Describing ethical competences caveats turning ethical principles into

Describing ethical competences - caveats • turning ethical principles into competences is a challenge: • principles are abstract and require interpretation • interpretation involves relating the principle to a specific context • hard to specify a competence that covers all potential contexts/ eventualities • nonetheless competences have been described for some areas of practice

Describing ethical competences in competence frameworks • all modality frameworks include some reference to ethical conduct – ability to work within legal and professional guidelines – practice in relation to difference • CAMHS framework includes much more detailed consideration • describe – the knowledge clinicians need to draw on – the usual pattern of practice

Professional/legal issues Knowledge of legal frameworks relating to working with children/young people Knowledge of, and ability to operate within, professional and ethical guidelines Knowledge of, and ability to work with, issues of confidentiality, consent and capacity Ability to work with difference

Knowledge of legal issues relevant to working with children and young people • draws attention to legislation in the areas of: • • capacity and informed consent parental rights and responsibilities participation child protection mental health education data protection equality

Knowledge of, and ability to operate within, professional and ethical guidelines • covers practice in the areas of:

Knowledge of, and ability to work with, issues of confidentiality, consent and capacity • covers practice in the areas of: • • • knowledge of policies and legislation knowledge of legal definitions of consent to an intervention knowledge of capacity knowledge of parental rights and responsibilities ability to gain informed consent to an intervention from children, young people and their carers ability to draw on knowledge of confidentiality and information sharing ability to inform children, young people and their families about issues of confidentiality and information sharing ability to assess the child/young person’s capacity to consent to information sharing ability to share information appropriately and securely

Ability to work with difference (cultural competence) • covers practice in the areas of: • basic stance • knowledge of the significance for practice of specific beliefs, practices and lifestyles • knowledge of social and cultural factors which impact on access • ability to communicate respect and valuing of children and families • ability to gain an understanding of the experience of specific beliefs, practices and lifestyles • ability to adapt communication • ability to employ and interpret standardised assessments/measures • ability to adapt interventions • ability to demonstrate awareness of the effects of clinician’s own background • ability to identify and to challenge inequality

Limitations • competence cannot be applied by rote; requires metacompetence - ability to: • recognise when ethical considerations apply • identify and implement ethical actions that are contextually appropriate • nonetheless, competence descriptions could have a role in: • specifying a curriculum • reminding us of areas of relevant knowledge • reminding us of relevant procedures