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Ethical Principles of Occupational Therapy

2 Contact Hours
(Includes American Occupational Therapy Association Standards)
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This peer reviewed course is applicable for the following professions:
Occupational Therapist (OT), Occupational Therapist Assistant (OTA)
This course will be updated or discontinued on or before Thursday, February 25, 2027

Nationally Accredited

CEUFast, Inc. is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation. ANCC Provider number #P0274.


Outcomes

≥ 92% of participants will know the AOTA Core Values and Code of Ethics and how to apply ethical principles to the professional occupational therapy practice.

Objectives

After completing this continuing education course, the participant will be able to:

  1. Compare and contrast the concepts of values, morality, ethics, and professionalism.
  2. Outline the Occupational Therapy Scope of Practice as described by the American Occupational Therapy Association (AOTA).
  3. Recognize the principles outlined in the Core Values of the Occupational Therapist and Occupational Therapy Assistant.
  4. Recognize at least three principles of the AOTA Code of Ethics (The Code) for Occupational Therapy Personnel.
  5. Apply at least four standards of ethical conduct for occupational therapy.
  6. Apply the AOTA Code of Ethics to occupational therapy ethical dilemmas.
  7. Relate what to do if they witness an ethical violation and possible consequences.
CEUFast Inc. and the course planners for this educational activity do not have any relevant financial relationship(s) to disclose with ineligible companies whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients.

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To earn a certificate of completion you have one of two options:
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Author:    Cindy Endicott (PT, DPT, FAAOMPT, ATC, Cert Dn)

Introduction

What are ethics? Ethics is the discipline concerned with what is morally good/bad or right/wrong and is a term that has been applied to any theory of moral values or principles (Singer, 2025). Ethics and morality are closely related, and what is now commonly considered ethical judgment once would have been referred to as moral principles (Singer, 2025). Ethics comes from the Greek word "ethos," which represents character. There is evidence of ethical concepts found in the teachings of the ancient Egyptians as early as 3000 BC, the Hebrews in the early Christian era, Buddhist philosophy, and the origins of Confucianism in China (Singer, 2025). Ancient Greece, however, is considered the birthplace of Western theoretical ethics. Socrates, who is viewed as one of the foremost teachers of ethics, declared that "the unexamined life is not worth living” (Singer, 2025). It was during this time that ethical philosophy was initially developed and discussed, rooted in the ethical thought of earlier centuries (Singer, 2025).

Is there a difference between personal and professional ethics?

Our world is changing and evolving, and often, there are no simple "right" and "wrong" answers, which often places us as individuals, healthcare providers, and organizations in ethical dilemmas. As Susan Liautaud points out, "everything you do matters," and each of us lives with the consequences of our actions (Liautaud & Sweetingham, 2021).

Personal ethics are our beliefs about what constitutes right and wrong and guide our actions. Personal ethics are used in decision-making in our private and professional lives. Having a strong core of personal ethics influences our professional lives in several ways, such as setting a standard of behavior, enhancing decision-making ability, and allowing those in leadership positions to be more effective in their roles. The main difference between personal and professional ethics is that while personal ethics speaks to beliefs applicable in all aspects of life, professional ethics denotes values that must be adhered to within the work setting (Glassdoor Team, 2020).

Healthcare Professionals' Responsibilities

Healthcare professionals are in a trusted position but are also human. That is why healthcare professionals must be able to promptly and fully self-disclose facts, circumstances, events, errors, and omissions when such disclosure could enhance the health status of patients or the public or protect patients or the public from unnecessary risk of harm.

Healthcare professionals have a duty to the patient—the highest level of responsibility. Employers', other team members', and healthcare professionals' interests do not outweigh this fundamental responsibility. Healthcare professionals must know their actions and feelings within the therapeutic relationship, identify the invisible boundaries, and act in the patient's best interest.

Healthcare professionals are in a position of power. It is important to practice in an autonomous role with patients, their families, significant others, and members of the public during difficult times in their lives. Healthcare professionals are in a position to take advantage of vulnerable people and should avoid any abuse of trust.

A healthcare professional has a vital role in maintaining professional boundaries and must be able to know, recognize, and maintain the professional boundaries of the healthcare professional-patient relationship. Violating the professional boundaries of the healthcare professional-patient relationship includes, but is not limited to, physical, sexual, emotional, or financial exploitation of the patient or the patient's significant other.

Healthcare providers in multiple disciplines can turn to professional organizations to guide ethical decision-making in their respective roles. The American Medical Association (AMA) Code of Medical Ethics provides advice on patient rights, ending the patient-physician relationship, physician exercise of conscience, and ethical practices in telemedicine (AMA, 2017). The AOTA last revised the “Code of Ethics for the Occupational Therapist” in 2020 (AOTA, 2020). The Code of Ethics describes the desired ethical behavior of occupational therapists in their many roles.

Other organizations with Codes of Ethics for healthcare professionals include the following (Ritter & Graham, 2017):

  • American Association of Medical Assistants
  • American Chiropractic Association
  • American Nurses Association
  • American Registry of Radiologic Technologists
  • American Society for Clinical Laboratory Science
  • Certified Nurse Assistants Code of Ethics
  • National Athletic Trainers Association
  • National Association for Healthcare Professionals
  • National Association of Social Workers

Occupational Therapy Scope of Practice

The AOTA recognizes that an individual occupational therapist’s scope of practice is highly influenced by professional, jurisdictional, and personal scopes of practice. The occupational therapy scope of practice is based on the AOTA documents Occupational Therapy Practice Framework: Domain and Process and the Philosophical Base of Occupational Therapy, which state that “the use of occupation to promote individual, family, community, and population health is the core of occupational therapy practice, education, research, and advocacy” (AOTA, 2021b). The scope of practice involves defining the focus of occupational therapy (domain) and the process of the delivery of occupational therapy (process) (AOTA, 2021b).

