Overview

• Create a PowerPoint presentation of at least 12 slides that could be given in a professional context. The presentation will analyze a simulated case study and demonstrate the use of professional guidelines and tools to work out a strategy for dealing with an ethical dilemma related to a cultural conflict as well as analyze the usefulness of those guidelines and tools.
• Note: You are strongly encouraged to complete the assessments in this course in the order in which they are presented.
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• Ethics and multiculturalism are intimately related. Whatever your specialization or career goals, in order to behavior ethically, one must be multiculturally sensitive and maintain multicultural competence as part of lifelong learning.
• By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
• Competency 1: Apply ethical principles and standards to ethical dilemmas. 
• Evaluate the guidance offered by a professional ethical standard in relation to particular ethical concerns.
• Design a viable solution for an ethical problem.
• Competency 2: Employ models of ethical reasoning and ethical decision making. 
• Apply steps in an ethical decision-making model to resolve an ethical dilemma.
• Justify why a particular ethical reasoning model is most appropriate in resolving an ethical dilemma.
• Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions.Write clearly, with correct spelling, grammar, syntax, and good organization, following APA guidelines.
• Convey information in a presentation format that is readable and well organized.

Competency Map

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• Use this online tool to track your performance and progress through your course.
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Context

• Who we are as individuals influences who we are as professionals. To practice with multicultural competence, we must be aware of our own life experiences, personal beliefs and attitudes, cultural values, social identity, privileges, biases, and prejudices and their influence on how we work. It is ethically imperative for practitioners to confront their own values and belief systems, as therapeutic relationships can be adversely affected by practitioners' explicit or implicit negative attitudes. When practitioners are unaware of their values and attitudes, the effectiveness of interactions can be compromised by bias, and ethical dilemmas and violations can occur. As stated by Corey, Corey, and Callanan, "Part of multicultural competence entails recognizing our limitations and is manifested in our willingness to (a) seek consultation, (b) participate in continuing education, and (c) when appropriate, make referrals to a professional who is competent to work with a particular client population" (2011, p. 146).
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• Ethical dilemmas often have a cultural nuance that adds another layer to an already difficult situation. Multicultural issues can certainly impact ethical decision making and reasoning and vice versa. A multiculturally competent practitioner should be aware of the issues faced by a variety of specific cultural populations and the ethical dilemmas involved with addressing these concerns. As Carter has written, "Ethics and multicultural competence are sisters in the practice of psychology. They were birthed from the same psychological principles of beneficence and respect" (2013, para. 5). In other words, often multicultural issues in psychology have ethical implications and vice versa.

Reference

• Carter L. K. (2013). Multicultural competence: The Cinderella of psychology. SOJ Psychology.
• Corey, G., Corey, M. S., & Callanan, P. (2011). Issues and ethics in the helping professions (8th ed.). Belmont, CA: Brooks/Cole, Cengage Learning.
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Questions to Consider

• To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.
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• In your intended career, what kinds of multicultural issues do you expect to encounter?
• What ethical standards address multicultural issues?
• What is the interactive relationship between ethics and multiculturalism?
• How will you approach diversity and multicultural issues? Which resources will you use to assist you?
• What education, training, or other experiences could you plan to further develop your multicultural competence (your knowledge, awareness, and skills)?
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ResourcesRequired Resources

• The following resource is required to complete the assessment.

Capella Resources

• Click the link provided to view the following resource:
• Combined Case Study Template.
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Suggested Resources

• The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Capella Resources

• Click the links provided to view the following resources:
• Guidelines for Effective PowerPoint Presentations.
• PowerPoint Design Suggestions.

