Introduction to OT Code of Ethics

Morals
- beliefs , principles and values about what is right and what is wrong
- personal; intrapersonal
- grounded on religion often but NOT always
- culture base/driven
Ethics
- how individuals conduct themselves in personal and professional endeavors
“ethikos” character
“ethos” customs

Fundamental Elements in Ethical Scenario

A. ACTOR – one who is faced with the problem, issue or dilemma
B. CONDUCT – actor engaging in an action or nonaction
C. EFFECT – consequence of the conduct
Actions and attitudes reflect the values of the individual. An attitude is the disposition to respond positively or negatively
toward an object, person, concept, or situation. Thus, there is an assumption that all professional actions and interactions are
rooted in certain core values and beliefs.

Core Values and Attitudes of OT

1. Altruism
- Unselfish concern for the welfare of others, reflected in actions and attitudes of commitment, caring, dedication, responsiveness,
and understanding.
- As OTs we bear witness to our client’s experience of therapy

2. Equality
- All individuals be perceived as having the same fundamental human rights and opportunities.
- Attitude of fairness and impartiality.
- OTs should respect all individuals, keeping in mind that they may have values, beliefs, or life styles that are different from our own

3. Freedom
- Allows the individual to exercise choice and to demonstrate independence, initiative, and self-direction.
- OTs believe that individuals are internally and externally motivated toward action in a continuous process of adaptation
throughout the life span.

4. Justice
- Value on the upholding of such moral and legal principles as fairness, equity, truthfulness, and objectivity.
- OTs value evidence-based practice and scientific approaches to care in generating hypothesis, hypothesis testing, deductive
reasoning and evaluation of outcomes.

5. Dignity
- Emphasizes the importance of valuing the inherent worth and uniqueness of each person.
- OTs believe that each individual is a unique combination of biologic endowment, sociocultural heritage, and life experiences.

6. Prudence
- Ability to govern and discipline oneself through the use of reason.
- OTs make judgments and respond on the basis of intelligent reflection and rational thought.

7. Truth or Veracity
- Faithful to facts and reality
- Being accountable, honest, forthright, accurate, and authentic in our attitudes and actions.
- OTs commit ourselves to inquiry and learning, to self-understanding and to the development of an interpersonal competence.
Occupational Therapy Code of Ethics and Ethics Standards
- Guide professional conduct when ethical issues arise.
- Awareness on how the outcome will impact occupational clients in all spheres

Principle 1. Beneficence
Occupational therapy personnel shall demonstrate a concern for well-being of the recipients of their services. Occupational
therapy personnel shall provide services in an equitable manner for all individuals.

 Responding to request for OT

 Provide appropriate evaluation and plan of intervention
 Reevaluate and reassess in timely manner
 Provide services with within one’s competence
 Use of evidence-based practice
 Initiative to ensure own competence
 Terminate as needed
 Refer to other specialist as needed
 Provide OT education
 Inform all about the code of ecthics
 Report any unethical or illegal issues
 Promotions of practice

Principle 2. Nonmaleficence
- Practitioner’s responsibility to refrain from from causing harm, inflicting injury, or wronging others.
- Non action to avoid harm

 Avoid inflicting harm or injury

 Ensure for transition to appropriate services to avoid abandoning the services in the absence of support
 Avoid relationships that exploit recipient of services (emotional, financial, psychological) that may interfere professional
judgment
 Avoid engaging in any sexual relationship or activity whether consensual or non consensual with any recipients
 Recognize and take appropriate action to remedy personal problems and limitations that might cause harm to recipients
 Avoid undue influences that may compromise services
 Maintain professional boundaries

Principle 3. Autonomy
Occupational therapy personnel shall respect the right of the individual to self-determination, privacy, confidentiality, and
consent.

 To respect the individual’s right to refuse professional services or involvement in research or educational activities.
 To respect respect the confidential nature of information gained from educational, practice, research, and investigational
activities.
 To collaborate with service recipients, or their surrogate(s) in determining goals and priorities throughout the intervention
process.
 To fully inform the service recipients of the nature, risk, and potential outcomes of any intervention.
 To obtain informed consent from the subjects involved in research activities indicating they have been fully advised of the
potential risks and outcomes.

Principle 4. Justice
Occupational therapy personnel shall promote fairness and objectivity in the provision of occupational therapy services.

