In order to be considered for an externship and to be a successful speech-language pathologist, you must meet professional behavioral and ethical standards as outlined in the ASHA Code of Ethics and the PSU Student Code of Conduct.
The ASHA Code of Ethics is a framework and focused guide for professionals in support of day-to-day decision making related to professional conduct. The Code is partly obligatory and disciplinary and partly aspirational and descriptive in that it defines the professional's role. The Code educates professionals in the discipline, as well as students, other professionals, and the public, regarding ethical principles and standards that direct professional conduct.
The preservation of the highest standards of integrity and ethical principles is vital to the responsible discharge of obligations by audiologists, speech-language pathologists, and speech, language, and hearing scientists who serve as clinicians, educators, mentors, researchers, supervisors, and administrators. This Code of Ethics sets forth the fundamental principles and rules considered essential to this purpose. (cited from: https://www.asha.org/Code-of-Ethics/)
A TEN STEP PROCESS FOR RESOLVING ETHICAL ISSUES https://www.asha.org/slp/schools/prof-consult/10step/
In the publication Ethics and IDEA, A Guide for Speech-Language Pathologists and Audiologists Who Provide Services Under IDEA (ASHA 2003), the authors provide a ten step process for addressing ethical issues in the schools:
Identify the problem as you see it.
Get the story straight - gather relevant data. (Federal, state, and local regulations, professional practice documents, ASHA Code of Ethics)
Ask yourself if the problem is a regulatory issue or a process issue related to regulatory requirements.
Compare the issue to a specific rule in ASHA's Code of Ethics. Determine if rules the Code of Ethics apply to your problem and can help develop a course of action for you to pursue.
Identify who has the power and control in the situation.
Identify what is in your control and what is not.
Identify your resources. These can be a supervisor, special education director, or colleague. Ask yourself if you need more information, clarification, or ideas from others who have had a similar problem.
Make a list of possible actions and their positive and negative consequences.
Make a plan that you can defend professionally and ethically and that meets the requirements of the regulations.
Take action and evaluate your plan as you proceed. Determine next steps.
ASHA SANCTIONS
The purpose of sanctions according to ASHA are to uphold a standard of integrity and safety in the professions of speech-language pathology and audiology. The ASHA website outlines the purpose in more detail and can be found at: ASHA Sanctions
OREGON BOARD OF EXAMINERS SANCTIONS
The Oregon Board of Examiners issues speech-language pathology licenses to practice in the state of Oregon. Every state has an equivalent board. The charge of the Oregon Board is to:
Safeguard the public health, safety and welfare
Protect the public from being misled by incompetent, unscrupulous and unauthorized persons
Protect the public from unprofessional conduct by qualified speech-language pathologists and audiologists
Help ensure the availability of the highest possible quality speech-language pathology and audiology services to people of this state who have communication disabilities.
In order to fulfill the responsibilities listed above, the OR Board issues sanctions to practicing SLPs who violate the rules of licensure, both ethical and procedural. For a list of recent sanctions: Oregon Board of Examiners Sanctions
CASE STUDIES
The Student Code of Conduct outlines behavioral policies that apply to all Portland State Students. As stated in the Student Code of Conduct, Portland State "seeks excellence in instruction... supports the right of all people to live and learn in a safe and respectful environment... [and] promotes the free and vigorous expression of ideas. [The code is] designed to protect these freedoms and fundamental rights of all members of this community. Students are expected to conduct themselves in a manner consistent with these principles." The complete Code of Conduct is available online. It is your responsibility to familiarize yourself with the Code of Conduct. Some areas (but not all) are summarized below.
ACADEMIC MISCONDUCT
Academic Misconduct is defined as, actual or attempted, fraud, deceit, or unauthorized use of materials prohibited or inappropriate in the context of the academic assignment. Unless otherwise specified by the faculty member, all submissions, whether in draft or final form, must either be the Student’s own work, or must clearly acknowledge the source(s). Academic Misconduct includes, but is not limited to: (a) cheating, (b) fraud, (c) plagiarism, such as word for word copying, using borrowed words or phrases from original text into new patterns without attribution, or paraphrasing another writer’s ideas; (d) the buying or selling of all or any portion of course assignments and research papers; (e) performing academic assignments (including tests and examinations) in another person’s stead; (f) unauthorized disclosure or receipt of academic information; (g) falsification of research data (h) unauthorized collaboration; (i) using the same paper or data for several assignments or courses without proper documentation; (j) unauthorized alteration of student records; and (k) academic sabotage, including destroying or obstructing another student’s work.
Examples of academic misconduct include, but are not limited to:
cheating on an exam
Sharing answers or questions for on line quizzes or exams
copying the homework of someone else
submitting for credit work done by someone else (including plagiarism and paraphrasing without citing sources)
stealing examinations or course materials
tampering with the University's grade records, or with another student's work
knowingly and intentionally assisting another student in any of the above
BEHAVIORAL MISCONDUCT
Students and faculty share responsibility for maintaining an appropriate learning environment
Faculty have the professional responsibility to treat students with understanding, dignity and respect. Students are also expected to demonstrate appropriate, respectful behavior toward other members of the University community, both faculty and peers. Disruptive students in the academic setting hinder the educational process. Disruptive student conduct is prohibited by the Student Conduct Code (Oregon Administrative Rule 577-31-125), which also enumerates formal actions and remedies for resolving student misconduct issues.
What constitutes disruption?
"Disruption," as applied to the academic setting, means behavior that a reasonable faculty member would view as interfering with normal academic functions.
