Jackson S.L. Research Methods and Statistics: A Critical Thinking Approach

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4.07 Use of Confidential Information for Didactic or Other Purposes

Psychologists do not disclose in their writings, lectures, or other public media, confidential, personally identifiable

information concerning their clients/patients, students, research participants, organizational clients, or other

recipients of their services that they obtained during the course of their work, unless (1) they take reasonable steps

to disguise the person or organization, (2) the person or organization has consented in writing, or (3) there is

legal authorization for doing so.

8. Research and Publication

8.01 Institutional Approval

When institutional approval is required, psychologists provide accurate information about their research proposals

and obtain approval prior to conducting the research. They conduct the research in accordance with the approved

research protocol.

8.02 Informed Consent to Research

(a) When obtaining informed consent as required in Standard 3.10, Informed Consent, psychologists inform

participants about (1) the purpose of the research, expected duration, and procedures; (2) their right to decline

to participate and to withdraw from the research once participation has begun; (3) the foreseeable consequences

of declining or withdrawing; (4) reasonably foreseeable factors that may be expected to influence their

willingness to participate such as potential risks, discomfort, or adverse effects; (5) any prospective research

benefits; (6) limits of confidentiality; (7) incentives for participation; and (8) whom to contact for questions

about the research and research participants’ rights. They provide opportunity for the prospective participants to

ask questions and receive answers. (See also Standards 8.03, Informed Consent for Recording Voices and Images

in Research; 8.05, Dispensing with Informed Consent for Research; and 8.07, Deception in Research.)

(b) Psychologists conducting intervention research involving the use of experimental treatments clarify to

participants at the outset of the research (1) the experimental nature of the treatment; (2) the services that

will or will not be available to the control group(s) if appropriate; (3) the means by which assignment to

treatment and control groups will be made; (4) available treatment alternatives if an individual does not wish

to participate in the research or wishes to withdraw once a study has begun; and (5) compensation for or

monetary costs of participating including, if appropriate, whether reimbursement from the participant or a

third-party payor will be sought. (See also Standard 8.02a, Informed Consent to Research.)

8.03 Informed Consent for Recording Voices and Images in Research

Psychologists obtain informed consent from research participants prior to recording their voices or images for

data collection unless (1) the research consists solely of naturalistic observations in public places, and it is not

anticipated that the recording will be used in a manner that could cause personal identification or harm; or (2) the

research design includes deception, and consent for the use of the recording is obtained during debriefing. (See

also Standard 8.07, Deception in Research.)

8.04 Client/Patient, Student, and Subordinate Research Participants

(a) When psychologists conduct research with clients/patients, students, or subordinates as participants,

psychologists take steps to protect the prospective participants from adverse consequences of declining or

withdrawing from participation.

(b) When research participation is a course requirement or an opportunity for extra credit, the prospective

participant is given the choice of equitable alternative activities.

8.05 Dispensing with Informed Consent for Research

Psychologists may dispense with informed consent only (1) where research would not reasonably be assumed

to create distress or harm and involves (a) the study of normal educational practices, curricula, or classroom

management methods conducted in educational settings; (b) only anonymous questionnaires, naturalistic

TABLE 2.3 APA Ethical Standards Covering the Treatment of Human Participants (continued)

(continued)

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observations, or archival research for which disclosure of responses would not place participants at risk of criminal

or civil liability or damage their financial standing, employability, or reputation, and confidentiality is protected; or

there is no risk to participants’ employability, and confidentiality is protected; or (2) where otherwise permitted by

law or federal or institutional regulations.

8.06 Offering Inducements for Research Participation

(a) Psychologists make reasonable efforts to avoid offering excessive or inappropriate financial or other

inducements for research participation when such inducements are likely to coerce participation.

(b) When offering professional services as an inducement for research participation, psychologists clarify the nature of

the services, as well as the risks, obligations, and limitations. (See also Standard 6.05, Barter with Clients/Patients.)

