Training ethics: Protecting the profession and the public
Mary R. Burch, Ph.D.
Mark Twain may not have known it, but he was talking about ethics when he
said, “To be good is noble, but to teach others to be good is nobler and
less trouble.” In professional organizations, the purpose of a code of
ethics is twofold. First, a code of ethics protects the profession and brings
increased credibility by setting standards for conduct. Second, a code of ethics
protects the public or the consumers who use the services provided by a profession.
Ethics, the study of standards of conduct and moral principles, has roots
that can be documented as far back as 400 BC. Socrates was the Greek philosopher
who studied the principles of virtue and justice. His most famous student, Plato,
continued the development of the study of ethics and contended that there is
an absolute good to which human activities aspire. Plato became the teacher
of Aristotle whose contribution to ethics occurred about 300 BC and emphasized
logical, practical thinking. Perhaps one of the most well-known early ethical
codes was the Hippocratic Oath. Hippocrates was a Greek physician about 400
BC. The Hippocratic oath represents his ideals and principles and is still administered
to graduating medical students. A key component of the Hippocratic Oath that
is relevant to dog trainers is “Do no harm.”
Early philosophers who studied ethics considered the moral aspect of the topic
and related it to religion and theology much of the time. In the late 1700s,
a German philosopher, Immanuel Kant, described ethical criteria that were independent
of religious doctrine.
Ethics: A recognized area of study
Ethics has become a recognized field of study. There are scholars and researchers
in this area and a complete literature. One can receive graduate training in
ethics and a distinction is made between ethical theory and applied ethics.
Ethical theory addresses conceptual issues such as moral theory, relativism,
and rights. Applied ethics addresses the problems and sensitive issues that
face our culture today. Examples of issues in applied ethics include abortion,
the death penalty, welfare, animal rights, and euthanasia. The ethical issues
that we face as dog trainers will be addressed in the applied ethics area. As
the field of ethics has become more sophisticated, many professional organizations
now have a code of ethics. Professionals interested in the study of ethics can
join the Association for Practical and Professional Ethics*. This association
has an annual conference, and a newsletter, and it provides a variety of services
to members.
Nine core ethical principles
In other fields such as psychology, behavior analysis, and education, practitioners
have turned to some specific ethical principles that can be used to guide ethical
decision making (Beauchamp & Childress, 1989, Frankena, 1973, Josephson,
1991, Kitchener, 1985). Koocher and Keith-Spiegel (1998) have identified nine
core principles that are seen repeatedly in the ethics literature. Dog trainers
might never all agree on what is “ethically correct” in every situation.
However, if we have a common understanding of the larger field of ethics and
some common guidelines by which ethical dilemmas on any topic can be evaluated,
we can maximize our ability to uphold a Code of Ethics once it is adopted. The
nine core ethical principles that can be adapted for dog trainers follow.
1. “Do no harm” is the ethical principle that has guided
professionals in the medical profession for centuries. As dog trainers begin
to look seriously at issues surrounding the use of punishment, the appropriateness
of aversive procedures in certain situations, and handling dogs with serious
behavior problems, “do no harm” will be a most important ethical principle.
Definitions will need to be developed for dog trainers to specify the meaning
of “harm.” Harm is generally thought of as permanent damage or injury.
For both humans and dogs, harm can be physical or psychological. In dog training,
harm to dogs would most likely result from the inappropriate use of equipment
or procedures or the excessive use of punishment. As we begin to address principles
such as “do no harm” we will need to define terms such as “excessive,”
“great” as in “great pain and distress,” and “inappropriate.”
2. Respect autonomy, defined as independence or the ability to function
without control by others. In human settings, ethical therapists should work
hard to have their clients become self-reliant. It is considered unethical for
a therapist tell a client he or she needs to continue sessions simply so the
therapist will not lose income if the client is terminated.
Dog trainers who are ethical think about making owners and their dogs as independent
as possible. The skills we teach the dog should result in the dog being a well-mannered,
well-behaved, respected community member who is loved in a family and welcome
in public settings. Teaching dog owners responsible dog ownership behaviors
will result in all of us who are dog owners having increased independence. We
want to be welcome in hotels, public parks, and other public areas and the way
to get welcomed is to have all dog owners behave responsibly. Trainers should
teach owners the skills they need to manage their dogs effectively in both the
home and community. If your pet dog class is having fun working on agility activities,
you may find yourself having to tell a particular dog owner that his or her
dog could benefit more from someone else’s class that teaches basic training
and good manners. Pet dog trainers should strive to make dogs owners as self-reliant
as possible when it comes to handling their own dog. This requires that classes
and lessons provide a functional curriculum for pet dog owners. Why focus on
teaching a figure eight and flip-finish when the dog will not even come to the
owner when called?
On a much larger scale related to autonomy (not being controlled by others),
many dog owners are affected by legislation that negatively impacts dogs and
their owners. Legislation in some cities discriminates against certain breeds,
some locations restrict the number of dogs people can own, and other places
ban dogs from public areas such as local parks. This legislation generally comes
following problem incidents where dog owners have not been responsible. Being
a part of a society means that we will have rules and we lose autonomy to some
extent. The loss if autonomy will be even greater in settings where dog owners
are not responsible.
