Ethics Case Study Powerpoint

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Introduction

An ethical dilemma is a situation that is very difficult to resolve because no course of action will be a perfect solution. In such situations, critically analyzing and thinking about all applicable ethical principles is important. Even then, it can be hard to make ethical decisions, but decisions must be made. Often, avoidance of making a decision is a decision within itself, and it can bring the worst possible outcome.

In this assignment, you will use professional guidelines and tools to work out a strategy for dealing with an ethical dilemma, and you will evaluate the usefulness of those guidelines and tools.

Instructions

To complete this assignment:

· Resolve the ethical dilemma and multicultural issues presented in the case study scenarios in the videos you watched in Units 5 and 6, and apply the material to this assignment. To create an effective resolution, reflect on your responses to related discussion questions and review the recommendations made on your posts by peers.

· Download and use the Ethics Case Study Template from the Resources. Do not submit a paper for this assignment. Papers will not be graded. You will complete this assignment by replacing all language that is enclosed with brackets […] in the PowerPoint with your own words. As in the previous assignment, you may enhance the design of the presentation to make it more effective. Again, links to tips for using PowerPoint and how to design effective presentations are provided in the Resources.

Your PowerPoint should include the following:

1. Title slide: On the first slide of the PowerPoint:

· Enter a descriptive title of approximately 5–15 words that concisely communicates the heart of the case study. It should stir interest while maintaining professional decorum.

· Enter your name, and a job title and organization that would fit with your case study. These last two elements may be fictional.

2. Case Study Overview slides: Provide the briefest possible narrative description of the professional conflict in the case. Additional supporting details and references can be added in the notes section below the slide. The overview should include:

· The professional setting of the case.

· Brief descriptions of the individuals involved and their roles.

· A brief summation of the ethical dilemma.

3. Ethical Concerns slides: Bullet three or more ethical concerns in the case. Additional supporting details and references can be added in the notes section below the slide. Be sure to link to elements of the code.

4. Ethical Standards: Strengths and Weaknesses slides:

· Select a code of ethics that you will apply to this case. For example, you may want to use the American Psychological Association’s Ethical Principles of Psychologists and Code of Conduct or the American Counseling Association’s Code of Ethics. Links to ethical codes from related health fields are in the syllabus.

· Enter bullet points outlining analysis of the strengths and weaknesses of the ethical standards that you have applied to your case. Include citations to relevant portions of the ethics code that you selected and citations of relevant readings and research.

5. Comparison of Ethical Reasoning Models slides: In the first row of the table provided, enter the names of two ethical reasoning models that you think would be the most appropriate for the situations in the case. In the following rows, enter comparisons of relevant features of the two models. In the notes section, evaluate which model provides a more functional framework for your case and explain why. (Note that ethical reasoning models and ethical decision-making models are two different things. Please make sure you are comparing, contrasting, and evaluating two ethical reasoning models).

6. Ethical Decision-Making Model slides:

· Use the 8-step ethical decision-making model and identify each step in the model.

· Apply the model to your case and, under each step of the model, describe how that step would look if you applied it to the case.

· Incorporate multicultural issues presented in the case study within the selected ethical decision-making model.

· Add copies of this slide as needed, and combine steps on the slides as necessary or appropriate. In the notes section, write out supporting narrative details for your bullet points. (Note that ethical reasoning models and ethical decision-making models are two different things. Please make sure you are applying steps of the ethical decision-making model to your case).

7. Proposed Resolution slide: Use bullet points to summarize your proposed resolution to the ethical dilemmas in the case. In the notes section, write out supporting narrative details for your bullet points.

8. Influence of Culture slide: Use bullet points to highlight the ways culture shaped this case and your response to those cultural elements. In the notes section, write out supporting narrative details for your bullet points.

