Introduction
It is no doubt that information and communication technology has taken over the world with almost all functions becoming dependent on technology. The use of computers, Smartphone, tablets, and iPods have increased over the last few years with more Americans demanding internet services on a daily basis. Technology in the form of the internet finds a lot of application in communication with the rising demands for social media channels and other online forms of communication. The use of the internet in communication and information sharing creates major ethical and legal concerns. Internet users must be aware of risks associated with sharing information on online platforms including those related to privacy, competence, confidentiality, boundaries, and individual’s well-being. Joseph A. Demers and Amanda L. Sullivan analyzed issues related to electronic communication and social media in the context of the Psychoeducational practice to create more awareness to internet users.
Application of electronic communication and social media in Psychoeducational practice
People in their daily lives use different forms of electronic communication technologies such as the social networking sites (emails, Twitter, Facebook, and WhatsApp) to communicate different forms of messages. Learning institutions, organizations, and other entities composing of large numbers of people use electronic communication technologies as a way of sharing information and storing crucial data of their people. Psychologists use electronic communication and social media in their practices as a means of retrieving their client's information. Moreover, schools store student's information in their databases and make it available to student's psychologists whenever the need arises. Professionals using electronic communication and social media platforms should have adequate skills and knowledge on how to effectively use them and avoid engaging their clients in risks. Most issues related to the use of technology in sharing and storing information online has a lot of relevance to professional educators. According to Demers & Sullivan (2016), psychological, educational professionals should observe high levels of responsible conduct by adhering to online legal and ethical guidelines.
Risks and vulnerabilities associated with the use electronic communication and social media
The wide use of information technology in different sectors including its application in Psychoeducational practice poses major challenges to the practice. Educational psychiatrists play the role of guiding students towards overcoming physical, emotions, and psychological challenges. However, the overdependence on the electronic communications and the social media introduces significant legal and ethical risks and vulnerabilities to privacy, confidentiality, boundaries, and student's well-being. The number of Americans using electronic communication and social media keeps growing each day. The widespread use of social media networks introduced new complexities that have a significant impact on the ethical and legal environment of the education sector. A larger number of students are depending on the social media for communication, sharing of information, guidance, and counseling, and as the source of news. The traditional notion that social communications are a private entity no longer finds application today because of increased vulnerabilities to cyber attacks.
The application of technology in the form of the social media in Psychoeducational practice should follow specific ethical standards and guidelines that sometimes psychiatrists find hard to follow. In many circumstances, electronic communications introduce major dilemmas to the professional. The Psychoeducational professional has an obligation of protecting the confidentiality and privacy of the client, maintaining high levels of dignity, securing the client's data, and following appropriate guidelines when disseminating and disposing of the client's confidential information. However, the internet contains many loopholes that make it possible for hackers to access client's information without the client's or the psychiatrist knowledge. Demers & Sullivan (2016) provides some elements that accelerate information leakage.
Information and data leakage in electronic communication and social media
Psychoeducational professionals rely on the client’s profile when conducting their analysis. Clients/students fill in their profile through online means where an individual is required to state their name, age, sex, place of work, and any other relevant information. The security of such information remains in the hands of the database management and the user. Most online platforms require users to use passwords to access. Most database management is found in institutions where students school. The exchange of information from the school database to the counselor's database or website creates room for leakage. Internet hackers have devised sophisticated tools capable of tapping both wired and non-wired information available in the internet space. Demers & Sullivan (2016) claimed that exchanging information via online networks like the e-mail leaves permanent records that attackers use to carry out malicious activities on the internet. Authors recommend the use of strong anti-malware tools to prevent attackers from accessing any information available on the online network.
On the other hand, the mode of data storage determines the security of information. Every online user must ensure their information is secure and highly protected. The lack of knowledge on internet risks and vulnerabilities cause loss of important client’s information from the psychologist’s database. People are used to sharing their personal details including phone numbers, year of birth, and identification details without knowing the amount of danger they expose themselves into especially in this era where cyber attacks have become normal businesses. According to Lam, Chen, & Chen (2008), hackers have devised new methods of accessing individual data by using friends on the social media. Hackers use information related to age and education records of a peer to access a person's private information without their consent involuntarily. Psychologists suffer a lot in case of such scenarios because clients would accuse them of sharing their information. Understanding the role of different mitigation processes helps safeguard client's data and avoid many ethical and legal dilemmas experienced in the Psychoeducational practice.
Helping children overcome unethical online behaviors
Conclusion
The work of Demers & Sullivan plays a major role in understanding the modern information and communication technologies and their impact on the society. The application of technology in various professional practices demands a proper understanding of ethical and legal issues related to privacy, boundaries, confidentiality, and data sharing. Gaining knowledge of different technical aspects of electronic communication and the social media and applying ethical standards and guidelines help Psychoeducational professionals create good relationships with clients and avoid common ethical and legal dilemmas related to electronic communication. Everyone in the society has the duty to safeguard their online information and help others achieve responsible online behaviors.
References
Demers, J. A., & Sullivan, A. L. (2016). Confronting the Ubiquity of Electronic Communication
and Social Media: Ethical and Legal Considerations for Psychoeducational Practice. Psychology in the Schools, 53(5), 517-532.
Lam, L., Chen, K., & Chen, L. (2008). Involuntary information leakage in social network
services. Proceedings of IWSEC 2008. Retrieved Feb 02, 2017, from ttp://www.iis.sinica.edu.tw/~swc/pub/information_leakage_socialnets.html
William, S. M., & Joanne, K. (2016). Student Data Privacy, Digital Learning, and Special
Education: Challenges at the Intersection of Policy and Practice. Journal of Special Education Leadership, 29(2) 78-88.