3. Benefit others. Benefiting others in the dog training context means
that decisions made by dog trainers should have a positive effect on both dogs
and clients. In human settings, ethical issues are applied to the professional
to client relationship. Ethical issues also apply to the professional to professional
relationship. For example, doctors should not speak badly to their patients
about another physician. In dog training, there is an additional element added
to the ethics formula – the dog. Dog trainers must address ethical issues
regarding trainer-client relationships, trainer-dog relationships, and trainer
to trainer relationships.
In all of the relationships a trainer has, whether they be with dogs, clients,
or other trainers, the ethical principle of “benefit others” applies.
4. Be just. Actions that are “just” are actions that are
fair and impartial. This is the principle that says as dog trainers we should
treat both dogs and clients as we would like to be treated. Another part of
being fair to clients is that they are not promised something a practitioner
can’t deliver.
Trainers will take the physical and psychological well-being of the dog into
account when planning behavior programs. For example, it would not be fair to
use punishment with a dog who engages in an undesirable behavior that was caused
by a health problem. Trainers should also refrain from giving unreasonable guarantees
regarding the outcome of training.
5. Be faithful. Being faithful in both human services and dog training
settings relates to being truthful, sincere, and without intent to mislead anyone.
Faithfulness with regard to ethics relates to maintaining allegiance. This allegiance
can be to dogs in general, to an individual dog, or to a client. Allegiance
also pertains on a larger scale to adhering to one’s principles and high
standards for dog training. Ethical trainers will do what is in the best interest
of dogs and their owners.
Being faithful in professional settings also applies to confidentiality, promise
keeping, and not violating a trust. An ethical dog trainer would not discuss
one client with another client. The relationship between a trainer and client
is a fiduciary relationship, much like the relationship between and therapist
and client.
6. Accord dignity. Professionals in human service settings begin with
the assumption that every person is worthy of respect. Expanded to dog training,
every client is worthy of respect and every dog is worthy of respect. Trainers
can give clients dignity by giving them strategies and procedures to use with
which they can have success with their dog. Clients are given dignity when trainers
understand their problems, needs, and the dynamics of their particular situation
at a given time. Some clients have physical limitations or learning problems
and a trainer who gives a client dignity will make the necessary adaptations
to ensure that the client can experience success.
Dogs are given dignity when trainers recognize that each and every one is
a unique, remarkable creature. Different dogs learn in different ways and ethical
trainers will identify training methods for individual dogs that results in
the dog having an opportunity to be successful and get reinforced for correct
behaviors.
7. Treat others with care and compassion. Treating others with care
and compassion is an ethical principle applied in medical and therapy settings
that can also apply to dog training. Being able to imagine one’s self in
the place of a frustrated, novice dog owner with a problem dog is one mark of
an ethical trainer and understanding that a dog is not being noncompliant, instead,
he is really just very confused about what you want him to do, are abilities
related to ethics.
8. Pursuit of excellence. In professional settings in many areas, the
pursuit of excellence relates to becoming a competent professional, supporting
other professionals who are trying to become more skilled, and attempting to
prevent unprofessional and unethical actions.
Dog trainers who are ethical should be in constant pursuit of excellence.
This means improving one’s own skills as well as helping colleagues, clients,
and dogs “be all that they can be.” This means that clients will learn
specific dog training skills as well as what it means to be a responsible owner.
Excellence as related to dogs is a far bigger picture than learning to sit and
come when called. Ethical dog trainers will do their best to have an impact
on the larger dog training community, but they will not attempt to work out
of the range of their own professional limitations.
9. Accept accountability. Accepting accountability relates to considering
the potential consequences of one’s actions, taking responsibility for
one’s actions, and refraining from shifting the blame to others. In dog
training, a person who is accountable has to accept some responsibility for
both clients and dogs. For example, if none of the students in a group class
learned last week’s lesson, a trainer might have to accept responsibility
and recognize that it could be that the instruction was not effective.
Summary
The nine core ethical principles used by other fields to analyze ethical problems
can clearly be applied to dog training. Trainers can use these principles to
further understand the ethical dilemmas that face us as we work to become an
established, accepted profession. Although we have our own unique needs and
parameters as dog trainers, we can learn from the larger field of ethics and
from other professions who have struggled with ethical issues before us.
And while you’re pondering ethics for trainers, remember one more thing
that Mark Twain said, “Always do right; this will gratify some people and
astonish the rest.”
* Contact information: Association For Practical and Professional Ethics,
618 E. Third Street, Bloomington, Indiana, 47405. (812) 855-6450. Email: appe@indiana.edu
Web page: http://ezinfo.ucs.indiana.edu/~appe/home.html
References
Beauchamp, T. L. & Childress, J. F. (1989). Principles of biomedical
ethics. New York: Oxford University Press.
Frankena, W.K. (1973). Ethics. Englewood Cliffs, NJ: Prentice-Hall.
Josephson, M. (1991). Ethical values and decision making in business.
Marina Del Rey, CA: Josephson Institute of Ethics.
Kitchener, K. S. (1984). Intuition, critical evaluation and ethical
principles: The foundation for ethical decisions in counseling psychology.
Counseling Psychologist: 12, 43-55.
Koocher, G. P. & Keith-Spiegel, P. (1998). Ethics in psychology.
New York: Oxford University Press.
For more information
- The evolution of modern-day dog training (Summer 2002) NEED URLS
- Basic rules of ethical rescue: NAIA promotes ethical rescue actions (Summer
2002)
- How Dogs Learn: The science of canine behavior trickles down to pet dogs
in new book for dog trainers (Spring 2001)
|
