Entering Law Students’ Conceptions of an Ethical Professional Identity and the Role of the Lawyer in Society

Monson, Verna; Hamilton, Neil W.

doi:10.2139/ssrn.1581528

Cited by 7 publications

(18 citation statements)

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“…At this stage of development, instructor responses to student reflections could include (a) “Does everyone see [this issue] as you do?” and (b) “Some people think there are situations which are not clearly right or wrong. Can you think of any examples?” (Monson & Hamilton, , p. 418). In contrast, at Stage 3 (team‐oriented idealist), students are striving to be “good” members of the collective team.…”

Section: Discussionmentioning

confidence: 99%

“…Sample responses to student reflections include (a) “How do you know that is true?” and (b) “Do different authorities disagree about that [issue]? What reasons do they use to come to their conclusion?” (Monson & Hamilton, , p. 420). Finally, targeted responses to students occupying or transitioning to Stage 4 (self‐defining professional) may help them develop principled perspectives and become more tolerant of complexities inherent to professional roles.…”

Section: Discussionmentioning

confidence: 99%

“…We used the Modified Subject‐Object Interview (MSOI) to measure participants' professional ethical identity development. We modified the original MSOI items (Monson & Hamilton, ) for appropriateness to the counseling profession, and the modified items included the following: (a) “Personally, how do you understand the meaning of professionalism? How did you come to this understanding?” (b) “What will you expect of yourself as you work toward becoming a counselor?…”

Section: Methodsmentioning

confidence: 99%

“…The authors used a multiple regression design to examine counselor professional ethical identity development, with specific attention to moral and intellectual development. Student counselors ( N = 59) completed the Modified Subject‐Object Interview (Monson & Hamilton, ), Defining Issues Test–2 (Rest, Narvaez, Bebeau, & Thoma, ), and Learning Environment Preferences scale (Moore, ). Moral development was the most significant predictor of professional ethical identity development.…”

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Student Counselors' Moral, Intellectual, and Professional Ethical Identity Development

Lloyd-Hazlett

Foster

2017

Counseling and Values

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Professional identity is characterized by the integration of individuals' professional and personal selves. The authors used a multiple regression design to examine counselor professional ethical identity development, with specific attention to moral and intellectual development. Student counselors (N = 59) completed the Modified Subject‐Object Interview (Monson & Hamilton, ), Defining Issues Test–2 (Rest, Narvaez, Bebeau, & Thoma, ), and Learning Environment Preferences scale (Moore, ). Moral development was the most significant predictor of professional ethical identity development. Preparatory and research strategies to enhance professional ethical identity formation are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

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Student Counselors' Moral, Intellectual, and Professional Ethical Identity Development

Lloyd-Hazlett

Foster

2017

Counseling and Values

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“…51 Application of Kegan's constructive-developmental theory may provide a framework for assessing students' identity formation through evaluation of their reflective writing. 13,15,63 Although the literature is inconclusive about the value of using standard multisource feedback formats with medical trainees, 64-71 the opportunity for learners to compare multiple perspectives with their own self-assessments may prove to be a powerful PIF tool. Surveys offer additional means to collect valuable information about the natural history of PIF and how it develops and relates to other attributes and experiences of the individual, such as personality traits or demographic variables.…”

Section: Assessment Of Pif Within the Frameworkmentioning

confidence: 99%

Professional Identity Formation

et al. 2015

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The University of Texas System established the Transformation in Medical Education (TIME) initiative to reconfigure and shorten medical education from college matriculation through medical school graduation. One of the key changes proposed as part of the TIME initiative was to begin emphasizing professional identity formation (PIF) at the premedical level. The TIME Steering Committee appointed an interdisciplinary task force to explore the fundamentals of PIF and to formulate strategies that would help students develop their professional identity as they transform into physicians. In this article, the authors describe the task force's process for defining PIF and developing a framework, which includes 10 key aspects, 6 domains, and 30 subdomains to characterize the complexity of physician identity. The task force mapped this framework onto three developmental phases of medical education typified by the undergraduate student, the clerkship-level medical student, and the graduating medical student. The task force provided strategies for the promotion and assessment of PIF for each subdomain at each of the three phases, in addition to references and resources. Assessments were suggested for student feedback, curriculum evaluation, and theoretical development. The authors emphasize the importance of longitudinal, formative assessment using a combination of existing assessment methods. Though not unique to the medical profession, PIF is critical to the practice of exemplary medicine and the well-being of patients and physicians.

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Gender Difference in Ethical Abilities of Dental Students

You

Bebeau

2012

Journal of Dental Education

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Walker's comprehensive review of claims of gender difference and gender bias in moral cognition concluded 1) that gender explains a negligible amount of the variability in moral reasoning development, 2) that accumulated evidence does not support claims of gender polarity in moral orientations (i.e., an ethic of care and an ethic of justice), and 3) that future research should focus on the range of psychological processes that engender moral maturity. This study examined whether male and female predoctoral dental students who completed an ethics curriculum grounded in Rest's comprehensive model of moral functioning differed on measures of four capacities: moral sensitivity, moral reasoning, moral motivation, and moral implementation. From archival data at the University of Minnesota School of Dentistry, data on sixty females and sixty males were randomly selected from ive cohorts (n=386) who completed an ethics curriculum and outcome measures of the four capacities between 1996 and 2000. Gender differences were not apparent for a measure of moral sensitivity, but were evident for one of the moral reasoning indices, for the responsibility dimension of moral motivation, and for the measure of moral implementation. Implications are drawn for future research and for professional ethics education.

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Entering Law Students’ Conceptions of an Ethical Professional Identity and the Role of the Lawyer in Society

Cited by 7 publications

References 0 publications

Student Counselors' Moral, Intellectual, and Professional Ethical Identity Development

Student Counselors' Moral, Intellectual, and Professional Ethical Identity Development

Professional Identity Formation

Gender Difference in Ethical Abilities of Dental Students

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