Description
Write a 6–8 page assessment of an ethical issue in a case study and construct an ethical analysis based on the application of ethical principles. Note: The assessments in this course build upon one another, so you are strongly encouraged to complete them in sequence. As a psychology professional, you will encounter ethical dilemmas at times in your work. Dealing with controversial and ambiguous real-life situations within the framework of a complex society provokes challenges. Familiarity with the APA principles, use of critical thinking, consulting with others, and ongoing gains in professional experience enhance our ability as professionals to effectively apply ethical standards in practice. In this assessment, you will apply this understanding to a case study problem. APA Resources Because this is a psychology course, you must format this assessment according to APA guidelines. Additional resources about APA can be found in the Research Resources in the left navigation menu of your courseroom. Use the following resources to guide your work as needed. Academic Writer. APA Paper Template [DOCX]. Ethical Decision-Making The following resources can assist you as you address the professional ethics in the case you selected. You may find that you want to search for and use additional or other professional or scholarly resources that directly relate to concerns in your case. Moffett, L. A., Becker, C. J., & Patton, R. G. (2014). Fostering the ethical sensitivity of beginning clinicians. Training and Education in Professional Psychology, 8(4), 229–235. Schwartz, M. (2016). Ethical decision-making theory: An integrated approach [PDF]. Journal of Business Ethics, 139(4), 755–776. Palacios, J., Adroher, S., Brodzinsky, D. M., Grotevant, H. D., Johnson, D. E., Juffer, F., . . . Tarren-Sweeney, M. (2019). Adoption in the service of child protection: An international interdisciplinary perspective. Psychology, Public Policy, and Law, 25(2), 57–72. SHOW LESS Ethics and Multicultural Contexts This resource provides an example of current research related to the application of ethical principles to larger societal problems. Use the Capella University Library or Google Scholar to find scholarly articles relevant to the case study you chose. Seegobin, W., Canning, S., & Bufford, R. K. (2016). Ethics and multicultural contexts: Understandings and applications. Journal of Psychology and Christianity, 35(4), 296–309. Ethics and Psychotherapy The following resources address issues of concern that may arise for counseling professionals. Adejumo, A. (2016). Ethical challenges in logotherapy practice. Ife Psychologia, 24(2), 298–306. Sanders, R. K. (2016). Ethics and values in psychotherapy: Introduction to special issue. Journal of Psychology and Christianity, 35(4), 291–295. Codes of Ethics The following codes of ethics from professional organizations in psychology, healthcare, and school counseling can serve as a foundation to guide your ethics application and analysis in the case you selected. American Psychological Association. (2010). Ethical principles of psychologists and code of conduct (with 2017 amendment). Retrieved from http://www.apa.org/ethics/code/index.aspx?item=3?? To gain an understanding of the principles that guide psychologists, you may review the following principles: Principle E: Respect for people’s rights and dignity. Principle D: Justice. Principle C: Integrity. Principle B: Fidelity and responsibility. Principle A: Beneficence and nonmaleficence. American School Counselor Association. (2016). ASCA ethical standards for school counselors [PDF]. Retrieved from https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf National Association for Healthcare Quality. (2018). NAHQ code of ethics for healthcare quality professionals and code of conduct. Retrieved from https://nahq.org/about/code-of-ethics The assessments in this course build upon one another, so you are strongly encouraged to complete them in sequence. For this assessment, you will continue to work with the same case study you chose for your Assessment 1. Review the Case Studies, if necessary. In this assessment you will apply ethical principles to analyze an ethical dilemma within the case you chose. Instructions Write a 6–8 page report in which you complete the following: Brainstorm several alternatives for resolving the ethical dilemma in the case. Analyze alternatives for resolving the ethical dilemma and come to a conclusion. Analyze and document the possible ramifications for at least three alternatives. Then, choose a course of action. Apply ethical codes and standards to support the plan of action. Explain the research methods used in multiple research studies relevant to the case, and present the findings. Explain your course of action, using research findings from at least two studies to support your plan. You can use (but are not required to use) additional research beyond the two studies to support your plan. The following is the recommended structure for organizing your assessment: Create a title page: Write a title that reflects the purpose of your work. It is suggested that you use the APA Paper Template [DOCX] to format your paper according to the APA manual (current edition). Write an introduction: For the introduction section of your paper, include the title at the top of the