Competence in Ethics

Competence in Ethics

Within the university student's ken, "competent ethics" is an ideal that the student might achieve at some point in the future, after obtaining some basic skills in the university, practicing in the field, and earnestly remaining a perpetual student of ethics scholarship and interdisciplinary collaboration. A review of ethics research reveals that reputable scholars tend to build on and synthesize each other's work, constantly developing a framework for ethical professional behavior. Applying the best of these models to each ethical dilemma, the counseling professional acts competently in the instant situation, hones his/her skills and absorbs significant information for the next inevitable ethical dilemma.

Discussion

Hanford points out the impossible burden imposed upon American universities by stating, "…America has given its universities the task of producing competent professionals…" (Hanford, 2002, p. 106). In reality, university students "learn how to learn" to be competent professionals. Upon graduation, he/she is "walking malpractice" with some of the basic tools for achieving, enhancing and maintaining as high a level of competence as possible in all areas, including Ethics. Clearly an ongoing endeavor, ethical competence is hard-earned but crucial in the face of rapidly expanding frontiers in human knowledge. Hinman was correct in stating, "It is inevitable that we shape the future. The central question we now face is how we are going to shape the future, including the future of humanity" (Hinman, 2010, p. 25); simultaneously, Hinman's discussion of the challenges posed by "Genetics & Stem Cells, Neurosciences, Computing & Information Technology and Robots" (Hinman, 2010, p. 2) merely hints at the deeper, more comprehensive enterprise of acquiring ethical competence.

While we are supposed to discuss "competing ethics," my research shows a more organic process of scholars learning, developing and synthesizing steps for proper ethical consideration. For just one example, Seligman's Diagnosis and treatment planning in counseling, 3rd Edition, synthesizes the ethical models set forth by Elizabeth Reynolds Welfel in 1998 and Forest-Miller & Davis in 1995 to form a 10-step process for ethical decision-making (Seligman, 2004, p. 363). In 2009 development, Kocet, McCauley and Thompson further synthesize steps used by Seligman and others to set forth a 12-step process for ethical decision-making regarding student affairs which, with very little alteration, can be applied to counseling for all individuals. Kocet set forth the 12 steps in a 2011 Power Point presentation and, modified for counseling all individuals, the steps are:

"Develop an ethical worldview; identify the ethical dilemma/problem; weigh competing ethical principles; select relevant ethical guidelines/professional standards; examine potential cultural/contextual issues impacting the ethical dilemma; investigate applicable laws, policies, procedures, websites, etc., search for ethical/legal/professional precedence; collaborative consultation and brainstorming; evaluate possible consequences and options of action/inaction; choose a course of action; implement selected course of action; reflect on the experience as it relates to future ethical decisions" (Kocet, 2011, pp. 17-18).