Motivation, Perception, Spiritual Development, Spirituality, The Soul

Tagged as , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

April 25, 2011 · 2:07 pm

Happiness: Success and a Well-Lived Life


Well_lived_life

What does it mean to be a success in life in the 21st century? I suppose the answer you get depends upon who you ask. One important thing that seems to stand out this morning is that it is really hard to feel successful at anything when you are not happy. Abraham Lincoln said, “Most people are about as happy as they choose to be.”

This is a thought provoking statement that indicates that happiness is a choice that people make as well as implying that success is a secondary result of happiness. Often, when people think about happiness, thoughts are conjured up of people who laugh and smile a lot, but that is not really accurate. Happiness is not based upon circumstances, in psychological terms, it is better understood as an approach to life that is present in spite of circumstances that provides hope, resilience, and strengths of values under-girding a perspective toward what is done in life. One thing for sure is that it is not what happens to us in life that determines success, rather, it is connected to how we feel about what happens and how the experience is internalized into life actions.

A well-lived life is connected to positive emotions that are internalized into beliefs, perception, and attitudes, which provide the substance of life affirming actions– behaviors in the experience of life. Positive emotions and efficacious actions are connected to the ability to have positive affirming relationships that characterize relationship in groups, social interaction, and organizational life. At the heart of life characterized by a pattern of broken relationships is a missing element of hope. The missing element is happiness that gives meaning to life– the wind in the sails of life bringing accomplishment within circumstances The point is that success in life is very much connected to happiness and its is definitely something that you have to choose in life.

Related Articles

2 Comments

Filed under Attitude, Happiness, Hope, Index, Leadership, Motivation, Perception, Relationships, Self Defeating Behavior, Spiritual Development

Tagged as , , , , , , , , , , , , , , , , , , , , , ,

March 24, 2011 · 5:02 pm

Ethics and Recruiting Business: The Problem of Using Invalid Research


United States Supreme Court building in Washin...

The Supreme Court

A n I/O psychologist working as a personnel consultant for a local industry has success in  success in recruiting new business for a consulting practice presents the work being done a presents the report of positive changes in employee retention for companies using the approaches that are being used by the consultant to achieve ROI and understands that business people are with numbers and promotes the approach without scientifically validated research, what ethical problems may potentially create an ethical dilemma?

Problem Identification

Advertising Service within the Boundaries of Competence.

The idea of a psychology professional promoting, advertising, making claims of outcome based upon a particular modality—treatment has the flavor of a multi-level marketing strategy. It raises the question about what is appropriate in making a presentation to a prospective organization seeking services from an I/O psychologist.

What are the issue at stake when promoting services that are within the bounds of competency and professional ethic? The specific area that the example calls to attention is how an organizational consulting psychology practitioner represents professional services offered.  One specific issue which is an underlying consideration is, Principle C: Integrity (Ethical Principles of Psychologists and Code of Conduct 2010) which addresses a Kantian maxim (Ford p.63) which could be express as a self evident truth in the practice of personnel psychology. Therefore, it should be rationally understood that honesty, integrity, and using deceptive practices to enhance business are clearly a breach of ethical practice, but has occurred in the case example.

The question of how to address the issue is the question that is the object of interest in a resolution of the matter of what has happened.  One answer to address how to respond to the dilemma is inherent within the problem solving approach and code of ethic for psychologist.  Maybe, a more important issue is how to prevent unethical breaches might be better addressed by appealing by giving consideration to, 2.01 Boundaries of Competence (Ethical Principles of Psychologists and Code of Conduct 2010) in how practitioners are provided professional training.

Problem Focus

Competence in Connecting Research to Scientifically Validated Outcomes.

The code is specific in directing attention to the fact that, “Psychologists provide services, teach, and conduct research with populations and in areas only within the boundaries of their competence, based on their education, training, supervised experience, consultation, study, or professional experience” (Ethical Principles of Psychologists and Code of Conduct 2010).  If a reverse outline were constructed of the case example, what would be demonstrated is the use of invalid research statistics used to enhance the ability of the instruments used by the practitioner to achieve results in “employee retention” (Ford p. 193) has no empirical basis.

The fact that this information is used in a spurious manner is an indication of either intentional dishonest, or simply not understanding the ethical implications of how research data is to used in an ethical manner.  A rationale for understanding what should be done is expressed in Evidence Based on Test Content, “ Important evidence can be obtained from an analysis between a test’s content and the construct it is intended to measure” (2008, p. 11). As well as using evidence based testing approaches, a level of competency should be evident in post graduate certification to administer and interpret test results.

Process Rationale

Focusing on Competencies Rather than Idealology.

Therefore, to address the particular dilemma indicates that psychologist that work as consultant necessitates developing the ability necessary for problem solving by:

focusing on competencies or “end states,” rather than specific course work requirements to be included in an academic curriculum, the developers of the Principles have acknowledged the reality that competence in any given area may be achieved through a variety of avenues, such as course work, supervised practice, apprenticeships, or seminars and workshops, to name but a few (Fuqua).

