Ethical Attitudes Research Articles

How to Improve Employee Psychological Well-Being? CSR as a Sustainable Way

The purpose of this study is to examine how internal CSR and external CSR affect employee psychological well-being. The results of a longitudinal study using data collected from 543 employees at two points in time suggest that self-regulatory resources positively mediate the relationship between internal CSR and employee psychological well-being. In addition, using a configuration approach, this study finds that the mediating effect of self-regulatory resources on the relationship between external CSR and employee psychological well-being is not universal but rather can be moderated by employee attitudes toward business ethics. Specifically, this study finds that self-regulatory resources positively mediate the relationship between external CSR and employee psychological well-being for those with high levels of business ethics attitudes, and vice versa. To the best of our knowledge, this study is the first to systematically propose and examine how self-regulatory resources mediate the relationship between CSR and employee psychological well-being, and how employee attitudes toward business ethics moderate this relationship, and should serve as a catalyst to future studies.

Does the Ethos of Law Erode? Lawyers’ Professional Practices, Self-Understanding and Ethics at Work

Furthering an integrative ethics-as-practice framework, this paper explores the professional practices, self-understanding and ethics of lawyers working in the Germanic legal context. Existing studies of the legal profession often argue that changing conditions in law have led to a ‘constrained morality’ and an ‘erosion of ethos’ among lawyers. While the current study acknowledges shifts in lawyers’ ethos, it challenges the claim of an erosion or ‘lack’ of morality. The narratives of the interviewed practitioners rather suggest that socio-discursively constituted professional practices, identity and ethics are complex and contingent. Focusing on the ‘moral rules in use’ and how lawyers negotiate ethical matters ‘from within’ evokes ongoing ambiguities and struggles inscribed in ethical (self-)positions, pointing, as such, to the limits of assessing lawyers’ conduct as ‘ethical’ or ‘unethical’. The study thereby extends both normative and practice-based business and professional ethics studies.

Medical Ethics Knowledge and Attitude Among Dental Students from Two Universities in The Middle East

Background: Dentists are obligated to provide patients with ethical and harmless treatment. Objective: This study aimed to assess the knowledge, attitude and practices of medical ethics among dental students in two dental faculties in the Middle East. Methods: A cross-sectional study using a validated online self-administrated questionnaire was completed by dental students who started clinical training at Mansoura University, Egypt, and from Umm Al-Qura University (UQU), Saudi Arabia. Descriptive statistics and chi-square tests were used for the statistical analysis. Results: Participants were 649 dental students. About 77% of Mansoura’s students were aware of the Hippocratic Oath compared to 89.6% of UQU students (p=0.000). No significant difference was found between the two faculties in the presence of ethical topics in their curriculum and the mode of teaching. About 67% of respondents reported obtaining written consent from UQU patients compared to only 10.5% of Mansoura’s patients. Nearly 86.3% and 63.3% of dental students at Mansoura and UQU, respectively, believed that they knew the best, irrespective of the patients’ opinion. In case of any wrongdoing during treatment, 88.7% of Mansoura’s and 93.9% of UQU students agreed to inform the patients. Regarding patient autonomy, only 51.2% and 65.3% of dental students at Mansoura and UQU, respectively, respected the patient’s wishes during treatment., The majority of students from both faculties had less knowledge regarding services and duties related to the ethical committee. Conclusion: Gaps in knowledge, attitude and practices of medical ethics were found among dental students of the two faculties, especially among Mansoura’s students. Attention should be paid to improving the present situation.

Meanings and Experiences of End-of-Life Patients and Their Family Caregivers in Hospital-to-Home Transitions: A Constructivist Grounded Theory Study.

This study explored the meanings and experiences of patients with terminal chronic diseases and their caregivers, who face the imminence of death in the home environment after hospital discharge. The qualitative study used constructivist grounded theory. The participants were individuals with a terminal chronic illness, discharged to home, and their family caregivers. Data were gathered from in-depth interviews and field notes, and a comparative analysis was conducted to identify categories and codes, according to Charmaz’s theory. The sample consisted of 21 participants. Three inter-related data categories emerged: “Floating between acceptance and resistance: Perceiving the proximity of death”, “Analysing the end from other perspectives: it is in the encounter with death that life is understood” and “Accepting the path: between the love of letting go and the love of wanting to stay”. The categories translate the reconstruction of those facing end-of-life occurring in the home environment. It is amid the imminence of death that life gains intensity and talking about the finitude of life configures an opportunity to see life from other perspectives. Giving voice to individuals facing the mishaps of a terminal illness fosters the path to a comfortable death. For health professionals, it is an opportunity to provide structured and humanized care with an ethical attitude, in defence of human dignity.

