Beyond ethical individualism.
Virtue ethics tells you to grow a caring character first; the rules come second.
01Research in Context
What this study did
Embregts (2000) wrote a theory paper. It argues that virtue ethics should guide work with people who have intellectual disability.
Instead of asking "What rule applies?" the paper says ask "What kind of person should I be?" It wants clinicians to build good character and caring places.
What they found
The paper does not give numbers. It says virtue ethics fits disability work better than rule books.
Good care comes from good people, not from perfect codes.
How this fits with other research
Rosenberg et al. (2019) takes the same idea and makes it usable. They give behavior analysts a step-by-step guide that moves past the Compliance Code.
Lotan et al. (2010) extends the idea to adult decisions. They show how "respect for persons" looks in real guardianship talks.
Hooren et al. (2002) shows the idea in action. They replace food-lockdown with shared, kind planning for adults with Prader-Willi syndrome.
Why it matters
You still need the Ethics Code, but add a virtue check. Before you act, ask, "Does this choice make me the caring clinician I want to be?" Then ask the team and the client. This small pause turns rules into character and builds trust session by session.
Want CEUs on This Topic?
The ABA Clubhouse has 60+ free CEUs — live every Wednesday. Ethics, supervision & clinical topics.
Join Free →Add one virtue question to your session note: "What caring trait did I show today?"
02At a glance
03Original abstract
Contemporary ethical debate about clinical practice centres primarily on the individual resolution of dilemmas, an approach which is incompatible with the social constructionist focus on human interdependence. Many constructionists argue that virtue ethics (VE) offers a more useful perspective on ethics than either consequentialism or deontology. From this perspective, the purpose of ethics is not to specify the right act in a particular situation, but to understand ethical and unethical practices conceptually, i.e. how these are learned, and how these contribute to and develop the ethical life in an ethical environment. Criticisms of VE are considered alongside discussion of its implications for clinical practice with people who have intellectual disability.
Journal of intellectual disability research : JIDR, 2000 · doi:10.1046/j.1365-2788.2000.00257.x