Purdue University Global Personal Ethical and Moral Code Analytic Essay For this Assignment, you will write a 3–5-page analytic essay analyzing your own et

Purdue University Global Personal Ethical and Moral Code Analytic Essay For this Assignment, you will write a 3–5-page analytic essay analyzing your own ethical and moral code. This assignment is an assessment of where you see yourselves NOW vis a vis your sense of core human values, and thinking forward about developing professional values to guide ethical decision-making.

Read the Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists, which can be found in Course Documents, reflect upon what these guidelines mean to you as a person and a professional. The first Guideline addresses the importance for the professional to understand their own values in order to effectively work with others; we must therefore do some self-reflection in order to be an effective counselor.

After you have completed the reading, analyze and discuss your own state of ethical and moral development. In that analysis, be sure to answer the following questions.

1. Discuss the personal values you hold.

2. Identify the sources of these values, in your opinion.

3. Which, if any, of your personal values do you see as potentially problematic to developing a professional and integrated style of ethics?

4. Describe any challenges or conflicts that you might foresee or any area of professional ethics that you see as personally challenging or tricky. Explain what you might do to overcome any challenges when working with clients so that you are upholding professional and personal ethics.

5. Now that you have embarked on some self-analysis, think about how might you incorporate the Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists to make an ethical decision when working with a diverse population? Identify at least 2 guidelines from the reading and create treatment strategies that you can use in your counseling practice to apply them while working with others from a diverse background.

Your Assignment should follow the conventions of APA style. You must demonstrate college-level communication through the composition of original materials in Standard American English. For additional writing help, please visit the Writing Center.

Assignment should include:

A title page
3–5 pages (not including the title page)
A references page (three scholarly references, which can include the text for this class)
APA Format

