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Professional ethics > Workshop Week 2 - 1 > Flashcards

Workshop Week 2 - 1 Flashcards

1
Q

Why are more psychologists entering private practice in Australia?

A

increased funding for access to psychological care

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2
Q

What are some of the implications of more psychologists entering private practice in Australia?

A
  • Many psychologists are therefore working alone (isolation/lack of reference to others)
  • Fewer psychologists in the public system - lack of adequate supervision as senior psychs leave
    • increased pressure on
      those who stay
    • is standard of care
      being met by well-
      trained, supervised and
      experienced clinicians?
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3
Q

How is there increasing scrutiny from regulatory bodies / high expectations around maintaining professional skills?

A
  • Through reporting on Continuing Professional Development
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4
Q

There is a requirement for psychs to recognise the ethical and professional standards of the profession AND?

A

The legal context in which they work

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5
Q

What does being an ethical psychologist mean?

A
  • behaving in morally acceptable manner (“good conduct”)
  • behaving in a way acceptable to the profession
  • behaving in a way acceptable to the law
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6
Q

What did Ross 1930 say: “Ethics involves the philosophical study of”:

A

“good conduct”

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7
Q

The professional codes of ethics contains a clearly
articulated philosophical framework for professional
decision-making and action - TRUE OR FALSE?

A

FALSE

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8
Q

According to Davidson (2006) - If a philosophical framework is going to have heuristic value for psych practice it must weigh up:

A
  • what profession determines to be good practice
  • what the law requires
  • what is the morally good or right thing to do
  • what is the good or right thing to do IN THE PARTICULAR CIRCUMSTANCES
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9
Q

In line with Davidson (2006) Codes of Ethics for psychology (e.g. APS) include all 3 principles:

A
  • statements of moral intent (general principles)
  • statements of professional conduct (specific standards)
  • reference to lawful action
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10
Q

What does Davidson (2014) say in relation to ethics and training in psychology?

A

Should have component in PHILOSOPHICAL TRAINING in ethics that includes:

  • introduction to ethical principles and reasoning
  • examination of ones personal and professional values
  • application of ethical reasoning to professional practice and problem solving
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11
Q

Psychology has struggled to find a philosophical perspective that:

A
  • fulfills the ethical demands of the codes of conduct

- enables an acceptable examination of the moral aspects of practice

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12
Q

Why has psychology struggled to find a philosophical perspective that

  • fulfills the ethical demands of the codes of conduct
  • enables an acceptable examination of the moral aspects of practice
A
  • individuals cannot be coerced into adopting a specific philosophical position (e.g. what is good or right)
  • most psych courses do not include formal training in moral philosophy
  • philosophical framework chosen must allow for converting reason into action
  • hard to find a philosophical framework that is sensitive to variations in circumstances
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13
Q

Are there objective moral properties? What perspectives exist regarding this?

A
  • there are objective moral properties - realism, naturalism, non-naturalism
  • unsure if there are objective moral properties - scepticism
  • there are no objective moral properties - emotivism, meta-ethical realism, nihilism
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14
Q

what are the four main moral theories of meta-ethics?

A
  1. CONSEQUENTIALISM (TELEOLOGICAL)
    - actions are right or wrong by virtue of their consequences
    - what is right will produce greatest net benefit
  2. DEONTOLOGICAL approach (KANTIAN)
    - actions are right or wrong in themselves regardless of consequences
    - right actions are defined in terms of justice/rights and fairness
    - right actions are those that would be prescribed as general law that treat people as ends (not means)
  3. NORMATIVE RELATIVISM
    - an action is right or wrong if some person or group decrees it so.
  4. CLASSICAL VIRTUE THEORY (AGENT CENTRED)
    - right actions require the exercise of good character and are not determined by the consequences OR the nature of the actions themselves
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15
Q

What is the CONSEQUENTIALISM (TELEOLOGICAL) moral theory?

A
  • actions are right or wrong by virtue of their consequences

- what is right will produce greatest net benefit

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16
Q

What is the DEONTOLOGICAL approach (KANTIAN) moral theory?

A
  • actions are right or wrong in themselves regardless of consequences
  • right actions are defined in terms of justice/rights and fairness
  • right actions are those that would be prescribed as general law that treat people as ends (not means)
17
Q

What is NORMATIVE RELATIVISM moral theory?

A
  • an action is right or wrong if some person or group decrees it so.
18
Q

What is CLASSICAL VIRTUE THEORY (AGENT CENTRED?

A
  • right actions require the exercise of good character and are not determined by the consequences OR the nature of the actions themselves
19
Q

What is prima facie duty theory of right practice all about? (Ross)

A
  • all duty is conditional
  • distinction between judgements about rightness and judgements about goodness:
    • Rightness and wrongness:
      acts regardless of motive
    • Goodness and badness:
      motives that give rise to
      an action (what is morally
      right)
20
Q

According to Prima Facie Duty Theory, the judgement about the GOODNESS of the psychologist’s actions is therefore a judgement about?

A

the MOTIVES that underpin the actions

21
Q

According to Prima Facie Duty Theory, the judgement about the RIGHTNESS/WRONGNESS of the psychologist’s actions is therefore a judgement about?

