The document discusses the new challenges that professionals face with technology and social media, including issues around privacy, boundaries, and ethics related to communicating with clients online and researching clients. It provides examples of real cases that illustrate these challenges and risks, as well as recommendations around developing policies for using the internet and social media in a professional practice.
The document discusses professional ethics, including defining ethics as accepted standards of personal and business behavior. It notes that professional organizations often establish ethical codes to guide members. It also outlines the purpose of ethical codes is to provide frameworks for behavior and set standards for practice while protecting clients. It discusses how ethics committees investigate potential violations but have no legal authority, and how state licensing boards derive laws from both legal codes and profession's ethical codes.
This document discusses ethical dilemmas, their sources and resolutions. It notes that ethical dilemmas present difficult moral choices between two undesirable options. Such dilemmas can impact businesses through their effects on stakeholders like shareholders, employees and society. The document also explores sources of ethical problems like changes in laws, technologies or beliefs. It recommends establishing codes of conduct, rewarding ethical behavior, open communication and avoiding conflicts of interest to reduce dilemmas.
OBJECTIVES OF TEACHING SCIENCE
Education is a process of bringing about changes in an individual in a desired direction. It is a process of helping a child to develop his potentialities to the maximum and to bring out the best from within the child. To bring about these changes we teach them various subjects at different levels of school. Science as subject is included in the school curriculum from the very beginning.
Before taking any decision about teaching science we should pose certain questions to ourselves, such as,
• Why do we teach them science?
• What are the goals and objectives of teaching science?
• What changes does science teaching bring about in the behaviour of the students?
This document discusses guidance and counseling in secondary schools. It defines guidance and counseling, outlines their differences and objectives at the secondary level. Guidance aims to help students understand themselves and their options to make informed choices. It is broader than counseling. Counseling involves in-depth analysis of personal and social issues. There is a need for guidance in secondary schools due to challenges of adolescence and increasing education and career complexity. Effective guidance services include orientation, student assessment, information dissemination, counseling, remedial support, follow-up, and referral to specialists.
Classroom psychology involves the use of psychology in the classroom, specifically regarding classroom behavior and class control/management. Effective classroom management is important to establish an orderly learning environment, increase academic learning and growth, and decrease negative behaviors. Key aspects of effective classroom management include establishing positive relationships, using praise, creating a safe learning environment, variety in teaching methods, clear expectations, forward-looking assessments, organization, and communication with parents.
Incivility: Disclosing and Disarming the Incivility Elephant in Academic and ...Jil Wright
This document discusses incivility in nursing education and the workplace. It defines incivility and provides examples from students, faculty, and nurses. Several presenters discuss their experiences with incivility and its negative impacts. The document proposes measures to address incivility between various groups and provides resources for legal protection and organizations supporting healthy work environments.
This document discusses two approaches to environmental education: infusion and problem solving. Infusion involves integrating environmental concepts into existing school subjects without changing the core content. Problem solving is a student-centered approach where students investigate and solve an environmental issue. It involves defining a problem, analyzing it, gathering information, developing solutions, and evaluating outcomes. Both approaches aim to transfer knowledge and skills to students to promote behavioral changes around environmental issues.
The document discusses professional ethics, including defining ethics as accepted standards of personal and business behavior. It notes that professional organizations often establish ethical codes to guide members. It also outlines the purpose of ethical codes is to provide frameworks for behavior and set standards for practice while protecting clients. It discusses how ethics committees investigate potential violations but have no legal authority, and how state licensing boards derive laws from both legal codes and profession's ethical codes.
This document discusses ethical dilemmas, their sources and resolutions. It notes that ethical dilemmas present difficult moral choices between two undesirable options. Such dilemmas can impact businesses through their effects on stakeholders like shareholders, employees and society. The document also explores sources of ethical problems like changes in laws, technologies or beliefs. It recommends establishing codes of conduct, rewarding ethical behavior, open communication and avoiding conflicts of interest to reduce dilemmas.
OBJECTIVES OF TEACHING SCIENCE
Education is a process of bringing about changes in an individual in a desired direction. It is a process of helping a child to develop his potentialities to the maximum and to bring out the best from within the child. To bring about these changes we teach them various subjects at different levels of school. Science as subject is included in the school curriculum from the very beginning.
Before taking any decision about teaching science we should pose certain questions to ourselves, such as,
• Why do we teach them science?
• What are the goals and objectives of teaching science?
• What changes does science teaching bring about in the behaviour of the students?
This document discusses guidance and counseling in secondary schools. It defines guidance and counseling, outlines their differences and objectives at the secondary level. Guidance aims to help students understand themselves and their options to make informed choices. It is broader than counseling. Counseling involves in-depth analysis of personal and social issues. There is a need for guidance in secondary schools due to challenges of adolescence and increasing education and career complexity. Effective guidance services include orientation, student assessment, information dissemination, counseling, remedial support, follow-up, and referral to specialists.
Classroom psychology involves the use of psychology in the classroom, specifically regarding classroom behavior and class control/management. Effective classroom management is important to establish an orderly learning environment, increase academic learning and growth, and decrease negative behaviors. Key aspects of effective classroom management include establishing positive relationships, using praise, creating a safe learning environment, variety in teaching methods, clear expectations, forward-looking assessments, organization, and communication with parents.
Incivility: Disclosing and Disarming the Incivility Elephant in Academic and ...Jil Wright
This document discusses incivility in nursing education and the workplace. It defines incivility and provides examples from students, faculty, and nurses. Several presenters discuss their experiences with incivility and its negative impacts. The document proposes measures to address incivility between various groups and provides resources for legal protection and organizations supporting healthy work environments.
This document discusses two approaches to environmental education: infusion and problem solving. Infusion involves integrating environmental concepts into existing school subjects without changing the core content. Problem solving is a student-centered approach where students investigate and solve an environmental issue. It involves defining a problem, analyzing it, gathering information, developing solutions, and evaluating outcomes. Both approaches aim to transfer knowledge and skills to students to promote behavioral changes around environmental issues.
World Health Organization (WHO) defined Life Skills as "the abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday”.
