Showing papers on "Professional ethics published in 2009"
TL;DR: This article analyzed how professional values and practices influence the character of nonprofit organizations, with data from a random sample of 501 (c)(3) operating charities in the San Francisco Bay Area collected between 2003 and 2004.
Abstract: This paper analyzes how professional values and practices influence the character of nonprofit organizations, with data from a random sample of 501 (c)(3) operating charities in the San Francisco Bay Area collected between 2003 and 2004. Expanded professionalism in the nonprofit world involves not only paid, full-time careers and credentialed expertise but also the integration of professional ideals into the everyday world of charitable work. We develop key indicators of professionalism and measure organizational rationalization as expressed in the use of strategic planning, independent financial audits, quantitative program evaluation, and consultants. As hypothesized, charities operated by paid personnel and full-time management show higher levels of rationalization. While traditional professionals (doctors, lawyers, and the clergy) do not differ significantly from executives with no credentialed background in eschewing business-like practices, managerial professionals champion such efforts actively, as...
708 citations
TL;DR: In this article, the authors argue that professional moral courage (PMC) is a managerial competency and propose a framework for proactive organizational ethics, which reflects how to support PMC as a management practice.
Abstract: Scholars have shown renewed interest in the construct of courage. Recent studies have explored its theoretical underpinnings and measurement. Yet courage is generally discussed in its broad form to include physical, psychological, and moral features. To understand a more practical form of moral courage, research is needed to uncover how ethical challenges are effectively managed in organizational settings. We argue that professional moral courage (PMC) is a managerial competency. To describe it and derive items for scale development, we studied managers in the U.S. military and examined prior work on moral courage. Two methods were used to measure PMC producing a five dimensional scale that organized under a single second-order factor, which we termed overall PMC. The five dimensions are moral agency, multiple values, endurance of threats, going beyond compliance, and moral goals. Convergent and discriminant validity are analyzed by use of confirmatory factor analysis procedures. We conclude by presenting a framework for proactive organizational ethics, which reflects how to support PMC as a management practice.
215 citations
01 Jan 2009
TL;DR: This much-needed text articulates the issues surrounding professional ethics using a unique virtue-based framework to help clarify the role of professional ethics in the workplace.
Abstract: This much-needed text articulates the issues surrounding professional ethics using a unique virtue-based framework.
140 citations
01 Jan 2009
TL;DR: The APA Ethics Code of Psychology for Psychology as discussed by the authors has been used as a basis for the APA Code of Ethics for Psychology (COCE Ethics Code 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
110 citations
Posted Content•
TL;DR: The authors found that the discursive resources reinforced one another in a "reticulated" fashion: conditioned by encompassing discourses of managerialism and legal professionalism, they supported a particular mode of subjectivation.
Abstract: Critics assert that lawyers’ subject positions make them accomplices to corporate domination. Work on subject position formation, however, frequently ignores either identifications with particular organizations or the manifold discourses circulating around those organizations. To address this, I asked junior corporate attorneys at a large US law firm to reflect on the accusation of being a ‘corporate lackey’. In their responses were four forms of discursive resource that evinced varied sources of identification. The analysis shows that the discursive resources reinforced one another in a ‘reticulated’ fashion: conditioned by encompassing discourses of managerialism and legal professionalism, they supported a particular mode of subjectivation. From this finding, I argue for the need to contextualize studies of professionals in multiple discourses, the advantages of studying arrays of discursive resources and the importance of surfacing ‘submerged’ discursive resources.
89 citations
74 citations
TL;DR: The purpose of this paper is to improve the quality and accessibility of neuropsychological services for Hispanic people living in the United States by giving guidance for service delivery, training, and organizational policy.
73 citations
TL;DR: The authors argue that lawyers' subject positions make them accomplices to corporate domination, and argue that subject position formation often ignores either identifications with particular classes of people or with particular interests.
Abstract: Critics assert that lawyers’ subject positions make them accomplices to corporate domination. Work on subject position formation, however, frequently ignores either identifications with particular ...
73 citations
TL;DR: In this paper, the authors explore the difficulties of addressing ethical questions of genome research in a public engagement setting where laypeople and scientists met for a longer period of time, and elaborate on the possibilities and limits of dealing with ethics in such a participatory setting.
Abstract: This paper explores the difficulties of addressing ethical questions of genome research in a public engagement setting where laypeople and scientists met for a longer period of time. While professional ethics mostly ignores public meaning, we aimed at a bottom-up approach to ethics in order to broaden the way in which ethical aspects of genomics can be addressed. However, within this interaction we identified a number of difficulties that constrained an open discussion on ethical issues. Thus, we analyze how ethical issues were approached, framed, debated, displaced or closed. We then elaborate on the possibilities and limits of dealing with ethics in such a participatory setting. We conclude by hinting at what should be taken into consideration when approaching issues of science and ethics more “upstream.”