Textbook-Erford, B. T. Orientation to the Counseling Profession: Advocacy, Ethics, and Essential Professional Foundations.2014 Guidelines on Multicultural Education, Training,
Research, Practice, and Organizational
Change for Psychologists
American Psychological Association
Preface
All individuals exist in social, political, historical, and
economic contexts, and psychologists are increasingly
called upon to understand the influence of these contexts on
individuals’ behavior. The “Guidelines on Multicultural
Education, Training, Research, Practice, and Organizational Change for Psychologists” reflect the continuing
evolution of the study of psychology, changes in society at
large, and emerging data about the different needs of particular individuals and groups historically marginalized or
disenfranchised within and by psychology based on their
ethnic/racial heritage and social group identity or membership. These “Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for
Psychologists” reflect knowledge and skills needed for the
profession in the midst of dramatic historic sociopolitical
changes in U.S. society, as well as needs of new constituencies, markets, and clients.
The specific goals of these guidelines are to provide
psychologists with (a) the rationale and needs for addressing multiculturalism and diversity in education, training,
research, practice, and organizational change; (b) basic
information, relevant terminology, current empirical research from psychology and related disciplines, and other
data that support the proposed guidelines and underscore
their importance; (c) references to enhance ongoing education, training, research, practice, and organizational
change methodologies; and (d) paradigms that broaden the
purview of psychology as a profession.
In these guidelines, education refers to the psychological education of students in all areas of psychology,
while training refers more specifically to the application
of that education to the development of applied and
research skills. We refer to research that involves human
participants, rather than research using animals or mathematical simulations. Practice refers to interventions
with children, adolescents, adults, families, and organizations typically conducted by clinical, consulting,
counseling, organizational, and school psychologists. Finally, we focus on the work of psychologists as administrators, as consultants, and in other organizational
management roles positioned to promote organizational
change and policy development.
May 2003 • American Psychologist
Copyright 2003 by the American Psychological Association, Inc. 0003-066X/03/SI2.0Q
Vol. 58, No. 5, 377-402
DOI: KU037/0003-066X.58.i.377
This document was approved as policy of the American Psychological
Association (APA) by the APA Council of Representatives in August
2002. This document was drafted by a joint task force of APA
Divisions 17 (Counseling Psychology) and 45 (The Society for the
Psychological Study of Ethnic Minority Issues). These guidelines have
been in the process of development for 22 years, so many individuals
and groups require acknowledgment. The Divisions 17/45 writing team
for the present document included Nadya Fouad, PhD (co-chair);
Patricia Arredondo, EdD (co-chair); MichaeJ D’Andrea, EdD; and
Alien Ivey, EdD. These guidelines build on work related to multicultural counseling competencies by Division 17 (D. W. Sue et al., 1982)
and the Association of Multicultural Counseling and Development
(Arredondo et al., 1996; D. W. Sue, Arredondo, & McDavis, 1992).
The task force acknowledges Alien Ivey, EdD; Thomas Parham, PhD;
and Derald Wing Sue, PhD, for their leadership related to the work on
competencies. The Divisions 17/45 writing team for these guidelines
was assisted in reviewing the relevant literature by Rod Goodyear,
PhD; Jeffrey S. Mio, PhD; Ruperto (Toti) Perez, PhD; William Parham, PhD; and Derald Wing Sue, PhD. Additional writing contributions came from Gail Hackett, PhD; Jeanne Manese, PhD; Louise
Douce, PhD; James Croteau, PhD; Janet Helms, PhD; Sally Horwatt,
PhD; Kathleen Boggs, PhD; Gerald Stone, PhD; and Kathleen
Bieschke, PhD. Editorial contributions were provided by Nancy Downing H an sen, PhD; Patricia Perez; Tiffany Rice; and Dan Rosen. The
task force is grateful for the active support and contributions of a series
of presidents of APA Divisions 17, 35, and 45, including Rosie
Bingham, PhD; Jean Carter, PhD; Lisa Porche Burke, PhD; Gerald
Stone, PhD; Joseph Trimble, PhD; Melba Vasquez, PhD; and Jan
Yoder, PhD. Other individuals who contributed through their advocacy
include Guillermo Bernal, PhD; Robert Carter, PhD; J. Manuel Casas.
PhD; Don Pope-Davis, PhD; Linda Forrest, PhD; Margaret Jensen,
PhD; Teresa LaFromboise, PhD; Joseph G. Ponterotto, PhD; and Ena
Vazquez Nuttall, EdD.
The final version of this document was strongly influenced by the
contributions of a working group jointly convened by the APA Board
for the Advancement of Psychology in the Public Interest (B APP1) and
