Showing papers on "Professional ethics published in 1998"

Ethics in Psychology: Professional Standards and Cases

Abstract: 1. On Being an Ethical Psychologist 2. Enforcement of Ethical Conduct 3. Knowing Thyself: Competence and Credentials 4. Ethical Obligations in Psychotherapy 5. Ethics in Psychotherapy: Techniques 6. Privacy, Confidentiality, and Record Keeping 7. Psychological Assssment: Testing Tribulations 8. Multiple Role Relationships and Conflicts-of- Interest 9. Attraction, Romance, and Sexual Intimacies 10. Money Matters and Managed Care 11. Psychologists in the marketplace 12. Presenting Psychology to the Public 13. Relationships with Colleagues, Supervisees, and Employees 14. Ethical Dilemmas in Specific Work Settings: Juggling Porcupines 15. Psychologists as Teachers: Classroom Conundrums 17. Scholarly Publication and Research Ethics Appendix A: American Psychological Association's Ethical Principles of Psychologists and Code of Conduct Appendix B: Rules and Procedures of the American Psychological Association Ethics Committee

Professional Ethics and The Culture of Trust

Abstract: The cause of ethical failure in organisations often can be traced to their organisational culture and the failure on the part of the leadership to actively promote ethical ideals and practices. This is true of all types of organisations, including the professions, which in recent years have experienced ongoing ethical problems. The questions naturally arise: what sort of professional culture promotes ethical behaviour? How can it be implemented by a profession and engendered in the individual professional? The answers to these questions are of interest to business ethicists since the causes of ethical problems in business are often the same and the professions, as ethically challenged organisations, make useful and informative analogues for the measures to be adopted or avoided when the attempt is made to raise the ethical standards of business. Given this focus on the professions, it will be argued that the usual, direct attempts to control unethical behaviour by using codes of ethics, legislation and self-regulatory regimes, are not successful. The answer, it will be argued, lies in using an enforced self-regulation model that aims for ethics indirectly. Such a strategy seeks to develop a goal-orientated professional culture which is actively promoted by the leadership of the profession as well as the members. Specifically, the culture is one that seeks to promote trust in the profession and trustworthiness as a virtue exemplified in each individual. It will be argued that in order to develop a professional culture that cultivates trust a profession will need to develop certain institutions, programs and structures within the profession. I conclude by setting out a model of these trust-cultivating structures.

Ethics in Psychotherapy and Counseling: A Practical Guide

Abstract: Preface. 1. What Do I Do Now? 2. Ethics in Real Life. 3. Ethics and Critical Thinking. 4. Trust, Power, and Caring. 5. Therapy in the Digital World: Ethical Challenges of the New Technologies. 6. Competence and the Human Therapist. 7. Creating Strategies for Self-Care. 8. Creating a Professional Will. 9. Codes and Complaints in Context: Historical, Empirical, and Actuarial Foundations. 10. Responding to Ethics, Licensing, or Malpractice Complaints. 11. Steps in Ethical Decision Making. 12. Different Conclusions: Example from the Interrogation Controversy. 13. Beginnings and Endings, Absence and Access. 14. Informed Consent and Informed Refusal. 15. Assessment, Testing, and Diagnosis. 16. Sexual Relationships with Clients. 17. Nonsexual Multiple Relationships and Other Boundary Issues. 18. Culture, Context, and Individual Differences. 19. Confidentiality. 20. Recognizing, Assessing, and Responding to Suicidal Risk. 21. Supervision. APPENDICES. A. American Psychological Association: Ethical Principles of Psychologists and Code of Conduct (Amended, 2010). B. Canadian Code of Ethics for Psychologists, Third Edition. C. Ethics Codes & Practice Guidelines for Assessment, Therapy, Counseling, & Forensic Practice. REFERENCES. ABOUT THE AUTHORS. Author Index. Subject Index.

