Ethics: Professional Ethics: An Overview for Student Clinicians Standard III-F of the Standards and Implementation for the Certificate of Clinical Competence in Speech-Language Pathology (to become effective 1 January 2005) states, “The applicant must demonstrate knowledge of standards of ethical conduct” (p. 6). The standards document also indicates that, “The applicant must demonstrate the ability to analyze ... Article
Article  |   June 01, 2002
Ethics: Professional Ethics: An Overview for Student Clinicians
Author Affiliations & Notes
  • Cheryl D. Gunter
    Department of Communicative Disorders, West Chester University, West Chester, PA
  • Andi RussellColumn Editor
Article Information
Professional Issues & Training / Ethics
Article   |   June 01, 2002
Ethics: Professional Ethics: An Overview for Student Clinicians
SIG 11 Perspectives on Administration and Supervision, June 2002, Vol. 12, 8-11. doi:10.1044/aas12.2.8
SIG 11 Perspectives on Administration and Supervision, June 2002, Vol. 12, 8-11. doi:10.1044/aas12.2.8
Standard III-F of the Standards and Implementation for the Certificate of Clinical Competence in Speech-Language Pathology (to become effective 1 January 2005) states, “The applicant must demonstrate knowledge of standards of ethical conduct” (p. 6). The standards document also indicates that, “The applicant must demonstrate the ability to analyze and synthesize relevant information regarding professional ethics and interpret the principles of the ASHA Code of Ethics as they apply to professional conduct. Specific knowledge may be demonstrated by...application of information obtained through clinical teaching...” (p. 6). The value of information about the Code of Ethics is echoed in the Scope of Practice in Speech-Language Pathology (2001) in the statement that, “The ASHA Code of Ethics sets forth the fundamental principles and rules considered essential to the preservation of the highest standards of integrity and ethical conduct to which members of the profession of speech-language pathology are bound” (pp. 1-2). Since the context of clinical teaching is noted as a place for the introduction and instillation of clinical principles, clinical instructors are thus bound to create instructional methods to achieve this end. This article, to aid in the process of ethics instruction, describes a protocol for an overview of professional ethics created for use in the introduction session of a clinical practicum class for either undergraduate or graduate student clinicians.
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