photo of occupational therapist

Domain

The domain of occupational therapy revolves around the occupations of everyday life that are purposeful and meaningful to people. These occupations include (AOTA, 2021b):

  • Activities of Daily Living (ADLs): These are routine activities required to take care of oneself, such as bathing, feeding, and dressing.
  • Instrumental Activities of Daily Living (IADLs): These are more complex activities within the home and community that help keep an individual independent, such as financial management, child care, and household management.
  • Health Management: These are activities related to managing and maintaining health and wellness, such as medication and emotional management.
  • Rest and Sleep: This occupation is related to activities required to obtain quality sleep, such as preparing to sleep, and recognizing the need for rest.
  • Education: These are activities needed for learning and participating in an educational environment.
  • Work: Activities needed to engage in employment. These activities may be work for financial benefit or volunteer activities.
  • Play: These are activities that are freely chosen by the individual.
  • Leisure: These are activities that people do for enjoyment during their free time.
  • Social: Activities that involve social interaction with others.

Within these domains, occupational therapists and occupational therapist assistants consider the requirements to perform the particular occupation, evaluate how the patient or client is able to perform the occupation, and structure interventions to help the client participate fully in that occupation. This leads to the process of occupational therapy.

Process

The “process” of occupational therapy refers to the delivery of the service. This includes evaluating, intervening, and creating/adjusting goals to achieve optimal outcomes (AOTA, 2021b).

Evaluation

During the evaluation, the occupational therapist will (this list is not exhaustive):

  • Create an occupational profile of the client. This will involve the occupational therapist seeking answers to questions related to occupational performance. Why is the client seeking services? What are their current concerns? What occupations need to be addressed, and what is inhibiting performance?
  • Analyze the occupational performance through specific assessments to measure the quality of performance or performance deficits.
  • Create a summation of the evaluation process. This phase of the evaluation will determine the priorities for occupational therapy, interpret the assessment data, and use this to determine proper interventions and outcome measures and establish treatment goals.

Intervention

Occupational therapy interventions include service delivery, client and family education, and training. This may be accomplished through group or virtual interventions. Throughout interventions to support occupations, clients' responses are monitored, and the plan to achieve the determined goals is modified as needed. When determining interventions and setting goals for clients, the occupational therapist should consider the client’s specific interests, specialty of practice, and the state’s practice act. Determining the need to continue or discontinue service or the need to refer to other services is imperative during the intervention part of the process (AOTA, 2021b).

Outcomes

An occupational therapy professional must select outcome measures that are reliable, valid, and sensitive enough to detect changes in a client’s occupational performance. These outcome measures are used to measure progress and adjust goals and interventions (AOTA, 2021b).

The scope of practice for the occupational therapist can vary between individuals, as specific interests, specialty of practice, and activities for which each occupational therapist is educated, trained, and competent to perform varies.

The jurisdictional scope of practice is determined by the governing practice act of the state in which the occupational therapist is licensed. The practice act of any given state includes but is not limited to the protection of the title of occupational therapist and occupational therapy assistant, the power and duty of the state’s board of occupational therapy, requirements for licensure, disciplinary actions and penalties, and the definition of the scope of occupational therapy in that state. This leads to state-to-state variance of the practice acts for the same profession. The variances between state practice acts can range from issues such as direct access to dry needling. For instance, the AOTA maintains its position that a referral is not required for a client to receive occupational therapy services (AOTA, 2021b). However, different state laws or insurance payment policies may affect the need for referral for service. Unfortunately, many states have gray areas, leaving aspects of legality unclear. Regardless, occupational therapists must abide by the laws and rules of the state practice act in which they practice. AOTA also maintains that “state laws and other regulatory requirements should be viewed as minimum criteria to practice occupational therapy” (AOTA, 2021b).

Morality vs. Values

Morality is social conventions about right and wrong agreed upon amongst a population. Morality makes it possible for people to live communally. At times, behaving morally means that the person must forgo their immediate benefits for the well-being of the community as a whole. Other terms associated with morality include (Morin, 2024):

  • Immoral – a description of persons who intentionally do a negative action while knowing the difference between what is right and wrong.
  • Nonmoral refers to circumstances where morality is not a concern, such as deciding what color socks to buy.
  • Amoral – descriptive of an individual who recognizes the difference between right and wrong but is not concerned with morality.

It is important to remember that morality is not a fixed concept and can vary among cultures, geographical areas, religions, and even within families. However, some moral beliefs appear to rise above place and time; these are (Morin, 2024):

  • Bravery
  • Fairness
  • Submitting to authority
  • Assisting one's group
  • Love of family
  • Reciprocating kindnesses
  • Respecting the property of others 

Values include your beliefs, likes, dislikes, and preferences. Personal values are developed based on educational background, life experience, culture, family, and religious beliefs. Different people have different values. Different cultures have different values. Values change over time and in different situations. Values form the underlying framework on which we base our actions. They can be described as the baseline of our ethical compass. Values are seen as motivating factors in the individual's life, and generally, those with distinct values consider their lives to be satisfying and meaningful (Weinstein & Wengrzyn, 2023).

Issues can arise when a person holds two conflicting values or beliefs. A person internalizes certain values but acts contrary; this results in cognitive dissonance, described as a feeling of emotional distress. Although most people experience cognitive dissonance occasionally, it is not always easily recognized. Feelings and experiences related to cognitive dissonance include (Cherry, 2025):

  • Experiencing unease before carrying out an action or making a decision.
  • Attempting to validate or rationalize a decision that one has made or an action done.
  • Feelings of guilt and regret and attempting to conceal such actions from others.
  • Acting according to social pressure even when it contradicts personal values.

