Showing papers on "Professional ethics published in 2003"

Professional ethics in the construction industry

Abstract: The results are provided of a small, but reprersentative, questionnaire survey of typical project managers, architects and building contractors concerning their views and experiences on a range of ethical issues surrounding construction industry activities. Most (90%) subscribed to a professional Code of Ethics and many (45%) had an Ethical Code of Conduct in their employing organisations, with the majority (84%) considering good ethical practice to be an important organisational goal. 93% of the respondents agreed that "Business Ethics" should be driven or governed by "Personal Ethics", with 84% of respondents stating that a balance of both the requirements of the client and the impact on the public should be maintained. No respondents were aware of any cases of employers attempting to force their employees to initiate, or participate in, unethical conduct. Despite this, all the respondents had witnessed or experienced some degree of unethical conduct, in the form of unfair conduct (81%), negligence (67%), conflict of interest (48%), collusive tendering (44%), fraud (35%), confidentiality and propriety breach (32%), bribery (26%) and violation of environmental ethics (20%).

Professional ethics in the construction industry

Abstract: Provides results of a small, but representative, questionnaire survey of typical project managers, architects and building contractors concerning their views and experiences on a range of ethical issues surrounding construction industry activities. Most (90 per cent) subscribed to a professional code of ethics and many (45 per cent) had an ethical code of conduct in their employing organisations, with the majority (84 per cent) considering good ethical practice to be an important organisational goal. It was agreed by 93 per cent of the respondents that “business ethics” should be driven or governed by “personal ethics”, with 84 per cent of respondents stating that a balance of both the requirements of the client and the impact on the public should be maintained. No respondent was aware of any cases of employers attempting to force their employees to initiate, or participate in, unethical conduct. Despite this, all the respondents had witnessed or experienced some degree of unethical conduct, in the form of unfair conduct, negligence, conflict of interest, collusive tendering, fraud, confidentiality and propriety breach, bribery and violation of environmental ethics.

Ethics, Accountability and the Social Professions

Abstract: This book explores the far-reaching ethical implications of recent changes in the organization and practice of the social professions (social work, community and youth work), drawing on moral philosophy, professional ethics and new empirical research by the author. What does the development of external regulation and audit mean for the autonomy, discretion and creativity of practitioners? How does inter-professional working in community mental health, youth offending or neighbourhood regeneration challenge conceptions of professional identities and roles? What relevance does an ethics of proximity, care or virtue have for professional ethics, alongside more abstract, principle-based approaches?

ETHICS AND TECHNOLOGY: Ethical Issues in an Age of Information and Communication Technology (John Wiley & Sons, 2004)

Abstract: Preface Acknowledgements Foreword Chapter 1. Introduction to Cyberethics: Concepts, Perspectives, and Methodological Frameworks Chapter 2. Ethical Concepts and Ethical Theories: Establishing and Justifying a Moral System Chapter 3. Critical Thinking Skills and Logical Arguments: Tools for Evaluating Cyberethics Issues Chapter 4. Professional Ethics, Codes of Conduct, and Moral Responsibility Chapter 5. Privacy and Cyberspace Chapter 6. Security in Cyberspace Chapter 7. Cybercrime and Cyberrelated Crimes Chapter 8. Intellectual Property Disputes in Cyberspace Chapter 9. Regulating Commerce and Speeech in Cyberspace Chapter 10. Social Issues I: Equity and Access, Employment and Work Chapter 11. Social Issues II: Community and Identity in Cyberspace Appendix A. Institute for Electrical and Electronics Engineering (IEEE) Code of Ethics Appendix B. Association for Computing (ACM) Code of Ethics and Professional Conduct Appendix C. IEEE-CS/ACM Software Engineering Code of Ethics and Professional Practice Glossary Index.

