Ethics awareness inventory
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The document is an ethics awareness inventory that summarizes the respondent's perspectives on ethics. It finds that the respondent bases their ethical views on a person's character rather than their actions. They believe people should be judged by their overall character, not individual mistakes. The respondent recognizes they have made bad choices in the past but are learning from mistakes. They also acknowledge social pressures have influenced their business and personal ethics decisions and they are working to apply lessons from the inventory to look beyond actions to character in the workplace.
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Ethics Awareness Inventory (paper)
The document summarizes the results of an ethics awareness inventory taken by the author. The inventory assessed the author's ethical perspectives across four categories: character, obligation, results, and equality. The author's highest score was in obligation, suggesting they base their ethics on a sense of duty and responsibility. Their lowest score was in equality, implying they do not view ethics as relative or non-absolute. The document discusses how the author's obligation-focused ethical style may influence their application of psychology and handling of personal, social, and professional issues. It also examines the importance of ethics to the field of psychology and the author's decision to pursue a psychology degree.
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Ethics refers to accepted standards regarding personal and social welfare. It involves studying morality and distinguishing right from wrong. Morality consists of standards around what is good/evil and right/wrong, which are typically first learned from family/society as a child and revised with experience. Moral standards deal with issues that can seriously harm or benefit people, are not determined by authorities, should be preferred over self-interest, consider all perspectives impartially, and are associated with emotions like guilt. In summary, ethics examines morality and distinguishing right from wrong based on accepted standards around welfare, not personal feelings alone.
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Lawrence Kohlberg's theory of moral development has 6 stages across 3 levels - pre-conventional, conventional, and post-conventional. The pre-conventional level involves obedience to avoid punishment. The conventional level focuses on pleasing others and following rules. The post-conventional level judges morality based on self-chosen ethical principles. Kohlberg's theory is relevant for nurses to understand clients' behaviors and decision-making based on their moral reasoning abilities.
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This document summarizes Kohlberg's theory of moral development. It explains that Kohlberg identified six stages of moral reasoning ability that individuals progress through over their lifetime. These stages include pre-conventional (obedience to rules to avoid punishment), conventional (conforming to social norms), and post-conventional (guiding by universal ethical principles). The document uses Kohlberg's example of the Heinz dilemma to illustrate how individuals at different stages would reason about whether a man should steal a drug to save his wife. It concludes with some criticisms of Kohlberg's theory, such as whether moral reasoning truly leads to moral behavior.
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Kohlberg's theory of moral development has three levels with two stages each:
1) Pre-conventional morality focuses on obedience to avoid punishment
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3) Post-conventional morality is based on universal ethical principles.
Teachers can use the Lickona model to improve student moral development through building self-esteem, cooperative learning, moral reflection, and participatory decision-making.
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This document summarizes a class presentation on applying Erikson's theory of psychosocial development and Bowen's family systems theory to clinical practice. It provides an overview of the key concepts of each theory, such as Erikson's eight stages of development and Bowen's concepts of triangles, differentiation of self, and multigenerational transmission. Examples are given of how the theories could be applied to assess a client situation and design nursing interventions and care plans. Areas are identified where further research is needed before fully applying aspects of the theories to practice, such as determining Erikson stages from assessments and teaching nurses about Bowen's systems perspective.
Universal values
Values are beliefs that guide attitudes and actions. They help determine what is important and how to behave. Personal values reflect what one finds good or desirable, while cultural values are accepted by societies. Values are essential to ethics as they underlie choices and actions. Values can conflict between individuals as what one values may differ from another. Some values like honesty and kindness tend to be universally good.
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Moral values are standards that govern individual behavior and choices. They can be derived from society, government, religion, or oneself. Moral values are flexible depending on one's culture but generally refer to what is considered right or wrong. A useful way to think about one's moral compass is that it has four directions - integrity, forgiveness, compassion, and responsibility - which represent universal principles honored across cultures. Some examples of moral values discussed include prejudice, lying, oppression, treason, willful ignorance, brainwashing of children, murder, greed, theft, fraud, and violence.
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Moral values are standards that govern individual behavior and choices, deriving from society, government, religion, or oneself. Lawrence Kohlberg's theory of moral development outlines six stages of reasoning about moral dilemmas, from obedience to authority to principled conscience. Moral values can be universal, instrumental, intrinsic, or prerequisite, and develop through life based on influences like family, culture, religion, and society.
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Kohlberg's theory of moral development has three levels - pre-conventional, conventional, and post-conventional. The pre-conventional level is focused on obedience and self-interest. The conventional level focuses on living up to group expectations and maintaining social order. The post-conventional level involves defining moral values based on principles of justice and respect for human dignity rather than rules or authority. It has six stages total, with the final stage being governance by self-chosen ethical principles of equality and respect for all people.