LIFE SKILL EDUCATION According to UNICEF, Life Skills is a behavior change or behavior development approach designed to address balance of three areas:
• Knowledge
• Attitude
• Skills.
This document discusses the technique of anchoring in education. It begins by defining anchoring as a technique in Neuro-Linguistic Programming that involves associating desired mental states with stimuli to help manage emotions. In education, anchoring situates learning within an authentic context to engage students in problem-solving. Anchored instruction presents problems through video to immerse students and help with comprehension. The document then discusses several theories that support anchored learning, such as situated cognition and cognitive apprenticeship. It provides examples of how anchoring can be used in the classroom through activities and video problems for students to solve. Overall, the document advocates for anchoring instruction as an active, engaging approach to learning that situates knowledge within a meaningful
This document discusses workplace ethics, including defining ethics, examples of good and poor ethics, and how to encourage an ethical culture. It outlines that ethics are principles of right conduct that govern behavior through established standards. Good ethics in the workplace include productivity, accountability, initiative, critical thinking, punctuality, and positivity. Encouraging ethics involves fairness, transparency, training, recognition, communication, and feedback. An ethical culture makes doing the right thing easy and the wrong thing difficult.
Ethics is the branch of philosophy that addresses concepts of morality like good and evil, right and wrong. There are several branches of ethics including meta-ethics, normative ethics, applied ethics, and descriptive ethics. Organizations often adopt ethical codes to provide guidance on handling ethical situations. These codes address issues like corporate social responsibility, employee conduct, and professional standards. Cultural norms also influence etiquette which outlines expectations for social behavior within a society or group.
This document discusses strategies for managing ethical dilemmas, including setting codes of ethics, imposing sanctions, education programs, and using decision-support frameworks. It provides examples of codes of ethics from various professions and organizations. It also presents sample ethical dilemmas and asks how to prevent or handle each one, focusing on identifying the dilemma, options to address it, and why each option may be problematic. The role of an investigator in addressing each dilemma is also discussed.
The document discusses the lecture-cum-demonstration method of teaching, which combines the traditional lecture method with hands-on demonstrations. It notes that this hybrid method is simple, helps impart both concrete and abstract knowledge, and allows students to remain active participants through experimentation and questioning. The key steps are planning, introducing the lesson, presenting content, and summarizing principles on the blackboard. While this method provides more information efficiently, students may lack opportunities for practical application and it can be one-sided if the instructor sets too fast a pace. The teacher must possess both theoretical and practical expertise to effectively relate principles with demonstrations.
The document discusses how the caste system negatively impacted women and established untouchability. Women had a very low status and faced restrictions such as being denied education and having a voice. The caste system also exploited Dalit women the most through practices like sexual harassment and denying access to resources. Dalit rural women in particular face high levels of poverty, landlessness, lack of access to water, infrastructure and livelihood opportunities due to the intersection of their caste, class and gender. They often face violence when trying to access communal resources.
Role of curriculum in gender inequalityMuhsina P P
The document discusses how curriculum can help eradicate gender inequality. It states that curriculum currently shows unequal treatment of female and male students. It provides recommendations such as making curriculum less stereotypical, including sexual education, using gender-neutral pronouns, incorporating cooperative learning, and featuring reformers from all gender identities. The goal is for curriculum to teach gender equality through inclusive content and materials.
The document discusses the values of teaching science according to Assistant Professor Ketan Kamble. It identifies 10 key values: 1) Intellectual values like developing problem solving skills. 2) Utilitarian/practical values as science is used in daily life. 3) Disciplinary values such as developing qualities like cleanliness and concentration through experimentation. 4) Moral values such as honesty and consideration are developed through scientific experiments and research. 5) Social values since science is learned socially and helps society progress through knowledge sharing.
The document discusses the concepts of ethics and ethical dilemmas, particularly as they relate to various professions such as nursing, social work, business, and medicine. It provides definitions of ethics as moral principles governing behavior, and ethical dilemmas as difficult situations involving conflicting obligations. Several examples are given of common ethical dilemmas that arise in different fields, such as truth-telling to patients, patient competence, conflicts between patient and family wishes, and using extraordinary measures to prolong life. Nursing students' experiences with resolving ethical conflicts are also briefly mentioned.
This document discusses educational and vocational guidance. It defines educational guidance as assisting students to understand their potential and abilities, gain awareness of different educational opportunities, and make wise choices regarding their education. It outlines the objectives of educational guidance at different stages from elementary to tertiary levels. Vocational guidance is defined as assisting individuals to choose, prepare for, enter, and progress in an occupation. The document also discusses the skills developed through guidance and the aims of providing guidance to students.
An ethical dilemma is a complex situation involving a conflict between two moral choices that both have undesirable outcomes. A production manager may face an ethical dilemma if asked to produce a harmful product, and an advertising agent may be prompted to release an untruthful advertisement. Ethical dilemmas in business can affect shareholders, business balance, employees, and society. They can stem from conflicts between personal and organizational values or goals. When facing an ethical dilemma, one should analyze the consequences on all stakeholders and compare options to moral principles before making a decision.
1. Ethics involves systematizing and recommending concepts of right and wrong behavior. It is a branch of philosophy that includes meta-ethics, normative ethics, and applied ethics.
2. Meta-ethics examines the nature of moral terms and judgments. Normative ethics investigates how one ought to act morally and includes virtue ethics, deontology, and teleology. Applied ethics philosophically examines particular issues.
3. Professional ethics encompass standards for professionals and are guided by codes of ethics that outline components like honesty, integrity, transparency, and respectfulness. Codes of ethics provide inspiration and guidance but also have limitations.
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
Moral education aims to teach good behavior and values to help children develop a sense of politeness and lawfulness. It involves inculcating ideals and principles to bring about positive behavioral change. While some believe morality is innate, others argue children are born with the capacity to become moral beings but need guidance from parents, teachers, and rules. Effective moral education approaches include community service, focusing on virtues each month, and problem-based learning where students help decide the curriculum. As future educators, the reporter's role will be to make positive changes in students through moral education.
