1. Ethical Issues

2. Code of Ethics for Health Educators
The Code of Ethics provides a framework of shared values within which Health Education is practiced. The Code of Ethics is grounded in fundamental ethical principles that underlie all health care services:
respect for autonomy,
promotion of social justice,
active promotion of good,
avoidance of harm.

3. Code of Ethics for Health Educators
The responsibility of each health educator is to aspire to the highest possible standards of conduct and to encourage the ethical behavior of all those with whom they work.
Regardless of job title, professional affiliation, work setting, or population served, Health Educators abide by these guidelines when making professional decisions.

4. Code of Ethics for Health Educators
Article I: Responsibility to the Public
A Health Educator's ultimate responsibility is to educate people for the purpose of promoting, maintaining, and improving individual, family, and community health.
When a conflict of issues arises among individuals, groups, organizations, agencies, or institutions, health educators must consider all issues and give priority to those that promote wellness and quality of living through principles of self-determination and freedom of choice for the individual.

5. Code of Ethics for Health Educators
Article II: Responsibility to the Profession
Health Educators are responsible for their professional behavior, for the reputation of their profession, and for promoting ethical conduct among their colleagues.

6. Code of Ethics for Health Educators
Article III: Responsibility to Employers
Health Educators recognize the boundaries of their professional competence and are accountable for their professional activities and actions.

7. Code of Ethics for Health Educators
Article IV: Responsibility in the Delivery of Health Education
Health Educators promote integrity in the delivery of health education. They respect the rights, dignity, confidentiality, and worth of all people by adapting strategies and methods to the needs of diverse populations and communities.

8. Code of Ethics for Health Educators
Article V: Responsibility in Research and Evaluation
When planning and conducting research or evaluation, health educators do so in accordance with federal and state laws and regulations, organizational and institutional policies, and professional standards.

9. Code of Ethics for Health Educators
Article VI: Responsibility in Professional Preparation
Those involved in the preparation and training of Health Educators have an obligation to accord learners the same respect and treatment given other groups by providing quality education that benefits the profession and the public.

10. What is Ethics?
Definition: the study of standards of conduct and moral judgment.
When referring to a profession, ethics is the group’s principles or code of appropriate behavior.

11. Approaches to Studying Ethics
Descriptive Approach (what): scientific studies, factual descriptions of a group’s ethical practices.
What they do. How they do it. Who does it. When do they do it. In what context do they do it. Etc.
No attempt to explain why or to justify their decisions. Documentary approach. Remain neutral.

12. Approaches to Studying Ethics
Analytical or Conceptual Ethics (why): Explaining why a group has the beliefs it has. Clarifying and evaluation the presuppositions. Trying to understand the foundations and functions of the ethical system

13. Approaches to Studying Ethics
Prescriptive or Normative Ethics (should): Defending the moral norms of a group. Uncovering, developing, and justifying the basic moral principles/values of a moral system.

14. Moral Philosophies
Teleology: moral rightness or wrongness of act is judged by whether it creates good or ungood. Ends oriented.
“the ends justify the means”
Deontology: each act has an independent rightness or wrongness. Consequences are not relevant. Comes from the Greek word for “duty.”
Immanual Kant: duty to act in a moral way takes precedence over the consequences of one’s actions.

15. Ethical Principles for HS Managers
Respect for Persons
Autonomy: allow others to govern themselves wherever and whenever possible.
Truth telling: be honest in all one does.
Confidentiality: keep secret what you learn about people. Often has strict legal requirements to ensure this.
Fidelity: doing one’s duty and keeping one’s word. Promise keeping.

16. Ethical Principles for HS Managers
Beneficence: acting with charity and kindness. Providing benefits, and balancing benefits against harms. Acting in someone’s best interest.
Nonmaleficence: “first, do no harm.” Do not intentionally put people at risk.
These two balance each other.

17. Ethical Principles for HS Managers
Justice: especially important to managers and others who make decisions about resource allocation. Requires consistent application of decision criteria.
Equal vs. equitable