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Ethics and Health Education

Ethics and Health Education. Chapter 5. Key Terms & Origin. Major areas of philosophy Ethics – study of morality Epistemology – study of knowledge Metaphysics – study of the nature of reality Origin Ethics comes from ethos Morals comes from mores Both mean character.

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Ethics and Health Education

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  1. Ethics and Health Education Chapter 5

  2. Key Terms & Origin • Major areas of philosophy • Ethics – study of morality • Epistemology – study of knowledge • Metaphysics – study of the nature of reality • Origin • Ethics comes from ethos • Morals comes from mores • Both mean character

  3. Different or the Same? • Ethics “seems to pertain to the individual character of a person or persons, whereas morality seems to point to the relationships between human beings” (Thiroux, 1995, p. 3) • Terms used the same in this chapter

  4. Ethics defined… • The study of good and bad, right and wrong, of duty and obligation, and of reasoning and choices. • The important thing to remember is that moral-immoral and ethical-unethical essentially mean right-wrong, good-bad.

  5. Why Should People Act Ethically? • Brings meaning & purpose to life • Provides a standard by which to live • Provides for a better society • Is the right thing to do for society & self • Leads to a healthier & more emotionally satisfying life • Others appreciate it & will tend to treat you likewise

  6. Professional Ethics • Defined… “Actions that are right and wrong in the workplace and are of public matter. Professional moral principles are not statements of taste or preference; they tell practitioners what they ought to do and what they ought not do” (Feeney & Freeman, 1999, p. 6) • It is expected of professionals • Delineates what is acceptable & unacceptable • Establishes your credibility & reputation

  7. “A good name is more desirable than great riches; to be esteemed is better than silver or gold.” King Solomon

  8. Ethical Theories • Major categories of theories • Formalism (deontological or non-consequentialism) – looking at the act; the end does not justify the means. • Consequentialism (teleology) – looking at the consequences; the end does justify the means. • Neither can answer all ethical questions • Ethical questions are answered through philosophical thought, using reason, logic, & argument

  9. Five Basic Principles for Common Moral Ground • Value of Life – 1st & most basic principle • Goodness or Rightness – Subdivided into two related principles • Nonmaleficence – 1st duty is to do no harm • Beneficence or Benevolence – Doing good; actions that provide for the greater good of the community

  10. Five Basic Principles for Common Moral Ground (con’t.) • Justice or Fairness – just in distributing goodness & badness • Honesty or Truthfulness – at the heart of any moral relationship is communication; telling the truth • Individual freedom (equality principle or principle of autonomy) – people must have the freedom to choose their own way of being ethical within the framework of the other principles.

  11. Making Ethical Decisions • Step 1: Define problem & seek answers to relevant informational questions • Step 2: Contemplate the ultimate goals & ideals for which you as a moral person are striving • Step 3: Consider the consequences of each alternative under reflection • Step 4: Consider the nature of the alternatives

  12. Making Ethical Decisions (con’t.) • Step 5: Reflect on yourself; impact of a proposed action on you as a moral person • Step 6: Reflect on your society & environment • Step 7: Apply the “categorical imperative;” how would you want others to act? • Step 8: Choose your alternative & act courageously & decisively

  13. Making Ethical Decisions (con’t.) • Be aware of the context in which an ethical decision is made • Consider • Place • Time • Identity • Social relationships • The ideal – “most noble” alternative • The concrete • Seriousness

  14. Ethical Issues & Health Education • Ethical issues interface with all aspects of our professional lives • Obligations of professions & professionals (Bayles, 1989) • Obligations & availability of services • Obligations between professionals & clients • Obligations to third parties • Obligations between professionals & employers • Obligations to the profession

  15. Ethical Issues & Health Education (con’t.) • Ethical dilemmas • Must be an issue (a controversy), two sides; e.g., Who should provide sex-education to youth? • Must involve a question of right and wrong; e.g., Does an employer have the right to make all employees attend the health education program?

  16. Ensuring Ethical Behavior • Limit Entry into the Profession • Selective admission to programs • Retention standards in academic programs • Graduation from academic programs (An accredited program?) • Completion of internships • Becoming credentialed (i.e., CHES) • Continual updating to retain credential

  17. Ensuring Ethical Behavior (con’t.) • Practicing Professionals • Code of ethics – Code of ethics for the Health Education Profession (Appendix A) • Self monitoring • Peer review committee (panel); warnings, limitations to practice; expulsion • Legal system

  18. Ethics and Health Education Chapter 5 – The End

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