Ethics, Preferred Practices, and the Professoriate Most faculty in communication sciences and disorders are familiar with the codes of ethics offered and occasionally argued by groups such as ASHA, the American Academy of Audiology, and others. We also are familiar with evolving patterns of preferred practice, such as those for audiology (ASHA, 1997a) and for ... Article
Article  |   October 01, 1998
Ethics, Preferred Practices, and the Professoriate
Author Affiliations & Notes
  • Michael R. Chial
    Department of Communicative Disorders and Department of Professional Development and Applied Studies, University of Wisconsin-Madison
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Articles
Article   |   October 01, 1998
Ethics, Preferred Practices, and the Professoriate
SIG 10 Perspectives on Issues in Higher Education, October 1998, Vol. 2, 3-7. doi:10.1044/ihe2.2.3
SIG 10 Perspectives on Issues in Higher Education, October 1998, Vol. 2, 3-7. doi:10.1044/ihe2.2.3
Most faculty in communication sciences and disorders are familiar with the codes of ethics offered and occasionally argued by groups such as ASHA, the American Academy of Audiology, and others. We also are familiar with evolving patterns of preferred practice, such as those for audiology (ASHA, 1997a) and for speech-language pathology (ASHA, 1997b).
Codes of ethics are based upon guiding principles (overarching values), rules specifying behavioral imperatives, rules specifying proscribed behaviors, and suggestions about encouraged (but not required) behaviors. Thus, codes of ethics convey the highest aspirations of a profession to both the public and practitioners. The ASHA Code of Ethics (ASHA, 1994) rests upon four principles, here paraphrased as honoring responsibilities to
  • The welfare of those served,

  • Maintaining professional competence,

  • Advancing public understanding and fulfilling unmet needs, and

  • Colleagues and other professionals.

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