Decoding the Ethics Code: A Practical Guide for Psychologists

Abstract: Preface Part I: Introduction and Background Chapter 1: A Code of Ethics for Psychology: How Did We Get Here? Chapter 2: The Introduction, Preamble, General Principles: What Do They Mean? Chapter 3: Changes from the 1992 Ethics Code: What You May Need to Know Right Now Part II: Enforceable Standards Chapter 4: Ethical Standards for Resolving Ethical Issues Chapter 5: Ethical Standards on Competence Chapter 6: Standards on Human Relations Chapter 7: Ethical Standards on Privacy and Confidentiality Chapter 8: Ethical Standards on Advertising for Didactic or Other Purposes Chapter 9: Ethical Standards on Record Keeping and Fees Chapter 10: Ethical Standards on Education and Training Chapter 11: Ethical Standards on Research and Publication Chapter 12: Ethical Standards on Assessment Chapter 13: Ethical Standards on Therapy Part III: Ethics in Action Chapter 14: The APA Ethics Code and Ethical Decision Making Appendix: Ethical Principles of Psychologists and Code of Conduct (APA, 2002) References Index

Ethics and Values in Industrial-Organizational Psychology

Abstract: Ethics and Values in Industrial-Organizational Psychology was one of the first books to integrate work from moral philosophy, moral psychology, I-O psychology, and political and social economy, as well as business. It incorporates these perspectives into a "framework for taking moral action" and presents a practical model for ethical decision making. The second edition has added a chapter on Virtue Theory, including its application in I-O, Organizational behavior (OB) and business; expands Moral Psychology to two chapters, with more attention to moral emotions, effects of the "dark side" of personality, and the intuitionist model of moral judgment; expands the sections on social and economic justice; and expands the treatment of the Responsible Conduct of Research with a new chapter on Research Integrity. Examples from I-O research and practice, as well as current business events, are offered throughout. It is ideal for ethics and I-O courses at the graduate level.

Technological advances and telehealth: Ethics, law, and the practice of psychotherapy.

Abstract: Advances in technology are rapidly changing the practice of psychotherapy. Psychotherapists may now offer clinical services around the world by telephone and via the Internet by e-mail, chat rooms, Web sites, and interactive audio and video technology. The many new media and resources available to practitioners are reviewed along with the potential benefits as well as the ethical and legal challenges and dilemmas that place the unwary or ill-informed practitioner at great risk. Recommendations for effective clinical and ethical practice are made to assist the practitioner using these technologies to provide clinical services.

Ethics and the profession of anthropology : dialogue for ethically conscious practice

Abstract: Chapter 1 Introduction Chapter 2 Chapter 1: Ethics and Professionalism 1890-2000: A Review of Crises, Issues, and Principles within Anthropology Chapter 3 Chapter 2: Anthropology Sub-Rosa, The CIA, the AAA and the Ethical Problems Inherent in Secret Research Chapter 4 Chapter 3: Ethics versus "Realism" in Anthropology: Redux Chapter 5 Chapter 4: Darkness in El Dorado: Research Ethics Then and Now Chapter 6 Chapter 5: Nagged by NAGPRA: Is there an Archaeological Ethic? Chapter 7 Chapter 6: Repatriation of Indigenous Hawaiian Cultural Property by the City of Providence: A Case Study in Politics and Applied Law Chapter 8 Chapter 6: Statement regarding the Ki i La Au Chapter 9 Chapter 6: Commentary Chapter 10 Chapter 7: Informed Consent in Anthropology: We are not Exempt Chapter 11 Chapter 8: An Ethics for an Anthropology in and of Cyberspace Chapter 12 Chapter 9: Teaching Anthropological Ethics at the University of South Carolina: An Example of Critical Ethical Dialogues across Communities Chapter 13 Chapter 10: The Dialogue Continues: Ethics and Anthropology in the Twenty-first Century: Toward a New Professional Ethics Chapter 14 Appendix A: American Anthropological Association Code of Ethics, 1998 Chapter 15 Appendix B: Archaeological Institute of America, Code of Ethics, amended 1997 Chapter 16 Appendix C: Society for Applied Anthropology, 1983 Chapter 17 Appendix D: Society for American Archaeology, Principles of Archaeological Ethics, 1996