Frequent and prolonged episodes of cognitive dissonance lead to stress. The response of the person to cognitive dissonance includes adopting defense mechanisms such as:

  • Avoidance: Avoiding people or situations that evoke memories of the dissonance. Occupying oneself with chores and responsibilities provides a distraction.
  • Disempowering: This includes diminishing the proof of the dissonance.
  • Restricting effect: This strategy limits the distress of cognitive dissonance by belittling its significance. The person may dismiss their actions as unusual or never-to-be-repeated or offer a realistic point of view to prove to themselves and others that their action is acceptable.

Personal ethics and values differ from professional ethics and values. Your ethics and values affect your practice. Value and ethical conflict occur if you fail to recognize that values and beliefs are different for individuals of different cultures and within the culture.

Professionalism

Being a professional in any occupation differs greatly from professionalism within your occupation. A person may have all the skill sets necessary to be a professional in that occupation. For instance, an occupational therapist assistant may complete their formal educational requirements and pass the board examination to be considered a licensed professional in their state of practice. Yet, that occupational therapist assistant may not work with professionalism within their occupation. According to the Department of Labor (DOL), professionalism means conducting oneself with responsibility, integrity, accountability, and excellence, communicating effectively and appropriately, and always finding a way to be productive. Professionalism is a soft skill that is a challenging skill to develop because it is a combination of many factors put together, yet employers say they “know it when they see it” (DOL, n.d.).

“Professionalism in health care is part of a learning process that is grounded in a specific set of values or principles” (APTA, 2019). Professionalism is a combination of ethics and morals into a professional standard.

graphic of a wheel

Professionalism can also be considered in the concept of a “professionalism wheel” (Frost, n.d.) consisting of the hub, the spokes, and the tire. In this model, the hub, or the center of the tire, represents core values. The spokes that branch from the hub represent relationships, practices, and skills. These connect the core values to the behaviors we exhibit, represented by the tire. Discussions about changing core values often revolve around behaviors that a healthcare professional exhibits. Changing the “tire,” i.e., changing a behavior, does not always equate to changes in the spoke and may not be consistent with the hub of core values. While the core values may remain relatively unchanged, practices and behaviors can vary greatly over time. Additionally, environment, policies, experiences, or situations may change responses and behaviors. Responsively, core values can develop, mature, or change in response (Frost, n.d.).

Core Values of the Occupational Therapist and Occupational Therapy Assistant

photo of our core values on blocks

The occupational therapist's core values help guide the actions of the occupational therapist and occupational therapy assistant toward ethical courses of action in professional and volunteer roles (AOTA, 2020). The AOTA has outlined the following seven (7) longstanding Core Values on which the occupational therapy profession is based.

Table 1: Core Values and Sample Behaviors (AOTA, 2020)
Core ValueSample Behaviors
Altruism:
The demonstration of unselfish concern for the welfare of others.
  • Reflected in the actions and attitudes of commitment, caring, dedication, responsiveness, and understanding.
Equality:
Indicates that all persons have fundamental human rights and the right to the same opportunities.
  • Demonstrated by maintaining an attitude of fairness and impartiality.
  • Treating all persons in a way that is free of bias.
  • Recognizing your own bias and keeping in mind that others may have different values, beliefs, or lifestyles that differ from your own.
Freedom:
Valuing each person’s right to exercise autonomy and demonstrate independence.
  • Allowing the autonomy of each individual to pursue goals that have personal and social meaning.
  • Valuing the client's rights and desire to guide interventions.
Justice:
Providing services to all persons in need and maintaining a goal-directed and objective relationship with service recipients. Justice values upholding moral and legal principles.
The pursuit of a state in which diverse communities are inclusive and are organized and structured so that all members can function, flourish, and live a satisfactory life regardless of age, gender identity, sexual orientation, race, religion, origin,  socioeconomic status, degree of ability, or any other status or attributes.
  • Understanding and abiding by local, state, and federal laws governing professional practice.
  • Addressing unjust inequities that limit opportunities for participation in society.
  • Full inclusion in everyday meaningful occupations for persons, groups, or populations (occupational justice).
Dignity:
The importance of valuing, promoting, and preserving the inherent worth and uniqueness of each person. Respecting the person’s social and cultural heritage and life experiences.
  • Acting in ways consistent with cultural sensitivity, humility, and agility.
Truth:
Acting faithful to facts and reality in all situations.
  • Being accountable, honest, forthright, accurate, and authentic.
  • This includes being truthful to themselves, recipients of service, colleagues, and society.
  • Maintaining and upgrading professional competence and being truthful in oral, written, and electronic communications.
Prudence:
The ability to govern and discipline oneself through the use of reason.
  • To be prudent is to value judiciousness, discretion, vigilance, moderation, care, and circumspection in the management of one’s own affairs.
  • To temper extremes, make judgments, and respond on the basis of intelligent reflection and rational thought.
  • Clinical and ethical reasoning in interactions with colleagues and volunteer roles.

AOTA Code of Ethics

PREAMBLE
“The 2020 Occupational Therapy Code of Ethics (the Code) of the American Occupational Therapy Association (AOTA) is designed to reflect the dynamic nature of the occupational therapy profession, the evolving healthcare environment, and emerging technologies that can present potential ethical concerns in practice, research, education, and policy. AOTA members are committed to promoting inclusion, participation, safety, and well-being for all recipients of service in various stages of life, health, and illness and to empowering all beneficiaries of service to meet their occupational needs. Recipients of services may be persons, groups, families, organizations, communities, or populations” (AOTA, 2020).

The AOTA revised its Code of Ethics in 2020. Unless otherwise noted, the information in this section of the course comes directly from the American Occupational Therapy Code of Ethics (the Code) (AOTA, 2020). While no code of ethics is exhaustive or addresses every situation, the Code is an official AOTA document and public statement designed to address the most prevalent ethical concerns of the occupational therapy profession.

“The Code serves two purposes:

  1. To describe the core values of the occupational therapist (altruism, equality, freedom, justice, dignity, truth, and prudence).
  2. To delineate ethical principles and enforceable Standards of Conduct that apply to AOTA members” (AOTA, 2020).