Ethics in biodiversity conservation: The meaning and importance of pluralism

Addressing the global extent of the current biodiversity crisis requires engaging with the existence of multiple equally legitimate values, but also with diverse ethical perspectives underpinning conceptions of right and wrong actions. However, western monist positions have mostly explicitly or implicitly directed conservation strategies by defining the space of legitimate arguments, overlooking solutions that do not fit neatly the chosen approaches. As ignoring diverse ethical positions leads to injustices and reduces the potential of conserving biodiversity, there is a need to recognise and navigate the ethical landscape. Ethical pluralism may provide opportunities to do so. However, the ethical underpinnings of pluralism have not been fully considered in biodiversity conservation. In this article, we elaborate the meaning, importance and limits of ethical pluralism while highlighting opportunities and challenges that the position may entail in biodiversity conservation science and practice. We argue that ethical pluralism allows recognising not only the existence of incommensurable plural values, but also that moral conflicts should embrace intra and inter-cultural criticism and the legitimacy of agonism and dissent, as opposed to monistic and relativistic approaches. We conclude by discussing how grounding ethical pluralism in environmental justice and environmental pragmatism may contribute to navigating the ethical landscape in biodiversity conservation. Particularly, we highlight opportunities to: i) promote (non-anthropocentrically understood) recognition and environmental justice in biodiversity conservation and, ii) move beyond theoretical debates seeking the single best ethical theory and focus on ethical diversity as a common source of possible solutions.

The French Reception of Adventures of Huckleberry Finn: A Belated Consecration

The French Reception of <i>Adventures of Huckleberry Finn</i>: A Belated Consecration

Against and For Ethical Naturalism

AbstractMoral realism and ethical naturalism are both highly attractive ethical positions but historically they have often been thought to be irreconcilable. Since the late 1980s defenders of Cornell Realism have argued that the two positions can consistently be combined. They make three constitutive claims: (i) Moral properties are natural kind properties that (ii) are identical to (or supervene) on descriptive functional properties, which (iii) causally regulate our use of moral terms. We offer new arguments against the feasibility of Cornell realism and then show that there is a way to be a naturalistic realist that avoids internal inconsistency and uniquely provides for moral normativity.

Influence of AI ethics awareness, attitude, anxiety, and self-efficacy on nursing students’ behavioral intentions

BackgroundArtificial intelligence (AI) technology has recently seen rapid advancement, with an expanding role and scope in nursing education and healthcare. This study identifies the influence of AI ethics awareness, attitude toward AI, anxiety, and self-efficacy on nursing students’ behavioral intentions to use AI-based healthcare technology.MethodsThe participants included 189 nursing students in Gyeonggi-do, with data collected from November to December 2021 using self-reported questionnaires. We analyzed the data using the SPSS/WIN 26.0 program, including a t-test, Pearson’s correlation coefficient, and hierarchical multiple linear regression.ResultsThe results revealed that AI ethical awareness (t = − 4.32, p < .001), positive attitude toward AI (t = − 2.60, p = .010), and self-efficacy (t = − 2.65, p = .009) scores of the third and fourth-year nursing students were higher, while their anxiety scores were lower (t = 2.30, p = .022) compared to the scores of the first and second-year nursing students. The factors influencing behavioral intention included a positive attitude toward AI (β = 0.58) and self-efficacy (β = 0.22). The adjusted R2 was 0.42.ConclusionIt is necessary to inculcate a positive attitude toward AI and self-efficacy by providing educational programs on AI-based technology in healthcare settings.