8.07 Deception in Research

(a) Psychologists do not conduct a study involving deception unless they have determined that the use of

deceptive techniques is justified by the study’s significant prospective scientific, educational, or applied value

and that effective nondeceptive alternative procedures are not feasible.

(b) Psychologists do not deceive prospective participants about research that is reasonably expected to cause

physical pain or severe emotional distress.

participants as early as is feasible, preferably at the conclusion of their participation but no later than at the

conclusion of the data collection, and permit participants to withdraw their data. (See also Standard 8.08, Debriefing.)

8.08 Debriefing

(a) Psychologists provide a prompt opportunity for participants to obtain appropriate information about the nature,

results, and conclusions of the research, and they take reasonable steps to correct any misconceptions that

participants may have of which the psychologists are aware.

(b) If scientific or humane values justify delaying or withholding this information, psychologists take reasonable

measures to reduce the risk of harm.

steps to minimize the harm.

8.09 Humane Care and Use of Animals in Research

(a) Psychologists acquire, care for, use, and dispose of animals in compliance with current federal, state, and local

laws and regulations, and with professional standards.

(b) Psychologists trained in research methods and experienced in the care of laboratory animals supervise all

procedures involving animals and are responsible for ensuring appropriate consideration of their comfort,

health, and humane treatment.

in research methods and in the care, maintenance, and handling of the species being used, to the extent

appropriate to their role. (See also Standard 2.05, Delegation of Work to Others.)

(d) Psychologists make reasonable efforts to minimize the discomfort, infection, illness, and pain of animal

subjects.

(e) Psychologists use a procedure subjecting animals to pain, stress, or privation only when an alternative

procedure is unavailable and the goal is justified by its prospective scientific, educational, or applied value.

(f) Psychologists perform surgical procedures under appropriate anesthesia and follow techniques to avoid infection

and minimize pain during and after surgery.

(g) When it is appropriate that an animal’s life be terminated, psychologists proceed rapidly, with an effort to

minimize pain and in accordance with accepted procedures.

TABLE 2.3 APA Ethical Standards Covering the Treatment of Human Participants (continued)

(continued)

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8.10 Reporting Research Results

(a) Psychologists do not fabricate data. (See also Standard 5.01a, Avoidance of False or Deceptive Statements.)

(b) If psychologists discover significant errors in their published data, they take reasonable steps to correct such

errors in a correction, retraction, erratum, or other appropriate publication means.

8.11 Plagiarism

Psychologists do not present portions of another’s work or data as their own, even if the other work or data source

is cited occasionally.

8.12 Publication Credit

(a) Psychologists take responsibility and credit, including authorship credit, only for work they have actually

performed or to which they have substantially contributed. (See also Standard 8.12b, Publication Credit.)

(b) Principal authorship and other publication credits accurately reflect the relative scientific or professional

contributions of the individuals involved, regardless of their relative status. Mere possession of an institutional

position, such as department chair, does not justify authorship credit. Minor contributions to the research or to

the writing for publications are acknowledged appropriately, such as in footnotes or in an introductory statement.

that is substantially based on the student’s doctoral dissertation. Faculty advisors discuss publication credit

with students as early as feasible and throughout the research and publication process as appropriate. (See also

Standard 8.12b, Publication Credit.)

8.13 Duplicate Publication of Data

Psychologists do not publish, as original data, data that have been previously published. This does not preclude

republishing data when they are accompanied by proper acknowledgment.

8.14 Sharing Research Data for Verification

(a) After research results are published, psychologists do not withhold the data on which their conclusions are based

from other competent professionals who seek to verify the substantive claims through reanalysis and who intend

to use such data only for that purpose, provided that the confidentiality of the participants can be protected and

unless legal rights concerning proprietary data preclude their release. This does not preclude psychologists from

requiring that such individuals or groups be responsible for costs associated with the provision of such information.

