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

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  1. Susan Jacob (1996). Ethics and Law for School Psychologists. J. Wiley & Sons.score: 858.0
    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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  2. Kenneth S. Pope (2007). Ethics in Psychotherapy and Counseling: A Practical Guide. Jossey-Bass.score: 468.0
    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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  3. 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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  4. William T. Hartman (2005). Ethics for School Business Officials. Scarecroweducation.score: 360.0
    Ethics and school business officials -- Making ethical decisions -- Ethics for school business officials -- Examining personal and professional codes of ethics -- Approaching ethical dilemmas -- Human resource management -- Financial resource management -- Facility, property, and information management -- Ancillary services : transportation.
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  5. Daniel J. Mahoney (2006). Ethics and the School Administrator: Balancing Today's Complex Issues. Rowman & Littlefield Education.score: 324.0
    A body of knowledge -- Organizations -- Behavior -- Ethics -- Organizational politics -- Interpersonal dynamics -- Professional ethics -- Balancing it all.
     
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  6. Gerald P. Koocher (1998). Ethics in Psychology: Professional Standards and Cases. Oxford University Press.score: 319.5
    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. The (...)
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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. Mike W. Martin (2000). Meaningful Work: Rethinking Professional Ethics. Oxford University Press.score: 288.0
    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 (...)
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  9. 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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  10. 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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  11. Mike Bottery (1992). The Ethics of Educational Management: Personal, Social, and Political Perspectives on School Organization. Cassell.score: 283.5
  12. Samuel Knapp (1999). Utilitarianism and the Ethics of Professional Psychologists. Ethics and Behavior 9 (4):383 – 392.score: 252.0
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  13. 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: 249.0
    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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  14. Robert Henley Woody (2011). Science in Mental Health Training and Practice, With Special Reference to School Psychology. Ethics and Behavior 21 (1):69-77.score: 246.0
    The first words in the inaugural version of the American Psychological Association Ethical Standards of Psychologists (1953) declared, ?Psychology is a science? (p. v). Professional ethics for all of the mental health disciplines support science (and objectivity) for knowledge and practice. Using school psychology as an example, consideration is given to the presence of science and research in the scientist-practitioner, professional practitioner, and psychoeducational training and practice models. Although none of the three models truly ignores (...)
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  15. Gerald P. Koocher (2008). Ethics in Psychology and the Mental Health Professions: Standards and Cases. Oxford University Press.score: 238.5
    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 (...) questions and dilemmas that psychologists encounter in their everyday work. Ethics in Psychology has been completely updated in response to evolving trends in psychological research and practice, as well as extensive changes in the American Psychological Association's ethics code. Gerald P. Koocher and Patricia Keith-Spiegel take a practical, commonsense approach to ethics in modern-day psychological practice, and offer constructive suggestions for both preventing problems and resolving ethical predicaments. In this book, their main intent is to present the full range of contemporary ethical issues in psychology as not only relevant and intriguing, but also as integral and unavoidable aspects of the profession. The authors make extensive use of actual case studies in order to illustrate how the APA guidelines apply to specific situations, such as fee setting, advertising for clients, research ethics, sexual attraction, classroom ethics, managed care issues, confidentiality, and much more. The most recent ethics code of the American Psychological Association (1992) is used here only as a starting point. The authors go well beyond the APA code and incorporate the input of many experts. In addition to the analysis of a wide variety of general situations, new problematic areas are identified and explored. The book includes two appendixes - Ethical Principles of Psychologists and Code of Conduct, adopted by American Psychological Association, Rules and Procedures of the Ethics Committee of the American Psychological Association - both in an easy-to-use format. In addition, each chapter lists summary guidelines along with current and valuable references. Highly readable, the book unites a straightforward, lively writing style with humorous anecdotes that highlight the human side of ethics and make the book a pleasure to read. Ethics in Psychology will be an indispensable guide to ethical decision-making for all psychologists and students in psychology. (shrink)
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  16. Joan Poliner Shapiro (2001). Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas. L. Erlbaum Associates.score: 237.0
    The authors developed this textbook in response to an increasing interest in ethics, and a growing number of courses on this topic that are now being offered in educational leadership programs. It is designed to fill a gap in instructional materials for teaching the ethics component of the knowledge base that has been established for the profession. The text has several purposes: First, it demonstrates the application of different ethical paradigms (the ethics of justice, care, critique, and (...)
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  17. William Frick (ed.) (2012). Educational Management Turned on its Head: Exploring a Professional Ethic for Educational Leadership: A Critical Reader. P. Lang.score: 234.0
     
