Lessons From Teaching About Our Latest Scandal in Psychology

Guest Blog Post by Amanda Larsen, M.A.

[Blogger’s Note: In July 2015, David Hoffman and his colleagues issued a report of their investigation of allegations that the American Psychological Association colluded with the Department of Defense in a way that promoted the torture of prisoners at Guantanamo Bay. The “Hoffman Report” found, among other things:

• “APA officials engaged in a pattern of secret collaboration with DoD officials to defeat efforts by the APA Council of Representatives to introduce and pass resolutions that would have definitively prohibited psychologists from participation in interrogations at Guantanamo Bay and other U.S. detention centers abroad.”
• “In numerous confidential email exchanges and conversations, the APA Ethics Director regularly sought and received pre-clearance from an influential, senior psychology leader in the U.S. Army Special Operations Command before determining what APA’s position should be, what it’s public statements should say, and what strategy to pursue on this issue.”
• “The handling of ethics complaints against prominent national security psychologists was handled in an improper fashion, in an attempt to protect these psychologists from censure.

This spring I taught my ethics course for the first time since the Hoffman Report came out. It was excruciating to have my students read parts of the Report and discuss how psychologists became involved in “enhanced interrogation techniques” or torture, and how trusted colleagues and professional associations violated, skirted, and disrespected our Code of Ethics.

At the end of the semester I attended a conference and met Amanda Larsen, who is both a student and a teacher, and has been very thoughtful about what she learned about the Hoffman Report. I’ve asked her to share some impressions of her experience. —mitch]

Amanda Larsen, M.A.

Source: Amanda Larsen

In my first semester of my Counseling Psychology doctoral program, I took an ethics class in which I read the Report to the Special Committee of the Board of Directors of the American Psychological Association: Independent Review Relating to APA Ethics Guidelines, National Security Interrogations, and Torture (the Hoffman Report) and presented it to my classmates—many of whom were master’s students in Professional Counseling. I read the entire report, many related documents, and the timeline that APA posted. As a member of Division 19: the Society for Military Psychology, I also integrated their perspective. Since presenting to my Ethics class, I have been asked to guest lecture in other classes and to present at regional conferences. Here’s a snapshot of what I’ve learned in the process.

The scandal and the Hoffman Report changed us. Forever. Like other momentous events in the history of psychology, the torture scandal and the Hoffman Report left a permanent mark on our field. This is not something that we will talk about for a year and then never mention again. There are real, profound consequences of the Hoffman Report and the dominoes haven’t stopped falling. Senior leaders of the APA have left. There will certainly be lawsuits. There is talk of changes to the APA’s current code of ethics (most recently amended in 2010), which would have widespread, long-lasting consequences for our field. This issue has carved a permanent position on the syllabi of many classes – Ethics, Contemporary Issues, Professional Development, etc. As embarrassing an episode as this is for those in psychology, I urge students and teachers to immerse themselves in the events and issues--to continue the important dialogues they have produced.

The scandal brings up many complex emotions, and they are really hard to talk about. After each lecture I give, the room feels heavy. If there is immediate discussion, it is hard and often content-based. People are reluctant to process the emotions evoked. The Hoffman Report affects us deeply, not only as psychologists but as people. I’m reminded of my immediate, visceral reactions to learning about the scandal. I remember being confused, overwhelmed, and angry. I remember feeling torn, because of my interest in military psychology. I also remember my therapist mode kicking in--the side of me that believes that everyone is doing the best they can in their given circumstances. I still struggle to balance my conflicting reactions.

I learn more each time I present. People who approach me when I present have very different experiences and areas of expertise than I. Every conversation goes in a different direction. I’ve had people teach me about the research on effective interrogation techniques, similarities between the Hoffman Report and other historical events in psychology, and differences that exist between civilian and military cultures. Because of those conversations, my foundation for teaching has become stronger. The famous quote, “Who dares to teach must never cease to learn,” has been on my mind for each presentation. It is a constant reminder of the bi-directionality and constructivist nature of education.

How I try to keep learning, and to keep an open mind, as I teach. These “teaching tips” may be useful for just about any teaching, but because of the emotional nature of the topics involved I see them as indispensable when teaching about scandal.

1. I encourage students to review the summary of the Hoffman Report before class. Depending on the demands of the class, I provide them with a brief summary of the summary Report (which itself is around 70 pages).
2. ​I include a supplemental document to help students keep track of the moving pieces. The Hoffman Report has a long timeline, a variety of acronyms, and many, many players. Having this information in front of them helps students pay more attention to the big picture--and their own reactions.
3. I include small group discussions, because I have a hard time getting a class of 25 to process as a whole. By initiating small-group discussions and then coming together as a large group, I help students digest what they heard and begin to process it in a safe environment.
4. I think carefully about the “take-home message” that I want my audiences to receive. For example, I consider the level of students (undergraduate, master’s, or doctoral-level) and their investment in the field:

• When teaching doctoral students, my hope is that they can ingest the big picture and the details. Assuming they have had some experience in the field, there is less of a focus on what ethics and APA are. We spend more time talking about the consequences of the scandal and the Hoffman Report--and how they will impact students after graduation (particularly the proposed changes to APA policy and the Code of Ethics).
• I urge master’s students (who usually are not members of APA) to discuss their own take-home messages. I want them to appreciate their role in professional organizations and their voice in their chosen professions.
• I am teaching my first undergraduate class this fall. Undergraduates have not taken a psychology ethics class and likely are not involved in professional organizations like APA. They might not even be psychology majors! For this group, the details may be less important. However, I do want them to leave with a basic overview of the issues involved, what the Hoffman Report says, and how it is affecting the field of psychology. This is a wonderful opportunity to discuss what ethics and professional organizations are, the beneficial roles they play for mental health professionals, and their potential shortcomings.

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Amanda Larsen is a second-year Counseling Psychology doctoral student at the University of Northern Colorado. Before moving to Colorado, she earned a Master’s Degree in Couple and Family Therapy from Adler University in Chicago, Illinois. Her main research interests include health perceptions and behaviors, military psychology, and family systems.

Mitch Handelsman is a professor of psychology at the University of Colorado Denver. With Samuel Knapp and Michael Gottlieb, he is the co-author of Ethical Dilemmas in Psychotherapy: Positive Approaches to Decision Making (American Psychological Association, 2015). Mitch is also the co-author (with Sharon Anderson) of Ethics for Psychotherapists and Counselors: A Proactive Approach (Wiley-Blackwell, 2010), and an associate editor of the two-volume APA Handbook of Ethics in Psychology (American Psychological Association, 2012). But here’s what he’s most proud of: He collaborated with pioneering musician Charlie Burrell on Burrell’s autobiography.

© 2016 by Mitchell M. Handelsman. All Rights Reserved