Blindfolded in a Minefield: Principals' Ethical Decision-Making

Abstract: Schools in Australia, as in most other western nations, face global trends resulting in principals being placed under intense and increasing pressure. Some of this pressure results from their having to make and justify decisions that are complex and fraught with ethical difficulty. Unfortunately, many feel ill-equipped to deal with these challenging decisions. A recent survey of principals' experience in relation to such decisions suggests that many lack the skills necessary to confidently discharge their duties. If we accept that there is a dearth of professional development in ethical decision-making, we must accept that there is an obligation to provide appropriate preparation and support, both on employing authorities such as departments of education, and on external agencies such as universities. However, it is essential that such professional preparation appropriately balances system needs against the needs of individual principals in the community contexts in which they work.

MacIntyre's Moral Theory and the Possibility of an Aretaic Ethics of Teaching

Abstract: In this paper, I reconstruct Alasdair MacIntyre's aretaic, practical philosophy, drawing out its implications for professional ethics in general and the practice of teaching in particular. After reviewing the moral theory as a whole, I examine MacIntyre's notion of internal goods. Defined within the context of practices, such goods give us reason to reject the very idea of applied ethics. Being goods for the practitioner, they suggest that the eudaimonia of the practitioner is central to professional ethics. In this way, MacIntyre's moral theory helps us recover the untimely question, how does teaching contribute to the flourishing of the teacher?

A Fresh Look at Accounting Ethics (or Dr. Smith Goes to Washington)

Abstract: In the history of the world, there has never been a country like the United States of America. Compared to other nations, America has more freedom, more wealth (more evenly distributed), and more opportunity. The accounting profession has played its part in America's success story. The profession has a long history of contributions to the efficient functioning of business operations, the capital market system, and the economy in general. In the wake of corporate scandals and a shaky stock market, Congress passed legislation that established a new board to oversee auditors of publicly traded companies and increased prison sentences for fraud. However, new laws such as the Sarbanes-Oxley Act, while helpful, will not restore confidence in the stock market. Confidence will be restored only by ethical leadership from the accounting profession, business community, and government. Shortly before Congress passed the new law, I was given the opportunity to testify at a Congressional Hearing concerning business and accounting ethics in Washington, D.C. The nation's leaders are seeking direction regarding ethics. What part can accounting professionals and educators play? This article is based on the opening statement I offered to the U.S. House of Representatives Subcommittee on Commerce, Trade, and Consumer Protection, Friday, July 26, 2002. Professional Ethics In his speech to the Yale Club in New York City on September 4, 2002, AICPA President Barry Melanchon stated that the accounting profession must restore its most priceless asset: its reputation. He said that the profession's leadership must act to preserve a legacy of honor and integrity for future generations of CPAs. The profession must build upon its traditional values such as rigorous commitment to integrity. Article III in the Principles of the AICPA Code of Professional Conduct states that "to maintain and broaden confidence, members should perform all professional responsibilities with the highest sense of integrity....integrity is an element of character fundamental to professional recognition. It is the quality from which public trust derives and the benchmark against which a member must ultimately test all decisions." The accounting professional must be skilled at implementing moral judgments so that he or she can consider the welfare of those affected by his or her actions. The Importance of Ethical Values Educators have struggled with the question: Can ethics be taught? If a student lacks personal integrity, can a faculty member make a difference in a student's perspective on ethics? Should an accounting professor even try to make a difference? American Accounting Association President G. Peter Wilson, in his August 2002 address to the Association, said that in the classroom, educators need to increasingly emphasize two values that have long been the mainstay of accountants' reputation: integrity and professional skepticism. Theodore Roosevelt, the 26th president of the United States, put it this way: "To educate a person in mind and not in morals is to educate a menace to society." Ethical values provide the foundation on which a civilized society exists. Without that foundation, civilization would collapse. On a personal level, everyone must answer the following question: What is my highest aspiration? The answer might be wealth, fame, knowledge, popularity, or integrity. Be on guard, if integrity is secondary to any of the alternatives, it will be sacrificed in situations in which a choice must be made. Such situations inevitably occur in every person's life. Many people think of fame and fortune when they measure success. However, at some point in life, most people come to realize that inner peace and soul-deep satisfaction come not from fame and fortune, but living a life based on integrity and noble character. President Lincoln put it this way: "Honor is better than honors." At the Congressional Hearing concerning business and accounting ethics, seated next to me was Truett Cathy, founder of Chick-Fil-A. …

