Showing papers on "Professional ethics published in 1994"

Ethics and Law for School Psychologists

Abstract: Preface. What's in the Book. What's Not in the Book. Sixth Edition Revisions. Two Disclaimers. The Cast of Characters Acknowledgments. Chapter 1 Ethics in School Psychology: An Introduction. Quality Control in School Psychology. What and Why of Professional Ethics. Ethics Training and Competencies. Codes of Ethics. Four Broad Ethical Principles. Ethical and Legal Decision Making. Unethical Conduct. Concluding Comments. Study and Discussion. Chapter 2 Law and School Psychology: An Introduction. The U.S. Constitution. Statutes and Regulations. Case Law. Summary. Credentialing of School Psychologists. Civil Lawsuits against Schools and School Psychologists. Concluding Comments. Study and Discussion. Chapter 3 Privacy, Informed Consent, Confidentiality, and Record Keeping. Privacy. Informed Consent to Establish a School Psychologist-Client Relationship. Confidentiality. Privileged Communication. Record Keeping in the Schools. Concluding Comments. Study and Discussion. Chapter 4 Ethical-Legal Issues in the Education of Pupils with Disabilities under IDEA. Education of Children with Disabilities: A Historical Perspective. Individuals with Disabilities Education Act. Infants and Toddlers with Disabilities. Concluding Comments. Study and Discussion. Chapter 5 Section 504 and the Americans with Disabilities Act. Section 504. Americans with Disabilities Act. Concluding Comments. Study and Discussion. Chapter 6 Ethical and Legal Issues in Psychoeducational Assessment. Testing versus Assessment. Pre-assessment Responsibilities. Assessment Planning. Information Gathering. Assessment Interpretation. Nonbiased Assessment. Personality Assessment. Professional Competence and Autonomy. Computers in Psychoeducational Assessment. Concluding Comments. Study and Discussion. Chapter 7 Ethical and Legal Issues in School-based Interventions. Interventions for Students Who Require Academic and Behavioral Support to Succeed in General Education. Therapeutic Interventions within the Context of a School Psychologist-Client Relationship. Duty to Protect. Competence and Responsibility. Psychopharmacologic Interventions in the Schools. Concluding Comments. Study and Discussion. Chapter 8 Indirect Services I: Ethical-Legal Issues in Working with Teachers and Parents. Consultation with Teachers. Special Issues in Working with Parents. Concluding Comments. Study and Discussion. Chapter 9 Indirect Services II: Special Topics in Systems-Level Consultation. Student Proficiency Assessment Programs. School Entry and Grade Retention Decisions. Instructional Grouping. School Discipline. School Violence Prevention. Harassment and Discrimination. Other Pupils with Special Needs. Concluding Comments. Study and Discussion. Chapter 10 Research in the Schools: Ethical and Legal Issues. Competence, Responsibility, and Welfare of Participants. Exposure to Stress or Harm and Denial of Beneficial Treatment. Post-Data-Collection Responsibilities. Concealment and Deception. Confidentiality of Data. Research with Culturally and Linguistically Diverse Populations. Scientific Misconduct. Concluding Comments. Study and Discussion. Chapter 11 Ethical and Legal Issues in Supervision. Professional Standards for Supervision. Professional Disclosure Statement and Individualized Learning Plan. Ethical Principles and Supervision. Liability Issues. Concluding Comments. Study and Discussion. Epilogue: Ethics, Law, and Advocacy. Advocacy and an Uncertain Legal Landscape. Developing an Ethical Practice. Concluding Comments. Appendix A NASP's Principles for Professional Ethics. Appendix B APA's Ethical Principles of Psychologists and Code of Conduct. References. Table of Cases. Table of Federal Legislation. Author Index. Subject Index.

