Showing papers on "Professional ethics published in 1983"
TL;DR: Ten proposals aimed at the development of a new professional ethics that would encourage physicians to admit and analyze their errors; improve the quality of their records; and accept the idea of mutual, nonpejorative criticism are submitted.
Abstract: KIE: Challenging an attitude toward fallibility in medical practice which they see as outdated and detrimental to patient care, the authors suggest a new approach to self-evaluation and peer review by physicians. Arguing that knowledge grows from recognition of error, they submit ten proposals aimed at the development of a new professional ethics that would encourage physicians to admit and analyze their errors; improve the quality of their records; and accept the idea of mutual, nonpejorative criticism. Unlike those who fear that this open approach would destroy patients' faith in their doctors, the authors believe it would strengthen the physician patient relationship.
207 citations
TL;DR: Information regarding the nature and effects of sexual intimacy between psychotherapist and patient is reported by 318 psychologists who treated 559 patients who had such prior involvement, and expert witnesses have invalidated the first two arguments, but not the third.
Abstract: Information regarding the nature and effects of sexual intimacy between psychotherapist and patient is reported by 318 psychologists who treated 559 patients who had such prior involvement. Characteristics of the previous therapists, their patients, and their relationships are presented. Ninety percent of the patients were reported to have suffered ill effects. Historically, the health professions have assumed that effects of sexual intimacy between psychotherapist and patient are negative (American Psychological Association [APA], 1975; Boas, 1966; Holroyd & Brodsky, 1977; Kardener, Fuller, & Mensh, 1973; Keith-Spiegel, Note 1), and such intimacy has recently been proscribed in ethics codes (American Psychiatric Association, 1973; APA, 1979; National Association of Social Workers [NASW], 1980. A marked increase in the number of civil cases and ethics committee cases suggests growing public sensitivity to the problem. Attorneys defending therapists accused of sexual contact with patients sometimes have attempted to introduce evidence that the patients were seductive, that sexual intimacy during therapy is not below community standards of practice, and that sexual intimacy with patients may be beneficial rather than harmful. Expert witnesses have invalidated the first two arguments, but not the third. Seductiveness of the patient is irrelevant, as therapist-patient sexuality is analogous to parent-child sexuality. By that analogue, sexual intimacy between patient and therapist is not viewed as a consensual act between adults.1 Also, such behavior is not usual and customary by community standards, as only 5.6% of male therapists and .6% of female therapists have been involved in sexual intimacy with patients (Holroyd ,& Brodsky, 1977; Kardener et al., 1973; Perry, 1976). The third argument has not been refuted by strong evidence showing it to be harmful. The confidential nature of the therapeutic relationship makes psychotherapy patients unidentifiable and inaccessible to the researcher. Psychotherapists told by patients about instances of sexual intimacy with a former therapist are enjoined by ethical standards (APA, 1973; APA, 1979; NASW, 1980) against reporting such activity to authorities without the patients' approval. Butler (1975; Butler & Zelen, 1977) located eight patients through the therapists with whom they had been sexually intimate, and D'Addario (1977) located 60 patients through public advertisements. The need for more data on the effects of sexual intimacy between patients and psychotherapists is apparent. For this reason, despite possible/probable errors due to memory and secondhand reporting, obviously subjective inferences of causality on the part of the respondents, and a truncated sample that includes only those patients returning to therapy after sexual intimacy, these data aje still the best available and will suffice until a better net can be fashioned to collect a better sample.
174 citations
01 Jan 1983
TL;DR: For example, this paper pointed out that doctors, lawyers, engineers, and indeed all other types of professionals also claim special warrant for engaging in some activities that, were they performed by others, would be likely to draw moral censure.
Abstract: Professionals generally acknowledge gravely that they shoulder special responsibilities, and believe that they should conform to “higher” ethical standards than laypersons2 Yet, doctors, lawyers, engineers, and indeed all other types of professionals also claim special warrant for engaging in some activities that, were they performed by others, would be likely to draw moral censure3 Skeptical of this claim to special license, Macaulay asked about lawyers (and most of my examples in this essay shall be drawn from law since that’s where my experience lies), “[w]hether it be right that a man should, with a wig on his head, and a band round his neck, do for a guinea what, without these appendages, he would think it wicked and infamous to do for an empire”4 This conflict may trouble the layperson, but for the professional who must come to grips with his or her professional responsibilities it is especially problematic
66 citations
45 citations
36 citations
35 citations
Book•
20 Sep 1983
TL;DR: In this article, the authors present an overview of citizen participation in decision-making, coordination, line-and-staff, and professional ethics in an organizational change process, based on citizen participation.
