Ethical Analysis in Counseling: A Case for Narrative Ethics, Moral Visions, and Virtue Ethics

Hill, Adam L.

doi:10.1002/j.2161-007x.2004.tb00240.x

Cited by 35 publications

(47 citation statements)

References 26 publications

(15 reference statements)

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“…MacIntyre's (1984) detailed account of virtue has many implications for counseling. Some authors (e.g., Hill, 2004;Meara, Schmidt, & Day, 1996) have noted that virtue ethics can allow counseling to move beyond merely providing rules for ethical practice into discussions of the essential qualities that a good counselor should have. Applying the concept of virtue to counselor ethics is an important topic worthy of more discussion in the literature.…”

Section: Discussionmentioning

confidence: 99%

Virtues, Values, and the Good Life: Alasdair MacIntyre's Virtue Ethics and Its Implications for Counseling

Stewart‐Sicking

2008

Counseling and Values

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The philosopher Alasdair MacIntyre's critique of modern ethics and his virtue-centered alternative suggest that counseling can be considered a form of applied virtue ethics, helping clients cultivate the qualities necessary to live the good life. Although similar to developmental theory and positive psychology, this perspective also questions whether counseling is value neutral and suggests that counseling should account for the (often hidden) traditions, virtues, and practices of the good life it promotes. Comparison with spiritual direction suggests ways counseling can apply the insights of this model ethically within a pluralistic setting.

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Section: Discussionmentioning

confidence: 99%

Virtues, Values, and the Good Life: Alasdair MacIntyre's Virtue Ethics and Its Implications for Counseling

Stewart‐Sicking

2008

Counseling and Values

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“…Additional support for the narrative is found in an article by Hill (2004) who was primarily concerned with the limitations of the current models of teaching ethics in scientific and health-care settings. He noted that the standard of care model provides a framework for problems that one may encounter, but does not offer a mode of selfassessment and moral development.…”

Section: Background and Literaturementioning

confidence: 96%

Using Creative Writing Techniques to Enhance the Case Study Method in Research Integrity and Ethics Courses

Atkinson

2008

J Acad Ethics

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The following article explores the use of creative writing techniques to teach research ethics, breathe life into case study preparation, and train students to think of their settings as complex organizational environments with multiple actors and stakeholders.Courses in research ethics and research integrity often use the case study method for teaching research ethics; however, as Cova et al. (1993) illustrated, given specific philosophical contexts, the case study method is often accused of excluding the student's experiences. Linguistic scholars might classify case study as meta-narrative or reflexive representations of reality (Danesi 2007), but not the real thing. Scholars have further noted that the case study approach sidesteps the learning that emerges from actual encounters with real life problems (McCarthy and McCarthy 2006). Experience is the best teacher at times, but one would hope real-live cases of ethics violations are not abundantly available. Teachers are left with using the case study to simulate experience in order to get at the issues.Perhaps a little creativity is what is needed to enhance the method. The following article presents a way to breathe life into the case study method and begin to invite the student back into the narrative at a textual level. Creative writing techniques are a way to encourage the student to be both critically reflexive of the process of case study design and be attentive to the actual moral of the story by asking the student to engage the narrative, extend it and participate in it (Cunliffe 2002). The article provides a proposed method for using creative writing techniques in the classroom or in an online forum (without having to be a champion short story writer or novelist), and illustrates the impact these techniques had on the thought processes of an actual class by showing some illustrations of actual student work engaged in the process. Although, this was not a research project, the authors sought and obtained an IRB classification of "exempt" in order to illustrate the author's desire to maintain an ethical stance when using the student data. Absolutely no student names or identifiers were used; only the interesting applications of the creative writing techniques were used as illustrations.Creative writing techniques are interesting because of their focus on creating conflict, motive, action and suspense. Daily life is full of these elements. If students can think about what creates conflict for instance, they have to continuously consider how overall contexts (settings) are integrated with human nature when confronting ethical dilemmas. Stressing integration of basic ethical and normative concepts, I used a version of this method in my own course called "Responsible Research Climate and Culture" with some interesting outcomes. The students seemed to have fun with it. I hope others find it a refreshing approach as well. The article begins by examining the literature of using creative techniques and then assembles a conceptual framework and course ideas. Bac...

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“…If the condition is seen from the perspective of professional ethics, then ethics is better understood as 'standards set by the profession and regulation of its members' conduct,' that is, the standards developed on the basis of similar ideas that conjointly have a philosophic aspect. Thus, there is a differential tension between personal moral standards and the ethical norms of a profession (Cottone & Tarvydas, 2003;Hill, 2004aHill, , 2004bSwenson, 1997;Welfel, 2002).…”

Section: Introductionmentioning

confidence: 97%

“…Important matters that should be discussed include the ethical role of the teacher, how the teacher should make decisions, and how ethical or moral professionalism would be affected by the decision (Campbell, 2000(Campbell, , 2003. Although there is some research focused on teachers' ethical decision-making process and their native skill as good problem-solvers in dilemmas (Andolsen, 2006;Dufrene & Glosoff, 2004;Hill, 2004b;Tirri, 1999), there is no universal or unique model or opinion for the purpose of understanding moral or ethical decision-making or both according to Brigley (2006).…”

Section: Introductionmentioning

confidence: 98%

An investigation of the ethical decision‐making of preschool teachers: a cultural study of a sample in Turkey

Öztürk

2010

Early Child Development and Care

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In this study, the ethical decision-making of preschool teachers (N = 26) in Samsun, on the northern coast of Turkey, was examined. For this analysis, six real-life dilemmas were prepared, chosen from the problems that most often arise in kindergartens in Turkey. These dilemmas addressed the commitment of the teacher to the child, to self, to the family, to the profession and to colleagues. Teachers were asked to give their decisions based on the conflicts in the dilemmas. The decisions, made by teachers who did not have a background in formal ethics education, were analysed using a content analysis method, and the frequency values were calculated for each of the decisions. Although there is not a total model or a scale to calculate the ability to make ethical decisions, the decisions in this study are discussed in the context of the ethical orientation model, which is the most used model today.

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Ethical Analysis in Counseling: A Case for Narrative Ethics, Moral Visions, and Virtue Ethics

Cited by 35 publications

References 26 publications

Virtues, Values, and the Good Life: Alasdair MacIntyre's Virtue Ethics and Its Implications for Counseling

Virtues, Values, and the Good Life: Alasdair MacIntyre's Virtue Ethics and Its Implications for Counseling

Using Creative Writing Techniques to Enhance the Case Study Method in Research Integrity and Ethics Courses

An investigation of the ethical decision‐making of preschool teachers: a cultural study of a sample in Turkey

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