While the Code is a guide for ethical behavior, actions should go beyond mere compliance and include moral character and reflection.

Although many state regulatory boards incorporate the Code or similar language into regulations, the “Code is meant to be a freestanding document that guides ethical dimensions of professional behavior, responsibility, practice, and decision making” (AOTA, 2020).

Before making complex ethical decisions that require further expertise, occupational therapists and occupational therapy assistants should seek out resources to assist with resolving conflicts and ethical issues not addressed in this document.

AOTA Code of Ethics Principles

graphic stating code of ethics

The AOTA Code of Ethics identifies six primary principles of conduct that guide ethical decision-making and inspire occupational therapy professionals to act with the highest ideals. The principles may need to be balanced and weighed according to professional values, individual and cultural beliefs, and organizational policies.

The six primary principles outlined by the American Occupational Therapy Code of Ethics are as follows (AOTA, 2020):

  • Principle 1. Beneficence: Occupational therapy personnel shall demonstrate a concern for the well-being and safety of persons. This means to promote good, to prevent harm, and to remove harm. This principle includes all forms of action intended to benefit other persons, and there is a requirement to take action to benefit others. Example behaviors might include:
    • Protecting and defending the rights of others
    • Removing conditions that will cause harm to others
    • Offering services that benefit persons with disabilities
    • Acting to protect and remove persons from dangerous situations
  • Principle 2. Nonmaleficence: Occupational therapy personnel shall refrain from actions that cause harm. This means that occupational therapy personnel must intentionally refrain from causing harm, injury, or wrongdoing to recipients of service. As opposed to beneficence, which requires taking action to incur benefit, nonmaleficence requires avoiding actions that cause harm. This also includes an obligation to not impose risks of harm, even if the potential risk is without malicious or harmful intent.
  • Principle 3. Autonomy: Occupational therapy personnel shall respect the right of the person to self-determination, privacy, confidentiality, and consent. This principle pertains to the obligation to treat the client or service recipient according to their preferences while adhering to accepted standards of care and safeguarding their confidential information. This principle recognizes the service recipients' right to hold their own views and opinions, as well as their right to make decisions about their care based on their personal values and beliefs.
    • Persons have the right to make decisions regarding care that directly affect their lives.
    • If a person does not have decision-making capacity, their autonomy should be respected through the involvement of a surrogate decision-maker.
  • Principle 4. JusticeOccupational therapy personnel shall promote equity, inclusion, and objectivity in the provision of occupational therapy services. This principle focuses on treating individuals fairly, equitably, and appropriately. Occupational therapy professionals show respect, inclusion, and impartiality in their interactions with others, regardless of age, gender identity, sexual orientation, or any other characteristic. It also emphasizes the importance of respecting relevant laws and standards. Justice involves making unbiased decisions by consistently following policies and considering all factors impartially.
    • Working to uphold a society in which all persons have equal opportunity for full inclusion in occupational engagement.
  • Principle 5. VeracityOccupational therapy personnel shall provide comprehensive, accurate, and objective information when representing the profession. This principle is based on the virtues of truthfulness, candor, honesty, and respect for others. There is a commitment to be truthful and not deceptive when communicating with others.
    • The participant has a right to accurate information.
    • The transfer of information must include a method to ensure that the participant understands the information provided.
  • Principle 6. FidelityOccupational therapy personnel shall treat clients (persons, groups, populations), colleagues, and other professionals with respect, fairness, discretion, and integrity. This principle refers to the duty to keep a commitment once it is made and to maintain respectful relationships.
    • This involves consistently balancing responsibilities to service recipients, students, research participants, other professionals, and organizations that may impact decision-making and professional practice.

Standards of Ethical Conduct

The AOTA Ethics Commission, under the Enforcement Procedures for the AOTA Occupational Therapy Code of Ethics, enforces the following Standards of Conduct (AOTA, 2020). The following section is taken directly from the AOTA Occupational Therapy Code of Ethics unless noted (AOTA, 2020):

