The next big corporate trend? Actually having ethics.

Patrick Quinlan
Recode.net
Originally published July 20, 2017

Here is an excerpt:

Slowly, brands are waking up to the fact that strong ethics and core values are no longer a “nice to have,” but a necessity. Failure to take responsibility in times of crisis can take an irreparable toll on the trust companies have worked so hard to build with employees, partners and customers. So many brands are still getting it wrong, and the consequences are real — public boycotting, massive fines, fired CEOs and falling stock prices.

This shift is what I call ethical transformation — the application of ethics and values across all aspects of business and society. It’s as impactful and critical as digital transformation, the other megatrend of the last 20 years. You can’t have one without the other. The internet stripped away barriers between consumers and brands, meaning that transparency and attention to ethics and values is at an all-time high. Brands have to get on board, now. Consider some oft-cited casualties of the digital transformation: Blockbuster, Kodak and Sears. That same fate awaits companies that can’t or won’t prioritize ethics and values.

This is a good thing. Ethical transformation pushes us into a better future, one built on genuinely ethical companies. But it’s not easy. In fact, it’s pretty hard. And it takes time. For decades, most of the business world focused on what not to do or how not to get fined. (In a word: Compliance.) Every so often, ethics and its even murkier brother “values” got a little love as an afterthought. Brands that did focus on values and ethics were considered exceptions to the rule — the USAAs and Toms shoes of the world. No longer.

The article is here.

Reframing Research Ethics: Towards a Professional Ethics for the Social Sciences

Nathan Emmerich
Sociological Research Online, 21 (4), 7
DOI: 10.5153/sro.4127

Abstract

This article is premised on the idea that were we able to articulate a positive vision of the social scientist's professional ethics, this would enable us to reframe social science research ethics as something internal to the profession. As such, rather than suffering under the imperialism of a research ethics constructed for the purposes of governing biomedical research, social scientists might argue for ethical self-regulation with greater force. I seek to provide the requisite basis for such an 'ethics' by, first, suggesting that the conditions which gave rise to biomedical research ethics are not replicated within the social sciences. Second, I argue that social science research can be considered as the moral equivalent of the 'true professions.' Not only does it have an ultimate end, but it is one that is – or, at least, should be – shared by the state and society as a whole. I then present a reading of confidentiality as a methodological – and not simply ethical – aspect of research, one that offers further support for the view that social scientists should attend to their professional ethics and the internal standards of their disciplines, rather than the contemporary discourse of research ethics that is rooted in the bioethical literature. Finally, and by way of a conclusion, I consider the consequences of the idea that social scientists should adopt a professional ethics and propose that the Clinical Ethics Committee might provide an alternative model for the governance of social science research.

The article is here.

Introducing Empowerment Ethics

By Daniel Fincke
The Secularite
Originally posted on January 3, 2014

Here is an excerpt:

What is “Empowerment Ethics”?

The gist of what I am dubbing “empowerment ethics” is simple.

I think I can argue in objectively factual terms that there is an overriding good that all humans should be concerned with. The good we should all strive for is to be as powerful according to our potential abilities as we can be. Every human being is made up of a set of powers. We do not just have our powers but we are our powers. We do not just have the powers of rationality, we exist through them. We do not just have abilities to feel things emotionally, we exist through them. And the same goes for our powers of sociability, our bodily powers, our sexual powers, our creative powers, our technological powers, our artistic powers, and any other distinct categories of powers you can identify within us. Each of our major categories of powers is comprised of component powers and each of our powers can combine into larger powers.

That’s the power part. The empowerment part specifically comes in when we realize that fulfilling our powers to their maximum means empowering others through the exercise of our abilities. The most marvelous thing about human powers is how much they can spread into other people and how much we need other people to use their powers to empower us. Every ability we have grows in its effectiveness the more that it increases the total net powerful effectiveness of the total number of people. When I am so powerful as to be able to empower you to be more powerful, then I am powerful not just in myself but also in you and in those you further empower, and so it goes, on and on.

The entire blog post is here.

Podcast: A Conversation about Positive Ethics

In this podcast, John Gavazzi and Sam Knapp talk positive ethics.  What is different about positive ethics as compared to presentations on ethics?  We focus on how psychologists can anchor their professional conduct and decision making on overarching and foundational ethical principles. By focusing on the moral foundations of behavior, psychologists can upgrade their quality of patient care and decision making.

