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McCabe and Trevino (1995) found that business school students placed
“the least importance on knowledge and understanding, economic and
racial justice, and the significance of developing a meaningful philosophy
of life” (p. 211) and that “business majors report almost 50% more [cheat-
ing] violations than any of their peer groups and almost twice as many
violations as the average student in our study” (p. 210).
In its position paper on supervision in social work, The American
Board of Examiners in Clinical Social Work, the ABE (2004, p. 5) is very
critical of supervision in many public social service and mental health set-
tings. Among those criticisms are the following.
Changes in many work settings have forced some clinicians to seek out-
side supervision at their own expense and at the risk of circumventing
the responsibilities inherent in the relationship of a clinician and a for-
mal organization-based supervisor. These arrangements raise issues of
accountability, confidentiality and liability, which need to be addressed
by regulatory agencies, service agencies, and professional associations.
There are inadequate and inconsistent standards for regulation and
training of clinical social work supervisors.
It is difficult to achieve the necessary training to become an advanced
practitioner in clinical social work with the current lack of financial
support for supervision in social work agencies, the limited course-
work in supervision in graduate schools of social work, and insuffi-
cient post-masters' training opportunities.
When organizations are functioning well, decisions are usually made with
consideration of their ethical and moral results, but when organizations
are in crisis, as many currently are today, unethical decision-making often
takes place. Christensen and Kohls (2003) point out that when organiza-
tions are in crisis, they experience continuous turmoil causing crisis after
crisis that creates “constant stresses for management and employees” that
ultimately increase unethical decisions, worker dissatisfaction, and burn-
out. The following example shows how even academics are faced with
ethical decisions that may affect their careers.
Dr Margo Kingston, a PhD level historian taught at a private church-sponsored col-
lege in the mid-west. Several students in one of her classes alerted her to the fact
that two students were bragging that they had cheated on her essay test. She found
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