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This document provides a description of the book "Ethics and Decision Making in Counseling and Psychotherapy, Fourth Edition". It summarizes that the book has been completely revised to reflect updated ethics codes. It guides professionals in ethical decision making and identifies ethical issues across various counseling specialties and settings. It includes five new chapters on key topics like informed consent and professional responsibilities. The book emphasizes how standards are applied within each discipline and addresses current issues in technology and forensic practice important for various settings.
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The workshop presented a variety of innovative approaches, which use technology, to engage and support learning in business disciplines that students find particularly challenging. Delegates had the opportunity to share and evaluate good practice in implementing and developing online teaching resources and to reflect on how to develop their own teaching practice, using technologies available in most institutions.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1o1WfHU
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX Chapter 3 The APA Ethics Code and Ethical Decision MakingThe APA.docx
Chapter 3 The APA Ethics Code and Ethical Decision Making
The APA’s Ethics Code provides a set of aspirational principles and behavioral rules written broadly to apply to psychologists’ varied roles and the diverse contexts in which the science and practice of psychology are conducted. The five aspirational principles described in Chapter 2 represent the core values of the discipline of psychology that guide members in recognizing in broad terms the moral rightness or wrongness of an act. As an articulation of the universal moral values intrinsic to the discipline, the aspirational principles are intended to inspire right actions but do not specify what those actions might be. The ethical standards that will be discussed in later chapters of this book are concerned with specific behaviors that reflect the application of these moral principles to the work of psychologists in specific settings and with specific populations. In their everyday activities, psychologists will find many instances in which familiarity with and adherence to specific Ethical Standards provide adequate foundation for ethical actions. There will also be many instances in which (a) the means by which to comply with a standard are not readily apparent, (b) two seemingly competing standards appear equally appropriate, (c) application of a single standard or set of standards appears consistent with one aspirational principle but inconsistent with another, or (d) a judgment is required to determine whether exemption criteria for a particular standard are met.
The Ethics Code is not a formula for solving these ethical challenges. Psychologists are not moral technocrats simply working their way through a decision tree of ethical rules. Rather, the Ethics Code provides psychologists with a set of aspirations and broad general rules of conduct that psychologists must interpret and apply as a function of the unique scientific and professional roles and relationships in which they are embedded. Successful application of the principles and standards of the Ethics Code involves a conception of psychologists as active moral agents committed to the good and just practice and science of psychology. Ethical decision making thus involves a commitment to applying the Ethics Code and other legal and professional standards to construct rather than simply discover solutions to ethical quandaries (APA, 2012f).
This chapter discusses the ethical attitudes and decision-making strategies that can help psychologists prepare for, identify, and resolve ethical challenges as they continuously emerge and evolve in the dynamic discipline of psychology. An opportunity to apply these strategies is provided in the cases at the end of each chapter and the 10 case studies presented in Appendix A.
Ethical Commitment and Virtues
The development of a dynamic set of ethical standards for psychologists’ work-related conduct requires a personal commitment and lifelong effort to act ethically; to encourage ethical.
Application Taking a StandEffective leaders have a high degre.docx
Application: Taking a Stand
Effective leaders have a high degree of self-awareness and know how to leverage their strengths in the workplace. Assessments are a valuable tool that professionals can use to learn more about themselves and consider how their temperament and preferences influence their interactions with others.
As you engage in this learning process, it is important to remember that everyone—regardless of temperament type or related preferences—experiences some challenges with regard to leadership. The key to success is being able to recognize and leverage your own strengths while honoring differences among your colleagues.
At some point in your leadership career, you will encounter an ethical or moral dilemma that requires you to take a stand and defend your position.
For this Assignment, you evaluate an issue and consider how you could act as a moral agent or advocate, facilitating the resolution of the issue for a positive outcome.
To prepare:
Consider the examples of leadership demonstrated in this week’s media presentation and the other Learning Resources.
To further your self-knowledge, you are required to complete the Kiersey Temperament as indicated in this week’s Learning Resources. Consider your leadership style, including your strengths for leading others and include your results from Kiersey Temperament Sorter to describe potential challenges related to your leadership style.
Mentally survey your work environment, or one with which you are familiar, and identify a timely issue/dilemma that requires you to perform the leadership role of moral agent or advocate to improve a situation (e.g., speaking or acting on behalf of a vulnerable patient, the need for appropriate staffing, a colleague being treated unfairly).
What ethical, moral, or legal skills, dispositions, and/or strategies would help you resolve this dilemma? Define the differences between
ethical, moral, and legal leadership.
Finally, consider the values and principles that guide the nursing profession; the organization’s mission, vision, and values; the leadership and management competencies addressed in this course; and your own values and reasons for entering the profession. What motivation do you see for taking a stand on an important issue even when it is difficult to do so?
To complete:
Write a 4 to 5 page paper (page count does not include title and reference page) that addresses the following:
1) Introduce the conceptual frameworks of the ethical constructs of ethics, moral, or legal standards and the purpose of the paper.
1) Consider an ethical, moral, or legal dilemma that you have encountered in your work environment and describe it.
2) Analyze the moral, ethical, and legal implications utilized in this situation. Describe your role as a moral agent or advocate for this specific issue.
3) Consider your leadership styles identified by your self-assessment and determine if they act as a barrier or facilitation during this dilemma.
R.
Discussion Ethics and StandardsCodes of ethics and standards are .docx
Discussion: Ethics and Standards
Codes of ethics and standards are documents that express the ethical and professional ideals of a profession. They outline the aspirational practices that are expected in a profession but often do not provide explicit guidance on how attainment of these ideals should be accomplished. For instance, in this course, you focus on the National Organization for Human Services’ (NOHS) Ethical Standards for Human Service Professionals. Standard 14 states, “Human service professionals are aware of social and political issues that differentially affect clients from diverse backgrounds” (NOHS, 2015). The actions or behaviors necessary on the part of the professional to meet this standard may differ from client to client depending on the cultural background of both the professional and the client, the experience of the professional in working with similar clients, and the resources available to the professional for professional development.
The best use of professional codes of ethics, then, is as a tool to inform ethical decision making by all professionals in a given field. For human and social service professionals, the NOHS standards may be used as guideposts for acting in the most professionally and ethically responsible manners. Dilemmas sometimes arise between standards and laws, or two conflicting ethical perspectives, in which case the standards may be used to minimize ethical harm to those groups to which professionals are beholden.
For this Discussion, you reflect on your professional identity as a human and social services professional and consider how the NOHS standards impact your professional identity, decisions, and actions.
To Prepare:
Review and consider the NOHS website and the Ethical Standards for Human Service Professionals.
The NOHS ethical standards are organized into sections based on those groups to whom human and service professionals have professional responsibility and to which the standards should be applied. As you reflect on the standards, consider how they would inform your decision making with each group (e.g., clients, the public, self, employers) within your particular role in the human and social services field. If you are not yet working within the field, consider how they would apply to a future role you would like to hold.
Post
an explanation of how you identify as a human and social services professional (e.g., social worker, gerontology aid, administrator, probation officer, residential counselor). In your explanation, include how your understanding of the NOHS Ethical Standards for Human Service Professionals will impact your professional identity, decisions, and actions.
Required Readings
Corey, G., Corey, M. S., Corey, C., & Callanan, P. (2015).
Issues and ethics in the helping professions, updated with 2014 ACA codes
(9th ed.). Brooks/Cole Cengage Learning.
Chapter 3, “Values and the Helping Relationship” (pp. 68–103)
Chapter 4, “Multicultural Perspectives and Diversity I.
Recommended
Inter agency learning & resilience
A brief summary of my presentation to the AOA sharing my ideas about inter-agency learning and resilience.
Taxing times: an educational intervention to enhance moral reasoning in tax -...
