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Ethical Sensitivity: A Multidisciplinary Approach
Submission Deadline: Jan. 30, 2016

This special issue currently is open for paper submission and guest editor application.

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Lead Guest Editor
Faculty of Humanities, Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, Gauteng, South Africa
Guest Editors
  • Juan Bornman
    Faculty of Humanities, Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, Gauteng, South Africa
  • Professor Brenda Louw
    Department of Audiology and SLP, East Tennessee State University, Johnson City, Tennessee, USA
  • Professor Diane Nelson Bryen
    Centre for Augmentative and Alternative Communication, University of Pretoria, Moorestown, New Jersey, USA
  • Benda Hofmeyr
    Department of Philosophy, University of Pretoria, Pretoria, Gauteng, South Africa
  • Rose Sevcik
    Department of Psychology, Georgia State University, Atlanta, Georgia, USA
  • Erna Alant
    Department of Curriculum & Instruction, Indiana University, Bloomington, IN - Indiana, USA
  • Kobie Boshoff
    School of Health Sciences, University of South Australia, Adelaide, Australia
Guidelines for Submission
Manuscripts can be submitted until the expiry of the deadline. Submissions must be previously unpublished and may not be under consideration elsewhere.
Papers should be formatted according to the guidelines for authors (see: http://www.sciencepublishinggroup.com/journal/guideforauthors?journalid=208). By submitting your manuscripts to the special issue, you are acknowledging that you accept the rules established for publication of manuscripts, including agreement to pay the Article Processing Charges for the manuscripts. Manuscripts should be submitted electronically through the online manuscript submission system at http://www.sciencepublishinggroup.com/login. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal and will be listed together on the special issue website.
Published Papers
1
Authors: Alida Naudé, Juan Bornman
Pages: 1-4 Published Online: May 13, 2016
DOI:
Views 2883 Downloads 59
2
Authors: Augusta Benda Hofmeyr
Pages: 5-12 Published Online: May 13, 2016
DOI:
Views 3672 Downloads 65
3
Authors: Louise K. Wiles, Carolyn M. Murray, Amy Baker, Angela Berndt, Kobie Boshoff
Pages: 13-24 Published Online: May 13, 2016
DOI:
Views 3666 Downloads 98
4
Authors: Rose A. Sevcik, Julia Perilla
Pages: 25-28 Published Online: May 13, 2016
DOI:
Views 2850 Downloads 61
5
Authors: Alida Naudé, Juan Bornman
Pages: 29-36 Published Online: May 13, 2016
DOI:
Views 2987 Downloads 75
6
Authors: Erna Alant
Pages: 37-40 Published Online: May 13, 2016
DOI:
Views 3509 Downloads 64
7
Authors: Brenda Louw
Pages: 41-52 Published Online: May 13, 2016
DOI:
Views 14368 Downloads 497
8
Authors: Diane Nelson Bryen
Pages: 53-59 Published Online: May 13, 2016
DOI:
Views 4984 Downloads 167
Introduction
Greater clinical autonomy and higher professional status of the therapeutic sciences over the past two decades, has highlighted the need for a theoretical framework in the initial stage of the decision-making process to facilitate the process of critical analysis of ethical situations (Wittmer, 2005). A framework is important in an age of accountability and professional responsibility where therapists can no longer simply rely on intuition to guide their actions. Ethical sensitivity skills are important for all facets of the therapeutic process and are in line with the principles of ethics applied to the therapeutic sciences, namely beneficence, non-maleficence, autonomy, justice, truth telling and promise keeping. The skills within ethical sensitivity facilitate three main functions that include basic cognitive processes that can be taught: i). acquiring information about the ethical situation, which includes processes of perception and inference such as reading and expressing emotions, as well as perspective taking; ii) organising information, which includes processes of critical thinking and reflection such as caring by connecting to others, and working with interpersonal and group differences by controlling social bias; iii) using or interpreting information and includes processes of divergent thinking and prediction through generating interpretations and options with special consideration for the consequences. The ‘information’ can represent an observed incident, perceived relationships, currently experienced emotions, background knowledge of events and relationships retrieved from memory, and present attitudes retrieved from memory (Clarkeburn, 2002; Johnson, 2007; Nichols, 2011). These three functions evolve into deeper, emotional skills as the therapist observes role modelling and gains personal reflective experiences.

Aims and Scope:

1. To present recent research on different aspects of ethical sensitivity to stimulate further discussions and research in the therapeutic sciences.
2. Theoretical framework for ethics with specific reference to ethical sensitivity
3. Current relevance of empathy and cultural sensitivity in the client-therapist relationship
4. Systematic review providing insight into the field of ethics in occupational therapy to supplement other already published reviews for other professions in the therapeutic sciences.
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