This document outlines a teacher's professional code of conduct at their school. It discusses their roles and responsibilities with students, colleagues, the school administration, and local workers. The overall goal is to build trust with students, parents, and colleagues. Teachers must maintain strictly professional relationships with students and keep student information confidential. They are also expected to collaborate professionally with other teachers and refer any disputes to administration.
The document summarizes several theories of counseling psychology:
- Psychodynamic theory, developed by Freud, focuses on the influence of childhood events on adult mental functioning and the interaction between conscious and unconscious minds.
- Behavioral theory, developed by theorists like Thorndike and Skinner, focuses on how environmental factors shape behavior through conditioning principles.
- Trait-factor theory aims to help clients with career guidance and decision-making by identifying their unique personality traits and abilities.
Role of the teacher in facllitating growth and developmentAbu Bashar
What we know about the child is vast and impressive. However, what we do not know is even more vast and overwhelming. Every new insight opens up new questions. Therefore, you need to update your knowledge of the problems of children in the context of the media explosion, of economic smvings and resultant social, cultural and value changes so that you are able to make a reliable diagnosis and apply the knowledge of child psychology to better their adjustment with themselves and with the world around them.
You, as a teacher, should know what to expect from the child (student), and what he needs physically, socially and emotionally. You need not know your student only in a formal teacher-taught relationship when he (the student) is found to be a member of a drug sub-culture group or is heading in a socially undesirable direction. The routine teacher-taught relationship would not benefit him unless he is dealt with empathetically as a social being, as an individual self, and as a biological organism.
Module 11: Pedagogy of Science (Upper Primary Stage)NISHTHA_NCERT123
Learning Objectives
After going through this module, the learner is expected to
have basic understanding of science as a subject at upper primary stage
have basic understanding of curricular expectations and learning outcomes at upper primary stage
apply science as a process of inquiry and knowledge construction
explain how teacher can facilitate learning
integrate content, pedagogy and assessment during teaching-learning process
design various learning situations for students to transact concepts
Ethics is More than a Code: Ethical Foundations, Positive Ethics, and Ethical Decision-Making
This was a day-long, 6 hour CE course.
Not for the faint of heart.
Applying positive ethics to difficult patientJohn Gavazzi
The document discusses strategies for working with difficult patients, including focusing on developing a strong therapeutic relationship, using consultation, empowered collaboration with patients, thorough documentation, and redundant protections. It notes that difficult patients may have intense negative affect, relationship issues, and lack of insight. The context of treatment and characteristics of both the patient and psychologist can impact challenges. Early screening and an emphasis on repairing alliance ruptures are recommended. Boundaries, informed consent, and ethics require extra attention with high-risk patients.
World Health Organization (WHO) defined Life Skills as "the abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday”.
LIFE SKILL EDUCATION According to UNICEF, Life Skills is a behavior change or behavior development approach designed to address balance of three areas:
• Knowledge
• Attitude
• Skills.
This document discusses the technique of anchoring in education. It begins by defining anchoring as a technique in Neuro-Linguistic Programming that involves associating desired mental states with stimuli to help manage emotions. In education, anchoring situates learning within an authentic context to engage students in problem-solving. Anchored instruction presents problems through video to immerse students and help with comprehension. The document then discusses several theories that support anchored learning, such as situated cognition and cognitive apprenticeship. It provides examples of how anchoring can be used in the classroom through activities and video problems for students to solve. Overall, the document advocates for anchoring instruction as an active, engaging approach to learning that situates knowledge within a meaningful
This document discusses workplace ethics, including defining ethics, examples of good and poor ethics, and how to encourage an ethical culture. It outlines that ethics are principles of right conduct that govern behavior through established standards. Good ethics in the workplace include productivity, accountability, initiative, critical thinking, punctuality, and positivity. Encouraging ethics involves fairness, transparency, training, recognition, communication, and feedback. An ethical culture makes doing the right thing easy and the wrong thing difficult.
Ethics is the branch of philosophy that addresses concepts of morality like good and evil, right and wrong. There are several branches of ethics including meta-ethics, normative ethics, applied ethics, and descriptive ethics. Organizations often adopt ethical codes to provide guidance on handling ethical situations. These codes address issues like corporate social responsibility, employee conduct, and professional standards. Cultural norms also influence etiquette which outlines expectations for social behavior within a society or group.
This document discusses strategies for managing ethical dilemmas, including setting codes of ethics, imposing sanctions, education programs, and using decision-support frameworks. It provides examples of codes of ethics from various professions and organizations. It also presents sample ethical dilemmas and asks how to prevent or handle each one, focusing on identifying the dilemma, options to address it, and why each option may be problematic. The role of an investigator in addressing each dilemma is also discussed.
The document discusses the lecture-cum-demonstration method of teaching, which combines the traditional lecture method with hands-on demonstrations. It notes that this hybrid method is simple, helps impart both concrete and abstract knowledge, and allows students to remain active participants through experimentation and questioning. The key steps are planning, introducing the lesson, presenting content, and summarizing principles on the blackboard. While this method provides more information efficiently, students may lack opportunities for practical application and it can be one-sided if the instructor sets too fast a pace. The teacher must possess both theoretical and practical expertise to effectively relate principles with demonstrations.
The document discusses how the caste system negatively impacted women and established untouchability. Women had a very low status and faced restrictions such as being denied education and having a voice. The caste system also exploited Dalit women the most through practices like sexual harassment and denying access to resources. Dalit rural women in particular face high levels of poverty, landlessness, lack of access to water, infrastructure and livelihood opportunities due to the intersection of their caste, class and gender. They often face violence when trying to access communal resources.
Role of curriculum in gender inequalityMuhsina P P
The document discusses how curriculum can help eradicate gender inequality. It states that curriculum currently shows unequal treatment of female and male students. It provides recommendations such as making curriculum less stereotypical, including sexual education, using gender-neutral pronouns, incorporating cooperative learning, and featuring reformers from all gender identities. The goal is for curriculum to teach gender equality through inclusive content and materials.
The document discusses the values of teaching science according to Assistant Professor Ketan Kamble. It identifies 10 key values: 1) Intellectual values like developing problem solving skills. 2) Utilitarian/practical values as science is used in daily life. 3) Disciplinary values such as developing qualities like cleanliness and concentration through experimentation. 4) Moral values such as honesty and consideration are developed through scientific experiments and research. 5) Social values since science is learned socially and helps society progress through knowledge sharing.
