Running head: ETHICAL CONCERNS FOR CHELSEA AND CHEN 1

Ethical Concerns for Chelsea and Chen

Ariel Girone and Amber Chabot

Psychology Capstone Project

Ethical Issue and Action Plan

Capella University

August, 2020
ETHICAL CONCERNS FOR CHELSEA AND CHEN 2

Ethical Concerns for Chelsea and Chen

Introduction

Professionals in the field of counseling often encounter ethical dilemmas. Even in a

situation that may be seemingly uncomplicated, there is always the potential for an ethical issue

to arise. It is important for counselors to be aware of this and develop an action plan in the event

that an ethical concern becomes a reality so that they are prepared to handle it in a way that

protects and benefits their client.

This paper will specifically address potential ethical issues within a case study involving

a nine-year-old girl named Chen. At the age of five, Chen was adopted out of a Chinese

orphanage by her family, the Clarks. Chen was older than most children at the age of her

adoption due to the fact that she had a cleft palate. Thankfully, the Clark’s were willing and able

to provide Chen with the surgery to correct her cleft palate. Chen’s adopted parents provide her

with a stable and loving home. She is the only child within the home. Her family is dedicated to

helping her progress in anyway possible, and willing to follow the recommendations of

professionals.

Chen’s performance in school is usually good. She is smaller than the other children her

age and is usually very quiet. Recently she was assigned a reading project, which consisted of

standing at the front of the class and providing a book report. When it became Chen’s turn to

present, despite the fact that she had read the book and completed the report, she refused to get in

front of the class to present her project. The teacher tried to encourage her, but this just upset

Chen even more. She ended up running out of the classroom in tears. Out of concern, the teacher

referred Chen to Chelsea, the school guidance counselor. Chelsea now needs to make sure to
ETHICAL CONCERNS FOR CHELSEA AND CHEN 3

approach this situation with Chen in a way that considers individual, family, societal, cultural,

and ethical issues.

Applied Ethical Principles and Standards

There are several ethical principles and standards that Chelsea should be aware of,

consider, and put into practice as she approaches this situation with Chen, the Clarks, and Chen’s

teacher. Chelsea should first consider Principle E, which calls for professionals within the field

of psychology to respect people’s rights and dignity (American Psychological Association,

2017). This principle states that psychologists should show respect to all of their clients, as well

as respect their dignity and worth, the privacy rights of all individuals, respect confidentiality,

and self-determination (American Psychological Association, 2017). Psychologists must be

aware of the fact that they may need to implement special safeguards in their working

relationship in order to maintain the rights and welfare of individuals or communities who may

be vulnerable and unable to competently make decisions (American Psychological Association,

2017). They also must be aware of and respect their clients’ differences including their cultural,

role, and individual differences as well as those based on gender, race, age, ethnicity, national

origin, religion, sexual orientation, disability, socioeconomic status, etc. (American

Psychological Association, 2017). Professionals working within the psychology field should also

be aware of biases/prejudices, and make sure to eliminate the impact they have on their work

(American Psychological Association, 2017).

Chen comes from a different culture than Chelsea. Chelsea who is from the United States,

lives in a culture that is primarily individualist. Those in individualist cultures typically focus on

the individual, and seek recognition for accomplishments (Matsumoto & Juang, 2013). Chen is

from a culture that is collectivist. Collectivist cultures are much more community oriented and
ETHICAL CONCERNS FOR CHELSEA AND CHEN 4

prefer to blend in, rather than stand out for their accomplishments (Matsumoto & Juang, 2013).

People from these cultures do things for the group, rather than themselves (Matsumoto & Juang,

2013). This could potentially be the reason it was so difficult for Chen to get up in front of her

class and present her project.

Chelsea should also consider section 3.09 cooperation with other professionals and

section 4.01 maintaining confidentiality. Section 3.09 states that when it is necessary and

appropriate, in order to provide service to their clients in a way that is effective, psychologists

are to cooperate with other professionals (American Psychological Association, 2017). Since

Chen was referred by her teacher, and struggling in class, Chelsea will have a working

relationship with Chen’s teacher as well. Chen’s teacher will likely be sharing information with

Chelsea regarding Chen’s behavior in class, and this will impact what she discusses and works

on during her sessions with Chen.