(b) Psychologists who request data from other psychologists to verify the substantive claims through reanalysis

may use shared data only for the declared purpose. Requesting psychologists obtain prior written agreement for

all other uses of the data.

8.15 Reviewers

Psychologists who review material submitted for presentation, publication, grant, or research proposal review

respect the confidentiality of and the proprietary rights in such information of those who submitted it.

SOURCE: American Psychological Association. (2002). Ethical principles of psychologists and code of conduct. Copyright

2002 by the American

Psychological Association. Reprinted with permission.

TABLE 2.3 APA Ethical Standards Covering the Treatment of Human Participants (continued)

Institutional Review Boards

An Institutional Review Board (IRB) is typically made up of several fac-

ulty members, usually from diverse backgrounds, and members of the com-

munity who are charged with evaluating research projects in which human

participants are used. IRBs oversee all federally funded research involv-

ing human participants. Most academic institutions have either an IRB

(if they receive federal funding) or some other committee responsible for

Institutional Review Board

(IRB) A committee charged

with evaluating research

projects in which human par-

ticipants are used.

Institutional Review Board

(IRB) A committee charged

with evaluating research

projects in which human par-

ticipants are used.

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evaluating research projects that use human participants. The evaluation

process involves completing an application form in which the researcher

details the method to be used in the study, the risks or benefits related

to participating in the study, and the means of maintaining participants’

confidentiality. In addition, the researcher should provide an informed

consent form (discussed next). The purpose of the IRB is not necessarily to

evaluate the scientific merit of the research study but rather to evaluate the

treatment of participants to ensure that the study meets established ethical

guidelines.

Informed Consent

In studies where participants are at risk, an informed consent form is

needed. (We will discuss exactly what “at risk” means later in the chapter.)

The informed consent form is given to individuals before they participate

in a research study to inform them of the general nature of the study and

to obtain their consent to participate in the study. The informed consent

form typically describes the nature and purpose of the study. However, to

avoid compromising the outcome of the study, the researcher obviously

cannot inform participants about the expected results. Thus, informed

consent forms often offer only broad, general statements about the nature

and purpose of a study. In cases where deception is used in the study, of

course, the informed consent form tells participants nothing about the

true nature and purpose of the study. (We will address the ethical ramifi-

cations of using deception later in the chapter.) The participants are also

informed of what they will be asked to do as part of the study and that the

researchers will make every effort to maintain confidentiality with respect

to their performance in the study. Participants are told that they have the

right to refuse to participate in the study and to change their mind about

participation at any point during the study. Participants sign the form,

indicating that they have given their informed consent to participate in

the study. Typically, the form is also signed by a witness. Researchers

should keep informed consent forms on file for 2 to 3 years after comple-

tion of a study and should also give a copy of the form to each participant.

If participants in a study are under 18 years of age, then informed consent

must be given by a parent or legal guardian. A sample informed consent

form appears in Figure 2.1.

Risk

Typically, participants in a study are classified as being either “at risk” or

“at minimal risk.” Those at minimal risk are placed under no more physi-

cal or emotional risk than would be encountered in daily life or in routine

physical or psychological examinations or tests (U.S. Department of Health

and Human Services, 1981). In what types of studies might a participant

be classified as being at minimal risk? Studies in which participants are

asked to fill out paper-and-pencil tests, such as personality inventories or

informed consent form

A form given to individuals

before they participate in a

study to inform them of the

general nature of the study

and to obtain their consent to

participate.

informed consent form

A form given to individuals

before they participate in a

study to inform them of the

general nature of the study

and to obtain their consent to

participate.

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Informed Consent Form

You, _________________________, are being asked to participate in a research project titled

_________________. This project is being conducted under the supervision of _________________

and was approved by _________________ University/College's IRB (or Committee on the Use of

Human Participants) on _________________.

The investigators hope to learn __________________________ from this project.

While participating in this study, you will be asked to _________________ for _________________

period of time.

