Search results for 'Counseling psychologists Professional ethics' (try it on Scholar)

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  1. Kenneth S. Pope (2007). Ethics in Psychotherapy and Counseling: A Practical Guide. Jossey-Bass.score: 750.0
    Praise for Ethics in Psychotherapy and Counseling, Third Edition "This is absolutely the best text on professional ethics around. . . . This is a refreshingly open and inviting text that has become a classic in the field." —Derald Wing Sue, professor of psychology, Teachers College, Columbia University "I love this book! And so will therapists, supervisors, and trainees. In fact, it really should be required reading for every mental health professional and aspiring professional. (...)
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  2. Kenneth S. Pope (1991). Ethics in Psychotherapy and Counseling: A Practical Guide for Psychologists. Jossey-Bass.score: 600.0
    The comprehensive guide to ethics "An excellent blend of case law, research evidence, down-to-earth principles, and practical examples from two authors with outstanding expertise. Promotes valuable understanding through case illustrations, self-directed exercises, and thoughtful discussion of such issues as cultural diversity."--Dick Suinn, president-elect 1998, American Psychological Association "The scenarios and accompanying questions will prove especially helpful to those who offer courses and workshops concerned with ethics in psychology."--Charles D. Spielberger, former president, American Psychological Association; distinguished research professor of (...)
     
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  3. Gerald P. Koocher (1998). Ethics in Psychology: Professional Standards and Cases. Oxford University Press.score: 486.0
    Whether one's interests lie in psychological practice, counseling, research, or the classroom, psychologists today must deal with a broad range of ethical issues--from charging fees to maintaining a client's confidentiality, and from conducting research to respecting clients, colleagues, and students. Now in a new edition, Ethics in Psychology, the most widely read and cited ethics textbook in psychology, considers many of the ethical questions and dilemmas that psychologists encounter in their everyday practice, research, and teaching. (...)
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  4. Gerald P. Koocher (2008). Ethics in Psychology and the Mental Health Professions: Standards and Cases. Oxford University Press.score: 378.0
    Psychologists today must deal with a broad range of ethical issues--from charging fees to maintaining a client's confidentiality, and from conducting research to respecting clients, colleagues, and students. As the field of psychology has grown in size and scope, the role of ethics has become more important and complex whether the psychologist is involved in teaching, counseling, research, or practice. Now this most widely read and cited ethics text in psychology has been revised to reflect the (...)
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  5. Samuel Knapp (2012). Practical Ethics for Psychologists: A Positive Approach. American Psychological Association.score: 364.5
    Acknowledgments -- The legal floor and positive ethics -- Foundations of ethical behavior -- Ethical decision making -- Competence -- Informed consent, empowered collaboration, or shared decision making -- Multiple relationships and professional boundaries -- Confidentiality, privileged communications, and record keeping -- Life-endangering patients -- Forensic psychology -- Assessment -- Special topics in psychotherapy -- Business issues -- Psychologists as educators -- Consultation and clinical supervision -- Research and scholarship -- Afterwaord -- References -- Index -- About (...)
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  6. Susan Jacob (1996). Ethics and Law for School Psychologists. J. Wiley & Sons.score: 319.5
    The revised classic on the professional and legal standards of school psychology This completely updated edition of the leading ethics and law guide provides ...
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  7. Simon Shimshon Rubin & Omer Dror (1996). Professional Ethics of Psychologists and Physicians: Mortality, Confidentiality, and Sexuality in Israel. Ethics and Behavior 6 (3):213 – 238.score: 316.5
    Clinical psychologists' and nonpsychiatric physicians' attitudes and behaviors in sexual and confidentiality boundary violations were examined. The 171 participants' responses were analyzed by profession, sex, and status (student, resident, professional) on semantic differential, boundary violation vignettes, and a version of Pope, Tabachnick, and Keith-Spiegel's (1987) ethical scale. Psychologists rated sexual boundary violation as more unethical than did physicians (p<.001). Rationale (p<.01) and timing (p<.001) influenced ratings. Psychologists reported fewer sexualized behaviors than physicians (p<05). Professional experience (...)
