For Schools, Faculty, and CE Providers AFMTE Annual Conference Tucson, AZ June 2012 Ethical Issues...

For Schools, Faculty, For Schools, Faculty,

and CE Providersand CE Providers

AFMTE Annual ConferenceAFMTE Annual Conference

Tucson, AZ June 2012Tucson, AZ June 2012

Ethical Issues in the Ethical Issues in the ClassroomClassroom

PanelPanel

Nancy Dail, ModeratorNancy Dail, Moderator

Patricia J. BenjaminPatricia J. Benjamin

Cherie Sohnen-MoeCherie Sohnen-Moe

Terrie Yardley-NohrTerrie Yardley-Nohr

ResponsibilityResponsibility


The first rule of ethics is to:The first rule of ethics is to:

DO NO HARM!DO NO HARM!

HippocratesHippocrates


““Ethics concerns relationship. It is about the Ethics concerns relationship. It is about the inner relationships of our values to actions. inner relationships of our values to actions. It is interaction between one belief and It is interaction between one belief and another, one desire and another, one fear another, one desire and another, one fear and another. Ethics is the process by which and another. Ethics is the process by which we sort out what best creates inner and we sort out what best creates inner and outer harmony in our lives.”outer harmony in our lives.”

Kylea Taylor from Kylea Taylor from The Ethics of CaringThe Ethics of Caring


Each practitioner upon entering a Each practitioner upon entering a profession is invested with the profession is invested with the responsibility to adhere to the responsibility to adhere to the standards of ethical practice and standards of ethical practice and conduct set by the profession. NDconduct set by the profession. ND

Character TraitsCharacter Traits

Character traits are inherent attributes Character traits are inherent attributes that influence how a person responds that influence how a person responds in a given situation. in a given situation.

ValuesValues

Values Values Beliefs that hold emotional worth, Beliefs that hold emotional worth, importance, and usefulness importance, and usefulness Group of accepted principles or Group of accepted principles or standards of a person or groupstandards of a person or group

Value of EthicsValue of Ethics

The value of ethics must be a benefit The value of ethics must be a benefit for the client and will be the for the client and will be the foundation of the practitioner’s foundation of the practitioner’s success. success.


Exploring the value of ethicsExploring the value of ethicsBrings meaning to the industryBrings meaning to the industryHelps support professional character Helps support professional character traitstraitsPromotes clarity of practice. Promotes clarity of practice.


A code of ethics does not ensure A code of ethics does not ensure ethical behavior nor does one ethics ethical behavior nor does one ethics class.class.Infuse ethics into the entire Infuse ethics into the entire curriculum.curriculum.Use the classroom and clinic as labs Use the classroom and clinic as labs for learning and reinforcing ethical for learning and reinforcing ethical behavior.behavior.

Ethics in the Classroom Ethics in the Classroom

Ethical issues and dilemmas that occur Ethical issues and dilemmas that occur in the classroom provide “teachable in the classroom provide “teachable moments” for reinforcing the moments” for reinforcing the importance of ethical behavior. importance of ethical behavior.

PROCESS OF LEARNINGPROCESS OF LEARNING

ETHICAL BEHAVIORETHICAL BEHAVIOR--

Educational TheoryEducational Theory

Learning Ethical BehaviorLearning Ethical Behavior

Motivation for ethical choicesMotivation for ethical choices Avoid punishmentAvoid punishment Gain approvalGain approval Uphold standardsUphold standards Right thing to doRight thing to do

Kohlberg’s Theory of Moral Development Kohlberg’s Theory of Moral Development (simplified)(simplified)


Examples of MotivationExamples of MotivationThe price is too high if I get caughtThe price is too high if I get caughtI want my colleagues to think well of meI want my colleagues to think well of meI would be embarrassed if my colleagues found outI would be embarrassed if my colleagues found outI uphold the code of ethics, standards of practice I uphold the code of ethics, standards of practice as a matter of principle (law & order)as a matter of principle (law & order)My moral sense tells me that it‘s the right thing to My moral sense tells me that it‘s the right thing to do – and I’ll do it because I’m an ethical persondo – and I’ll do it because I’m an ethical person


