Companion Document to the ACRL Framework for Information Literacy for Higher Education: Psychological Sciences

Students demonstrate comprehension of the major concepts, theoretical perspectives, historical trends, and empirical or evidence-based findings to discuss how psychological principles apply to behavior and mental processes. Students should consider different types of authority, such as subject expertise, societal position, or special experience when applying psychological principles in an evidence-based manner. Students should also consider how sources of authority and what is considered "evidence-based" have changed over time.

1.1 Describe key concepts, principles, and theories in psychological science

1.1C Explain how research conclusions may be affected by sociocultural context

1.2 Develop a working knowledge of psychology’s major subfields

1.2a Describe psychology’s major subfields
1.2A Compare and contrast psychology’s major subfields

1.3 Portray significant aspects of the history of psychological science

1.3A Justify preferences for different theoretical orientations in psychological science based on perceived advantages and limitations
1.3C Explain how historical context has affected which contributions made by psychologists were deemed influential

1.5 Provide examples of psychology’s integrative themes

1.5A Discuss the contributions that integrative themes make to the understanding and impact of psychological science
1.5B. Psychological science explains general principles that govern behavior while recognizing individual differences
1.5C. Psychological, biological, social, and cultural factors influence behavior and mental processes
1.5D. Psychological science values diversity, promotes equity, and fosters inclusion in pursuit of a more just society
1.5E. Our perceptions and biases filter our experiences of the world through an imperfect personal lens.

The skills in this domain involve the development of scientific reasoning and investigation, including developing proficiencies in research methods and statistics. Research skills reflect having knowledge and respect for diversity-related issues when targeting samples in study design and data analysis. Research practice also includes an evaluation of the extent to which research findings can be generalized as applicable to groups beyond the research sample.

2.1 Exercise scientific reasoning to investigate psychological phenomena

2.1b Recognize the potential for flaws in behavioral explanations that are based on anecdotes or pseudoscience
2.1c Describe common fallacies in thinking (e.g., confirmation bias, post hoc explanations, implying causation from correlation) that potentially impair accurate research conclusions and predictions

2.3 Incorporate sociocultural factors in scientific research practices

2.3a Recognize that research emerges from the researcher’s value system and worldview.
2.3A Identify examples of how a researcher’s value system, sociocultural characteristics, and historical context influence the development of scientific inquiry
2.3b identify potential limitations in research studies that do not appropriately consider the role of sociocultural influences
2.3B Incorporate appropriate sociocultural considerations in research design and interpretation
2.3d Recognize that the focus of psychological research may narrowly reflect western concerns and biases
2.3D Incorporate international sources, including non western researchers and samples, in research processes, where appropriate
2.3e Describe how qualitative research captures varied human experiences, particularly those of members from historically marginalized groups
2.3E Evaluate how qualitative research strategies address equity, diversity, and inclusion considerations

This goal promotes the development of ethical and socially responsible values and behaviors in personal, professional, organizational, and institutional settings. The goal includes ethical reasoning and practices, interpersonal and intercultural responsiveness, as well as strategies that promote and sustain strong communities and equitable opportunities.

3.2 Develop and practice interpersonal and intercultural responsiveness

3.2A Articulate the value of and seek opportunities to interact respectfully with people of diverse abilities, backgrounds, nationalities, and cultural perspectives

Students develop psychological literacy, including applying knowledge of research skills necessary to be an informed consumer of research or a critic regarding unsupported claims about behavior. The skills in this category address the ability of students to build and maintain effective communication skills in processing and expressing information.

4.2 Write and present effectively for different purposes

4.2a Recognize communication content and form differ based on purpose
4.2E Use inclusive language and examples in communication projects to optimize audience understanding and engagement

4.3 Provide evidence of psychological literacy

4.3b Identify how information sources differ in credibility and objectivity, favoring expert, peer-reviewed scholarship
4.3C Evaluate psychological information based on the currency, reliability, validity, and generalizability of sources
4.3d Describe the types of biases or errors that appear in various media

4.4 Exhibit appropriate technological skills to improve communication

4.4C Develop comprehensive and efficient strategies for locating and using relevant scholarship to investigate psychological questions

The emphasis in this domain involves self-regulation, project management skills, professional judgment, collaboration skills, and proficiency in workplace technology and career planning. Students recognize that oneself may also be an authority in certain areas.

5.3 Display effective judgment in professional interactions

5.3A Accept and adapt to interaction complexity in professional, cultural, and academic contexts

5.4 Cultivate workforce collaboration skills

5.4B Incorporate diverse perspectives to maximize collaboration effectiveness and problem-solving
5.4f Identify potential personal biases that can influence professional judgment

Ethical Principles of Psychologists and Code of Conduct

Principle B: Fidelity and Responsibility

• "Psychologists establish relationships of trust with those with whom they work. They are aware of their professional and scientific responsibilities to society and to the specific communities in which they work. Psychologists uphold professional standards of conduct, clarify their professional roles and obligations, accept appropriate responsibility for their behavior, and seek to manage conflicts of interest that could lead to exploitation or harm...."

Principle C: Integrity

• "Psychologists seek to promote accuracy, honesty, and truthfulness in the science, teaching, and practice of psychology. In these activities psychologists do not steal, cheat or engage in fraud, subterfuge, or intentional misrepresentation of fact. Psychologists strive to keep their promises and to avoid unwise or unclear commitments...."

Principle D: Justice

• "Psychologists recognize that fairness and justice entitle all persons to access to and benefit from the contributions of psychology and to equal quality in the processes, procedures, and services being conducted by psychologists. Psychologists exercise reasonable judgment and take precautions to ensure that their potential biases, the boundaries of their competence, and the limitations of their expertise do not lead to or condone unjust practices."