Taxing times: an educational intervention to enhance moral reasoning in tax -...The Higher Education Academy
Presentation at the HEA-funded workshop 'Using technology-based media to engage and support students in the disciplines of Finance, Accounting and Economics'
The workshop presented a variety of innovative approaches, which use technology, to engage and support learning in business disciplines that students find particularly challenging. Delegates had the opportunity to share and evaluate good practice in implementing and developing online teaching resources and to reflect on how to develop their own teaching practice, using technologies available in most institutions.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1o1WfHU
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX Chapter 3 The APA Ethics Code and Ethical Decision MakingThe APA.docx
Chapter 3 The APA Ethics Code and Ethical Decision Making
The APA’s Ethics Code provides a set of aspirational principles and behavioral rules written broadly to apply to psychologists’ varied roles and the diverse contexts in which the science and practice of psychology are conducted. The five aspirational principles described in Chapter 2 represent the core values of the discipline of psychology that guide members in recognizing in broad terms the moral rightness or wrongness of an act. As an articulation of the universal moral values intrinsic to the discipline, the aspirational principles are intended to inspire right actions but do not specify what those actions might be. The ethical standards that will be discussed in later chapters of this book are concerned with specific behaviors that reflect the application of these moral principles to the work of psychologists in specific settings and with specific populations. In their everyday activities, psychologists will find many instances in which familiarity with and adherence to specific Ethical Standards provide adequate foundation for ethical actions. There will also be many instances in which (a) the means by which to comply with a standard are not readily apparent, (b) two seemingly competing standards appear equally appropriate, (c) application of a single standard or set of standards appears consistent with one aspirational principle but inconsistent with another, or (d) a judgment is required to determine whether exemption criteria for a particular standard are met.
The Ethics Code is not a formula for solving these ethical challenges. Psychologists are not moral technocrats simply working their way through a decision tree of ethical rules. Rather, the Ethics Code provides psychologists with a set of aspirations and broad general rules of conduct that psychologists must interpret and apply as a function of the unique scientific and professional roles and relationships in which they are embedded. Successful application of the principles and standards of the Ethics Code involves a conception of psychologists as active moral agents committed to the good and just practice and science of psychology. Ethical decision making thus involves a commitment to applying the Ethics Code and other legal and professional standards to construct rather than simply discover solutions to ethical quandaries (APA, 2012f).
This chapter discusses the ethical attitudes and decision-making strategies that can help psychologists prepare for, identify, and resolve ethical challenges as they continuously emerge and evolve in the dynamic discipline of psychology. An opportunity to apply these strategies is provided in the cases at the end of each chapter and the 10 case studies presented in Appendix A.
Ethical Commitment and Virtues
The development of a dynamic set of ethical standards for psychologists’ work-related conduct requires a personal commitment and lifelong effort to act ethically; to encourage ethical.
Application Taking a StandEffective leaders have a high degre.docx
Application: Taking a Stand
Effective leaders have a high degree of self-awareness and know how to leverage their strengths in the workplace. Assessments are a valuable tool that professionals can use to learn more about themselves and consider how their temperament and preferences influence their interactions with others.
As you engage in this learning process, it is important to remember that everyone—regardless of temperament type or related preferences—experiences some challenges with regard to leadership. The key to success is being able to recognize and leverage your own strengths while honoring differences among your colleagues.
At some point in your leadership career, you will encounter an ethical or moral dilemma that requires you to take a stand and defend your position.
For this Assignment, you evaluate an issue and consider how you could act as a moral agent or advocate, facilitating the resolution of the issue for a positive outcome.
To prepare:
Consider the examples of leadership demonstrated in this week’s media presentation and the other Learning Resources.
To further your self-knowledge, you are required to complete the Kiersey Temperament as indicated in this week’s Learning Resources. Consider your leadership style, including your strengths for leading others and include your results from Kiersey Temperament Sorter to describe potential challenges related to your leadership style.
Mentally survey your work environment, or one with which you are familiar, and identify a timely issue/dilemma that requires you to perform the leadership role of moral agent or advocate to improve a situation (e.g., speaking or acting on behalf of a vulnerable patient, the need for appropriate staffing, a colleague being treated unfairly).
What ethical, moral, or legal skills, dispositions, and/or strategies would help you resolve this dilemma? Define the differences between
ethical, moral, and legal leadership.
Finally, consider the values and principles that guide the nursing profession; the organization’s mission, vision, and values; the leadership and management competencies addressed in this course; and your own values and reasons for entering the profession. What motivation do you see for taking a stand on an important issue even when it is difficult to do so?
To complete:
Write a 4 to 5 page paper (page count does not include title and reference page) that addresses the following:
1) Introduce the conceptual frameworks of the ethical constructs of ethics, moral, or legal standards and the purpose of the paper.
1) Consider an ethical, moral, or legal dilemma that you have encountered in your work environment and describe it.
2) Analyze the moral, ethical, and legal implications utilized in this situation. Describe your role as a moral agent or advocate for this specific issue.
3) Consider your leadership styles identified by your self-assessment and determine if they act as a barrier or facilitation during this dilemma.
R.
Discussion Ethics and StandardsCodes of ethics and standards are .docx
Discussion: Ethics and Standards
Codes of ethics and standards are documents that express the ethical and professional ideals of a profession. They outline the aspirational practices that are expected in a profession but often do not provide explicit guidance on how attainment of these ideals should be accomplished. For instance, in this course, you focus on the National Organization for Human Services’ (NOHS) Ethical Standards for Human Service Professionals. Standard 14 states, “Human service professionals are aware of social and political issues that differentially affect clients from diverse backgrounds” (NOHS, 2015). The actions or behaviors necessary on the part of the professional to meet this standard may differ from client to client depending on the cultural background of both the professional and the client, the experience of the professional in working with similar clients, and the resources available to the professional for professional development.
The best use of professional codes of ethics, then, is as a tool to inform ethical decision making by all professionals in a given field. For human and social service professionals, the NOHS standards may be used as guideposts for acting in the most professionally and ethically responsible manners. Dilemmas sometimes arise between standards and laws, or two conflicting ethical perspectives, in which case the standards may be used to minimize ethical harm to those groups to which professionals are beholden.
For this Discussion, you reflect on your professional identity as a human and social services professional and consider how the NOHS standards impact your professional identity, decisions, and actions.
To Prepare:
Review and consider the NOHS website and the Ethical Standards for Human Service Professionals.
The NOHS ethical standards are organized into sections based on those groups to whom human and service professionals have professional responsibility and to which the standards should be applied. As you reflect on the standards, consider how they would inform your decision making with each group (e.g., clients, the public, self, employers) within your particular role in the human and social services field. If you are not yet working within the field, consider how they would apply to a future role you would like to hold.
Post
an explanation of how you identify as a human and social services professional (e.g., social worker, gerontology aid, administrator, probation officer, residential counselor). In your explanation, include how your understanding of the NOHS Ethical Standards for Human Service Professionals will impact your professional identity, decisions, and actions.
Required Readings
Corey, G., Corey, M. S., Corey, C., & Callanan, P. (2015).
Issues and ethics in the helping professions, updated with 2014 ACA codes
(9th ed.). Brooks/Cole Cengage Learning.
Chapter 3, “Values and the Helping Relationship” (pp. 68–103)
Chapter 4, “Multicultural Perspectives and Diversity I.
Application Taking a StandEffective leaders have a high d.docx
Application: Taking a Stand
Effective leaders have a high degree of self-awareness and know how to leverage their strengths in the workplace. Assessments are a valuable tool that professionals can use to learn more about themselves and consider how their temperament and preferences influence their interactions with others.
As you engage in this learning process, it is important to remember that everyone—regardless of temperament type or related preferences—experiences some challenges with regard to leadership. The key to success is being able to recognize and leverage your own strengths while honoring differences among your colleagues.
