Situation: Teach me!

• What makes this situation an ethical dilemma?

- This is an ethical dilemma because the supervising fieldwork instructor is clearly
not doing his job. It is his job to see that the student is learning new and valuable
skills, answering his or hew questions, and ensuring that the student is grasping
the introduction of new techniques or practices being performed at the fieldwork
site. By disregarding these duties as a fieldwork instructor, the instructor is
inhibiting learning for the student and is going against the whole purpose of a
fieldwork. If the student’s learning is hindered, that will be partially on him.
• Using the AOTA code of ethics, state which principles apply and why. Who are the
parties concerned?
- The principles that apply in this case would be:
▪ Principle 1Beneficence. “Occupational therapy personnel shall
demonstrate a concern for the well-being and safety of the recipients of
their services” (Code of Ethics 2015). In this example, the supervisor is
not demonstrating any kind of beneficence toward the student. They are
not making an effort to promote good, providing assistance, or preventing
harm (that could occur when the student is uneducated in certain areas and
is with a client).
▪ Principle 2 Non-maleficence. “Occupational therapy personnel shall
refrain from actions that cause harm” (Code of Ethics 2015). As stated
under this principle, the harm may not be intended (as in our case as the
supervisor is not directly being harmful, he is being neglectful and lax
which can cause harm), a risk is opposed even without maleficence or ill
intent.
▪ Principle 5 Veracity. “Occupational therapy personnel shall provide
comprehensive, accurate, and objective information when representing the
profession” (Code of Ethics 2015). Being that this supervisor is
representing the profession as an employer AND as an educator to this
student, he is going against this principle by not owing his respect to the
student:
“Veracity is based on respect owed to others, including but not limited to
recipients of service, colleagues, students, researchers, and research participants”
(Code of Ethics 2015).

The parties concerned in this case would be the clinicians, the supervising therapist at fault, the
site in which the fieldwork was taking place, and the school the student attends. Higher-up
parties such as the NBCOT could also be involved.

• What is the nature of their interest and why are they concerned?
 Supervising therapist: He is the one at fault and either needs to be reprimanded for his
actions, or simply given more information and education on what it takes to be a
supervisor and what the requirements are.

The site: The site will have concerns since it was their therapist that was not teaching the
student properly. They will want to know why this was occurring, and who is really at
fault. Was it the therapist being neglectful and lazy, or was it in fact their overall
training?

Other clinicians at the site: Their interest will be in how this therapist was teaching and
compare it to what they have been doing. If they themselves have never been a
supervisor, their concern will be that they know what best practice will be in the future so
there is no reprimanding for them.

The school: The school will definitely have an interest in this as it is their student that is
not being given a proper fieldwork experience. Their main concern will be that the site is
informed of the ill suited therapist as a supervisor and they will want to see to it that this
is changed so that students can potentially go back to this site in the future.

• What other information is needed before action is taken?

-The greatest bit of information that I believe would be needed is finding out from the
therapist as well as other therapists at this site how/ if they were educated on what to do
as a fieldwork instructor. If there was never a clear explanation given to any of them or if
none felt comfortable, then blame may be partially placed elsewhere rather than solely on
this therapist.

-Have there been complaints from faculty, other students, or clients on this therapists
professionalism and/ or work ethic?

- How long is he spending out of the sessions when he leaves me (the student) alone?

• What are your choices? For each choice indicate possible consequences.
- I could address the issue and talk to my fieldwork supervisor (the therapist)
▪ By confronting him directly I could respectfully say that I don’t feel
comfortable with him leaving me alone unsupervised with tasks I am not
familiar with, and clients I do not know. I could also say that I know he
has a lot to teach and I would love to learn from him! This could
potentially hinder the student- supervisor relationship. He could become
angry or defensive, and I could end up feeling very awkward working with
him
- I could contact out fieldwork coordinator.
▪ By talking to him or her I could discuss the issue and my current concerns
for my education and fieldwork experience. If words were then exchanged
between the coordinator and the therapist, the therapist could be upset that
I did not express my concerns to him before taking it to a high up. If he
 was blatantly unaware of his misdoings, this could jeopardize his future
fieldwork supervising.
- I could talk to the manager or head OT at the fieldwork site .
▪ By talking to them, I could express my concerns with the supervision I am
receiving and I could see if they would be willing to talk to my supervisor
about increase the supervision. This of course runs the potential of getting
the supervising therapist in trouble at his place of work, and could lead to
him becoming angry with me.
• Name 2 professional organizations or systems can assist in resolving professional ethical
disputes (your answers must reflect systems that have jurisdiction over OT practice). - - --
- Jeanette Koski (Academic Fieldwork Coordinator)
- Ethic committee