A Study of Counselors' Legal Challenges and Their Perceptions of Their Ability to Respond

Aim:This research aims to reveal the reflections of ethics education given to nursing students in undergraduate education on clinical practices. Method: A focus group interview from qualitative methods was held to obtain and interpret information regarding the reflections of ethics courses. Fifteenvolunteernursing students studyingatthe faculty of health sciences ofa public university in Turkey were included in the research. For the data analysis, the method used to code and categorizefocus group data were adapted from approaches to qualitative data analysis. Results: Six main themes emerged from the data: (1) opinions about ethics courses; (2) ethical issues; (3) the factors that cause ethical issues; (4) the effects of ethics courses on the approach towards ethical problems; (5)contradictory situations between the ethics course and clinical practices; (6) recommendationsabout the ethics course and educators. Conclusion:According to the data obtained in this study, the researcher concluded that the lecturers and teaching methods used are important in ethics education in nursing. Bangladesh Journal of Medical Science Vol. 21 No. 04 October’22 Page : 711-718

Accounting students become practitioners facing ethical decision-making challenges that can be subject to various interpretations; hence, the profession is concerned with the appropriateness of their decisions. Moral development of these students has implications for a profession under legal challenges, negative publicity, and government scrutiny. Accounting students moral development has been studied by examining their responses to moral questions in Rest's Defining Issues Test (DIT), their professional attitudes on Hall's Professionalism Scale Dimensions, and their ethical orientation-based professional commitment and ethical sensitivity. This study extended research in accounting ethics and moral development by examining students in a college where an ethics course is a requirement for graduation. Knowledge of differences in the moral development of accounting students may alert practitioners and educators to potential problems resulting from a lack of ethical understanding as measured by moral development levels. If student moral development levels differ by major, and accounting majors have lower levels than other students, the conclusion may be that this difference is a causative factor for the alleged acts of malfeasance in the profession that may result in malpractice suits. The current study compared 205 accounting, business, and nonbusiness students from a private university. In addition to academic major and completion of an ethics course, the other independent variable was academic level. Gender and age were tested as control variables and Rest's DIT score was the dependent variable. The primary analysis was a 2x3x3 ANOVA with post hoc tests for results with significant p-value of less than 0.05. The results of this study reveal that students who take an ethics course appear to have a higher level of moral development (p=0.013), as measured by the (DIT), than students at the same academic level who have not taken an ethics course. In addition, a statistically significant difference (p=0.034) exists between freshmen who took an ethics class and juniors who did not take an ethics class. For every analysis except one, the lower class year with an ethics class had a higher level of moral development than the higher class year without an ethics class. These results appear to show that ethics education in particular has a greater effect on the level of moral development than education in general. Findings based on the gender specific analyses appear to show that males and females respond differently to the effects of taking an ethics class. The male students do not appear to increase their

Background : Medical Laboratory plays a critical role in maintaining and promoting health. Increasing wide applications of laboratory medicine in clinical practice have highlighted specific topics in the areas of social, professional and ethical issues in the laboratory. Despite the important role of clinical lab in health system, ethical issues have been rarely discussed for clinical labs. Considering the need to provide efficient training program for students, this study was designed and conducted to assess the views of laboratory science educators about offering a professional ethical course in laboratory science curriculum. Methods: The study population was 28 laboratory science educators at Mashhad University of Medical Sciences. A questionnaire was designed to assess instructors' views about the importance, quantity, quality, and the need to provide a professional ethical course for medical laboratory students. Results: The majority of respondents (82.15%) evaluated the importance of offering an ethical course for laboratory medicine to be at a very high level. Most educators (75%) believed that good clinical laboratory practice is extremely related to moral issues. Many lecturers (85.7%) completely agreed with the addition of professional ethical course for laboratory science students. Respondents (89.3%), also, believed that the educating professional ethical issues to medical lab students will enhance service quality and performance of the future laboratories. In addition, most professors suggested offering two credit points to cover such issues for the students (85.7%). Conclusion: We recommend offering a separate course in laboratory science curriculum to cover the clinical ethical issues, such as modality of taking samples, interaction with patients, the way of giving information about genetic tests, viral and malignancies, the way of storing data and access to medical records, the diagnosis of infertility, prenatal diagnosis, legal issues in poisonings, and the way of interacting with the doctor and medical private issues.