73 citations
TL;DR: In the United States, professional ethics has become a standard part of engineering education as discussed by the authors and such educational practice has an intellectual history that invites critical reflection, oriented not so much toward historical knowledge or the production of more engineers as toward developing a critical appreciation of engineering from a broad historico-ethical perspective.
Abstract: In the United States, professional ethics has become a standard part of engineering education. Such educational practice has an intellectual history that invites critical reflection. This article constitutes one such reflection, oriented not so much toward historical knowledge or the production of more engineers as toward developing a critical appreciation of engineering from a broad historico-ethical perspective. The argument advances through three main sections. After an untitled introduction, one section provides a partial narrative overview of the historical emergence of and debates about codes of professional conduct in engineering ethics, highlighting the mid-twentieth-century articulation of engineers as having a paramount responsibility to protect public safety, health, and welfare. Another considers some of the ways engineering ethics so construed and associated codes have been introduced into engineering curricula through textbooks. A third section and conclusion consider contemporary discussion...
70 citations
TL;DR: While some work has explored the origins of modern medical ethics teaching in the UK and the parallel development of academic bioethics, there has been very little consideration of how Research Ethics Committees specifically were set up and evolved in the late 1960s and early 1970s.
Abstract: Given the centrality of ethics review by independent committees (called Research Ethics Committees, or RECs, in the UK) to modern biomedical research, and the ubiquity of complaints about such review on the part of researchers, it is curious that little attention has been paid to these organizations by medical historians in contrast to the work done on the role of institutions such as the British Medical Association (BMA) and the General Medical Council (GMC) in the development of medical professional ethics, and the general evolution of medical professionals' ethical values. Thus while some work has explored the origins of modern medical ethics teaching in the UK and the parallel development of academic bioethics, there has been very little consideration of how Research Ethics Committees specifically were set up and evolved in the late 1960s and early 1970s. Although some scholars have discussed the development of the British REC system, this work tends to provide little beyond an outline of major events. These might include a report from the Royal College of Physicians (RCP) in 1967, the Department of Health's ‘Red Book’ of 1991 outlining the responsibilities of Local Research Ethics Committees (LRECs) and, more recently, the introduction of multicentre RECs (MRECs) in 1997.
TL;DR: The American Counseling Association (ACA) Code of Ethics and Standards of Practice (ACA, 1995) was revised by the American Bar Association (Bar Association) in 2005.
Abstract: In the mid-1970s, there was a local tavern located in a small town in New Jersey. Long and narrow, a favorite stop on the way home from work for many of the men of the town, it was indeed a place “where everybody knew your name.” What made this bar different from all the others was that at the very end, where the bar curved toward the wall, was a sign that read “Professional’s Corner.” In this blue-collar bar, the rule was that if you wore a necktie to work, you sat down there. Those in ties saw it as an honor; however, no one really knew which group established the corner. The generation that frequented that bar has certainly retired, the bar is closed, and that Professional’s Corner is long forgotten. Nevertheless, there continues to be in society at large a professional corner, with its criteria for admission, its rights, and its responsibilities. For nearly 100 years, the counseling profession has been establishing its place at the professional corner. The development of professional organizations, educational programs and standards, and the legal recognition of licensure contributes to the profession’s place at that professional corner. Still, the essential element of a profession, its ticket to the professional corner, is the relationship of the profession, collectively and individually, with society. In late 2005, the American Counseling Association (ACA) reaffirmed the essence and revised the articulation of that relationship by revising the Code of Ethics and Standards of Practice (ACA, 1995). The purpose of this article is to reflect on the relationship of the ACA Code of Ethics (ACA, 2005) in the context of the counseling profession’s relationship to society.
TL;DR: The values drawn on by UK pharmacists through qualitative interviews on day-to-day practice activities focused around practitioners' conceptions of 'the good pharmacist', good practice and their experiences of ethical issues and dilemmas clearly show the socially embedded nature of professional ethics.
TL;DR: In this paper, the authors examine the notion of a profession and argue for a position that recognises both the potential benefits of professionalisation and the self-serving tendencies to which professions can be prone.