The document discusses the concepts of ethics and ethical dilemmas, particularly as they relate to various professions such as nursing, social work, business, and medicine. It provides definitions of ethics as moral principles governing behavior, and ethical dilemmas as difficult situations involving conflicting obligations. Several examples are given of common ethical dilemmas that arise in different fields, such as truth-telling to patients, patient competence, conflicts between patient and family wishes, and using extraordinary measures to prolong life. Nursing students' experiences with resolving ethical conflicts are also briefly mentioned.
This document discusses educational and vocational guidance. It defines educational guidance as assisting students to understand their potential and abilities, gain awareness of different educational opportunities, and make wise choices regarding their education. It outlines the objectives of educational guidance at different stages from elementary to tertiary levels. Vocational guidance is defined as assisting individuals to choose, prepare for, enter, and progress in an occupation. The document also discusses the skills developed through guidance and the aims of providing guidance to students.
An ethical dilemma is a complex situation involving a conflict between two moral choices that both have undesirable outcomes. A production manager may face an ethical dilemma if asked to produce a harmful product, and an advertising agent may be prompted to release an untruthful advertisement. Ethical dilemmas in business can affect shareholders, business balance, employees, and society. They can stem from conflicts between personal and organizational values or goals. When facing an ethical dilemma, one should analyze the consequences on all stakeholders and compare options to moral principles before making a decision.
1. Ethics involves systematizing and recommending concepts of right and wrong behavior. It is a branch of philosophy that includes meta-ethics, normative ethics, and applied ethics.
2. Meta-ethics examines the nature of moral terms and judgments. Normative ethics investigates how one ought to act morally and includes virtue ethics, deontology, and teleology. Applied ethics philosophically examines particular issues.
3. Professional ethics encompass standards for professionals and are guided by codes of ethics that outline components like honesty, integrity, transparency, and respectfulness. Codes of ethics provide inspiration and guidance but also have limitations.
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
Moral education aims to teach good behavior and values to help children develop a sense of politeness and lawfulness. It involves inculcating ideals and principles to bring about positive behavioral change. While some believe morality is innate, others argue children are born with the capacity to become moral beings but need guidance from parents, teachers, and rules. Effective moral education approaches include community service, focusing on virtues each month, and problem-based learning where students help decide the curriculum. As future educators, the reporter's role will be to make positive changes in students through moral education.
This document outlines a teacher's professional code of conduct at their school. It discusses their roles and responsibilities with students, colleagues, the school administration, and local workers. The overall goal is to build trust with students, parents, and colleagues. Teachers must maintain strictly professional relationships with students and keep student information confidential. They are also expected to collaborate professionally with other teachers and refer any disputes to administration.
The document summarizes several theories of counseling psychology:
- Psychodynamic theory, developed by Freud, focuses on the influence of childhood events on adult mental functioning and the interaction between conscious and unconscious minds.
- Behavioral theory, developed by theorists like Thorndike and Skinner, focuses on how environmental factors shape behavior through conditioning principles.
- Trait-factor theory aims to help clients with career guidance and decision-making by identifying their unique personality traits and abilities.
Role of the teacher in facllitating growth and developmentAbu Bashar
What we know about the child is vast and impressive. However, what we do not know is even more vast and overwhelming. Every new insight opens up new questions. Therefore, you need to update your knowledge of the problems of children in the context of the media explosion, of economic smvings and resultant social, cultural and value changes so that you are able to make a reliable diagnosis and apply the knowledge of child psychology to better their adjustment with themselves and with the world around them.
You, as a teacher, should know what to expect from the child (student), and what he needs physically, socially and emotionally. You need not know your student only in a formal teacher-taught relationship when he (the student) is found to be a member of a drug sub-culture group or is heading in a socially undesirable direction. The routine teacher-taught relationship would not benefit him unless he is dealt with empathetically as a social being, as an individual self, and as a biological organism.
Module 11: Pedagogy of Science (Upper Primary Stage)NISHTHA_NCERT123
Learning Objectives
After going through this module, the learner is expected to
have basic understanding of science as a subject at upper primary stage
have basic understanding of curricular expectations and learning outcomes at upper primary stage
apply science as a process of inquiry and knowledge construction
explain how teacher can facilitate learning
integrate content, pedagogy and assessment during teaching-learning process
design various learning situations for students to transact concepts
Ethics is More than a Code: Ethical Foundations, Positive Ethics, and Ethical Decision-Making
This was a day-long, 6 hour CE course.
Not for the faint of heart.
Applying positive ethics to difficult patientJohn Gavazzi
The document discusses strategies for working with difficult patients, including focusing on developing a strong therapeutic relationship, using consultation, empowered collaboration with patients, thorough documentation, and redundant protections. It notes that difficult patients may have intense negative affect, relationship issues, and lack of insight. The context of treatment and characteristics of both the patient and psychologist can impact challenges. Early screening and an emphasis on repairing alliance ruptures are recommended. Boundaries, informed consent, and ethics require extra attention with high-risk patients.
This document discusses ethical issues and challenges in corporate environments. It outlines the key stakeholders of corporations, including shareholders, employees, customers, suppliers, creditors, governmental agencies, communities, and special interest groups. It then discusses several common ethical issues corporations face, such as developing an ethical culture, eliminating conflicts of interest, enhancing cross-cultural ethics, and promoting gender equality. It also examines causes of unethical practices, like greed, lack of experience, and poor organizational culture. Finally, it provides an overview of approaches to handling ethical dilemmas, including utilitarianism, communal acceptance, religiosity, and deontology.
Business ethics refers to written and unwritten codes that govern decisions and actions within a company. An organization's culture determines what is considered right and wrong conduct. If businesses focus on long-term stability and growth over short-term goals, their decisions are more likely to be ethical. Managers play a key role in establishing an organization's ethical standards and culture. Upholding strong business ethics is important for public trust, preventing harm, and protecting employees and the company.
