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Ethic issue and action plan Airam Recendez Capella University 4900 psych capstone January 2024

Ethical issue Chelsea, a 34-year-old Caucasian school counselor based in Riverbend City, encounters Chen, a 9-year-old high-achieving student who is the only child of her adoptive parents residing in the same city (Capella University, n.d.). Chen was adopted by the Clarks, a caring white couple, from a Chinese orphanage where she had been since birth. At five years old, Chen was adopted and underwent reconstructive surgery for a congenital cleft palate at six, resulting in a slight scar and emotional distress (Capella University, n.d.). She isolates herself from her classmates and exhibits low self-esteem. Despite her teacher's encouragement, Chen declined to present her book report and left the classroom in tears. Consequently, her teacher recommended her to Chelsea. Professionals often face ethical dilemmas, even in seemingly straightforward situations (Adejumo, 2016). Moffett et al. (2014) suggest that novice clinicians may understand ethical principles and codes but may not always identify potential problems. Seegobin et al. (2016) further observe that professionals frequently implement ethical codes and standards without considering racial, ethnic, and cultural contexts. They clarify that this often results in subpar care for individuals from diverse backgrounds. This is the ethical challenge illustrated in our case study involving Chelsea and Chen. NAHQ (n.d.) states that ethics is the process of making decisions based on values, and professionals use ethical principles as a compass for their actions and to find solutions. They often adhere to various codes and standards set by their industry, licensure, certification, and employers. These standards stress the significance of identifying and addressing ethical issues, and they highlight the necessity for counselors to respect the dignity and rights of all individuals. They also encourage consideration of cultural differences, the elimination of biases, and the provision of suitable care. This ethical quandary brings attention to larger healthcare disparities that result in inferior care for diverse populations, underlining the

importance of cultural competency in counseling, healthcare, and education. This paper will delve into applied ethical principles and standards, alternative solutions, and research on the topic. Applied Ethical Principles and Standards Chelsea ought to utilize the key ethical principles, standards, and codes outlined in the Ethical Principles of Psychologists and Code of Conduct by the American Psychological Association (APA). The APA (2017) asserts that these ethical guidelines direct psychologists towards the highest ethical ideals of the profession, while the ethical standards offer enforceable rules of conduct for psychologists and counselors. Furthermore, there are several aspects from the Ethical Standards for School Counselors by the American School Counselor Association (ASCA) that Chelsea should consider when dealing with the situation involving Chen, the Clarks, and Chen's teacher. First and foremost, Chelsea is required to abide by Principle E: Respect for People's Rights and Dignity, as outlined by the APA (2017). This principle emphasizes the obligation of psychologists to uphold the dignity of every individual and respect their rights to privacy, confidentiality, and self-determination. The APA further explains that psychologists must acknowledge and respect differences related to culture, individuality, and roles, including aspects such as age, gender, gender identity, race, ethnicity, culture, nationality, religion, sexual orientation, disability, language, and socioeconomic status when interacting with group members. Additionally, psychologists should strive to eradicate biases associated with these factors and avoid endorsing prejudiced activities (APA, 2017).

Seegobin et al. (2016) elucidate that Chelsea and Chen's cultural backgrounds are distinct. Chelsea's perspective is more individualistic, whereas Chen's is rooted in a collectivist culture that values group identity and community ties. These contrasting worldviews can shape personal perceptions, problem-solving approaches, intervention strategies, and goal setting. Chen's hesitation to present her book report to her peers could be a result of this cultural difference. Additionally, Chen's personal attributes, such as her ethnicity, nationality, disability, and gender, might also impact her behavior. Hoshmand et al. (2006) emphasize that her upbringing in a Chinese orphanage, characterized by gender bias, neglect, bullying, and abuse, could have instilled in her a profound feeling of being unwanted. Her cleft palate surgery scar, a visible reminder of her birth defect, could make her susceptible to ridicule or bullying, leading her to self-isolate as a coping strategy. Lastly, it's crucial for Chelsea to be conscious of any biases or prejudices she may have towards Chen's culture and make efforts to understand its complexities. In the second step, Chelsea needs to review Section 3: Human Relations and Section 4: Privacy and Confidentiality, as outlined by the APA (2017). These sections provide guidelines for professional interactions and maintaining confidentiality in complex cases involving multiple stakeholders. In the case of Chen, it is crucial to involve her parents, teacher, and other school staff due to the cultural and identity factors involved. Chelsea has to carefully handle informed consent and privacy issues, discussing voluntary counseling sessions with Chen's parents while taking into account Chen's minor status (APA, 2017). It's also important for Chelsea to secure Chen's consent, making sure Chen understands the extent of information that will be shared with her parents and teacher (ASCA, 2016). Chelsea's duties include clearly explaining the boundaries of confidentiality to all parties involved, particularly Chen, considering her young age (ASCA,

2022). Building trust with Chen is vital to ensure a non-biased approach that respects confidentiality. Alternative Solutions Chelsea could implement several strategies to address the ethical dilemma, all of which would incorporate the ethical principles and standard solutions previously discussed. I will detail these in the initial example. The remaining alternative strategies will apply the same principles but will propose varying methods concerning classroom activities and dynamics. One possible solution is for Chelsea to tackle the ethical issue by initially enhancing her knowledge of Chinese cultural norms and the idea of collectivism. This aligns with Principle E, which emphasizes the importance of effectively bridging cultural gaps, before she interacts with anyone (APA, 2017). As Seegobin et al. (2016) point out, culture is a crucial factor in the therapeutic process and should be incorporated from the beginning. They further explain that trust is a key element in this process. Trust can be fragile or even absent when a therapist from a dominant culture interacts with a client from a marginalized cultural group, as is the case with Chelsea and Chen. To build trust, Chelsea needs to explain and secure Chen's informed consent for therapy, define the limits of confidentiality, and discuss the voluntary nature of the sessions with Chen's parents (refer to APA, 2017, Sections 3). Once mutual comprehension is achieved, Chelsea has the opportunity to enlighten Chen's teacher and parents about her cultural research on China and collectivism. Furthermore, Chelsea and the teacher can foster a more inclusive atmosphere for Chen by assigning the next reading task to focus on various cultures, divided into teams. Each team will collaborate to research and present

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