8. Ethical Considerations: Journalists’ Perceptions of Professional Practice

2019 ◽  
pp. 199-232
Keyword(s):  
Professional Practice ◽  
Ethical Considerations

scholarly journals Bioethics and Nutrition in the Older Adult

2022 ◽  
Vol 3 (6) ◽  
pp. 11-15
Author(s):  
Jessica Andrea Aguilera-Hernández ◽  
Lydia Lopéz Pontigo ◽  
María del Refugio Acuña Gurrola ◽  
Arianna Omaña Covarruvias
Keyword(s):  
Nutritional Status ◽  
Old Age ◽  
Older Adult ◽  
Professional Practice ◽  
The Elderly ◽  
Patient Relationship ◽  
Ethical Aspects ◽  
Ethical Considerations ◽  
Doctor Patient Relationship ◽  
High Standards

At the professional practice of nutrition, as in the rest of the health disciplines, it is necessary to follow high standards in order to establish the best doctor-patient relationship and the greatest benefit in the user's health. In a special way, the factors that are indexed in the nutrition of the elderly must be specified; since, during the stage of old age, individuals present physiological and psychosocial changes that affect their nutritional status, which lead to both overweight and malnutrition, implying malnutrition problems. Thus, recommendations are established for both the ethical aspects and the components that must be considered for the adequate feeding of the elderly, including the ethical considerations involved in the interventions.

Ethical Considerations in Supervision: Familiarity Is Your Friend

2019 ◽  
Vol 4 (6) ◽  
pp. 1473-1477
Author(s):  
Melissa Passe
Keyword(s):  
Social Media ◽  
Professional Practice ◽  
Code Of Ethics ◽  
Speech Language Pathology ◽  
Ethical Considerations ◽  
Language Pathology ◽  
The Continuum

Purpose This article will discuss the ASHA Code of Ethics and its application to the supervision of various individuals throughout the continuum of professional practice. Additionally, it will discuss the pitfalls of social media where ethics is concerned. Although the focus of this article will remain in the field of speech-language pathology, the Code and circumstances surrounding such can easily be applied to the supervision/precepting of audiologists as well. Conclusion Applying the Code to a variety of scenarios, the reader will be able to identify where violations occur and describe possible solutions to each case.

scholarly journals An Exploration of College Principals’ Technology Leadership Competency Assessment

2019 ◽  
Vol IV (II) ◽  
pp. 222-230
Author(s):  
Wajeeha Aurangzeb ◽  
Tehseen Tahir ◽  
Kifayat Khan
Keyword(s):  
Professional Practice ◽  
Leadership Training ◽  
Technology Use ◽  
Social Issues ◽  
Technology Leadership ◽  
Competency Assessment ◽  
Ethical Considerations ◽  
Technology Competence ◽  
Training Programmes ◽  
Teaching Learning

This paper explores leadership technology competence of college principals in six domains, (1) vision and leadership, (2) teaching learning, (3) professional practice and productivity, (4) operations and support management, (5) evaluation and assessment, and (6) legal, ethical and social issues. Competence of the principals for using technology gadgets in the domains of teaching -learning was found high whereas his/her social, legal and ethical considerations for technology use were found to be low. Most respondents valued technology competence but focused incorporating its administrative use. Furthermore, leadership training programmes may contain modules related to professional use of databases, content and data management systems in order to enhance principals use of these for day-to-day administrative purposes.

scholarly journals The Ethics of TESOL a quarter century on

2018 ◽  
Vol 27 (2) ◽  
Author(s):  
Alan Williams
Keyword(s):  
General Education ◽  
Language Proficiency ◽  
Professional Practice ◽  
First Language ◽  
Active Role ◽  
Sociocultural Context ◽  
Ethical Considerations ◽  
Quarter Century ◽  
First Language Proficiency ◽  
The Impact

Discussion of ethical considerations in Australian TESOL began 25 years ago, with arguments about the need for TESOL professionals to be aware of the potentially harmful consequences of their work, the loss of first language proficiency, and even the loss of languages themselves (Williams, 1992, 1995). The intervening quarter of a century has seen sweeping changes to the context in which TESOL professionals work and developments in our professional knowledge about the processes and consequences of TESOL professional practice (Canagarajah, 1999; Phillipson, 1992, 2013). In this paper developments in the sociocultural context of TESOL, the general education context and the TESOL professional context are explored. This article revises the arguments about ethical directions in TESOL presented a quarter century ago to take account of these changes. Guiding principles for individuals and professional bodies are identified. It is argued that our role is to sensitively help our learners to explore the potential consequences of the learning of English, and for professional bodies to take an active role in advocacy given the impact of globalization processes, more centralized curriculum and assessment frameworks, and the relatively reduced capacity of individual teachers to influence the institutions that employ them.

School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

2020 ◽  
pp. 1-12
Author(s):  
Virginia L. Dubasik ◽  
Dubravka Svetina Valdivia
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Case History ◽  
English Learners ◽  
Online Survey ◽  
Dynamic Assessment ◽  
Federal Legislation ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

Scientifically Based Professional Practice

ASHA Leader ◽  
2008 ◽  
Vol 13 (16) ◽  
pp. 26-27 ◽  
Author(s):  
Kate Gottfred
Keyword(s):  
Professional Practice

Practioner Reflection That Enhances Interprofessional Collaborative Practices for Serving Children Who Are Deaf/Hard-of-Hearing

2017 ◽  
Vol 2 (9) ◽  
pp. 3-9 ◽  
Author(s):  
Kristina M. Blaiser ◽  
Mary Ellen Nevins
Keyword(s):  
Young Children ◽  
Professional Practice ◽  
Hard Of Hearing ◽  
Service Providers ◽  
Interprofessional Collaboration ◽  
The Self ◽  
Self Awareness ◽  
Collaborative Practices ◽  
Interprofessional Teams ◽  
Client Care

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.

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