This document provides an overview of ethical issues in business. It begins by defining business ethics as moral principles that guide how a business behaves. It then discusses various ethical issues businesses may face, such as fairness, honesty, diversity, decision-making, compliance, social media use, and harassment. The document also covers advantages of practicing business ethics like increased goodwill and productivity, as well as potential disadvantages like reduced freedom and extra costs. It concludes by emphasizing the importance of ethical leadership and behavior for businesses.
Ethics involves moral standards that govern behavior and determine what is good versus bad. Ethical behavior follows principles of moral reasoning and can vary across cultures. Upholding ethics in business requires balancing universal moral standards with local cultural norms. Many factors influence individual and organizational ethics, including moral development, values, leadership, and structural influences within a company.
This document discusses several challenges related to professional ethics faced by psychologists and counselors in the digital age. It addresses issues like communicating with clients via email/text, using social media, researching clients online, maintaining appropriate boundaries, and dealing with cyberbullying of clients or staff. Guidelines are proposed for developing social media policies and obtaining informed consent regarding digital interactions. Cases involving online harassment, privacy breaches, and legal issues are also examined.
Social Media in Medical Education | AAIM2010 Carrie Saarinen
Slides from Social Media workshop for medical educators at Academic Internal Medicine Week 2010. Presenters represent 3 different universities and different roles in medical education. Please contact us for further information and re-use or for guest speaking engagements. We do birthday parties.
The document discusses Twitter and its uses for medical education. It provides examples of medical schools, hospitals, organizations and journals using Twitter. It describes how Twitter can be used to make announcements, help students study, gather and share resources, promote activities, and network. Faculty and students can use Twitter to collaborate, take polls, share resources and pictures, and brainstorm. Tools like TweetDeck and Seesmic can make using Twitter easier.
Administrative Safeguards to Limit the Risk of Professional MisconductJohn Gavazzi
Administrative safeguards are needed to limit the risk of professional misconduct. Key areas to focus on include staff selection and hiring practices, written policies on boundaries and complaints, training staff on ethical issues, providing supervision, and handling complaints in a thoughtful manner. While legal and ethical issues can arise, the goal is to thoughtfully address problems and do right by clients and staff. Maintaining an open and learning environment can help prevent misconduct and promote best practices.
Social Media in Medical Education: Embracing a New MediumRyan Madanick
This talk was given at the University of North Carolina School of Medicine on October 27, 2011, as part of the UNC Academy of Educators Lecture Series.
#uncaoe
The Code of Ethics for Philippine Psychologists was created by the Psychological Association of the Philippines (PAP) to provide ethical guidelines for psychologists. It was updated in 2009 by a committee that reviewed existing ethics codes from other countries to create standards appropriate for the Philippine context. The Code is based on the Universal Declaration of Ethical Principles for Psychologists, which outlines four core principles: respect for dignity, competent caring, integrity, and professional and scientific responsibilities. The Code then lists specific ethical standards and procedures for resolving issues, maintaining competencies, human relations, confidentiality, advertising, records, assessment, therapy, education/training, and research.
The document outlines the Ethical Principles of Psychologists and Code of Conduct. It discusses 5 general principles that guide psychologists, including beneficence, fidelity, integrity, justice, and respecting rights. It then describes 10 standards related to resolving ethics issues, competence, relationships, privacy, advertising, record keeping, education, research, assessment, and therapy. Key aspects of standards around privacy, record keeping, informed consent, and limits of confidentiality in therapy are highlighted.
The document appears to be a project or report on legal ethics from a law student. It includes the following sections:
1. An introduction to legal ethics and its significance.
2. Areas where legal ethics apply, including conflicts of interest, confidentiality, advertising, fees, criminal cases, and globalization.
3. A section on the ethics of the legal profession, including its meaning and need as well as the role of the Bar Council of India in regulating standards.
4. Sections covering professional ethics rules regarding an advocate's duties toward the court, clients, opponents, and other duties.
The document provides a high-level overview of the key topics and considerations around legal ethics for
This document provides an overview of business ethics concepts. It defines ethics and discusses principles of both professional and personal ethics. Business ethics is defined as applying general ethical ideas to business behavior based on integrity and fairness while considering both internal and external stakeholders. Several ethical theories are covered, including utilitarianism, Kantian ethics, and virtue ethics. The document also discusses the evolution of business ethics over time and the importance of managing ethics in organizations.
Ethics is the philosophical study of morality and right and wrong conduct. It encompasses theories of what constitutes a good life and the principles that govern behavior for individuals and groups. There are several branches of ethics, including meta-ethics which examines the meaning and justification of ethical statements, normative ethics which develops theories of right and wrong action, and applied ethics which deals with real-life ethical situations and dilemmas. The major theories in normative ethics are deontological ethics, which focuses on duties and rules, teleological ethics like utilitarianism which focuses on outcomes and consequences, and virtue ethics which focuses on character.
This slides are meant ti introduce a course on moral philosophy. All photos in it came from the net. Sources are not included though they are mainly from Google images.
This document defines ethics and discusses its scope and methods. It provides several definitions of ethics, describing it as the science of customs or habits in society and the study of right and good human conduct. It notes ethics is a normative science that seeks to determine moral standards rather than describe natural phenomena. The document outlines several methods of ethics, including psychological, historical, and metaphysical approaches. It states the true method is both empirical and transcendental, systematically explaining moral judgments. The objective of ethics is defining the highest good for humans or society as a basis for moral reasoning.
Ethical marketing refers to applying ethics to the marketing process in order to benefit society both in the short and long term. It involves honestly and factually representing products and marketing them in a socially responsible way. Ethical marketing aims to win customer loyalty through community involvement, honesty, and fairness rather than manipulation. It overlaps with media ethics and examines issues like whether marketing damages autonomy or manipulates values.
This document discusses business ethics and ethical decision making. It defines ethics as dealing with moral principles of good and bad or right and wrong. Business ethics examines ethical issues that arise in business. The document outlines types of ethical decisions like harassment, fraud, theft, and whistleblowing. It also discusses frameworks for ethical decision making such as considering duties, outcomes, and how others would want to be treated. The document provides steps for making ethical decisions by identifying the issue, stakeholders, alternatives, and selecting a course of action that minimizes harm.