Abstract: 1. Introduction 2. Citizen Participation 3. Decision Making 4. Structure 5. Coordination 6. Organizational Change 7. Line and Staff 8. Professional Ethics
31 citations
TL;DR: It is hoped that this sequence of articles will provide the basis for a vigorous dialogue among members of the ASA on the suitability of the Ad Hoc Committee on Professional Ethics' (1982) trial "Ethical Guidelines for Statistical Practice".
Abstract: Gibbons (1973) and more recently Jowell (1981) have traced the inception of interest in the development of a professional code for statisticians to the period following World War II. Jowell commented that the International Statistical Institute (ISI) has survived for nearly 100 years without such a code. The American Statistical Association (ASA) has been in existence for over 150 years, also without an officially sanctioned professional code of principles (either ethical or technical). Since the historical perspective of the past 30 years may be useful to ASA members in developing their views on the suitability of the Ad Hoc Committee on Professional Ethics' (1982) trial "Ethical Guidelines for Statistical Practice," we have reviewed the available literature on this issue and have tried to focus on past writings as they relate to the evolution of the current guidelines. Following this historical overview, the trial "Ethical Guidelines for Statistical Practice," approved by the Board of Directors of the American Statistical Association, is printed in its entirety. Fourteen distinguished statisticians with a broad spectrum of professional interest have reviewed the guidelines, and their comments along with a response from the Ad Hoc Committee on Code of Conduct are also presented. It is hoped that this sequence of articles will provide the basis for a vigorous dialogue among members of the ASA.
18 citations
01 Oct 1983
TL;DR: In this article, the authors present an empirical study designed to compare the effectiveness of two models of teaching professional ethics at the master's level: the pervasive method, an integrated approach whereby ethical content is infused throughout the curriculum, and a discrete course.
Abstract: Although courses in professional-ethics are taught at only a few schools of social work, there is interest in their inclusion in the curriculum across the continuum from the BSW to the doctoral level. This article presents an empirical study designed to compare the effectiveness of two models of teaching professional ethics at the master's level: the pervasive method–an integrated approach whereby ethical content is infused throughout the curriculum–and a discrete course. The findings suggest that the pervasive model is not adequate for teaching systematic ethical analysis and decision making.
17 citations
13 citations
TL;DR: In this article, Petzelt and Craddick have discussed both the topic of ethics and the humanistic treatment of psychological testing, whereas Baldick (1980) has stressed that in the "age of consumerism," psychologists should not underestimate the importance of ethics training.
Abstract: Professional activities and ethical practices of psychologists who administer psychodiagnostic assessment and testing devices are explored. A return rate of 72% on a survey of WO subjects indicated considerable interest in the subject matter. A majority of the respondents' ethical practices were apparently in keeping with established ethical principles; however, a diversity of professional styles was evident. Most respondents gave feedback to the clients, with a large percentage willing to give feedback on projective as well as objective tests. Although most respondents kept old cases safely under lock, few appeared to have followed American Psychological Association guidelines to detach names from raw data on obsolete materials. Psychological or psychodiagnos tic testing is primarily taught by apprenticeshi p. Internships typically expect their better applicants to have had one or two courses on psychological testing and about 400 hours of practicum experience in testing (Petzel & Berndt, 1980). Further supervised experience for the aspiring young intern is provided in the internship. Despite formal training and supervision in testing, psychology trainees are likely to have encountered little discussion of ethical and professional standards for test administration and interpretation. Petzelt and Craddick (1978) have briefly discussed both the topic of ethics and the humanistic treatment of psychological testing, whereas Baldick (1980) has stressed that in the "age of consumerism," psychologists should not underestimate the importance of ethics training. Baldick (1980) demonstrated a strong relationship between training in ethics and increased sensitivity to ethical problems by psychology interns. Unfortunately, even those groups with formal ethics training were not sufficiently sensitive, and Baldick advocated greater sensitization of students. The neglect of ethical implications of assessment procedures is particularly troublesome, and interns and students are often exposed to role models with value systems and professional practices that are contradictory or at best confusing to a trainee struggling with his or her professional identity. Nevertheless, ethical guidelines and standards for administration and interpretation of tests are available. Principle 8 of the Ethical Principles of Psychologists (American Psychological Association [APA], 1981) suggests that in using assessment techniques, psychologists respect the right of the clients to have full explanations of the nature and purpose of the techniques in language the clients understand, unless an explicit exception to this right has been agreed upon in advance.
