Lesson 3 2011 Ethics

8/4/2019 Lesson 3 2011 Ethics

1/38

Ethical Theories:

Deontology and Teleology or

Ends versus Means


2/38

Deontology

Deos, meaning duty.

Deontological theories focus on duties and

principles.

Emphasis is placed on doing what is right,

based on ethical principles, regardless of the

outcome.

Best known is Emmanuel Kants categorical

imperative.


3/38

Kantian Ethics

Kants four propositions:1. It is our intentions, or will, that makes us morally

good.

2. Our will must be motivated by duty.3. Duty means respecting moral law.

4. The basis of moral law is the categoricalimperative:


4/38

Determining Whether an Action Conforms tothe Categorical Imperative

Four questions to answer:1. What is my motive for doing this?2. What is the general principle

involved?3. What is the universal form of this

principle?4. Can this universal principle be made

a moral law without defeating itsintent?


5/38

Applying Kantian Ethics

Should you lie to a parent or partner about where youare going so they will not worry?

1. I do not want him/her to be worried.

2. I will lie in order to save those who care about mefrom worrying.

3. Everyone should always lie if the truth wouldcause their loved ones to worry.

4. No. If this were a universal principle, peoplewould know they would not be told the truth andtherefore would always worry, whether there wasa reason to or not.

(Continued)


6/38

Applying Kantian Ethics

Another way of considering the categorical

imperative is:

Act so that you treat humanity always as an

end and never as a means only.

What are some ways we treat others as a

means to something we want?How should we treat them in order to show

respect for them as an end in themselves?


7/38


8/38

Teleology

Telos, meaning end or goal.

Teleological theories focus on the possible

outcomes of an action.

Emphasis is placed on doing what willmaximize benefits and minimize harm to

individuals and to society as a whole.

Best known is John Stuart Mills

utilitarianism.


9/38

Utilitarian EthicsJeremy Bentham and John Stuart Mill

The greatest good (happiness) for the greatestnumber.

Happiness: the presence of pleasure and well-beingand the absence of pain or deprivation.

Higher order pleasures (i.e. intellectual and aestheticpleasures, concern for others) are preferable tolower order pleasures (i.e. the gratification ofphysical appetites).

Long-term consequences are more important thanshort-term consequences.

The good of society as a whole is more importantthan the pleasure of one or a few individuals.


10/38

Analyzing Consequences

Predicting the outcome of an action for thoseinvolved and society as a whole requiresresearch and sensitivity. The following mustbe considered:

1. The immediate consequences for everyoneinvolved.

2. The amount and comparative value of thepleasure or harm for everyone involved.

3. The indirect and far-reaching results forsociety as a whole.


11/38

Act-Utilitarianism

Considers the immediate, foreseeable

consequences to the individuals involved.

Assigns a numbering system to measure the

quantity and quality of pleasure/pain for

each person.

Whichever action has the higher totaloutcome of happiness is the right choice.

(Continued)


12/38

Act-Utilitarianism

Course of

action

You Your

Friend

Study

Group(3 people)

Total

Go to

movie+8

enjoy show

+5

likes you

5 (3)

(more work

for them)

13 15

= 2

Prepare for

study

group

5

(Wont feel

guilty)

5

(go with

someone

else)

+5 (3)

(less work

for them)

10 +15

= +5

Example: You want to go to a movie with a friend instead ofpreparing your contribution for your study group


13/38

Rule-Utilitarianism

Formulates rules based on long-rangeconsequences to society, rather than toindividuals.

Example: People must honour theiragreed-upon obligations (i.e., to studygroup) because otherwise people couldnot trust each other and they could notwork together.


14/38

Proponents and Critics View of

Utilitarian Ethics

What are some arguments that someone whobelieved in utilitarian ethics would give tosupport this ethical framework?

What are some arguments that someone whodid not agree with utilitarian ethics wouldmake to criticize this ethical framework?

Do you think this theory is closer toKohlbergs theory of moral development orGilligans? Why?