first page. (In APA format, the word Introduction is not used as a heading.) Briefly summarize: The ethical issue in the case you have chosen. How professional standards and other resources, in general terms, point toward solutions. How the issue in general relates to larger societal problems. Create a heading titled Applied Ethical Principles and Standards: Use the APA Ethical Principles of Psychologists and Code of Conduct to assess which of the principles and standards relate to the particular ethical issue in this case, and analyze how they do so. Create a heading titled Alternative Solutions: Brainstorm several alternatives for resolving the ethical dilemma in the case. Thoroughly analyze the possible ramifications for at least three alternatives and document them. Then, choose a course of action. Explain your chosen course of action and support it based on both ethical principles and current psychological research (published within the past decade). Create a heading title Research: Present at least two research studies that support your thinking and approach to ethics in the case. Present the research methods and findings and analyze the relevance of the findings to the case. Create a heading titled Conclusion: Briefly summarize the importance of the problem and make a compelling appeal for implementation of your action plan. Keep in mind that while your writing must conform to APA standards, you must explain all information in a manner that can be understood easily by a nonacademic or nonscientific audience. Refer to the Ethical Issue and Action Plan Scoring Guide to ensure you meet the grading criteria for this assessment. Additional Requirements Your assessment should meet the following requirements: Written communication: Written communication is well organized and free from errors that detract from the overall message. APA style: Comply with current APA style and formatting. Number of resources: A minimum of three academic resources. Length: 6–8 typed, double-spaced pages, excluding the cover page and references. Font and font size: Times New Roman, 12 point. Portfolio Prompt: You are encouraged to save this learning activity to your ePortfolio. Note: Your instructor may use the Writing Feedback Tool when grading this assessment. The Writing Feedback Tool is designed to provide guidance and resources to develop your writing based on five core skills. You will find writing feedback in the Scoring Guide for the assessment, once your work has been evaluated. Learn more about the Writing Feedback Tool on the course Tools and Resources page. Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment scoring guide criteria: Competency 2: Apply empirical research findings to issues in psychology. Apply psychological research findings to support a plan of action. Competency 3: Use scientific research methods and findings to address psychological phenomena. Explain research methods used in multiple research studies. Competency 4: Solve problems in the field of psychology through critical and scientific analysis, and innovative thinking. Analyze alternatives for resolving an ethical dilemma. Competency 5: Evaluate decisions or actions based on cultural competence and ethical principles. Apply ethical codes and standards to support a plan of action. Competency 7: Communicate effectively with diverse recipients in a manner that is consistent with expectations for psychology professionals. Communicate clearly, supporting a central idea with good organization of thought, and correct grammar and sentence structure. Apply APA style and formatting to written work. CASE STUDY Chelsea and Chen Chelsea, a 34-year-old white female, moved to Riverbend City five years ago. After she completed her master’s internship in school counseling, she took a job as the school counselor in the Riverbend City elementary school system. She is working with Chen, a nine-year-old girl. When Chen was five, Mr. and Mrs. Clark adopted her through an agency that works in conjunction with Chinese orphanages. Although Chen had been in the orphanage since birth, it took longer to find a family for her because she was born with a cleft palate. The Clarks could afford and were willing to pay for the surgery to repair Chen’s palate. The surgery took place when Chen was six years old. It was hard on Chen to have such a major surgery, but her palate and lip were corrected with a moderate remaining scar. The Clarks are loving parents, committed to Chen’s adjustment and progress, and are cooperating with any recommendations given by professionals. The Clarks have no other children. Chen is small for her age and is very quiet. She is in the third grade and is a good student. As a reading project, each member of the class had to give a book report in front of the class. Chen read her chosen book and wrote the book report, but refused to stand in front of the class to give the report. When the teacher tried to nudge Chen to give her report, Chen ran out of the room crying. The teacher was concerned about the incident, Chen’s lack of confidence in herself, and her seeming inability to interact with the other children. So she referred Chen to Chelsea. Consider the individual, family, societal, cultural, and ethical issues that Chelsea must think about as she interacts with Chen, her teacher, and her adoptive parents.