TL;DR: In this article, an innovative training method for professionals employed by parent organizations and trained in host organizations is presented as a unique combination of on-the-job and off-thejob training that draws on the strengths of the two.
Abstract: This paper introduces an innovative training method for professionals employed by parent organizations and trained in host organizations. The method is presented as a unique combination of on-the-job and off-the-job training that draws on the strengths of the two. The advantages and the limitations of the program for the parent and the host organizations are described in terms of the learning of the individual professional, the relationships between the two systems, and the internal processes within each system.
TL;DR: In this article, the problems discussed include: discrepancies between competency-based teacher education and current certification practices; categorical approaches to training and certification; reciprocal agreements for coursework and certification requirements; and the supply/demand of teachers.
Abstract: Based on experiences in Kansas, the problems discussed include: discrepancies between competency-based teacher education and current certification practices; categorical approaches to training and certification; reciprocal agreements for coursework and certification requirements; and the supply/demand of teachers. One strategy proposed for dealing with the situation is development of a code of professional ethics through the involvement of The Council for Exceptional Children and State Comprehensive Personnel Planning for the Handicapped Committees. Specific responses that could be implemented by the field include identifying competencies emphasized by teacher preparation programs, the use of professional growth plans, and a practical approach for recruiting potential teachers.
01 Jan 1983
TL;DR: The aim here is to develop a general strategy for evaluating codes of professional ethics and to examine some provisions of the Code of Ethics of Engineers adopted by the Board of Directors of the Engineers’ Council for Professional Development in 1974.
Abstract: My aim here is to develop a general strategy for evaluating codes of professional ethics. We will examine some provisions of the Code of Ethics of Engineers adopted by the Board of Directors of the Engineers’ Council for Professional Development (ECPD) in 1974. This code has been adopted, with modifications and in most cases sans the Guidelines provided by ECPD, by a majority of the engineering societies participating in the Council.1 We will consider some of the strengths and weaknesses of the ECPD Code in comparison with other codes of professional ethics. We will not attempt to reach a final judgment on the merits of the Code because, as I will note, this would require empirical data that are not available at this time. Indeed, one byproduct of the discussion will be an indication of the empirical investigations that are needed to evaluate a code fairly. My critical remarks about the ECPD Code will be designed only to illustrate a strategy, not to carry it out all the way.
01 Jan 1983
TL;DR: In the field of professional ethics, the most important philosophical issues arising from professional ethics are the following: 1) What might be the justification for these special standards?2) How it is possible to delineate the proper dimensions of such special standards and to assess the magnitude of the claim that they have upon professionals.
Abstract: If one studies the statements emerging from those organizations that undertake to speak for professions, one is struck by the codes of ethics and canons of professional responsibility that appear so frequently as to make them seem almost the hallmark of professionalism itself.1 These codes appear to be based on the assumption that some actions can merit one assessment if undertaken by a certain professional, but another assessment if undertaken by some other person. For a philosopher, perhaps the most interesting thing about professions is their suggestion that there somehow exist certain special justifiable standards for the conduct of a certain class of persons.2 At least two questions are raised. First, one wonders what might be the justification for these special standards?3 And second, one wants to know how it is possible to delineate the proper dimensions of these special standards and to assess the magnitude of the claim that they have upon professionals. These are, I submit, the two most important philosophical issues that arise in the field of professional ethics. It is the aim of the present essay to map an approach to them.
TL;DR: In this article, the authors propose ethical principles for the guidance of statisticians and encourage them to be constantly aware of ethical issues which could influence their professional work and to continually strive to increase their personal competence in the practice of their profession.
Abstract: The .. ~merican Statistical Association is a scientific , professional. and educational organization . As such it recognizes that the professional integrity of statisticians is dependent not only upon their skills and dedication but a lso upon their adherence to recognized principles of ethical behavior. Wherein statistics as a science stri,·es toward truth, these guidelines are designed to provide a measure by which both individuals and organizations can avoid compromise of truth and can be protected from the misuse of statistics and statistical data. The traditional ethical norms of seeking truth and avoidi ng error are of particular importance in th.e practice of statistics. Beyond these traditional ethical norms, statisticians ha\·e ethical concerns for the privacy of collected data, the open and complete description of the statistical process , and the use and communication of the statistical method . Th erefore. this document proposes ethical principles fo r the guidance of statisticians. It encourages statistici a ns to be constantly aware of ethical issues which could influence their professional work and to continually strive to increase their personal competence in the practice of their profession.