Consequently, identifying the ethical problems and developing outcomes that will bring the necessary competency will require the practicing psychology consultant to submit to a competency development process that builds upon existing expertise through restricting activity to areas of competency and developing areas that require expertise prior to representing service outcomes.

References

Ethical Principles of Psychologists and Code of Conduct 2010. (n.d.). Retrieved August 29, 2010, from Amercan Psychological Association: http://www.apa.org/ethics/code/index.aspx

Ford, G. (2006). Ethical reasoning for mental health professionals. Thousand Oaks, California, USA: Sage Publications.

Fuqua, D. &. Academic perspectives on the principles for training in consulting psychology. . Consulting Psychology Journal: Practice and Research , 54 (4), 223-232. doi:10.1037/1061-4087.54.4.223.

Standards for educational and psychological testing. (2008). Washington, D.C., USA: American Educational Research Association.

Related Articles

Leave a Comment

Filed under Consulting, Ethics, I/O Psychology, Index

Tagged as , , , , , , , , , , , , , , , ,

March 19, 2011 · 10:22 pm

Ethics, Consulting, Fees and Billing: The Problem of Unexpected Expenses


An I/O consultant providing consultation services looks at consulting proposal and gives an estimate of services to be provided based upon a careful analysis of time and resources required to complete the company’s employment recruiting program.  However, after the initial interview with the HR staff, it is discovered that the process will be much more labor intensive than had been projected.  Feeling that it would be unethical to submit a bill for an amount to cover additional cost, the decision is made to absorb the cost. (Ford, 2006, p. 199)

Analyzing key ethical principles of the case that raises important questions about financial benefit that might impinge upon decision making and poses the question about what constitutes ethical behavior within a consulting role in this situation. This example presents a common problem that consultants might be faced with and presents a challenge to identify what issues are of concern and understand what the correct course of response may be when unexpected issues have an impact upon fees increasing.  How can the problem should be handled ethically?

The problem

The problem that is presented is whether it is ethical to change payment or billing amounts after discovering that a situation in a consult is more complicated after the fact. Narrowing the problem to an identifiable question redirects attention to asking what the code of ethics says about payment for services: 6.04 Fees and Financial Arrangements which states, “(a) As early as is feasible in a professional or scientific relationship, psychologists and recipients of psychological services reach an agreement specifying compensation and billing arrangements” (Ethical Principles of Psychologists and Code of Conduct 2010).  One fundamental problem that is not answered in the study is whether or not informed consent is a part of the financial agreement for services. In 10.01 Informed Consent to Therapy, the stipulation is made that:

(a) psychologists inform clients/patients as early as is feasible in the therapeutic relationship about the nature and anticipated course of therapy, fees, involvement of third parties, and limits of confidentiality and provide sufficient opportunity for the client/patient to ask questions and receive answers (Ethical Principles of Psychologists and Code of Conduct 2010).

As a result to make a decision, hypothetically there needs to be a Q&A with the consultant to determine if informed consent has been used and has the terms and course of the services for therapeutic services been accurately developed, presented, and an opportunity to a proposed plan of treatment to be executed.  A further problem that seems to be present is that only an estimation of anticipated cost has been given which may point to a competency issue in analysis of proposed services.

A Process

A recommendation that might prevent this situation is to make an attempt to be as thorough as possible in the preparation of informed consent documents that represent as accurately as possible the scope and terms of services rendered.  Another approach is to use an open clause in the process that stipulates what is understood to be a reasonable course of action and a disclaimer which allows the informed consent to have an addendum to services based upon research findings.  In the event that services are beyond reasonable limits for a client, then the practitioner has to make a value decision in how to proceed with consulting responsibilities.  In a question of feasibility of service, one question is centered in the general Principle B: Fidelity and Responsibility and Principle C: Integrity that may demonstrate a potential conflict in the Principle A: Beneficence and Nonmaleficence (Ethical Principles of Psychologists and Code of Conduct 2010). Consequently, a decision must be evaluated in respect to the matter of whether the services offered can be provided at an optimum level that guards the principle of doing no harm, while providing services for the agreed terms.

References

Ethical Principles of Psychologists and Code of Conduct 2010. (n.d.). Retrieved August 29, 2010, from Amercan Psychological Association: http://www.apa.org/ethics/code/index.aspx

Ford, G. (2006). Ethical reasoning for mental health professionals. Thousand Oaks, California, USA: Sage Publications.

Related Articles

Related Articles

2 Comments

Filed under Consulting, Ethics, I/O Psychology, Influence

Tagged as , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

March 17, 2011 · 4:41 pm

Ethics, Theory Construction, and Compliance


Cover of "The APA Dictionary of Psycholog...