 Respond to requests for occupational therapy services (e.g., a referral) in a timely manner as determined by law, regulation,
or policy.
 Assist those in need of occupational therapy services to secure access through available means.
  Address barriers in access to occupational therapy services by offering or referring clients to financial aid, charity care, or
pro bono services within the parameters of organizational policies.
 Advocate for changes to systems and policies that are discriminatory or unfairly limit or prevent access to occupational
therapy services.
 Maintain awareness of current laws and AOTA policies and Official Documents that apply to the profession of occupational
therapy.
 Inform employers, employees, colleagues, students, and researchers of applicable policies, laws, and Official Documents.
 Hold requisite credentials for the occupational therapy services they provide in academic, research, physical, or virtual work
settings.
 Provide appropriate supervision in accordance with Official Documents and relevant laws, regulations, policies, procedures,
standards, and guidelines.
 Obtain all necessary approvals prior to initiating research activities.
 Refrain from accepting gifts that would unduly influence the therapeutic relationship or have the potential to blur
professional boundaries, and adhere to employer policies when offered gifts.
 Report to appropriate authorities any acts in practice, education, and research that are unethical or illegal.

Principle 5. Veracity
Occupational therapy personnel shall provide comprehensive, accurate, and objective information when representing the
profession.

• Occupational therapy personnel shall accurately represent their qualifications, education, experience, training and
competence.
• Occupational therapy personnel shall disclose any affiliations that may pose a conflict of interest.
• Occupational therapy personnel shall refrain from using or participating in the use of any form of communication that
contains false, fraudulent, deceptive, or unfair statement or claims.

Principle 6. Fidelity
Occupational therapy personnel shall treat clients, colleagues, and other professionals with respect, fairness, discretion,
and integrity.
• Occupational therapy personnel shall safeguard confidential information about colleagues and staff.
• Occupational therapy personnel shall accurately represent the qualifications, views, contributions and findings of
colleagues.
• Occupational therapy personnel shall report any breaches of the Code of Ethics to the appropriate authority.

Development of Professional Behaviors in Occupational Therapy

“Members of a profession are committed to continued study, place service above personal gain, and are committed to providing
practical services vital to human and social welfare.” (Miller and Keane, 1987)
Student failure in the clinical education component of the curriculum often has its origin in professional behavior issues
Professional behavior and interpersonal skill problems needs to be addressed before fieldwork
- For programs desiring to facilitate the development of professional behaviors a valid formative evaluation could be useful in
promoting student assessment and self-assessment.

Professionalism
- refers to the enactment of a profession as it pertains to scholarly activities and standards of performance, conduct, and
achievement.

Professional Behavior
- refers to the skills associated with interpersonal communication, initiative, organization, and clinical reasoning that students must
master to be successful on clinical rotations.

Development and Assessment of professional behaviors

- Key aspect of professional socialization is a focus in allied health programs.
- Socialization process begins when a student enters the professional program and intensifies as the student begins to make the
transition from the classroom to the practice setting.
Assessment
- Formative feedback and evaluation processes are integral components that can be used to assist students to become more aware
of their own professional development.

Dimensions of Professional Behavior

Normative dimension – values and ethics supporting the idea of self – regulation
Evaluative dimension – overseeing standards of practice and guiding professional activity
Cognitive dimension – standard for education and demonstration of mastery of appropriate practice skills and clinical applications

Definitions of Professional Behaviors Items

 Time Management - Ability to be prompt, and to complete assignments on time
 Organization - Ability to set priorities, be dependable, be organized, and follow through with responsibilities
 Engagement in the fieldwork experience - Apparent level of interest, level of active participation while at the clinical
education site, personal investment in clients and treatment outcomes
 Self-directed learning - Ability to take responsibility for own learning, demonstration of motivation
 Reasoning and problem solving - Ability to use self-reflection, willingness to ask questions; ability to analyze, synthesize,
and interpret information; demonstration of understanding of the therapy process
 Written communication - Use of correct grammar and spelling, legibility, successful completion of written assignments,
documentation skills
 Initiative - Ability to demonstrate initiative and flexibility, ability to seek and acquire information from a variety of sources
 Observation skills - Ability to observe behaviors for relevant information and to verbalize perceptions and observations
 Participation in the supervisory process - Ability to give, receive, and respond to feedback; seek guidance when necessary;
follow proper channels
 Verbal communication and interpersonal skills - Ability to interact appropriately with individuals (i.e., eye contact, empathy,
limit setting, respectfulness, use of authority), degree/quality of verbal interactions, use of body language and nonverbal
communication)
 Professional and personal boundaries - Ability to recognize and handle personal and professional obligations; handle
responsibilities; work with others cooperatively, considerately, and effectively; responsiveness to social cues
 Use of professional terminology - Ability to respect confidentiality, appropriately apply professional terminology (e.g.,
acronyms, abbreviations) in written and oral communication

CMAG OT1 Lec 2016