Желание как критерий поступка в теории Ж. Лакана

This article presents the research results of Jaque Lacan’s ethics of psychoanalysis. Lacan suggested both the new theory of desire and the new ethics which is motivated by a desire as a criterion of an action. In this article the author reconstructs the Lacan’s system of arguments, which proves the fact, that desire can be considered as a criterion of an action, not its motive. This paper shows that the ethics of desire, that was originally developed in relation to the problem of the criterion of an analytical act, is also important for the ethical position of the patient, and therefore can be presented as a universal ethic. The article also provides evidence that psychoanalytic work can be considered as an ethical practice, since there is a transformation of the ethical position of the patient in it. Initially, the patient takes an ethical position that can be defined as the desire to achieve the good, it would lead the subject to satisfaction, comfort and tranquility. On the other hand, psychoanalysis reveals a different ethical perspective to the patient, where the desire defines how the patient chooses the path. First of all, this is about the analyst’s desire. This term means a special formation that was resulted by the analyst’s own analysis. Lacan believed that a psychoanalyst is the result of his/her own analysis, one of the main effects of which is the analyst’s desire. The analyst’s desire serves as a criterion for the analyst to perform analytical acts in his/her psychoanalytic practice. But the ethics of desire is important not only for the psychoanalyst. The author’s task is to show that a patient who came to the analysis for the sake of therapy also performs the transformation of an ethical position in the process of analysis. This is the basic condition of psychoanalytic therapy. The main purpose of psychoanalysis is the study of unconscious desire, as a result of which the patient becomes an analysand and gets the opportunity to face his/her desire and follow it. To follow the desire means to decide to abandon the perspective of satisfaction and to bet on what is opposed to peace and completeness, and what can be defined as life.

Work-related injuries in the Australian education sector: A retrospective cohort study

IntroductionEducators are exposed to several work-related hazards. Evidence suggests musculoskeletal pain, psychological distress, and student-inflicted violence-related injuries are common. However, there is little evidence on the burden of workplace injury among Australian educators. AimTo compare incidence of injury claims and duration of compensated time off work between educators and non-educators, and associated factors. MethodsRetrospective cohort study of 1,559,676 Australian workers’ compensation claims, including 84,915 educator claims, lodged between July 2009 to June 2015, from the National Dataset for Compensation-based Statistics. Cases were included if aged 18+ years and working in the education sector less than 100 h per week. Negative binomial regression models estimated the relative risk of making a compensation claim and survival analyses calculated disability duration within educators by sex, age, injury type and mechanism, socioeconomic area, remoteness, and jurisdiction. ResultsCompared to non-educators, educators had lower rates of injury claims and shorter disability durations. However, educators had a higher rate of claims for mental health conditions and assault, with the highest risk being among those in special education and education aides. Among educators, injury claim rates were highest among special educators, education aides, and secondary educators. Discussion and ConclusionThough surveys indicate Australians in the education sector have higher incidences of work-related injuries, this study found lower incidence of injury claims and shorter disability durations than others. Educators’ injury-reporting and absenteeism behaviors may be constrained by ethical, social, and administrative attitudes. Educators had higher rates of claims for mental health and assault-related injury, particularly special educators, and education aides, which suggests a need for targeted prevention efforts.

Is it time? Reflections on the experience of finding an ethical way to write a personal story for an audience

How can I tell a personal story which finally feels ready to emerge and be written about? Can the composing of a reflexive, autoethnographic account help me to better understand my own experience? In this article I describe how I feel impelled to listen to my embodied feelings and to pause in my research writing to allow this need to be met. Responding to those urgings leads me to write a poem, The Kite, which becomes the reflexive core of my writing. Sharing the poem with my daughter results in challenging conversations which cause me to reflect on my motivation and to doubt whether I can consider writing this article. I explore my ethical position as a mother and a gran who needs to tell her story before continuing with her research study while remaining constantly aware of those things which are not mine to tell. I make use of reflexive, rhetorical questions to consider the dilemmas involved in obtaining consent and respecting the wishes of all those involved. I develop in the process a greater awareness of the ongoing effects of the serious illness of a child on a family, and I reflect on the many hidden voices of those undergoing the same experience. The creative telling of my story, incorporating both poetic writing and reconstructed dialogue, changes and deepens my understanding of what it means to write reflexively. And leads to an unexpected and deeply moving creative response.

Opportunity Cost or Opportunity Lost: An Empirical Assessment of Ethical Concerns and Attitudes of EEG Neurofeedback Users.