The ground of professional ethics

Abstract: As each week beings more stories of doctors, lawyers and other professionals abusing their powers, while clients demand extra services as at a time of shrinking resources; it is imperative that all practising professionals have an understanding of professional ethicsIn The Ground of Profesional Ethics, Daryl Koehn discusses the practical issues in depth, such as the level of service clients can justifiably expect from professionals, when service to a client may be legitimately terminated and circumstances in which client confidences can be broken She argues that, while clients may legitimately expect professionals to promote their interests, professionals are not morally bound to do whatever a client wantsThe Ground of Professional Ethics is important reading for all practising professionals, as well as those who study or have an interest in the subject of professional ethics

Interprofessional Relations In Health Care

Abstract: Tribes and tribalism in health care. Part 1 The reality of current interprofessional working: effectiveness of interprofessional relationships general practitioners and community pharmacists clinicians as managers managing values and organizational climate in a multi-professional setting contested territory and community services implementing community care. Part 2 Education and training for working together: interprofessional education for primary health and community care exploring the value of interprofessional shared learning interprofessional shared learning multiprofessional education at the undergraduate level learning to be a better team player. Part 3 Underlying issues examined: nurses, management and morale nurses and doctors - a problem of partnership professional ethics and organizational change codes of professional conduct and dilemmas of professional practice choice, continuity and control - recent developments in maternity care in Britain interprofesional relations patients in interprofessional practice the patient as pawn.

Ethical Reasoning Research in the Accounting and Auditing Professions

Abstract: The concept of professional ethics is more than an external measure by which the profession can maintain a virtuous image. For many practitioners, it is a concept that implies a reasoning capability that permits the individual to render judgment unaltered by self-interest that could impair his or her professional responsibility. The ethical reasoning process is part of the individual’s overall moral consciousness from which he or she deals with difficult conflict or dilemmas in everyday practice. Ethical choice is just one of many types of decisions that the accountant or auditor must render in order to be an effective member of this profession. In this chapter, we first discuss the ethical domain in the accounting and auditing profession,1 and then relate the theory of ethical development to judgment by the use of one case study. The chapter concludes with a brief discussion of the professional implications of ethical reasoning theory and a review of recent empirical studies in the accounting and auditing field.

Multiple relationships: Does the new ethics code answer the right questions?

Abstract: The new "Ethical Principles of Psychologists and Code of Conduct" (American Psychological Association, 1992) presented expanded attempts to clarify the ethical issues regarding multiple relationships and to provide useful guidance for psychologists. This article proposes that the new code fails to address adequately two basic questions necessary to provide psychologists with clear guidance: (a) What are multiple relationships? and (b) When do multiple relationships constitute unethical conduct? The article offers a definition of multiple relationships and identifies several dynamics operating within a professional relationship that are likely to be adversely affected by the imposition of a secondary relationship. Unethical multiple relationships are defined. Finally, the article suggests additions to the new code that would enhance its utility for psychologists.

Cruel Compassion: Psychiatric Control of Society's Unwanted

Abstract: In this short work, Dr. Szasz takes aim at conventional psychiatry, and at the attendent system of courts, hospitals, and psychiatrists who confine patients against their will. The focal point is a Supreme Court case involving a man forcibly committed to a Florida asylum for 14 years. In refuting the widely held notion that the Donaldson case represents an advancement in the rights of mental patients, Dr. Szasz has put the American legal establishments on trial.

Professional Ethics and Social Responsibility

Abstract: Focusing on five increasingly interrelated spheres of professional activity-politics, law, engineering, medicine, and science-the contributors to Professional Ethics and Social Responsibility cast new light on familiar ethical quandaries and direct attention to new areas of concern, particularly the institutional setting of contemporary professional activity.