15/38

Combining Ethical Approaches

Ethics of Purpose

Ethics of Principles

Ethics of Consequences

These can be combined in the following ways, to makeethical decisions:

1. We should pursue our purpose unless it treats

persons only as means or unless the consequencescause more harm than good.

(Continued)


16/38

Combining Ethical Approaches

2. We should act on principle unless it will cause

more harm than good or unless it contradicts our

purpose.

3. We should do what causes the most good and

least harm for all concerned unless it means

treating some persons only as means and

committing acts which cannot be universalized orunless it destroys our potential to achieve our

purpose.


17/38

Introduced to the first of 10 BACB Guidelines forresponsible conduct of a behaviour analyst.

The full task list and guidelines can be found bygoing tohttp://www.BACB.com/consum_frame.html .
http://www.bacb.com/consum_frame.htmlhttp://www.bacb.com/consum_frame.htmlhttp://www.bacb.com/consum_frame.htmlhttp://www.bacb.com/consum_frame.html


18/38

Along with the ONTABA standards theseguidelines will be used to review specific ethicalconduct of behaviour analysts

In your text book a variety of cases are presented

with questions for your review.

As you read each chapter and each case youshould keep in mind any of your own similardilemmas and how each situation should be

handled ethically and in accordance with theseguidelines


19/38

This first guideline is concerned with how abehaviour analyst should behave in theirprofessional lives.


20/38


21/38

As a profession we have a short history

Original behaviour analysts of 60s worked

ethically

They used their own conscience and commonsense to develop new treatments.

These original researchers were oftenexperimental psychologists who replicated animal

lab procedures with individuals that wereneglected by other service professionals.

It was not until later on that questionablepractices began that the ethics of these

professionals was questioned.


22/38

Guideline 1.01 emphasizes our roots in thescience of behaviour (Skinner, 1953) and remindsus that our clinical decision making must be tiedto this science.


23/38

BACB Guideline 1.0

1.0 Responsible conduct for a behaviouranalyst

The Behaviour Analyst maintains the high standards

of professional behaviour of the professional

organization.


24/38

The BACB makes a distinction betweenprofessional behaviour and private, everydaybehaviour. While working with clients it isunderstood that the behaviour analyst will work at

maintaining values such as honesty, reliability,integrity, confidentiality, trustworthiness, etc.

Representing the profession as a whole


25/38

1.01 Reliance on Scientific Knowledge

The Behaviour Analyst relies on scientifically and

professionally derived knowledge when making

scientific or professional judgments in humanservice provision, or when engaging in scholarlyor professional endeavors.


26/38

The basis of our practice is the reliance onscientific knowledge.

When assessing behaviour or designing anintervention plan, the behaviour analyst is

expected to utilize objective and systematicobservation and data collection systems. It isessential that we maintain the highest standard ofintegrity in describing the methodology and

results of published research.


27/38

1.02 Competence and ProfessionalDevelopment

The behaviour analyst remains proficient inprofessional practice and the performance of

professional functions by reading the appropriateliterature, attending conferences andconventions, participating in workshops, and/orobtaining Behaviour Analyst Board Certification.


28/38

1.03 Competence Behaviour analysts provide services to, teach,

and conduct research only within the boundariesof their competence, based on their education,

training, supervised experience, or appropriateprofessional experience.

Behaviour analysts provide services, teach, orconduct research in new area or involving newtechniques only after first undertaking appropriatestudy, training, supervision, and/or consultation

from persons who are competent in those areasor techni ues.


29/38

1.04 Professional DevelopmentBehaviour analysts who engage in assessment,therapy, teaching, research, organizationalconsulting, or other professional activities

maintain a reasonable level of awareness ofcurrent scientific and professional information intheir fields of activity, and undertake ongoingefforts to maintain competence in the skills they

use.


30/38

An important commitment a professional shouldmake is to attend the international and/or theONTABA conference annually. As the field isevolving rapidly it is important and necessary to

stay current with the latest developments. It mayalso be beneficial to subscribe to journalscontaining articles relevant to the specific area ofpractice or research that interests the behaviour

analyst if their employer does not already do so


31/38

1.05 Integrity

The behaviour analysts behaviour conforms to the

legal and moral codes of the social and professional

community of which they behaviour analyst is amember.

