Addressing Ethical Issues in Studying Men’s Traumatic Stress

Like many human experiences, traumatic stress is highly gendered. Over the past several decades, a sub-stantial number of empirical studies have explored ethical issues in traumatic stress research. However, these studies have typically reported female samples or failed to account for the influence of gender in their analyses of mixed-sex samples. By extension, ethical issues that are relevant to male participants in traumatic stress research are poorly understood. After briefly exploring why the vulnerabilities of male participants are under-explored in traumatic stress research, this article highlights many ethical issues that are important to address when men participate in traumatic stress research, concluding with some sugges-tions for how these might be taken up to advance the field

Ethics 2.0: Social media implications for professional communicators

This paper examines ethical implications in the use of social media by professional communicators. Using its research into the experiences of New Zealand practitioners, it identifies major ethical challenges for the profession. It also illustrates how social media intensify ethical issues that public relations has struggled with in the off-line world. At the same time, it shows how social media open opportunities for increasing practitioner influence on organisational ethics in ways long desired by traditional practitioners and recently advocated by public relations academics. It concludes that, despite enabling a lack of transparency and easier deception, social media can help public relations both improve ethical communication with stakeholders, and gain a greater ethical leadership role

Ethical dimensions of paediatric nursing: A rapid evidence assessment

© 2016, © The Author(s) 2016. Background: Paediatric nurses often face complex situations requiring decisions that sometimes clash with their own values and beliefs, or with the needs of the children they care for and their families. Paediatric nurses often use new technology that changes the way they provide care, but also reduces their direct interaction with the child. This may generate ethical issues, which nurses should be able to address in the full respect of the child. Research question and objectives: The purpose of this review is to describe the main ethical dimensions of paediatric nursing. Our research question was, ‘What are the most common ethical dimensions and competences related to paediatric nursing?’ Research design: A rapid evidence assessment. Method: According to the principles of the rapid evidence assessment, we searched the PubMed, SCOPUS and CINAHL databases for papers published between January 2001 and March 2015. These papers were then independently read by two researchers and analysed according to the inclusion criteria. Ethical considerations: Since this was a rapid evidence assessment, no approval from the ethics committee was required. Findings: Ten papers met our inclusion criteria. Ethical issues in paediatric nursing were grouped into three areas: (a) ethical issues in paediatric care, (b) social responsibility and (c) decision-making process. Conclusion: Few studies investigate the ethical dimensions and aspects of paediatric nursing, and they are mainly qualitative studies conducted in critical care settings based on nurses’ perceptions and experiences. Paediatric nurses require specific educational interventions to help them resolve ethical issues, contribute to the decision-making process and fulfil their role as advocates of a vulnerable population (i.e. sick children and their families). Further research is needed to investigate how paediatric nurses can improve the involvement of children and their families in decision-making processes related to their care plan

Unethical Behavior, Academic Misconduct, & Incivility: Does it occur in Adult Education Classrooms?

The purpose of this research was to survey members of the CPAE listserv regarding personal experiences with ethical issues and dilemmas in the adult education classroom and to also obtain their perceptions of the most critical ethical issues adult educators encounter in the classroom

Constructing ethnographic relationships: Reflections on key issues and struggles in the field.

An ethnographer shares his insights from the field about constructing relationships in research. Focusing on a case study in a New Zealand area school, he reflects on his experiences in the field and the key issues he struggled with related to building relationships. He explores these issues from three theoretical perspectives: building ethical relationships, building trustworthy and authentic relationships, and building relationships as methodology. After identifying these key issues, he discusses some of the choices made in the field, including becoming deeply involved in the school, balancing remaining true to the data and at the same time respecting the dignity of participants, and creating friendships

If they can’t do any good, they shouldn’t come: Ethics in conducting research and evaluation in violently divided societies.

This presentation is based on author's 20 years of working experiences and research in violently divided societies such as Sri Lanka, Sudan, Pakistan, Malawi and Jordan. The author reflects on the field experiences of collaborating with communities from different ethical and moral backgrounds and invite the mainstream Western ethical frameworks to deal with real life issues in VDS

Exploring taboo issues in professional sport through a fictional approach

While the need to consider life course issues in elite sport research and practice is increasingly recognised, some experiences still seem to be considered too dangerous to explore. Consequently, stories of these experiences are silenced and the ethical and moral questions they pose fail to be acknowledged, understood or debated. This paper presents an ethnographic fiction through which we explore a sensitive set of experiences that were uncovered during our research with professional sportspeople. Through a multi‐layered reconstruction, the story reveals the complex, but significant, relationships that exist between identity, cultural narratives and embodied experiences. After the telling we consider how the story has stimulated reflective practice among students, researchers and practitioners. While there are risks involved in writing and sharing taboo stories, the feedback we have received suggests that storytelling can be an effective pedagogical tool in education and professional development

Challenges to Ethically Managing Parkinson Disease: An Interview Study of Patient Perspectives

This study investigated the current ethical issues in relation to recognizing and managing Parkinson disease (PD) from the patient’s perspective. Methods: Twelve patients living with PD who were from the medical school’s Patients as Educators program were recruited. Semistructured interviews were conducted to record patient experiences in order to identify potential ethical issues in relation to recognizing and managing PD. Thematic analysis was applied to the interview transcripts. Results: Four key themes emerged from the interviews. These were information giving, coping, identity, and future medical treatment. These data indicate variable experiences in relation to communication between patient and health-care professional, better support for both planning end-of-life decisions and in coping with the disease’s impacts on their identity. Patients with PD also struggle with access to support services and support for main carer. Implications: To ensure ethical practice in supporting patients with PD, these emerging themes need further investigation; and management guidelines relevant to PD must be informed by research in this area to ensure ethical care of patients with PD, their carers, and families

Researching domestic violence and abuse in healthcare settings: challenges and issues

Domestic violence and abuse (DVA) is now recognised as a significant global health and societal issue. Conducting DVA research in healthcare contexts requires the consideration and understanding of a number of practical, methodological and ethical issues. Based on their experiences of working as clinicians and researchers, the authors aim to explore some of the pertinent issues and challenges associated with DVA research conducted in healthcare settings involving patients and/or healthcare professionals or both. A number of ethical, methodological and practical challenges, particularly those associated with research design and data collection, and ethical challenges related to participants and researchers, are explored

Professional Ethics in the Construction Industry

The results are provided of a small, but reprersentative, questionnaire survey of typical project managers, architects and building contractors concerning their views and experiences on a range of ethical issues surrounding construction industry activities. Most (90%) subscribed to a professional Code of Ethics and many (45%) had an Ethical Code of Conduct in their employing organisations, with the majority (84%) considering good ethical practice to be an important organisational goal. 93% of the respondents agreed that "Business Ethics" should be driven or governed by "Personal Ethics", with 84% of respondents stating that a balance of both the requirements of the client and the impact on the public should be maintained. No respondents were aware of any cases of employers attempting to force their employees to initiate, or participate in, unethical conduct. Despite this, all the respondents had witnessed or experienced some degree of unethical conduct, in the form of unfair conduct (81%), negligence (67%), conflict of interest (48%), collusive tendering (44%), fraud (35%), confidentiality and propriety breach (32%), bribery (26%) and violation of environmental ethics (20%)