Persistently speaking without being recognized
Interrupting other speakers
Behavior that distracts the class from the subject matter or discussion
In extreme cases, physical threats, harassing behavior or personal insults
Refusal to comply with faculty direction
A faculty member may request that you cease behavior that could be seen as disruptive in the classroom. If you have questions or concerns, schedule a time to meet with the faculty member after class to further discuss the matter or follow the University student complaint procedure
SEXUAL MISCONDUCT RESPONSE
Portland State University has established this web page: Sexual Misconduct Response at PSU in order to provide the campus community with a coordinated set of campus resources to educate, empower, and protect.
There are many definitions of "professionalism" in our profession and other medical and educational professions. When attempting to define professionalism, the struggle is to be culturally inclusive, generationally aware, and conceptually on target. Typically definitions include a list of professional characteristics, values and behaviors. The reality is that we all have a range of ideas about what professionalism means and there is room in speech-language pathology for a range. In most definitions the following words or concepts are mentioned:
Effective communication including active listening, responding effectively to questions and seeking information
Respect including demonstrating confidence without arrogance, valuing others contributions, staying self-regulated under pressure, and seeking to understand others
Altruism and caring including placing the needs of others ahead of personal or professional interest
Excellence including adhering to the principals of evidence base practice and coordinating with other professionals effectively
Ethics including being honest, trustworthy, collaborative and reflecting on and taking responsibility for ethical decision making
Accountability including accepting consequences without redirecting blame, seeking clarification to minimize errors, and working collaboratively to identify and address errors
Frost J, Hammer D, Nunez L, Adams J, et al. The intersection of professionalism and interprofessional care: development and initial testing of the interprofessional professionalism assessment (IPA). Journal of the Interprofessional Care. 2018,1-15.
ASHA STANDARDS
ASHA outlines the expectations for professionals within Standard V-B below:
Interaction and Personal Qualities
a. Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the individual(s) receiving services, family, caregivers, and relevant others.
b. Manage the care of individuals receiving services to ensure an interprofessional, team-based collaborative practice.
c. Provide counseling regarding communication and swallowing disorders to clients/patients, family, caregivers, and relevant others.
d. Adhere to the ASHA Code of Ethics, and behave professionally.
Implementation: The applicant must have acquired the skills listed in this standard and must have applied them across the nine major areas listed in Standard IV-C. These skills may be developed and demonstrated through direct clinical contact with individuals receiving services in clinical experiences, academic coursework, labs, simulations, and examinations, as well as through the completion of independent projects.
DEFINITIONS OF PROFESSIONALISM
The following are two definitions of professionalism. Which definition resonates the most for you? Why? How will you integrate the concepts in "your" definition to your everyday clinical work as a student and professional?
Medical professionalism is a belief system about how best to organize and deliver health care, which calls on group members to jointly declare (“profess”) what the public and individual patients can expect regarding shared competency standards and ethical values and to implement trustworthy means to ensure that all medical professionals live up to these promises. (Wynia, Matthew K., MD, MPH; Papadakis, Maxine A., MD; Sullivan, William M., PhD; Hafferty, Frederic W., PhD, More Than a List of Values and Desired Behaviors, A Foundational Understanding of Medical Professionalism, Academic Medicine: May 2014 - Volume 89 - Issue 5 - p 712–714)
Interprofessional professionalism: “Consistent demonstration of core values evidenced by professionals working together, aspiring to and wisely applying principles of 1, altruism and caring, excellence, ethics, respect, communication, accountability to achieve optimal health and wellness in individuals and communities." (Stern DT. Measuring Medical Professionalism. Oxford University Press. New York, NY; 2006:19. )
You act with integrity and honesty and seek help when you are unsure of what “integrity and honesty” look like in complex professional situations
You show up on time and do not leave early
You show up prepared
You are respectful in your interactions
You follow through on what you have said you will do
You accept feedback and try to apply it
You ask for clarification of feedback that you do not understand
You place the needs and preferences of your clients/patients above your own
You understand and practice careful physical and emotional boundaries with colleagues and clients/patients
You always protect information about your clients/patients
You practice evidence based practice and consider the needs/preferences of the client/patient in the process
You practice active listening with colleagues and clients/patients
You do not move forward with a task, assignment, or responsibility until you are sure you understand the expectations
You always take initiative in your learning and responsibilities
You practice self-care emotionally and physically and seek help or a "time out" when you need it
You return emails and phone calls even if it is just to say that you will get back soon
You ensure that you know what your deadlines are and meet them
You complete all tasks in a timely manner
You take initiative to keep up with the knowledge and skills that you need to be an effective, evidence based practitioner
You do not accept gifts or money from clients/patients or outside entities
You do not act with integrity and honesty or fail to seek help when you have questions about complex professional situations
You show up late or leave early
You show up unprepared
You show a lack of respect for your team, your supervisors, your clients/patients
You do not do what you have said you will do
You have a defensive reaction to feedback
You ignore or dismiss feedback that you do not understand
You place your own needs and preferences above the patient or client
You cross physical and emotional boundaries
You breach confidentiality
You proselytize a point of view in order to change a client/patient’s mind
You fail to listen to others
You fail to seek clarification for expectations you do not understand
You do not demonstrate initiative for your own learning and responsibilities
You fail to care for your emotional and physical well-being to the degree that it impacts your patients/clients
You do not reliably return emails or phone calls
You do not meet deadlines or take responsibility for knowing deadlines
You do not complete paperwork in a timely manner
You do not keep up with the skills and knowledge advances that you need to be an effective, evidence based practitioner
You accept gifts and/or money from families or outside entities