Chapter 1: Intro to Ethics Flashcards
When did the TUSKEGEE EXPERIMENT begin?
1932
Who began the TUSKEGEE EXPERIMENT to investigate into the long-term effects of untreated syphilis.
US Public Health Service
How many men were subjects to the TUSKEGEE EXPERIMENT?
400 black men
What did the researchers promised the subjects to the TUSKEGEE EXPERIMENT?
Free treatment for ‘bad blood’
What does bad blood refer to?
Syphilis
Aim of TUSKEGEE EXPERIMENT.
To observe the natural course of the disease.
Incentives offered to subjects of TUSKEGEE EXPERIMENT
Free physical examinations
Free rides to and from the clinics
Hot meals on examination days
Free treatment for minor ailments
Guarantee that a sum of $50 would be paid when they died.
How many years did the TUSKEGEE EXPERIMENT last?
40 years
Who exposed the TUSKEGEE EXPERIMENT?
A journalist, Jean Heller, in 1972.
When did President Clinton gave an official apology about TUSKEGEE EXPERIMENT?
1997
When was HM born?
1926
At what age did he experience a head injury that started a lifetime of epileptic seizures?
7
Health-threatening seizures
Grand mal attacks
When did HM started having uncontrolled grand mal attacks?
Mid twenties
Who was the surgeon who performed the first ‘bilateral medial temporal lobe resection’ in the world?
Scoville
Amnesia where you can’t recall memories that were formed before the event that caused the amnesia.
Retrograde Amnesia
A type of memory loss that occurs when you can’t form new memories.
Anterograde amnesia
What was the downside of HM’s operation?
He acquired retrograde & anterograde amnesia
How many years did HM continue to become a subject for different tests/ studies?
40 years
3 central ethical issues.
Informed consent
Costs versus benefits
Treat all people with respect
Refers to the idea that any participant in an experiment should be informed about what the research entails and asked formally to consent to take part.
Informed consent
All researchers believe that their research
offers potential benefits and they recognize that there are certain costs.
Costs versus benefits
Concerned with or relating to human behaviour, especially the distinction between good and bad or right and wrong behaviour; based on a number of socially agreed principles.
Morals
A social, religious, or civil code of behaviour considered correct, especially that of a particular group, profession, or individual; the philosophical study of the moral value of human conduct and of the rules and principles that ought to govern it.
Ethics
The ethics of a behaviour can be judged using four categories.
Consequences
Actions
Character
Motive
Result of the behavior.
Consequences
Act itself and consider what the person is doing.
Actions
Whether the person is a good (or virtuous) person who is generally ethical.
Character
Intentions of the person carrying out the behaviour, and we consider whether
they were trying to do something good.
Motive
2 levels of ethical practice.
Mandatory ethics
Aspirational ethics
Describes a level of ethical functioning wherein counselors act in compliance with minimal standards, acknowledging the basic “musts” and “must nots.”; focus is on behavioral rules, such as providing for
informed consent in professional relationships.
Mandatory ethics
Describes and conduct professional
counselors seek, and it requires that counselors do more than simply meet the letter of the ethics code; entails an understanding of the spirit behind the code and the principles on which the code rests.
Aspirational ethics
View that some things are simply right or wrong; this position corresponds to common traditional views of morality, particularly of a religious kind which might be called the ‘Ten
Commandments’ idea of morality.
Absolute view
They believe that all morals are dependent
on context so, for example, they argue that there are situations where stealing is acceptable; the intrinsic ‘wrongness’ of an act may be overridden by other considerations
Relativists
Herlihy and Corey (2006) suggest that codes of ethics fulfill three objectives:
To educate professionals about sound ethical conduct.
Provide a mechanism for professional accountability
Serve as catalysts for improving practice
Reading and reflecting on the standards can help practitioners expand their awareness and clarify their values in dealing with the challenges of their work.
To educate professionals about sound ethical conduct.
Practitioners are obliged not only to monitor their own behavior, but also to encourage ethical conduct in their colleagues.
Provide a mechanism for professional accountability
When practitioners must interpret
and apply the codes in their own practices, the questions raised help to clarify their
positions on dilemmas that do not have simple or absolute answers.
Serve as catalysts for improving practice
