PSYC FPX 4900 Assessment 2 An Ethical Analysis of a Case Study

Student Name

Capella University

PSYC FPX 4900 Psychology Capstone Project

Prof. Name:

Date

Case Study

This assessment is based on the case study involving Hanna (staff) and Adara (student) from Riverbend City High School. Hanna is a 36-year-old African American female guidance counselor, while Adara is a 15-year-old Muslim-American female student. Adara has expressed to Hanna that she feels different as she is the only Muslim-American in her circle of friends. She has reported being consistently bullied online and at school due to her appearance. Although Adara feels comfortable sharing her feelings with Hanna, she doubts that her parents would approve of her seeking additional counseling outside of school. During one of their sessions, Adara confides in Hanna that she wishes she were dead. Consequently, Hanna shares this information with Adara’s family out of concern for her well-being. This leads to Adara’s parents confronting her, resulting in a loss of trust in Hanna.

In the case of Adara and Hanna, the ethical issues of concern include how Hanna addresses the bullying, cultural biases, and the aftermath of Adara’s confession. According to the American School Counselor Association (ASCA) and the American Psychological Association (APA), there are specific ethical standards to follow regarding the issues presented in this case. Additionally, bullying is a widespread global issue impacting school districts. With the rise of social media and the internet, cyberbullying has become prevalent among pre-teens and teenagers, making it challenging to monitor and control posted content. This paper aims to explore the ethical principles associated with reporting incidents of bullying and concerns regarding self-harm to a client. Given that Adara already felt isolated from her peers and family, Hanna should have employed a safer and less invasive approach in this situation. It is crucial that cyberbullying and threats of harm are taken seriously and addressed promptly and sensitively.

Applied Ethical Principles and Standards

Following the ethical principles and code of conduct established by the American Psychological Association, two critical principles are relevant to Adara’s case. General Principle E states, “Psychologists try to eliminate the effect on their work of biases based on those factors. They do not knowingly participate in or condone activities of others based upon such prejudices” (American Psychological Association, 2010). This principle emphasizes the importance of respecting clients’ rights and dignity. It sets the expectation that psychologists should be aware of the individual differences of their clients and create an environment that respects these differences. Factors to consider include, but are not limited to, age, gender, religion, and culture.

Hanna should first acknowledge Adara’s cultural background and educate herself about her culture before initiating or continuing counseling sessions. Gaining knowledge about the cultural biases surrounding professional help would enable her to structure her sessions effectively and build rapport with Adara. The apparent lack of understanding that Hanna has regarding Muslim culture led to Adara losing trust in her, which hindered her access to the necessary professional support. To better assist Adara, Hanna should have researched the norms related to therapy within the Muslim culture to foster more open and effective communication with Adara and her family. Hanna’s lack of awareness regarding the cultural perceptions of counseling within Muslim families significantly impacted her ability to provide Adara with optimal treatment.

PSYC FPX 4900 Assessment 2 An Ethical Analysis of a Case Study

Another relevant principle from the American Psychological Association in this case study is Principle 4.05 regarding disclosures. This principle states that a psychologist may disclose confidential information only for specific reasons, including preventing harm to the client or others. In Adara’s situation, this principle was applicable. However, instead of informing the parents, Hanna could have contacted the appropriate authorities to ensure Adara’s safety and provide additional resources for Adara and her family. Had Hanna been aware that informing Adara’s parents might result in her losing essential professional support, she might have altered her approach to communicating with the family or the manner in which the information was presented. This would have allowed Hanna to remain compliant with the ethical guidelines and principles set forth by the APA while ensuring that Adara continued to receive necessary services. Due to Hanna’s lack of research, Adara was left without support and may be at an increased risk of danger.

In addition to the American Psychological Association, the American School Counselor Association also upholds similar ethical standards to ensure the safety of all clients and psychologists. One closely related principle is A.9, Serious and Foreseeable Harm to Self and Others. This principle states that if a client discloses information that poses a danger to themselves or others, family and authorities must be notified. A significant distinction is that this principle emphasizes the importance of not releasing a student who may pose a threat to themselves or others.

Hannah released Adara after she made comments indicating self-harm, including suicidal ideation, which placed Adara at risk of acting on these thoughts. An alternative approach would have been to keep Adara in the office where she could be monitored while contacting her parents, ensuring she was safe and in sight while waiting for their arrival. Additionally, a threat or risk assessment should have been conducted to evaluate the level of risk and determine if other entities, such as mental health professionals, needed to be contacted, along with a call to the family. This principle also includes language regarding the reporting of bullying, as it constitutes an appropriate disclosure when a client is at risk of physical or emotional harm. Adara reported being a victim of cyberbullying related to her appearance and beliefs; however, it is unclear whether Hannah reported or investigated these incidents. A more proactive intervention could have been implemented if Hannah had adhered to this principle, potentially aiding Adara and other students affected by bullying.