This document provides an overview and discussion of ethics issues for school social workers presented by Gary R. Schoener. It discusses standards for conduct including roles and responsibilities, ethical principles from the NASW code, and ethical decision making frameworks. It also covers challenges around professional boundaries, dual relationships, confidentiality, communication technologies, social media, and privacy in the digital age. The presentation aims to help social workers navigate complex ethical situations that arise in school settings.
This document provides an overview and discussion of ethics issues for school social workers presented by Gary R. Schoener. It discusses standards for conduct including roles and responsibilities, ethical principles from the NASW code, and ethical decision making frameworks. It also covers challenges around professional boundaries, dual relationships, confidentiality, communication technologies, social media, and privacy in the digital age. The presentation aims to help social workers navigate complex ethical situations that arise in school settings.
This document provides an overview and discussion of ethics and practice challenges for school counselors in the digital age. It discusses issues around maintaining appropriate boundaries and confidentiality online, the risks of dual relationships and self-disclosure, and navigating communication technologies like email, texting, and social media. Guidelines are presented for conducting online research about clients, establishing social media policies, and making ethical decisions when dual roles and unforeseen issues arise in small communities or online interactions.
This document provides an overview and discussion of ethics and practice challenges for school counselors in the digital age. It discusses issues around maintaining appropriate boundaries and confidentiality online, the risks of dual relationships and self-disclosure, and navigating communication technologies like email, texting, and social media. Guidelines are presented for making ethical decisions, conducting online research on clients, developing social media policies, and addressing issues like cyberbullying.
This document discusses cyber bullying, including defining it as bullying using electronic devices and communication tools. It outlines goals of understanding cyber bullying practices and effects, identifying victims, and proper response steps. Examples of cyber bullying provided are mean texts, emails, rumors on social media, and embarrassing photos/videos. The effects on those bullied and bullying others are described, such as depression, anxiety, and engagement in risky behaviors. The document concludes with recommendations to block or delete bullies, keep evidence, tell trusted adults, report abuse to authorities, ignore bullying, and delete messages.
Social media use can negatively impact marital relationships in several ways:
1. Excessive social media use reduces face-to-face communication between spouses and increases the communication gap.
2. Partners may develop unrealistic expectations of each other from only seeing curated versions of lives on social media.
3. Late night chatting/messaging with others on platforms like WhatsApp or maintaining virtual relationships can breed mistrust and conflict.
4. Addiction to social media and internet use has been cited in divorce petitions with couples spending more time online than with each other.
5. Privacy issues around social media use and refusal to share account access has led to divorces due to lack of transparency and trust.
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1. CONSULTATION &
TRAINING INSTITUTE
Professional Ethics:
Facing some new challenges
April 5, 2012
Presented by:
Gary R. Schoener, M.Eq., Licensed Psychologist
Director of Consultation & Training
2. Ethical Framework
• Beneficence– doing good; helping
• Non-maleficence –avoiding harm
• Autonomy – client’s input and role
• Fidelity– consistent with what promised
• Justice-- welfare of client vs. others (e.g.
duty to warn); equitable use of resources –
having a basis to proportion them
3. Ethical Decision-Making
• It is often not what is ethical vs.
unethical, but the comparative ethicality
of the options
• This involves weighing which principles
are best dealt with through one option or
another
• What are the likely positive vs. negative
outcomes of choosing a given course of
action?
4. Decision table or chart
Positive Outcomes Negative Outcomes
Option A ______________ _________________
______________ _________________
______________ _________________
Option B ______________ _________________
______________ _________________
______________ _________________
5. Electronic records
• As of 23 January 2012 US major healthcare information
privacy breaches are 19 million records in 385 major
HIPAA - reported incidents (each affecting 500 or more)
since Sept. 2009 (2 ¼ years)
• Minn. Attorney General Lori Swanson has announced a
lawsuit against Accretive Health Inc., a debt collection
agency, or its role in a breach impacting 20,000 patients
at North Memorial Health Care & Fairview Health
Services. Data was on an un-encrypted laptop stolen
from a parked rental car.
• It is recommended that all devices be encrypted, even
those which are not supposed to be used to transport
data, since people get careless
6. Challenges of private knowledge
• CASE 1: You have a case with severe
abuse. You visit your sister and notice the
family lives next door, and her kids are
going over to play in the abuse house.
What actions do you take if any?
• CASE 2: Your brother brags to you how he
fooled child protection into closing a
case, by threatening his wife and kids to
deny the complaint. What action options
are there? What if any should you take?
7. Traditional Boundaries with
regard to Information Access
• Clienthas access to information about the
professional based on published biography
or revelations, news items
• Professional only has access to
information about client from disclosures
or access granted through signed releases
8. Variability between staff in
community programs
• Role – staff who are in the community
with client or who spend more time with
client
• Client expectations depending on role
• Do you transport the client?
• Recovery groups
• Where do you live?
• Other areas of social activity, politics
9. Realities of a small community
• You and client belong to same church, same
social club, same athletic club
• Client lives in same building as a friend of
yours – what are the issues?
• Client interacts with a member of your
family, possibly without knowing the
connection;
• Former client interacts with you or a friend or
family
10. Traditional Concepts of
Communication
• Communication by traditional mail (now
called “snail mail”);
• Communication by phone during limited
business hours;
• Leave messages on answering machinesfor
later response;
• Phone calls private, although a message left
might be saved;
• Quick response not expected or promised
11. Communication in today’s world
• Expectation of being able to connect at all
hours, even when professional is away
from office, via cell phones, texting, etc.
• Same is true for emails;
• Emails and text messages create a record;
• Emails can be misdirected or examined by
others– need to warn people about
employer access to work computers
12. Challenges of Cell Phones
&Hand-Held Devices
• Do you have separate personal &
professional phones/blackberry’s, etc? it’s
a challenge to have two, but a growing
number of programs are providing them
• Do you accept or receive calls? Is your
number blocked? Will your call be
accepted if you are trying to contact
client? Can client get your home #?