Components of morality: A professional ethics perspective on moral motivation, moral sensitivity, moral reasoning and related constructs among university students

Abstract: Tiivistelmä-Referat-Abstract Tutkimuksen tavoitteena oli selvittää moraalin eri osatekijöiden välisiä suhteita. Moraalista toimintaa tarkastellaan erityisesti ammattieettisestä näkökulmasta ja tutkimukseen vastanneita korkeakouluopiskelijoita tulevina asiantuntija-ammattien edustajina. Työn viitekehyksenä on James Restin (1986) moraalisen toiminnan neljän komponentin malli. Mallin mukaan moraalisessa toiminnassa on eroteltavissa ainakin neljä psykologista prosessia: moraalinen sensitiivisyys (tilanteen tulkitseminen moraaliseksi ongelmatilanteeksi), moraaliarviointi (teon arviointi oikeaksi tai vääräksi), moraalinen motivaatio (toimintaa ohjaavat arvot) sekä moraalinen luonne (kyky toimia moraalisten periaatteittensa mukaisesti). Tässä tutkimuksessa malliin sisällytetään myös ajattelun monimutkaisuus moraalisissa päätöksentekotilanteissa, menettelytapojen oikeudenmukaisuuden periaatteiden käyttö kuvaamassa moraaliajattelun sisältöä sekä empatia, jonka oletetaan myös motivoivan moraalista toimintaa. Moraalista luonnetta ei kuitenkaan tutkita tässä yhteydessä. Työn erityisenä kiinnostuksen kohteena on arvojen yhteys muihin moraalin osatekijöihin. Väitöskirja koostuu neljästä erillisestä tutkimuksesta, joista kaksi on korrelaatiotutkimusta, yksi opetusinterventio sekä yksi kokeellinen asetelma. Tutkimuksissa on käytetty neljää korkeakouluopiskelija-aineistoa sekä yhtä kirjallista aineistoa. Arvoja on mitattu Schwartzin arvomittarilla, moraaliarviointeja soveltamalla Colbyn ja Kohlbergin (1987) moraaliarviointien pisteytystä ei-Kohlbergilaisiin dilemmoihin, ajattelun monimutkaisuutta integrativiisen kompleksisuuden teorian avulla (Suedfeld, Tetlock & Streufert, 1992), sekä empatiaa Mehrabianin ja Epsteinin (1972) empatiamittarilla. Tutkimusta varten on kehitetty lisäksi moraalisen herkkyyden mittari. Tutkimuksen tulokset tukevat teoreettisesti oletettuja, mutta empiirisesti vähemmän tutkittuja yhteyksiä moraalin eri osatekijöiden välillä. Ne myös osoittavat arvojen merkityksen moraaliselle pohdinnalle. Päätuloksena voidaan pitää havaintoa, jonka mukaan itsensä ylittämisarvot ovat positiivisesti yhteydessä moraalin muihin osatekijöihin: moraaliseen sensitiivisyyteen, ajattelun monimutkaisuuteen ja empatiaan, kun vastaavasti itsensä korostamisarvojen yhteydet näihin tekijöihin ovat negatiivisia. Tukeakseen opiskelijoiden eettistä kehitystä, yliopistojen tulisi kiinnittää huomiota millaiseen arvomaailmaan he opiskelijoita sosiaalistavat opintojen aikana. Samoin yliopistoissa tarjottavan ammattietiikan opetuksen tulisi kattaa kaikki moraalisen toiminnat komponentit ollakseen tehokasta.