Abstract: This paper looks beyond recent financial reporting ‘scandals’ to consider the ‘standing challenge’ that ethics represents for accountants and the professional bodies that represent them. It examines the notion of a profession and argues for a position that recognises both the potential benefits of professionalisation and the self‐serving tendencies to which professions can be prone. Such a position entails a view that the outcome of professionalisation for society is a contingent matter rather than an inevitability (whether positive or negative) and therefore something that is worth attempting to influence. In developing the argument, two major areas from the business ethics/corporate social responsibility literature, oriented towards business enterprises but also of relevance to professional bodies, are reviewed: whether being ethical ‘pays’ in financial terms; and whether formal codes are useful in promoting ethical behaviour. The paper concludes by positing three models of the professional bod...
TL;DR: In this paper, the authors provide additional considerations for practicing psychologists as they attempt to navigate dimensions of culture and culturally responsive practice in psychology, while negotiating the ethical challenges presented in practice.
Abstract: The provision of ethical and responsive treatment to clients of diverse cultural backgrounds is expected of all practicing psychologists. While this is mandated by the American Psychological Association’s ethics code and is widely agreed upon as a laudable goal, achieving this mandate is often more challenging than it may seem. Integrating culturally responsive practices with more traditional models of psychotherapy into every practitioner’s repertoire is of paramount importance when considering the rapidly diversifying population we serve. Psychologists are challenged to reconsider their conceptualizations of culture and of culturally responsive practice, to grapple with inherent conflicts in traditional training models that may promote treatments that are not culturally responsive, and to consider the ethical implications of their current practices. Invited expert commentaries address how conflicts may arise between efforts to meet ethical standards and being culturally responsive, how the application of outdated theoretical constructs may result in harm to diverse clients, and how we must develop more culturally responsive views of client needs, of boundaries and multiple relationships, and of treatment interventions. This article provides additional considerations for practicing psychologists as they attempt to navigate dimensions of culture and culturally responsive practice in psychology, while negotiating the ethical challenges presented in practice.
TL;DR: Issues of possible threat to mental health professional ethics are reviewed in light of the court-mandated, compulsory nature of most Duluth model programs and client and victim expectations for program efficacy.
Abstract: In spite of numerous studies of program outcomes finding little or no positive effect on violent behavior, the Duluth model remains the most common program type of interventions with perpetrators of domestic violence. In addition, Duluth model programs often ignore serious mental health and substance abuse issues present in perpetrators. These and other issues of possible threat to mental health professional ethics are reviewed in light of the court-mandated, compulsory nature of most Duluth model programs and client and victim expectations for program efficacy.
TL;DR: For example, this paper used active methodologies and realistic situations to fill the gap between theories, ethical codes and everyday situations, and their critical employment prepare students to deal with daily ethical problems, helping to promote human rights consciousness.
Abstract: Ethics is always a fundamental issue in Psychology as a profession: it guides decisions and actions in all fields, being the core of profession itself. Teaching professional ethics in our contemporary society, incorporating the questioning of modern and permanent questions in a conscious, responsible and yet interesting approach, beyond educational fads, is a challenge we must address, implicating students from the very beginning. Using active methodologies and realistic situations help fill the gap between theories, ethical codes and everyday situations, and their critical employment prepare students to deal with daily ethical problems, helping to promote human rights consciousness.
Book•
12 Nov 2009
TL;DR: Cheney argues that professionalism has lost much of its broader social and community-related implications, as the trends of careerism, consumerism, and contingent employment have challenged and eroded collective senses of professional responsibility as mentioned in this paper.
Abstract: The concept of 'professionalism' has gained everyday resonance in the twenty-first century, especially given recent corporate scandals. However, George Cheney argues, as much as it may be discussed, professionalism has lost much of its broader social and community-related implications, as the trends of careerism, consumerism, and contingent employment have challenged and eroded collective senses of professional responsibility. In addition, professionalism has become depoliticized, even as it has continued to manifest certain racial, class-oriented, and gender biases in many contexts. In Professional Ethics, Cheney will explore everyday practices in contemporary professional ethics. Specifically, he analyzes the broad patterns of our talk about 'being a professional' in contemporary industrialized societies and in global elite networks. Above all, he aims to produce a thematically unified, theoretically informed, and accessibly written account of the ways we understand not only specific ethical issues at work (e.g., advance notification of corporate layoffs, or conflicts of interest in commerce and politics) but also the ways we frame professional ethics today. Throughout, Cheney passionately describes the limited roles and absences of ethics in professional decisions and behavior today, and lays out the groundwork for a resurrection of professional citizenship. This volume should appeal to practicing managers, academics, and upper-division and graduate students in communication and business ethics.