13. Text Messaging
• A growing number of people do texting
instead of (or in addition to) emailing;
• This is an abbreviated type of message
with less information;
• This the only way to quickly reach people;
• Unlike a phone call, it is silent, so people
can receive and view a text without the
ring of a phone
14. Text Messaging (continued)
• Veterans Crisis Line (800) 273-8255 or text
to 838255http://veteranscrisisline.net
• Crisis Connection has a program for
texting in 7 counties in northeast Minn. –
they are receiving more texts from young
people in a day than they previously
received as phone calls in a month.
15. Smartphones & Tablets & Apps
• The Therapist May See You
Anytime, Anywhere (NY Times, 2/13/12)
• Cognitive bias modification (CBM)using
an app for social anxiety which directs
attention away from hostile faces
• Nader Amirat San Diego State – 30”/week
for anxiety disorder
• Daniel Pine at NIMH – 40 children with
chronic anxiety
16. Smartphones & Tablets & Apps
• European psychologistshave tried a BMP
aimed at heavy drinking – people pushed
away images of alcoholic drinks & zoom in
on non-alcoholic ones – aids therapy
• How to decide an recommending an app
• How and when to ask client to use an app
• Implications of doing this with an app that
the therapist designed or invented or sells
17. New Hazards
• Client messaging about things during
session/activity – distracted? In group is
there a breach of confidentiality?
• Cell phones can film sessions – Staff
privacy rights?
• 63% under 30 drove while using hand-held
phone; 30% texted
• 5,500 people in US were killed in
distracted driving accidents in 2009
18. Social Networking Sites
• Facebook -- >500 million users
• 92% of SNS users are on Facebook;
• 50% log in on any given day;
• Facebook – “friend” vs. “deferred”?
• Posts from you, friend, relative, kid
• 29% use MySpace; 18% Linkedin;
• 50 million Twitter – 13% of SNS
19. Personal Exposure
• CASE 3:Professional has gone through a
divorce – something his/her clients don’t
know – they presume he/she is married
• Some clients are working on issues of
relationship fidelity, etc.
• Professional wants to sign up for a social
dating site, but is worried that a client will
be asked about dating them
• What options are there?
20. More visibility issues
• If you use a family photograph on
Facebook, even with the highest privacy
settings people see that photo;
• Even if you don’t show your family to the
world, friends or family may show your
photo or a family activity;
• 90% of US physicians are on Facebook or
Linked in or some social media.
21. Hazards Never Imagined (for staff
or even clients)
• Happy slapping– assaulting someone while
others film it (usually on cell phone)
• Sexting – sending racy photos of yourself or
someone else
• Filming and/or broadcasting a party, or other
event
• Live broadcast using cell phone or camera
(privacy invasion case – Tyler Clementi suicide
at Rutgers – Dharun Ravi, age 19, convicted in
Feb. 2012. Awaiting sentencing)
22. Hazards Never Imagined (cont.)
• Fake profiles
• Internet harassment – which can lead to
great distress the same as any type of
bullying (1/3 to 1/2 of adolescents?);
• Fake emails & chat screen names– so one
can harass secretly;
• Massive Defriending– being shut-out by
groups of friends or classmates on a social
networking site such as Facebook
23. Undressing your Friends (or
enemies)
• FalseFlesh.com, billed
as “adult image editing
software” allows you to
paste someone’s face
onto a nude body
• “Easily make any
picture a nude picture
in minutes”
24. Cases to lose sleep over
• Draker v. Schreiber(2006, 2008) two
students created My Space site with fake
photos trashing Asst. Principal – Anna
Drakersued them and their parents
without success;
• Megan Meier, driven to suicide by “Josh,”
created by the mother of a girl she was
having a dispute with;
25. Cases (cont.)
• Ryan Hallingan, middle school student
with a learning disorder was the focus of
bullying & suggestions he was gay. He
hanged himself after a girl who claimed to
be his friend told him publicly he was a
“loser” and that she had been pretending
to be just like him so she could post their
conversations on line and humiliate him.
26. Cases (cont.)
• GhyslainRaza, the “Star Wars Kid,” a
Canadian adolescent made a video in 2002
pretending to fight with a light saber as a
school project. Another student posted
it, adding music, and 900 million saw it on the
web. Raza was taunted repeatedly and
dropped out of school. After treatment for
depression he got support, some from the
internet, graduated law school, and heads a
foundation for preservation.
27. Cases (cont.)
• Jesse Logan, Ohio teenager, sent nude
pictures of herself to her boyfriend. After
they broke up he sent them to other girls
who circulated them on line. She was
called a slut & ridiculed and started
skipping school. Jesse went public with
her story via a TV interview in May
2008, but two months later hanged
herself. A classic example of the dangers
of sexting.
28. Cases (cont.)
• 4/21/11 Buffalo, NY.Police invade home
with assault rifles; throw man on floor;
call him a “pervert” and “pedophile” and
confiscate all computers and cell phones in
the house including those of his wife and
daughter. He did not have a passcode on
his wireless router and it was utilized by
someone nearby to download
pornography. This can be done by
neighbor, or from a car.
29. Other networking issues
• Caring Bridge– sites related to illness:
therapist’s illness?; posting on client’s
bridge?;
• Blogs -- posting responses;
• Sites focused on special interests:
• Client alerts you to site
• You encounter client on a site
• Former client alerts you to site
30. Google & Net Research
• Should you “Google” a client?
• Emergency Situation – identity issue;
• Client denies suicide history but has prior
attempts;
• Reality check on claims by client;
• Checking on criminal justice history;
• Screening for sex offenders
31. Google & Net Research (cont.)
• What if the client googles you?
• Intern entering therapy googles her
therapist and then wonders if she’s “blown
it” by doing this.
• What if they tell you? What if you suspect?
• Sites that evaluate professionals – YELP has
>25 million hits a month
32. Google & Net Research (cont.)
• What about hiring or credentialing process
– do you google candidates?
• What about interns or candidates for
supervision?
• Do you disclose this practice?
• If you stumble on information?