At the end of the podcast, the listener will be able to:

1. Describe positive ethics
2. Explain the concept of a culture of safety
3. Identity one way to apply positive ethics to daily practice

Positive Ethics by Ethics_And_Psychology on Mixcloud

For further reading:

Sam Knapp and Leon VandeCreek: Practical Ethics for Psychologists: A Positive Approach

Click here to earn CE credits for this podcast

Listener feedback can be sent to John Gavazzi

Human Enhancements at Work Pose Ethical Dilemmas

By Kate Holland
Reuters Health Information
Originally published November 8, 2012


Retinal implants to help pilots see at night, stimulant drugs to keep surgeons alert and steady handed, cognitive enhancers to focus the minds of executives for a big speech or presentation.

Medical and scientific advances are bringing human enhancements into work but with them, according to a report by British experts, come not only the potential to help society and boost productivity, but also a range of ethical dilemmas.

"We're not talking science fiction here, we're talking about advances that could impact significantly on the way we work...in the near future," said Genevra Richardson, a professor of law at Kings College London and one of the authors of the report.

The report was published after a joint workshop involving four major British scientific institutions which looked at emerging technologies like cognitive enhancing drugs, bionic limbs and retinal implants that have the potential to change workplaces dramatically in future.

Richardson said while such developments may benefit society in important ways, such as by boosting workforce productivity, their use also had "significant policy implications" to be considered by governments, employers, workers and trades unions.

The entire article is here.

25 Tips to Prevent Data Breaches

By Sharon D. Nelson & John W. Simek
The Wisconsin Lawyer

Volume 85, No. 11, November 2012

Another day, another data breach. Data breaches have proliferated with amazing speed. Here is the roundup of some of the largest victims in 2011 alone: Tricare, Nemours, Epsilon, WordPress, Sony, HB Gary, TripAdvisor, Citigroup, NASA, Lockheed Martin, and RSA Security. Some mighty big names on that list.

Don't be lulled into thinking that law firms (large and small) aren't suffering data breaches just because they don't have millions of clients affected. On Nov. 1, 2009, the FBI issued an advisory, warning law firms that they were specifically being targeted by hackers. Rob Lee, an information security specialist who investigates data breaches for the security company Mandiant, estimated that 10 percent of his time in 2010 was spent investigating law firm data breaches.

(cut)


Top Practical Security Tips

1. Have a strong password – at least 12 characters. No matter how strong an eight-character password is, it can now be cracked in about two hours. A strong 12-character password takes roughly 17 years to crack. Much easier to hack someone else. Use a passphrase so you can remember the password: "Love ABATECHSHOW 2013!" is a perfect example.

2. Don't use the same password everywhere. If they crack you once, they've got you in other places, too.

3. Change your passwords regularly. This will foil anyone who has gotten your password.

The entire story is here.

Thanks to Ken Pope for this article.

Richard F. Small: PPA's 2011 Ethics Educator of the Year

Richard F. Small, PhD ABPP

Ethics Educator of the Year

Pennsylvania is fortunate to have Dr. Richard F. Small as a practicing psychologist and ethics educator.

A survey by Ken Pope showed that psychologists were more often likely to turn to peers as a source of ethical information than published articles, ethics codes, or other sources. Here at PPA, we are pleased that the ethics educators’ award not only goes to academic psychologists but also goes to practicing psychologists (such as Don Jennings, Don McAleer, and Eve Orlowe) who have a substantial impact and credibility in supporting their professional colleagues.

Part of Dr. Small’s success as a thinker or presenter on ethical issues stems from  real life experience, as a psychotherapist, a marriage therapist, a practice owner, a supervisor, an evaluator, and a teacher.  This wide ranging experience gives him credibility and familiarity with the ethical issues that psychologists face on an average, everyday basis.

In everything he does, whether as a practicing psychologist, a consultant on insurance and practice issues, or a volunteer for PPA, Rick is guided by overarching ethical principles. For example, his writings on insurance and practice management always kept patient well-being at the forefront. He gave special attention to multiculturalism and diversity while PPA President, and, through the Pennsylvania Psychological Foundation, he has focused on developing book awards for graduate students in psychology.