TL;DR: This qualitative research was conducted to determine the process of acquiring clinical competency by nurses in its cultural context and within the health care delivery system in Iran using a systematic process.
TL;DR: In this article, the authors discuss the pressures that accounting educators face in meeting expectations to include ethics in the accounting curriculum, and present illustrative material that can serve as a starting point for discussion of professional ethics.
Abstract: The authors discuss the pressures that accounting educators face in meeting expectations to include ethics in the accounting curriculum. Most schools still do not require discrete ethics courses for accounting students; ethics coverage is on a course-by-course basis. However, not all professors are equally comfortable or knowledgeable of models of ethics. To aid professors in that position, the authors present illustrative material that can serve as a starting point for discussion of professional ethics. They summarize 17 years of board actions taken by the Ohio State Board of Accountancy in the context of Kohlberg's theory of development of moral reasoning.
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01 Dec 2009TL;DR: The APA Ethics Code Commentary and Case Illustrations as mentioned in this paper is a comprehensive examination of the APA ethics code and the complex process of ethical decision-making in psychology, which can guide psychologists when ethical dilemmas arise.
Abstract: The APA Ethics Code Commentary and Case Illustrations is a comprehensive examination of the APA Ethics Code and the complex process of ethical decision making. The authors describe the Standards of the Code, their application, and how the Code can guide psychologists when ethical dilemmas arise. Case illustrations are used throughout the book to demonstrate the process a psychologist will need to work through when confronted with an ethical dilemma. In a wide variety of case illustrations that address most of the 89 Standards of the Ethics Code, the authors describe a realistic scenario, identify the ethical dilemma, map out the decision-making factors, and present appropriate resolutions to the dilemma. This book is meant to specifically include commentary and case illustrations that are applicable to the many areas of psychology (e.g., consulting, forensic, education and training, research, organizational, public and private practice). The authors also closely examine how the specific ethical standards in the Code relate to its general principles (e.g., beneficence and nonmaleficence, fidelity and responsibility). The authors show that a thorough working knowledge of relevant rules, regulations, and professional codes of ethics, combined with a systematic method of approaching and resolving dilemmas are essential for the ethical practice of psychology. This book of commentary is a must-read for psychologists at all levels of professional experience, from beginning students to those whose entire professional lives have been devoted to the field of psychology. The authors encourage psychologists to accept the invitation offered in the preamble to the APA Ethics Code to embrace a lifelong commitment to the highest ethical standards in the profession of psychology.
Posted Content•
TL;DR: Cheney argues that professionalism has lost much of its broader social and community-related implications, as the trends of careerism, consumerism, and contingent employment have challenged and eroded collective senses of professional responsibility.
Abstract: The concept of 'professionalism' has gained everyday resonance in the twenty-first century, especially given recent corporate scandals However, George Cheney argues, as much as it may be discussed, professionalism has lost much of its broader social and community-related implications, as the trends of careerism, consumerism, and contingent employment have challenged and eroded collective senses of professional responsibility In addition, professionalism has become depoliticized, even as it has continued to manifest certain racial, class-oriented, and gender biases in many contexts In Professional Ethics, Cheney will explore everyday practices in contemporary professional ethics Specifically, he analyzes the broad patterns of our talk about 'being a professional' in contemporary industrialized societies and in global elite networks Above all, he aims to produce a thematically unified, theoretically informed, and accessibly written account of the ways we understand not only specific ethical issues at work (eg, advance notification of corporate layoffs, or conflicts of interest in commerce and politics) but also the ways we frame professional ethics today Throughout, Cheney passionately describes the limited roles and absences of ethics in professional decisions and behavior today, and lays out the groundwork for a resurrection of professional citizenship This volume should appeal to practicing managers, academics, and upper-division and graduate students in communication and business ethics Available in OSO: http://wwwoxfordscholarshipcom/oso/public/content/management/9780195182774/tochtml
TL;DR: The REST-KIT as mentioned in this paper is designed to increase preservice teachers' ability to recognize ethical dilemmas related to intolerance in schools and to provide them with techniques and skills for handling these dilemma.
Abstract: Demographic data show a trend toward increasing racial and ethnic diversity among students in public schools, but the teaching population is projected to remain largely White and female. Without proper training, teachers will be ill equipped to meet the educational needs of these diverse students and run the risk of unwittingly perpetuating prevalent stereotypes and discriminatory practices about certain racial and ethnic groups. This preliminary study offers a theoretically driven model for training, the Racial and Ethical Sensitivity Training KIT (REST-KIT), which is designed to (a) increase preservice teachers’ ability to recognize ethical dilemmas related to intolerance in schools and (b) provide preservice teachers with techniques and skills for handling these dilemmas. The REST-KIT is unique in that it ties cultural competence to ethical principles based on professional codes of ethics accepted by school professions and emphasizes that cultural competence is a professional requirement, not a personal choice. Pre- and posttests were given to ascertain the program’s effectiveness. Both a self-report and a behavior-based measure indicated that participants showed more cultural competence after completing the workshop. Implications and directions for future research are discussed.