Electroencephalography (EEG) neurofeedback is a type of biofeedback that purportedly teaches users how to control their brainwaves. Although neurofeedback is currently offered by thousands of providers worldwide, its provision is contested, as its effectiveness beyond a placebo effect is unproven. While scholars have voiced numerous ethical concerns about neurofeedback-regarding opportunity cost, physical and psychological harms, financial cost, and informed consent-to date these concerns have remained theoretical. This pilot study aimed to provide insights on whether these issues were supported by empirical data from the experiences of neurofeedback users. Semi-structured telephone interviews were conducted with individuals who had used EEG neurofeedback for themselves and/or for a child. The majority of respondents (N = 36) were female (75%), white (92%), and of higher socioeconomic status relative to the U.S. population. Among adult users (n = 33), most (78.8%) resorted to neurofeedback after having tried other therapies and were satisfied with treatment (81.8%). The majority paid for neurofeedback out-of-pocket (72.7%) and considered it to be good value for money (84.8%). More than half (57.6%) considered neurofeedback to be a scientifically well-established therapy. However, of those, 78.9%were using neurofeedback for indications not adequately supported by scientific evidence. Concerns regarding opportunity cost, physical and psychological harms, and financial cost are not substantiated by our findings. Our results partially support concerns regarding insufficient understanding of limitations. This study underlines the disconnect between some of the theoretical concerns raised by scholars regarding the use of non-validated therapies and the lived experiences of users.

Ethical Challenges and Implications of Deactivating Mechanical Circulatory Support for Patients With Preserved Cognitive Function.

Ethical Challenges and Implications of Deactivating Mechanical Circulatory Support for Patients With Preserved Cognitive Function.

A Profile of Gamesmanship Attitudes Among Youth Sport Coaches

Youth in sport programs are not only gaining skills in sport techniques but also observing and learning ethical attitudes such as how to treat others in competition or whether to play in accordance with sport rules. Youth sport coaches influence youth directly through the provision of guidance and feedback and indirectly through the behaviors they model and attitudes they reflect. In the sport context, gamesmanship is any in-game misconducts that stay within the boundaries of the rules but still are ethically controversial and may lead to a competitive advantage. In this study, the gamesmanship beliefs of youth sport coaches across multiple sport disciplines were analyzed. The participants of this study were 109 youth sport coaches of a variety of sports. A 20-question gamesmanship beliefs survey was used in data collection for this study in which youth sport coaches were asked to determine their opinion of the identified conduct and respond with a rating on a 4-point Likert scale. Responses of youth sport coaches in this study suggest that only a small portion of them are inclined to instruct players to act in a way that utilizes gamesmanship practices. This study’s examination of whether formal coaching training or years of coaching experience influence attitudes toward gamesmanship found that there appeared to be little effect on coaches’ attitudes. As gamesmanship situations are typically present in the youth sport context, this study provides value in understanding how youth sport coaches think about gamesmanship and their awareness of ethical concerns.

The Process of Ethical Judgment on Multi-Role Conflicts of High School Counselors in Chinese Cultural Context

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.

Measuring Romanian Students’ Attitude towards the Ethical Use of Social Networks

The aim of this study is to assess students’ ethical attitudes towards social networks (SNs) in order to identify ethical norms and principles, which should be implemented in universities. A self-reported survey was conducted on 583 Bachelor and Master students majoring in different domains in a Romanian university. The results revealed that students in higher education express an overall positive attitude towards the ethical use of SNs, taking seriously various ethical concerns such as the use of appropriate language, the selection of the content they share, and copywriting. Students also expressed a positive attitude towards the use of emoticons in their SNs communications. Significant differences were detected between different groups of students according to their gender, age, and specialization. The model of ethical attitudes provides a new perspective on how students and teachers know and respect the rules of using social networks in the academic environment.

Knowledge mobilisation strategies for responsible and inclusive academic research

ABSTRACT The present article introduces the concept of knowledge mobilisation (KMb) strategies in university research by linking university social responsibility with the concept of inclusive and responsible research, which implies an ethical perspective of equity and inclusion in responding to citizens’ needs. The study objective is to discover the ethical position and KMb strategies in 80 research groups from five European countries. The amount and type of strategies applied are analysed from information gathered in semi-structured interviews and from KMb indicators. The results show that these strategies are still not widely used and point to four key elements in researchers’ ethical positions: commitment, knowledge recognition, dialogue and cooperation. Strategies range from the initial formulation of the research problem to a sustainability plan for the research projects. The conclusions identify an emancipatory ethical perspective that rebalances power relationships between researchers and stakeholders, but that generates tension with public research policies and research quality evaluation criteria.

