shocks (they thought they were administering real shocks but the subject was only acting to be in pain), they were deceived about their real role by even having to draw papers to choose who would be the student and who the teacher and he also deceived them that the experiment was about effects of punishment on learning.
According to the APA guidelines of 1953, Milgram did not violate any ethical principle as it allowed for the researcher to use deception if it was necessary in acquiring results. Despite the effects of the experiment to the participants, APA did not revise its guidelines on deception until 1992.
3. Protecting Study Participants from Harm includes principles that researchers are obligated to maintain. What types of harm are listed and how many do you think Milgram potentially could have jeopardized in his participants.
The harms include: physical, psychological, emotional, legal, social and financial harm. In Milgram’s experiment Milgram violated the psychological, emotional, social and even financial harm principle.
Emotional harm has to do with affecting only the feelings of the person and feelings may range from those of happiness to sadness. Psychological harm on the other hand involves harming even the mental part of a person on top of the emotional part and hence the harm is usually deeper than emotional harm.
The end does not always justify the means and especially where human mental and emotions are involved. Debriefing the participants in Milgram’s experiment does not remove or wipe away the psychological harm that the participants had already received, it only acted to relieve their fears that they had harmed a person but that is not enough because the psychological harm has long-term effects unlike the physical harm.
The participant was nervous when administering the shocks and even paused after the subject complained once the shock was administered. Even though the subject kept on complaining, the participant could not disobey