  1. Professional Integrity, Responsibility, and Accountability: Occupational therapy personnel maintain awareness and comply with AOTA policies and Official Documents, current laws and regulations relevant to the profession of occupational therapy, and employer policies and procedures.
    1. Comply with current federal and state laws, state scope of practice guidelines, and AOTA policies and Official Documents that apply to the profession of occupational therapy.
    2. Abide by policies, procedures, and protocols when serving or acting on behalf of a professional organization or employer to fully and accurately represent the organization’s official and authorized positions.
    3. Inform employers, employees, colleagues, students, and researchers of applicable policies, laws, and Official Documents.
    4. Ensure transparency when participating in a business arrangement as owner, stockholder, partner, or employee.
    5. Respect the practices, competencies, roles, and responsibilities of one’s own and other professions to promote a collaborative environment reflective of interprofessional teams.
    6. Do not engage in illegal actions, whether directly or indirectly, harming stakeholders in occupational therapy practice.
    7. Do not engage in actions that reduce the public’s trust in occupational therapy.
    8. Report potential or known unethical or illegal actions in practice, education, or research to appropriate authorities.
    9. Report impaired practice to the appropriate authorities.
    10. Do not exploit the human, financial, or material resources of employers for personal gain.
    11. Do not exploit any relationship established as an occupational therapy practitioner, educator, or researcher to further one’s own physical, emotional, financial, political, or business interests.
    12. Do not engage in conflicts of interest or conflicts of commitment in employment, volunteer roles, or research.
    13. Do not use one’s position (e.g., employee, consultant, volunteer) or knowledge gained from that position in such a manner as to give rise to real or perceived conflict of interest among the person, the employer, other AOTA members, or other organizations.
    14. Do not barter for services when there is the potential for exploitation and conflict of interest.
    15. Conduct and disseminate research in accordance with currently accepted ethical guidelines and standards for the protection of research participants, including informed consent and disclosure of potential risks and benefits.
  2. Therapeutic Relationships: Occupational therapy personnel develop therapeutic relationships to promote occupational well-being in all persons, groups, organizations, and society.
    1. Respect and honor the expressed wishes of recipients of service.
    2. Do not inflict harm or injury to recipients of occupational therapy services, students, research participants, or employees. Do not threaten, manipulate, coerce, or deceive clients to promote compliance with occupational therapy recommendations.
    3. Do not engage in sexual activity with a recipient of service, including the client’s family or significant other, while a professional relationship exists.
    4. Do not accept gifts that would unduly influence the therapeutic relationship or have the potential to blur professional boundaries, and adhere to employer policies when offered gifts.
    5. Establish a collaborative relationship with recipients of service and relevant stakeholders to promote shared decision-making.
    6. Do not abandon the service recipient, and attempt to facilitate appropriate transitions when unable to provide services for any reason.
    7. Adhere to organizational policies when requesting an exemption from service to an individual or group because of self-identified conflict with personal, cultural, or religious values.
    8. Do not engage in dual relationships or situations in which an occupational therapy professional or student is unable to maintain clear professional boundaries or objectivity.
    9. Proactively address workplace conflict that affects or can potentially affect professional relationships and the provision of services.
    10. Do not engage in any undue influences that may impair practice or compromise the ability to safely and competently provide occupational therapy services, education, or research.
    11. Recognize and take appropriate action to remedy occupational therapy personnel’s personal problems and limitations that might cause harm to recipients of service.
    12. Do not engage in actions or inactions that jeopardize the safety or well-being of others or team effectiveness.
  3. Documentation, Reimbursement, and Financial Matters: Occupational therapy personnel maintain complete, accurate, and timely records of all client encounters.
    1. Bill and collect fees justly and legally in a manner that is fair, reasonable, and commensurate with services delivered.
    2. Ensure that documentation for reimbursement purposes is done in accordance with applicable laws, guidelines, and regulations.
    3. Record and report in an accurate and timely manner and in accordance with applicable regulations all information related to professional or academic documentation and activities.
    4. Do not follow arbitrary directives that compromise the rights or well-being of others, including unrealistic productivity expectations, fabrication, falsification, plagiarism of documentation, or inaccurate coding.
  4. Service Delivery: Occupational therapy personnel strive to deliver quality services that are occupation-based, client-centered, safe, interactive, culturally sensitive, evidence-based, and consistent with occupational therapy’s values and philosophies.
    1. Respond to requests for occupational therapy services (e.g., referrals) in a timely manner as determined by law, regulation, or policy.
    2. Provide appropriate evaluation and a plan of intervention for recipients of occupational therapy services specific to their needs.
    3. Use, to the extent possible, evaluation, planning, intervention techniques, assessments, and therapeutic equipment that are evidence-based, current, and within the recognized scope of occupational therapy practice.
    4. Obtain informed consent (written, verbal, electronic, or implied) after disclosing appropriate information and answering any questions posed by the recipient of service, qualified family member or caregiver, or research participant to ensure voluntary participation.
    5. Fully disclose the benefits, risks, and potential outcomes of any intervention; the occupational therapy personnel who will be providing the intervention; and any reasonable alternatives to the proposed intervention.
    6. Describe the type and duration of occupational therapy services accurately in professional contracts, including the duties and responsibilities of all involved parties.
    7. Respect the client’s right to refuse occupational therapy services temporarily or permanently, even when that refusal has the potential to result in poor outcomes.
    8. Provide occupational therapy services, including education and training, that are within each practitioner’s level of competence and scope of practice.
    9. Reevaluate and reassess recipients of service in a timely manner to determine whether goals are being achieved and whether intervention plans should be revised.
    10. Terminate occupational therapy services in collaboration with the service recipient or responsible party when the services are no longer beneficial.
    11. Refer to other providers when indicated by the needs of the client.
    12. Provide information and resources to address barriers to access for persons in need of occupational therapy services.
    13. Report systems and policies that are discriminatory or unfairly limit or prevent access to occupational therapy.
    14. Provide professional services within the scope of occupational therapy practice during community-wide public health emergencies as directed by federal, state, and local agencies.
  5. Professional Competence, Education, Supervision, and Training: Occupational therapy personnel maintain credentials, degrees, licenses, and other certifications to demonstrate their commitment to developing and maintaining competent, evidence-based practice.
    1. Hold requisite credentials for the occupational therapy services one provides in academic, research, physical, or virtual work settings.
    2. Represent credentials, qualifications, education, experience, training, roles, duties, competence, contributions, and findings accurately in all forms of communication.
    3. Take steps (e.g., professional development, research, supervision, training) to ensure proficiency, use careful judgment, and weigh the potential for harm when generally recognized standards do not exist in emerging technology or areas of practice.
    4. Maintain competence by ongoing participation in professional development relevant to one’s practice area.
    5. Take action to resolve incompetent, disruptive, unethical, illegal, or impaired practice in self or others.
    6. Ensure that all duties delegated to other occupational therapy personnel are congruent with their credentials, qualifications, experience, competencies, and scope of practice with respect to service delivery, supervision, fieldwork education, and research.
    7. Provide appropriate supervision in accordance with AOTA Official Documents and relevant laws, regulations, policies, procedures, standards, and guidelines.
    8. Be honest, fair, accurate, respectful, and timely in gathering and reporting fact-based information regarding employee job performance and student performance.
    9. Do not participate in any action resulting in unauthorized access to educational content or exams, screening and assessment tools, websites, and other copyrighted information, including but not limited to plagiarism, violation of copyright laws, and illegal sharing of resources in any form.
    10. Provide students with access to accurate information regarding educational requirements and academic policies and procedures relative to the occupational therapy program or educational institution.
  6. Communication: Whether in written, verbal, electronic, or virtual communication, occupational therapy personnel uphold the highest standards of confidentiality, informed consent, autonomy, accuracy, timeliness, and record management.
    1. Maintain the confidentiality of all verbal, written, electronic, augmentative, and nonverbal communications in compliance with applicable laws, including all aspects of privacy laws and exceptions thereto (e.g., Health Insurance Portability and Accountability Act, Family Educational Rights and Privacy Act).
    2. Maintain privacy and truthfulness in the delivery of occupational therapy services, whether in person or virtually.
    3. Preserve, respect, and safeguard private information about employees, colleagues, and students unless otherwise mandated or permitted by relevant laws.
    4. Demonstrate responsible conduct, respect, and discretion when engaging in digital media and social networking, including but not limited to refraining from posting protected health or other identifying information.
    5. Facilitate comprehension and address barriers to communication (e.g., aphasia, differences in language, literacy, health literacy, or culture) with the recipient of service (or responsible party), student, or research participant.
    6. Do not use or participate in any form of communication that contains false, fraudulent, deceptive, misleading, or unfair statements or claims.
    7. Identify and fully disclose to all appropriate persons any errors or adverse events that compromise the safety of service recipients.
    8. Ensure that all marketing and advertising are truthful, accurate, and carefully presented to avoid misleading recipients of service, research participants, or the public.
    9. Give credit and recognition when using the ideas and work of others in written, oral, or electronic media (i.e., do not plagiarize).
    10. Do not engage in verbal, physical, emotional, or sexual harassment of any individual or group.
    11. Do not engage in communication that is discriminatory, derogatory, biased, intimidating, insensitive, or disrespectful or that unduly discourages others from participating in professional dialogue.
    12. Engage in collaborative actions and communication as a member of interprofessional teams to facilitate quality care and safety for clients.
  7. Professional Civility: Occupational therapy personnel conduct themselves in a civil manner during all discourse. Civility “entails honoring one’s personal values while simultaneously listening to disparate points of view” (Kaslow & Watson, 2017). These values include cultural sensitivity and humility.
    1. Treat all stakeholders professionally and equitably through constructive engagement and dialogue that is inclusive, collaborative, and respectful of diversity of thought.
    2. Demonstrate courtesy, civility, value, and respect to persons, groups, organizations, and populations when engaging in personal, professional, or electronic communications, including all forms of social media or networking, especially when that discourse involves disagreement of opinion, disparate points of view, or differing values.
    3. Demonstrate a level of cultural humility, sensitivity, and agility within professional practice that promotes inclusivity and does not result in harmful actions or inactions with persons, groups, organizations, and populations from diverse backgrounds, including age, gender identity, sexual orientation, race, religion, origin, socioeconomic status, degree of ability, or any other status or attributes.
    4. Do not engage in actions that are uncivil, intimidating, or bullying or that contribute to violence.
    5. Conduct professional and personal communication with colleagues, including electronic communication and social media and networking, in a manner that is free from personal attacks, threats, and attempts to defame character and credibility directed toward an individual, group, organization, or population without basis or through manipulation of information.