At some point in your leadership career, you will encounter an ethical or moral dilemma that requires you to take a stand and defend your position.
For this Assignment, you evaluate an issue and consider how you could act as a moral agent or advocate, facilitating the resolution of the issue for a positive outcome.
To prepare:
Consider the examples of leadership demonstrated in this week’s media presentation and the other Learning Resources. (Democratic, authoritative, or Laissez-Faire)
To further your self-knowledge, you are required to complete the Kiersey Temperament as indicated in this week’s Learning Resources. Consider your leadership style (Democratic), including your strengths for leading others and include your results from Kiersey Temperament Sorter to describe potential challenges related to your leadership style.
Mentally survey your work environment, or one with which you are familiar, and identify a timely issue/dilemma that requires you to perform the leadership role of moral agent or advocate to improve a situation (e.g., speaking or acting on behalf of a vulnerable patient, the need for appropriate staffing, a colleague being treated unfairly).
What ethical, moral, or legal skills, dispositions, and/or strategies would help you resolve this dilemma? Define the differences between
ethical, moral, and legal leadership.
Finally, consider the values and principles that guide the nursing profession; the organization’s mission, vision, and values; the leadership and management competencies addressed in this course; and your own values and reasons for entering the profession. What motivation do you see for taking a stand on an important issue even when it is difficult to do so?
To complete:
Write a 4 to 5 page paper (page count does not include title and reference page) that addresses the following:
1) Introduce the conceptual frameworks of the ethical constructs of ethics, moral, or legal standards and the purpose of the paper.
1) Consider an ethical, moral, or legal dilemma that you have encountered in your work environment and describe it. (
an example is " a Jehovah witness refusing blood even though it is needed to save his or life")
2) Analyze the moral, ethical, and legal implications utilized in this situation. Describe your role as a moral agent or advocate for this.
principles and Standards.pptx
Ethical principles nd standards for psychologists and counslors based on APA
Nursing Assignment Taking a StandTaking a StandEffective leader.docx
Nursing Assignment: Taking a Stand
Taking a Stand
Effective leaders have a high degree of self-awareness and know how to leverage their strengths in the workplace. Assessments are a valuable tool that professionals can use to learn more about themselves and consider how their temperament and preferences influence their interactions with others.
As you engage in this learning process, it is important to remember that everyone—regardless of temperament type or related preferences—experiences some challenges with regard to leadership. The key to success is being able to recognize and leverage your own strengths while honoring differences among your colleagues.
At some point in your leadership career, you will encounter an ethical or moral dilemma that requires you to take a stand and defend your position.
For this Assignment, you evaluate an issue and consider how you could act as a moral agent or advocate, facilitating the resolution of the issue for a positive outcome.
To prepare:
·
Consider the examples of leadership demonstrated in this week’s media presentation and the other Learning Resources.
·
To further your self-knowledge, you are required to complete the Kiersey Temperament as indicated in this week’s Learning Resources. Consider your leadership style, including your strengths for leading others and include your results from Kiersey Temperament Sorter to describe potential challenges related to your leadership style.
·
Mentally survey your work environment, or one with which you are familiar, and identify a timely issue/dilemma that requires you to perform the leadership role of moral agent or advocate to improve a situation (e.g., speaking or acting on behalf of a vulnerable patient, the need for appropriate staffing, a colleague being treated unfairly).
·
What ethical, moral, or legal skills, dispositions, and/or strategies would help you resolve this dilemma? Define the differences between
ethical, moral, and legal leadership.
·
Finally, consider the values and principles that guide the nursing profession; the organization’s mission, vision, and values; the leadership and management competencies addressed in this course; and your own values and reasons for entering the profession. What motivation do you see for taking a stand on an important issue even when it is difficult to do so?
To complete:
Write a 4 to 5 page paper (page count does not include title and reference page) that addresses the following:
1.
Introduce the conceptual frameworks of the ethical constructs of ethics, moral, or legal standards and the purpose of the paper.
2.
Consider an ethical, moral, or legal dilemma that you have encountered in your work environment and describe it.
3.
Analyze the moral, ethical, and legal implications utilized in this situation. Describe your role as a moral agent or advocate for this specific issue.
4.
Consider your leadership styles identified by your self-assessment and determine if they act as a barrier or facilitatio.
CHAPTER 3The APA Ethics Code andEthical Decision MakingThe A.docx
CHAPTER 3
The APA Ethics Code and
Ethical Decision Making
The APA’s Ethics Code provides a set of aspirational principles and
behavioral rules written broadly to apply to psychologists’ varied roles
and the diverse contexts in which the science and practice of psychology
are conducted. The five aspirational principles described in Chapter 2
represent the core values of the discipline of psychology that guide members in
recognizing in broad terms the moral rightness or wrongness of an act. As an
articulation of the universal moral values intrinsic to the discipline, the aspirational
principles are intended to inspire right action but do not specify what
those actions might be. The ethical standards that will be discussed in later
chapters of this book are concerned with specific behaviors that reflect the
application of these moral principles to the work of psychologists in specific
settings and with specific populations. In their everyday activities, psychologists
will find many instances in which familiarity with and adherence to specific
Ethical Standards provide adequate foundation for ethical actions. There
will also be many instances in which (a) the means by which to comply with a
standard are not readily apparent, (b) two seemingly competing standards
appear equally appropriate, (c) application of a single standard or set of standards
appears consistent with one aspirational principle but inconsistent with
another, or (d) a judgment is required to determine if exemption criteria for a
particular standard are met.
The Ethics Code is not a formula for solving these ethical challenges. The
Ethics Code provides psychologists with a set of aspirations and broad general
rules of conduct that must be interpreted and applied as a function of the unique
scientific and professional roles and relationships in which they are embedded.
Psychologists are not moral technocrats simply working their way through a
maze of ethical rules. Successful application of the principles and standards of the
Ethics Code involves a conception of psychologists as active moral agents committed
to the good and just practice and science of psychology. Ethical decision
FOR THE USE OF UNIVERSITY OF PHOENIX STUDENTS AND FACULTY ONLY.
NOT FOR DISTRIBUTION, SALE, OR REPRINTING.
ANY AND ALL UNAUTHORIZED USE IS STRICTLY PROHIBITED.
Copyright © 2013 by SAGE Publications, Inc.
30——PART I INTRODUCTION AND BACKGROUND
making thus involves a commitment to applying the Ethics Code to construct
rather than simply discover solutions to ethical quandaries.
This chapter discusses the ethical attitudes and decision-making strategies that can
help psychologists prepare for, identify, and resolve ethical challenges as they continuously
emerge and evolve in the dynamic discipline of psychology. An opportunity to
apply these strategies is provided in the 10 case studies presented in Appendix B.
Ethical Commitment and Virtues
The development of a dynamic set of ethical standards for psycholog ...
Taking a StandEffective leaders have a high degree of self-awarene.docx
Taking a Stand
Effective leaders have a high degree of self-awareness and know how to leverage their strengths in the workplace. Assessments are a valuable tool that professionals can use to learn more about themselves and consider how their temperament and preferences influence their interactions with others.
As you engage in this learning process, it is important to remember that everyone—regardless of temperament type or related preferences—experiences some challenges with regard to leadership. The key to success is being able to recognize and leverage your own strengths while honoring differences among your colleagues.
At some point in your leadership career, you will encounter an ethical or moral dilemma that requires you to take a stand and defend your position.
For this Assignment, you evaluate an issue and consider how you could act as a moral agent or advocate, facilitating the resolution of the issue for a positive outcome.
To prepare:
·
Consider the examples of leadership demonstrated in this week’s media presentation and the other Learning Resources.