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  8. Judi L. Malone (2012). Professional Ethics in Context. Journal of Bioethical Inquiry 9 (4):463-477.score: 288.0
    The complexities of professional ethics are best understood and interpreted within their sociohistorical context. This paper focuses on the experience of 20 rural psychologists from across Canada, a context rife with demographic and practice characteristics that may instigate ethical issues. Employing hermeneutic phenomenology, these qualitative research results are indicative of professional struggles that impacted the participants’ experience of professional ethics and raised key questions about policy and practise. Concerns regarding competition highlight potential professional (...)
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  9. Ronald D. Francis (2009). Ethics for Psychologists. British Psychological Society/Blackwell.score: 283.5
    For teaching purposes this work is divided into sections to which instructors can readily refer: this is supplemented with a comprehensive list of references, ...
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  10. Jeffrey E. Barnett (2009). Ethics Desk Reference for Counselors. American Counseling Association.score: 279.0
    The ACA code of ethics -- The counseling relationship -- Confidentiality, privileged communication, and privacy -- Professional responsibility -- Relationships with other professionals -- Evaluation, assessment, and interpretation -- Supervision, training, and teaching -- Research and publication -- Resolving ethical issues -- Decision making and ethical practice in counseling -- An ethical decision-making process for counselors -- Ethical issues regarding culture and diversity -- Confidentiality -- Exceptions to confidentiality -- Counseling suicidal clients -- Boundaries and (...)
     
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  11. Samuel Knapp (1999). Utilitarianism and the Ethics of Professional Psychologists. Ethics and Behavior 9 (4):383 – 392.score: 252.0
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  12. Marcus Arnold Rodriguez, Ping Yao, Jun Gao & Mingyi Qian (2009). Professional Ethical Issues and the Development of Professional Ethical Standards in Counseling and Clinical Psychology in China. Ethics and Behavior 19 (4):290-309.score: 249.0
    This article aims to summarize the current ethical issues in the field of clinical and counseling psychology and the process of developing professional ethical standards in China. First, through a review of the history of counseling and psychotherapy in China, general background information is provided. Important ethical issues are then discussed based on the results from several empirical studies. Finally, the process of developing the new edition of the Chinese Psychological Society Code of Ethics for Clinical (...)
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  13. Mingyi Qian, Jun Gao, Ping Yao & Marcus Arnold Rodriguez (2009). Professional Ethical Issues and the Development of Professional Ethical Standards in Counseling and Clinical Psychology in China. Ethics and Behavior 19 (4):290 – 309.score: 249.0
    This article aims to summarize the current ethical issues in the field of clinical and counseling psychology and the process of developing professional ethical standards in China. First, through a review of the history of counseling and psychotherapy in China, general background information is provided. Important ethical issues are then discussed based on the results from several empirical studies. Finally, the process of developing the new edition of the Chinese Psychological Society Code of Ethics for Clinical (...)
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  14. Tim Bond (2000). Standards and Ethics for Counselling in Action. Sage Publications.score: 243.0
    Standards and Ethics for Counselling in Action is the highly acclaimed guide to the major responsibilities which trainees and counselors in practice must be aware of before working with clients. Author Tim Bond outlines the values and ethical principles inherent in counselling and points out that the counselor is at the center of a series of responsibilities: to the client, to him/herself as a counselor and to the wider community. Now fully revised and updated, the second edition examines issues (...)
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  15. David B. Resnik, Paul L. Ranelli & Susan P. Resnik (2000). The Conflict Between Ethics and Business in Community Pharmacy: What About Patient Counseling? [REVIEW] Journal of Business Ethics 28 (2):179 - 186.score: 240.0
    Patient counseling is a cornerstone of ethical pharmacy practice and high quality pharmaceutical care. Counseling promotes patient compliance with prescription regimens and prevents dangerous drug interactions and medication errors. Counseling also promotes informed consent and protects pharmacists against legal risks. However, economic, social, and technological changes in pharmacy practice often force community pharmacists to choose between their professional obligations to counsel patients and business objectives. State and federal legislatures have enacted laws that require pharmacists to counsel (...)
