How to Identify Ethical Practices in Organizations Prior to Employment

Brodhead, Matthew T.; Quigley, Shawn P.; Cox, David J.

doi:10.1007/s40617-018-0235-y

Cited by 20 publications

(12 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Given that scope of practice and scope of competence are constructs referred to across health and education professions, a shared understanding of what they refer to is warranted. Brodhead et al (2018) referred to scope of practice as "the range of activities in which members of a profession are authorized to engage, by virtue of holding a credential or license (p. 426)."…”

Section: Roles and Responsibilities (Rr)mentioning

confidence: 99%

See 1 more Smart Citation

A Behavior-Analytic Perspective on Interprofessional Collaboration

Slim

Reuter-Yuill

2021

Behav Analysis Practice

View full text Add to dashboard Cite

Collaborative service delivery models have gained considerable popularity in health care, education, and clinical settings. Despite the unique opportunity that this new popularity provides for the dissemination of applied behavior analysis, the majority of practicing behavior analysts have received little or no formal professional development on how to participate in teams with nonbehavioral colleagues. The purpose of this article is to elucidate the larger movement toward collaborative service delivery with an emphasis on interprofessionalism. The four core competency domains presented by the Interprofessional Education Collaborative (IPEC) Framework are interpreted through a behavior-analytic lens. This article is an initial attempt to operationalize constructs commonly associated with interprofessional educational and collaborative practices including (but not limited to) cultural sensitivity and responsiveness, cultural humility and reciprocity, empathy, and compassion.

show abstract

Section: Roles and Responsibilities (Rr)mentioning

confidence: 99%

“…According to Brodhead et al (2018), scope of competence is referred to as "activities that the individual practitioner can perform at a certain criterion level (p. 424)."…”

Section: Roles and Responsibilities (Rr)mentioning

confidence: 99%

A Behavior-Analytic Perspective on Interprofessional Collaboration

Slim

Reuter-Yuill

2021

Behav Analysis Practice

View full text Add to dashboard Cite

show abstract

“…As an example of this, consider BCBAs who work in schools. These individuals may want to pursue ethics training on providing behavior analytic services in school settings (Brodhead et al, 2018).…”

Section: Implications For Training and Practicementioning

confidence: 99%

Ethics, burnout, and reported life and job attitudes among board-certified behavior analysts.

Brown¹

2021

Behavior Analysis: Research and Practice

View full text Add to dashboard Cite

Like other professionals working with vulnerable populations, engagement in ethical practice is important for board-certified behavior analysts (BCBAs). This exploratory research examines the relationships among reported supervisory pressure to act unethically, burnout, and life and job attitudes among BCBAs working in schools and other settings. To do so, BCBAs (N = 106) completed a web-based survey with questions about supervisory pressure to act unethically and their responses to the pressure. Participants also completed measures of burnout, life satisfaction, job satisfaction, and intention to turnover. Of participants, 71 (77%) reported that they had experienced supervisory pressure to act unethically, most commonly in the form of a supervisor asking them not to recommend services because of associated costs. Participants reported using a variety of strategies to manage pressure to act unethically, including educating supervisors about behavior analysts' ethical and legal responsibilities. BCBAs reported relatively low levels of burnout as well as positive job and life attitudes compared with other professionals. However, BCBAs who reported higher levels of burnout also reported more negative life and job attitudes. There were no significant differences in reported burnout, life satisfaction, job satisfaction, or intention to turnover among BCBAs working primarily in different settings. Implications for practice, which include seeking professional development in ethical conduct and engaging in individual and organizational strategies to mitigate consequences associated with burnout, are discussed.

show abstract

“…Code Element 7.01 states that behavior analysts have a responsibility to promote an ethical culture and to make others aware of this code (BACB, 2014 ). Brodhead, Quigley, and Cox (Brodhead, Quigley, & Cox, 2018b ) described the value of evaluating the ethical culture of an organization prior to employment. They provided suggestions to guide applicants, including the recommendation to identify the organization’s practices related to professional development, training, and supervision; supporting an ethical culture; working within one’s scope of competency; handling health records; supporting collaboration with colleagues from different fields; and being aware of cultural differences.…”

Section: Professionalism and Integritymentioning

confidence: 99%

“…Should an incident arise where there appears to be incongruence between the BACB Code and a policy, the organization may work to understand the spirit of the BACB Code and modify its policies and procedures to eliminate the incongruence. Brodhead, Quigley, and Cox (Brodhead, Quigley, & Cox, 2018b ) emphasized the importance of an organization’s values and policies aligning with the BACB Code in that this eliminates (at least initially) the opportunity for an organization to request an employee to violate the BACB Code in some way.…”

Section: Professionalism and Integritymentioning

confidence: 99%

Cultivating the Ethical Repertoires of Behavior Analysts: Prevention of Common Violations

Britton

Crye²,

Haymes

2021

Behav Analysis Practice

View full text Add to dashboard Cite

Violations of the Professional and Ethical Compliance Code for Behavior Analysts occur despite coursework, supervision, and training. In this discussion, we highlight the most common violation categories identified: (a) improper or inadequate supervision/delegation, (b) failure to report/respond to the Behavior Analyst Certification Board (BACB) as required, and (c) professionalism/integrity. The specific areas addressed under supervision/delegation involve behavior analysts’ standards and performance as supervisors, as well as compliance with coursework. For failure to report, the focus is on responding, reporting, and providing updated information to the BACB in a timely manner. Finally, the section on professionalism and integrity addresses multiple code elements, including integrity, professionalism, and scientific relationships, as well as methods for promoting an ethical culture and decisions involving ethical violations by others. Importantly, we provide guidance on the structure and organization of supervision, methods and guidelines regarding reporting, and rubrics to shape and evaluate professionalism and integrity. We provide recommendations for the supervision process and for practitioners from the organizational perspective so that the organization supports and promotes an ethical culture.

show abstract

How to Identify Ethical Practices in Organizations Prior to Employment

Cited by 20 publications

References 31 publications

A Behavior-Analytic Perspective on Interprofessional Collaboration

A Behavior-Analytic Perspective on Interprofessional Collaboration

Ethics, burnout, and reported life and job attitudes among board-certified behavior analysts.

Cultivating the Ethical Repertoires of Behavior Analysts: Prevention of Common Violations

Contact Info

Product

Resources

About