By pursuing Graduation with Leadership Distinction in the Research pathway, I experienced a journey of nervous excitement. It came early to me that psychologists work in an extremely broad profession. It can branch off into more than 15 different pathways defined by The American Psychological Association. These include, but are not limited to, “clinical, counseling, and school practice of psychology; research; teaching; supervision of trainees; public service; policy development; social intervention, and more” (American Psychological Association, 2017). Psychologists in this field are expected to work responsibly and with care to find ways to build and foster good relationships with clients from a plethora of different backgrounds. In the vast field of psychology, bending the rules can often go unnoticed — much like finding a needle in a haystack. However, the true essence of being a psychologist lies in upholding ethical values that guide research and practice for the betterment of humanity. The American Psychological Association realized this and therefore created the Ethical Principles of Psychologists and Code of Conduct. More commonly known as the APA Ethics Code, it was created to safeguard the integrity of the profession, ensuring that psychologists remain committed to ethical conduct, scientific responsibility, and the advancement of human well-being. Yet, even after this was taught in PSYC 221: Research Methods in Psychology, I did not care for this—at least until I started my first college experience as a part of a research team. My pursuit in the pathway of research had begun, and my emotions were a mix of nervous excitement as I eagerly anticipated what it meant to contribute to the field firsthand.

Ending the last semester of my junior year, I had a moment of realization. “This is my last summer as an undergrad student, this is my last year to take a chance and say I contributed to society as a Gamecock” I thought to myself. I expressed my unease about this to two of my close friends. How I felt like I did not have the experience of being able to contribute to something bigger than I was. They motivated me to engage in volunteering services and find my passion for it there. I took their advice and found myself scrolling for hours on USC’s website. Ambitiously, I was surveying for ways I could contribute to the school. Specifically in research that I was passionate about and felt I could meaningfully contribute to. I ended up finding myself on the Department of Psychology’s webpage where it had listed dozens of research projects that were taking place at the University. Hours it took to research every team’s mission and purpose. Days were spent emailing every research team's contact, expressing my interest in contributing to their work. And for some, weeks it took to respond. One team that responded to me was called “DG3D, Dietary Guidelines: 3 Diets”. They responded to my email of interest stating they were searching for volunteers who could assist in conducting measurements for the study. I eagerly emailed back saying I was available to help the team, and then a successful interview took place stating that I was a part of the team. I arrived for my first shift on a Saturday morning at 6:30 a.m., eyes barely open, yet buzzing with anticipation.

I was grateful for this opportunity to understand what it truly meant to contribute to research and be considered a research assistant. Our team leader told me I would be responsible for conducting lab assessments, responsible for measuring blood pressure, weight, and body circumference for each of the participants. As well as entering measurements into a REDCap database for future analysis. REDCap, or "Research Electronic Data Capture," is a web-based application primarily used for collecting and managing research data through online surveys and databases, capturing data from study participants in clinical trials. Simple tasks, I thought to myself, yet each carried significant responsibility. With time, I took ownership of these small duties, ensuring they were done well. What seemed minor at first became the foundation of my credibility, as my leadership took notice. Every detail mattered, and consistently proving my reliability earned me greater trust. Eventually, I was entrusted with checking the integrity of critical data — a task that underscored the importance of being someone dependable. At my discretion, I was handling the very data that would determine the outcome of the study. It was a true test of integrity. Quite literally, I had the power to alter the results to make the study look favorable, negative, or anything in between. Yet no one would ever know. The weight of that responsibility was staggering. This was not just about attention to detail; it was about upholding the honesty and credibility of scientific research. At that moment, I understood that integrity is not just a value. It is a choice made repeatedly in the face of opportunities to cut corners.

This experience is directly connected with Principle C: Integrity from PSYC 221. Integrity in psychology means promoting accuracy, honesty, and truthfulness in research and practice. In class, we discussed how researchers must not steal, cheat, or misrepresent facts. This principle became tangible when I was entrusted with handling and verifying data. I understood that ethical research does not rely solely on written guidelines; it depends on the researcher's personal commitment to honesty. I had the power to manipulate the data without detection, yet my integrity kept me accountable. This moment solidified that integrity in research is not just about avoiding fraud—it is about ensuring that the science we contribute to remains truthful and credible.

Another connection is Principle B: Fidelity and Responsibility, which emphasizes trust and accountability in professional relationships. In PSYC 221, I learned that psychologists must establish trust and take responsibility for their actions. My research experience mirrored this when my leadership entrusted me with greater responsibilities after I proved myself through smaller tasks. My accuracy in measurements and data entry built a foundation of reliability. Over time, I earned the trust of my team, reinforcing that in research, trust is not freely given but must be built through consistent ethical actions. This principle showed me that being responsible and dependable is what leads to greater opportunities and respect in professional settings.

As I mentioned before, PSYC 221: Research Methods in Psychology taught the APA Ethics Code, which emphasizes integrity, responsibility, and credibility in research. Being trusted to check data integrity and ensure accuracy in data entry demonstrates that ethics in research start with the researcher’s integrity, not just the written guidelines. In order to have kept the integrity of the research study intact, my values as a person had to be set in stone first. Before I started participating in research teams, I never truly understood why ethics and the philosophy of subjects were the first chapters in a lecture. I learned that before you are able to start calling yourself a researcher you must have your values situated first. I understand why now that at the beginning of lecture books on topics it starts out with the basics. Ethics is taught right after the basics because before you can master a skill, conduct research, or lead others, you must first be a good person—one who understands that knowledge without integrity is meaningless, and potential without ethics is dangerous.