Moral education, Derek Bok (1990) reminds us, once occupied a central place in the intellectual life of students and professors. Strengthening or building the character of students was part and parcel of academe, at least until World War II. College presidents and professors believed that character building contributed to educated class committed to a principled life in the service of (Bok, 1990, 66). This view and practice, Bok contends, has been largely abandoned, having lost ground to logical positivists, the growth of big science, and the spectacular advances of technology. The secularization of society also took its toll on moral education in the halls of academe. In public administration, questions of morality and ethics became captives of the Wilsonian legacy of neutral competency, which found expression in the dominant operating philosophy of public managers to get the job done. Getting the job done right meant for all practical purposes doing what was right or ethical. Professionals in the pro-state tirelessly pursued the holy trilogy of efficiency, economy, and effectiveness (Stillman, 1991). In combination with a heavy dose of clientelism and paternalism, questions of morality and ethics were largely relegated to the sidelines in the teaching and practice of public administration, even though new public administration theorists made a determined effort to inject values into the life of the administrative state. Then came Watergate, the Iran-Contra affair, and the Wall Street-HUD-Capitol Hill scandals of the 1980s. The near impeachment and removal of a sitting president stirred the American soul and prompted renewed public interest in governmental ethics. Thus, in 1978 President Jimmy Carter signed into law the Ethics in Government Act, committing federal employees to standards of behavior believed to be in the best interests of the American public. Six years later, in 1984, the American Society for Public Administration (ASPA) adopted an ethics code designed to raise the ethical standards and practices of its members. And in the late 1980s, the National Association of Schools of Public Affairs and Administration (NASPAA) incorporated language into its curriculum standards that called for public administration programs to enhance the student's values, knowledge, and skills to act ethically and effectively. These laudable efforts -- federal legislation, ASPA's code of ethics, and NASPAA's new language -- were clear signals to the public and academe that ethical behavior is needed and expected of government officials. Moreover, the message sent to public administration graduate programs was unequivocal -- ethics education cannot and should not be relegated to the curriculum sidelines. Indeed, the evidence points to the fact that MPA programs have moved steadily over the past 25 years toward the incorporation of ethics instruction and courses in their curriculums. A 1995 survey of NASPAA-member schools found that about a dozen schools added ethics courses in the 1970s, with another ten schools added to the list in the early and mid-1980s (Menzel, forthcoming). The adoption curve increased sharply in the late 1980s and 1990s following NASPAA's change in the language of its accreditation standards. By the mid-1990s, 78 NASPAA-member, MPA-degree-granting schools offered an ethics course. Among these 78 schools, one of every four requires matriculating students to complete an ethics course (Menzel, forthcoming). The purpose of this article is to extend previous research in order to address what is probably the most important but least investigated question facing faculty and public administration programs that provide ethics instruction: Does ethics education make a difference? That is, does formal ethics instruction in graduate public affairs/administration (PA/A) schools help public service professionals resolve ethical dilemmas? Stated differently, does ethics pedagogy matter? …

Interface of Law and Psychiatric Problems in the Elderly.

Ethics education remains in high demand in business schools. Meta-analyses published in the last two decades show that ethics instruction with certain characteristics produce more desirable moral outcomes than other characteristics do. Acknowledging the vast accumulated knowledge on this topic, we believe that the existing evidence base could be overwhelming for ethics educators designing and delivering their courses. Thus, we review the research evidence on the effectiveness of ethics instruction and translate the findings into evidence-led best practices. Adopting the meta-science approach and using a model of training evaluation, we synthesized 8 meta-analyses and 3 quantitative reviews that examine the extent to which ethics instruction types, course duration, instructional techniques and activities, and instructor and student characteristics affect the effectiveness of ethics education. We conclude by making specific recommendations to ethics educators who are interested in designing and delivering evidence-based ethics courses.

This paper explores the affordances of learning experiences gained in undergraduate students’ professional ethics courses during the pandemic. The article also touches upon the possible contributions of the practices within the scope of the professional ethics course to students’ professional and personal lives. Action research was used. Data-generating instruments include various ethical dilemma examples and solutions, ethical dilemma analysis forms, ethical drama scenes, student assessments, and group checklists. Document and content analysis were used for data analysis. The study participants consist of counsellor candidates (N = 71; 2 years follow-up N = 30) who took the Professional Ethics and Legal Issues course (PELIC) at a state university in Türkiye. Skills in recognising and analyzing the nature of the dilemma through different ethical dilemma scenarios have improved. The practices contribute to their intellectual and emotional development and enable them to realise the professional roles they need to develop in the long term.