9. Conclusion slide: Summarize the main lessons learned in this case study in a brief bulleted list.

10. References slides: Use current APA style and formatting guidelines.

· Citation requirements: You must cite best practices from at least three scholarly research articles in this assignment. You may cite reputable sources from Web sites, books, textbooks, and assigned resources as well, but these will not count toward the three required scholarly research references.

Assignment Requirements

· Written communication: Should be free of errors that detract from the overall message.

· Format: Use the Ethics Case Study Template provided in the Resources section. Use current APA style and formatting guidelines as far they are applicable to this assignment.

· References: Three scholarly research articles.

· Length of PowerPoint: A minimum of 10 slides.

Submit your assignment to your instructor as an attachment in the assignment area no later than 11:59 p.m. (CST) on Sunday. To make the submissions, click on the assignment title in the unit and upload your work, which should be a Microsoft PowerPoint file, and attach it.

Identify the various ethical dilemmas presented in this scenario.

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Before you begin your Assignment, watch a brief video introduction to Tamika Johnson and one of her clients. (VIDEO LINK:http://extmedia.kaplan.edu/artsSCi/Media/HN450/HN4…)

In a 3–5-page paper, analyze the implications of this case. Use the Internet and the Kaplan Library to research the legal and ethical issues presented by this situation and respond to the following questions:

1. Discuss the next steps Tamika should take in the case. Explain the reasoning for your choices.

2. Identify the various ethical dilemmas presented in this scenario.

3. Discuss the specific NOHS Standards that would apply in this situation.

4. Explore any legal issues that might be raised by this situation regarding any state or federal laws. How might this information guide Tamika’s actions?

5. Describe and discuss the mandatory reporting laws in your state. If Tamika lived in your state, would she be required to take any particular action?

6. If you were Tamika’s supervisor, what direction might you provide for her? How might her actions impact you?

7. Finally, discuss strategies to minimize the likelihood of these legal and ethical issues arising in your practice.

Please be sure to introduce the specifics of the case study in your paper, which should reflect your understanding and research of these issues.

Your Assignment should:

  • Be presented in the form of a well-written university level document
  • Use an essay format, 12-point font, and double spacing
  • Be 3–5 pages in length, not including the title and reference pages
  • Include a title page and reference page
  • Including at least two references in support of your observations and conclusions using proper APA citation and reference formatting

BOOK REFERENCE

Sommers-Flanagan, R., Sommers-Flanagan, J. (2015-06-08). Becoming an Ethical Helping Professional: Cultural and Philosophical Foundations, with Video Resource Center, 1st Edition. [Kaplan]. Retrieved from https://kaplan.vitalsource.com/#/books/97811190879…

Grading Rubric for Unit 9 Assignment

 

Grading Criteria Possible Points Points Earned
Course Content
Student work thoroughly discusses the next steps Tamika should take in the case, including the reasoning for these steps and choices. 0–15
Student identifies the various ethical dilemmas presented in this scenario.

Student identifies the NOHS Ethical Standards that would apply to this situation. To receive full credit, student must both identify the appropriate standard(s) and discuss how it applies to the case.

 0–15

 

 
Student thoroughly discusses the legal issues raised by this situation regarding any state or federal laws and explains how this information might guide Tamika’s actions. 0–10
Student provides information from research that clearly expands on the material available from the text or other course materials. 0–10
Student describes and discusses the mandatory reporting laws in their home state and indicates whether Tamika would be required to take any specific action if she lived in their state. 0–10
Student indicates what direction s/he would provide Tamika as her supervisor. Student discusses how Tamika’s actions might impact a supervisor. 0–10
Student concludes with strategies to minimize the likelihood of these legal and ethical issues arising in practice 0–15
Student introduces the specifics of the case study in the paper, which reflects the student understands and research of these issues. 0–10
Writing
Structure: Includes complete paragraphs, proper sentence structure, clear and logical organization throughout, and introduction and summary paragraphs.Primarily student’s own words with quotes used very sparingly.Includes at least two references in support of observations in addition to the text. 0–15
Mechanics: Uses correct grammar, spelling, punctuation, and APA style, including reference page and in-text citations where appropriate.Submits double-spaced paper that meets the 3–5-page length requirement for a total of 5–7 pages including the cover page and reference pages. 0–15
Total 125
An explanation of the points earned, as well as where the assignment could be strengthened will