Library Resources

• The following e-books or articles from the Capella University Library are linked directly in this course:
• Barnett, J. E., Behnke, S. H., Rosenthal, S. L., & Koocher, G. P. (2007). In case of ethical dilemma, break glass: Commentary on ethical decision making in practice. Professional Psychology: Research and Practice, 38(1), 7â12.
• Barnett, J., & Kolmes, K. (2016). The practice of tele-mental health: Ethical, legal, and clinical issues for practitioners. Practice Innovations, 1(1), 53â66.
• Cuddy, A. C., Wolf, E. B., Glick, P., Crotty, S., Chong, J., & Norton, M. I. (2015). Men as cultural ideals: Cultural values moderate gender stereotype content. Journal of Personality and Social Psychology, 109(4).
• Fisher, C. B., & Fried, A. L. (2003). Internet-mediated psychological services and the American Psychological Association ethics code. Psychotherapy: Theory, Research, Practice, Training, 40(1/2), 103â111.
• Fowers, B. J., & Davidov, B. J. (2006). The virtue of multiculturalism: Personal transformation, character, and openness to the other. American Psychologist, 61(6), 581â594.
• Hays, P. A. (2008). Looking into the clinician's mirror: Cultural self-assessment. In P. A. Hays (Ed.), Addressing cultural complexities in practice: Assessment, diagnosis, and therapy (2nd ed., pp. 41â62). Washington DC: American Psychological Association.
• Herek, G. M. (2007). Confronting sexual stigma and prejudice: Theory and practice. Journal of Social Issues, 63(4), 905â925.
• Hertein, K. M., Blumer, M. L. C., & Mihaloliakos, J. H. (2015). Marriage and family counselors' perceived ethical issues related to online therapy. The Family Journal, 23(1), 5â12.
• Johnson, W. B., Bacho, R., Heim, M., & Ralph, J. (2006). Multiple-role dilemmas for military mental health care providers. Military Medicine, 171(4), 311â315.
• Liu, W. M., Pickett, T., Jr., & Ivey, A. E. (2007). White middle-class privilege: Social class bias and implications for training and practice. Journal of Multicultural Counseling and Development, 35(4), 194â206.
• Owen, J., Tao, K. W., Drinane, J. M., Hook, J., Davis, D. E., & Kune, N. F. (2016). Client perceptions of therapists' multicultural orientation: Cultural (missed) opportunities and cultural humility. Professional Psychology: Research and Practice, 47(1), 30â37.
• Sampson, J. P., & Makela, J. P. (2014). Ethical issues associated with information and communication technology in counseling and guidance. International Journal for Educational and Vocational Guidance, 14(1), 135â148.
• Shelton, K., & Delgado-Romero, E. A. (2013). Sexual orientation microaggressions: The experience of lesbian, gay, bisexual, and queer clients in psychotherapy. Psychology of Sexual Orientation and Gender Diversity, 1(S), 59â70.
• Silverstein, L. B. (2006). Integrating feminism and multiculturalism: Scientific fact or science fiction? Professional Psychology: Research and Practice, 37(1), 21â28.
• Teitcher, J., Bockting, W., Bauermeister, J., Hoefer, C., Miner, M., & Kitzman, R. (2015). Detecting, Preventing, and Responding to "Fraudsters" in Internet Research: Ethics and Tradeoffs. The Journal of Law, Medicine & Ethics, 43(1), 116â133.

Course Library Guide

• A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the PSYâFP7543 â Ethics and Multicultural Issues in Applied Psychology Library Guide to help direct your research.

Internet Resources

• Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.
• American Psychological Association. (2009). Report of the APA task force on gender identity and gender variance. Retrieved from http://www.apa.org/pi/lgbt/resources/policy/gender-identity-report.pdf
• American Psychological Association. (2009). Report of the American Psychological Association task force on appropriate therapeutic responses to sexual orientation. Retrieved from http://www.apa.org/pi/lgbt/resources/therapeutic-response.pdf
• Ethical codes that may be relevant to your specialization:
• American Association for Marriage and Family Therapy (AAMFT). (2012). Code of ethics. Retrieved from http://www.aamft.org/imis15/Content/Legal_Ethics/Code_of_Ethics.aspx
• American Counseling Association (ACA). (2014). 2014 ACA code of ethics. Retrieved from http://www.counseling.org/resources/aca-code-of-ethics.pdf
• American Group Psychotherapy Association (AGPA). (2002). AGPA and IBCGP guidelines for ethics. Retrieved from http://www.agpa.org/home/practice-resources/ethics-in-group-therapy
• American Mental Health Counselors Association (AMHCA). (2015). AMHCA code of ethics. Retrieved from http://c.ymcdn.com/sites/www.amhca.org/resource/resmgr/Media/ethics2015FINAL.pdf
• American School Counselor Association (ASCA). (2010). Ethical standards for school counselors. Retrieved from http://www.schoolcounselor.org/asca/media/asca/Resource%20Center/Legal%20and%20Ethical%20Issues/Sample%20Documents/EthicalStandards2010.pdf
• American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx
• National Board for Certified Counselors (NBCC). (2012). Ethics policies and procedures. Retrieved from http://www.nbcc.org/Ethics
• Canadian Psychological Association. (2015, February). Canadian code of ethics for psychologists (4th ed.). Retrieved from http://www.cpa.ca/docs/File/Ethics/CPA_Code_Feb2015DraftDIST.pdf 
• For information about ethical reasoning models:
• BBC. (n.d.). Duty-based ethics (Deontological ethics). Retrieved from http://www.bbc.co.uk/ethics/introduction/duty_1.shtml
• BBC. (n.d.) Consequentialism (Utilitarianism). Retrieved from http://www.bbc.co.uk/ethics/introduction/consequentialism_1.shtml
• Etzioni, A. (n.d.). Communitarianism. In Encyclopedia Britannica. Retrieved from http://www.britannica.com/topic/communitarianism
• Petrini, C. (2010). Theoretical models and operational frameworks in public health ethics. International Journal of Environmental Research and Public Health, 7(1), 189â202. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2819784/
• For information on ethical decision-making models:
• Barrett, M. S. (n.d.). Ethical decision-making in mental health. Retrieved from http://dhss.delaware.gov/dsamh/files/si10_1399_presentation.pdf
• Pope, K. S., & Vasquez, M. J. T. (n.d.). Steps in ethical decision-making. Retrieved from http://kspope.com/memory/ethics.php
• For guidance on particulars of the assessment:
• Google. (n.d.). Find free-to-use images. Retrieved from https://support.google.com/websearch/answer/29508?hl=en
• Microsoft. (n.d.). Basic tasks in PowerPoint 2010. Retrieved from https://support.office.com/en-gb/article/Basic-tasks-in-PowerPoint-2010-35308dfb-792d-400a-b69a-1188b019c66a?ui=en-US&rs=en-GB&ad=GB
• Microsoft. (n.d.). Basic tasks for creating a PowerPoint presentation. Retrieved from https://support.office.com/en-US/article/Basic-tasks-for-creatinga-PowerPoint-presentation-efbbc1cd-c5f1-4264-b48e-c8a7b0334e36

