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Ethics Education After Licensing: Ideas for Increasing Diversity in Content and Process

Cynthia Sturm & Samuel Knapp

Ethics and Behavior 12 (2):157-166 (2002)

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Continuing Education in Professional Psychology: Do Ethics Mandates Matter?Douglas M. Wear, Jennifer M. Taylor & Greg J. Neimeyer - 2011 - Ethics and Behavior 21 (2):165-172.details 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 without such mandates reported doing likewise. Overall, (...) Download Export citation Bookmark 2 citations
Ethical decision-making models: a taxonomy of models and review of issues.Melanie K. Johnson, Sean N. Weeks, Gretchen Gimpel Peacock & Melanie M. Domenech Rodríguez - 2022 - Ethics and Behavior 32 (3):195-209.details A discussion of ethical decision-making literature is overdue. In this article, we summarize the current literature of ethical decision-making models used in mental health professions. Of 1,520 articles published between 2001 and 2020 that met initial search criteria, 38 articles were included. We report on the status of empirical evidence for the use of these models along with comparisons, limitations, and considerations. Ethical decision-making models were synthesized into eight core procedural components and presented based on the composition of steps present (...) Download Export citation Bookmark 3 citations
The safety paradox in ethics training: a case study on safety dynamics within a military ethics train-the-trainer course.Eva van Baarle, Ineke van de Braak, Desiree Verweij, Guy Widdershoven & Bert Molewijk - 2019 - Medicine, Health Care and Philosophy 22 (1):107-117.details There is considerable support for the idea that an atmosphere of safety can foster learning in groups, especially during ethics training courses. However, the question how safety dynamics works during ethics courses is still understudied. This article aims to investigate safety dynamics by examining a critical incident during a military ethics train-the trainer course during which safety was threatened. We examine this incident by means of a four-factor analysis model from the field of Theme-Centered Interaction (TCI). We show that during (...) Download Export citation Bookmark 1 citation
Integrating emotion and other nonrational factors into ethics education and training in professional psychology.Yesim Korkut & Carole Sinclair - 2020 - Ethics and Behavior 30 (6):444-458.details Any professional or scientific discipline has a responsibility to do what it can to ensure ethical behavior on the part of its members. In this context, this paper outlines and explores the criticism that to date the emphasis in ethics training in professional psychology, as with other disciplines, has been on the rational elements of ethical decision making, with insufficient attention to the role of emotions and other nonrational elements. After a brief outline of some of the historical background to (...) Download Export citation Bookmark 3 citations

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