Thinking Like an Engineer: Studies in the Ethics of a Profession

Abstract: Michael Davis, a leading figure in the study of professional ethics, offers here both a compelling exploration of engineering ethics and a philosophical analysis of engineering as a profession. After putting engineering in historical perspective, Davis turns to the Challenger space shuttle disaster to consider the complex relationship between engineering ideals and contemporary engineering practice. Here, Davis examines how social organization and technical requirements define how engineers should (and presumably do) think. Later chapters test his analysis of engineering judgement and autonomy empirically, engaging a range of social science research including a study of how engineers and managers work together in ten different companies.

Nine unique features of the Canadian Code of Ethics for Psychologists.

Abstract: In addition to its wide use in Canada, the Canadian Code of Ethics for Psychologists has captured interest in the international community This article explores nine features of the Code that are somewhat unique and may explain, at least in part, this interest: (a) setting objectives based on a critical analysis of the international and interdisciplinary literature on codes of ethics; (b) inclusion of an overriding ethic of a contract with society; (c) use of an empirical methodology in developing the Code, (d) organization of the Code around four ethical principles; (e) differential weighting of the four ethical principles; (f) inclusion of a model for ethical decision making; (g) inclusion of a role for personal conscience; (h) inclusion of both minimum and idealized standards; and (i) presentation of the Code as an umbrella document The thinking behind each feature is presented, including reasons for some changes to the 1991 version of the CodeDo Canadian psychologists have a unique approach to ethics? The Canadian Code of Ethics for Psychologists was first adopted by the Canadian Psychological Association (CPA) in 1986, with a revised version adopted in 1991 Over the past decade, the Code and several of its features seem to have caught the interest of other disciplines and the international community of psychologists (eg, Biersdorff, 1996; Booth, 1996; Lindsay, 1996; MacFarlane, 1996; Rush, 1994): This article outlines and discusses nine features that, in the experience of the author, seem to be viewed as unique and to have generated the most interest and commentFirst: Setting Objectives Based on a Critical Analysis of the International and Interdisciplinary Literature on Codes of EthicsThe CPA's early decisions about the development of a Canadian code of ethics, including decisions to adopt various versions of the American Psychological Association's (APA) code, are discussed in detail elsewhere (Sinclair, 1993; Sinclair, Poizner, Gilmour-Barrett, & Randall, 1987; Sinclair, Simon, & Pettifor, 1996) Although CPA archival records indicate that discussions about a made-in-Canada code began soon after the Second World War (Dunbar, 1992), these discussions did not lead to a successful outcome until 1986 Several factors appear to have contributed to this delay One major problem was that, during its early years, Canadian psychologists numbered only a few hundred Another problem was that Canada is a land mass of about 8000 kilometres from coast-to-coast As a result, it was difficult to find sufficient resources to bring Canadian psychologists together frequently enough to carry out the work needed In addition, the APA had produced a code that was well respected internationally (Bloom, 1964; Bondy, 1959; Pacaud, 1954) and seen by Canadian psychologists to be relevant to Canadian psychology Although there was evidence of periodic discontent by CPA members with the APA code, it was not until the 1979 revision that the discontent became serious and the development of a Canadian code of ethics began in earnest (Sinclair et al, 1996)One advantage of the CPA's development of a code of ethics later than many other groups was that an extensive literature had developed on the purposes, strengths, and weaknesses of such codes Based on a critical analysis of this literature (Sinclair et al, 1987), the CPA set four objectives for its new code of ethics: 1 To be conceptually cohesive and thereby a more effective educational tool 2 To be more inclusive of recently developed areas of practice 3 To give more explicit guidelines for action when ethical principles are in conflict 4 To reflect explicitly the most useful decision rules (ethical principles) for ethical decision makingThe first objective was connected to one of the most frequently cited purposes of ethics codes; namely, to socialize new members into the values and norms of a discipline …

Professional Ethics in Social Work— What Future?