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  16. Lynne Gabriel (2005). Speaking the Unspeakable: The Ethics of Dual Relationships in Counselling and Psychotherapy. Routledge.score: 228.0
    Are dual relationships always detrimental? Speaking the Unspeakable provides an in-depth exploration of client-practitioner dual relationships, offering critical discussion and sustained narrative on thinking about and being in dual relationships. Lynne Gabriel draws on the experiences of both practitioners and clients to provide a clear summary of the complex and multidimensional nature of dual relationships. The beneficial as well as detrimental potential of such relationships is discussed and illustrated with personal accounts. Subjects covered include: · Roles and boundaries in dual (...)
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  17. Miguel Clemente, Pablo Espinosa & Javier Urra (2011). Ethical Issues in Psychologists' Professional Practice: Agreement Over Problematic Professional Behaviors Among Spanish Psychologists. Ethics and Behavior 21 (1):13-34.score: 226.5
    A sample of 703 Spanish psychologists completed an online survey containing 114 behaviors related to professional practice in different areas. The aim of the study was to learn which professional behaviors create ethical dilemmas most often for psychologists and how they respond to these issues. Findings suggest that psychologists who have actually faced a particular dilemma are less strict on judging the inappropriateness of a possible ethical transgression than those psychologists who have not experienced (...)
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  18. Sharon K. Anderson (2010). Ethics for Psychotherapists and Counselors: A Proactive Approach. Wiley-Blackwell.score: 217.5
    Basics of awareness : knowing yourself -- Basics of awareness : privilege and social responsibility -- The process of acculturation : developing your professional ethical identity -- The ethical culture of psychotherapy -- "I can't believe it's not therapy" : boundaries of the psychotherapy relationship -- Confidentiality : a critical element of trust in the relationship -- Informed consent : the three-legged stool -- Making the most of supervision -- Ending psychotherapy : the good, the bad, and the ethical (...)
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  19. Olga Voskuijl & Arne Evers (2007). Tensions Between the Prescriptive and Descriptive Ethics of Psychologists. Journal of Business Ethics 72 (3):279 - 291.score: 216.0
    Ethical guidelines for psychologists are meant to stimulate and help psychologists to act appropriately with respect to clients, colleagues, and other individuals involved in their professional relations. This paper focuses on the similarity of codes of ethics of psychologists in European countries in general, and on specific ethical dilemmas in the area of work and organizations in particular. First, an overview is given of the development of ethical guidelines in Europe and the USA. Second, the (...)
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  20. Alfred Allan & A. Love (eds.) (2010). Ethical Practice in Psychology: Reflections From the Creators of the Aps Code of Ethics. John Wiley.score: 205.5
    Close-up insights on how experts in the field are re-interpreting ethical principles to create workable policies for today and tomorrow, from the creators of ...
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  21. Susan Fairbairn & Gavin Fairbairn (eds.) (1987). Psychology, Ethics, and Change. Routledge & Kegan Paul.score: 202.5
  22. Eugene C. Kennedy (ed.) (1975). Human Rights and Psychological Research: A Debate on Psychology and Ethics: Based on the Loyola Symposium on Psychology and Ethics, May 2, 1973. Crowell.score: 202.5
     
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  23. Douglas M. Wear, Jennifer M. Taylor & Greg J. Neimeyer (2011). Continuing Education in Professional Psychology: Do Ethics Mandates Matter? Ethics and Behavior 21 (2):165-172.score: 198.0
    Do continuing education (CE) mandates increase participation in ethics programs and enhance their perceived outcomes? In a study of 5,198 North American psychologists, significant differences were found between mandated and nonmandated psychologists in relation to their participation in ethics programs but not in the perceived outcomes associated with those trainings. Although 64.3% of those psychologists operating under ethics mandates reported completing at least one ethics training within the previous year, only 40.7% of those (...)