The nature of this study has been explained by _________________. The anticipated benefits of

your participation are ___________________. The known risks of your participation in this study

are _________________.

The researchers will make every effort to safeguard the confidentiality of the information that you

provide. Any information obtained from this study that can be identified with you will remain

confidential and will not be given to anyone without your permission.

If at any time you would like additional information about this project, you can contact

_________________ at _________________.

You have the right to refuse to participate in this study. If you do agree to participate, you have the

right to change your mind at any time and stop your participation. The grades and services you

receive from _________________ University/College will not be negatively affected by your refusal

to participate or by your withdrawal from this project. Your signature below indicates that you

have given your informed consent to participate in the above-described project. Your signature

also indicates that:

➩ You have been given the opportunity to ask any and all questions about the described project

and your participation and all of your questions have been answered to your satisfaction.

➩ You have been permitted to read this document and you have been given a signed copy of it.

➩ You are at least 18 years old.

➩ You are legally able to provide consent.

➩ To the best of your knowledge and belief, you have no physical or mental illness or weakness

that would be adversely affected by your participation in the described project.

Signature of Participant Date

Signature of Witness Date

FIGURE 2.1 A sample informed consent form

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depression inventories, are classified as minimal risk. Other examples of

studies in which participants are classified as at minimal risk include most

research on memory processes, problem-solving abilities, and reasoning.

If the participants in a study are classified as at minimal risk, then an

informed consent is not mandatory. However, it is probably best to obtain

informed consent anyway.

In contrast, the participants in the Tuskeegee study and in Milgram’s

(1963) obedience study would definitely be classified as at risk. Studies in

which the participants are at risk for physical or emotional harm fit the defi-

nition of participants being at risk. When proposing a study in which par-

ticipants are classified as at risk, the researcher and the members of the IRB

must determine whether the benefits of the knowledge to be gained from the

study outweigh the risk to participants. Clearly, Milgram believed that this

was the case; members of IRBs today might not agree.

Participants are also often considered at risk if their privacy is com-

promised. Participants expect that researchers will protect their privacy

and keep their participation in, and results from, the study confidential. In

most research studies, there should be no need to tie data to individuals.

Thus, in such cases, privacy and confidentiality are not issues, because the

participants have anonymity. However, in those situations in which it is

necessary to tie data to an individual (for example, when data will be col-

lected from the same participants over many sessions), every precaution

should be made to safeguard the data and keep them separate from the

identities of the participants. In other words, a coding system should be

used that allows the researcher to identify the individual, but the informa-

tion identifying them should be kept separate from the actual data so that

if the data were seen by anyone, they could not be linked to any particular

individual. In studies in which researchers need to be able to identify the

participants, an informed consent form should be used because anonymity

and confidentiality are at risk.

Deception

Besides the risk of emotional harm, you may be wondering about another

aspect of Milgram’s (1963) study. Milgram deceived his participants by

telling them that the experiment was about the effects of punishment on

learning, not about obedience to authority. Deception in research involves

lying to participants about the true nature of a study because knowing the

true nature of the study might affect their performance. Clearly, in some

research studies, it isn’t possible to fully inform participants of the nature of

the study because this knowledge might affect their responses. How, then,

do researchers obtain informed consent when deception is necessary? They

give participants a general description of the study—not a detailed descrip-

tion of the hypothesis being tested. Remember that participants are also

informed that they do not have to participate, that a refusal to participate

will incur no penalties, and that they can stop participating in the study at

any time. Given these precautions, deception can be used, when necessary,

deception Lying to the

participants concerning the

true nature of a study because

knowing the true nature of the

study might affect their per-

formance.

deception Lying to the

participants concerning the

true nature of a study because

knowing the true nature of the

study might affect their per-

formance.

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without violating ethical standards. After the study is completed, however,

researchers should debrief (discussed next) the participants, informing them

of the deception and the true intent of the study.

Debriefing

One final ethical consideration concerns the debriefing of participants.

