A Catalyst for Change

2021 ◽  
Author(s):  
Angelo Vincent De Boni
Keyword(s):  
Psychology Student ◽  
Moral Framework ◽  
Male Psychology

I review perspectives on Ethics in psychology and offer a more masculine paradigm for male counsellors. My experience as a 46-year-old male psychology student brings me in contact with the current basic ethics proposed by registration bodies. Our ethics may miss the mark for many people as they list noble efforts at prosocial norms yet don't culminate in a moral framework for the younger students. I propose the catalytic dynamic of respect, power, love which utilises and "respects the dynamism theorised by Maslow in the client’s needs status, harnessing the libido of Jung to create the ‘healthy individualism’ of May".

Doctoral psychology student perceptions of their multicultural education

2008 ◽  
Author(s):  
Lapearl Logan Winfrey ◽  
Kathleen A. Malloy ◽  
James E. Dobbins ◽  
Crystal Collier ◽  
Chalyce Smith ◽  
...  
Keyword(s):  
Multicultural Education ◽  
Student Perceptions ◽  
Psychology Student

Doctoral psychology student indebtedness: Current status and resources

2011 ◽  
Author(s):  
Heather Twitty ◽  
Ous Badwan ◽  
Alec Baker ◽  
Neal Brugman ◽  
Gina Carlson ◽  
...  
Keyword(s):  
Current Status ◽  
Psychology Student ◽  
Student Indebtedness

Communicating moral reasoning in medicine as an expression of respect for patients and integrity among professionals

2014 ◽  
Vol 10 (2) ◽  
pp. 177-183 ◽  
Author(s):  
Lauris Christopher Kaldjian
Keyword(s):  
Moral Reasoning ◽  
Moral Reasons ◽  
Moral Pluralism ◽  
Moral Integrity ◽  
Moral Beliefs ◽  
Moral Framework ◽  
Beliefs And Values ◽  
Moral Frameworks ◽  
The Individual ◽  
Do So

The communication of moral reasoning in medicine can be understood as a means of showing respect for patients and colleagues through the giving of moral reasons for actions. This communication is especially important when disagreements arise. While moral reasoning should strive for impartiality, it also needs to acknowledge the individual moral beliefs and values that distinguish each person (moral particularity) and give rise to the challenge of contrasting moral frameworks (moral pluralism). Efforts to communicate moral reasoning should move beyond common approaches to principles-based reasoning in medical ethics by addressing the underlying beliefs and values that define our moral frameworks and guide our interpretations and applications of principles. Communicating about underlying beliefs and values requires a willingness to grapple with challenges of accessibility (the degree to which particular beliefs and values are intelligible between persons) and translatability (the degree to which particular beliefs and values can be transposed from one moral framework to another) as words and concepts are used to communicate beliefs and values. Moral dialogues between professionals and patients and among professionals themselves need to be handled carefully, and sometimes these dialogues invite reference to underlying beliefs and values. When professionals choose to articulate such beliefs and values, they can do so as an expression of respectful patient care and collaboration and as a means of promoting their own moral integrity by signalling the need for consistency between their own beliefs, words and actions.

Introductory Psychology Student Performance: Weekly Quizzes Followed by a Cumulative Final Exam

2007 ◽  
Vol 34 (3) ◽  
pp. 177-180 ◽  
Author(s):  
R. Eric Landrum
Keyword(s):  
Student Performance ◽  
Introductory Psychology ◽  
Introductory Psychology Student ◽  
Psychology Student ◽  
Final Exam ◽  
Response Options ◽  
Psychology Course

Students in an introductory psychology course took a quiz a week over each textbook chapter, followed by a cumulative final exam. Students missing a quiz in class could make up a quiz at any time during the semester, and answers to quiz items were available to students prior to the cumulative final exam. The cumulative final exam consisted of half the items previously presented on quizzes; half of those items had the response options scrambled. The performance on similar items on the cumulative final was slightly higher than on the original quiz, and scrambling the response options had little effect. Students strongly supported the quiz a week approach.

When Is Patient Education Unethical?

2008 ◽  
Vol 15 (6) ◽  
pp. 813-820 ◽  
Author(s):  
Barbara K Redman
Keyword(s):  
Health Care ◽  
Health Promotion ◽  
Patient Education ◽  
Capabilities Approach ◽  
Ethical Practice ◽  
Patient Beliefs ◽  
Moral Framework ◽  
Provider Group ◽  
The Individual ◽  
Group Limit

Although patient education is central to the ethical practice of nursing, it can be practiced in an ethically contested or unethical way. It is sometimes used to: forward a societal goal the individual might not have chosen; assume that patients should learn to accommodate unjust treatment; exclude the views of all except the dominant health care provider group; limit the knowledge a patient can receive; make invalid or unreliable judgments about what a patient can learn; or require a patient to change his or her identity to meet a medical ideal. Both health promotion education and manipulating patient beliefs in situations of uncertainty are ethically contested. Nussbaum's capabilities approach is used here as a moral framework through which to view the goals and practice of patient education. This provides better guidance than the current conception of patient education as an instrument to carry out the directives of medical practice.

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