Ethical and Professional Conflicts in Correctional Psychology

Abstract: The role of the mental health professional in a prison setting has changed to reflect the prevailing ideology of the correctional administration that deemphasizes treatment and emphasizes security and custodial concerns. As a consequence, mental health professionals who work in corrections have experienced unique ethical and professional conflicts. Standards were developed to address the conflicts and provide guidelines for professional conduct, but dilemmas continue to exist. The authors believe this can be attributed to (a) the standards being vague and (b) correctional personnel not understanding or supporting the standards or the psychologist's role as a mental health professional. This article examines these propositions in more detail, using vignettes and discussion, and offers other approaches to resolving the dilemmas and improving the delivery of mental health services to incarcerated individuals. Historical Perspective Mental health professionals who work in corrections have experienced ethical and professional conflicts that are unique to these institutions. Appreciating the mental health professional's role within a prison entails an examination of how our society has treated those who violate the law. Historically, most societies have adopted a philosophy that those individuals who commit criminal acts should be punished. Modern Western judicial systems have justified their use of punishment on four major grounds: retribution, deterrence, incapacitation, and rehabilitation (Grilliot, 1983; Kerper, 1972). Retribution has Biblical roots referring to "an eye for an eye." Deterrence operates from the core belief that those who see individuals punished will be less likely to follow the example of offenders because of the fear of punishment. Incapacitation has as its primary goal the protection of society by rendering offenders unable to repeat the offense. Rehabilitation is conceptualized as treating or "correcting" offenders so that they can live in society and not reoffend. The theory of rehabilitation is a relatively new objective used to justify punishment and has undergone many reformulations as our society's attitude toward criminal offenders has changed (Travin, 1989). Early American colonists believed that rehabilitation could be accomplished through severe punishment (e.g., stocks or gallows). It was not until the 18th century that an institution incarcerating offenders was viewed as having correctional properties. Reflecting the largely held Protestant values of the time, it was believed that rehabilitation in such institutions

Testing and Assessment Ethics for All Persons: Beginning and Agenda

Abstract: The previous American Psychological Association (APA) assessment ethics code (APA, 1990) and the new code (APA, 1992) differ in content that is relevant to culturally sensitive practices (i.e., culture-specific assessment technologies, culture-specific service delivery styles, use of clients' first language, and recognition of non-Anglo-American belief systems). The new code falls short in areas that are in the process of development or remain controversial. Suggestions for implementation and supplementation are included.

Perceptions of Research Misconduct and an Analysis of Their Correlates

Abstract: The lay public presumes that professions are self-regulating. In exchange for self-regulation, they are granted autonomy over the conduct of their professional roles (25). In the academic profession, self-regulation encompasses the full spectrum of scholarly activities including the enforcement of standards and ethical principles for the conduct of research (5). However, the effectiveness of self-regulation in the academic profession is currently being challenged. To elaborate, in recent years the public has perceived misconduct as growing, if not pervasive, throughout science. In a recent survey of a sample of members of the American Association for the Advancement of Science (AAAS) -- the nation's largest umbrella organization for the scientific community -- three-fourths of those responding indicated that media coverage had exaggerated the problem (1). Nevertheless, 37 percent of those polled did believe that instances of fraud and misconduct had increased over the last decade. Moreover, a separate assessment by the National Science Foundation concludes: "about 20 percent of the scientists say that they have directly encountered fraud, and about 20 percent of graduate deans have dealt with verified cases of misconduct in the past five years" [(35) p. 1]. This conclusion was derived from a review of six survey studies that measured the extent of misconduct in science and engineering. These perceptions and experiences have fostered a broad range of actions by the scientific community, including: * A call to graduate programs in science to integrate coursework on ethics into the curriculum. * Numerous sessions and panel discussions scheduled at various professional association meetings. * Editorials in many professional journals. * Changes in editorial policies of some journals, whose editors now require each coauthor of a paper to acknowledge his or her contribution and responsibility for the content of the article. * A regular quarterly newsletter, Professional Ethics Report, published by AAAS, as a means to inform the general community of scientists on evolving issues and actions. * Congressional committee hearings on misconduct in medical and scientific research. * Revised or new codes of ethics that address fraud and misconduct by a large number of scientific professional organizations and associations. * Mandatory requirements to establish institutional panels to oversee issues related to research ethics and allegations of scientific misconduct at research universities receiving federal research funds. * Establishment, in various federal agencies which support scientific research of new offices, that are expressly charged with setting up policies and procedures regarding allegations of misconduct, addressing charges of misconduct, overseeing investigations, and recommending or meting out sanctions. These actions represent the exercise of some degree of responsibility for deterring, detecting, and sanctioning research misconduct by the various loci of responsibility for addressing misconduct that have been identified by Chubin (13): the laboratory, the institution of employment, scientific societies and journals, governmental agencies, and private foundations. Of utmost importance, however, is the responsibility of professional peers for detecting and deterring research wrongdoing (13). They are thus critical to the efficacy of the actions that have been taken by the scientific community listed above; if individual academics do not detect and address misconduct, then such wrongdoing is unlikely to be sanctioned. Despite the importance of the actions of individual academics to the process of self-regulation, Chubin points to the "silent suspicions of peers regarding violations of ethical principles and norms which are left undocumented," and asks why these academics do not speak out [(13) p. 187]. Moreover, when science faculty do take action, it is generally informal and decentralized (7)(44)(45). …

The commerce of professional psychology and the new ethics code.