·
To further your self-knowledge, you are required to complete the Kiersey Temperament as indicated in this week’s Learning Resources. Consider your leadership style, including your strengths for leading others and include your results from Kiersey Temperament Sorter to describe potential challenges related to your leadership style.
·
Mentally survey your work environment, or one with which you are familiar, and identify a timely issue/dilemma that requires you to perform the leadership role of moral agent or advocate to improve a situation (e.g., speaking or acting on behalf of a vulnerable patient, the need for appropriate staffing, a colleague being treated unfairly).
·
What ethical, moral, or legal skills, dispositions, and/or strategies would help you resolve this dilemma? Define the differences between
ethical, moral, and legal leadership.
·
Finally, consider the values and principles that guide the nursing profession; the organization’s mission, vision, and values; the leadership and management competencies addressed in this course; and your own values and reasons for entering the profession. What motivation do you see for taking a stand on an important issue even when it is difficult to do so?
To complete:
Write a 4 to 5 page paper (page count does not include title and reference page) that addresses the following:
1.
Introduce the conceptual frameworks of the ethical constructs of ethics, moral, or legal standards and the purpose of the paper.
2.
Consider an ethical, moral, or legal dilemma that you have encountered in your work environment and describe it.
3.
Analyze the moral, ethical, and legal implications utilized in this situation. Describe your role as a moral agent or advocate for this specific issue.
4.
Consider your leadership styles identified by your self-assessment and determine if they act as a barrier or facilitation during this dilemma.
5.
Summary.
READINGSIntroductionUnit II examines ethical, legal, and .docx
READINGS:
Introduction
Unit II
examines ethical, legal, and legislative issues affecting leadership and management as well as professional advocacy. This chapter focuses on applied ethical decision making as a critical leadership role for managers.
Chapter 5
examines the impact of legislation and the law on leadership and management, and
Chapter 6
focuses on advocacy for patients and subordinates and for the nursing profession in general.
Ethics
is the systematic study of what a person’s conduct and actions should be with regard to self, other human beings, and the environment; it is the justification of what is right or good and the study of what a person’s life and relationships should be, not necessarily what they are. Ethics is a system of moral conduct and principles that guide a person’s actions in regard to right and wrong and in regard to oneself and society at large.
Ethics is concerned with doing the right thing, although it is not always clear what that is.
Applied ethics
requires application of normative ethical theory to everyday problems. The normative ethical theory for each profession arises from the purpose of the profession. The values and norms of the nursing profession, therefore, provide the foundation and filter from which ethical decisions are made. The nurse-manager, however, has a different ethical responsibility than the clinical nurse and does not have as clearly defined a foundation to use as a base for ethical reasoning.
In addition, because management is a discipline and not a profession, its purpose is not as clearly defined as medicine or law; therefore, the norms that guide ethical decision making are less clear. Instead, the organization reflects norms and values to the manager, and the personal values of managers are reflected through the organization. The manager’s ethical obligation is tied to the organization’s purpose, and the purpose of the organization is linked to the function that it fills in society and the constraints society places on it. So, the responsibilities of the nurse-manager emerge from a complex set of interactions.
Society helps define the purposes of various institutions, and the purposes, in turn, help ensure that the institution fulfills specific functions. However, the specific values and norms in any institution determine the focus of its resources and shape its organizational life. The values of people within institutions influence actual management practice. In reviewing this set of complex interactions, it becomes evident that arriving at appropriate ethical management decisions can be a difficult task.
In addition,
nursing management ethics
are distinct from
clinical nursing ethics
. Although significant research exists regarding ethical dilemmas and moral distress experienced by staff nurses in clinical roles, less research exists regarding the ethical distress experienced by nursing managers.
Nursing management ethics are also distinct from other areas of m.
Chapter 1Boundary Issues in PerspectiveDual or multiple relati.docx
Chapter 1
Boundary Issues in Perspective
Dual or multiple relationships occur when a professional assumes two or more roles simultaneously or sequentially with a person seeking his or her help. This may involve taking on more than one professional role (such as counselor and teacher) or combining professional and nonprofessional roles (such as counselor and friend or counselor and lover). Another way of stating this is that a helping professional enters into a dual or multiple relationship whenever the professional has another, significantly different relationship with a client, a student, or a supervisee.
Multiple relationship issues exist throughout our profession and affect virtually all counselors, regardless of their work setting or the client populations they serve. Relationship boundary issues have an impact on the work of helping professionals in diverse roles, including counselor educator, supervisor, agency counselor, private practitioner, school counselor, college or university student personnel specialist, rehabilitation counselor, and practitioner in other specialty areas. These issues affect the dyadic relationship between counselor and client, and they can also emerge in complex ways in tripartite relationships (such as client/supervisee/supervisor or client/consultee/consultant) and in family therapy and group work. No professional remains untouched by the potential difficulties inherent in dual or multiple relationships.
This book is a revision of our earlier editions, Dual Relationships in Counseling (Herlihy & Corey, 1992) and Boundary Issues in Counseling: Multiple Roles and Responsibilities (Herlihy & Corey, 1997, 2006b), but with an expanded focus. Since we last wrote together about this topic, helping professionals have continued to debate issues of multiple relationships, roles, and responsibilities; power; and boundaries in counseling.
Because of the complexities involved, the term multiple relationship is often more descriptive than dual relationship. Dual or multiple relationships occur when mental health practitioners interact with clients in more than one relationship, whether professional, social, or business. In the most recent versions of the ACA Code of Ethics (American Counseling Association [ACA], 2005, 2014), both of these terms have been replaced with the term nonprofessional interactions to indicate those additional relationships other than sexual or romantic ones. In this book, we continue to use the terms dual or multiple relationships to describe these nonprofessional relationships as well as dual professional relationships.
This revised edition is based on the assumption that counseling professionals must learn how to manage multiple roles and responsibilities (or nonprofessional interactions or relationships) effectively rather than learn how to avoid them. This entails managing the power differential inherent in counseling or training relationships, balancing boundary issues, addressing nonprofessio.
Chapter 1Boundary Issues in PerspectiveDual or multiple relati.docx
Chapter 1
Boundary Issues in Perspective
Dual or multiple relationships occur when a professional assumes two or more roles simultaneously or sequentially with a person seeking his or her help. This may involve taking on more than one professional role (such as counselor and teacher) or combining professional and nonprofessional roles (such as counselor and friend or counselor and lover). Another way of stating this is that a helping professional enters into a dual or multiple relationship whenever the professional has another, significantly different relationship with a client, a student, or a supervisee.
Multiple relationship issues exist throughout our profession and affect virtually all counselors, regardless of their work setting or the client populations they serve. Relationship boundary issues have an impact on the work of helping professionals in diverse roles, including counselor educator, supervisor, agency counselor, private practitioner, school counselor, college or university student personnel specialist, rehabilitation counselor, and practitioner in other specialty areas. These issues affect the dyadic relationship between counselor and client, and they can also emerge in complex ways in tripartite relationships (such as client/supervisee/supervisor or client/consultee/consultant) and in family therapy and group work. No professional remains untouched by the potential difficulties inherent in dual or multiple relationships.
This book is a revision of our earlier editions, Dual Relationships in Counseling (Herlihy & Corey, 1992) and Boundary Issues in Counseling: Multiple Roles and Responsibilities (Herlihy & Corey, 1997, 2006b), but with an expanded focus. Since we last wrote together about this topic, helping professionals have continued to debate issues of multiple relationships, roles, and responsibilities; power; and boundaries in counseling.
Because of the complexities involved, the term multiple relationship is often more descriptive than dual relationship. Dual or multiple relationships occur when mental health practitioners interact with clients in more than one relationship, whether professional, social, or business. In the most recent versions of the ACA Code of Ethics (American Counseling Association [ACA], 2005, 2014), both of these terms have been replaced with the term nonprofessional interactions to indicate those additional relationships other than sexual or romantic ones. In this book, we continue to use the terms dual or multiple relationships to describe these nonprofessional relationships as well as dual professional relationships.