The activity of a behaviour analyst falls under theseguidelines only if the activity is part of his/her work-

related functions or the activity is behaviour analytic innature

If behaviour analysts ethical responsibilities conflict

with law, behaviour analysts make known their

commitment to these guidelines and take steps toresolve the conflict in a res onsible manner in


32/38

Aware of legal issues pertaining to this type ofwork

Aware of the moral and social values of theparticular community within which they areworking

If the law conflicts with these guidelines, of

course they must uphold the law first andforemost.


33/38

1.06 Professional and scientific relationships Behaviour analysts provide behavioural, diagnostic, therapeutic,

teaching, research, supervisory, consultative, or other behaviour analyticservices only in the context of a defined, remunerated professional orscientific relationship or role

When behaviour analysts provide assessment, evaluation, treatment,counseling, supervision, teaching, consultation, research, or otherbehaviour analytic services to an individual, a group, or an organization,they use language that is fully understandable to the recipient of thoseservices. They provide appropriate information prior to service deliveryabout the nature of such services and appropriate information laterabout the results and conclusions

Where differences of age, gender, race, ethnicity, national origin,religion, sexual orientation, disability, language, or socioeconomic statussignificantly affect behaviour analysts work concerning particularindividuals or groups, behaviour analysts obtain the training,experience, consultation, or supervision necessary to ensure the

competence of their services, or they make appropriate referral.


34/38

In their work related activities, behaviour analysts do notengage in discrimination against individuals or groupsbased on age, gender, race, ethnicity, national origin,religion, sexual orientation, disability, socioeconomicstatus, or any basis prescribed by law.

Behaviour analysts do not knowingly engage in behaviourthat is harassing or demeaning to persons with whom theyinteract in their work based on factors such as thosepersons age, gender, race, ethnicity, national origin,religion, sexual orientation, disability, socioeconomic statusin accordance with law

Behaviour analysts recognize that their personal problemsand conflicts may interfere with their effectiveness.Behaviour analysts refrain from providing services whentheir personal circumstances may compromise delivering

services to the best of their abilities.


35/38

1.07 Dual Relationships

In many communities and situations, it may not be feasibleor reasonable for behaviour analysts to avoid social orother non-professional contacts with persons such as

clients, students, supervisees, or research participants.Behaviour analysts must always be sensitive to thepotential harmful effects of other contacts on their workand on those persons with whom they deal

A behaviour analyst refrains from entering into orpromising a personal scientific, professional, financial, orother relationship with any such person if it appears likelythat such a relationship reasonably might impair thebehaviour analysts objectivity or otherwise interfere withthe behaviour analysts ability to effectively perform his orher functions as a behaviour analyst, or might harm orexploit the other party.


36/38

If a behaviour analyst finds that, due to unforeseenfactors, a potentially harmful multiple relationship hasarisen (i.e., one in which the reasonable possibility ofconflict of interest or undue influence is present), the

behaviour analyst attempts to resolve it with dueregard for the best interests of the affected personand maximal compliance with these Guidelines


37/38

It is best to avoid dual relationships. Social contact with clients is to be avoided

Social interactions may cloud objectivity.

It is important to always assess the potential thatgetting involved in a dual relationship may in factcause more harm than value and in these casesthe client should be referred to another

professional.


38/38

1.08 Exploitative Relationships

Behaviour analysts do not exploit persons over whom theyhave supervisory, evaluative, or other authority such asstudents, supervisees, employees, research participants,

and clients.

Behaviour analysts do not engage in sexual relationshipswith clients, students, or supervisees in training over whomthe behaviour analyst has evaluative or direct authority,because such relationships easily impair judgment orbecome exploitative.

Behaviour analysts are cautioned against bartering withclients because it is often clinically contraindicated, and t f ti f l it ti l ti hi

Lesson 3 2011 Ethics

Documents

Transcript of Lesson 3 2011 Ethics