Using Smartphone as a Journalistic Tool: An Examination of Ethical Codes in Mobile Journalism in Saudi Arabia

This study aimed to understand the impact of ethical codes on Saudi journalists’ perceptions toward mobile journalism (MOJO). Three major ethical dimensions were examined, including seeking truth, minimizing harm, and being accountable in news coverage. A survey link created with SurveyMonkey was transmitted via social media avenues, such as Twitter and WhatsApp, where Saudi journalists can complete the questionnaire and then share the link with other Saudi journalists. A total of 124 Saudi journalists were recruited by this snowball sampling approach, while the Codes of Ethics of Society of Professional Journalists was adapted as major measurements for three ethical dimensions, including seeking truth, minimizing harm, and being accountable. Results found that all three ethical dimensions of professional journalists generated significant influences on Saudi journalists’ perceptions toward MOJO. Specifically, minimizing harm was found as the most powerful factor that affected Saudi journalists’ perceptions toward MOJO, followed by being accountable and seeking truth, indicating that Saudi journalists who were more likely to seek truth, minimize harm, and be accountable would exhibit more positive perceptions toward MOJO. Although using smartphone as a journalistic tool was a key factor toward Saudi journalists’ MOJO perceptions, it was not as powerful as three ethical dimensions that affected their MOJO perceptions. Keywords: mobile journalism, codes of ethics, professional journalism, Saudi journalists

An Exploration of Clinical Mental Health Counselors’ Attitudes Toward Professional Identity and Interprofessionalism

Opportunities for clinical mental health counselors to practice in interprofessional settings are likely to increase as the larger health care system in the United States evolves. While aspects of interprofessionalism are embedded in the codes of ethics of the counseling profession, discussion of identity has primarily been focused on intraprofessional identity. To concurrently assess intraprofessional identity, interprofessionalism, and interprofessional identity, a study was conducted with clinical mental health counselors (CMHCs) using the Professional Identity Scale in Counseling–Short Form (PISC-S) and the University of West of England Interprofessional Questionnaire (UWE IPQ). Results indicated that CMHCs place importance on both intra- and interprofessional identity, although they have more confidence in their intraprofessional identity. A high degree of correlation was found between the PISC-S and UWE IPQ, indicating the interrelatedness of these aspects of identity. Results can be used to inform interprofessional education and identity development models for the CMHC profession.

Ethical Standards for a Post-COVID-19 World

The cataclysmic events of 2020 created an urgent need for mental health counseling to help individuals, families, and communities deal with grief, loss, and trauma. The sheer magnitude of the challenges has highlighted the necessity for collective interventions, as the need for help far surpasses what can be met through traditional individual or family counseling. Clinical mental health counselors must be prepared to respond to the new challenges in creative, culturally responsive, and ethical ways. The authors discuss the limitations of the prevailing codes of ethics, which are grounded in principle ethics, and propose that virtue ethics and relational ethics perspectives can be incorporated into ethical reasoning to make the process more responsive to collective interventions. A case scenario is presented and analyzed to illustrate this broader and more inclusive approach to ethical decision-making in a situation that calls for a collective intervention.

Initial drafting of telemedicine’s code of ethics through a stakeholders’ participatory process

Telemedicine can improve access to healthcare services; however, it has raised ethical concerns demanding special considerations. This study aimed at developing the codes of ethics for telemedicine, and hence several approved national and international ethical guidelines related to telemedicine practice were reviewed, and 48 semi-structured interviews were conducted with medical ethics and medical informatics experts as well as with physicians and patients who had telemedicine experiences. Content analysis was then performed on the interviews’ transcripts and a draft on code of ethics was prepared, which was further reviewed by the experts in the focus group meetings to reach a consensus on the final document. The final document consisted of a preface, five considerations, and 25 ethical statements. Considering the growing trend of adopting telemedicine worldwide, this document provides an ethical framework for those who use telemedicine in their medical practice.

Digital Ethics

The purpose of this chapter is to discuss strategies that can be applied in the domain of cyberlaw. The chapter begins by distinguishing between ethics, morality, and law. It then focuses on the relation between ethics and digital technologies. The chapter then examines proposals for what should be included in codes of ethics as well as examples of codes of ethics for IT companies. The examples include the British Computer Society, the Association for Computer Machinery, and the Data Processing Management Association. Next, ethical codes for regulating automation, computerization, and artificial intelligence are summarized. The chapter then discusses ethical issues surrounding privacy, anonymity, and personal data, including the EU's right of access by data subjects as well as issues connected with big data. The chapter then focuses on crimes caused by digitization and the protection of intellectual property. The chapter concludes by considering recent laws of ecommerce as well as social and international legal challenges of regulating cyberspace.

Avoiding Boundary Violations: Recommendations for Managing Attraction to and From Clients in Response to the Healthcare Providers Service Organization’s 2019 Report

The standards regarding sexual relationships with clients are among the most clearly stated in the codes of ethics for the American Counseling Association and the American Mental Health Counselors Association. However, the majority of liability claims filed against counselors are for boundary violations of a sexual/romantic nature. Aggregate insurance liability data are presented, followed by management strategies related to attraction.

The Attitude of Teachers to the Norm-Creating in the Field of School Upbringing (Case of Russia, Kazakhstan and Kyrgyzstan)

Introduction. After the collapse of the Soviet Union, new independent states began to develop their own approaches to education based on national and confessional traditions. It was reflected in new norms, regulating their educational systems. The study of these norms and the process of their creation, the role of teachers and other stakeholders in this process help to evaluate educational activities at secondary schools. Materials and Methods. The expert survey of practicing teachers who work in general education organizations was conducted between December 2020 and May 2021. 268 educators from Russia, Kazakhstan and Kyrgyzstan answered the questions of the survey. The materials of the study were the norms of the Constitutions, laws on education of Russia, Kazakhstan and Kyrgyzstan; methodological recommendations on education issues, developed by national academies of education; codes of pedagogical ethics; regulatory documents of religious organizations. Results. Experts in Kyrgyzstan and Kazakhstan have demonstrated the need for legal norms governing the organization of the upbringing process. The assessment by Russian experts of the existing norms of national legislation showed that they generate excessive bureaucratization of the process, limiting the creative potential of teachers. Most experts in all three countries question the validity of professional codes of ethics. Assessing the norm-making potential of various stakeholders, Russian respondents put the state to the first place along with the pedagogical community, while Kazakh and Kyrgyz experts give priority to the pedagogical community and educational organizations. However, only teachers of Kazakhstan see real opportunities for participation in rule-making processes. Discussion and Conclusion. There are cross-country differences in assessing the quality of specific norms and the norm-making potential of school teachers. The main problems faced by experts in the implementation of educational activities (bureaucratization, limitation of creative potential, absence of time) are outlined.