This revised edition is based on the assumption that counseling professionals must learn how to manage multiple roles and responsibilities (or nonprofessional interactions or relationships) effectively rather than learn how to avoid them. This entails managing the power differential inherent in counseling or training relationships, balancing boundary issues, addressing nonprofessio ...
66.pdf67.pdf.docx
66.pdf67.pdf68.pdf69.pdf70.pdf71.pdf72.pdf73.pdf74.pdf75.pdf76.pdf77.pdf78.pdf79.pdf
Button1:
Week Two Health Care Financial Terms Worksheet
HCS/405 Version 6
1
University of Phoenix Material
Week Two Health Care Financial Terms Worksheet
Understanding health care financial terms is a prerequisite for both academic and professional success. This assignment is intended to ensure you understand some of the basic terms used in this course.
Complete the worksheet below according to the following guidelines:
· In the space provided, write each term’s definition as used in health care management. You must define the term in your own words.
· In the space provided after each term’s definition, summarize a health care management scenario that illustrates the importance of the skill, concept, procedure, or tool to which the term refers. In the scenario, you may wish to consider the following:
Why the skill, concept, procedure, or tool is necessary for accurate record keeping, operational efficiency, excellent patient services, employee management, regulatory compliance, reducing costs, forecasting, and so forth
Successes enabled by an adequate understanding or appropriate application of the skill, concept, procedure, or tool
Risks or failures associated with an inadequate understanding or inappropriate application of the skill, concept, procedure, or tool
Save the completed worksheet as a Microsoft® Word document with your name in the file name.
Submit the file to your instructor.
Worksheet
Submitted By:
[Type your name here.]
Term
Definition
Scenario
Balance sheet
Statement of revenue and expense
Revenue cycle
Payer mix
Revenue
252.pdf253.pdf254.pdf255.pdf256.pdf257.pdf258.pdf259.pdf260.pdf261.pdf262.pdf263.pdf264.pdf
THE QUEST FOR A CODE OF PROFESSIONAL ETHICS: AN INTELLECTUAL AND MORAL CONFUSION
John Ladd
My role as a philosopher is to act as a gadfly. If this were Athens in the fifth century B. c. you would probably throw me in prison for what I shall say, and I would be promptly condemned to death for attacking your idols. But you can't do that in this day and age; you can't even ask for your money back, since I am not being paid. All that you can do is to throw eggs at me or simply walk out!
My theme is stated in the title: it is that the whole notion of an organized professional ethics is an absurdity-intellectual and moral. Furthermore, I shall argue that there are few positive benefits to be derived from having a code and the possibility of mischievous side effects of adopting a code is substantial. Unfortunately, in the time allotted to me I can only summarize what I have to say on this topic.
1. To begin with, ethics itself is basically an open-ended, reflective and critical intellectual activity. It is essentially problematic and controversial, both as far as its principles are concerned and in its application. Ethics consists of issues to be examined, explored, discussed, deliberated, .
Trainee Psychological Counselors’ Understanding of Ethics
The Personal values and professional ethical codes are primary resources for practicing psychological counselors. Ethical dilemmas occur when personal values and professional ethical rules are incompatible. We examined the trainee counselors’ understanding of professional ethics. This qualitative study used vignette analysis with 68 undergraduate Turkish students. Using vignettes, the trainees indicated their approaches towards confidentiality, romantic relationships with former clients, curiosity, relationship boundaries, information sharing, self-disclosure, respect for privacy, and reports to third parties. Results revealed the need for ethics education and showed that many trainees would have difficulty with regard to identifying ethical dilemmas.
20134 Intro.pptMGMT20134An introduction to Bus.docx
20134 Intro.ppt
MGMT20134
An introduction to Business Ethics and Sustainability.
*
Welcome to Business Ethics
This is a 6 credit postgraduate unit available as an elective, offered by the School of Business and Law, to students undertaking postgraduate courses at CQU.
This unit is designed to introduce you to concepts related to ethics, morality, corporate accountability and sustainability.
It requires you to reflect on your own practice, believes and values and understand how they have developed, how they have informed your practice and whether they are defendable.
This unit has the following learning objectives:
This unit examines the interrelated topics of personal and business ethics and business sustainability.
It critically reviews the socio-cultural environment in which business operates and how this can change dramatically between countries and cities.
Ethical frameworks for managerial decision-making are critiqued with reference to various stakeholder groups and you will examine the debates surrounding sustainable development as they impact on organisations in their local and global contexts.
The interactions between personal ethics and how ethics is managed within an organisation are also considered.
Technological, societal and cultural sources of ethical challenges are reviewed and cases will be discussed outlining how various organisations might respond to these challenges.
Unit Learning Outcomes
On successful completion of this course, you will be able to:investigate the interconnections between business ethics, sustainability and globalisation; and evaluate the differences between ethics, legal requirements and cultural factors in a business setting;
explain the various aspects of business sustainability and how these impact upon business strategy;
critique the major ethical theories and frameworks and be able to compare these in a contemporary business setting;
discuss the management of business ethics within an organisation and explore the role of tools such as Codes of Conduct, Risk Management frameworks and gift policies in assisting such management; and
demonstrate commonly accepted professional ethical standards in the work place and in your behaviour toward others.
Texts and Journals
Ferrell,O.C., Fraedrich, J., and Ferrell, L. (2015), Business ethics: Ethical decision making and cases, Cengage, Stamford. ( A newer edition is now available)
Other texts which can be sourced at most libraries include:
MacDonald, G. (2015). Business ethics: A contemporary approach, Cambridge University Press, Port Melbourne.
Donaldson, T., Werhane, P. and Van Zant, J.D. (2008). Ethical issues in business: A philosophical approach, Pearson, Upper Saddle River.
De George, R.T.(2010). Business ethics, 7th edn, Prentice Hall, New York.
Trevino, L.K., and Nelson, K. (2013). Managing business ethics: Straight talk about how to do it right, 6th edn, Wiley and Sons, New York.
Velasquez, M. (2013). Business ethics.
Unit 2- Research Aptitude (UGC NET Paper I).pdf
This slide describes the research aptitude of unit 2 in the UGC NET paper I.
Digital Tools and AI for Teaching Learning and Research
This Presentation in details discusses on Digital Tools and AI for Teaching Learning and Research
Overview on Edible Vaccine: Pros & Cons with Mechanism
This ppt include the description of the edible vaccine i.e. a new concept over the traditional vaccine administered by injection.
How to Make a Field invisible in Odoo 17
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution Class 9 Study Material pdf free download
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS Module
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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Application Taking a StandEffective leaders have a high d.docx
Application: Taking a Stand
Effective leaders have a high degree of self-awareness and know how to leverage their strengths in the workplace. Assessments are a valuable tool that professionals can use to learn more about themselves and consider how their temperament and preferences influence their interactions with others.
As you engage in this learning process, it is important to remember that everyone—regardless of temperament type or related preferences—experiences some challenges with regard to leadership. The key to success is being able to recognize and leverage your own strengths while honoring differences among your colleagues.
At some point in your leadership career, you will encounter an ethical or moral dilemma that requires you to take a stand and defend your position.
For this Assignment, you evaluate an issue and consider how you could act as a moral agent or advocate, facilitating the resolution of the issue for a positive outcome.
To prepare:
Consider the examples of leadership demonstrated in this week’s media presentation and the other Learning Resources. (Democratic, authoritative, or Laissez-Faire)
To further your self-knowledge, you are required to complete the Kiersey Temperament as indicated in this week’s Learning Resources. Consider your leadership style (Democratic), including your strengths for leading others and include your results from Kiersey Temperament Sorter to describe potential challenges related to your leadership style.