Affective Domain OutcomesAffective Domain Outcomes ReceivingReceiving AttendingAttending ValuingValuing ConceptualizingConceptualizing CharacterizationCharacterization InternalizingInternalizing


Example: Professional BoundariesExample: Professional Boundaries Receives information about boundariesReceives information about boundaries Pays attention to boundariesPays attention to boundaries Values boundariesValues boundaries Thinks about how to keep good Thinks about how to keep good

boundariesboundaries Keeps good boundariesKeeps good boundaries Person with good professional Person with good professional

boundariesboundaries


Social Learning TheorySocial Learning Theory

--

Individuals learn attitudes (ethics) byIndividuals learn attitudes (ethics) by

- - ObservingObserving the behavior of others the behavior of others

- - ModelingModeling or or imitatingimitating others others

ARENAS FOR MODELINGARENAS FOR MODELING

ETHICAL BEHAVIORETHICAL BEHAVIOR

Arenas for Modeling BehaviorArenas for Modeling Behavior

Modeling professionalism Modeling professionalism

Demeanor in the classroom – students Demeanor in the classroom – students and teachersand teachers

- Professional dress- Professional dress

- Good manners- Good manners

- Proper speech- Proper speech


Modeling quality in educationModeling quality in education

Quality course materialsQuality course materials- Current, organized, accurate- Current, organized, accurate

High teacher competence and effective High teacher competence and effective instructional methodsinstructional methods


Modeling integrityModeling integrityValid assessment of studentsValid assessment of students

- Fair, transparent, consistent- Fair, transparent, consistent

Modeling confidenceModeling confidenceDealing with sensitive topicsDealing with sensitive topics

- Open, honest, positive- Open, honest, positive


Modeling confidentialityModeling confidentiality

Keep students’ information confidentialKeep students’ information confidential Grades, attendance, private Grades, attendance, private

communicationscommunications

Modeling respect for copyright lawsModeling respect for copyright laws

Know and obey copyright lawsKnow and obey copyright laws


Modeling respectful behavior Modeling respectful behavior

Teachers show respect for peersTeachers show respect for peers- Other teachers and school staff- Other teachers and school staff

- Graduates- Graduates

- Continuing education instructors- Continuing education instructors

- Others in the profession- Others in the profession


Ensure that students model ethical Ensure that students model ethical behavior towards their classmatesbehavior towards their classmates Respectful attitude and behaviorRespectful attitude and behavior Respect for privacy of classmatesRespect for privacy of classmates Keep classmates’ information Keep classmates’ information

confidentialconfidential Keep good boundaries with classmatesKeep good boundaries with classmates


Ensure that teachers and staff model Ensure that teachers and staff model ethical behavior towards studentsethical behavior towards students Respectful attitude and behaviorRespectful attitude and behavior Keep clear boundariesKeep clear boundaries Avoid dual relationshipsAvoid dual relationships

DEALING WITH DEALING WITH

UNETHICAL BEHAVIORUNETHICAL BEHAVIOR

--IN SCHOOL AND IN THE IN SCHOOL AND IN THE

CLASSROOMCLASSROOM

Dealing with Unethical BehaviorDealing with Unethical Behavior

State expectations clearly State expectations clearly School policiesSchool policies Classroom rulesClassroom rules Boundaries that should be keptBoundaries that should be kept


Make students aware of expectations Make students aware of expectations and and whywhy these expectations are set these expectations are set Respect for other studentsRespect for other students Respect for faculty and staffRespect for faculty and staff Respect for clientsRespect for clients


BoundariesBoundaries Set boundaries for safe keeping and Set boundaries for safe keeping and

maintaining respect for students and maintaining respect for students and staffstaff