01 Jan 1983
TL;DR: A great deal of the current literature in the field of professional ethics concerns with the duties and professional responsibilities that professionals owe to clients, colleagues, employers, and society, or with case histories of their failures to adequately satisfy these duties and responsibilities.
Abstract: A great deal of the current literature in the field of “professional ethics” concerns itself either with the duties and professional responsibilities that professionals owe to clients, colleagues, employers, and society, or with case histories of their failures to adequately satisfy these duties and responsibilities. From the point of view of the professions this is, of course, understandable given the importance that they place on practicing according to the standards laid down in their codes of ethics. It is reasonable too, from the wider perspective of the public interest. Professional authority, if abused, can adversely affect the interests of society and this may undermine public confidence in a profession and its practitioners. Thus, it is important that professionals acknowledge their duties and proper that much of the discussion of professional ethics focus on professional responsibilities.
TL;DR: This is an attempt at clarifying some major aspects of the clinical chemist's professional ethics to medical ethics as a whole, his ethical obligations to the patient and to society, and other aspects.
Abstract: The work performed by the clinical chemist may deeply affect the decisions of the doctor and the well-being of the patient. Yet in contrast to the doctor and to the nurse the clinical chemist usually has no personal relationship with the patient. Being encumbered by much technology and anonymity is itself a reason for scrutinising his involvement in issues of health care ethics. This is an attempt at clarifying some major aspects: the relationship of his professional ethics to medical ethics as a whole, his ethical obligations to the patient and to society, and other aspects.
TL;DR: In this paper, the development of the accounting profession's own standards relating to tax practice is traced and the nature and effect of government regulation on the profession's self-regulatory standards are noted.
Abstract: The paper traces the development of the accounting profession's own standards relating to tax practice. When appropriate, the nature and effect of government regulation on the profession's own standards are noted. It was determined that the accounting profession has been slow in developing standards for self-regulation in the area of tax practice. This may be related to two factors: (1) the existence of strong government regulation of tax practice, and (2) the diverse nature of the occupational groups engaged in tax practice.
TL;DR: Ethics as a process and as an element of philosophy with a long historical tradition and the principles articulated by the American Psychiatric Association's Task Force on the Psychiatric Aspects of Terrorism and Its Victims as guidelines for psychiatric intervention in hostage or terrorist situations are reviewed.
Abstract: This paper briefly examines ethics as a process and as an element of philosophy with a long historical tradition. The paper then reviews elements of the professional ethics of a terrorist or hostage event, issues involved with consulting with an institution, and ethical issues for the clinician who chooses to become personally involved in a hostage event. Although reference is made particularly to psychiatrists, the principles discussed apply in large part to other mental health professionals as well. The paper concludes with the principles articulated by the American Psychiatric Association's Task Force on the Psychiatric Aspects of Terrorism and Its Victims as guidelines for psychiatric intervention in hostage or terrorist situations. Language: en
12 Dec 1983
TL;DR: The increasing use of simulation studies as adjuncts to decision-making imposes an increasing responsibility on the part of modelers and analysts to determine and disclose to the decision-maker the extent to which information derived from the studies is valid and applicable to a decision of interest.
Abstract: The increasing use of simulation studies as adjuncts to decision-making imposes an increasing responsibility on the part of modelers and analysts to determine and disclose to the decision-maker the extent to which information derived from the studies is valid and applicable to the decision of interest. This raises ethical problems concerning the selection of input data and the professional judgment of the modeler and analyst as well. These problems involve the selection of data, the modeler's interpretation of the dynamics of the system modeled, and his or the analyst's interpretation of the results. Such situations put a severe strain on the professional ethics of all involved. This paper discusses the problem and offers suggestions as to how it might be alleviated.
TL;DR: The Moral Foundations of Professional Ethics as discussed by the authors, a collection of ethical principles for professional ethics, was published in 1980, Pp. ix + 305 + 1.1.
Abstract: Alan H, Goldman, The Moral Foundations of Professional Ethics Totowa, N.J.: Rowman and Littlefield, 1980, Pp. ix + 305.