The issue of ethics in leadership has taken greater importance in the today's business world due to globalization and rapid advancement in information technology which has significantly transformed current business practices. Most universities in the United States (US) now have at least one course that includes ethics or related topics in their undergraduate engineering curricula. However, due to qualitative and abstract nature of the topic, the ethics course does not draw the same level of attention from students compared to other courses like physics and math. In this paper, we propose an innovative way of teaching ethics and leadership topics at the undergraduate level. In particular, the paper presents a case study of a senior level course in ethics and leadership development for an Industrial Distribution program at a major university in the Southwestern US. The course focuses on learning about personal leadership skills within the context of an organization. It examines the role and purpose of ethics in business and presents methods of moral reasoning in order to resolve ethical dilemmas. The paper describes how teaching based on "case study" approach has improved students understanding of the concepts and generated interest in the topic. We also discuss a sample case and overall course planning and execution framework, just in case any other instructor is considering teaching the similar course. Finally, student feedbacks are presented to demonstrate the successful implementation of the proposed teaching method.

高中職輔導教師被賦予多種角色任務，多重角色不僅易涉及多重關係的輔導倫理議題，亦影響輔導教師的專業角色定位與輔導效能。本研究旨在探討華人文化脈絡下台灣高中職輔導教師因承擔多重角色導致倫理衝突之倫理判斷歷程。針對五位高中職輔導教師進行個別深度訪談，採樣版式質性分析進行資料分析。結果顯示：倫理判斷歷程可歸納為四階段：一、倫理衝突階段：衝突情境包括：（1）多重角色間不同角色職責之衝突；（2）專業理念與行政要求之衝突；（3）專業期許與人際需求之衝突；二、倫理判斷階段：主要考量包括：（1）以個案福祉最佳利益為判斷依據；（2）以校園組織行政倫理為判斷考量；（3）以華人人際互動模式為判斷參考；三、倫理行動階段：（1）釐清輔導教師專業角色之職責；（2）尋求專家督導諮詢或參考同業作法；（3）運用外部資源以緩解倫理困境；（4）調整自我期待以符合情境需求；四、倫理影響階段：（1）重新思考輔導教師之角色定位；（2）調整自我不適與接納自我限制；（3）省思衝突事件結果，重新建構倫理態度。藉由倫理判斷歷程之釐清，能了解輔導教師的倫理困境整體經驗脈絡，有助輔導教師洞察困境來源，歷經沉澱與省思後昇華為未來面對倫理挑戰的養分，避免陷於倫理困頓的負向循環導致專業耗竭而影響輔導效能。School counseling plays an important role as the problems that high school students face become more complex. However, there are many challenging ethical situations on school grounds nowadays. Particularly, school counselors frequently confront complex ethical dilemmas that often involve relationships with principals, parents, and other stakeholders. In interacting with different people, school counselors must play various roles involving ethical issues. In Taiwanese high schools currently, school counselors must play multiple roles at the same time, including as educators, counselors, administrators, and so on. The potential for conflict in these situations can be exacerbated by differences in the roles and responsibilities of personnel within the school. Furthermore, unlike Western cultures that value individualism, Chinese culture is strongly influenced by the relationship network society. Therefore, playing multiple roles towards students is more likely to face ethical issues in Chinese culture. Based on the nature and characteristics of Chinese society, the ethical issue of multiple relationships is more complicated in Chinese culture. Hence, this study aims to explore the process of ethical judgment on multi-role conflicts encountered by high school counselors. Ethical judgment involves personal experiences, such as mental health struggles, ethical values, action decisions, adjustment strategies, reflection, etc. Therefore, the current study employed an exploratory, qualitative research design to assess the experiences and perceptions of participants. The study data was collected from the interviews of five participants working in senior high schools for at least three years. This study employed purposive sampling methods to find school counselors for the interviews. All participants indicated their interest in the study by providing their names and signing research consent. The data analysis was conducted with Template Analysis Style, which is a method of thematic analysis that has been applied in a broad range of research areas in the social sciences. Regarding the results, participants' experiences of the ethical judgment process were divided into four stages, including the conflict stage, decision stage, action stage, and influence stage. Initially, the first stage was identified as the conflict stage. High school counselors encountered: (1) the conflict of different responsibilities among multiple roles, (2) the conflict between clients' well-being and administrative requirements, and (3) the conflict between professional expectations and interpersonal needs. In the decision stage, the main considerations included: (1) the best welfare of clients, (2) considering the administrative ethics in a school organization, and (3) the influence of Chinese interpersonal interaction. In the action stage, the current study indicated that high school counselors would take four strategies in the ethical dilemma: (1) clarifying professional responsibilities of school counselors, (2) seeking professional supervisors' assistance or consulting senior colleagues, (3) applying for external resources to reduce the ethical dilemma, and (4) adjusting self-expectations to meet the needs of the situation. The influence stage refers to the impact of ethical dilemmas for high school counselors. According to the result of the study, this stage showed that (1) participants would rethink the professional role of high school counselors, (2) they would adjust inadaptation and accept role restrictions, and (3) they would reflect on the results of the conflict and reconstruct ethical attitudes. Based on the results of the current study, relevant recommendations were proposed: (1) encouraging high school counselors to examine their criteria for making ethical judgments, (2) enhancing the awareness of indigenous psychology in ethical education, and (3) establishing a system of professional supervisors for high school counselors.