[Instructional text in this template is contained in square brackets ([…]). After reading the instructional text, please delete it, and use the document as a template for your own paper. To keep the correct format, edit the running head, cover page, headings, and reference list with your own information, and add your own body text. Save this template in a file for future use and information.
The running head is an abbreviated title of the paper. The running head is located at the top of pages of a manuscript or published article to identify the article for readers. The running head should be a maximum of 50 characters, counting letters, punctuation, and spaces between words. The words “Running head” are on the cover page but not on the rest of the document. The running head title is all capital letters. Page 1 begins on the cover page. The entire document should be double-spaced, have 1-inch margins on all sides, and use 12-point Times New Roman font.]
Full Title of Paper
Learner’s Full Name
Course Title
Assignment Title
Capella University
Month, Year
Abstract
[An abstract is a brief, comprehensive summary of the contents of a paper. This section is optional, so check assignment requirements. The abstract allows readers to quickly review the key elements of a paper without having to read the entire document. This can be helpful for readers who are searching for specific information and may be reviewing many documents. The abstract may be one of the most important paragraphs in a paper because readers often decide if they will read the document based on information in the abstract. An abstract may not be required in some academic papers; however, it can still be an effective method of gaining the reader’s attention. For example, an abstract will not be required for Capella’s first course, PSYC3002. The following sentences serve as an example of what could be composed as an abstract for this paper: The basic elements of APA style will be reviewed, including formatting of an APA style paper, in-text citations, and a reference list. Additional information will address the components of an introduction, how to write effective paragraphs using the MEAL plan, and elements of a summary and conclusion section of a paper.]
Full Title of Paper
[In APA style, the heading “Introduction” is not used; instead the introduction appears under the paper’s full title. An effective introduction often provides an obvious statement of purpose to help the reader know what to expect while helping the writer to focus and stay on task. For example, this paper will address several components necessary to effectively write an academic paper including (a) how to write an introduction, (b) how to write effective paragraphs using the MEAL plan, and (c) how to properly use APA style.
An introduction may consist of four main components including (a) the position statement, thesis, or hypothesis, which describes the author’s main position; (b) the purpose, which outlines the objective of the paper; (c) the background, which is general information that is needed to understand the content of the paper; and (d) the approach, which is the process or methodology the author uses to achieve the purpose of the paper. Authors may choose to briefly reference sources that will be identified later on in the paper as in this example (American Psychological Association, 2010a; American Psychological Association, 2010b; Walker, 2008).]
Level One Section Heading is Centered, Bold, Uppercase and Lowercase
[Using section headings can be an effective method of organizing an academic paper. The section headings should not be confused with the running head, which is a different concept described in the cover page of this document. Section headings are not required according to APA style; however, they can significantly improve the quality of a paper. This is accomplished because section headings help both the reader and the author.]
Level Two Section Heading is Flush Left, Bold, Uppercase and Lowercase
[The heading style recommended by APA consists of five levels (American Psychological Association, 2010a, p. 62). This document contains two levels to demonstrate how headings are structured according to APA style. Immediately before the previous paragraph, a Level 1 heading was used. That section heading describes how a Level 1 heading should be written, which is centered, bold, and using uppercase and lowercase letters. For another example, see the section heading “Writing an Effective Introduction” on page 3 of this document. The heading is centered, bold, and uses uppercase and lowercase letters (compared to all uppercase in the running head at the top of each page). If used properly, section headings can significantly contribute to the quality of a paper by helping the reader who wants to understand the information in the document, and the author who desires to effectively describe the information in the document.]
Section Headings Help the Reader
[Section headings serve multiple purposes including (a) helping readers understand what is being addressed in each section, (b) breaking up text to help readers maintain an interest in the paper, and (c) helping readers choose what they want to read. For example, if the reader of this document wants to learn more about writing an effective introduction, the previous section heading clearly states that is where information can be found. When subtopics are needed to explain concepts in greater detail, different levels of headings are used according to APA style.]
Section Headings Help the Author
[Section headings do not only help the reader, they help the author organize the document during the writing process. Section headings can be used to arrange topics in a logical order, and they can help an author manage the length of the paper. In addition to an effective introduction and the use of section headings, each paragraph of an academic paper can be written in a manner that helps the reader stay engaged. Capella University promotes the use of the MEAL plan to serve this purpose.]
