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

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
2.1B Develop plausible behavioral explanations that use scientific reasoning
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
2.1C Implement strategies to minimize the influence of common fallacies in thinking that impair accurate research conclusions and predictions

2.2 Interpret, design, and evaluate psychological research

2.2C Evaluate the extent to which research strategies rule out alternative explanations and support cause-effect and claims
2.2d Define research transparency and open science practices
2.2D Use replicable and open scientific practices

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 into psychological questions
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
2.3c Identify research conditions that allow research findings to be generalized appropriately
2.3C Evaluate the generalizability of specific findings, including caution in extending western constructs in appropriate consideration of sociocultural factors

2.4 Use statistics to evaluate quantitative research findings

2.4A Propose appropriate scales of measurement that can be used for different research purposes
2.4C Communicate research findings using data visualizations
2.4D Distinguish and interpret practical and ethical aspects of statistical analysis
2.4e Explain why measurement of research variables must be both reliable and valid
2.4E Identify, evaluate, or design high-quality measurement strategies that enhance reliability and validity

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.

3.1 Employ ethical standards in research, practice, and academic contexts

3.1A Justify the use of ethical principles in research, practice, and academic contexts as well as everyday life
3.1d Identify key ethical principles governing psychological practice for the protection of clients and practitioners
3.1D Apply ethical principles to dilemmas that psychologists encounter in practice situations
3.1e Maintain high standards for academic integrity

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
3.2d Recognize how heritage, power, and privilege may produce differential access to opportunity
3.2D Seek equitable decisions and actions in allocating resources and opportunities

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.

4.1 Interact effectively with others

4.1a Attend to key overt and covert elements in communication
4.1A Distinguish between overt and covert messages in communication
4.1B Deploy psychological concepts to facilitate effective interactions with people of diverse backgrounds

4.2 Write and present effectively for different purposes

4.2A Craft clear and concise communications to fulfill a purpose and address specific audiences
4.2B Construct arguments clearly and concisely from evidence-based psychological concepts and theories
4.2D Deliver complex communication projects that meet established conventions and professional guidelines
4.2E Use inclusive language and examples in communication projects to optimize audience understanding and engagement
4.2f Accept feedback to improve communication quality
4.2F Revise communication projects by incorporating constructive feedback
4.2G Generate questions intended to deepen or broaden the discussion related to a communication project
4.2H Offer constructive feedback on a communication project
4.1B Deploy psychological concepts to facilitate effective interactions with people of diverse backgrounds

4.3 Provide evidence of psychological literacy

4.3b Identify how information sources differ in credibility and objectivity, favoring expert, peer-reviewed scholarship
4.3B Describe the characteristics and relative value of different kinds of information sources (e.g., primary vs. secondary, peer-reviewed vs. non-reviewed, empirical vs. nonempirical)
4.3C Evaluate psychological information based on the currency, reliability, validity, and generalizability of sources

4.4 Exhibit appropriate technological skills to improve communication

4.4B Use digital and social media effectively and responsibly
4.4C Develop comprehensive and efficient strategies for locating and using relevant scholarship to investigate psychological questions

Ethical Principles of Psychologists and Code of Conduct

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 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...."

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."