TL;DR: In this article, the authors offer some reflections on features of the traditional professional ethics literature, focusing on codes, conduct and rational decision-making in difficult cases, arguing that this kind of approach offers a rather artificial, abstract and narrow conception of ethics.
Abstract: This short piece offers some reflections on features of the traditional professional ethics literature, focusing on codes, conduct and rational decision-making in difficult cases. It is argued that this kind of approach offers a rather artificial, abstract and narrow conception of ethics. Consideration is then given to what might be the implications for learning and teaching of shifting emphasis towards a more embedded conception of ethics in professional life, with a focus on the commitment and character of professional practitioners and the specificities of the contexts in which they work.
01 Jan 2009
TL;DR: This book is a comprehensive resource that will assist readers in understanding their options and obligations and therefore improve the care they provide in some of the most stressful and potentially dangerous situations faced by mental health providers.
Abstract: Psychologists and other mental health professionals rightfully experience significant anxiety regarding their duty to protect when working with potentially dangerous individuals who are at risk of harming others or themselves. In fact, a recent study suggests that 75 per cent are misinformed about their legal duties to such clients. "The Duty to Protect" dispels myths and provides clinicians, supervisors, and trainers with a comprehensive resource addressing the situations where a duty to protect may apply. The duty itself is defined and described, as are risk assessment steps and interventions to reduce risk.The chapters are written by leading scientist - practitioners to promote best practices in some of the most ethically and legally challenging areas encountered by practitioners. They discuss the legal and ethical foundations of the duty to protect and the duty to warn; professional ethics codes in the U.S. and internationally; and, risk assessment to others in cases involving threats of homicide, intimate partner violence, stalking, the transfer of communicable diseases, and impairment while operating heavy machinery or motor vehicles. Threats of harm to the self are also discussed in chapters that address suicide, self-injury, and end-of-life issues.This book is a comprehensive resource that will assist readers in understanding their options and obligations and therefore improve the care they provide in some of the most stressful and potentially dangerous situations faced by mental health providers.
TL;DR: Previous research into parental accounts of childhood genetic testing are extended and the ethical accounts of professionals in research interviews are explored, suggesting that more attention is needed to understand the way professional practitioners formulate judgements about ethical practice.
Abstract: Childhood genetic testing raises complex ethical and moral dilemmas for both families and professionals. In the family sphere, the role of communication is a key aspect in the transmission of ‘genetic responsibility’ between adults and children. In the professional sphere, genetic responsibility is an interactional accomplishment emerging from the sometimes competing views over what constitutes the ‘best interests’ of the child in relation to parental preferences on the one hand, and professional judgements on the other. In the present paper we extend our previous research into parental accounts of childhood genetic testing and explore the ethical accounts of professionals in research interviews. Interviews (n = 20) were conducted with professional practitioners involved in the genetic diagnosis and management of children and their families. We first identify four inter-related themes—juxtaposition of parental rights vis-a-vis child’s autonomy, elicitation of the child’s autonomy, avoidance of parental responsibility and recognition of professional uncertainty. Then, using Rhetorical Discourse Analysis, we examine the range of discourse devices through which ethical accounts are situationally illustrated: contrast, reported speech, constructed dialogue, character and event work. An overarching device in these ethical accounts is the use of extreme case scenarios, which reconstruct dilemmas as justifications of professional conduct. While acknowledging ambivalence, our analysis suggests that professional judgement is not a simple matter of implementing ethical principles but rather of managing the practical conditions and consequences of interactions with parents and children. We conclude that more attention is needed to understand the way professional practitioners formulate judgements about ethical practice.
Book•
29 Jan 2009
TL;DR: Leaders in the emerging field of information ethics discuss five topics: freedom of information and the pursuit of knowledge, information, technology and education; information, rights and social justice; ethics and the Internet; and professional ethics.
Abstract: Leaders in the emerging field of information ethics discuss five topics: freedom of information and the pursuit of knowledge; information, technology and education; information, rights and social justice; ethics and the Internet; and professional ethics. The essays have been drawn from many periodicals, including Library Journal, Daedalus, The Nation, Journal of Information Ethics and Wired.