PSYC FPX 4900 Assessment 3 Comprehensive Case Presentation

PSYC FPX 4900 Assessment 3 Comprehensive Case Presentation

Student Name

Capella University

PSYC FPX 4900 Psychology Capstone Project

Prof. Name:

Date

Introduction

• Chelsea and Chen case study
• Cultural Competence
• Theoretical Explanation
• Professional Behaviors
• Supporting Research
• Ethical Principles and Standards
• Alternative Solutions
• Course of Action
• Supporting Research
• Conclusion

Chelsea and Chen Case Study

• Chen is a Chinese adoptee
• Chen is in the 3rd grade
• She is small and quiet
• Chen performs well in school (Capella University, n.d.)
• Chen refused to present her oral book report
• She ran out of class crying
• The teacher referred Chen to Chelsea
• Chelsea is a 34-year-old white female school counselor (Capella University, n.d.)

Chen’s Background

• Chen lived in an orphanage until she was 5 years old
• She was adopted at the age of 5
• Chen was born with a cleft palate
• She moved to the U.S. with her American Caucasian parents
• Chen underwent surgery to repair her cleft palate at age 6
• The Clarks, Chen’s adoptive parents, are loving and supportive (Capella University, n.d.)

Cultural Competence

• Understand
• Accept
• Appreciate
• Interact With an Open Mind

What is Cultural Competence?

• ADDRESSING MODEL:
  • Age/Generation
  • Disability Status (developmental)
  • Disability Status (acquired)
  • Religion and Spiritual Orientation
  • Ethnicity
  • Sexual Orientation
  • Indigenous heritage
  • National Origin
  • Gender

Cultural Issues in Chen’s Case Study

• Cultural Issues:
  • Age
  • Disability
  • Ethnicity
  • National Origin

Main Points of Cultural Difference

Cultural Issues

• Chelsea needs to consider these cultural identities
• Chelsea should address both Chen and her teacher’s behaviors
• Chelsea can educate the teacher about Chinese culture, international adoption, and child social anxiety

Chelsea’s Considerations

Theoretical Explanation

• Psychosocial Development Theory:
  • Based on eight stages of development
• Erikson’s Theory:
  • Life development is staged
  • Early stages lay the foundation for later stages

Psychosocial Development Theory

• If a child fails to progress through each stage, future developmental problems may arise
• For example, failing to establish identity can lead to difficulties in relationships during adulthood

Attachment Theory

• Bowlby/Ainsworth:
  • Children form attachments to caregivers
  • Attachment occurs even if caregiving is insufficient
  • Initial infant-caregiver experiences affect future relationships
  • Influences development and behavior in adult life

Chen’s Development

• Chen lived in an orphanage until she was 5 years old
• She was born with a cleft palate
• Chen lacked consistent caregiving
• She wasn’t nurtured during her early months
• Chen did not develop trust, initiative, or self-confidence

Therapy Solutions

• Recreate early psychosocial development stages
• Chelsea should educate Chen’s parents
• Chelsea can contact a specialist
• Chelsea can connect Chen’s parents with resources to assist them in specialized parenting
• Chelsea needs to talk to Chen about her feelings and fears

Professional Behaviors

• Stereotyping
• Biases
• Prejudices

Chen’s Case Study Articles

• Children in Institutional Care: Delayed Development and Resilience by van IJzendoorn, M. H., et al.
• Children Adopted from China: A Prospective Study of Their Growth and Development by Cohen, N. J., et al.

Supporting Research

Children in Institutional Care: Delayed Development and Resilience

• “Structural neglect”
• Ijzendoon et al. (2011): Analysis of the effects of early institutional experience on development
• Inept caregiver-child interactions
• Children are at delicate developmental stages
• 1/3 of institution-reared children are chronically delayed

Children Adopted from China: A Prospective Study of Their Growth and Development

• Psychomotor Development
• Mental Development
• Language Development

Best Practices for Working with Cultural Differences

• Awareness
• Knowledge
• Skill

Awareness

• Being perceptive of racial and cultural backgrounds
• Understanding current empirical research on transracial youths
• Addressing stigma

Knowledge

• Understanding personal racial identity
• Transition and renovation
• Privilege or oppression
• Present theoretical and empirical literature (Malott & Schmidt, 2012)

Skills

• Research resources and support
• Seeking assistance or advice from specialists
• Engaging in additional training to keep the knowledge base current

Best Practices for Working with Cultural Differences

Ethical Sensitivity

• Recognizing possible counseling circumstances that pose ethical issues requiring therapist action (Moffett et al., 2014)

