Graduate Level Psychology 2 Help
Table of Contents
Graduate Level Psychology
| TitleABC/123 Version X | 1 |
| Case Study Seven WorksheetPSYCH/660 Version 3 | 1 |
University of Phoenix Material
Case Study Seven Worksheet
Respond to the following questions in 1,250 to 1,500 words.
1. Why is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the dilemma?
2. To what extent, if any, should Dr. Vaji consider Leo’s ethnicity in his deliberations? Would the dilemma be addressed differently if Leo self-identified as non-Hispanic White, Hispanic, on non-Hispanic Black?
3. How are APA Ethical Standards 1.08, 3.04, 3.05, 3.09, 7.04, 7.05, and 17.05 relevant to this case? Which other standards might apply?
4. What are Dr. Vaji’s ethical alternatives for resolving this dilemma? Which alternative best reflects the Ethics Code aspirational principle and enforceable standard, as well as legal standards and obligations to stakeholders?
5. What steps should Dr. Vaji take to ethically implement his decision and monitor its effects?
Reference
Copyright © XXXX by University of Phoenix. All rights reserved.
Copyright © 2018 by University of Phoenix. All rights reserved.
Case Study
Seven
Worksheet
PSYCH/660
Version
3
1
Copyright ©
2018
by University of Phoenix. All rights reserved.
University of Phoenix Material
Case Study
Seven
Worksheet
Respond to the following questions in
1,250 to
1,500 words.
1.
Why is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the
dilemma?
2.
To what extent, if any, shou
ld Dr. Vaji consider Leo’s ethnicity in his deliberations? Would the
dilemma be addressed differently if Leo self
–
identified as non
–
Hispanic
W
hite, Hispanic, on non
–
Hispanic
B
lack?
3.
How are APA Ethical Standards 1.08, 3.04, 3.05, 3.09, 7.04, 7.05, and
1
7.05 relevant to this
case?
Which other standards might apply?
4.
What are Dr. Vaji’s ethical alternative
s
for resolving this dilemma? Which alternative best reflects
the Ethics Code aspirational principle and enforceable standard,
as well as
legal stan
dards and
obligations to stakeholders?
o
o
o
5.
What steps should Dr.
Vaji take to ethically implement
his
decision and monitor its effects?
Reference
Fisher, C. B. (2013).
Decoding the ethics code: A practical guide for psychologists
. Thousand Oaks,
C
A
:
Sage.
Case Study Seven Worksheet
PSYCH/660 Version 3
1
Copyright © 2018 by University of Phoenix. All rights reserved.
University of Phoenix Material
Case Study Seven Worksheet
Respond to the following questions in 1,250 to 1,500 words.
1. Why is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the
dilemma?
2. To what extent, if any, should Dr. Vaji consider Leo’s ethnicity in his deliberations? Would the
dilemma be addressed differently if Leo self-identified as non-Hispanic White, Hispanic, on non-
Hispanic Black?
3. How are APA Ethical Standards 1.08, 3.04, 3.05, 3.09, 7.04, 7.05, and 17.05 relevant to this
case? Which other standards might apply?
4. What are Dr. Vaji’s ethical alternatives for resolving this dilemma? Which alternative best reflects
the Ethics Code aspirational principle and enforceable standard, as well as legal standards and
obligations to stakeholders?
o
o
o
5. What steps should Dr. Vaji take to ethically implement his decision and monitor its effects?
Reference
Fisher, C. B. (2013). Decoding the ethics code: A practical guide for psychologists. Thousand Oaks, CA:
Sage.
Ethics in Psychology Course
Directions: This is three-part assignment, with different due dates. Please pay attention to each individual instruction and due date.
Part I Discussion Questions : Responses to questions #1, #2, #3 are due on 6/15/19 and #4, #5, #5, #7, #8 are due on 6/17/19 .
Directions: Respond to the questions in 100 words. You must cite your references and must provide original work. Please remember this is a psychology ethics class, therefore; the responses must reflect the class.
1. Why is the selection of culturally neutral assessment tools so critical to the ethical practice of psychology?
2. What potential harm can result if assessment materials are culture-bound?
3. What potential limitations do you foresee encountering with culturally neutral assessment tools?
4. According to the APA Ethics Code, what conditions would justify termination of therapy?
5. Do you agree with the prohibitions of termination of therapy? Why or why not?
6. List another reason why you agree or disagree with the prohibitions?
7. Provide citation and reference to the material(s) you discuss. Describe what you found interesting regarding this topic, and why.
8. Describe what may be unclear to you, and what you would like to learn.
Part II Individual Assignment ** Due Date: This part of the assignment is due 6/17/2019**
Directions: Please complete the attached worksheet. You must use cite references used in-text. Must be original work and cite all work! The scenario is found below!
