An Integrated Framework for Professional Ethical Thinking in Child Clinical Psychology

<p>Practitioners face a number of unique challenges in child clinical psychology, particularly around areas such as competency, consent, confidentiality, and the balance of obligations towards the child or young person and their legal guardians. Resorting to ethical codes of practice to try and deal with these ethical dilemmas often fails to resolve the problem adequately, or leads to ‘moral blindness’ in which other ethical issues are ignored (Ward & Syversen, 2009). In order to provide a more complete ethical guideline for practitioners to consult when faced with ethical quandaries, I have created the Integrated Framework for Professional Ethical Thinking (IFPET) that is specifically tailored towards child and adolescent clinical psychology. The IFPET model provides a multi-faceted approach to ethical thinking that widens moral reasoning and awareness and promotes a more complete approach towards dealing with ethical issues in child and adolescent clinical psychology.</p>

An Integrated Framework for Professional Ethical Thinking in Child Clinical Psychology

<p>Practitioners face a number of unique challenges in child clinical psychology, particularly around areas such as competency, consent, confidentiality, and the balance of obligations towards the child or young person and their legal guardians. Resorting to ethical codes of practice to try and deal with these ethical dilemmas often fails to resolve the problem adequately, or leads to ‘moral blindness’ in which other ethical issues are ignored (Ward & Syversen, 2009). In order to provide a more complete ethical guideline for practitioners to consult when faced with ethical quandaries, I have created the Integrated Framework for Professional Ethical Thinking (IFPET) that is specifically tailored towards child and adolescent clinical psychology. The IFPET model provides a multi-faceted approach to ethical thinking that widens moral reasoning and awareness and promotes a more complete approach towards dealing with ethical issues in child and adolescent clinical psychology.</p>

Ecological Hermeneutics and Jeremiah

This chapter provides an overview of the relationship between ethics and the Bible, then turns to focus on the specific role of environmental ethics in biblical interpretation and the development of ecological hermeneutics. After this brief history of ethical thinking in and with the Bible, the chapter offers a critical summary of various interpretive typologies that scholars have developed to describe the Israelite relationship to land in the Bible. Building on this background, this chapter offers an analysis of Jeremiah that is informed by ecological hermeneutics. This reading focuses on the role of the land in the Israelite imaginary, the loss of land as punishment, the natural versus unnatural as a diagnostic for moral purity, and reading from the perspective of the land.

Being Human: Androids, Humans, and Identity in “Red Dwarf”

One of the more popular transhumanist ideas is the belief that technology will allow for the transfer of human personality into a machine or cyborg body. Additionally, some transhumanists believe that this transfer could happen with few to no problems, and that such a transfer would result in a definite improvement of the human species. The episode “DNA” from the humorous British science-fiction television series Red Dwarf presents a story that challenges this idea of the easy transfer of personality. The story of the android who gets his wish to become human allows the writers to invert the common belief in Western thought that being human is inherently better than being an imitation of a human, and that technologically upgrading human bodies will produce “better” humans. By inversion, the program presents the idea that clearer and more ethical thinking is needed regarding technological enhancement, and not the utopian visions of many transhumanists.

Philosophy

David Conan Wolfsdorf has done a great service in putting together the thirty chapters (only a handful by women) that make up the new collection Early Greek Ethics. As he notes, ethical thinking prior to Socrates has generally been neglected or, in some cases, simply denied. Wolfsdorf's classification of ‘early’ as the ‘formative period’ (late sixth to early fourth centuries bce) prior to Plato's and Aristotle's major ethical works allows him to bring together a rich and diverse group of individuals and topics. He himself acknowledges that different people will feel different kinds of lack within the collection, but he is explicit that its aim is to be ‘quite’, rather than entirely, comprehensive. He is also clear that his aim is to focus on Greek ‘philosophical ethics’ (as he understands it) rather than the sort of significant ethical thinking we might think can be found in Greek tragedy, for example.

Ethics: What is the Research Scenario in the Brazilian Symposium SBSI?