Examine The Influences Of Gestalt Psychology On Modern Cognitive Psychology

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For this week’s assignment, imagine that you are delivering a presentation to your graduate school colleagues on the history and influences of Gestalt on the major areas of cognitive psychology today. Prepare a PowerPoint presentation that introduces the main theorists, theories, and some of the research avenues taken by Gestalt psychologists. Conclude with a brief overview of the influence of Gestalt on cognitive psychology, neuropsychology, and Gestalt therapy.

 

Your PowerPoint should contain citations where necessary, an engaging slide design with illustrations, and transitions and animations where you think necessary. Remember, the purpose of a PowerPoint is to support the presentation that is embodied in your speakers’ notes, retaining the interest of your audience and moving them along the logical progression from your introduction to your conclusion.

 

Incorporate appropriate animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists.

 

Support your presentation with at least five scholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included.

 

Length: 12-15 slides (with a separate reference slide)

Notes Length: 200-350 words for each slide

 

Be sure to include citations for quotations and paraphrases with references in APA format and style where appropriate.

 

The Articles attached have to be referenced.

Case Study Seven

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Case 7. Handling Disparate

Information for Evaluating Trainees

Rashid Vaji, Ph.D., a member of the school psychology faculty at a midsize university,

serves as a faculty supervisor for students assigned to externships in schools. The

department has formalized a supervision and evaluation system for the extern program.

Students have weekly individual meetings with the faculty supervisor and

biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear

(December) and end of academic year (May) evaluation of each student. The

site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and

his own supervisory evaluation to each student. The final grade (fail, low pass, pass,

high pass) is the responsibility of Dr. Vaji.

Dr. Vaji also teaches the Spring Semester graduate class on “Health Disparities in

Mental Health.” One of the course requirements is for students to write weekly

thought papers, in which they are required to take the perspective of therapy clients

from different ethnic groups in reaction to specific session topics. Leo Watson, a

second-year graduate student is one of Dr. Vaji’s externship supervisees. He is also

enrolled in the Health Disparities course. Leo’s thought papers often present

ethnic-minority adolescents as prone to violence and unable to “grasp” the insights

offered by school psychologists. In a classroom role-playing exercise, Leo “plays” an

ethnic-minority student client as slumping in the chair not understanding the psychologist

and giving angry retorts. In written comments on these thought papers

and class feedback, Dr. Vaji encourages Leo to incorporate more of the readings on

racial/ethnic discrimination and multicultural competence into his papers and to

provide more complex perspectives on clients.

One day during his office hours, three students from the class come to Dr. Vaji’s

office to complain about Leo’s behavior outside the classroom. They describe incidents

in which Leo uses derogatory ethnic labels to describe his externship clients

and brags about “putting one over” on his site supervisors by describing these clients

in “glowing” terms just to satisfy his supervisors’ “stupid liberal do-good”

attitudes. They also report an incident at a local bar at which Leo was seen harassing

an African American waitress using racial slurs.

FOR THE USE OF UNIVERSITY OF PHOENIX STUDENTS AND FACULTY ONLY.

NOT FOR DISTRIBUTION, SALE, OR REPRINTING.

ANY AND ALL UNAUTHORIZED USE IS STRICTLY PROHIBITED.

Copyright © 2013 by SAGE Publications, Inc.