Debriefing means providing information about the true purpose of the

study as soon after the completion of data collection as possible. In the

Milgram study, for example, debriefing entailed informing participants of

the true nature of the study (obedience to authority) as soon after comple-

tion of the study as possible. Based on immediate debriefings and one-year

follow-up interviews, Milgram (1977) found that only about 1% of the par-

ticipants wished they had not participated in the study and that most were

very glad they had participated. Debriefing is necessary in all research stud-

ies, not just those that involve deception. Through debriefing, participants

learn more about the benefits of the research to them and to society in gen-

eral, and the researcher has the opportunity to alleviate any discomfort the

participants may be experiencing. During debriefing, the researcher should

try to bring participants back to the same state of mind they were in before

they participated in the study.

Ethical Standards in Research with Children

Special considerations arise in research studies that use children as par-

ticipants. For example, how does informed consent work with children,

and how do researchers properly debrief a child? Informed consent must

be obtained from the parents or legal guardians for all persons under the age

of 18. However, with children who are old enough to understand language,

the researcher should also try to inform them of the nature of the study,

explain what they will be asked to do during the study, and tell them that

they do not have to participate and can request to end their participation at

any time. The question remains, however, whether children really under-

stand this information and whether they would feel comfortable exercising

these rights. Thus, when doing research with children, the researcher must

be especially careful to use good judgment when deciding whether to con-

tinue collecting data from an individual or whether to use a particular child

in the research project.

Ethical Standards in Research with Animals

Using animals in research has become a controversial issue. Some people

believe that no research should be conducted on animals; others believe that

research with animals is advantageous but that measures should be taken to

ensure humane treatment. Taking the latter position, the APA has developed

Guidelines for Ethical Conduct in the Care and Use of Animals (1996). These

guidelines are presented in Table 2.4.

debriefing Providing

information about the true

purpose of a study as soon

after the completion of data

collection as possible.

debriefing Providing

information about the true

purpose of a study as soon

after the completion of data

collection as possible.

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TABLE 2.4 APA Guidelines for Ethical Conduct in the Care and Use of Animals

Developed by the APA’s Committee on Animal Research and Ethics (CARE)

I. Justification of the Research

A. Research should be undertaken with a clear scientific purpose. There should be a reasonable expectation that

the research will (a) increase knowledge of the processes underlying the evolution, development, maintenance,

alteration, control, or biological significance of behavior; (b) determine the replicability and generality of prior

research; (c) increase understanding of the species under study; or (d) provide results that benefit the health or

welfare of humans or animals.

B. The scientific purpose of the research should be of sufficient potential significance to justify the use of animals.

Psychologists should act on the assumption that procedures that would produce pain in humans will also do so

in animals.

C. The species chosen for study should be best suited to answer the question(s) posed. The psychologist should

always consider the possibility of using other species, nonanimal alternatives, or procedures that minimize the

number of animals in research, and should be familiar with the appropriate literature.

D. Research on animals may not be conducted until the protocol has been reviewed by an appropriate animal

care committee—for example, an institutional animal care and use committee (IACUC)—to ensure that the

procedures are appropriate and humane.

E. The psychologist should monitor the research and the animals’ welfare throughout the course of an investigation

to ensure continued justification for the research.

II. Personnel

A. Psychologists should ensure that personnel involved in their research with animals be familiar with these guidelines.

B. Animal use procedures must conform with federal regulations regarding personnel, supervision, record keeping,

and veterinary care.

C. Behavior is both the focus of study of many experiments as well as a primary source of information about an

animal’s health and well-being. It is therefore necessary that psychologists and their assistants be informed

about the behavioral characteristics of their animal subjects, so as to be aware of normal, species-specific

behaviors and unusual behaviors that could forewarn of health problems.

D. Psychologists should ensure that all individuals who use animals under their supervision receive explicit

instruction in experimental methods and in the care, maintenance, and handling of the species being studied.