Utilizing these example behaviors as a self-assessment will provide an opportunity for personal learning, insight, and identifying areas of strength and growth. This assessment will assist in the development of professionalism and maturation. An occupational therapist can use this assessment to establish personal goals and strengthen these professional core values.

Healthcare professionals are required to make many decisions throughout the day. These decisions may involve balancing ethical issues, regulatory issues, and what is best for the patient. These decisions may be driven and influenced by personal beliefs, personal experience and skills, fiscal requirements or resources, and ever-changing practice environments. External factors may influence decisions, creating stress for the healthcare provider to balance these factors with the best patient care (Richardson, 2015). External factors may include organizational regulations, state jurisdictional regulations, federal regulations, and third-party payment systems.

A decision needs to be made when there is an ethical problem, ethical distress, or an ethical dilemma (Federation of State Boards of Physical Therapy [FSBPT], n.d.).

  • Ethical Problem: when the healthcare professional is confronted with challenges to their moral duties or values (FSBPT, n.d.).
  • Ethical Distress: when healthcare professionals know the course of action they should take but do not. This may include financial or institutional barriers (FSBPT, n.d.).
  • Ethical Dilemma: when there are two morally correct actions that cannot be followed simultaneously (FSBPT, n.d.). Ethical dilemmas may occur when a healthcare provider is confronted with what should and should be (Richardson, 2015).

When ethical issues arise, a decision must be made. Healthcare providers are used to making clinical decisions. When faced with making clinical decisions, we base decisions on the evidence we find during evaluations, tests, and measures. We look at best evidence practices and follow guidelines. It is often a logical process. Ethical decisions are not always concrete, and there is often more than one way to handle a situation. It is often beneficial to use a model such as the one described in the next section to help guide the process of ethical decision-making.

Model for Ethical Decision-Making

“Recognizing and resolving ethical issues is a systematic process that includes analyzing the complex dynamics of situations, applying moral theories and weighing alternatives, making reasoned decisions, taking action, and reflecting on outcomes” (AOTA, 2020). The Realm-Individual Process Situation (RIPS) model is a commonly used framework in rehabilitation therapy ethics. This model involves a four-step decision-making process (Sousa et al., 2021):

  1. Recognizing and defining the ethical issue
  2. Reflect
  3. Decide the right thing to do
  4. Implement, evaluate, and reassess

Case Examples of Ethical Dilemmas in Occupational Therapy

Let's look at some examples of how the AOTA core values can influence ethical decision-making on a daily basis. The RIPS Model supports an ethical reflection and helps to solve ethical issues that occupational therapists and occupational therapy assistants could face regardless of the population and clinical context of practice, leading to professional growth (Sousa et al., 2021).

photo of therapist contemplating ethical dilemma

Example 1

Background: Sarah, an occupational therapist, is working with a 65-year-old patient, Mr. Thompson, who is recovering from knee surgery. He is a private individual who values his independence and has repeatedly expressed his desire to avoid any intervention from family members during his rehabilitation process. However, Sarah becomes concerned after noticing that Mr. Thompson struggles with basic exercises and his home environment appears unsafe, with clutter and potential fall hazards.