The MEAL Plan
[The MEAL plan is a model used by Capella University to help learners effectively compose academic discussions and papers. Each component of the MEAL plan is critical to writing an effective paragraph. The acronym MEAL is based on four components of a paragraph (M = Main point, E = Evidence or Example, A = Analysis, and L = Link). The following section includes a detailed description and examples of each component of the MEAL plan.
When writing the content sections of an academic paper (as opposed to the introduction or conclusion sections), the MEAL plan can be an effective model for designing each paragraph. A paragraph begins with a description of the main point, which is represented by the letter “M” of the MEAL plan. For example, the first sentence of this paragraph clearly states the main point is a discussion of the MEAL plan. Once the main point has been made, evidence and examples can be provided.
The second component of a paragraph contains evidence or examples, which is represented by the letter “E” in the MEAL plan. An example of this component of the MEAL plan is actually (and ironically) this sentence, which provides an example of an example. Evidence can be in the form of expert opinions from research. For example, evidence shows that plagiarism can occur even when it is not intended if sources are not properly cited (Marsh, Landau, & Hicks, 1997; Walker, 2008). The previous sentence provides evidence supporting why evidence is used in a paragraph.
Analysis, which is represented by the letter “A” of the MEAL plan, should be based on the author’s interpretation of the evidence. An effective analysis might include a discussion of the strengths and weaknesses of the arguments, as well as the author’s interpretations of the evidence and examples. If a quote is used, the author will likely provide an analysis of the quote and the specific point it makes for the author’s position. Without an analysis, the reader might not understand why the author discussed the information that the reader just read. For example, the previous sentence was an analysis by the author of why an analysis is performed when writing paragraphs in academic papers.
Even with the first three elements of the MEAL plan, it would not be complete without the final component. The letter “L” of the MEAL plan refers to information that “links” the current and the subsequent paragraphs. The link helps the reader understand what will be discussed in the next paragraph. It summarizes the author’s reasoning and shows how the paragraph fits together and leads (that is, links) into the next section of the paper. For example, this sentence might explain that once the MEAL plan has been effectively used when writing the body of an academic paper, the final section is the summary and conclusion section.]
Conclusion
[A summary and conclusion section, which can also be the discussion section of an APA style paper, is the final opportunity for the author to make a lasting impression on the reader. The author can begin by restating opinions or positions and summarizing the most important points that have been presented in the paper. For example, this paper was written to demonstrate to readers how to effectively use APA style when writing academic papers. Various components of an APA style paper that were discussed or displayed in the form of examples include a running head, title page, introduction section, levels of section headings and their use, in-text citations, the MEAL plan, a conclusion, and the reference list.]
References
American Psychological Association. (2010a). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
American Psychological Association. (2010b). Ethical principles of psychologists and code of conduct. Washington, DC: Author. Retrieved from http://www.apa.org/ethics/code/index.aspx
Marsh, R. L., Landau, J. D., & Hicks, J. L. (1997). Contributions of inadequate source
monitoring to unconscious plagiarism during idea generation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23(4), 886–897. doi: 10.1037/0278- 7393.23.4.886
Walker, A. L. (2008). Preventing unintentional plagiarism: A method for strengthening
paraphrasing skills. Journal of Instructional Psychology, 35(4), 387–395. Retrieved from http://search.proquest.com/docview/213904438?accountid=27965
[Always begin a reference list on a new page. Use a hanging indent after the first line of each reference. The reference list is in alphabetical order by first author’s last name. A reference list only contains sources that are cited in the body of the paper, and all sources cited in the body of the paper must be contained in the reference list.
The reference list above contains an example of how to cite a source when two documents are written in the same year by the same author. The year is also displayed using this method for the corresponding in-text citations as in the next sentence. The author of the first citation (American Psychological Association, 2010a) is also the publisher, therefore, the word “Author” is used in place of the publisher’s name.
When a digital object identifier (DOI) is available for a journal article, it should be placed at the end of the citation. If a DOI is not available, a uniform resource locator (URL) should be used. The Marsh, Landau, and Hicks (1997) reference is an example of how to cite a source using a DOI. The Walker (2008) reference is an example of how to cite a source using a URL.]