Responsibilities and activities of all individuals dealing with animals should be consistent with their respective

competencies, training, and experience in either the laboratory or the field setting.

III. Care and Housing of Animals

The concept of psychological well-being of animals is of current concern and debate and is included in Federal

Regulations (United States Department of Agriculture [USDA], 1991). As a scientific and professional organization, APA

recognizes the complexities of defining psychological well-being. Procedures appropriate for a particular species may

be inappropriate for others. Hence, APA does not presently stipulate specific guidelines regarding the maintenance

of psychological well-being of research animals. Psychologists familiar with the species should be best qualified

professionally to judge measures such as enrichment to maintain or improve psychological well-being of those species.

A. The facilities housing animals should meet or exceed current regulations and guidelines (USDA, 1990, 1991) and

are required to be inspected twice a year (USDA, 1989).

B. All procedures carried out on animals are to be reviewed by a local animal care committee to ensure that the

procedures are appropriate and humane. The committee should have representation from within the institution

and from the local community. In the event that it is not possible to constitute an appropriate local animal care

committee, psychologists are encouraged to seek advice from a corresponding committee of a cooperative institution.

C. Responsibilities for the conditions under which animals are kept, both within and outside of the context

of active experimentation or teaching, rests with the psychologist under the supervision of the animal care

(continued)

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CHAPTER 2

committee (where required by federal regulations) and with individuals appointed by the institution to oversee

animal care. Animals are to be provided with humane care and healthful conditions during their stay in the

facility. In addition to the federal requirements to provide for the psychological well-being of primates used in

research, psychologists are encouraged to consider enriching the environments of their laboratory animals and

should keep abreast of literature on well-being and enrichment for the species with which they work.

IV. Acquisition of Animals

A. Animals not bred in the psychologist’s facility are to be acquired lawfully. The USDA and local ordinances should

be consulted for information regarding regulations and approved suppliers.

B. Psychologists should make every effort to ensure that those responsible for transporting the animals to the

facility provide adequate food, water, ventilation, space, and impose no unnecessary stress on the animals.

C. Animals taken from the wild should be trapped in a humane manner and in accordance with applicable federal,

state, and local regulations.

D. Endangered species or taxa should be used only with full attention to required permits and ethical concerns.

Information and permit applications can be obtained from:

Fish and Wildlife Service

Office of Management Authority

U.S. Dept. of the Interior

4401 N. Fairfax Dr., Rm. 432

Arlington, VA 22043

703-358-2104

Similar caution should be used in work with threatened species or taxa.

V. Experimental Procedures

Humane consideration for the well-being of the animal should be incorporated into the design and conduct of all

procedures involving animals, while keeping in mind the primary goal of experimental procedures—the acquisition

of sound, replicable data. The conduct of all procedures is governed by Guideline I.

A. Behavioral studies that involve no aversive stimulation to, or overt sign of distress from, the animal are

acceptable. These include observational and other noninvasive forms of data collection.

B. When alternative behavioral procedures are available, those that minimize discomfort to the animal should be

used. When using aversive conditions, psychologists should adjust the parameters of stimulation to levels that

appear minimal, though compatible with the aims of the research. Psychologists are encouraged to test painful

stimuli on themselves, whenever reasonable. Whenever consistent with the goals of the research, consideration

should be given to providing the animals with control of the potentially aversive stimulation.

C. Procedures in which the animal is anesthetized and insensitive to pain throughout the procedure and is

euthanized before regaining consciousness are generally acceptable.

D. Procedures involving more than momentary or slight aversive stimulation, which is not relieved by medication or

other acceptable methods, should be undertaken only when the objectives of the research cannot be achieved by

other methods.

E. Experimental procedures that require prolonged aversive conditions or produce tissue damage or metabolic

disturbances require greater justification and surveillance. These include prolonged exposure to extreme

environmental conditions, experimentally induced prey killing, or infliction of physical trauma or tissue damage.