Train students in appropriate use of Train students in appropriate use of boundaries as an important part of the boundaries as an important part of the education processeducation process


Students Students May not understand where their May not understand where their

boundaries come fromboundaries come from May not have boundaries at allMay not have boundaries at all Need to learn the consequences when Need to learn the consequences when

rules, policies and boundaries are rules, policies and boundaries are brokenbroken


Policies and rules for the massage Policies and rules for the massage therapy classroom often need to be therapy classroom often need to be more defined than in a regular more defined than in a regular classroom settingclassroom setting Examples: joking around, touchingExamples: joking around, touching


Empower teachers and staffEmpower teachers and staff Instructors need to Instructors need to trusttrust that they will that they will

have the support of administratorshave the support of administrators Instructors and administrators discuss Instructors and administrators discuss

potential ethical issues and process for potential ethical issues and process for handling them handling them beforebefore an event happens an event happens

Create a Create a planplan together for handling together for handling ethical situations that come up ethical situations that come up


Changing behaviorChanging behavior Set the exampleSet the example Discuss openly with students about Discuss openly with students about

potential ethical issues in the potential ethical issues in the classroom and in their future classroom and in their future practicespractices


Instructors face different ethical Instructors face different ethical issues in the classroom than in their issues in the classroom than in their private practicesprivate practices

The group setting can lend itself to The group setting can lend itself to more ethical infractionsmore ethical infractions


Have open and honest Have open and honest communication with studentscommunication with students

Ensure that students graduate with a Ensure that students graduate with a good understanding of what can good understanding of what can happen if rules, laws and boundaries happen if rules, laws and boundaries are not keptare not kept


Tools to help students learn how to Tools to help students learn how to handle ethical situationshandle ethical situations Guest speakersGuest speakers Role playingRole playing Discussion of different scenariosDiscussion of different scenarios

Small Group DiscussionSmall Group Discussion

Four GroupsFour Groups

FacultyFaculty

AdministratorsAdministrators

CE ProvidersCE Providers

EmployersEmployers

Small Group DiscussionSmall Group Discussion

Discussion FocusDiscussion Focus

Share examples of ethical issues from Share examples of ethical issues from your own experience in massage your own experience in massage educationeducation

How it was handled at the timeHow it was handled at the time How it might have been preventedHow it might have been prevented How to better manage similar situations How to better manage similar situations

in the future in the future

Panel FeedbackPanel Feedback

Ask the panel for feedback about Ask the panel for feedback about ethics in the massage therapy ethics in the massage therapy classroomclassroom

Handling specific ethical situationsHandling specific ethical situations Policies and classroom rulesPolicies and classroom rules Preventing ethical problemsPreventing ethical problems Dealing with ethical problemsDealing with ethical problems Fostering ethical behaviorFostering ethical behavior

Professional IdentityProfessional Identity

Defining one’s role is important to all who Defining one’s role is important to all who seek meaning and self-respect in their work. seek meaning and self-respect in their work. If one’s professional identity is unclear the If one’s professional identity is unclear the work is more stressful and less satisfying, work is more stressful and less satisfying, and ethical dilemmas are more frequent and and ethical dilemmas are more frequent and more difficult to resolve. more difficult to resolve. Ethical Dimensions in the Health ProfessionsEthical Dimensions in the Health Professions by Purtilo & Cassel (W. B. by Purtilo & Cassel (W. B. Saunders)Saunders)

Constructing Ethical Culture Constructing Ethical Culture

Constructing an ethical culture for our Constructing an ethical culture for our industry starts with our investment and industry starts with our investment and commitment to massage therapy and commitment to massage therapy and bodywork. bodywork.

The value of ethics must be infused in all The value of ethics must be infused in all of our classroom experiences.of our classroom experiences.

For Schools, Faculty, and CE Providers AFMTE Annual Conference Tucson, AZ June 2012 Ethical Issues...

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