Supervisory Ethical Dilemmas

I do believe that the OR manager and myself have developed a realistic and thorough plan for the success of the mentoring program. However, there are a variety of potential problems that could still occur. These might include a personality conflict between the mentor and mentee, lack of commitment to sustain the relationship, differences in communication styles, failures by association and finally an intentional sabotage to the success of the mentee. Should any signs of these problems develop, it is recommended that both the mentor and mentee confront the situation directly and participate in a plan for resolution or dissolution. As recommended by the AMSN, “prior to entering into a mentoring relationship, both parties should agree to a no-fault separation if one or both individuals realize the relationship is not working effectively” (2012, p. 9).

coaching philosophy is the ethics and values which shape a coach’s behavior whilst performing his/her coaching duties. These can be very different for different coaches, and can/will even change for individual coaches when their coaching context changes. Whilst coaches will bring their own morals and principles to the role, they must also consider the requirements of those being coached/those employing the coach, as these values may be tangential to their own beliefs. If the values that underpin each of the stakeholders’ understandings of the role of the coach and of the purpose of the activity are significantly different the relationship may become too strained to be beneficial. An alternative coach may be sought in this case since it

The use of ethical guidelines is to produce quality services and training provided by counsellors to protect clients. These guidelines provide the standards for professionals and prove to be an effective way support numerous counsellors lacking experience or that may be new to the field. It is a way of structuring the counselling industry by providing everyday professional explanations, definitions and service limitations for each type of counsellor (AIPC, 2010).There are a broad range of issues in counselling which are also displayed in the guidelines. Due to possible client concerns, the AIPC formulated the guidelines surrounding common grey areas, such as confidentiality. Confidentiality is under General Principle A: Respect for the rights and dignity of people and peoples within the guidelines (Australian Psychological Society, 2013).

It is important to have experiences with other educators in the clinical setting, so each person has a different take on the students’ performance. The educator should also provide feedback to the student as to how he or she is progressing. I believe

Potential solutions of ethical dilemmas are guided by societal, cultural and personal ethical guidelines. In the public relations industry, public relations practitioners often find themselves tied up in complex ethical dilemmas as they strive to confront the pressures of twisting the truth to suit the client’s interest (Bowen,

Clinical supervisors at master’s level need to seek out CEU whether or not it is required. Clinical supervisors have to obtain further knowledge and skills to help aid supervisees and clients. A clinical supervisor that lack knowledge and skills could do more harm in the process. Furthermore, CEU can clinical supervisors stay up to date, as well as, a refresher on certain techniques and interventions. According to Tebes et al.

This paper will examine the professional ethics, pertaining to professionals working in the I/O Psychology field. I will be addressing, the dynamic ethical issues that can present on any given day, working in this field of psychology. I will be identifying two career paths within the scope of I/O profession, furthermore, I will delve into two unique ethical dilemmas, and by utilizing the APA ethical guidelines, professionally perambulate ethical quandaries. Whereas, masterfully utilizing critical thinking skills, to professionally identify all possible ramifications and solutions to professionally and ethically address the issues at hand. Engaging other professionals to consult, within their own professional disciplines is crucial, hence, self-actualize

Conflict of personalities with your assigned mentor or preceptor If there is a conflict of personalities with my preceptor, I will have to bring this to the attention of the nurse manager. According to Sliter, Withrow & Jex (2015) personality might predispose some individuals to being hypersensitive to stressors and perception. Also personality might impact individuals’ perceptions of the work environment (p.3). Reassignment to a new preceptor may be necessary to make the learning process

One of those most challenging areas I have experience during my current placement is ethical decision-making. We studied many possible scenarios during our Values, Ethics and Professional Issues class, and discussed the various types of decision-making models to help guide us when having to make difficult decisions. While the class was invaluable, because it helped me identify my own biases, and also shed light on how I have made decisions in the past and how I can possibly make decisions in the future, I knew that having to make real-life decisions would not be so cut and dry. This placement has been challenging for me, because my ongoing assignment with one of my supervisors requires constant ethical decision-making, sometimes even in the

When addressing an ethical dilemma, having the ability to identify possible outcomes to address it is essential for change. The ethical dilemma I face at my field placement is confidentiality versus the right to self-determination. One possible option I mentioned previously to address the ethical dilemma was for clients to sign a privacy and confidentiality agreement that outlines what is considered mandated reporting. I believe the possible outcome for this option would help improve the client’s confidence with the agency and the clinician but also build rapport and trust. It would result in less missed appointments, assist with client involvement, and help the client feel supported while in crisis.

Educators must question themselves on their personal interests re this vocation in regards to having any adverse influence in the performance of their public duty. The principles of procedural fairness must be applied, particularly employing the “rule against bias”, were the grounds of this rule acknowledges that even though an unbiased decision had been arrived at, the suspicion alone connected to this scenario will taint the notion of impartiality (Code of Conduct, 2016, p.46). The initial steps in proceeding to deal with this dilemma is to report this conundrum to your supervisor were correct procedural steps may be taken to uphold the integrity of both school and educator. A possible solution would be to organize that the student fall under the care of an alternative tutor, not connected with the school in question. However, if that does not come to fruition, the most feasible course would be to consult the parents of the students in question and explain the scenarios and options available, as well as outlining the policies of the school and the issues that are in question.

4.6- It is accepted that practitioners in health and social care settings can be affected by the stressful nature of the work. (Godden 2012) When discussing challenging situations with supervisees we need to ensure they feel supported and have received the necessary training such as DMI and have completed their induction. Ensure they understand they have to adhere to the behaviour management programs and relevant risk assessments. If a specific incident has occurred reflect with them the effects of events and consequences and actions that occurred, using the records of incidents, A B Cs and tick charts for reference if needed. Help them to understand how they might have caused and influenced events and work out the most effective way to handle

Knowing their needs is important to adapt the practices and to respect them as individuals. According to the author (Raymond, 2012), the perception of the students about the services they receive determine the outcome of the education efforts. For that, the teachers ' role is to guarantee that the student does not feel inferior, unequal, wich would be the negative conotation of the special education placement (Raymond, 2012). Instead of focusing on their difficulties, teachers should focus on reducing the gaps with more inclusive

Potential ethical concerns to consider include breaching confidentiality, ASCA (2010) ethical standard A.7 and ACA (2014) ethical standard B.2.a. Also, the counselor should remind the student about the limits of confidentiality, ASCA (2010) ethical standard A.2.a and A.2.b. Another ethical concern to take into account would include working with the student to form a plan, ASCA (2010) ethical standard A.1.e, and ACA (2014) ethical standard A.1.c. The student and family will be impacted by the ethical standards, and the other student and student’s family if that information is disclosed, will be

I think that Reinhart is exactly right when he says that a student should do the explaining and the teacher should be the listener. Although I know that this would be an effective strategy to use in my future classroom, I do think that this technique will be difficult to master. Being able to ask open-ended questions, process questions, and have patience to wait for a student to raise their hand and answer those difficult ones would probably be the hardest techniques for me to master. Although I know that it would come through consistent implementation and practice. Reinhart explains that through this technique, the teacher and the student must reverse the roles of the typical classroom; the teacher must become the listener and the student must become the explainer.