Abstract: SUMMARY This paper examines the ethical implications of recent changes in social work, particularly in relation to the conception of social workers as professionals guided by a code of ethics. These changes include the fragmentation of the occupation, the increasing proceduralization of the work and the growing focus on consumer rights and user participation. Some people have argued that codes of ethics are becoming increasingly irrelevant in this climate, in that they assume a unified occupational group and are based upon professionals' definition of values without consultation with service users. On the other hand, it has also been maintained that it is ever more important to retain and strengthen codes of ethics in order to maintain professional identity and to defend the work of the profession from outside attack. This paper explores the relevance of a code of professional ethics for social work, focusing particularly on the British Association of Social Workers' code, in the context of the changing organization and practice of the work. It considers two alternative approaches: the 'new consumerism' which focuses on the worker's technical skills (rather than professional ethics) and consumer rights (as opposed to professional obligations); and a 'new radicalism' which stresses the worker's own personal or political commitment and individual moral responsibility (as opposed to an externally imposed code of professional ethics). It is concluded that the changes in social work do threaten the notion of a single set of professional ethics articulated in a code, and that, in some types of work, this model is less appropriate. However, there is still mileage in retaining and developing a code of ethics, not as an imposed set of rules developed by the professional association, but as part of a dynamic and evolving ethical tradition in social work and as a stimulus for debate and reflection on changing and contradictory values.

Management and Morality: A Developmental Perspective

Abstract: PART ONE: ETHICAL THINKING AND MANAGEMENT PRACTICE Introduction: The Institutionalization of Business and Management Ethics Personal Values and Moral Development Ethical Theory and Ethical Thinking Moral Judgement and the Management Process PART TWO: MORAL ISSUES IN ORGANIZATIONS Trust and Distrust in Organizations Work, Employment and Motivation Equality and the Management of Differences Organizations and the Attribution of Responsibility Moral Dissent, Loyalty and Politics PART THREE: A DEVELOPMENTAL PERSPECTIVE Developing Institutions The Organization in Society Developing Organizations Towards the Moral Community Developing People Moral Learning for Organizational Life

Resolving ethical dilemmas in social work practice

Abstract: Each chapter ends with "Conclusion." Cases. Tables. Preface. Acknowledgments. I.VALUES. 1.The Nature and Function of Values. Definition. Values and Knowledge. Functions of Values. Classification of Values. Professional Values versus Client Values. 2.Values Classification. Illustrative Cases and Analysis. 3.Personal Values versus Professional Values. What to Do with Personal Values? Strategies for Conflict Resolution. II.ETHICS. 4.Ethics in Social Work. A Time Line of Social Work's Code of Ethics. Definition. Ethics and Morals. General Ethics versus Professional Ethics. A Model of Ethical Decision Making. The Tyranny of Principles. Sources of Professional Ethics. Social Work Ethics. 5.Confidentiality. Confidentiality. Privileged Communication. Informed Consent. 6.Domestic Violence. Patterns and Scope of the Problem. Public Policy Development. Professional Values. 7.Child Welfare. Child Abuse and Neglect. Adoption. 8.Welfare Reform. The Scope of Welfare. Provisions of the Personal Responsibility and Work. Opportunity Act. Moral Perspectives. The Political Right on the Morality of Welfare Recipients. The Ideology and Values of the Social Work Community. Moral Dilemmas. 9.Managed Care. Characteristics and Functions of Managed Care. Ethical Dilemmas in Managed Behavioral Health Care. 10.Lay-Professional Relationships. Circumventing the Waiting List. Fund-Raising. III.AUTONOMY AND PATERNALISM. 11.Autonomy versus Paternalism. The Principle of Respect for Autonomy. Autonomy as Self-Determination. The Principle of Benefience. Paternalism. Decision-Making Capacity. Community as a Counterprinciple. Autonomy and Paternalism in Social Work Practice. 12.Refusal of Services. Illustrative Cases and Analysis. 13.Assisted Suicide. The Philosopher's Brief. Religious Perspectives. The Supreme Court Decision. Medical Practice. The Social Work Approach. 14.Spirituality, Ethics and Social Work in Long-Term Care. Determining Capacity. Refusal of Nutrition and Hydration. Spirituality and Religion. Case Study for Panel Discussion. Questions for the Panel. The Protestant Perspective. The Catholic Perspective. The Muslim Perspective. The Jewish Perspective. The Hindu Perspective. The Social Work Perspective. Epilogue: Social Work Ethics in Practice. Values in Conflict. Ethical Decision-Making. Ethics in Practice. The Ethics of Ambiguity. Ethics and Character. References. Author Index. Subject Index.