Освіта у віртуальному просторі колективної дії в умовах пандемії COVID-19: соціально-філософський аспект

It is proved that one of the tasks of modern education is the maximum use of information and communication technologies. After all, these technologies are one of the means that allows to realize the tasks of education in the conditions of pandemic and war. Due to these possibilities, modern education in most cases has moved from real classrooms to virtual ones. Virtual space creates possibilities for overcoming of temporal and spatial borders in the acquisition of knowledge, promotes the formation of social groups, within which there is an exchange and capture that or other information, knowledge. Features of the formation of col­lective action are considered. Attention is paid to the conditions with which the world met in the XXI century – COVID-19. The aim of this article is to analyse the peculiarities of the formation of collective action in cyberspace in the context of the COVID-19 pandemic based on a survey. The theoretical and methodological component consists of general and special methods and approaches: systemic and sociological. The COVID-19 pandemic has forced society to become virtual, most life processes have moved from real life to cyberspace, such as education, and people have become more able to communicate on social networks. However, the links that arise in the virtual space of social networks are weaker, and not always the expected collective action of the social group can justify itself from the standpoint of the number of participants or the goal, it is not always adequately transferred from the virtual world to the real. This is due to the fact that in the virtual world, social connections are built on a horizontal basis and do not involve vertical relationships. And such relations do not have the features of the forma­tion of collective action, which are inherent in the real, material world. The study surveyed respondents of different ages. The results of the survey showed that the basis for the formation of collective action, and identity in social networks are dominated by values and moral and ethical attitudes within the group, which determine the peculiarity of collective action and society in these real conditions and determine the development of society. After all, 58.5% of respondents clearly stated that the social networks in which they are members have an impact on them. That is, the social network under these conditions is almost the main fac­tor in the formation of personality and self. Displace attention on possibility of grant of educational services in the conditions of pandemic and war, using vir­tual space. Taking for basis philosophy of studies during life, it is shown that the virtual world gives equal possibilities all wishing to get education or additional knowledge regardless of age.

The Influence of Ethical Beliefs and Attitudes, Norms, and Prior Outcomes on Cybersecurity Investment Decisions

Recent data breaches underscore the importance of organizational cybersecurity. However, the high costs of such security can force chief financial officers (CFOs) to make difficult financial and ethical trade-offs that have both business and societal implications. We employ a 2 × 2 randomized experiment that varies both an observed scenario CFO’s investment decision (invest/not invest in security) and organizational outcomes (positive/negative) to investigate these trade-offs. Participant managers assess the observed CFO’s investment behavior and indicate their own intentions to invest. Results indicate that when the observed scenario CFO invests in security, managers primarily follow their peers when making investment decisions. However, when the observed CFO does not invest in security, managers make their own decisions by engaging in more in-depth reasoning that includes assessment of the seriousness of consequences, as well as the ethical and societal considerations. Moderated mediation findings further deconstruct and corroborate these relationships.

Psychosocial and Ethical Behaviors and Attitudes of Health Care Professionals in the Clinical Setting of Living Kidney Donors: A Qualitative Study

There are several psychosocial and ethical issues surrounding the decision making of living kidney transplant donors. This study aimed to determine what health care professionals (HPs) consider in their clinical practice and their attitudes toward donors' decision-making processes. Face-to-face semistructured interviews were conducted with 15 HPs. A thematic analysis was performed to categorize the thematic elements of the transcripts. All procedures were approved by the relevant review board and conducted in accordance with the Declaration of Helsinki. Six main categories-maintaining family relationships, improving donor understanding, supporting voluntary decision making, setting the environment for the examination, having different attitudes toward the donor's intentions, and resisting confirmation of intent-were identified. The HPs provided diverse considerations to respect the donors' autonomy. In clinical practice, there is a lack of practical methods to confirm living donors' levels of understanding and spontaneity, suggesting that these methods need to be established. Factors related to family functioning may reflect the unique culture of Japan, and this may be indicative of the need to consider treatment based on cultural values.