Social ethics,the philosophy of medicine,and professional responsibility

The social ethics of medicine is the study and ethical analysis of social structures which impact on the provision of health care by physicians. There are many such social structures. Not all these structures are responsive to the influence of physicians as health professionals. But some social structures which impact on health care are prompted by or supported by important preconceptions of medical practice. In this article, three such elements of the philosophy of medicine are examined in terms of the negative impact on health care of the social structures to which they contribute. The responsibilities of the medical profession and of individual physicians to work to change these social structures are then examined in the light of a theory of profession.     

Power and gender influences on responsibility attributions: the case of disagreements in relationships

In a sample of 156 college students (74 men and 82 women), the authors examined the influences of power status and gender on responsibility attributions and resolution choices during disagreements in personal relationships. The participants read vignettes in which relationship partners disagreed; then the participants placed themselves in the situations depicted and reported their perceived responsibility and resolution choices. The participants were randomly assigned to 1 of 2 power-status conditions (you have/your partner has greater power in the situation). Power status was based on resource power (i.e., a monetary inheritance) or on perceived power (i.e., financial knowledge). The authors tested 2 alternative power-status hypotheses (justified benefits/rights and ability/accountability) and 1 gender hypothesis. The results supported both power-status hypotheses. In addition, the men's and the women's responsibility attributions and resolution choices (i.e., adhering to their own wishes or deferring to their partner's wishes) revealed differential dependence on the type of power held by the person with greater situational power. The authors suggest issues further research concerning how situational differences in socially based expectations (e.g., power status and gender) may affect conflicts within relationships.     

A responsibility model for the practice of professional school psychology: Psychoeducational therapy

This paper discusses from first-hand experience the need for, and development of, a program of psychoeducational therapy within a school system. Conditions in the schools that support and influence the therapy, as well as therapy characteristics, are considered in some detail. Reasons are delineated that make this a responsibility model of school psychology practice. The therapy program is part of a larger supporting thrust in intervention, features of which are briefly referred to.     

Professional beliefs related to the practice of pediatric medicine and school psychology

This article proposes that pediatric medicine and school psychology are complementary fields. Five professional beliefs are reviewed: (a) the importance of classification, (b) a preference for evidence-based interventions, (c) an endorsement of advocacy in public policy, (d) the importance of working with the whole child including his/her parents, and (e) an assertion of team leadership. Each belief is discussed as a core value of pediatric medicine and considered for points of connection with school psychology. Some of these beliefs are widely shared by school psychologists, others are rejected because of historical and situational factors, and all warrant consideration in light of school psychology's continuing evolution.     

Complicity and the responsibility dilemma

Philosophical Studies - Jeff McMahan famously defends a moral inequality of combatants, where liability to be attacked and potentially killed in war, should be grounded in the individual...     

Counseling and the development of responsibility

Growth in counseling means growth in responsibility. Examination of this clinical observation reveals a threefold development. Specifically, the individual becomes more responsible by gaining an increased ability to acknowledge his faults, to exercise his freedom of choice, and to respond to his situation in a fitting way. Each development is an important part of being responsible, but the individual moves toward genuine fulfillment only when he is able to be responsible in the last sense.Dr. Aden is Professor of Pastoral Care at the Lutheran Theological Seminary in Philadelphia, 7301 Germantown Road, Philadelphia, PA 19119.     

Performance-enhancing technologies and moral responsibility in the military

New scientific advances have created previously unheard of possibilities for enhancing combatants' performance. Future war fighters may be smarter, stronger, and braver than ever before. If these technologies are safe, is there any reason to reject their use? In this article, I argue that the use of enhancements is constrained by the importance of maintaining the moral responsibility of military personnel. This is crucial for two reasons: the military's ethical commitments require military personnel to be morally responsible agents, and moral responsibility is necessary for integrity and the moral emotions of guilt and remorse, both of which are important for moral growth and psychological well-being. Enhancements that undermined combatants' moral responsibility would therefore undermine the military's moral standing and would harm combatants' well-being. A genuine commitment to maintaining the military's ethical standards and the well-being of combatants therefore requires a careful analysis of performance-enhancing technologies before they are implemented.     

Metaphysical freedom and the determination of responsibility

The Journal of Value Inquiry -     

Post-divorce adaptation and the attribution of responsibility

A study was conducted to explore the possible relationship between post-divorce adjustment and the attributions divorced women give for the failure of their marriages. The study revealed that significantly more subjects who attributed their divorces to interactive rather than personal factors were more active, more socially skilled, happier, more optimistic, and less likely to blame themselves rather than outside forces for failures. The findings were also analyzed in light of whether or not subjects had initiated their divorce proceedings. The importance of making interactive attributions was discussed.We would like to thank Cynthia Weinman for her help in conducting the study. We are also grateful to the City University of New York for providing the funds for this research.