Universities and Their Leadership

Abstract: PrefaceContributorsThe University and Its Critics3On the Accountability of Higher Education in the United States15University Presidents - Then and Now65On the History of Giants101A Neglected Topic: Professional Conduct of College and University Teachers119How Can Universities Teach Professional Ethics?157Unity or Fragmentation, Convergence or Diversity: The Academic Profession in Comparative Perspective in the Era of Mass Higher Education173A Time for Audacity: What the Past Has to Teach the Present about Science and the Federal Government199New Policies for New Times241On the Future of America's Scientific Enterprise251Index259

Public Sector Ethics Finding and Implementing Values

Abstract: Finding Values Public Sector Ethics: Prospects and Challenges Tom Sherman Against Professional Ethics Hendrik THG Kaptein Authority, Discretion and Accountability: The Case of Policing Seumas Miller Business Practices and the Public Service Ethos Alan Lawton Clarifying Accountability: An Ethical Theory Framework Mel Dubnick Implementing Values Ethics in Public Service: An Idea Whose Time Has Come Stephen D Potts Corruption in Socialist and Capitalist Countries Young Jong Kim Integrating Ethics Colin Hicks and Gerald Scanlan Canadian Defence Ethics: Principles and Values Rosalie Bernier Administrative Law and Good Government Roger Douglas Public Sector Managers, Public Sector Workers and Ethics: A Trade Union Perspective Adrienne Taylor and Mike Waghorne Talkin' 'Bout Hebn David Corbett References/ Index

Ethics, Geography and Responsible Citizenship [1]

Abstract: Responsible citizenship requires moral accountability. Geography educators need to give greater attention to the teaching of professional ethics as part of our contribution to the education of responsible citizens. The paper introduces an approach which couples the case method with a jurisprudential inquiry model as a means by which geography teachers might contribute effectively to this education. The approach requires students to review a case involving an ethical dilemma, assess it against relevant normative ethical theory and social standards, and make the best possible decision about the dilemma which they can defend coherently in public.

A History of Ethical Codes in South African Psychology: An Insider's View

Abstract: The purpose of this article is to present a developmental history of formal professional ethics in psychology in South Africa. Particular emphasis is placed on the relationship between legislation ...

Professional Ethics in a Risky World

Abstract: Student affairs professionals face many risks, especially legal risks, as they make decisions about staff, students, programs, and services. Prudent practitioners balance personal and institutional risks with the potential gains for students' education and staff effectiveness within the framework of professional ethical standards.

Managing interprofessional working: using codes of ethics as a foundation

Abstract: Interprofessional working requires co-operation and mutual understanding among the groups concerned, yet there are many barriers that can prevent this from happening. This paper considers the role of professional codes of ethics in this context and addresses their potential for both enhancing and compromising interprofessional working. The manifest and latent functions of codes of ethics are explored, and their potential to foster professional distinctiveness and exclusivity is identified. Comparisons are drawn between a number of codes of professional ethics and areas of common ground identified. The usefulness of the codes in terms of their moral status and the practical support they afford health care practitioners is evaluated, with particular reference to the issue of ‘whistleblowing’, and recommendations are made for refinement of the codes in order to render them more relevant to contemporay practice. In particular, it is suggested that the client should be placed firmly at the centre of the duties...

