Knapp, S., Gottlieb, M. C., &
Handelsman, M. M. (2018).
Training and Education in Professional Psychology,
12(3), 196–202.
Abstract
Positive ethics is a perspective that encourages psychologists to see professional ethics as an effort to adhere to overarching ethical principles that are integrated with personal values, as opposed to efforts that focus primarily on avoiding punishment for violating the ethics codes, rules, and regulations. This article reviews the foundations of positive ethics, argues for the benefits of adopting a positive approach in ethics education, and considers recent findings from psychological science that support the value of a positive perspective by improving moral sensitivity, setting high standards for conduct, and increasing motivation to act ethically.
Here are some thoughts:
The article argues that traditional ethics training often focuses narrowly on rules and punishments—a “floor” approach that teaches students simply what they must not do—while neglecting the broader, aspirational ideals that give ethics its vitality. In contrast, a positive ethics perspective invites psychologists to anchor their professional conduct in overarching principles and personal values, framing ethics as an opportunity to excel rather than a set of minimum requirements. Drawing on concepts from positive psychology and decision science (such as approach versus avoidance motivation and prescriptive versus proscriptive morality), the authors show how a positive approach deepens moral sensitivity, elevates standards of care beyond mere compliance, and taps into intrinsic motivations that make ethical practice more meaningful and less anxiety-provoking.
This perspective matters for psychologists because it reshapes how we learn, teach, and model ethical behavior. By broadening ethical reflection to include everyday decisions—from informed consent to collegial interactions—a positive ethics framework equips practitioners to recognize and respond to moral dimensions they might otherwise overlook. Training that highlights internal motivations and the connection between personal values and professional standards not only reduces the fear and cognitive narrowing associated with punishment-focused teaching, but also fosters stronger professional identity, better decision making under stress, and higher-quality care for clients and communities.
