Fostering the Ethical Sensitivity of Beginning Clinicians

Beginning clinicians may not recognize potential ethical issues during the course of professional services. In retrospect, usually in discussions with supervisors, trainees may understand the ethical implications of some events in professional practice. However, this understanding may come too late...

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Bibliographic Details
Published in:Training and education in professional psychology 2014-11, Vol.8 (4), p.229-235
Main Authors: Moffett, Louis A., Becker, Carol-Lynne J., Patton, Richard G.
Format: Article
Language:English
Subjects:
Clinicians
Decision Making
Graduate Psychology Education
Human
Professional Ethics
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Summary:Beginning clinicians may not recognize potential ethical issues during the course of professional services. In retrospect, usually in discussions with supervisors, trainees may understand the ethical implications of some events in professional practice. However, this understanding may come too late for the trainee to have acted ethically at the time of the event. We expand on Welfel's (2012) recommendations for teaching ethical sensitivity and describe a method for enhancing ethical sensitivity in both ethics courses and in practicum training. Using the "D" "C" "B" "A" checklist and a related brief mnemonic alerts trainees to such ethical issues as D (danger, duty, documentation), C (consent, confidentiality, competence, consultation), B (boundaries), and A (apply decision-making model, act, assess), and does so in a sequence of priority ethical actions.
ISSN:1931-3918
1931-3926
DOI:10.1037/tep0000054