Principle E: Respect for People's Rights and Dignity

• "Psychologists respect the dignity and worth of all people, and the rights of individuals to privacy, confidentiality, and self-determination. Psychologists are aware that special safeguards may be necessary to protect the rights and welfare of persons or communities whose vulnerabilities impair autonomous decision making...."

Section 2: Competence

• 2.01 Boundaries of Competence (a-e)
  • (a) 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.
  • (e) In those emerging areas in which generally recognized standards for preparatory training do not yet exist, psychologists nevertheless take reasonable steps to ensure the competence of their work and to protect clients/patients, students, supervisees, research participants, organizational clients, and others from harm.
• 2.03 Maintaining Competence

  • Psychologists undertake ongoing efforts to develop and maintain their competence.

• 2.04 Bases for Scientific and Professional Judgments
  • Psychologists' work is based upon established scientific and professional knowledge of the discipline.

Policy Statement on Evidence-Based Practice in Psychology (APA, 2005)

• "Evidence-based practice in psychology (EBPP) is the integration of the best available research with clinical expertise in the context of patient characteristics, culture, and preferences."

Guidelines on Evidence-Based Psychological Practice in Health Care (APA, 2021)

• Guideline 2: Psychologists strive to maintain and enhance their knowledge of the research and scholarly literature applicable to their practice.

• Guideline 4: Psychologists seek to participate in collaborative treatment planning with patients and others when appropriate.

• Guideline 6: Psychologists endeavor to adapt their clinical approach to patient characteristics, culture, and preferences in ways that increase effectiveness.

Canadian Code of Ethics for Psychologists

Responsibility of the Individual Psychologist

• "Engage in ongoing development and maintenance of their ethical sensitivity and commitment, ethical knowledge, and ethical decision-making skills."

Principle I: Respect for the Dignity of Persons and Peoples

• "...psychologists strive to develop and maintain constructive and collaborative relationships that reflect the fundamental principle of respect for dignity. Respect for the dignity of persons is the most fundamental and universally found ethical principle across disciplines, and includes the concepts of equal inherent worth, non-discrimination, moral rights, and distributive, social, and natural justice...."
• General Respect I.1: "Demonstrate appropriate respect for the knowledge, insight, experience, areas of expertise, and cultural perspectives and values of others, including those that are different from their own, limited only by those that seriously contravene the ethical principles of this Code."

Principle II: Responsible Caring

• "...psychologists demonstrate an active concern for the well-being and best interests of the individuals and groups (e.g., couples, families, groups, communities, peoples) with whom they relate in their role as psychologists. This concern includes both those directly involved and those indirectly involved in their activities...."
• Competence and Self-Knowledge: II.6 to II.12. e.g., "Keep themselves up to date with a broad range of relevant knowledge, research methods, techniques, and technologies, and their impact on individuals and groups (e.g., couples, families, organizations, communities, and peoples), through the reading of relevant literature, peer consultation, and continuing education activities, in order that their practice, teaching, supervision, and research activities will benefit and not harm others."

Principle III: Integrity in Relationships

• "The relationships formed by psychologists in the course of their work, regardless of the communication modality used, and regardless of whether they are with identifiable individuals or groups or with the public at large, embody explicit and implicit mutual expectations of integrity that are vital to the advancement of scientific knowledge and to the maintenance of public confidence in the discipline of psychology. These expectations involve a commitment to truthfulness, and include: accuracy and honesty; straightforwardness and openness; maximization of objectivity and minimization of bias; and avoidance of conflicts of interest...."
• "Integrity in relationships implies that psychologists, as a matter of honesty, have a responsibility to maintain competence in any specialty area for which they declare competence, whether or not they are currently practising in that area. It also requires that psychologists, in as much as they present themselves as members and representatives of a specific discipline, have a responsibility to actively rely on and be guided by that discipline and its guidelines and requirements."
• Accuracy/honesty: e.g., III.8 "Accurately represent their own and their colleagues’ activities, functions, contributions, and likely or actual outcomes of their activities (including research results) in all spoken, written, electronic, or printed communication. This includes but is not limited to: advertisements of services or products; public information and prevention materials; personal résumés or curricula vitae; course and workshop descriptions; academic grading requirements; and research reports."

Principle IV: Responsibility to Society

• "....Two of the legitimate expectations of psychology as a science and a profession are that it will increase knowledge and that it will conduct its affairs in such ways that it will promote the welfare of all human beings. Freedom of enquiry, innovation, and debate (including scientific and academic freedom) is a foundation of psychological education, science, and practice. In the context of society, the above expectations imply that psychologists will exercise this freedom through the use of activities and methods that are consistent with ethical requirements...."
• Beneficial Activities: e.g., IV.5 "Assist in the development of those who enter the discipline of psychology by helping them to acquire a full understanding of their ethical responsibilities and the needed competencies of their chosen area(s), including an understanding of critical analysis and of the variations, uses, limitations, and possible misinterpretations and misuses of the scientific paradigm."
• Respect for Society: e.g., IV.15 "Acquire an adequate knowledge of the culture, social structure, history, customs, and laws or policies of organizations, communities, and peoples before beginning any major work there, obtaining guidance from appropriate members of the organization, community, or people as needed."
• Development of Society: e.g.,  IV:21 "If their work is related to societal issues, be especially careful to keep well informed of social, cultural, historical, economic, institutional, legal, and political context issues through relevant reading, peer consultation, and continuing education."