An animal observed to be in a state of severe distress or chronic pain that cannot be alleviated and is not

essential to the purposes of the research should be euthanized immediately.

F. Procedures that use restraint must conform to federal regulations and guidelines.

TABLE 2.4 APA Guidelines for Ethical Conduct in the Care and Use of Animals (continued)

(continued)

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TABLE 2.4 APA Guidelines for Ethical Conduct in the Care and Use of Animals (continued)

G. Procedures involving the use of paralytic agents without reduction in pain sensation require particular prudence

and humane concern. Use of muscle relaxants or paralytics alone during surgery, without general anesthesia, is

unacceptable and should be avoided.

H. Surgical procedures, because of their invasive nature, require close supervision and attention to humane

considerations by the psychologist. Aseptic (methods that minimize risks of infection) techniques must be used

on laboratory animals whenever possible.

1. All surgical procedures and anesthetization should be conducted under the direct supervision of a person who

is competent in the use of the procedures.

2. If the surgical procedure is likely to cause greater discomfort than that attending anesthetization, and unless

there is specific justification for acting otherwise, animals should be maintained under anesthesia until the

procedure is ended.

3. Sound postoperative monitoring and care, which may include the use of analgesics and antibiotics, should be

provided to minimize discomfort and to prevent infection and other untoward consequences of the procedure.

4. Animals cannot be subjected to successive surgical procedures unless these are required by the nature of

the research, the nature of the surgery, or for the well-being of the animal. Multiple surgeries on the same

animal must receive special approval from the animal care committee.

I. When the use of an animal is no longer required by an experimental protocol or procedure, in order to minimize

the number of animals used in research, alternative uses of the animals should be considered. Such uses should

be compatible with the goals of research and the welfare of the animal. Care should be taken that such an action

does not expose the animal to multiple surgeries.

J. The return of wild-caught animals to the field can carry substantial risks, both to the formerly captive animals

and to the ecosystem. Animals reared in the laboratory should not be released because, in most cases, they

cannot survive or they may survive by disrupting the natural ecology.

K. When euthanasia appears to be the appropriate alternative, either as a requirement of the research or because it

constitutes the most humane form of disposition of an animal at the conclusion of the research:

1. Euthanasia shall be accomplished in a humane manner, appropriate for the species, and in such a way as to

ensure immediate death, and in accordance with procedures outlined in the latest version of the American

Veterinary Medical Association (AVMA) Panel on Euthanasia.

2. Disposal of euthanized animals should be accomplished in a manner that is in accord with all relevant

legislation; consistent with health, environmental, and aesthetic concerns; and approved by the animal care

committee. No animal shall be discarded until its death is verified.

VI. Field Research

Field research, because of its potential to damage sensitive ecosystems and ethologies, should be subject to animal

care committee approval. Field research, if strictly observational, may not require animal care committee approval

(USDA, 1989, pg. 36126).

A. Psychologists conducting field research should disturb their populations as little as possible—consistent with

the goals of the research. Every effort should be made to minimize potential harmful effects of the study on the

population and on other plant and animal species in the area.

B. Research conducted in populated areas should be done with respect for the property and privacy of the

inhabitants of the area.

C. Particular justification is required for the study of endangered species. Such research on endangered species should not be

conducted unless animal care committee approval has been obtained, and all requisite permits are obtained (see IV.D).

U.S. Department of Agriculture. (1989, August 21). Animal welfare: Final rules. Federal Register. U.S. Department of Agriculture. (1990, July 16). Animal

welfare: Guinea pigs, hamsters, and rabbits. Federal Register. U.S. Department of Agriculture. (1991, February 15). Animal welfare: Standards: Final rule.

Federal Register.

Write to AVMA, 1931 N. Meacham Road, Suite 100, Schaumburg, IL 60173, or call (708) 925-8070.

SOURCE: American Psychological Association. (1996). Guidelines for ethical conduct in the care and use of animals. Copyright

1996 by the American

Psychological Association. Reprinted with permission.

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