A critique of the descriptive power of the private interest model of professional accounting ethics: An examination over time in the Irish context

Abstract: The primary aim of this study is to examine the descriptive power of the private interest model of professional accounting ethics developed by Parker in 1994. This examination is undertaken over an extended time period in the Irish context. It develops prior research which concluded that the operation of the professional ethics machinery of the Institute of Chartered Accountants in Ireland (CAI) facilitated private interest motives on the part of the ICAI. The paper draws on evidence regarding three critical events occurring outside the disciplinary process of the ICAI but impacting directly on its operation as well as on perceptions from within the process. The discourse surrounding the disciplinary process from 1994 to 2001 is examined using media coverage and ICAI pronouncements. This is augmented with in‐depth interviews held with members of the ICAI disciplinary committees. The analysis provides evidence of pockets of support for the descriptive power of Parker’s model but also illustrates how the rigid and static nature of the separate roles depicted within the model can often fail to capture the complexity of the various changes occurring over the period examined. The study presents evidence which challenges the proposed interrelationships between the various private interest roles depicted in the model and makes some suggestions for the modification of the model, particularly the interrelationships depicted therein.

Psychiatric advance directives.

Abstract: Psychiatric advance directives are gaining attention as the number of consumers seeking metal health services increases. Even though medical advance directives have existed for years, psychiatric advance directives are in their infancy. The goal of these directives is to increase patient autonomy and decrease coercive treatment. Although this concept sounds simple, advance directives have generated heated debates that encompass ethics, law, and medicine. Psychiatric advance directives are also not universally accepted--only 14 states currently recognize such directives. This review article discusses the premise behind psychiatric advance directives and explores possible benefits and obstacles to the use of such directives.

What can we learn by looking for the first code of professional ethics

Abstract: The first code of professional ethics must: (1) be a code of ethics; (2) apply to members of a profession; (3) apply to all members of that profession; and (4) apply only to members of that profession. The value of these criteria depends on how we define "code", "ethics", and "profession", terms the literature on professions has defined in many ways. This paper applies one set of definitions of "code", "ethics", and "profession" to a part of what we now know of the history of professions, thereby illustrating how the choice of definition can alter substantially both our answer to the question of which came first and (more importantly) our understanding of professional codes (and the professions that adopt them). Because most who write on codes of professional ethics seem to take for granted that physicians produced the first professional code, whether the Hippocratic Oath, Percival's Medical Ethics, the 1847 Code of Ethics of the American Medical Association (AMA), or some other document, I focus my discussion on these codes.

Ethics and Morality in Sport Management

Abstract: The third edition continues to examine the ethical concepts, principles and issues in the administration and organisation of sport that made the first two editions of this textbook so widely adopted. The book approaches the topics from four directions: ethical theory, personal and professional ethics, ethics applied, and future moral and ethical issues. Joy T DeSensi and Danny Rosenberg have enhanced the text by adding two new chapters that help to frame the content in a globalised context. In addition, the references, examples, scenarios, and analyses have been updated throughout the book.

Survey of ethics education in Australian university schools and departments of psychology

Abstract: In 2000 the Ethics Committee of the APS conducted a survey of ethics education and training in all Australian University Psychology Academic Organisational Units (AOUs). Content analysis of course syllabi received directly from AOUs and/or obtained from accreditation documentation lodged by them with the APS as part of the 5-year APS course accreditation cycle showed that ethics education appeared in less that one quarter of syllabi for years 1–3 and approximately 90% of syllabi for years 4 and 5–7, with a clear emphasis on the integrative approach in years 1–3 and roughly equal emphasis on integration within or separation from the core curriculum in years 4 and 5–7, and with roughly equal emphasis on philosophical and code-based instruction in years 1–3, but mainly the latter instruction in years 4 and 5–7. Research ethics constituted the predominant theme in years 1–3; a comprehensive listing of professional topics was covered in years 4 and 5–7, with few thematic differences between these year levels. ...

Professional ethics in social work: living with the legacy

Abstract: Until recently, professional ethics in social work has often been characterised in terms of a debate between Kantian and Utilitarian approaches. However, both these approaches are founded on a common basis in universalism and liberal individualism, which have been challenged by current developments in social theory. This paper examines the implications of such changes for social work ethics and considers how the profession can think about living with the legacy of earlier approaches.