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  18. Joseph P. Hester (2003). Ethical Leadership for School Administrators and Teachers. Mcfarland & Co..score: 232.5
    This book suggests that the time has come for educational leaders to re-evaluate their mission and redirect their schools to a broader curriculum emphasizing ...
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  19. Spencer J. Maxcy (2002). Ethical School Leadership. Scarecrow Press.score: 229.5
    This book provides an up-to-date treatment of the subject without arcane terminology or abstract argument.
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  20. Ernestine Enomoto (2007). Leading Through the Quagmire: Ethical Foundations, Critical Methods, and Practical Applications for School Leadership. Rowman & Littlefield Education.score: 229.5
  21. 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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  22. Kenneth S. Pope (1991). Ethics in Psychotherapy and Counseling: A Practical Guide for Psychologists. Jossey-Bass.score: 225.0
    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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  23. Udo Schuklenk & Ricardo Smalling (2013). Queer Patients and the Health Care Professional—Regulatory Arrangements Matter. Journal of Medical Humanities 34 (2):93-99.score: 222.0
    This paper discusses a number of critical ethical problems that arise in interactions between queer patients and health care professionals attending them. Using real-world examples, we discuss the very practical problems queer patients often face in the clinic. Health care professionals face conflicts in societies that criminalise same sex relationships. We also analyse the question of what ought to be done to confront health care professionals who propagate falsehoods about homosexuality in the public domain. These health care professionals are more (...)
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  24. 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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  25. 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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  26. Thomas W. Dunfee & Diana C. Robertson (1988). Integrating Ethics Into the Business School Curriculum. Journal of Business Ethics 7 (11):847 - 859.score: 202.5
    A project on teaching business ethics at The Wharton School concluded that ethics should be directly incorporated into key MBA courses and taught by the core business faculty. The project team, comprised of students, ethics faculty and functional business faculty, designed a model program for integrating ethics. The project was funded by the Exxon Education Foundation.The program originates with a general introduction designed to familiarize students with literature and concepts pertaining to professional and business (...)
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  27. Susan Fairbairn & Gavin Fairbairn (eds.) (1987). Psychology, Ethics, and Change. Routledge & Kegan Paul.score: 202.5
  28. 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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  29. Theodore Day Martin (1931). Instruction in Professional Ethics in Professional Schools for Teachers. Washington, D.C.,National Education Association.score: 202.5
     
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  30. 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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  31. Donald L. McCabe, Janet M. Dukerich & Jane E. Dutton (1994). The Effects of Professional Education on Values and the Resolution of Ethical Dilemmas: Business School Vs. Law School Students. [REVIEW] Journal of Business Ethics 13 (9):693 - 700.score: 198.0
    Prior research on the impact of ethics education within the business curriculum has yielded mixed results. Although the impact is often found to be positive, it appears to be both small and short-lived. Interpretation of these results, however, is subject to important methodological limitations. The present research employed a longitudinal methodology to evaluate the impact of an M.B.A. program versus a law program on the values and ethical decision making behavior (...)
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  32. 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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  33. J. D. Keehn (ed.) (1982). The Ethics of Psychological Research. Pergamon Press.score: 198.0
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  34. Jane E. Dutton (1992). Values and Ethical Decision-Making Among Professional School Students. Professional Ethics 1 (3/4):117-136.score: 193.5
  35. Chris Higgins (2011). The Good Life of Teaching: An Ethics of Professional Practice. Wiley-Blackwell.score: 193.5
    Machine generated contents note: Preface (Richard Smith) -- Acknowledgements -- Introduction : Why We Need a Virtue Ethics of Teaching. Saints and scoundrels ; A brief for teacherly self-cultivation ; From the terrain of teaching to the definition of professional ethics ; Outline of the argument -- PART I. The Virtues of Vocation : From Moral Professionalism to Practical Ethics -- Chapter 1. Work and Flourishing : Williams' Critique of Morality and its Implications for Professional (...)
     