A

whether the act fulfills the psychologists prima facie duty to the client

22
Q

**Therefore, PRIMA FACIE THEORY allows for what? **

A

An ethical judgement to be made about the rightness or wrongness of a specific act, WITHOUT reference to MOTIVES that underpin the act

23
Q

What are the prima facie duties?

A
  • fidelity: keeping a promise (e.g. confidentiality)
  • reparation (repairing)
  • gratitude
  • justice
  • beneficence: making a persons condition better
  • self improvement (e.g. maintaining competence)
  • non-maleficence - not doing harm
  • extent to which it brings good things into existence rather than not bringing good thing into existence
24
Q

What does prima facie theory say about the performance of a duty?

A

Success and failure are the only test, and a sufficient test, of the performance of a duty

25
Q

Steps in ethical decision making:

A
  • How should I act towards a party?
  • How should I act towards a party in virtue of other duties I tend to have to that party?
  • How should I act in virtue of my duties to other parties who may be involved?
  • How should I act when no longer able to fulfil a prima facie duty to a party because that duty requires me to act in a way that us incompatible with another duty?
  • What other relevant circumstances influence my decision?
  • How will I act?
  • Under changed circumstances, how should I now act?
26
Q

What is ethical decision making?

A
  • requires moral justification of the decision
27
Q

What do ethical arguments draw on?

A
  1. anticipated positive and negative consequences of the action
  2. rights, duties, and responsibilities towards people involved in the situation
  3. social norms and principles from ethical codes
28
Q

What is the FIRST step of the ethical decision making model?

A

IS THIS AN ETHICAL DILEMMA? (PROBLEM RECOGNITION)
- acknowledgement that situation requires ethical action

Consider:
1. Is human (and/or animal) well-being threatened

  1. Are rights or duties, including duty of care, salient?
  2. Are cultural values salient?
  3. Which meta-ethical assumptions do I bring to this situation?
29
Q

What is the SECOND step of the ethical decision making model?

A

WHO IS INVOLVED IN THIS SITUATION?
(CLARIFYING DIMENSIONS)

Consider:
1. Who are the people affected, for whom consequences are relevant?

  1. Who are the people affected, to whom duties are owed?
  2. Which cultural group/s is / are involved?
30
Q

What is the THIRD step of the ethical decision making model?

A

WHAT BEHAVIOURS OR BEHAVIOURAL ANTECEDENTS ARE RELEVANT?
(CLARIFYING DIMENSIONS OF SITUATION)

Consider:
1. What are the past actions or states for which consequences should be considered?

  1. What duties or responsibilities are present in the situation, including rights and duties derived from law or professional codes?
  2. Which norms and values are implicit in the situation, including norms expressed through law or professional codes

What additional information do I now need in order to specify and clarify alternative actions?
With whom should I consult or dialogue?

31
Q

What is the FOURTH step of the ethical decision making model?

A

IDENTIFY AND EVALUATE ACTION ALTERNATIVES

  • Consider for each action alternative:
    1. what are the possible consequences (probability, intensity, immediacy, proximity, and extent of each?)
    2. what rights are upheld and /or duties discharged/ignored?
    3. how well does each action reflect relevant cultural norms? My personal values?
    4. which actions would model those of an ideal figure, such as a competent, caring, responsible psychologist? which are suggested by a case that is similar in all relevant aspects? How are values and pressures in my workplace influencing my evaluations?
32
Q

What is the FIFTH step of the ethical decision making model?

A

SELECTION OF ACTION

Consider:
1. which alternative maximises wellbeing in this situation?

  1. which action corresponds to my primary duty or supreme human right?
  2. which alternative corresponds to the most strongly held norm or best reflects the requirement of legislation and/or ethical codes?
  3. which alternative best corresponds to that done in a matching case or by an ideal figure? Which alternative best reflects my personal values?

Consider which action/s can be best defended on the basis of ethical considerations? To what extent is my choice influenced by others?

33
Q

What is the SIXTH step of the ethical decision making model?

A

REVIEW OF CHOICE
- evaluate the value of collecting more information and review the whole process

  • review the argument for the particular choice (e.g. have I included all identified ethical concerns? Is it the action of moral agent in a community?)
  • consider the minimal differences that would lead to a different choice. what would that choice be and why would I choose it? Then review my current choice.
  • selection of one alternative, or a set of alternatives
  • commitment is expressed in announcing the intention or initiating the behaviour consistent with that choice
34
Q

What is the SEVENTH step of the ethical decision making model?

A

ACTION IMPLEMENTATION

  • evaluate any constraints upon implementing the decision. how could these constraints be overcome?
  • implement my decision to take responsibility for the consequences, including correction of adverse circumstances arising from the decision
35
Q

Where do the professional codes fit in with ethical decision making?

A
  • ethical codes are starting point for moral deliberation - professional norms, virtues and some consequences
  • ethical codes are limited by their inability to specify appropriate conduct in all situations
  • a flexible ethical decision making approach will allow for full analysis in each situation, including reference to professional codes
36
Q

The best ethical decisions are:

A
  • fully informed and comprehensive

- include a reasoned justification of one’s ethical actions

Professional ethics (11 decks)

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