Bookstore Resources

• The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific â FP (FlexPath) course designation.
• Carter, L. D. (2015). Reflecting humanity: Biological, psychological, and sociological perspectives. Dubuque, IA: Kendall Hunt.
• Fisher, C. B. (2013). Decoding the ethics code: A practical guide for psychologists (3rd ed.). Thousand Oaks, CA: Sage.

Assessment Instructions

• Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence.

Preparation

• It is recommended that you base the case study for this assessment on the one you developed in the Multicultural Case Study assessment, with revisions in response to the feedback you received from your FlexPath coach. However, you may create an entirely new case study, concerning a cultural conflict between yourself, working in your area of specialization, and some person or persons, agency or institution. Again, while your case will be fictional, it must be entirely believable and realistic.
• Download and use the Combined Case Study Template, linked in Required Resources. Do not submit a paper for this assessment. Papers will not be graded. You will complete this assessment by replacing all language that is enclosed with brackets [â¦] in the PowerPoint with your own words. As in the previous assessments, you may enhance the design of the presentation to make it more effective. Again, links to tips for using PowerPoint and designing effective presentations are provided in Suggested Resources.

The Presentation

• Title slide: On the first slide of the PowerPoint:Enter a descriptive title of approximately 5â15 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.
• 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 on the notes section of the slide. The overview should include:The professional setting of the case, based on your psychology specialization.
• The relationship that exists between you and the other persons involved. Some possible examples may be:ProfessorâStudent.
• TherapistâPatient.
• Colleagues.
• ConsultantâBusiness.
• Clinical SupervisorâStudent intern.
• Professional SupervisorâEmployee.
• A brief summation of an ethical dilemma involving cultural conflicts.
•  Main Points of Cultural Difference slides: On the table provided, list side by side the main cultural identities from the Hays model, relevant to the conflict in the case, of yourself and another person, agency, or institution in the case.If more than one person, agency, or institution is involved in the case, make a copy of this slide for each one, to compare yourself to all others involved.
• In the notes section:Identify common concerns with each cultural identity. Be careful to avoid using stereotypes. Analyze how cultural differences contributed to the conflict in this case.
• Identify two relevant biases you have or had, and at least one strategy for improving your cultural competency around each of those biases.
• Note: This slide may be reused from Assessment 2, but if you received suggestions for improving it, be sure to revise it.
• Ethical Concerns slides: Bullet point the three or more ethical concerns in the case. Additional supporting details and references can be added in the notes section.
• Ethical Standards: Strengths and Weaknesses slides:Select a different professional code of ethics than you used in your previous assessment.
• Enter bullet points outlining analysis of the strengths and weaknesses of the ethical standards as they apply to your case. Include citations to relevant portions of the ethics code that you selected and citations of relevant readings and research.
• Comparison of Ethical Reasoning Model 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. You must use at least one different ethical reasoning model than you used in your previous assessment. 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 that you are applying, comparing, and contrasting two ethical reasoning models).
• Ethical Decision-Making Model slides:Use a different ethical decision-making model than you used in your previous assessment.
• Identify each step in the model and apply them to your case. Under each step of the model, describe how to apply 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 that are applying the steps of the ethical decision-making model to your case).
• Best Practices When Working With [Cultural Identity] slide:Identify a best practice for working with a cultural identity in this case and cite the source below. Citation requirements: You must cite best practices from at least three scholarly research articles. You may cite reputable source from Web sites, books, textbooks, and suggested resources as well, but these will not count toward the three required scholarly research references.
• Analyze, briefly, how the best practice could help you navigate this particular relationship and conflict.
• Describe, in the notes section, the best practice in more detail, and elaborate as needed on your analysis of how the best practice could help you navigate the relationship and conflict.
• Note: This slide may be reused from the Multicultural Case Study assessment, but if you received suggestions for improving it, be sure to revise it.
• 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.
• 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.
• Conclusion slide: Summarize the main lessons learned in this case study in a brief bulleted list.
• References slides: Use current APA style and formatting guidelines.

Other Requirements

• Written communication: Should be free of errors that detract from the overall message.
• Format: Use the Combined Case Study Template provided in the Required Resources. Use current APA style and formatting guidelines as applicable to this assessment.
• Resources: 10 scholarly research articles that can include those used in previous assessments.
• Length of PowerPoint: A minimum of 12 slides.

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