2008 Student Ethics Essay Award - 2nd Place

Principle of Ethics III

'Individuals shall honor their responsibility to the public...' so begins the American Speech-Language Hearing Association's Code of Ethics Principle III (ASHA, 2003). Graduate students entangled in the expectations of a master's level program, school based clinicians faced with a challenging caseload and not enough hours in the day, or medical facility employees having to deal with budget cuts and questionable third-party payer coverage may lose sight of the fact that the degree and the letters behind their name, CCC-SLP, provide not only a description of one's profession, but also signify a commitment to the public which they serve. It is the practicing speech-language pathologists' responsibility to uphold this public commitment when faced with the rigors of the workday world.

According to ASHA Code of Ethics, Principle III, Rule A, in order to sustain this public responsibility, clinicians should 'not misrepresent their credentials, competence, education, training, experience, or scholarly or research contributions.' While this may seem a simple ethical sanction to maintain, it is deceptive in its simplicity. While there are undoubtedly few in the field who act maliciously by claiming to have certification when they do not or feigning to possess a doctoral degree when they only have a high school diploma, the word competence has the potential to be a stumbling block for even the staunchest public advocates. For competence, unlike the other terms listed in this rule, implies a personal component of the clinician's congenital framework. Who among us wants to admit that they do not understand, or lack the skills necessary to perform certain tasks? No one! Yet in order to uphold our public responsibility speech-language pathologists must do so, and must do so willingly. For if a clinician fails to recognize that their scope of competence is much more constricted than their scope of practice, then damage, possibly irreparable, may befall the unsuspecting client. The ability for a clinician to admit that one is incompetent in a certain area pertaining to the field of speech-language pathology is in fact one of the greatest services that can be provided to the client. For it is in this manner that clinicians challenge themselves to seek out the answers and the knowledge essential for the treatment of those with the most demanding issues.

By adhering to Code of Ethics Principle III speech-language pathologists preserve the integrity of their chosen field. Speech-language pathologists should take into account that behind every piece of paperwork, whether it is an IEP, or medical case history form, there is a genuine person with hopes and dreams who is dependent on the clinicians' ability to honestly and accurately assess the given situation and develop a plan of action for the achievement of goals. Misrepresentation, whether concerning the results of diagnostic procedures, services rendered, or the nature of communication disorders should be avoided at all costs; for misrepresentation can begin a domino effect that begins with ineffectual treatment and ends with an increase in severity of the given communication disorder and a reduced prognosis for meaningful outcomes.

While upholding the responsibility to the public often invokes the image of the clients served, another important, often overlooked, constituent of this domain is the speech-language pathologists' colleagues. The colleagues that are encountered on a day to day basis, whether they are other clinicians, teachers, medical doctors, or any of the vast array of professionals that clinicians come into contact with deserve an equivalent amount of respect and integrity as that which is bestowed on the client. Precise, detailed information concerning communication disorders and their treatment should be provided to all team members that are enlisted to care for an individual diagnosed with such a disorder. Clinicians should implement a means to disseminate their knowledge that is effective and does not step on any proverbial toes. This can be accomplished by providing in-service meetings or pamphlets on certain aspects of speech and language disorders. In return, clinicians should be willing to accept tutelage in areas that are not within their scope of practice. Maintaining a respectful professional environment and sharing knowledge that is accurate and insightful not only strengthens the bonds between clinicians and their colleagues but provides a greater opportunity for the client to benefit from the collective wisdom.

Lastly, in order to fully comply with ASHA's Code of Ethics Principle III, individuals who are engaged in the field of speech-language pathology research should hold these words paramount. For it is from the information supplied by those whom have chosen to devote their time and energy to research practices that the clinician develops the foundation of their treatment protocol. False representation of research findings can lead to detrimental outcomes. Researchers in the field of speech-language pathology must appreciate that they are the backbone of the communication disorders community and that the continuation of this line of work depends on the forthrightness of their data. Without research there would be no means to practice, and without clinical practice there would be no need for research!

The words seem so straightforward. 'Individuals shall honor their responsibility to the public...' (ASHA, 2003). However, these words delve straight into the heart of the profession of speech-language pathology. When a speech-language pathologist thinks about what those three little letters mean 'CCC'; that they are certified in their ability to perform clinical procedures in a competent manner, they should also take a moment to reflect on what it means to bear this responsibility. Preserving a responsibility can at times seem a great burden, but along with this preservation comes a sense of pride and honor in a job well done.