Alternative Solutions

The most critical concern that could have led to a better outcome would be Hannah’s response to the bullying allegations. The ongoing trauma could have been mitigated if the bullying had been investigated and reported promptly. Hannah should have collaborated with Adara to investigate and report the claims, as well as to create an educational opportunity aimed at reducing future bullying. Involving Adara in the solution would help maintain the trust established in their professional relationship and empower her to take control over the bullying situation.

Another possible alternative would be for Hannah to change her response to Adara’s comments. Instead of directly informing Adara’s family about her remarks, she could have assisted Adara in approaching them and seeking additional support. In this scenario, there is a risk that Adara may attempt to harm herself, still not receive the necessary assistance, and her family may prevent her from continuing her support with Hannah. Hannah could have also consulted with a colleague without disclosing confidential information to gain insight into how best to assist Adara. However, this could also lead to Adara losing trust in Hannah.

The most appropriate course of action would have been for Hannah to research Adara’s culture from the outset of their sessions and report the bullying. Reporting the bullying could potentially prevent Adara from experiencing further trauma, protect other students in similar situations, and adhere to the ethical code established by the American School Counselor Association. Research conducted by Smith in 2015 indicated that cyberbullying has increased nationwide and can be effectively addressed through early intervention and psychological support for both the victim and the aggressor. “The impact of long-term victimization can be very detrimental to the health and psychological welfare of those who experience it” (Smith, L. J., 2015). This study underscores the necessity for intervention as soon as bullying is reported. Understanding her culture and religion from the beginning would help prevent any unintentional biases and align with the ethical standards set forth by the American Psychological Association.

Research

Addressing bullying at its root would benefit current victims, future victims, and aggressors. A study by Laletas published in 2014 examined the ethics of a disciplinary policy that utilized a three-tier approach designed by psychologists (Laletas, S., 2019). This study proposed a system that provided support and counseling for both the victims and aggressors of bullying to prevent future incidents. It suggested that the underlying issues within the bully often drive their harmful behavior toward others. This three-tiered method focused on whole group intervention, small group intervention, and individual intervention. This supports the proposed action plan, as it emphasizes early intervention and support for all students involved, rather than solely reactive strategies. The type of intervention proposed would adhere to ethical guidelines and ensure a safe environment for all students.

However, this idea is challenged by a study conducted by Eklund et al. in 2019, which explored the caseload and training of school counselors. The article suggests that counselors are “spread too thin” to implement a three-tiered system effectively. Nevertheless, Eklund acknowledges that the school setting is where youth receive most of their mental health support (Eklund, K., DeMarchena, S. L., Rossen, E., Izumi, J. T., Vaillancourt, K., & Rader Kelly, S., 2020). The proposed action plan would address this issue by creating additional positions for mental health support in schools, either by hiring more counselors or employing school-based social workers or clinical school psychologists. Increasing the number of trained professionals on school campuses would effectively support the need for student safety and mental health stability.

Conclusion

In conclusion, bullying is a prevalent concern for school districts, particularly in high school settings, and has the potential for catastrophic consequences.

Additionally, it is crucial to ensure that ethical principles related to reporting incidents of bullying and concerns about self-harm are consistently upheld. In the case study involving Adara and Hannah, the issue of bullying was not initially addressed or reported; instead, the focus was on the consequences. A more effective action plan would involve immediate reporting and increased counseling availability for both the victims and the aggressors to address the underlying issues. This would necessitate additional training for school teams and an expansion of mental health professionals available to assist students both proactively and reactively. Furthermore, the importance of addressing self-harm and threats of harm to others, as well as creating safe environments within schools, should be a priority across districts. By tackling these issues directly, students will feel empowered and be less likely to engage in harmful behaviors toward themselves or others.

References

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). Author.

American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. http://www.apa.org/ethics/code/index.aspx

Eklund, K., DeMarchena, S. L., Rossen, E., Izumi, J. T., Vaillancourt, K., & Rader Kelly, S. (2020). Examining the role of school psychologists as providers of mental and behavioral health services. Psychology in the Schools, 57(4), 489-501. https://doi.org/10.1002/pits.22323

Laletas, S. (2019). Ethical decision making for professional school counselors: Use of practice-based models in secondary school settings. British Journal of Guidance & Counselling, 47(3), 283-291. https://doi.org/10.1080/03069885.2018.1474341

Mayworm, A. M., & Sharkey, J. D. (2014). Ethical considerations in a three-tiered approach to school discipline policy and practice. Psychology in the Schools, 51(7), 693-704. https://doi.org/10.1002/pits.21782