Cb. Fisher, AMERICAN-PSYCHOLOGICAL-ASSOCIATION (1992) ETHICS CODE AND THE VALIDATION OF SEXUAL ABUSE IN DAY-CARE SETTINGS, Psychology, public policy, and law, 1(2), 1995, pp. 461-478
This article applies the American Psychological Association's (1992) E
thics Code to the activities of psychologists engaged in child sexual
abuse validations. Standards of professional and forensic competence a
re discussed with respect to quality and level of education, unsupervi
sed experience, and workshop attendance. Personal biases, self-interes
ts, and multiple relationships that can give rise to misleading testim
ony and exploitation of child witnesses are addressed, along with ethi
cal problems arising when psychologists confuse abuse validation with
child advocacy. Failure to document and select scientifically and prof
essionally sound assessment techniques is discussed, and potential eth
ical problems inherent in the use of ''syndrome'' evidence (S.M. Sgroi
, 1982; R. C. Summit, 1983), posttraumatic stress disorder, and D. Fin
kelhor's (1988) offender typology are highlighted. A more realistic de
scription of psychologists' competencies and responsibilities in legal
proceedings is recommended.