Teaching ethics in forensic psychology: an exploratory study

Abstract

Purpose

Ethical practice in psychology is informed by professional guidelines such as the Health Care Professional Council (HCPC) Standards of Conduct and Performance, the British Psychological Society Code of Ethics and Conduct and Practice Guidelines. Hence, there is an expectation that ethics is taught to UK students studying both undergraduate and postgraduate forensic psychology. The aim of this study is to increase understanding of the ethical issues, which may arise in forensic settings and how learners could be best prepared for those in education.
Design/methodology/approach

This study adopted a qualitative research methodology because of there being minimal research on the topic area and to enable an exploratory approach. Interviews were conducted via MS Teams with ten participants who have worked in UK forensic settings and had experienced ethical issues.
Findings

The data was analysed using thematic analysis, which identified the types of ethical issues faced in forensic settings, the issues that arise when professionals observe such ethical issues and how learners could be best prepared and taught in relation to ethics in forensic settings.
Practical implications

Forensic settings provide a unique environment, which is characterised by imbalances of power and more restricted opportunities for monitoring from the outside world because of the nature of their physical and relational security. The ways in which learners in forensic psychology could be supported with ethical acculturation are discussed alongside practical recommendations for the teaching of ethics in forensic psychology.
Originality/value

Forensic settings provide a unique environment, which is characterised by imbalances of power and more restricted opportunities for monitoring from the outside world because of the nature of their physical and relational security. This study provides valuable insight into the nature of ethical issues in forensic settings and how staff could be supported to anticipate and manage unethical behaviour through education.