The Development and Teaching of the Ethical Principles and Guidelines for Family Scientists^*

Abstract

This article describes the development of the Ethical Principles and Guidelines for Family Scientists that the National Council on Family Relations Board of Directors unanimously approved. Furthermore, it discusses the importance of ethics education for family professionals and provides suggestions for educators. Finally, the ethical principles and guidelines are delineated. We argue that the development of a scholarship on ethics education is important for current and future family scientists.

Understanding How Family Science Interns Conceptualize Social Justice

“…The purpose of internships in family science is typically aimed at offering students a place for applying their capabilities and academic learning in a real‐world context. These field opportunities should inspire the development of positive professional attitudes and careers rooted in sound ethical practice (Adams et al., ). This study was part of a larger federally sponsored university‐community initiative, in which undergraduate family science interns from a large public university in the northeastern United States were provided intensive training on the delivery of substance abuse and HIV/AIDS services targeting African American and Latino youth residing in an economically “at‐risk” urban community (Garcia‐Reid et al., ; Reid & Garcia‐Reid, ; Reid, Yu, & Garcia‐Reid, ; Reid et al., ).…”

“…Principle VI states: “Family scientists are involved in improving society. [They] are advocates for individuals and families and participate in developing policies and laws that are respectful and empowering to them” (Adams et al., , p. 8). Guidelines 6.01–6.02 further state:…”

Family Science as Translational Science: A History of the Discipline

“…As such, many members of the family science discipline consider the NCFR their primary professional organization (Burr & Leigh, ; Hamon & Smith, ; Ingoldsby & Bowen, ). On its website, the NCFR (n.d.‐e) notes that its membership represents “professionals from social research, teaching, practice, policy analysis, and human services.” As such, the NCFR plays a critical role in disseminating cutting‐edge family scholarship and practice via its annual conferences and premiere journals (e.g., Family Relations [with a strong application thrust], Journal of Marriage and Family , Journal of Family Theory and Review ), and in generating a variety of disciplinary resources, including ethical guidelines for family professionals (R. A. Adams, Dollahite, Gilbert, & Keim, ; Arcus, ; NCFR, ), the Careers in Family Science booklet (NCFR, ), and the online resource for graduate and undergraduate study in marriage and family (Hans, ). The NCFR performs another essential function that is particularly germane to this article: It works to bridge research and practice in family science by including research‐practitioner updates and inviting speakers to discuss how research can be applied by those working in policy and practice (Small, ).…”

Using Family Sculptures in the Family Science Classroom

“…Due to the personal nature of family sculpturing, however, teachers and family life educators should explore some ethical considerations before assigning a family sculpture to students (Adams, Dollahite, Gilbert, & Keim, 2001). The National Council on Family Relations has developed a set of general ethical principals and guidelines for family scientists (NCFR, 1998).…”

“…Finally, since topics in family science, such as parenting styles, discipline, abuse, eating disorders, sexuality, and dating, are Family Sculptures 203 sensitive in nature, the possibility exists that negative, past experiences in students lives may be confronted (Adams et al, 2001). As with any project or topic in family science courses, the possibility exists that a student working on the family sculpture assignment could uncover past emotions or stresses that have not been previously addressed or effectively treated.…”