Is there an Ethical thinking in the development of Information Systems research and engineering in Brazil? The immanence of information systems is multidisciplinary and encompasses socio-technical plurality, unlike other areas of computing, such as computer science or engineering. When considering the epistemological breadth of the discipline, which starts from technique to the study of application, impact, influence and use; the importance of the domain of Ethics becomes paramount. How to think-do Information Systems without reasoning ethically about it? We conducted a Systematic Literature Review guided by the main research question: how does ethics permeate research published in the SBSI between 2011 and 2020? At the same time, how does this phenomenon relate to the Great Challenges in Information Systems (2016-2026)? less than 10% of the more than 700 articles published deal with some ethical aspect, superficially; and less than 1% with ownership. The Ethics Committee was reported in only one article, with very few occurrences of informed consent. That is, SBSI finds itself in a scenario of deep scarcity and shallowness in this topic.

Narrative Ethics

This chapter offers an orientation to Woolf’s narrative ethics, as well as readings informed by those perspectives and attending to questions of intimacy, alterity, and failed sociality. These resistant readings of Woolf’s ethics, taking into account the novelist’s rejection of normativity, her feminism, and her ambivalence around queer sexuality, find that Woolf is concerned with attempting to define ‘the good life’ while also feeling that flourishing is elusive, even impossible, for those on the margins. Mrs Dalloway and The Years are taken as focus texts, demonstrating how we might read Woolf’s narratives—and her feminism—via postmodern ethics and affect theory. Significantly, a focus on narrative ethics illuminates reading Woolf’s queer sexualities. Across her career, Woolf’s innovations in the representation of character, everyday experience, and the failure of community have implications for ethical thinking and reading.

32. Conducting criminological research

This chapter focuses on the process of conducting criminological research. Regardless of the size of the research, the same key principles and elements apply. The chapter begins by looking at how to choose a research or dissertation topic and how to conduct the necessary academic reading in this area and decide on an appropriate research methodology for that topic. It then considers how the project can be effectively planned and organised, and provides some advice on writing up the research and demonstrating critical thinking. Finally, the chapter identifies the fundamental ethical principles for conducting research: encouraging engagement with ethical thinking that goes further than a tick on a box of a dissertation proposal. These steps will develop the research experience and skills necessary for the ‘next step’ of continuing higher education or progressing into employment.

Etika Pragmatis Jhon Dewey dan Relevansinya Terhadap Pelaksanaan Pembelajaran Daring di Indonesia

As creatures who have reason and mind, human life cannot be separated from the assessment of good and bad deeds. This is where the position of ethics is so important for the way or direction of human life. With reason, humans can position themselves to act. What to do and what to avoid and leave in accordance with the existing rules. Ethics as a branch of science from philosophy has received very good attention from philosophers. So that from the thinking of these philosophers emerged various types of ethics, one of which is the flow of pragmatic ethics. This pragmatic flow is found in England and America. One of the most influential pragmatists of his time was the pragmatism of John Dewey. The purpose of this study is to find out and describe how John Dewey's pragmatic ethical thinking is and how relevant it is to online learning in Indonesia. In line with the objectives, this research uses the type of research library research and uses descriptive analysis method. As the results of his research, John Dewey's pragmatic ethics teaches that something will be good if we can look for goodness that can be used and not just talk. An important point of John Dewey's teaching of pragmatic ethics is that experience is knowledge applied in practice. A truth will be seen in testing by experiences in practice. An action taken can be considered ethical if it brings a scientific benefit such as producing pleasure, satisfaction and goodness for society. Dewey strongly supports social life and does not like people who live individualistically. For him, a person will have meaning if they can blend in with society because humans cannot live alone and are very dependent on other people. If one lives without society, then one's life is meaningless (sociality education). John Dewey's ethics are closely related to life in today's modern era. The impact of the corona virus requires education in Indonesia to be carried out online or online. Thus, this implementation is related to John Dewey's pragmatic ethics which judges something good based on the practical benefits of a theory or the existence of proof of a theory.