Mentally survey your work environment, or one with which you are familiar, and identify a timely issue/dilemma that requires you to perform the leadership role of moral agent or advocate to improve a situation (e.g., speaking or acting on behalf of a vulnerable patient, the need for appropriate staffing, a colleague being treated unfairly).
What ethical, moral, or legal skills, dispositions, and/or strategies would help you resolve this dilemma? Define the differences between
ethical, moral, and legal leadership.
Finally, consider the values and principles that guide the nursing profession; the organization’s mission, vision, and values; the leadership and management competencies addressed in this course; and your own values and reasons for entering the profession. What motivation do you see for taking a stand on an important issue even when it is difficult to do so?
To complete:
Write a 4 to 5 page paper (page count does not include title and reference page) that addresses the following:
1) Introduce the conceptual frameworks of the ethical constructs of ethics, moral, or legal standards and the purpose of the paper.
1) Consider an ethical, moral, or legal dilemma that you have encountered in your work environment and describe it. (
an example is " a Jehovah witness refusing blood even though it is needed to save his or life")
2) Analyze the moral, ethical, and legal implications utilized in this situation. Describe your role as a moral agent or advocate for this.
principles and Standards.pptx
Ethical principles nd standards for psychologists and counslors based on APA
Nursing Assignment Taking a StandTaking a StandEffective leader.docx
Nursing Assignment: Taking a Stand
Taking a Stand
Effective leaders have a high degree of self-awareness and know how to leverage their strengths in the workplace. Assessments are a valuable tool that professionals can use to learn more about themselves and consider how their temperament and preferences influence their interactions with others.
As you engage in this learning process, it is important to remember that everyone—regardless of temperament type or related preferences—experiences some challenges with regard to leadership. The key to success is being able to recognize and leverage your own strengths while honoring differences among your colleagues.
At some point in your leadership career, you will encounter an ethical or moral dilemma that requires you to take a stand and defend your position.
For this Assignment, you evaluate an issue and consider how you could act as a moral agent or advocate, facilitating the resolution of the issue for a positive outcome.
To prepare:
·
Consider the examples of leadership demonstrated in this week’s media presentation and the other Learning Resources.
·
To further your self-knowledge, you are required to complete the Kiersey Temperament as indicated in this week’s Learning Resources. Consider your leadership style, including your strengths for leading others and include your results from Kiersey Temperament Sorter to describe potential challenges related to your leadership style.
·
Mentally survey your work environment, or one with which you are familiar, and identify a timely issue/dilemma that requires you to perform the leadership role of moral agent or advocate to improve a situation (e.g., speaking or acting on behalf of a vulnerable patient, the need for appropriate staffing, a colleague being treated unfairly).
·
What ethical, moral, or legal skills, dispositions, and/or strategies would help you resolve this dilemma? Define the differences between
ethical, moral, and legal leadership.
·
Finally, consider the values and principles that guide the nursing profession; the organization’s mission, vision, and values; the leadership and management competencies addressed in this course; and your own values and reasons for entering the profession. What motivation do you see for taking a stand on an important issue even when it is difficult to do so?
To complete:
Write a 4 to 5 page paper (page count does not include title and reference page) that addresses the following:
1.
Introduce the conceptual frameworks of the ethical constructs of ethics, moral, or legal standards and the purpose of the paper.
2.
Consider an ethical, moral, or legal dilemma that you have encountered in your work environment and describe it.
3.
Analyze the moral, ethical, and legal implications utilized in this situation. Describe your role as a moral agent or advocate for this specific issue.
4.
Consider your leadership styles identified by your self-assessment and determine if they act as a barrier or facilitatio.
CHAPTER 3The APA Ethics Code andEthical Decision MakingThe A.docx
CHAPTER 3
The APA Ethics Code and
Ethical Decision Making
The APA’s Ethics Code provides a set of aspirational principles and
behavioral rules written broadly to apply to psychologists’ varied roles
and the diverse contexts in which the science and practice of psychology
are conducted. The five aspirational principles described in Chapter 2
represent the core values of the discipline of psychology that guide members in
recognizing in broad terms the moral rightness or wrongness of an act. As an
articulation of the universal moral values intrinsic to the discipline, the aspirational
principles are intended to inspire right action but do not specify what
those actions might be. The ethical standards that will be discussed in later
chapters of this book are concerned with specific behaviors that reflect the
application of these moral principles to the work of psychologists in specific
settings and with specific populations. In their everyday activities, psychologists
will find many instances in which familiarity with and adherence to specific
Ethical Standards provide adequate foundation for ethical actions. There
will also be many instances in which (a) the means by which to comply with a
standard are not readily apparent, (b) two seemingly competing standards
appear equally appropriate, (c) application of a single standard or set of standards
appears consistent with one aspirational principle but inconsistent with
another, or (d) a judgment is required to determine if exemption criteria for a
particular standard are met.
The Ethics Code is not a formula for solving these ethical challenges. The
Ethics Code provides psychologists with a set of aspirations and broad general
rules of conduct that must be interpreted and applied as a function of the unique
scientific and professional roles and relationships in which they are embedded.
Psychologists are not moral technocrats simply working their way through a
maze of ethical rules. Successful application of the principles and standards of the
Ethics Code involves a conception of psychologists as active moral agents committed
to the good and just practice and science of psychology. Ethical decision
FOR THE USE OF UNIVERSITY OF PHOENIX STUDENTS AND FACULTY ONLY.
NOT FOR DISTRIBUTION, SALE, OR REPRINTING.
ANY AND ALL UNAUTHORIZED USE IS STRICTLY PROHIBITED.
Copyright © 2013 by SAGE Publications, Inc.
30——PART I INTRODUCTION AND BACKGROUND
making thus involves a commitment to applying the Ethics Code to construct
rather than simply discover solutions to ethical quandaries.
This chapter discusses the ethical attitudes and decision-making strategies that can
help psychologists prepare for, identify, and resolve ethical challenges as they continuously
emerge and evolve in the dynamic discipline of psychology. An opportunity to
apply these strategies is provided in the 10 case studies presented in Appendix B.
Ethical Commitment and Virtues
The development of a dynamic set of ethical standards for psycholog ...
Taking a StandEffective leaders have a high degree of self-awarene.docx
Taking a Stand
Effective leaders have a high degree of self-awareness and know how to leverage their strengths in the workplace. Assessments are a valuable tool that professionals can use to learn more about themselves and consider how their temperament and preferences influence their interactions with others.
As you engage in this learning process, it is important to remember that everyone—regardless of temperament type or related preferences—experiences some challenges with regard to leadership. The key to success is being able to recognize and leverage your own strengths while honoring differences among your colleagues.
At some point in your leadership career, you will encounter an ethical or moral dilemma that requires you to take a stand and defend your position.
For this Assignment, you evaluate an issue and consider how you could act as a moral agent or advocate, facilitating the resolution of the issue for a positive outcome.
To prepare:
·
Consider the examples of leadership demonstrated in this week’s media presentation and the other Learning Resources.
·
To further your self-knowledge, you are required to complete the Kiersey Temperament as indicated in this week’s Learning Resources. Consider your leadership style, including your strengths for leading others and include your results from Kiersey Temperament Sorter to describe potential challenges related to your leadership style.
·
Mentally survey your work environment, or one with which you are familiar, and identify a timely issue/dilemma that requires you to perform the leadership role of moral agent or advocate to improve a situation (e.g., speaking or acting on behalf of a vulnerable patient, the need for appropriate staffing, a colleague being treated unfairly).
·
What ethical, moral, or legal skills, dispositions, and/or strategies would help you resolve this dilemma? Define the differences between
ethical, moral, and legal leadership.
