JCPSLP Vol 17 Supplement 1 2015_lores

with the individual. These tools could include journaling, critical conversation (which protects the confidentiality of those concerned) with a colleague or friend (Smith, 1999), mentoring (Rose, 2005), or formal, external, paid supervision external to the workplace such as occurs routinely in social work and mental health (Ferguson, 2005). Conclusion In this paper I have argued that codes of ethics and ethical decision-making protocols have both strengths and limitations. They cannot account for all possibilities in our increasingly complex and conflicted workplaces. I have argued that what is needed in addition to such protocols is a need for professionals to think and act ethically in the daily routines of the workplace, not just when confronted with an ethical dilemma. I have acknowledged that learning to think and act in this way is a developmental task which can be fostered through professional development and supported by mentors, managers and colleagues. While workplaces and the Association certainly have roles to play in professional development of ethical and moral reasoning, I believe the responsibility for thinking and acting ethically ultimately lies with the individual professional. I invite readers to reflect on what they are already doing as individuals to develop their ethical and moral reasoning, and abilities to act as a moral agent in their workplace. References Baum, F. (2002). The new public health . (2nd ed.). Melbourne: Oxford University Press. Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice . Menlo Park, CA: Addison-Wesley. Beauchamp, T. & Childress, J. (2001). Principles of biomedical ethics . (5th ed.). Oxford: Oxford University Press. Dreyfus, H. L., & Dreyfus, S. E. (1985). Mind over machine: The power of human intuition and expertise in the era of the computer . New York: Free Press. Ferguson, K. (2005). Professional supervision. In M. Rose & D. Best (Eds.), Transforming practice through clinical education, professional supervision and mentoring (pp. 293–307). Edinburgh: Elsevier. Gardner, H. (2002). Health policy in Australia . (2nd ed.). Melbourne: Oxford University Press. Goleman, D. (1995). Emotional intelligence . New York: Bantam. Hersh, D. (2003). Experiences of treatment termination in chronic aphasia . Unpublished PhD Thesis, Flinders University. Jones, M., Onslow, M., Harrison, E., & Packman, A. (2001). Treating stuttering in children: Predicting outcome in the Lidcombe Program. Journal of Speech, Language, and Hearing Research , 43 , 1440–1450. Kenny, B., Lincoln, M., & Reed, V. (2004). Learning to make ethical decisions: Do models of ethical reasoning help? Paper published in the Proceedings of the 2004 International Association of Logopedics and Phoniatrics (CDRom, no pages), Brisbane. Melbourne: Speech Pathology Australia. Kingston, M., Huber, A., Onslow, M., Jones, M., & Packman, A. (2003). Predicting treatment time with the Lidcombe Program: Replication and meta-analysis. International Journal of Language & Communication Disorders , 38 , 165–177. McAllister, L. (2001). The experience of being a clinical educator . Unpublished PhD Thesis, University of Sydney. Midgely, H. (1993). Can’t we make moral judgements? New York: St Martins Press.

Noddings, N. (1984). Caring: A feminine approach to ethics and moral education . Berkeley, CA: University of California Press. Pannbacker, M., Middleton, G., & Vekovius, G. (1996). Ethical practices in speech-language pathology and audiology: Case studies . San Diego, CA: Singular. Purtilo, R. (1999). Ethical dimensions in the health professions. (3rd ed.). Philadelphia: WB Saunders. Rose, M. Mentoring in the health professions. In M. Rose & D. Best (Eds.), (2005). Transforming practice through clinical education, professional supervision and mentoring (pp. 309–323). Edinburgh: Elsevier. Schön, D. A. (1987). Educating the reflective practitioner . San Francisco: Jossey-Bass. Smith, D. L. (1999). Facilitating reflective practice in the practicum . Unpublished keynote address to the staff of the Auckland College of Education and Cooperating practicum schools. Smith, H. (2002). Ethical dilemmas faced by speech pathology students – What do their stories tell us about their learning? Paper presented at the Annual Conference of Speech Pathology Australia, Alice Springs. Speech Pathology Australia. (2000). Code of ethics . Melbourne: Author. Speech Pathology Australia. (2002). Ethics education package . Melbourne: Author. Titchen, A. (1998). A conceptual framework for facilitating learning in clinical practice . Occasional Paper No. 2, Centre for Professional Education Advancement. Sydney: The University of Sydney. Torbert, W. R. (1978). Educating toward shared purpose, self-direction and quality work: The theory and practice of liberating structure. Journal of Higher Education , 49 (2), 109–135. Wilson and McAllister (in progress) The development of clinical reasoning skills of undergraduate speech pathology students: A preliminary study . CSU Internal Grant, 2001. Wright-St. Clair, V. & Seedhouse, D. (2004). The moral context of practice and professional relationships . In G. Whiteford & V. Wright-St Clair (Eds.), Occupation and practice in context (pp. 16–33). Sydney: Elsevier. Lindy McAllister has a Bachelor of Speech Therapy from the University of Queensland, a Master of Arts in speech pathology from Western Michigan University, and a PhD in clinical education from The University of Sydney. Over a long career she has worked in a number of clinical and academic contexts, and was National President of Speech Pathology Australia in 2003–04. She has published widely in the areas of ethics, clinical education, telehealth, inter-cultural practice, and issues in rural speech pathology practice. Lindy was the founding Course Coordinator for the Speech Pathology degree at Charles Sturt University, where she is now the Associate Professor of Speech Pathology, supervising postgraduate research students.

Correspondence to: Associate Professor Lindy McAllister

Course Coordinator, Speech & Hearing Science Degree School of Community Health, Charles Sturt University PO Box 789, Albury NSW 2640 phone: (02) 6051 6750 email: lmcallister@csu.edu.au

This article was originally published as: McAllister, L. (2006). Ethics in the workplace: More than just using ethical decision-making protocols. ACQuiring Knowledge in Speech, Language, and Hearing , 8 (2), 76–80.

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JCPSLP Volume 17, Supplement 1, 2015 – Ethical practice in speech pathology

Journal of Clinical Practice in Speech-Language Pathology