Online research in philosophy

To understand better why evidence of student cheating is often ignored, a national sample of psychology instructors was sampled for their opinions. The 127 respondents overwhelmingly agreed that dealing with instances of academic dishonesty was among the most onerous aspects of their profession. Respondents cited insufficient evidence that cheating has occurred as the most frequent reason for overlooking student behavior or writing that might be dishonest. A factor analysis revealed 4 other clusters of reasons as to why cheating may be (...) ignored. Emotional reasons included stress and lack of courage. Difficult reasons included the extensive time and effort required to deal with cheating students. Fear reasons included concern about retaliation or a legal challenge. Denial reasons included beliefs that cheating students would fail anyway and that the worst offenders do not get caught. The reasons why instances of academic dishonesty should be proactively confronted are presented. (shrink)

A national survey sent to 450 female and 450 male licensed psychologists (return rate = 42%) found that about 73% of the participants reported encountering at least one patient who claimed to recover previously forgotten memories of childhood sex abuse. About 21% of the therapists concluded that, for at least one patient, the memory was false; about 50% of the therapists reported that at least one patient had found external validation for the abuse; about 12% of the therapists reported at (...) least one client who later decided that the memory was false; and about 15% of the therapists reported that at least one client who recovered memories filed a civil or criminal complaint. About 15% of the therapists reported encountering at least one patient alleged to have sexually abused a child who later recovered previously forgotten memories of the abuse. About 21% of these therapists concluded that, in at least one case, the memory was false; about 6% of the therapists concluded that, in at least one case, there appeared to be external validation for the memories; about 1% reported that, in at least one case, the person recovering the memories concluded that the memories had been false; and about 6% of these therapists reported at least one case in which a civil or criminal complaint had been filed against their client. Findings were analyzed in terns of therapist gender, patient gender, and theoretical orientation. (shrink)

A survey form sent to psychologists (Pope, Keith-Spiegel, & Tabachnick, 1986) was adapted and sent to 1,000 clinical social workers (return rate = 45%). Most participants reported sexual attraction to a client, causing (for most) guilt, anxiety, or confusion. Some reported having sexual fantasies about a client while engaging in sex with someone other than a client. Relatively few (3.6% men; 0.5% women) reported sex with a client; training was related to likelihood of offending, though the effect is small and (...) complex. An analysis of eight national studies (data from 5,148 therapists) found significant effects for gender (more male offenders) and year of study (about 10% annual decrease in reported offenses since 1977) but not profession (i.e., no difference among psychiatrists, psychologists, and social workers). Most social workers reported no graduate training whatsoever about sexual attraction; only 10% reported adequate training. (shrink)

Comprehensive, baseline data concerning college-level students' opinions about the ethical conduct of their teachers is lacking. Because they are role models and service providers to students, psychologists who teach can benefit from such information. Four hundred eighty-two students from large, comprehensive universities rated the ethical acceptability of 107 acts in which professors might engage. Students rated professors who give some students unearned advantage and who act in ways that embarrass students to be the most unethical. Virtually no differences were found (...) between Midwest and West Coast students or between freshmen and higher level students. There were few sex differences. Comparisons with professors' self-ratings on some of the same behaviors suggest that students and professors are generally similar in their views of what constitutes ethical and unethical conduct for professors. (shrink)