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This document provides an overview of a presentation on ethical decision-making in psychology. It discusses how moral decisions are influenced by both rational and irrational tendencies. It also examines models of moral development and decision-making, including the acculturation model where psychologists integrate their personal values with their professional ethics. The presentation addresses cognitive biases that can impact ethics and provides examples of "false risk management strategies" that intend to reduce liability but do not improve patient care. The objectives are to review ethical principles, models of moral decision-making, integrating personal and professional ethics, and understanding false risk management.
Becg 2 2
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1) Factors that influence behavior such as opportunities, organizational environment, individual behavior, and moral philosophy.
2) How ethical decisions are made by considering the end, means, motive, and consequences.
3) The role of moral philosophies like utilitarianism and humanism in decision making.
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At the end of the course the students should be able to:
Explain what ethics is all about and it's elements
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Similar to Ethics awareness inventory
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Discusson 2 Ethics and Moral DevelopmentRespond to Peers Revie.docx
Discusson 2 Ethics and Moral Development
Respond to Peers: Review your classmates’ posts, and respond to at least two of your peers by Day 7. In each response, provide comments that prompt further critical thinking and insight on your classmate’s perspective on ethical values as they relate to their personal, academic, and professional lives. Each participation post should be a minimum of 75 words.
NEED TO REPLY TO THESE TWO PEERS REPLY
Reply to Kirsten Lizama
According to cognitive-developmental psychologist, Lawrence Kohlberg, there are six stages of moral and ethical development. The first stage called the Preconventional Morality stage is seen mostly in young children preschool, elementary and some junior high and high school individuals. In this stage one tends to obey in order not to get caught but given the opportunity without punishment the individual is more likely to disregard others and only think of themselves. Stage two called exchange of favors is when individual start to realize others have needs to and work toward helping others if it benefits their own need without punishment or consequences. The next stage conventional morality normally is not seen until the high school level. Individuals start to be aware of there actions and how others see their behavior in society and what constitutes the norms. Stage four individuals look for confidence in their behaviors through society’s eyes. Sometimes not realizing rules of merit can lack construct and should be change for the betterment of society. Also, in this stage rules are constraining, and inflexible Stage 5 social contract, is rarely present before college level. Individuals start to see that rules set in place are to protect society and keep order and rules can be flexible and evolve with society changes. The next stage to my surprise few people ever reach the universal ethical principle stage. At this stage we are looking at diversity and respecting other beliefs and searching for ways to live among each other with our differences. Being ethical to me means openness and understanding of other intentions even if we do not believe in their methods. One ethical dilemma that has always bothered me has happen in my personal and professional life. I find that when someone is singled out for one reason or another rather it is at work or personally everyone seems to jump on the band wagon and sometimes I feel if I do not agree than I will be singled out. I will not just agree to feel apart of something. It is just the person I am and sometimes it is not the best trait, but I believe strongly in treating other how you would like to be treated in a similar situation. A college education prepares you for problem solving and critical thinking. For example, when we are faced with ethical decisions we must be able to look at both side and come to a reasonable solution. Education makes us aware, alert and knowledgeable something that is very beneficial for high positions
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Ethics awareness inventory
- 1. 1 Ethics Awareness Inventory Wendy Lile XMGT216 University of Phoenix February 25, 2012 Allan Bardos
- 2. 2 Ethics Awareness Inventory I learned from the exercise that I base my ethical perspective on what is good to be instead of what is good to do. If I was ever asked to judge someone’s actions, I would look beyond what they did and examine who they are as a person. It says that I believe that virtue is “not just an abstract principle” and “reflected in the quality of an individual’s character, and character is more important than an individual’s actions.” I absolutely agree with this because good people make bad choices sometimes, I am a prime example. I have made many bad choices and wrong decisions in my lifetime. The difference between a good and bad person is whether or not they try to learn from their mistakes and better themselves. The inventory says I get frustrated whenever I realize that not everyone has the same values. I think that the development of character is a slow process that has been neglected in recent years. This is so true: “…you may work for an organization that relies heavily on some system of ethical rules and sanctions. You view this as an artificial ethical environment that is less than sincere.” I will apply this info to the workplace by trying to look at their actions as well as their character because no matter how good of a person they are, just like in my case, people still make bad decisions and might continue to make bad decisions if there are no repercussions. Social pressures have influenced me greatly in the past with business and personal ethics. I have made a decision to do a favor for a friend instead of listen to company rules and I have made countless bad, personal ethics decisions while being pressured socially. I guess you can say I “learn the hard way.” I am now learning that I do not have to. https://ecampus.phoenix.edu/secure/aapd/Vendors/TWI/EAIv1/EAI%20Docs/EAI%20Character. pdf
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