• By 2010, 78% of US companies do internet
searches on applicants; 86% say it
influences hiring decisions
33. Google & Net Research (cont.)
• Clients may interact with each
other, adding complex dynamics to service
delivery;
• An angry client may create a website
attacking the counselor, or counseling, or
the program or therapeutic approach;
• “Googlegangers” – people with same
name – people can be mistaken about
identity;
• Anything on the internet could be false
34. Google & Net Research (cont.)
• Facebook refuses to shut rape page run by
schoolboy (Sunday Telegraph,10/17/11)
• Compromise of psychological tests:
• www.mindfithypnosis.com/free-mmpi2-
online
• www.hypnoticmp.3.com (Dr. Dobson)
• Wikipedia entry on the Rorschach which
shows 10 blots and reveals common
responses
35. More Internet Research Issues
• Clients & others may research
medications, treatment methods, etc. on
the internet. The impact varies with the
accuracy of what they find.
• Research has shown that searches about
medications produce different results in
the US vs. Canada – Canadians are sent to
Wikipedia & drug company sites first
36. Professional Ethics: Uncharted
Territory
• In certain circumstances there may be a
good reason to do a search of a client. Steve
Behnke, APA Monitor, V ol. 41, #7, July 2010
• Googling a patient is not necessarily
unethical – the key is that if you do it your
actions should be in the patient’s best
interest. Psychiatric News, Vol. 44, # 9, May
2009
• Ethical analysis: Examine beneficence, non-
maleficence, autonomy, fidelity, & justice
issues before doing it
37. AMA Policy: Professionalism in
the use of social media
• Refrain from posting patient information
• Privacy settings; monitor internet presence
• Appropriate boundaries with patient
interactions on internet
• Separate personal & professional content on
line;
• Confront or report unprofessional conduct
on line
• Can undermine reputation & public trust
38. Some thoughts
• The internet creates a “small town”or
ethnic subgroup for all of us;
• With some areas of work such as criminal
justice, there may be greater challenges –
clientele, role of security;
• Health care rating sitesare likely to grow
and include more therapists –
healthgrades.com, vitals.com
39. The Battleground
• Section 230 of the Communications
Decency Act: internet service providers
have no accountability for anon. posts;
• This area of law is evolving – some suggest
having contract with client;
• Firms and approaches are evolving for self-
defense www.medicaljustice.com
• Integrity Defendersworks at burying
negative information w/ positive info.
40. The Battle Over Criticism
on the Web
• Second year law student Rockstar05
founded blog Thomas M. Cooley Law
School Scam
• School sought identity of Rockstar05 to
sue for defamation – issue is privacy rights
of internet commentators vs. plaintiffs
• This case was complicated because
company that hosts blog slipped up and
revealed his email address
41. Self protection
• Be aware of your web-presence
• “Google” yourself
• If there is false information, contact site
administrator to get things changed
• Should you control on-line presence by
expanding it? Should you post your own
www.google/com/profile?
• Collegial discussion – develop standards
42. On line reviews
• It’s hard to know what they mean – they
are not systematic;
• The data about your work or practice may
be in error or outdates;
• Many times there are only a few who do a
review so there can be a heavy influence
of just a few ratings
• Consumers focus on manner –
civility, perceived warmth, etc.
43. Accountability vs. Defamation
• David McKee, Duluth, MN, neurologist
sued the son of a former patient for
defamation for statements made on
websites alleging bad bedside manner in
the treatment of his father.
• Dr. McKee was called a “real tool” and
alleged a callous attitude. This is not the
only such case. It was dismissed although
the Minnesota Supreme Court is currently
hearing it.
44. Consent and Disclosure
• What ground rules will you have for a
given unit, program, or practice as far as
googling?
• If you do “Google” someone, will you
disclose this to them?
• What rules if any will you ask clients to
follow as regards the internet?
• Will you ask them to maintain any privacy
or respect any boundaries?
45. Communications & Social
Media Policy
• Email: Email only to arrange or modify
appointments. Do not email content or
important things we should discuss face to
face…..
• Rating or review sites: Info. on them is
questionable; I cannot respond to them
and do not need positive ratings; ask me
about any concerns you have about my
services.
46. Communications & Social
Media Policy (continued)
• Text messaging: please do not use to contact
me – leave phone message for time
changes, etc.; email not as good but at ….
• Internet interaction: do not use wall
postings or other means of communication
on the internet – none are private
• Blog or Twitter: I do not follow you on either
– if there are things you want to share, bring
them to a session
47. Communications & Social
Media Policy (continued)
• Friending: It is my practice to not accept
contact or “friend” requests from clients
on social networking sites such as
Facebook or Linkedin. They can
compromise privacy and also complicate
our helping relationship.
• Website or Facebook Page: If you have
questions, bring them in a session. Please
don’t interact on the internet.
48. Communications & Social
Media Policy (continued)
• Search Engines:I do not research my
clients on Google or other search engines.
There may be occasions where you will
direct me to look up something related to
your life or experience, and if so we can
discuss it at a future meeting. If you
choose to check me out on the web I
would note that not all information is
accurate, and would suggest that we
discuss anything which you find troubling.
49. Communications & Social
Media Policy (continued)
• Recording:Unless we have specifically
discussed it, there will be no recording of
our meetings or any phone conversation.
All of our discussions are private.
• Records: I will maintain the records of our
work together as confidential although
some billing-related information may be
communicated securely. Please remember
that any notes you make can compromise
your privacy if not carefully protected.
50. Challenges for Licensure Boards
• Internet services -- How will these new
areas of knowledge and skills be assessed
for licensing purposes?
• Will Boards in any way regulate the
creation of internet – based services?
• In New Zealand there is an elaborate
website to combat depression in young
people: http://www.thelowdown.co.nz
51. Helping Clients or Staff who are
Victims of Cyber bullying
• Clarify what victim wants/needs
• Reinforce that they are not at fault
• Avoid victim-blaming by saying things like
“you just need to be assertive”
• Assist them in taking any action
• Help with any underlying problems
• Assist in improving healthy relationships
52.
53. CONSULTATION &
TRAINING INSTITUTE
Gary R. Schoener, Licensed Psychologist, M.Eq.
Director of Consultation and Training
2421 Chicago Avenue South
Minneapolis, MN 55404
(612) 870-0565 Ext. 107
grschoener@walkin.org
www.WalkIn.org