Dr. Small presented on ethics for a number of organizations, including the American Psychological Association, the Pennsylvania Psychological Association, various private organizations (such as The American Health Care Institute), and non-profits.  In fact, Rick and Sam Knapp first used the term “positive ethics” in a workshop they gave 15 years ago entitled, “Ethics is more than a code.”  Dr. Small has also authored or co-authored a number of articles for The Pennsylvania Psychologist.  He has been a member of our Ethics Committee for years.  He remains committed to multiculturalism and diversity as well.

As you will see this afternoon, Rick is an excellent presenter.  Using the Acculturation model as a guide, Dr. Small balances the legal aspects of ethics with the personal values and emotional qualities of a seasoned psychologist to provide a truly integrated approach to teaching ethics.

For all his work with ethics education at the state and national level, I am pleased to present Dr. Richard F. Small as this year’s the Ethics Educator of the Year.

New Resource: APA Handbook of Ethics in Psychology

The American Psychological Association recently published a wonderful two-volume set on ethics.  The Editor-in-Chief is Pennsylvania's Sam Knapp, EdD, ABPP. 

Here is the description from Amazon.com:

Discussions of ethics in psychology often focus primarily on misconduct, punishment, and legal sanctions, and too often ignore aspirations, values, principles, and virtues. The net effect of this unbalanced approach creates an atmosphere in which psychologists have viewed ethics as unpleasant and frightening, instead of inspiring and uplifting. Psychologists naturally must be concerned about laws, codes, and regulations, but these documents do not constitute the beginning and end of the conversation on ethics.

The editors of this 2-volume reference propose that ethics is best viewed as a striving toward the highest ethical ideals, not just as an injunction against rule violation--a perspective they refer to as "positive ethics" or "active ethics"--and they encourage psychologists to elevate their ethical observance above the minimal standards found in law and enforceable ethics codes.

Against this backdrop, handbook contributors investigate the complexities of ethical behavior in clinical, educational, forensic, health, and "tele-" psychology. Several chapters zero in on the teaching of ethics and on ethically minded research relevant to professionals working in experimental psychology.

By comparison with many ethics textbooks, this two-volume handbook covers a wider range of subjects and pursues them in greater detail. For instance, it reflects important recent advances in research and technology that present new opportunities and challenges for practice and scholarship. Also, it takes a serious look into some burgeoning new areas such as life coaching and providing services over the Internet. These are just two examples of developments that present fascinating, novel ethical questions that deserve attention.

Significant perspectives presented in the handbook include:

Ethics is more than the knowledge of the laws, rules, and regulations that govern the profession and discipline of psychology.

Competent psychologists rely on overarching ethical theories, as well as laws and regulations, when they live up to their highest ethical ideals.

Attention to ethical issues is especially important as psychologists move into new and increasingly complex areas of practice.

The Table of Contents can be found here, along with ordering from APA.

If you are not a member of APA, you can purchase this two volume compendium through Amazon.com by clicking here.

Full Disclosure: Drs. Gavazzi and Knapp are on the Ethics Committee, co-authored a chapter, and received $50 each to write it.  Authors do not receive any money based on sales of the handbook.

We are adding a link!!

One of the great features of blogging is the ability to connect similar sites.  When we originally started our site, we only had a few relevant links.

Anyone interested in ethics can link to Mitch Handelsman's site, The Ethical Professor.

Hit the hyperlink and bookmark it.

Mitchell Handelsman, PhD

It is really that easy.

Positive Coaching and Ethical Practices

ScienceDaily

In the high stakes world of elite level athletics, coaches are king -- but that lofty perch can prove a sword of Damocles. More often than not they're regarded as the undisputed authority on what it takes to train an athlete to maximal performance potential, and being placed on a pedestal doesn't allow for proper reflection about their coaching practices or any margin of error when there are Olympic finals and medals at stake.

As a consequence, that doesn't always mean they're always doing the right thing for their athletes, says Dr. Jim Denison an expert in coach education at the Faculty of Physical Education and Recreation at the University of Alberta, and co-author of a new paper on positive coaching and ethical practices for athlete development. 

"Coaching is complex, continually changing and influenced greatly by the context, athletes' circumstances and the developing relationship between the coach and the athlete.

"Good coaching, as we talk about it in our paper, means thinking about these complexities and dealing with them positively, proactively and ethically," he says.