the APA Board of Professional Affairs (BPA). In addition to Nadya
Fouad, PhD, and Patricia Arredondo, EdD, from the Divisions 17/45
task force, members of the working group included Maria Root, PhD,
BAPPI (working group co-chair); Sandra L. Shullman, PhD, BPA
(working group co-chair); Toy Caldwell-Colbert, PhD, APA Board of
Educational Affairs; Jessica Henderson Daniels, PhD, APA Committee
for the Advancement of Professional Practice; Janet Swim, PhD,
representing the APA Board of Scientific Affairs; Kristin Hancock,
PhD, BPA Committee on Professional Practice and Standards; and
Laura Barbanel, PhD, APA Board of Directors. This working group
was assisted in its efforts by APA staff members Shirlene A. Archer,
JD, Public Interest Directorate; and Geoffrey M. Reed, PhD, Practice Directorate, who also jointly shepherded the document through
the final approval process. The task force also acknowledges APA
staff members Paul Donnelly; Alberto Figueroa; Bertha Holliday,
PhD; Sarah Jordan; Joan White; and Henry Tomes, PhD, for their
support.
377
These guidelines address U.S. ethnic and racial minority1 groups as well as individuals, children, and families
from biracial, multiethnic, and multiracial backgrounds.
Thus, we are defining multicultural in these guidelines
narrowly to refer to interactions between individuals from
minority ethnic and racial groups in the United States and
the dominant European-American culture. Ethnic and racial minority group membership includes individuals of
Asian and Pacific Islander, sub-Saharan Black African,
Latino/Hispanic, and Native American/American Indian
descent, although there is great heterogeneity within each
of these groups. The guidelines also address psychologists’
work and interactions with individuals from other nations,
including international students, immigrants, and temporary workers in this country.
The term guidelines refers to pronouncements, statements, or declarations that suggest or recommend specific
professional behavior, endeavors, or conduct for psychologists (American Psychological Association [APA], 1992).
Guidelines differ from standards in that standards are mandatory and may be accompanied by an enforcement mechanism (APA, 2001). Guidelines are intended to facilitate
the continued systematic development of the profession
and to help assure a high level of professional practice by
psychologists. Guidelines are not intended to be mandatory
or exhaustive and may not be applicable to every professional and clinical situation. They are not definitive and
they are not intended to take precedence over the judgment
of psychologists. In addition, federal or state laws may
supercede these guidelines.
Scope of Guidelines
This document is comprehensive but not exhaustive. We
intend to reflect the context and rationale for these guidelines in multiple settings and situations, but we also acknowledge that we expect the document to evolve over
time with more illustrative examples and references. In the
current document, we initially provide evidence for the
need for multicultural guidelines with an overview of the
most recent demographic data on racial/ethnic diversity in
the United States and the representation of racial/ethnic
minorities in education and psychology. We then discuss
the social and political developments in the United States
and the profession of psychology that provide a context for
the development of the guidelines and the fundamental
principles on which we base the guidelines. Each guideline
is then presented, with the first two guidelines designed to
apply to all psychologists from two primary perspectives:
(a) knowledge of self with a cultural heritage and varying
social identities and (b) knowledge of other cultures.
Guidelines 3-6 address the application of multiculturalism
This document is scheduled to expire as APA policy by 2009. After
this date, users are encouraged to contact the APA Public Interest Directorate to confirm the status of the document.
Correspondence concerning this article should be directed to the
Public Interest Directorate, American Psychological Association, 750
First Street. NE, Washington, DC 20002-4242.
378
in education, training, research, practice, and organizational change.
While these guidelines have attempted to incorporate
empirical studies of intergroup relations and ethnic identity, professional consensus, and other perceptions and
experiences of ethnic and racial minority groups, it is
beyond the scope of this document to provide a thorough
and comprehensive review of all literature related to race,
ethnicity, intergroup processes, and organizational development strategies to address multiculturalism in employment and professional education contexts. Rather, we have
attempted to provide examples of empirical and conceptual
literature relevant to the guidelines where possible.
Racial/Ethnic Diversity in the United
States and Psychology
Individuals of ethnic and racial minority and/or with a
