across the nation, there is a correlation of .15
between their GRE scores and faculty ratings of aca-
demic competence. Even though the relationship is
not a chance one, the actual importance is rather
small. Most of the variance in faculty ratings is due
to factors other than GRE scores. In some cases, a
correlation of .15 may be judged important, but in
many instances, it is not. At the same time, we
should remember that accepting significance levels
of .05 as non-chance represents a kind of scientific
tradition, but it is not sacred. Other information
may persuade us, in certain cases, that significance
levels of .07 or .09, for example, should be taken
seriously.
Research and Ethics
In Chapter 3, we discussed some of the ethical issues
involved in the practice of clinical psychology.
Research also involves important ethical considera-
tions. Like patients, research participants have rights,
and investigators have responsibilities to them. In
2002, the American Psychological Association
published an expanded and updated set of ethical
standards for research with human participants
(American Psychological Association, 2002; and an
amended version in 2010). We offer only a brief over-
view here. These standards require that investigators:
- Plan and conduct research according to rec-
ognized standards of scientific competence and
ethical principles. Psychologists must gain
approval, if required by institutions, before
conducting research. - Obtain informed consent from participants in
research. Inform them of the research proce-
dures, their right to withdraw, potential risks or
discomforts, possible benefits, limits to confi-
dentiality, incentives for participation, and
whom to contact for questions about partici-
pation and participants’rights. - Use deception as part of their procedures only
when it is not possible to use alternative
methods.
4. Take great care, in offering inducements for
research participation, that the nature of the
compensation (such as professional services) is
made clear and that financial or other types of
inducements are not so excessive as to coerce
participation.
5. Do not fabricate data and give proper credit to
others for their contributions. Discuss publica-
tion authorship early in the research process,
and base authorship on the relative contribu-
tions of the individuals involved.
6. Inform research participants of the anticipated
use of the data and of the possibility of sharing
the data with other investigators or any unan-
ticipated future uses.
7. Provide participants with information at the
close of the research to erase any misconcep-
tions that may have arisen.
8. Treat animal subjects humanely and in accor-
dance with federal, state, and local laws as well
as with professional standards.
Several of these points warrant further comment.
Informed Consent. Good ethical practice and
legal requirements demand that participants give
their formal informed consent (usually in writing)
prior to their participation in research. Researchers
inform the participants of any risks, discomforts, or
limitations on confidentiality. Further, researchers
inform the participants of any compensation for
their participation. In the process, the researcher
agrees to guarantee the participant’s privacy, safety,
and freedom to withdraw. Unless participants know
the general purpose of the research and the proce-
dures that will be used, they cannot fully exercise
their rights. Box 4-7 presents an example of a con-
sent form that was used in one of the author’s
research projects. Different consent forms from
other investigators and institutions will vary in the
language that is used and, possibly, the points that
are emphasized. However, most consent forms
would be expected to contain the basic features in
this example.120 CHAPTER 4