·
Finally, consider the values and principles that guide the nursing profession; the organization’s mission, vision, and values; the leadership and management competencies addressed in this course; and your own values and reasons for entering the profession. What motivation do you see for taking a stand on an important issue even when it is difficult to do so?
To complete:
Write a 4 to 5 page paper (page count does not include title and reference page) that addresses the following:
1.
Introduce the conceptual frameworks of the ethical constructs of ethics, moral, or legal standards and the purpose of the paper.
2.
Consider an ethical, moral, or legal dilemma that you have encountered in your work environment and describe it.
3.
Analyze the moral, ethical, and legal implications utilized in this situation. Describe your role as a moral agent or advocate for this specific issue.
4.
Consider your leadership styles identified by your self-assessment and determine if they act as a barrier or facilitation during this dilemma.
5.
Summary.
READINGSIntroductionUnit II examines ethical, legal, and .docx
READINGS:
Introduction
Unit II
examines ethical, legal, and legislative issues affecting leadership and management as well as professional advocacy. This chapter focuses on applied ethical decision making as a critical leadership role for managers.
Chapter 5
examines the impact of legislation and the law on leadership and management, and
Chapter 6
focuses on advocacy for patients and subordinates and for the nursing profession in general.
Ethics
is the systematic study of what a person’s conduct and actions should be with regard to self, other human beings, and the environment; it is the justification of what is right or good and the study of what a person’s life and relationships should be, not necessarily what they are. Ethics is a system of moral conduct and principles that guide a person’s actions in regard to right and wrong and in regard to oneself and society at large.
Ethics is concerned with doing the right thing, although it is not always clear what that is.
Applied ethics
requires application of normative ethical theory to everyday problems. The normative ethical theory for each profession arises from the purpose of the profession. The values and norms of the nursing profession, therefore, provide the foundation and filter from which ethical decisions are made. The nurse-manager, however, has a different ethical responsibility than the clinical nurse and does not have as clearly defined a foundation to use as a base for ethical reasoning.
In addition, because management is a discipline and not a profession, its purpose is not as clearly defined as medicine or law; therefore, the norms that guide ethical decision making are less clear. Instead, the organization reflects norms and values to the manager, and the personal values of managers are reflected through the organization. The manager’s ethical obligation is tied to the organization’s purpose, and the purpose of the organization is linked to the function that it fills in society and the constraints society places on it. So, the responsibilities of the nurse-manager emerge from a complex set of interactions.
Society helps define the purposes of various institutions, and the purposes, in turn, help ensure that the institution fulfills specific functions. However, the specific values and norms in any institution determine the focus of its resources and shape its organizational life. The values of people within institutions influence actual management practice. In reviewing this set of complex interactions, it becomes evident that arriving at appropriate ethical management decisions can be a difficult task.
In addition,
nursing management ethics
are distinct from
clinical nursing ethics
. Although significant research exists regarding ethical dilemmas and moral distress experienced by staff nurses in clinical roles, less research exists regarding the ethical distress experienced by nursing managers.
Nursing management ethics are also distinct from other areas of m.
Chapter 1Boundary Issues in PerspectiveDual or multiple relati.docx
Chapter 1
Boundary Issues in Perspective
Dual or multiple relationships occur when a professional assumes two or more roles simultaneously or sequentially with a person seeking his or her help. This may involve taking on more than one professional role (such as counselor and teacher) or combining professional and nonprofessional roles (such as counselor and friend or counselor and lover). Another way of stating this is that a helping professional enters into a dual or multiple relationship whenever the professional has another, significantly different relationship with a client, a student, or a supervisee.
Multiple relationship issues exist throughout our profession and affect virtually all counselors, regardless of their work setting or the client populations they serve. Relationship boundary issues have an impact on the work of helping professionals in diverse roles, including counselor educator, supervisor, agency counselor, private practitioner, school counselor, college or university student personnel specialist, rehabilitation counselor, and practitioner in other specialty areas. These issues affect the dyadic relationship between counselor and client, and they can also emerge in complex ways in tripartite relationships (such as client/supervisee/supervisor or client/consultee/consultant) and in family therapy and group work. No professional remains untouched by the potential difficulties inherent in dual or multiple relationships.
This book is a revision of our earlier editions, Dual Relationships in Counseling (Herlihy & Corey, 1992) and Boundary Issues in Counseling: Multiple Roles and Responsibilities (Herlihy & Corey, 1997, 2006b), but with an expanded focus. Since we last wrote together about this topic, helping professionals have continued to debate issues of multiple relationships, roles, and responsibilities; power; and boundaries in counseling.
Because of the complexities involved, the term multiple relationship is often more descriptive than dual relationship. Dual or multiple relationships occur when mental health practitioners interact with clients in more than one relationship, whether professional, social, or business. In the most recent versions of the ACA Code of Ethics (American Counseling Association [ACA], 2005, 2014), both of these terms have been replaced with the term nonprofessional interactions to indicate those additional relationships other than sexual or romantic ones. In this book, we continue to use the terms dual or multiple relationships to describe these nonprofessional relationships as well as dual professional relationships.
This revised edition is based on the assumption that counseling professionals must learn how to manage multiple roles and responsibilities (or nonprofessional interactions or relationships) effectively rather than learn how to avoid them. This entails managing the power differential inherent in counseling or training relationships, balancing boundary issues, addressing nonprofessio.
Chapter 1Boundary Issues in PerspectiveDual or multiple relati.docx
Chapter 1
Boundary Issues in Perspective
Dual or multiple relationships occur when a professional assumes two or more roles simultaneously or sequentially with a person seeking his or her help. This may involve taking on more than one professional role (such as counselor and teacher) or combining professional and nonprofessional roles (such as counselor and friend or counselor and lover). Another way of stating this is that a helping professional enters into a dual or multiple relationship whenever the professional has another, significantly different relationship with a client, a student, or a supervisee.
Multiple relationship issues exist throughout our profession and affect virtually all counselors, regardless of their work setting or the client populations they serve. Relationship boundary issues have an impact on the work of helping professionals in diverse roles, including counselor educator, supervisor, agency counselor, private practitioner, school counselor, college or university student personnel specialist, rehabilitation counselor, and practitioner in other specialty areas. These issues affect the dyadic relationship between counselor and client, and they can also emerge in complex ways in tripartite relationships (such as client/supervisee/supervisor or client/consultee/consultant) and in family therapy and group work. No professional remains untouched by the potential difficulties inherent in dual or multiple relationships.
This book is a revision of our earlier editions, Dual Relationships in Counseling (Herlihy & Corey, 1992) and Boundary Issues in Counseling: Multiple Roles and Responsibilities (Herlihy & Corey, 1997, 2006b), but with an expanded focus. Since we last wrote together about this topic, helping professionals have continued to debate issues of multiple relationships, roles, and responsibilities; power; and boundaries in counseling.
Because of the complexities involved, the term multiple relationship is often more descriptive than dual relationship. Dual or multiple relationships occur when mental health practitioners interact with clients in more than one relationship, whether professional, social, or business. In the most recent versions of the ACA Code of Ethics (American Counseling Association [ACA], 2005, 2014), both of these terms have been replaced with the term nonprofessional interactions to indicate those additional relationships other than sexual or romantic ones. In this book, we continue to use the terms dual or multiple relationships to describe these nonprofessional relationships as well as dual professional relationships.
This revised edition is based on the assumption that counseling professionals must learn how to manage multiple roles and responsibilities (or nonprofessional interactions or relationships) effectively rather than learn how to avoid them. This entails managing the power differential inherent in counseling or training relationships, balancing boundary issues, addressing nonprofessio ...