biracial/multiethnic/multiracial heritage represent an increasingly large percentage of the population in the United
States (Judy & D’Amico, 1997; U.S. Census Bureau, 2001;
Wehrly, Kenney, & Kenney, 1999). While these demographic trends have been discussed since the previous
census of 1990, educational institutions, employers, government agencies, and professional and accrediting bodies
are now beginning to engage in systematic efforts to become more knowledgeable, proficient, and multiculturally
responsive. Census 2000 data clarify the changes in U.S.
diversity (U.S. Census Bureau, 2001). Overall, about 67%
of the population identified as White, either alone or with
another race. Of the remaining 33%, approximately 13%
indicated they were African American, 1.5% American
Indian or Alaskan Native, 4.5% Asian/Pacific Islander,
13% Hispanic, and about 7% some other race. These categories overlap since individuals were able to choose more
than one racial affiliation. Racial/ethnic diversity varies
greatly by state. Summarized in a series of maps by C. A.
Brewer and Suchan (2001) from the Census 2000 data,
high-diversity states (those with counties that are 60%77% racial/ethnic groups) tend to be on the coast or Mexican border and include California, Texas, Arizona, New
Mexico, and Virginia. In addition to these, however, medium-high-diversity states (those with counties that are
49%-59% racial/ethnic minority groups) are found across
the country and include Maryland, New York, Illinois,
Washington state, Nevada, Colorado, Montana, Alaska,
North Dakota, South Dakota, Minnesota, Wisconsin, Michigan, Arkansas, Louisiana, Alabama, North Carolina, and
South Carolina.
hi the past 10 years, percentage-wise, the greatest
increases have been reported for Asian American/Pacific
Islanders and Latinos/Hispanics, and in some parts of the
country, White European Americans are no longer a clear
majority of the population. C. A. Brewer and Suchan
(2001) found that diversity increased in all states in the
country and, in parts of some states, increased as much as
1
The term person/s of color is preferred by some instead of minority
because of the technical definition the latter term connotes.
May 2003 • American Psychologist
34%. States that had the most growth in diversity varied
geographically, including the Midwest (Nebraska, Iowa,
Kansas, Colorado), South (Georgia, Florida, Texas, and
Oklahoma), and Northwest (Idaho, Oregon). In addition,
for the first time, Census 2000 allowed individuals to check
more than one racial/ethnic affiliation (U.S. Census Bureau, 2001). While only 2.4% of the U.S. population
checked more than one racial affiliation, 42% of those who
checked two or more races were under 18, indicating an
increase in the birthrate of biracial individuals. Certainly,
the United States is becoming more racially and ethnically
diverse, increasing the urgency for culturally responsive
practices and services.
Ethnic, racial, and multiracial diversity in the population is reflected in higher education. This is important to
psychologists because it reflects changes in the ethnic composition of students they teach and train. College enrollment increased 62% for students of color between 1988 and
1998 (the latest data available), although college-completion rates differed among Whites and racial/ethnic minority
students. College-completion rates in 2000 (U.S. Census
Bureau, 2001) for White individuals between 25-29 years
was 29.6%, compared to 17.8% for African Americans,
53.9% for Asian/Pacific Islander Americans, and 9.7% for
Hispanics. Corresponding statistics for 1991 versus 1974
were 24.6% versus 22% for Whites, 11% versus 7.9% for
African Americans/Blacks, and 9.2% versus 5.7% for Hispanics. Data for Hispanics were first collected in 1974; data
for Asian/Pacific Islanders were not collected until the
mid-1990s. Clearly, these data indicate that racial/ethnic
minority students are graduating at a lower rate than White
students, but the data also show that they are making
educational gains.
Completion of a psychology degree is particularly
germane to these guidelines since obtaining a college degree is the first step in the pipeline to becoming a psychologist. The National Center for Education Statistics (NCES)
collects information on degrees conferred by area, reported
by race/ethnicity. Its latest report (NCES, 2001) indicated
that 74,060 bachelor’s degrees were awarded in psychology in 2001, 14,465 master’s degrees were awarded in
psychology, and 4,310 doctoral degrees were awarded in
psychology. Of those degrees, the majority were awarded
to Whites (72% of bachelor’s and master’s degrees and
77% of doctoral degrees). African Americans received
10% of both bachelor’s and master’s degrees and 5% of
doctoral degrees; Hispanics received 10% of bachelor’s
degrees and 5% of both master’s and doctoral degrees;
Asian/Pacific Islanders received 6% of bachelor’s degrees,
3% of master’s, and 4% of doctoral degrees in psychology.
American Indians received less than 1% of all the degrees