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  24. Andrea Ferrero (2006). Professional Ethics in Psychology Facing Disadvantaged Social Conditions in Argentina. Business and Professional Ethics Journal 25 (1/4):81-92.score: 198.0
    General health conditions are related to a great number of factors, including the socio-historical ones. As human beings are part of the social field, personality is also affected by them. Due to this, the main Ethics Codes of psychology, all around the world, remark in their preambles the importance of social responsibility in the practice and training in psychology. Argentina is confronted with several social problems that have severely influenced people’s mental health. In countries like Argentina, the ethical practice (...)
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  25. J. D. Keehn (ed.) (1982). The Ethics of Psychological Research. Pergamon Press.score: 198.0
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  26. Derek Hill & Caroline Jones (eds.) (2003). Forms of Ethical Thinking in Therapeutic Practice. Open University Press.score: 192.0
    Most books about ethics focus either on the origins of ethics, or on the application of ethical thinking to a single form of therapy. This book sets out to span a range of very different forms of therapy and explores the similarities and the differences between the ethical thinking of the practitioners concerned. By looking at ethical issues in different therapeutic settings the reader is challenged to reconsider the working assumptions which underpin familiar therapeutic practice. Readers of Forms (...)
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  27. Allen Hall & Lisa Berardino (2006). Teaching Professional Behaviors: Differences in the Perceptions of Faculty, Students, and Employers. [REVIEW] Journal of Business Ethics 63 (4):407 - 415.score: 189.0
    A review of the literature indicates that faculty, students, and employers recognize the importance of professional behaviors for a successful career. These professional behaviors were defined by business school faculty to include honesty and ethical decision making, regular attendance and punctuality, professional dress and appearance, participation in professional organizations, and appropriate behavior during meetings. This paper presents the results of a survey administered to managers, faculty, and students about how business school professors can teach these (...) behaviors. A hypothesis was tested that managers, professors, and students differ in their perceptions about what is appropriate professional behavior. Using a scale of strongly agree to strongly disagree to respond to critical incidents, one-way ANOVA indicated no group differences for items about cheating, plagiarism, and helping students to work projects on schedule. Group differences were found for ethics items (raising course grade for the purpose of tuition reimbursement, stopping excessive use of school printers, simplifying course work to accommodate weaker students), time management items (making accommodations for students unable to regularly attend class, refusing to admit late students), appearance items (requiring students to dress in suits for major presentations, counseling a student with facial piercing), and for items about required activities inside and outside of the classroom. (shrink)
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  28. Shirley Matile Ogletree & L. Archer (2011). Moral Credentialing and the Rationalization of Misconduct Ryall P Brown, Michael Tamborski, Xiaoqian Wang, Col/in D. Barnes, Michael D. Mumford, Shane Conl/Elly, and Lynn D. Devenport Ethical Issues in Psychologists' Professional Practice: Agreement Over Problematic Professional Behaviors Among Spanish Psychologists. [REVIEW] Ethics and Behavior 21 (1).score: 175.5
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  29. Horacio Riquelme (2004). Ética profesional en tiempos de crisis. Médicos y psicólogos en las dictaduras de América del Sur. Polis 8.score: 171.0
    En la gestión de médicos y psicólogos bajo el “estado de excepción” en Argentina, Chile y Uruguay, la praxis profesional se situó en una tensión entre derechos humanos y ética profesional, en un contexto de amenazas institucionales, administrativas y de exigencias del aparato represivo estatal. El presente artículo expone cómo la ética profesional fue por un lado dañada sistemáticamente, ero asimismo muchas acciones fueron realizadas en su defensa y restitución.
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  30. Johannes Brinkmann (2002). Business and Marketing Ethics as Professional Ethics. Concepts, Approaches and Typologies. Journal of Business Ethics 41 (1-2):159 - 177.score: 168.0
    Marketing ethics is normally marketed as a sub-specialization of business ethics. In this paper, marketing ethics serves as an umbrella term for advertising, PR and sales ethics and as an example of professional ethics. To structure the paper, four approaches are distinguished, with a focus on typical professional conflicts, codes, roles or climates respectively. Since the moral climate approachis more inclusive than the other approaches, the last part of the paper deals mainly with (...)