The Dilemma: One day, Mr. Thompson mentions he is hesitant to continue his therapy because he feels his family is "too involved" in his care. He asks Sarah not to communicate his progress or concerns with his daughter, even though Sarah is aware that his daughter is actively trying to provide the necessary support at home. Mr. Thompson insists that he can manage on his own, but Sarah is concerned that without proper support, he might be putting himself at risk for further injury.

Ethical Conflict: Sarah faces a dilemma between respecting Mr. Thompson’s autonomy and right to privacy and her professional responsibility to ensure his safety and well-being. She knows that his refusal of help from his family could negatively affect his recovery, but she also values his right to make decisions about his care and maintain his dignity.

Resolution: Sarah decides to gently explain her concerns to Mr. Thompson, emphasizing that her primary goal is his safety and well-being. She suggests that family involvement could be a way to provide support without taking away his independence. After a candid discussion, Mr. Thompson agrees to allow her to communicate his progress to his daughter, ensuring both his dignity and safety are respected.

Example 2

Background: Jessica, an occupational therapist assistant, has been treating a client, Mr. Miller, for several weeks following a motor vehicle injury. Throughout their sessions, Mr. Miller has been friendly, and their rapport has been positive. During one of their appointments, Mr. Miller asked Jessica if she would like to grab dinner sometime, expressing interest in getting to know her outside of therapy.

The Dilemma: Jessica is faced with an ethical dilemma. She enjoys working with Mr. Miller and has built a professional relationship based on trust and respect. However, she recognizes that accepting a date could create a conflict of interest, blur professional boundaries, and potentially undermine the therapeutic relationship. She worries about how this could affect her ability to provide objective care and whether it could make Mr. Miller feel uncomfortable if she declines.

Ethical Conflict: Jessica must balance the principle of maintaining professional boundaries and the need to respect her client’s personal feelings. She is also concerned about the potential power imbalance, as Mr. Miller might feel obligated to continue therapy with her if she accepts the invitation.

Resolution: Jessica politely declined the invitation, explaining that she values their professional relationship and believes that maintaining clear boundaries is essential to providing the best care. She reassures Mr. Miller that she is committed to his rehabilitation and that it is important to keep their interactions professional. By doing so, Jessica upholds ethical standards, ensuring a therapeutic environment based on respect and objectivity.

Example 3

Background: Emily, an occupational therapist at a busy rehabilitation center, is treating an elderly patient, Mr. Jacks, who is covered by Medicare. Mr. Jack's appointment lasted 35 minutes, which, according to the Medicare Rule of 8, would equate to 2 units of billable time. In situations where there is only a few minutes difference, however, Emily has been instructed by her supervisor to increase the treatment time to qualify for an additional billable unit. In this instance, Emily was expected to document a treatment time of 38 minutes to be able to bill for three units of care. Her supervisor explains that this will help the clinic meet its financial goals, as Medicare reimbursements are tied to the number of units billed.

The Dilemma: Emily is uncomfortable with this request. She knows that billing for more units than the time spent with the patient is fraudulent, and she values her professional integrity. However, she is also aware that the clinic has been struggling financially and fears that challenging the directive could result in negative consequences for her job and her colleagues.

Ethical Conflict: Emily must decide whether to comply with her supervisor's instructions to submit fraudulent billing, potentially compromising her professional ethics and legal responsibilities, or to speak out and risk her job and the clinic’s financial stability. She struggles with balancing her obligation to her profession and her responsibility to her patients.

Resolution: After careful consideration, Emily decides that she cannot, in good conscience, participate in fraudulent billing, as it violates both ethical standards and legal regulations. She values her professional integrity and the trust that patients place in her care. Emily decided to approach her supervisor privately to express her concerns about billing for more units than the time spent with Mr. Thompson. She explains that this practice could lead to severe consequences for the clinic and herself, including potential legal action, loss of Medicare reimbursement, and damage to the clinic’s reputation.

Emily also suggests alternative ways to address the clinic's financial struggles, such as improving patient retention, increasing the efficiency of scheduling, or seeking out additional funding or grants that do not involve compromising the ethics of billing.

Her supervisor listens to her concerns and, after a thoughtful discussion, acknowledges the importance of maintaining ethical standards in practice. He agrees that the clinic should pursue more legitimate methods to improve its financial standing. While Emily’s actions may have initially been uncomfortable, the conversation led to a positive change in the clinic’s approach to billing.

In the end, Emily feels relief, knowing that she has upheld her ethical responsibilities. She also feels empowered by her ability to influence a more ethical path forward for the clinic, which ultimately ensures better patient care and compliance with legal requirements.

In this example, not only may there have been an ethical violation had other decisions been made, but there may have been federal and local legal consequences as well. Medicare has strict regulations regarding Fraud, Waste, and Abuse (FWA). As Medicare is a Federal Government program, committing fraud by knowingly falsifying records is a form of fraud and is illegal. The involved person may be exposed to potential criminal, civil, and administrative liability and may face imprisonment, fines, and penalties (AMA, 2021).

Moral Distress in Occupational Therapy

Moral distress in healthcare has largely been explored in professions such as physicians and nursing but has not been as well recognized in occupational therapy. Moral distress may occur in situations that prevent an occupational therapist from taking action that they believe to be morally right. Occupational therapists and occupational therapist assistants may experience emotional, physical, and behavioral responses. They may doubt their moral agency or may undermine their personal feelings of integrity (Cohn et al., 2023). While moral distress is often a personal experience, it can occur across individual, organizational, and societal realms (Cohn et al., 2023). It is important that positive ethical work climates are established that prioritize patients and employees, have supportive leadership, and open channels of communication to promote collaboration. Examining moral dilemmas, allocating resources, and discussing/debriefing are all ways to help moral distress.