Toward an Analytical Structure for Evaluating the Ethical Content of Decisions by Advertising Professionals

Abstract: This article proposes a model for conceptualizing advertising ethics theory based on a distinction between philosophical and occupational ethical systems and the assumption that the fundamental goal of occupational ethics is to address the imbalance of power between the practitioner group and the community or communities they serve through practices that cultivate a relationship of trust. An analytical model is proposed as the basis for future empirical research to test and clarify the suggested relationships. It is suggested that a more refined theoretical meta-model could provide a common framework within which research in specific advertising ethics issues might be revisited.

Academic ethics : problems and materials on professional conduct and shared governance

Abstract: 1 Preface 2 Introduction 3 The American Academic Profession: The Tradition of Academic Freedom and Shared Governance 4 Problems on the Duties of Individual Professors 5 Problems on the Rights of Academic Freedom for Individual Professors 6 Problems on the Duties of the Faculty as a Collegial Body 7 Problems on the Rights in Shared Governance of the Faculty as a Collegial Body 8 Problems on the Rights of Academic Freedom for Students 9 Appendix A: Summary of the Principles of Professional Conduct 10 Appendix B: 1915 AAUP General Declaration of Principles 11 Appendix C: 1940 AAUP Statement of Principles on Academic Freedom and Tenure 12 Appendix D: 1966 AAUP Statement on Professional Ethics 13 Appendix E: 1066 AAUP Statement on Government of Colleges and Universities 14 Appendix F: 1998 Association of Governing Boards = Statement on Governance 15 Appendix G:1967 Joint Statement on Rights and Freedoms of Students 16 Appendix H: 2000 AAUP Statement on Graduate Students 17 Selected Bibliography 18 Index

Professional Values and Norms for Nurses in Belgium

Abstract: Because of their responsibilities for providing high-quality care, at times when they are continuously confronted with inherent professional and ethical challenges, nurses should meet high ethical standards of practice and conduct. Contrary to other countries, where codes of ethics for nurses are formulated to support those standards and to guide nurses' professional practice, Belgian nurses do not have a formal code of ethics. Nevertheless, professional ethics is recognized as an important aspect in legal and other professional documents. The aim of this article is to illustrate that codes of ethics are not the only professional documents reflecting nurses' values, norms and responsibilities. Other documents can also set out professional nursing ethics, and as such replace codes of ethics.

Inside and Outside The Insider: A Film Workshop in Practical Ethics

Abstract: The film The Insider offers an interesting story of leaking inside information by one character and clear whistleblowing by another. In both cases moral considerations are involved on a personal, professional, organizational and public level. As such the film can be used as an inviting cinematic introduction to applied or practical ethics. Three models of practical ethics are introduced. In the film workshop these models are the framework for the film analysis. A set up of the workshop is sketched, including selected scenes, basic questions and a timetable. Also a sketch is given of the results that can be expected.

Ethical Principles and Professional Competencies

Abstract: The conceptual framework that links competent practice to ethical practice in forensic psychology is given practical expression through the use of commonly experienced psycho-legal issues and case-relevant examples. The application of Supreme Court decisions, rules of evidence, and case law into one's everyday work is explained. Ethical guidelines in psychology and evidentiary rules in the law are presented not as abstract principles, but rather as principles intrinsically involved in the process of performing the expert's work. It is argued that the process of defining referral questions, of choosing methodologies to answer these questions, and of formulating and presenting opinions all rely solidly on the competent application of ethical guidelines and evidentiary rules. Impediments to sound practice are described, including the personal and professional limitations of the practitioner and the external influences associated with an adversarial legal system and a medico-legal context in which forensic psychologists work. Useful means of addressing personal limitations and coping with external influences are discussed. Conceptual models in personal injury and child custody are provided which illustrate how ethically competent methodologies can be constructed to produce findings that meet criteria for relevancy and admissibility in both psychology and law. Keywords: admissibility rules; child custody; civil litigation; ethical competencies; ethics; evidence; standards of care