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  31. Joel Marks (2004). “There's No Room in the Worksheet” and Other Fallacies About Professional Ethics in the Curriculum. Teaching Ethics 4 (2):79-90.score: 168.0
    Despite the apparently universal recognition of a pervasive "success at any cost" amorality in the professional and business world, and the need to do something about it, attempts to establish a campus-wide professional ethics curriculum continue to encounter resistance at many colleges and universities. The main stumbling block seems to be a purely practical one: How do you fit a course on professional ethics into academic worksheets that are already over-crowded with essential technical courses in (...)
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  32. Ellen M. Harshman, James F. Gilsinan, James E. Fisher & Frederick C. Yeager (2005). Professional Ethics in a Virtual World: The Impact of the Internet on Traditional Notions of Professionalism. [REVIEW] Journal of Business Ethics 58 (1-3):227 - 236.score: 168.0
    Numerous articles in the popular press together with an examination of websites associated with the medical, legal, engineering, financial, and other professions leave no doubt that the role of professions has been impacted by the Internet. While offering the promise of the democratization of expertise – expertise made available to the public at convenient times and locations and at an affordable cost – the Internet is also driving a reexamination of the concept of professional identity and related claims of (...)
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  33. W. Scott Dunbar (2005). Emotional Engagement in Professional Ethics. Science and Engineering Ethics 11 (4):535-551.score: 168.0
    Recent results from two different studies show evidence of strong emotional engagement in moral dilemmas that require personal involvement or ethical problems that involve significant inter-personal issues. This empirical evidence for a connection between emotional engagement and moral or ethical choices is interesting because it is related to a fundamental survival mechanism rooted in human evolution. The results lead one to question when and how emotional engagement might occur in a professional ethical situation. However, the studies employed static dilemmas (...)
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  34. Cheryl Cates & Bryan Dansberry (2004). A Professional Ethics Learning Module for Use in Co-Operative Education. Science and Engineering Ethics 10 (2):401-407.score: 168.0
    The Professional Practice Program, also known as the co-operative education (co-op) program, at the University of Cincinnati (UC) is designed to provide eligible students with the most comprehensive and professional preparation available. Beginning with the Class of 2006, students in UC’s Centennial Co-op Class will be following a new co-op curriculum centered around a set of learning outcomes Regardless of their particular discipline, students will pursue common learning outcomes by participating in the Professional Practice Program, which will (...)
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  35. Ji Yeon Han, Hyun Soon Park & Hyeonju Jeong (2013). Individual and Organizational Antecedents of Professional Ethics of Public Relations Practitioners in Korea. Journal of Business Ethics 116 (3):553-566.score: 168.0
    This study examines the effects of individual ethical values and organizational factors on the professional ethics of PR practitioners in Korea by considering a person–situation interactionist model. Individual ethical values are used as individual factors, and organizational factors consist of an organization’s reward and punishment for ethical/unethical behavior, the behavior of peers, and the ethical integrity of the chief ethics officer. The professional ethics of PR practitioners (the dependent variable) are classified into the following three (...)
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  36. Joseph A. Petrick & Robert F. Scherer (2005). Management Educators' Expectations for Professional Ethics Development. Journal of Business Ethics 61 (4):301 - 314.score: 168.0
    Professional associations, like the Academy of Management, exist to foster and promote scholarship, exchange among faculty, and an environment conducive to member professional ethics development. However, this last purpose of such organizations has received the least amount of attention. Moreover, previous research has demonstrated that there are differences in perceived needs for professional ethics development between tenured and untenured faculty. In the current research 260 Academy of Management members were surveyed. The research identified differences between (...)
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  37. Simon Shimshon Rubin & Danah Amir (2000). When Expertise and Ethics Diverge: Lay and Professional Evaluation of Psychotherapists in Israel. Ethics and Behavior 10 (4):375 – 391.score: 168.0
    Do psychotherapists' unethical practices influence how they are perceived? The 202 Israeli lay and professional psychology participants rated systematically varied descriptions of effective therapists and potential clients under conditions of no difficulties (standard), practice without a license, and a previous sexual boundary violation on indexes of evaluation and willingness to refer. Participants completed a measure of important variables in therapist selection. Effective standard therapists were rated most favorably, unlicensed therapists were rated favorably, and therapists who violated sexual boundaries in (...)