Section 4.01 states that those in the field of psychology have the obligation to put safe

guards into place and take precautionary measures to ensure confidential information is protected

(American Psychological Association, 2017). Since Chelsea will not only be working with Chen

and her teacher, but also the Clarks, she must ensure to respect Chen’s privacy and

confidentiality when sharing information with others.

Alternative Solutions

There are several possible approaches Chelsea could take in order to come to a solution

and avoid an ethical issue in her dealings with Chen. Chelsea should research behaviors of

groups within collectivist cultures and educate herself on their attitudes and practices. She can

then work with Chen and her teacher to find a common ground and help her to be comfortable

with being more independent in class and allowing herself to be individually recognized for her
ETHICAL CONCERNS FOR CHELSEA AND CHEN 5

work. She should also clearly communicate with Chen any plan of action and ensure that Chen is

comfortable with what Chelsea shares with her teacher and parents.

Another possible solution is that after Chelsea has discussed what information Chen is

comfortable with her sharing with Chen’s teacher, she can meet with Chen’s teacher and educate

her on the cultural differences between Chen and the other students. Then, Chelsea and Chen’s

teacher could develop a plan of action to help accommodate Chen’s cultural differences in the

classroom. They could come to an agreement that rather than present her project in front of the

entire class, Chen could stay behind when class is over and present to the teacher privately.

A third, and more extreme possible solution that Chelsea could explore is talking to the

teacher about removing presentations in front of the class altogether. It will likely take time for

Chelsea to work with Chen and help her to become comfortable presenting in front of class.

During this time, if the other students see Chen getting special treatment and not having to

present her project in front of class, they may not think it is fair to them. This could potentially

create tension between the students. It may be best practice for the teacher to remove class

presentations of projects, and have all projects submitted to her for grading.

Action Plan

With this thought process in mind, the most effective plan of action to help Chen feel

more comfortable in her classroom would be the first alternative solution discussed. Once

Chelsea educates herself on the attitudes and practices of Chen’s culture, she should work with

Chen and her teacher to build a relationship and find a common ground. This will help Chen to

be comfortable with being independent in class and allowing herself to be individually

recognized for her work. This is the best plan of action in order to help Chen and carry out

Principle E, while also carrying out principle D. Principle D is: Justice, which states
ETHICAL CONCERNS FOR CHELSEA AND CHEN 6

psychologists are aware that all people are entitled to justice and fairness (American

Psychological Association, 2017). This principle also stated that all people should be able to

benefit from any contributions of psychology and receive equality in all services that are

conducted (American Psychological Association, 2017). It would be unjust to remove project

presentations altogether, or to make Chen the only student in the class to not have to present her

projects.

It is evident that Chen’s teacher cares for her since she referred her to Chelsea instead of

the principle when she ran out of class. This is an important feature to remember. Student-teacher

relationships build the platform for relationships that form later in life with coworkers, bosses,

friends and family. It can predict how a child will gain academically (Spilt, 2012). The first

supporting research model will look into just that; teacher student relationships and how it can

aid or hurt a student’s academic performance.

The next course of action will help everyone involved to be able to progress as well as

keep their meetings and the changes in the class at minimum exposure to others. In this research

study, we peer inside the people building roles of teachers and counselors as they build their

relationships and cohesive classroom communities (Worzbyt, Dandeneau, & O'Rourke, 2003).

Making sure a child feels comfortable and safe is the most important aspect of being an adult in

that child’s life. Even though Chen usually performs well in school, it does not mean she feels

comfortable being there and this is an issue that the teacher and Chelsea may have to look into in

order to help Chen further.