Appendix B——365

After the students have left his office, Dr. Vaji reviews his midyear evaluation and

supervision notes on Leo and the midyear on-site supervisor’s report. In his own

evaluation report Dr. Vaji had written, “Leo often articulates a strong sense of duty

to help his ethnic minority students overcome past discrimination but needs additional

growth and supervision in applying a multicultural perspective into his

clinical work.” The on-site supervisor’s evaluation states that

Leo has a wonderful attitude towards his student clients . . . Unfortunately

evaluation of his treatment skills is limited because Leo has had less cases to

discuss than some of his peers since a larger than usual number of students

have stopped coming to their sessions with him.

It is the middle of the Spring Semester, and Dr. Vaji still has approximately 6

weeks of supervision left with Leo. The students’ complaints about Leo, while more

extreme, are consistent with what Dr. Vaji has observed in Leo’s class papers and

role-playing exercises. However, these complaints are very different from his presentation

during on-site supervision. If Leo has been intentionally deceiving both

supervisors, then he may be more ineffective or harmful as a therapist to his current

clients than either supervisor realized. In addition, purposeful attempts to deceive

the supervisors might indicate a personality disorder or lack of integrity that if left

unaddressed might be harmful to adolescent clients in the future.

Ethical Dilemma

Dr. Vaji would like to meet with Leo at minimum to discuss ways to retain adolescent

clients and to improve his multicultural treatment skills. He does not know

to what extent his conversation with Leo and final supervisory report should be

influenced by the information provided by the graduate students.

Discussion Questions

1. Why is this an ethical dilemma? Which APA Ethical Principles help frame the

nature of the dilemma?

2. Who are the stakeholders and how will they be affected by how Dr. Vaji

resolves this dilemma?

3. What additional information might Dr. Vaji collect to provide him with a

more accurate picture of Leo’s multicultural attitudes and professional skills?

What are reasons for and against contacting Leo’s site supervisor for more

information? Should he request that Leo’s sessions with clients be electronically

taped or observed?

4. Is Dr. Vaji in a potentially unethical multiple relationship as both Leo’s

externship supervisor and his teacher in the Health Disparities class. Why or

why not?

FOR THE USE OF UNIVERSITY OF PHOENIX STUDENTS AND FACULTY ONLY.

NOT FOR DISTRIBUTION, SALE, OR REPRINTING.

ANY AND ALL UNAUTHORIZED USE IS STRICTLY PROHIBITED.

Copyright © 2013 by SAGE Publications, Inc.

366——DECODING THE ETHICS CODE

5. To what extent, if any, should Dr. Vaji consider Leo’s own ethnicity in his

deliberations? Would the dilemma be addressed differently if Leo self-identified

as non-Hispanic white, Hispanic, or non-Hispanic black?

6. Once the dilemma is resolved, should Dr. Vaji have a follow-up meeting with

the students who complained?

7. How are APA Ethical Standards 1.08, 3.04, 3.05, 3.09, 7.04, 7.05, and 7.06 and

the Hot Topics “Ethical Supervision of Trainees” (Chapter 10) and

“Multicultural Ethical Competence” (Chapter 5) relevant to this case? Which

other standards might apply?

8. What are Dr. Vaji’s ethical alternatives for resolving this dilemma? Which

alternative best reflects the Ethics Code aspirational principles and

enforceable standards, legal standards, and obligations to stakeholders?

Can you identify the ethical theory (discussed in Chapter 3) guiding your

decision?

9. What steps should Dr. Vaji take to implement his decision and monitor its

effect?

Suggested Readings

Allen, J. (2007). A multicultural assessment supervision model to guide research and

practice. Professional Psychology: Research and Practice, 38, 248–258.

Boysen, G. A., & Vogel, D. L. (2008). The relationship between level of training, implicit bias,

and multicultural competency among counselor trainees. Training and Education in

Professional Psychology, 2, 103–110.

Dailor, A. N. (2011). Ethically challenging situations reported by school psychologists:

Implications for training. Psychology in the Schools, 48, 619–631.

Gilfoyle, N. (2008). The legal exosytem: Risk management in addressing student competence

problems in professional psychology training. Training and Education in Professional

Psychology, 2, 202–209.