Ethical Violations

So when does an ethical decision become an ethical problem or violation? How do you know when a violation needs to be reported? What are the proper reporting procedures? These are the questions that healthcare providers must consider when an ethical problem arises.

graphic showing reporting unethical behavior

When to Report a Violation

An ethical violation can occur when an occupational therapy personnel violates the AOTA Code of Ethics. If you have witnessed an occupational therapist or occupational therapy assistant conduct a violation, then you should report it. Before reporting, you should gather as much information and evidence as possible. This should include documenting the incident thoroughly with the date, time, witnesses, and details of the violation.

How to Report a Violation

If the infraction violates a workplace regulation, you will likely need to report it to your supervisor, human resources, or designated organizational representative.

If the infraction violates the AOTA Code of Ethics or Standards of Ethical Conduct for Occupational Therapy Personnel, an online complaint form is available on the AOTA website. The AOTA has created the Ethics Commission (EC) to review complaints. The EC develops and adheres to strict rules of confidentiality in every aspect of its work, rules that apply to all participants in the process (complainant, respondents, their attorneys, and witnesses). It is within the EC's purview to determine what disclosures are appropriate for particular parties in order to effectively complete the investigatory obligations (AOTA, 2021a).

Enforcement process

When a complaint is received, the AOTA EC will follow the following to process, review, investigate the complaint, and come to a decision (AOTA, 2021a):

  • The EC committee shall review the complaint within 60 calendar days of receipt to determine if it warrants further action.
  • Upon reviewing the case materials, if any member of the EC determines that there is a reason to believe that the Code was violated, the case will be moved to “open” for discussion.
  • The EC may dismiss a complaint at any time if it is determined that they do not have the proper jurisdiction, there was no ethics violation, or there is insufficient evidence to support a finding of an ethics violation.
  • The EC can initiate an investigation if warranted within 30 calendar days.
  • The investigation will be completed within 90 calendar days of the date the designee receives notification that an investigation is being conducted.
  • “The EC will consider the findings of fact or conclusions of another official body, such as a state regulatory board (SRB), the Occupational Therapy Advanced Certification Commission (OTACC), or the National Board for Certification in Occupational Therapy (NBCOT®). The EC will decide whether to act on the basis of the official body’s findings or conclusions and open an EC self-initiated complaint. The EC will not initiate an investigation unless there is clear and convincing evidence that the official body’s findings and conclusions are erroneous or unsupported by substantial evidence. On the basis of the information provided, the EC will determine whether the findings of the official body are also sufficient to demonstrate a violation of the Code and, therefore, warrant taking disciplinary action” (AOTA, 2021a).

Additionally, each state defines what may be considered a violation of that state's Occupational Therapy Practice Act. The State Practice Act will define what violations are punishable, the proper reporting procedures to the board, and possible remediation or punishments for violations.

Disciplinary Action

Depending on the company and the violation, the disciplinary action may be as minimal as a report into the employee's file vs. a fireable offense.

If the unethical behavior is outlined in a state practice act, consequences may be issued, potentially as severe as losing your license to practice occupational therapy in that particular state. If the infraction has legal implications, there may be severe consequences, such as monetary fines or even incarceration.

For complaints brought to the AOTA, if the EC has determined that disciplinary action is appropriate, they may assign the following consequences (AOTA, 2021a):

  • Reprimand: A formal expression of disapproval of conduct communicated privately by a letter from the EC chairperson. This letter is nondisclosable and not communicated to another body. Reprimand is not publicly reported.
  • Censure: A formal expression of disapproval is publicly reported with a specified end date.
  • Probation of Membership: Continued association membership is conditional, may or may not contain specific terms, and is publicly reported with an endpoint specified.
  • Suspension: Removal of Association membership and eligibility to obtain or renew membership during a specified period. The suspension is publicly reported with a specified endpoint.
  • Revocation: Permanent denial of Association membership and is publicly reported.

Conclusion

Healthcare professionals are in a position that requires personal beliefs and experiences to be put aside and place the patient's interest as the highest priority. Healthcare professionals face situations daily where they must make ethical decisions. By employing the RIPS model of ethical decision-making, healthcare professionals are better equipped to make the most ethical choices when facing complex clinical situations. Research in healthcare environments has shown that the more constructive the ethical atmosphere is, the more significant the degree of interprofessional collaboration, resulting in diminished levels of moral distress. Current evidence suggests that the quality of the ethical atmosphere and levels of moral distress are significant factors related to an individual leaving their position (Silverman et al., 2022). For more information specific to setting professional boundaries and how they apply to ethics in healthcare, consider taking the CEUfast, Inc. course titled “Establishing and Maintaining Professional Boundaries.”

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Implicit Bias Statement

CEUFast, Inc. is committed to furthering diversity, equity, and inclusion (DEI). While reflecting on this course content, CEUFast, Inc. would like you to consider your individual perspective and question your own biases. Remember, implicit bias is a form of bias that impacts our practice as healthcare professionals. Implicit bias occurs when we have automatic prejudices, judgments, and/or a general attitude towards a person or a group of people based on associated stereotypes we have formed over time. These automatic thoughts occur without our conscious knowledge and without our intentional desire to discriminate. The concern with implicit bias is that this can impact our actions and decisions with our workplace leadership, colleagues, and even our patients. While it is our universal goal to treat everyone equally, our implicit biases can influence our interactions, assessments, communication, prioritization, and decision-making concerning patients, which can ultimately adversely impact health outcomes. It is important to keep this in mind in order to intentionally work to self-identify our own risk areas where our implicit biases might influence our behaviors. Together, we can cease perpetuating stereotypes and remind each other to remain mindful to help avoid reacting according to biases that are contrary to our conscious beliefs and values.

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