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  38. A. Nello (2010). The Circumscribed Quadrature of Professional Ethics. Ramon Llull Journal of Applied Ethics 1 (1):143.score: 168.0
    The circumscribed quadrature of professional ethics aims to show the necessary shift from deontology to professional ethics, from deontological codes to ethical codes. While deontology and the deontological codes that materialise from it set their sights on professionals' responsibilities, professional ethics and the ethical codes that should derive from it would set their sights on the professional act, on its successful performance. In this way, the stress comes to be placed not only on (...)
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  39. Androniki Panteli, Janet Stack & Harvie Ramsay (1999). Gender and Professional Ethics in the IT Industry. Journal of Business Ethics 22 (1):51 - 61.score: 165.0
    In this paper, we discuss the ethical responsibility of the Information Technology (IT) industry towards its female workforce. Although the growing IT industry experiences skills shortages, there is a declining trend in the representation of women. The paper presents evidence that the IT industry is not gender-neutral and that it does little to promote or retain its female workforce. We urge that professional codes of ethics in IT should be revised to take into account the diverse needs of (...)
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  40. Mike W. Martin (2000). Meaningful Work: Rethinking Professional Ethics. Oxford University Press.score: 162.0
    As commonly understood, professional ethics consists of shared duties and episodic dilemmas--the responsibilities incumbent on all members of specific professions joined together with the dilemmas that arise when these responsibilities conflict. Martin challenges this "consensus paradigm" as he rethinks professional ethics to include personal commitments and ideals, of which many are not mandatory. Using specific examples from a wide range of professions, including medicine, law, high school teaching, journalism, engineering, and ministry, he explores how personal commitments (...)
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  41. Emile Durkheim (1957/1992). Professional Ethics and Civic Morals. Routledge.score: 162.0
    In Professional Ethics and Civic Morals , Emile Durkheim outlined the core of his theory of morality and social rights which was to dominate his work throughout the course of his life. In Durkheim's view, sociology is a science of morals which are objective social facts, and these moral regulations form the basis of individual rights and obligations. This book is crucial to an understanding of Durkheim's sociology because it contains his much-neglected theory of the state as a (...)
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  42. Desh Raj Sirswal (2013). Professional Ethics, Media and Good Governance. Intellection (01):Jan-June 2013.score: 162.0
    Philosophy is a vast subject and it is growing day by day in many branches although it has many traditional branches like epistemology, metaphysics, ethics and logic etc. Professional ethics is a discipline of philosophy and a part of subject called as ETHICS. In professional ethics we study the morals and code of conduct to be used while one practices in his/her profession. Media is also a profession and there is also a code of (...)
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  43. Desh Raj Sirswal (2013). Professional Ethics and Morality. In Icsp (ed.), Facilitation Volume in Honour of Prof. Sohan Raj Tater.score: 162.0
    Modern educational thoughts have made a powerful impact on civilized persons. The learner is a partner in the process of learning in our age. He is a disciple and is going to be a consumer as well as customer. There is a shift from education as a means of welfare and awareness to commercialization of education. In this background, Professional Ethics is partly comprised of what a professional should or should not do in the work -place. It (...)
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  44. Heidi von Weltzien Hoivik (2002). Professional Ethics: A Managerial Opportunity in Emerging Organizations. Journal of Business Ethics 39 (1/2):3 - 11.score: 162.0
    Professional Ethics, viewed as a managerial challenge and opportunity in this study, deals with the often overlooked conceptions, actions and behavior of individuals who see themselves both as members of a profession and as members of an organization. Managers have to deal with this dual loyalty and inherent potential for conflict. This is of particular importance for new types of organizations when wanting to develop and sustain an ethical platform for the ultimate goal - assuring that future business (...)
