Your search found 1582 results.

Descriptors:
Foreign Countries; Addictive Behavior; Antisocial Behavior; Crime; Disclosure; Confidentiality; Legal Responsibility; Ethics; Human Services; Counselors; Students; Online Surveys

Abstract:
Preserving confidentiality is problematic for human service practitioners if they know that a client is seriously harming a third party or could do so in the future. The present study concerned financial harm, as generated by gambling-related theft. Clients who disclose gambling-related theft potentially create a dilemma for practitioners, who may need to consider whether they have a professional duty to warn or in other ways protect third parties who are identifiable but uninvolved in treatment. Study participants included specialist gambling counsellors, practitioners working in agencies likely to attract clients with gambling problems and students in training. Data was collected by means of an online survey. Findings reveal how practitioners construe their profession's legal and ethical obligations when clients admit to gambling-related theft and when they personally believe that disclosure is warranted. Areas of uncertainty and disagreement have import for employing agencies, professional associations and tertiary training institutions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Student Attitudes; Feedback (Response); Teacher Response; Personality Traits; Teacher Characteristics; Role; Cognitive Processes; Teacher Behavior; Confidentiality; Communication Skills; Adjustment (to Environment); Aggression; Anxiety; Student Characteristics; Differences

Abstract:
Feedback orientations refer to students' perceptions of instructional feedback utility, retention, sensitivity, and confidentiality. In this paper, we report three studies that investigated the relationships among feedback orientations and communication traits. Specifically, we examined the associations among communication adaptation traits (Study 1), aggression traits (Study 2), and apprehension traits (Study 3). The results of Study 1 (N =149) indicated that students high in cognitive flexibility and responsiveness reported retaining and using instructors' feedback and were less sensitive to feedback than other participants. Findings from Study 2 (N = 82) showed that students who were high in verbal aggressiveness, Machiavellianism, and tolerance for disagreement found their instructors' feedback less useful and retained less feedback than other participants. The results of Study 3 (N = 72) revealed that students who were high in communication apprehension and low in intellectual flexibility reported being sensitive to receiving feedback, preferred to receive feedback privately, and did not find feedback to be overly useful. Results may be used by instructors to better provide students with useful, memorable, nonthreatening, and private feedback in the classroom. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Peer Mediation; Rewards; Grade 5; Program Effectiveness; Elementary School Students; Program Implementation; Bullying; Confidentiality; Goal Orientation; Supervision; Leadership Role

Abstract:
In the last few years, peer programs have grown in popularity around the country, supported by a growing body of research and the rewards of seeing teenagers' lives changed. Elementary peer programs, with their different set of typical issues, schedule demands, and personnel availability, are certainly different from their middle- and high-school counterparts. However, as sponsors are discovering, elementary programs are a possible, powerful tool for change among even the youngest students. A look through the window of the teacher workroom shows four students, one seated at each side of a table. They talk quietly, obviously very serious about their discussion. Two of them, eleven years old, wear name tags, take notes, listen actively, and ask thoughtful questions of their eight-year-old tablemates. They are conducting a peer mediation. Just down the hall, two other peer helpers introduce themselves to a new student, hand him a gift bag, and explain how snack time works. On the playground, a peer helper sits near the jungle gym with a first grader to help her meet and talk to other students. In a second-grade classroom, a pair of peer helpers discusses the negative impacts of gossip with a group of girls. All of these activities have taken place at Daphne East Elementary School, Daphne, Alabama, since its opening in 2004. However, as is the case at most elementary schools around the country, these activities were formerly conducted by teachers. The Daphne East Peer Helpers group was formed in April 2011 when teachers April Thomas and Ashley Townsend selected and trained a group of 24 fifth-grade students, but theirs is not the only new program in the area. As of this school year, Baldwin County now has a peer program in each of its 44 schools. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Child Abuse; Parenting Styles; Confidentiality; Records (Forms); Social Services; Risk; Privacy; Socioeconomic Status; Research Methodology; Data Collection; Databases

Abstract:
Linking administrative data records for the same individuals across services and over time offers a powerful, population-wide resource for child maltreatment research that can be used to identify risk and protective factors and to examine outcomes. Multistage de-identification processes have been developed to protect privacy and maintain confidentiality of the datasets. Lack of information on those not coming to the attention of child protection agencies, and limited information on certain variables, such as individual-level SES and parenting practices, is outweighed by strengths that include large and unbiased samples, objective measures, comprehensive long-term follow-up, continuous data collection, and relatively low expense. Ever emerging methodologies and expanded holdings ensure that research using linked population-wide databases will make important contributions to the study of child maltreatment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Risk Management; Ethics; Video Technology; Social Work; Social Networks; Confidentiality; Conflict of Interest; Informed Consent; Information Technology; Counseling Techniques; Counseling Services; Referral; Privacy; Standards; Documentation; Counselor Performance