Abstract: The 1992 version of the American Psychological Association's Ethical Principles of Psychologists and Code of Conduct brings some changes in requirements and new specificity to the practice of psychology. The impact of the new code on therapeutic contracts, informed consent to psychological services, advertising, financial aspects of psychological practice, and other topics related to the commerce of professional psychology are discussed. The genesis of many new thrusts in the code is reviewed from the perspective of psychological service provider. Specific recommendations for improved attention to ethical matters in professional practice are made.

Ethics Codes in British Companies

Abstract: How common are corporate codes of ethics in the UK and especially among Britain's most admired companies? The author is Wicklander Professor of Professional Ethics at DePaul University, Chicago, and current President of the American Society for Business Ethics.

Ethical challenges to risk scientists: an exploratory analysis of survey data.

Abstract: Surveys of almost 1,500 members of three professional societies that do risk analysis (e.g. environmental economics, epidemiology, exposure assessment, industrial hygiene, toxicology) found that 3 in 10 respondents had observed a biased research design, 2 in 10 had observed plagiarism, and 1 in 10 observed data fabrication or falsification. Respondents with many years in risk analysis, business consultants, and industrial hygienists reported the greatest prevalence of misconduct. These respondents perceived poor science, economic implications of the research, and lack of training in ethics as causes of misconduct. They supported the teaching of ethics but the vast majority did not support government auditing of their work.

Forensic standards in the American Psychological Association's new ethics code.

Abstract: The 1992 revision of the American Psychological Association's ethics code includes, for the first time, a section devoted to forensic issues. This article examines the adequacy with which the Forensic Activities section addresses fundamental ethical issues inherent in forensic practices (i.e., being competent in forensic practice, dealing with requests for service, providing informed consent, providing services, and reporting findings). We conclude that the ethics code modestly addresses important forensic ethical issues and that it too often is characterized by inconsistencies, insufficient information, omissions, and the inappropriate application of the term forensic to general standards not uniquely related to forensic practice.