Learning Ethics the Hard Way: Facing the Ethics Committee

Abstract: This article describes an approach to enhancing the value of case study material in teaching professional ethics in psychology. The mock committee approach involves a series of hearings convened by students who rotate membership on a class ethics committee. Members of the class participate randomly as psychologists accused of various ethical violations. While the class observes, formal complaint hearings occur that result in official rulings and the setting of appropriate penalties and remedial requirements. The larger class then joins in active feedback and exchange with the committee to highlight and discuss salient ethical issues. We present and discuss student evaluation data for this technique and comment on the potential advantages of this teaching approach.

The Canadian Code of Ethics for Psychologists: A moral context for ethical decision-making in emerging areas of practice.

Abstract: The Canadian Code of Ethics for Psychologists provides an ethical framework and decision-making model that is useful for addressing emerging areas of practice in psychology. This paper reviews some actual and potential applications of the Code to such areas as conflict between professional standards and third party expectations; community psychology, diversity and vulnerable populations; custody and access evaluation; recovered memories; and services via electronic technology. The use of the Canadian Code by several psychology and non-psychology organizations to develop their own ethical guidelines is summarized, as well as use by a body of elected officials. Perceived weakness are discussed. The wide recognition of the Canadian Code of Ethics for Psychologists speaks to its broad-based relevance for those people who are trusted to serve the public interest.The moral framework of the Canadian Code of Ethics for Psychologists and its ethical decision-making process is invaluable in resolving dilemmas in contexts beyond those specifically covered in professional codes. Pettifor (1989) asked" Did Hamlet need a Canadian Code of Ethics for Psychologists?" and suggested that the CPA guidelines for ethical decision making might have enabled him to resolve his moral dilemmas with more constructive results than the tragic consequences presented in the Shakespearean drama. Psychology as an organized profession develops codes of ethics, codes of conduct, and practice standards to guide its members in behaving respectfully, competently and appropriately when engaged in research, teaching and practice. However, in new areas of practice, there is a dearth of guidelines, and professionals often are expected to determine on their own what behaviours and attitudes are appropriate in these circumstances.Often people look for rules of conduct or behaviour because they are specific, concrete, and easy to understand. Rules have their place in defining or operationalizing the ethical principles that are endorsed by the profession. However, it is impossible to make enough rules to cover all situations. In addition, rules sometimes do not serve the good purposes for which they were intended, and may be minimal and situation-specific. In our changing society, new issues emerge and professionals look to ethical principles to provide guidance on how to serve the public good.This article will present a number of examples in which the moral framework of ethical principles in the Canadian Code of Ethics for Psychologists, and its ethical decision-making steps, provide guidance for psychologists in navigating new and inadequately charted areas of practice. It also addresses the assistance the Code provides to non-psychologists in articulating principles to meet their particular areas of concern.The moral principles that underlie rules of conduct are especially important when there are problems in obtaining consensus on what is appropriate. For example, much time has been spent trying to define how long after terminating therapy with a client it is acceptable to engage in a sexual relationship. The American Psychological Association (1992) finally agreed on a ride of two years provided certain conditions were met. The Canadian Psychological association (1991, Standard II.26, p. 17) provided a guideline rather than a rule in the statement, "not for that period of time following therapy during which the power relationship reasonably could be expected to influence the client's personal decision making". Guidelines may caution members to take measures to guard against harm, while rules may define conduct that is intended to prevent harm.Special topics emerge. McCrea, Enman and Pettifor (1997) discussed the ethical considerations of whether or not psychologists should have prescription privileges. Debate continues on the desirability of limiting client interventions to those that have been empirically validated. …

Agency practitioners' perceptions of professional ethics in Taiwan

Abstract: A survey was conducted on the advertising practitioners in Taiwan concerning their experiences of ethical challenges at work. Among 120 respondents, while 32.5 percent responded that ethical problems did not exist, 67.5 percent admitted that ethical problem was a commonplace at work. According to these respondents, the most frequently mentioned ethical problems area representing unethical products or services, the message of advertisements, agency-client relationship, the creditability of research, undertable rebate, and the quality of service. Suggestions for international advertising managers were also provided by comparing the finding from the present study with earlier studies in the United States. However, due to its preliminary nature, the present study should be considered exploratory and descriptive rather than conclusive, with the hope to inspire more research on advertising ethics in Taiwan as well as in other countries in the world.