Supporting Research

The first supporting research is that of the teacher-student relationship. In this study

teacher-student relationship quality (TSRQ) is examined (Spilt, 2012). Children from grades first
ETHICAL CONCERNS FOR CHELSEA AND CHEN 7

through fifth were examined as a whole and then boys and girls separately; the total amount of

students were 657 (Spilt, 2012). Annually over the next six years both the students and teacher

were sent questionnaires to fill out. The teachers were asked to rate academic achievement,

externalizing behavior, and cognitive ability (Spilt, 2012). The results showed the progress of the

teacher-student relationships as they got older and showed that the children who experienced

relational stress also lacked support from their primary teachers they were involved with (Spilt,

2012).

In this second research study, an inside look is given into the adults that guide children

through teaching, counseling, collaborating, becoming a community, and advocating for the

children they have (Worzbyt, Dandeneau, & O'Rourke, 2003). It is important for children to want

to learn and they cannot do that or might not want to if they are in an environment that will not

allow them to feel comfortable. Many schools start with teaching their students character

building that will not only benefit them in the classroom but also as they grow and enter the real

world around them (Worzbyt, Dandeneau, & O'Rourke, 2003). School counselors are in place to

make sure that path is smooth but also to be asked and ask questions. Even though counselors are

meant to focus on the students, it is important to include administration, parents, teachers, and

anyone else who may need to be to be involved in the growth of the student (Worzbyt,

Dandeneau, & O'Rourke, 2003).

As teachers and counselor work together for the good of the children, there can

sometimes be conflict with time and the need for each to see the student. To make sure this

works, both sides need to focus on “we”, increase interactions between everyone, focus on the

gains and not the losses, form a plan and how to problem solve, conduct a collaborating audit,

and lead the way to help (Worzbyt, Dandeneau, & O'Rourke, 2003). These steps are a good road
ETHICAL CONCERNS FOR CHELSEA AND CHEN 8

to take when helping a student in the school setting. Everyone must work together for the child’s

sake. However, there must be a level of discretion all parties are taking. Counselors are there to

be caring, confidential, and help the child develop more understanding and self-awareness

(Worzbyt, Dandeneau, & O'Rourke, 2003).

Conclusion

According to Worzbyt, Dandeneau and O’Rourke (2003) all students must feel safe,

respected, and valued in order to learn a new skill. This is what every counselor should strive for;

in Chelsea and Chen’s case, this true more than ever. By taking the time to get to know Chen,

where she came from, and where she is now in her life and with her family, Chelsea will begin to

see a side of Chen that most people will not ever get to see. Once Chelsea has this knowledge,

she can then discuss an action with Chen and her teacher as well as activities to do at home with

her parents.

It is important at Chen’s age to give her the love and attention she deserves so that she

can know she is safe in her surroundings and flourish. By collaborating and finding a common

ground between the two cultures to help Chen feel more comfortable presenting, a stressor will

be taken off of Chen so she does not feel “outside of normal standards” and can do her work as

she likes. Chen is a bright girl and opening up to Chelsea may be what she needs to be able to

open up and talk to someone other than her parents or teacher. When there is a third party who

does not know anything about a person’s life, a client is given an opportunity tell their side of

their story and let them show the counselor how they see the world around them.

Chen may feel that she has to do the best all of the time. However, with her cleft palate

surgery she may struggle with self-esteem issues and feeling different than the other students.

These are different situations and questions that must be explored in each session. Overall,
ETHICAL CONCERNS FOR CHELSEA AND CHEN 9

Chelsea, Chen’s teacher, and her parents are willing to work together for Chen and that is what

matters.
ETHICAL CONCERNS FOR CHELSEA AND CHEN 10

References

American Psychological Association, (2017). Ethical principles of psychologists and code of

conduct. Retrieved from http://www.apa.org/ethics/code/index.html

Matsumoto, D., & Juang, L. (2013). Culture & psychology 5th edition. Wadsworth, NY: Cengage

learning.

Spilt, Jantine L. (2012). Dynamics of teacher-student relationships: stability and change across

elementary school and the influence on children's academic Success. Child development

(0009-3920),83(4) p.1180

Worzbyt, J. C., O'Rourke, K., Dandeneau, C. J., (2003). Elementary school counseling: A

commitment to caring and community building (2nd ed.). New York, NY: Brunner-

Routledge.