Denison says one of the greatest dangers is that coaches can become set in their ways and practices of working with athletes, positioning themselves as experts, who brook no criticism or questioning of their expertise. "They become entrenched in methodologies that worked in the past and they expect those methodologies to continue to work," says Denison.

"There's good research that shows that when coaches achieve this expert status they tend to want to maintain that," he says, "so admitting that you don't know becomes a threat to their expertise."

Once on the pedestal, he adds, "it's hard for that person to express uncertainty, or be open to new ways of looking at a problem or consulting with others." Athletes play their part too in entrenching the idea of the coach as oracle, placing great faith and confidence in their coach, expecting him or her to help them deliver the performance of their lives. If they don't, consequences are often dire: the coach is fired, the athlete finds another coach or the athlete quits the sport.

Denison, a sport sociologist and coach educator who directs the Canadian Athletics Coaching Centre, is working to break down these harmful paradigms. He says coaches need to take an integrated approach to coaching and look at their athletes as individuals rather than trying to find a system or template they can apply to all and, importantly, learn to "problemetize" an issue before coming up with a solution. In essence that means thinking critically about a problem, determining whether it is in fact a problem, and having the confidence to look at themselves because their behaviour might be contributing to a problem.

"Often the most successful coaches are the ones who are most willing to adopt a lifelong learning approach and to admit that they don't know," says Denison, who advocates "problem-setting" -- determining whether there is indeed a problem, before "problem-solving."

He gives the example of athletes reaching a plateau in their training. "This is common in swimming and running," he says. "Many coaches see that as a problem because the logic of sport and coaching is that you continue to progress, but that doesn't always happen. If you see an athlete's plateau as a problem, you've already made the assumption that it needs to be fixed. A coach must first ask whether it is a problem because a plateau can be a good thing: it shows that the athlete has reached a standard level of performance. But you're bringing with you the assumption that the athlete should be improving continuously."

Denison says the assumptions we hold and that influence how we diagnose a problem may not be positive, healthy or ethical. "If you challenge your assumptions, what looks like a problem isn't always a problem."

At the coaching centre Denison and his team have developed a national coach mentorship program in partnership with Athletics Canada to enable this cultural shift from being the unquestioned expert to the thoughtful coach. "To us (at the CACC) you cannot begin to 'problemetize' until you acknowledge and recognize that the knowledge you have is socially constructed based on a lot of take-for-granted ideas and traditions that have become dominant. We invite coaches to think more critically about how they think and what they do, to 'problemetize' their assumptions and to open their minds to look at their coaching practices critically and with the opportunity to try new things without feeling threatened by change."

Blogging from the Convention

John Gavazzi & Rick Small

Today, Rick Small and John Gavazzi presented an advanced ethics workshop on ethical decision-making.  The workshop addressed relational ethics: a blend of positive ethics, psychological culture, and patient-focused care.  They used the Acculturation Model (Gottlieb, Handelsman, and Knapp) as a means to introduce how relationships with the community of psychologists is an important factor in understanding the ethical culture of psychology.  Bridging from that model, they highlighted how ethical decisions can be understood within that framework. 

Rick and John also described the differences between remedial ethics and positive ethics.  They also touched upon principle-based ethics as a means to identify competing ethical principles that are sometimes found in ethical conflicts.  Since there is no ethical decision-making strategy within APA's Code, they explained how knowledge of ethics, emotional factors, cognitive biases and situational factors combine to make the best decision possible.  Simultaneously, the outcomes of these decisions are ambiguous at the time the decisions are made, which can lead to anxiety and uncertainty.

Relational ethics accentuates that ethical decisions play out within the psychologist's relationship to the patient.  Relational ethics includes a commitment to both the relationship and high quality of care.  Relational ethics combines psychologist factors with the clinical features of the patient.

Rick and John finished the lecture portion of the presentation with quality enhancing strategies related to documentation and redundant protections.

Finally, Rick and John provided participants with several ethical dilemmas.  The workshop participants discussed the vignettes, focusing on the following questions.

What factors make the dilemma difficult for the psychologist?

What would his/her emotional reactions be to the content of the scenario?

What types of redundant protections and documentation issues would be helpful for the dilemma?

Feedback from workshop participants was uniformly positive.

For a copy of the slides, please email John.