Professional Ethics: are we on the wrong track?

Abstract: Are we on the wrong track, in terms of our expectations of a code of practice, professional ethics teaching or the wider field of moral philosophy, in our search for clear answers to the ethical problems that arise in clinical practice; or are we simply wrong in believing that there are always clear answers?This article examines a particular case, an account of which appeared in Nursing Standard at the end of 1996. The conclusion reached is that we are likely to be misguided in assuming that there are always clear, straightforward answers to the ethical problems of clinical practice. However, more than a fleeting acquaintance with the field of ethics may help us to begin to think with greater clarity about what we do and why we do it. The hope is that this might lead to considered, humane practice by design, with the critical understanding and support of our professional peers and employers.

Teaching ethics: The utility of the CPA code.

Abstract: Teaching professional ethics can take two very different forms, reflecting different fundamental assumptions about ethical rules, and leading to different problem-solving strategies in professional life. In this article I outline and contrast the two approaches, which I call the overriding principle approach and the moral dilemma approach. The first reifies ethical principles and underpins them with rationales drawn from moral philosophy. The second sees principles as templates of default options, which may or may not fit the facts of the case and the context in which a decision must be made. In the moral dilemma approach, for instance, there is always some circumstance in which following a particular moral rule would produce the wrong result. The CPA Code of Ethics has different advantages and disadvantages for teaching professional ethics depending on one's fundamental approach. Although its rhetoric and its ordering of rules seems to reflect the overriding principle approach, I argue that the Code is actually more relevant to the moral dilemma approach.There are two basic approaches to teaching ethics. This article presents these approaches and argues that they are based on fundamentally different ways of thinking about ethical dilemmas. I hope to show that the CPA Code of Ethics, including its associated decision-making model, has different advantages and disadvantages depending on which of the two approaches one adopts.How one teaches ethics depends upon the position one takes in the debate about whether there are any "real" ethical dilemmas or not. Most moral systems are based on the notion that there are no true ethical dilemmas. This position has been argued by philosophers as divergent as Aristotle (1985a), Aquinas (1954), Mill (1884), and Kant (e.g., "a conflict of duties and obligations is inconceivable -- obligationes non colliduntur". (Kant, 1964, p. 24). Whatever their differences, these philosophers share the belief that it is possible to apply a priority order to a set of rules so that, when the rules are applied correctly, they completely resolve any ethical problem -- they leave no moral residue. In this framework, the mistaken belief that there are genuine dilemmas results from the fact that we have not learned the right principles to apply to a case, and/or we have not learned to apply principles in appropriate priority order. I refer to this as the overriding principle approach because of its assumption that any apparent dilemma can be resolved by knowing and applying some principle that overrides other rules.The counter argument is that there are, in fact, genuine dilemmas that arise from the relevance of two or more ethical principles that are incompatible. Although one principle may have to be favoured over the other(s) to resolve the problem at hand, that resolution leaves the decision maker feeling justifiably unsatisfied (Williams, 1965). I refer to this as the moral dilemma approach.If one takes the overriding principle approach to the teaching of ethics, the task is to find a fundamental rule, or to establish priorities among rules, that will transform what seem to be ethical dilemmas into technical problems. If one takes the moral dilemma approach, the task is to find the best fit between competing principles and the interests of different parties. Attention is focussed on the context, in the belief that a context can always create a situation in which following any particular rule is, in some sense, the wrong thing to do.The Cache of ArmsTo contrast these ways of thinking about ethical problems, and the consequences for the teaching of professional ethics, I present an archetypal ethical dilemma from Plato's The Republic (1937a). A man is visited by his neighbour who is going on a trip; the neighbour leaves a cache of arms for safekeeping, It is understood that the man will return the arms to the neighbour when he returns and asks for them. …