Cover of The APA Dictionary of Psychology

Ethics and Compliance

The APA Dictionary of Psychology (2007) defines the IRB as the, “abbreviation for INSTITUTIONAL REVIEW BOARD” (VandenBos) which quite honestly was not a term in my vocabulary before I began the PhD program. As it relates to the content area of  research in multicultural ethics, Ford (2006) establishes a connection between Ethics, Values, and Theory Construction, by stating, “Behavioral research is generally conducted to test specific hypothesis arising from psychological theories” which posits a corollary construct between what has been written in theory to what is done in practice for researchers. Therefore, and assumption is made that compliance lies somewhere between the theoretical didache of research and the utility found in the real life experience of practice.

One of the challenges that can be identified in the work of researchers is balance.  In a psychological research program the task is is to find common ground for the work of research within the ethical constructs of acceptable ethical principles is found in ethical codes, philosophical assumptions, and application of acceptable norms. Therefore, there are principles to guide the work of ethical research. The principles found in the code of ethics reflect generally accepted and identifiable area where violations can be possible.  Within the principles there are philosophical assumption that are expressed in way principle address concerns.  The intent is to speak to the needs of people who are made of diverse populations and cultural representations  Principles inform problem solving approaches with information to clarify reason and develop approaches to clarify what “should”or “ought” to be done in resolving a conflict.  The defining task is to identify the challenge and provide an assumptive reasoning that describes a process that is indicated; given that all things are equal in a perfect world.  The process describes the fundamental thinking process that guide understanding involved which calls attention to an underlying area of competence for psychological research, expressed in a design resolve a conflict.  Therefore, what is contained in a formula for response declares the basic principles that are a concerned couple with assumptions about how value is expressed in rank of importance i.e., the code of ethics, meaning, and intent of the ethical code.  In addition, the theoretical connection of what research means to the study of psychology is also firmly established in being able to understand, articulate, and connect the philosophical assumptions that inform ethical decisions in a reflective process that connects the philosophy to the lived experience of the researcher in psychology.  Ford (2006) describes the impact of the process upon the outcome of research by saying, “Researcher’s personal values might affect not only what issues they study, but also how they evaluate the evidence (i.e., data) they obtain” (p. 222)  As a result, the challenge can be understood in a development of a response that is informed not only by principles of facts, but also by the dynamic relationship of a developing interaction of the person and values of the researcher upon the object and persons involved in research. Ultimately, the buck must stop somewhere in decision making and that is where the determination is made to determine what is acceptable.  In Ford (2006), suitable standards are decided by, the IRB [who] is the official entity that reviews research proposals involving human participants to determine whether the studies are ethically acceptable” (223).  Therefore, the challenge that is present for researchers is to maintain diligence in understanding, evaluation, and application of acceptable, normative approaches to guarantee that participants are not endangered or harmed in the implementation of research in the practice of psychological inquiry.

The challenge of psychologists in maintaining fidelity to the principle of Principle A: Beneficence and Nonmaleficence (Ethical Principles of Psychologists and Code of Conduct 2010) is how to respond with a meaningful thoughtful method of evaluating a broad range of possible ethical area of concern.  The principle places emphasis upon a need to utilize a thought process that utilizes a provisional review process that focuses upon principle, process, and potential.  An important component to the research done by psychologist is to engage in research that is based in a scientific validation process  which establishes empirical credibility to research.  In addition having a theoretical approach to validate ethical balance, provides a foundation that enhances evidence based approach to the methodology in the work of research. This can is realized within populations, groups, or individual to whom measuring risk is a very subjective process. Therefore, because there are times when ethical responses are difficult to measure, “researchers (and IRB’s) have an ethical obligation to calibrate the standards that will qualify a ‘minimal risk’” (225) which places a process in hand that goes beyond principle, philosophy and personal values, to a consensus of ideas and opinion which adds validity to apply what is known, understood and believed into a cogent and reasonable argument that is well supported.

What is observable and knowable about Ethics, theory construction, and compliance is that the code of ethics does in deed provide principle that can address a significant number of ethical concern, philosophical systems of thought can provide a rationale for decision making, but compliance is not always a clearly defined issue when dealing with areas that the code and philosophies do not adequately address to protect participants from harm.  So the value that is offered by the IRB is that it adds another voice that is constructed of expertise in the field of research that can ask the questions that can provide substantive consideration to what is in the best interest of research among psychology professionals

References

Ethical Principles of Psychologists and Code of Conduct 2010. (n.d.). Retrieved August 29, 2010, from Amercan Psychological Association: http://www.apa.org/ethics/code/index.aspx

Ford, G. (2006). Ethical reasoning for mental health professionals. Thousand Oaks, California, USA: Sage Publications.

VandenBos, G. R. (Ed.). (2007). APA dictionary of psychology. Washington, DC: American Psychological Association.

Related Articles

1 Comment

Filed under Consulting, Ethics, I/O Psychology, Index

Tagged as , , , , , , , , , , , , , , , , , , ,