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  45. Nathan Carlin, Cathy Rozmus, Jeffrey Spike, Irmgard Willcockson, William Seifert, Cynthia Chappell, Pei-Hsuan Hsieh, Thomas Cole, Catherine Flaitz, Joan Engebretson, Rebecca Lunstroth, Charles Amos & Bryant Boutwell (2011). The Health Professional Ethics Rubric: Practical Assessment in Ethics Education for Health Professional Schools. [REVIEW] Journal of Academic Ethics 9 (4):277-290.score: 162.0
    A barrier to the development and refinement of ethics education in and across health professional schools is that there is not an agreed upon instrument or method for assessment in ethics education. The most widely used ethics education assessment instrument is the Defining Issues Test (DIT) I & II. This instrument is not specific to the health professions. But it has been modified for use in, and influenced the development of other instruments in, the health professions. (...)
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  46. Karolyn L. A. White, Christopher F. C. Jordens & Ian Kerridge (forthcoming). Contextualising Professional Ethics: The Impact of the Prison Context on the Practices and Norms of Health Care Practitioners. Journal of Bioethical Inquiry:1-13.score: 162.0
    Health care is provided in many contexts—not just hospitals, clinics, and community health settings. Different institutional settings may significantly influence the design and delivery of health care and the ethical obligations and practices of health care practitioners working within them. This is particularly true in institutions that are established to constrain freedom, ensure security and authority, and restrict movement and choice. We describe the results of a qualitative study of the experiences of doctors and nurses working within two women’s prisons (...)
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  47. Angela M. Haeny (2014). Ethical Considerations for Psychologists Taking a Public Stance on Controversial Issues: The Balance Between Personal and Professional Life. Ethics and Behavior 24 (4):265-278.score: 162.0
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  48. Stefan Konstanczak & Bogna Choinska (2011). Professional Ethics in Polish Medicine. Ethics and Bioethics (in Central Europe) 1 (1-2):14-20.score: 162.0
    Justifying the existence of professional ethics in medicine is usually connected with the traditions of a profession and with a humanistic dimension of these ethics, pointing at the same time to their culture-forming character. With such an attitude, professional ethics is treated as a part of all mankind’s output, and its teaching turns out to be an important element of preparation for taking part in culture. Taking into account the cultural meaning of professional (...), one should notice that all discussions about the character of relations of medicine and ethics exceed the very health care system. The dilemma outlined in the article deals with the problem whether the existence of medical ethics requires external regulations or is this also a creation of the very representatives of medicine and only they can formulate it. If the latter is to be assumed, ethics in medicine would have to be independent of other detailed ethics and it would not need to be included in any other more general theory. In the first solution, medical ethics is becoming a part of general ethics and, therefore, it would be justified to include it in a more general theory – bioethics. The authors indicate that professional ethics does not limit freedom of the staff but gives a special opportunity to use it. Records constituting its contents are mostly standardized by a professional group which sets criteria of recruitment on its own and general duties resting on their members. (shrink)
     
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  49. Jingqing Yang (2010). Serve the People: Understanding Ideology and Professional Ethics of Medicine in China. [REVIEW] Health Care Analysis 18 (3):294-309.score: 162.0
    The article explores the communist ideology that has guided the formation of professional ethics of medicine in China. It first explores the constitutions of the People’s Republic of China and the Chinese Communist Party and codes of practice for medicine enforced since 1949, showing that the core of the ideology in relation to health provision and doctor–patient relationship has always been ‘serving the people wholeheartedly’. The ideological undertaking, however, has never been successfully exercised. In the pre-reform era, the (...)
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  50. Sean Valentine & Gary Fleischman (2008). Professional Ethical Standards, Corporate Social Responsibility, and the Perceived Role of Ethics and Social Responsibility. Journal of Business Ethics 82 (3):657 - 666.score: 160.0
    This study explored several proposed relationships among professional ethical standards, corporate social responsibility, and the perceived role of ethics and social responsibility. Data were collected from 313 business managers registered with a large professional research association with a mailed self-report questionnaire. Mediated regression analysis indicated that perceptions of corporate social responsibility partially mediated the positive relationship between perceived professional ethical standards and the believed importance of ethics and social responsibility. Perceptions of corporate social responsibility also (...)
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