There is significant literature in criminal justice focusing on teaching criminal

justice students and criminal justice personnel to analyze professional ethical dilemmas

ostensibly with the goal of improving ethical decision-making. There are two general

approaches to ethics education and training. The first approach relies on identifying and

applying the relevant code of professional ethics to ethical problems. Like most pro-

fessions, the various components of the criminal justice system have established ethical

standards to guide professional ethical decisions. The second, and more exhaustive

approach is to present students with various theories of ethics, develop an analytical

framework for analysis, and then apply that framework to hypothetical ethical dilemmas.

This approach is used generally in teaching ethics and specifically in teaching criminal

Frequently, these two approaches are combined. There is, however, only limited

devotion given to understanding personal ethical orientations and their impact on

decision making. Authors in other helping pr

state police officers. The ethical orientations of police recruits in a large state police

right, it is ethical regardless of the ultimate consequences of the act. Therefore, whether

the Bill of Rights, contains guarantees such as "due process" that are essentially

organization were identified using an Ethical Orientation Questionnaire that measured

persons should obey these rules, regardless of the consequences.

nonconsequential systems of ethics has specific implications for those who practice in the

Some topics in this essay:
Experienced Officers, Bill Rights, Orientation Questionnaire, ethical orientation, criminal justice, ethical orientations, police officers, professional ethical, United Constitution, one-year trainees, orientation police officers, ethical orientation police, teaching criminal justice, ethical decision-making, police officer ethical, police officer, act ethical, officer ethical, criminal justice system,