Best Practices for Working with Cultural Differences

• Cross-culture competency significantly contributes to client satisfaction beyond basic competency
• Cultural competence is the therapist’s ability to navigate between two cultural perspectives to understand clients from diverse backgrounds (Stanley et al., 2009)

Ethical Principles & Standards

• The Preamble and General Principles
• The Ethical Standards
• The Ethic Code (APA, 2010)
• Principle A: Beneficence/Nonmaleficence
• Principle C: Integrity
• Principle E: Respect for People’s Rights and Dignity
• Standard 3.01: Avoiding Harm
• Standard 4.01: Maintaining Confidentiality

Alternative Solutions

• Chelsea studying Chinese culture and international transracial adoption
• Chelsea can educate Chen’s parents and teacher on Chinese culture and international adoption
• Chelsea can help the teacher and school become more culturally aware
• Chelsea can brainstorm with the teacher to find ways to make Chen feel more accepted and included
• Group and family counseling

Course of Action

• Group therapy with Chen’s parents and teacher
• Chelsea can provide training on psychoeducational programs and Chinese culture
• Chelsea can educate Chen’s parents on international adoptions and Chinese culture to better understand Chen

Supporting Research

• Ethical Issues and Action Plan:
  • All Foreign-born Adoptees Are Not the Same: What Counselors and Parents Need to Know by J. Liu and J. Froeschle
  • Early Family Interventions as Prevention of Escalation of Behavioral and Emotional Problems in Internationally Adopted Children by I. Feigin

Supporting Research

• Internationally adopted children exhibit more behavioral problems
• 85% of Chinese adoptees have some institutional experience, and 90% are females
• Higher rates of attachment and social-emotional problems
• Feigin discusses early intervention involving the entire family based on clinical experience and research
• The principle of intervention involves understanding the adopted child’s behavior
• Educating parents on the how’s and why’s of the child’s behaviors

Conclusion

• Chelsea and Chen’s case study
• Chen’s background and history have caused developmental challenges
• Cultural issues in Chen’s case study
• Theoretical explanations for behavior issues
• Supporting research on theories
• Professional behaviors
• Best practices for working with cultural differences
• Ethical principles and standards to apply
• Alternative solutions
• Course of action
• Supporting research on ethical issues and action plan

References

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

Capella University. (n.d.). Case study. Riverbend City – Case studies. Retrieved from https://media.capella.edu/courseMedia/PSYC4900element20848/wrapper.asp

Cohen, N. J., Lojkasek, M., Zadeh, Z. Y., Pugliese, M., & Kiefer, H. (2008). Children adopted from China: A prospective study of their growth and development. Journal of Child Psychology & Psychiatry, 49(4), 458–468. https://doi.org.library.capella.edu/10.1111/j.1469-7610.2007.01853.x

Hays, P. A. (2016). Addressing cultural complexities in practice: Assessment, diagnosis, and therapy. American Psychological Association. https://ebookcentral-proquestcom.library.capella.edu/lib/capella/detail.action?docID=4419735

Lind, T., Raby, K. L., Goldstein, A., Bernard, K., Caron, E. B., Yarger, H. A., Wallin, A., & Dozier, M. (2020). Improving social-emotional competence in internationally adopted children with the attachment and biobehavioral catch-up intervention. Development and Psychopathology, 1-13. https://doi.org/10.1017/S0954579420000255

Malott, K. M., & Schmidt, C. D. (2012). Counseling families formed by transracial adoption: Bridging the gap in the multicultural counseling competencies. The Family Journal, 20(4), 384-391. https://doi.org/10.1177/1066480712451243

PSYC FPX 4900 Assessment 3 Comprehensive Case Presentation

Moffett, L. A., Gibson, S. P., & Sheridan, M. M. (2014). Ethical sensitivity in practitioner-level counselors: A qualitative investigation. Journal of Counseling & Development, 92(2), 226-236. https://doi.org/10.1002/j.1556-6676.2014.00146.x

Stanley, P., Thachuk, A. K., & Cohen, A. J. (2009). The emerging professional competence of psychology students in multicultural counseling: An intersection of academic and relational factors. Professional Psychology: Research and Practice, 40(5), 527–533. https://doi.org/10.1037/a0017408

van IJzendoorn, M. H., Luijk, M. P. C. M., & Juffer, F. (2011). Children in institutional care: Delayed development and resilience. Monographs of the Society for Research in Child Development, 76(4), 8-30. https://doi.org/10.1111/j.1540-5834.2011.00631.x