An Ethical Analysis of Hierarchical Relations in Organizations

Abstract: Ethical analyses of the relations between managers and subordi? nates have traditionally focused on the employment contract. The in? equality and requisite mutual trust between managers and subordinates makes the sub-disciplines of professional ethics and feminist ethics more applicable than the contractarian perspective. When professional ethics is applied to hierarchic relationships, specific obligations emerge for man? agers and subordinates alike. The application of feminist ethics results in the identification of an entirely different, though not contradictory, set of obligations. In toto, the analysis improves on the conventional wisdom governing hierarchic relationships while at the same time remaining con? sistent with our moral intuitions. An Ethical Analysis of Hierarchic Relations in Organizations THE relationship between managers and their subordinates is rife with moral hazards. In a culture that values democracy and autonomy, hierarchical relationships are anachronistic. This leads to confusion about just how superiors and subordinates should treat each other. There is no shortage of conventional wisdom governing these relationships. The common refrain from managers is that their subordinates should "support them" and abide by a "no surprises!" rule. Reciprocally, subordinates expect their bosses to "back them up" when in conflict with others and to "represent their interests" with senior officials. Operationally, these fuzzy norms offer little guidance to the conscientious person in a hierarchical relationship. Ideological positions in the management literature regarding boss-subordinate relations range from hopeful (Bartolome & Laurent, 1986) to cynical (Jackall, 1988). Unfortunately, traditional ethical analysis does little better. It is common in organizational studies to conceive of manager-subordinate relationships as ones regulated by an employment contract (e.g., Cyert & March, 1963; Hesson, 1979; Jenson & Meckling, 1976). That is, the relationship is considered ethical if the manager and subordinate fulfill the promises made to each other. This contrac? tarian approach has led to one important benefit; namely, the articulation of the rights and duties of the two parties in question (e.g., Dunfee, 1991; Gauthier, 1986; Keeley, 1988). However, this approach makes four questionable assump? tions that are directly related to the essential features ofthe manager-subordinate relation. These assumptions have to date undermined attempts to analyze the ethics of hierarchical relations from a contract perspective. ?1994. Business Ethics Quarterly, Volume 4, Issue 2. ISSN 1052-150X. 0205-0220. This content downloaded from 157.55.39.45 on Thu, 01 Sep 2016 05:33:50 UTC All use subject to http://about.jstor.org/terms 206 BUSINESS ETHICS QUARTERLY First, there is the assumption of consent. Analyses that take the employment contract as the moral keystone of manager-subordinate relations are flawed when one or both of the parties is not in the relationship voluntarily. I will not take a position on the issue of how free the parties are in an employment rela? tionship except to say that contemporary economic realities allow few subordi? nates and managers the discretion to enter and exit the relationship at will. A second assumption that limits the applicability of the contractarian approach to manager-subordinate relationships is that both parties have equivalent power. As Baier has noted, "[mjodern moral philosophy has concentrated on the morality of ... relationships between those who are deemed to be roughly equal in power to determine the rules and to instigate sanctions against breakers [1986, 249]." Since the manager-subordinate relationship is characterized more by inequality than equality, the use ofthe contractarian approach is dubious. The third limiting assumption of contract theory involves bargaining. While there may be bargain? ing at the inception of some hierarchic relationships, subordinate opportunities to bargain are conventionally restricted thereafter. This brings us to the fourth problem that contractarians have in analyzing manager-subordinate relations? unlike other contracts, employment contracts are open-ended. Employees prom? ise to obey commands within some realm of task activities with the details allowed to float with the circumstances (Commons, 1924). The fundamental reason for this incompleteness is that uncertainty and complexity characterize the employment relationship, and incomplete contracts allow the employer to transfer some of the risks of this complexity and uncertainty onto employees (Arrow, 1974; Williamson, 1975). Instead of the contract being the regulator of the relationship, both employer and employee face the necessity of mutual trust (Barber, 1983; Luhmann, 1979). Thus, using the employment contract as the moral arbiter of manager-subordinate denies the uncertainty and mutual trust necessitated by contractual incompleteness. There are, however, two ethical sub-disciplines that permit a less problematic analysis of unequal, open-ended, and non-consensual relationships where there is minimal bargaining: professional ethics and feminist ethics. In this paper, I attempt to apply formulations from these sub-disciplines to the manager-subor? dinate relationship.

From Humors to Medical Science: A History of American Medicine

Abstract: Previously published in 1979 asThe Healers, this updated history of American medicine should be required reading from cover to cover for every physician and medical student. Why? Because we can extract many lessons from our medical heritage, gain insight into our behavior as physicians, and perhaps gain some guidance for building our future. In colonial America, medicine was not a profession but a trade practiced by surgeons who worked with their hands after being trained under an apprentice system. Duffy notes, "Until the mid-eighteenth century they had little professional consciousness and held only a limited concept of professional ethics or responsibilities." And until the present century physicians were so poorly paid that they often were farmers or merchants on the side. This book will help you to understand the evolution of medical practice in the United States "from an impoverished and barely respectable group... into preeminence among the professions

Ethics, audience, and the writing process: Bringing public policy issues into the classroom

Abstract: Public policy issues in professional writing may be understood, in part, by revisiting our understanding of the writing process and of the way character, or ethos, is shaped in the writing and reading of a text. This paper suggests a method for modeling the characters of writers, readers, and sponsoring organizations as they are shaped in the process of writing about public policy issues. The model is then used to examine the classroom oral presentations of four professionals who were involved in different ways with the same controversial public policy issue. The goal is to integrate classroom considerations of the writing process and of audience analysis, of personal and professional ethics, and of relevant workplace controversies.