***Scenario: Case 7. Handling Disparate Information for Evaluating Trainees
Rashid Vaji, PhD, 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 Health Disparities in Mental Health. One of the course requirements is for students to write weekly thought papers, in which they 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 his 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 do-good” attitudes. They also report an incident at a local bar at which Leo was seen harassing an African American waitress, including by using racial slurs.
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 to his clinical work.” The on-site supervisor’s evaluation states that
Leo has a wonderful attitude toward his student clients. . . . Unfortunately, evaluation of his multicultural treatment skills is limited because Leo has had fewer cases to discuss than some of his peers, since a larger than usual number of ethnic minority clients 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 are consistent with what Dr. Vaji has observed in Leo’s class papers and role-playing exercises. However, these complaints are very different from Leo’s 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 has 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 to discuss, at a minimum, 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 other graduate students.*******
Part III Group Assignment ** Due Date 06/16/2019 before 10:00 am EST**
This is a group assignment, however; I am responsible for only 1 slide . The slide must include detailed speaker notes and must also include information on the slide. Attached you will find a copy the group’s PowerPoint. Please add to the PowerPoint and add the peer-reviewed references to the project.
Directions: Develop 1-Microsoft® PowerPoint® presentation with detailed speaker notes on the selection process of a culture-neutral assessment .
My Slide: Examples of when culture biased assessments have been problematic
Culture Neutral Assessment Presentation
PSYCH/660
June 17, 2019
Context
2
What are Cultural Neutral Assessments Used for?
Selection process of cultural neutral assessments.
How ethical are cultural neutral assessments?
Cultural biased assessments.
Examples of when culture biased assessments have been problematic.
Conclusion
Introduction
http://3.bp.blogspot.com/_SoVarmhid-Y/TF1jjPiDHqI/AAAAAAAABZQ/FUe2PDg9p7g/s1600/encuesta.png
In this presentation we will discuss what are cultural neutral assessments, and how are they used. This presentation will also advise on how the selection process of cultural neutral assessments works. This presentation will cover hos how ethical cultural neutral assessment maybe. This presentation will advise on cultural biased assessments. Finally, this presentation will provide examples of when culture biased assessment have been a problem.
3
What are Cultural Neutral Assessments Used for?
Medical Needs
Employment
Personality
Intelligence & Skills
Education
The purpose of a cultural neutral assessment is to assess intelligence or other attributes of an individual without relying on knowledge specific to any individual cultural group (Psychology, 2019). The information obtained from an assessment will help medical staff and the patient develop an acceptable plan of treatment.
Cultural neutral assessments can be used to determine medical needs, employment screening, personality type/traits, intelligence and skills, and education. An assessment can be used for employers to determine whether or not a candidate is a good fit for their company, and match their hiring criteria (Doyle, 2019). An educational assessment can be included with the intelligence and skills because an educational assessment helps determine where a child is in regard to their knowledge level and skills.
It also helps determine whether or not the child is on track in their development, and if they are in the appropriate grade level. The use of personality assessments helps to determine aspects of a person’s personality; as well as their behavioral style. They are also a measurement of personality characteristics; such as whether a person is more introverted or extroverted.
4
Selection process of Cultural Neutral Assessments
Cultural Neutral Assessments Ethical?
The Guidelines need to be the same to be considered ethical:
All participants have agreed to partake in the assessment.
It is used for specific aspects.
In order to be ethical the assessments must correspond with these aspects:
Item Response Theory
Relate to a Person’s Parameters
Itemize Parameters
Differential Item Functioning
They must go beyond factors that only focus on culture.
The use of multiple variable matching methods.
Cultural Neutral Assessments can be ethical but they need to follow the same ethics guidelines. The study can’ t cause any one any harm and the participants must understand the use of their data. The data and participants shouldn’t be used for specific aspects where cultural differences play a significant role.
The assessments that are utilized, Item Response and Differential Item Functioning, need to follow certain aspects. For item response, the assessments need to relate to person parameters and item parameters (Bushnell, 2000). This will ensure that the cultural aspects remain neutral. In addition, the differential item functioning needs to make sure that during assessments to go beyond and remove culture from the answers. This can be done by using the multiple-variable matching method (Wu & Erickson, 2006).
6
Cultural Biased Assessments
Examples of when culture biased assessments have been problematic
Conclusion
References
Wu, A. D. 1. ameryw@yahoo. co., & Ercikan, K. (2006). Using Multiple-Variable Matching to Identify Cultural Sources of Differential Item Functioning. International Journal of Testing, 6(3), 287–300. https://doi.org/10.1207/s15327574ijt0603_5
Donald M. Bushnell, & Marianne Amir. (2000). Evaluation of the Whoqol-Bref in Six Countries: A Cross-Cultural Evaluation Using Rasch Item Response Theory (IRT) Analysis. Quality of Life Research, 9(3), 269. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsjsr&AN=edsjsr.4036191&site=eds-live&scope=site
10