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  36. James R. Rest & Darcia Narváez (eds.) (1994). Moral Development in the Professions: Psychology and Applied Ethics. L. Erlbaum Associates.score: 189.0
    Every year in this country, some 10,000 college and university courses are taught in applied ethics. And many professional organizations now have their own codes of ethics. Yet social science has had little impact upon applied ethics. This book promises to change that trend by illustrating how social science can make a contribution to applied ethics. The text reports psychological studies relevant to applied ethics for many professionals, including accountants, college students and teachers, counselors, (...)
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  37. 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 (...)
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  38. S. J. Knezevich (1970). The Ethical Concerns of Professional School Administrators. In Glenn L. Immegart & John M. Burroughs (eds.), Ethics and the School Administrator. Danville, Ill.,Interstate Printers & Publishers.score: 189.0
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  39. William A. Rae, Jeremy R. Sullivan, Nancy Peña Razo & Roman Garcia de Alba (2009). Breaking Confidentiality to Report Adolescent Risk-Taking Behavior by School Psychologists. Ethics and Behavior 19 (6):449-460.score: 186.0
    School psychologists often break confidentiality if confronted with risky adolescent behavior. Members of the National Association of School Psychologists ( N = 78) responded to a survey containing a vignette describing an adolescent engaging in risky behaviors and rated the degree to which it is ethical to break confidentiality for behaviors of varying frequency, intensity, and duration. Respondents generally found it ethical to break confidentiality when risky adolescent behaviors became more dangerous or potentially harmful, although there (...)
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  40. Rebecca A. Schwartz-Mette (2009). Challenges in Addressing Graduate Student Impairment in Academic Professional Psychology Programs. Ethics and Behavior 19 (2):91 – 102.score: 184.0
    Given the prevalence of emotional and psychological problems among professional psychologists, a primary concern to the field is impairment, or problems of professional competence. Graduate students, in particular, are an especially vulnerable subpopulation of mental health care professionals. Despite graduate students' heightened risk of impairment, relatively little attention has been paid in the literature to the handling of impairment in graduate students in academic training programs. Recommendations for a proactive approach to addressing impairment in trainees are discussed (...)
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  41. M. L. Jennings (2009). Medical Student Burnout: Interdisciplinary Exploration and Analysis. [REVIEW] Journal of Medical Humanities 30 (4):253-269.score: 180.0
    Burnout—a stress-related syndrome characterized by exhaustion, depersonalization, and a diminished sense of accomplishment—is a common phenomenon among medical students with significant potential consequences for student health, professionalism, and patient care. This essay proposes that the epidemic of medical student burnout can be attributed to a technocratic paradigm that fails to value medical students as persons with human needs and limitations. After briefly reviewing the literature on medical student burnout, the author uses two theories to elucidate potential causes: unsatisfactory aspects of (...)
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  42. 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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  43. John R. McCall (1988). The Provident Principal. Institute of Government, University of North Carolina at Chapel Hill.score: 175.5
     
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  44. Helen A. Klein, Nancy M. Levenburg, Marie McKendall & William Mothersell (2007). Cheating During the College Years: How Do Business School Students Compare? [REVIEW] Journal of Business Ethics 72 (2):197 - 206.score: 174.0
    When it comes to cheating in higher education, business school students have often been accused of being the worst offenders; if true, this may be a contributing factor in the kinds of fraud that have plagued the business community in recent years. We examined the issue of cheating in the business school by surveying 268 students in business and other professional schools on their attitudes about, and experiences with, cheating. We found that while business school students (...)
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  45. 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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  46. 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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  47. 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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  48. 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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  49. 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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