"In psychology education, this means adding practices that cultivate perception, presence, and responsiveness alongside traditional ethics courses. Here are three approaches I've found especially helpful: Describing the "wrong" without judging: I ask students to recall a moment when something felt ethically troubling, though no rule was broken. They do not need to explain or fix. They describe: What happened? What did you notice? What did you feel? This opens a space where ethical thinking starts, not in judgment, but in presence."
"In I argued that virtue ethics, deontology, and utilitarianism remain important in the field of professional psychology. Yet they risk becoming strategic tools for justifying a stance instead of perceiving what a situation requires. Alongside these frameworks, we need something more fundamental: an ethics of attention. Attention enables us to perceive a situation's ethical nuances before categorizing or judging it."
Virtue ethics, deontology, and utilitarianism remain important in professional psychology but risk becoming strategic tools that justify stances instead of revealing situational needs. An ethics of attention emphasizes cultivating perception, presence, and responsiveness to perceive ethical nuances before categorization or judgment. Attention reveals micro-events—shifts in breathing, group hesitation, bodily discomfort—that formal codes may miss. Training attention in psychology education through nonjudgmental description and moral improvisation cultivates ethical responsiveness. Ethical failures often begin with small moments of inattention; cultivating presence, responsiveness, and care supports becoming worthy of what happens.
Read at Psychology Today
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