To assess the format, content, method, and placement of medical ethics education in medical schools; the faculty and curricular resources and institutional structure and support of medical ethics; and the perceptions of ethics education among deans of medical education and medical ethics course directors at U.S. and Canadian medical schools. Two questionnaires were mailed to 125 U.S. medical schools and 16 Canadian schools: one to be completed by the deans of medical education and one to be completed by the medical ethics course director. Descriptive statistics were used to compare responses. In all, 123 (87%) deans and 91 (64%) course directors responded, providing information about 91 schools (six Canadian). All responding institutions offered some formal instruction in medical ethics, and among these, 71 (78%) incorporated ethics into required preclinical courses. The primary pedagogic course structure was small-group discussion and the primary pedagogic method was case discussions. One-fifth of schools provided no funding for ethics teaching, and 47 (52%) did not fund curricular development in ethics. Institutions with a dedicated ethics faculty member were twice as likely to have a mandatory introductory ethics course (64% versus 32%, p <.05). The primary obstacles to ethics education were thought to be a lack of time in the curriculum, a lack of qualified teachers, and a lack of time in faculty schedules. Within a few decades the number of U.S. and Canadian medical schools requiring medical ethics has increased. Nevertheless, significant variation in the content, method, and timing of ethics education suggests consensus about curricular content and pedagogic methods remains lacking. Further progress in ethics education may depend on institutions' willingness to devote more curricular time and funding to medical ethics.

The Team Physician: Ethical and Legal Issues

Developmental Strategies for Nursing Ethics Education

An introduction to ethics.

Increasing computing power, the constant development of different types of digital tools or even the use of AI systems – they all provide the EU administration with an opportunity to use automated decision-making (ADM) tools to improve the effectiveness and efficiency of administrative action. At the same time, however, the use of these tools raises several concerns, issues or challenges. From a legal perspective, there is a risk of compromising or reducing the accountability of public actors. The use of new technologies in decision-making may also affect fundamental values and principles of the EU as a whole. Automation, the use of large amounts of data and the extremely rapid processing of such data may affect or jeopardise the rights of individuals protected by EU law, including the fundamental rights guaranteed by the EU Charter. In order to keep administrative action within the limits of the law and to guarantee the rights of individuals, it is necessary to keep an eye on the various legal challenges associated with these phenomena. This article looks at three inter-connected levels of automated decision-making – the data, the ADM tool and the way it is programmed, and the output and its reviewability – and presents the legal issues or challenges associated with each of these levels.

The aim of this preliminary study is to disseminate the reliability of Ethical and Legal Issues in Counseling Self-Efficacy Scale (ELICSES). ELICSES consists of 23 items and it is used to measure trainee counselors’ self-efficacy in dealing with legal and ethical issues. We performed a small-scale study to assess the degree of reliability in a university setting. The findings revealed acceptable internal consistency reliability of the full scale and three subscales. Hence, the scale is an ideal instrument to measure trainee counselors’ self-efficacy in dealing with legal and ethical issues. However, we suggest the future researchers work on test-retest reliability and examine ELICSES across cultures involving multination.