Abstract:
Digital, online, and other electronic technology has transformed the nature of social work practice. Contemporary social workers can provide services to clients by using online counseling, telephone counseling, video counseling, cybertherapy (avatar therapy), self-guided Web-based interventions, electronic social networks, e-mail, and text messages. The introduction of diverse digital, online, and other forms of electronic social services has created a wide range of complex ethical and related risk management issues. This article provides an overview of current digital, online, and electronic social work services; identifies compelling ethical issues related to practitioner competence, client privacy and confidentiality, informed consent, conflicts of interest, boundaries and dual relationships, consultation and client referral, termination and interruption of services, documentation, and research evidence; and offers practical risk management strategies designed to protect clients and social workers. The author identifies relevant standards from the NASW "Code of Ethics" and other resources designed to guide practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Help Seeking; Children; Child Health; Comparative Analysis; Social Bias; Social Attitudes; Counseling Services; Confidentiality; Focus Groups; Gender Differences; Attitude Measures; Mental Health; Health Services

Abstract:
Counseling services are only likely to be effective if individuals are willing to seek help. Although much of the research on youth help-seeking has focused on adolescents, few studies have examined this in regard to children. Constant comparison analysis of focus group discussions revealed differences based on age and gender. Knowledge, sources of help, willingness, concerns regarding confidentiality, levels of interpersonal openness and stigma tolerance differed based on age. Gender differences were also highlighted. Implications focus on enhancing help-seeking among youth. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Ethics; Library Services; Confidentiality; Staff Development; Inservice Education; Library Administration; Library Personnel; Library Policy; Work Ethic; Moral Values; Ethical Instruction; Values Education; Information Policy; Vignettes; Compliance (Legal)

Abstract:
Every U.S. state and the District of Columbia has a law on the books that protects a library borrower's privacy, both an ethical and legal obligation of the library. In addition, FERPA further restricts access to users' records. Getting the message across to staff can be a challenge, especially if you employ students or volunteers who may not share your strongly held sense of professional responsibility or nuanced appreciation. Using scenarios, or minicase studies, based on real-life experiences to generate discussion and expand the scope of their understanding can be a very effective way to transmit the message. This article outlines the method used at Penn State University Libraries to instruct frontline staff on policy, law, and the ethics of protecting the confidentiality and privacy of library users. Pedagogy of case study is discussed. Advice on designing a training session and examples are provided. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Special Libraries; Library Services; Correctional Institutions; Correctional Education; Library Materials; Library Policy; Library Research; Librarian Attitudes; Intellectual Freedom; Confidentiality; Online Surveys; Library Administration

Abstract:
Prison libraries have traditionally fulfilled many purposes for their incarcerated patrons, and these libraries often carry a diverse collection to serve varied patron needs. However, during the trial of Steven Hayes for the Petit family murders, the prosecution questioned the collection development policies of the institutions where Hayes had previously been incarcerated, requesting the reading lists in efforts to prove that his salacious choices in literature fueled his crimes. This request by prosecution brought two major issues into question, including (1) the collection development policies of US prison libraries and (2) the question of patron privacy in prison libraries. This article investigates current prison library policies on collection development and confidentiality of patron borrowing records through an exploratory survey of seventeen librarians currently working in correctional institutions throughout the United States. Their responses detail collection development policies in the prison library and present the ambiguity for handling the confidentiality of patron borrowing records. (Contains 1 table, 3 figures, and 8 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Ethics; Rural Areas; Career Awareness; Confidentiality; Rural Schools; School Psychologists; Counselor Training; Interpersonal Relationship; Services; School Personnel; Family Relationship; Compliance (Legal)

Abstract:
Rural communities often contain unique features that separate them from more urban communities. Although a body of research is devoted to ethical considerations for psychologists working in rural communities as a whole, much less current research is focused on working in rural schools. This paper specifically highlights ethical considerations regarding competence, multiple relationships, and confidentiality. Given that access to services within the community may be limited, school psychologists may encounter cases that are outside of their area of competence. Furthermore, due to the interconnectedness present in many rural communities, psychologists frequently have multiple relationships with those whom they have professional contact. Confidentiality may be compromised when families and school personnel also have multiple relationships. These factors must be considered by psychologists working in rural schools, and steps must be taken at the outset of practice to ensure ethical compliance. More specific means of obtaining this compliance are discussed in this paper. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Cultural Differences; Teacher Certification; Ethics; Social Work; Confidentiality; Internship Programs; College Students; Collectivism; Personal Autonomy; Self Determination; Reflection; Cultural Context; Cultural Awareness; Intervention; Learning Experience; Counselor Training

Abstract:
This article explores the ethical tensions and dilemmas that arose for 2 U.S. social work students during an 8-month international clinical internship in northern Uganda. These students encountered cultural differences related to issues of confidentiality, autonomy, and self-determination. Student experiences were analyzed using the cultural orientation framework of collectivism. A strategy for reflecting on ethical dilemmas that arose is presented involving identification and exploration of the ethical dilemma, reflection on the dilemma in the context of culture and socioeconomic factors, development of culturally responsive and ethical interventions, and continued review and reflection. Such exploration of culturally based value differences is needed to increase social work students' cultural competence. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website