66.pdf67.pdf.docx
66.pdf67.pdf68.pdf69.pdf70.pdf71.pdf72.pdf73.pdf74.pdf75.pdf76.pdf77.pdf78.pdf79.pdf
Button1:
Week Two Health Care Financial Terms Worksheet
HCS/405 Version 6
1
University of Phoenix Material
Week Two Health Care Financial Terms Worksheet
Understanding health care financial terms is a prerequisite for both academic and professional success. This assignment is intended to ensure you understand some of the basic terms used in this course.
Complete the worksheet below according to the following guidelines:
· In the space provided, write each term’s definition as used in health care management. You must define the term in your own words.
· In the space provided after each term’s definition, summarize a health care management scenario that illustrates the importance of the skill, concept, procedure, or tool to which the term refers. In the scenario, you may wish to consider the following:
Why the skill, concept, procedure, or tool is necessary for accurate record keeping, operational efficiency, excellent patient services, employee management, regulatory compliance, reducing costs, forecasting, and so forth
Successes enabled by an adequate understanding or appropriate application of the skill, concept, procedure, or tool
Risks or failures associated with an inadequate understanding or inappropriate application of the skill, concept, procedure, or tool
Save the completed worksheet as a Microsoft® Word document with your name in the file name.
Submit the file to your instructor.
Worksheet
Submitted By:
[Type your name here.]
Term
Definition
Scenario
Balance sheet
Statement of revenue and expense
Revenue cycle
Payer mix
Revenue
252.pdf253.pdf254.pdf255.pdf256.pdf257.pdf258.pdf259.pdf260.pdf261.pdf262.pdf263.pdf264.pdf
THE QUEST FOR A CODE OF PROFESSIONAL ETHICS: AN INTELLECTUAL AND MORAL CONFUSION
John Ladd
My role as a philosopher is to act as a gadfly. If this were Athens in the fifth century B. c. you would probably throw me in prison for what I shall say, and I would be promptly condemned to death for attacking your idols. But you can't do that in this day and age; you can't even ask for your money back, since I am not being paid. All that you can do is to throw eggs at me or simply walk out!
My theme is stated in the title: it is that the whole notion of an organized professional ethics is an absurdity-intellectual and moral. Furthermore, I shall argue that there are few positive benefits to be derived from having a code and the possibility of mischievous side effects of adopting a code is substantial. Unfortunately, in the time allotted to me I can only summarize what I have to say on this topic.
1. To begin with, ethics itself is basically an open-ended, reflective and critical intellectual activity. It is essentially problematic and controversial, both as far as its principles are concerned and in its application. Ethics consists of issues to be examined, explored, discussed, deliberated, .
Trainee Psychological Counselors’ Understanding of Ethics
The Personal values and professional ethical codes are primary resources for practicing psychological counselors. Ethical dilemmas occur when personal values and professional ethical rules are incompatible. We examined the trainee counselors’ understanding of professional ethics. This qualitative study used vignette analysis with 68 undergraduate Turkish students. Using vignettes, the trainees indicated their approaches towards confidentiality, romantic relationships with former clients, curiosity, relationship boundaries, information sharing, self-disclosure, respect for privacy, and reports to third parties. Results revealed the need for ethics education and showed that many trainees would have difficulty with regard to identifying ethical dilemmas.
20134 Intro.pptMGMT20134An introduction to Bus.docx
20134 Intro.ppt
MGMT20134
An introduction to Business Ethics and Sustainability.
*
Welcome to Business Ethics
This is a 6 credit postgraduate unit available as an elective, offered by the School of Business and Law, to students undertaking postgraduate courses at CQU.
This unit is designed to introduce you to concepts related to ethics, morality, corporate accountability and sustainability.
It requires you to reflect on your own practice, believes and values and understand how they have developed, how they have informed your practice and whether they are defendable.
This unit has the following learning objectives:
This unit examines the interrelated topics of personal and business ethics and business sustainability.
It critically reviews the socio-cultural environment in which business operates and how this can change dramatically between countries and cities.
Ethical frameworks for managerial decision-making are critiqued with reference to various stakeholder groups and you will examine the debates surrounding sustainable development as they impact on organisations in their local and global contexts.
The interactions between personal ethics and how ethics is managed within an organisation are also considered.
Technological, societal and cultural sources of ethical challenges are reviewed and cases will be discussed outlining how various organisations might respond to these challenges.
Unit Learning Outcomes
On successful completion of this course, you will be able to:investigate the interconnections between business ethics, sustainability and globalisation; and evaluate the differences between ethics, legal requirements and cultural factors in a business setting;
explain the various aspects of business sustainability and how these impact upon business strategy;
critique the major ethical theories and frameworks and be able to compare these in a contemporary business setting;
discuss the management of business ethics within an organisation and explore the role of tools such as Codes of Conduct, Risk Management frameworks and gift policies in assisting such management; and
demonstrate commonly accepted professional ethical standards in the work place and in your behaviour toward others.
Texts and Journals
Ferrell,O.C., Fraedrich, J., and Ferrell, L. (2015), Business ethics: Ethical decision making and cases, Cengage, Stamford. ( A newer edition is now available)
Other texts which can be sourced at most libraries include:
MacDonald, G. (2015). Business ethics: A contemporary approach, Cambridge University Press, Port Melbourne.
Donaldson, T., Werhane, P. and Van Zant, J.D. (2008). Ethical issues in business: A philosophical approach, Pearson, Upper Saddle River.
De George, R.T.(2010). Business ethics, 7th edn, Prentice Hall, New York.
Trevino, L.K., and Nelson, K. (2013). Managing business ethics: Straight talk about how to do it right, 6th edn, Wiley and Sons, New York.
Velasquez, M. (2013). Business ethics.
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Download⚡(PDF)❤ Ethics and Decision Making in Counseling and Psychotherapy Fourth Edition
- 2. Description Note to Readers: Publisher does not guarantee quality or access to any included digital components if book is purchased through a third-party seller.Completely revised and updated to reflect the new 2014 ACA Code of Ethics and current ethics codes in psychology, social work, and marriage and family therapy. This unparalleled text guides helping professionals in the use of ethical decision-making processes as the foundation for ethical approaches to counseling and psychotherapy. The book focuses on ethical and legal challenges and standards across multiple professions emphasizing counseling. It not only identifies relevant ethical issues in clinical mental health, rehabilitation, group, school, addictions, and career counseling, it also addresses couple and family therapy, clinical supervision, and forensics. The text illuminates the particular application of ethical standards within each specialty.The book features five new chapters that clearly define how ethical standards are interpreted and applied: Privacy, Confidentiality, and Privileged Communication Informed Consent Roles and Relationships With Clients Professional Responsibility and Counselor Competency. Under the umbrella of each broad topic, the particular nuances of ethical standards within each specialty are analyzed to facilitate comparison across all specialties and settings. The text also addresses current issues in office and administrative practices, technology, and forensic practice that are crucial to school, clinical, and private practice settings. Compelling case studies illustrate the connection between ethical decision-making models and ethical practice. Learning objectives, a comprehensive review of scholarly literature, and a robust ancillary package for educators contribute to the fourth edition's value for use in upper-level undergraduate and graduate classrooms.New to the Fourth Edition: Comprehensive reorganization and reconceptualization of contentReflects new 2014 ACA Code of EthicsIncludes five new chapters on Privacy, Confidentiality, and Privileged Communication Informed Consent Roles and Relationships With Clients Professional Responsibility and Counselor CompetencyEmphasizes specialty practice organized by professional standardsFacilitates comparison of standards across disciplinesAddresses new issues in office, administrative, technology, and forensic practiceKey Features: Delivers an unequaled overview of ethical decision making in counseling and psychotherapyDefines how ethical standards are interpreted and applied in specialty practiceDescribes how to avoid, address, and solve serious ethical and legal dilemmasIncludes learning objectives, case studies, and scholarly literature reviewsOffers robust ancillary package with Instructor's Manual, Test Bank, and PowerPoint Slides
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