in psychology. Compared to the percentage of the population for each of these minority groups noted above, racial/
ethnic minority students are underrepresented at all levels
of psychology but most particularly at the doctoral level,
the primary entry point for becoming a psychologist.
Thus, racial/ethnic minority students, either because
of personal or because of environmental reasons (e.g.,
discrimination and barriers due to external constraints),
May 2003 • American Psychologist
progressively drop out of the pipeline to become psychologists. The racial representation within the profession of
psychology is similarly small. Kite et al. (2001) reported
that the numbers of edinic minority psychologists were too
small to break down by ethnicity. Indeed, in 2002, APA
membership data indicated that 0.3% of the membership
was American Indian, 1.7% was Asian, 2.1% was Hispanic, and 1.7% was African American (APA Research
Office, 2002a), clearly delineating the serious underrepresentation of psychologists of color within the organization.
Representation was slightly better within APA governance
in 2002—1.7% of those in APA governance were American Indian, 3.6% were Asian, 5.1% were Black, and 4.8%
were Hispanic (APA Research Office, 2002b).
These guidelines are based on the central premise that
the population of the United States is racially/ethnically
diverse and that students, research participants, clients, and
the workforce will be increasingly likely to come from
racially/ethnically diverse cultures. Moreover, educators,
trainers of psychologists, psychological researchers, providers of service, and those psychologists implementing
organizational change are encouraged to gain skills to work
effectively with individuals and groups of varying cultural
backgrounds. We base our premise on psychologists’ ethical principles to be competent to work with a variety of
populations (Principle A), to respect others’ rights (Principle D), to be concerned to not harm others (Principle E),
and to contribute to social justice (Principle F; APA, 1992).
We believe these guidelines will assist psychologists in
seeking and using appropriate culturally centered education, training, research, practice, and organizational
change.
Also informing these guidelines are research, professional consensus, and literature addressing perceptions of
ethnic minority groups and intergroup relationships
(Dovidio & Gaertner, 1998; Dovidio, Gaertner, & Validzic,
1998; Gaertner & Dovidio, 2000), experiences of ethnic
and racial minority groups (S. Sue, 1999; Swim & Stangor,
1998; U.S. Department of Health and Human Services
[USDHHS], 2001), multidisciplinary theoretical models
about worldviews and identity (Arredondo & Glauner,
1992; Helms, 1990; Hofstede, 1980; Kluckhohn & Strodbeck, 1961; Markus & Kitayama, 2001; D. W. Sue & Sue,
1977), and the work on cross-cultural and multicultural
guidelines and competencies developed over the past 20
years (Arredondo et al., 1996; D. W. Sue, Arredondo, &
McDavis, 1992; D. W. Sue et al., 1982). Although we
acknowledge that the issues addressed in these guidelines
are increasingly important to consider in a global context,
the guidelines focus on the context within the United States
and its commonwealths or territories such as Puerto Rico
and Guam.
Definitions
There is considerable controversy and overlap in terms
used to connote race, culture, and ethnicity (Helms &
Talleyrand, 1997; Phinney, 1996). In this section, we define
the following terms that are used throughout these
guidelines.
379
Culture. Culture is defined as the belief systems
and value orientations that influence customs, norms, practices, and social institutions, including psychological processes (language, caretaking practices, media, educational
systems) and organizations (media, educational systems;
A. P. Fiske, Kitayama, Markus, & Nisbett, 1998). Inherent
in this definition is the acknowledgment that all individuals
are cultural beings and have a cultural, ethnic, and racial
heritage. Culture has been described as the embodiment of
a worldview through learned and transmitted beliefs, values, and practices, including religious and spiritual traditions. It also encompasses a way of living informed by the
historical, economic, ecological, and political forces on a
group. These definitions suggest that culture is fluid and
dynamic and that there are both cultural universal phenomena and culturally specific or relative constructs.
Race. The biological basis of race has, at times,
been the source of fairly heated debates in psychology
(Fish, 1995; Helms & Talleyrand, 1997; Jensen, 1995;
Levin, 1995; Phinney, 1996; Rushton, 1995; Sun, 1995;
Yee, Fairchild, Weizmann, & Wyatt, 1993). Helms and
Cook (1999) noted that race has no consensual definition
and that, in fact, biological racial categories and phenotypic
characteristics have more within-group variation than between-groups variation. In these guidelines, the defin…
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