Posted: January 20th, 2023

ethics case study

  

Complete the following in preparation for this week’s discussion:

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  • Read      one case from Ethics      Case Studies by Specialization [PDF] that is applicable to your      future career vision in the field.
  • Complete      the Ethics practice      activity. This activity asks you to evaluate some situations that may      present ethical issues.

Ethical Principles and Code of Conduct

The APA has created a set of principles and a code of conduct that are applicable across disciplines and domains in psychology. Underpinning this code is a set of ethical concepts that will help you understand your responsibilities as a professional in the field of psychology: competence, informed consent, privacy and confidentiality, and avoiding harm. The BACB also has a set of ethical principles that are specific to behavior analysts. To familiarize yourself with these principles in preparation for this week’s discussion, complete the following:

  • Review Ethical      Principles of Psychologists and Code of Conduct on the APA’s      website.
  • Review Professional      and Ethical Compliance Code for Behavior Analysts from the BACB      (only required for ABA specialization learners).
  • Locate      additional ethical standards related to your discipline in psychology. For      help locating this information, read the Researching      Ethics and Standards for Professional Practice in Psychology library      guide.

Ethics in Research and Information Gathering

Ethical research applies to both your role as a professional in psychology and your role as a graduate learner. You may encounter opportunities to interact with human participants for both formal research and for information gathering throughout your program. It is of utmost importance to understand the ethical principles involved when interacting with others and to uphold standards for professional research practice. To help you distinguish between scholarly research and information gathering, complete the following:

  • Read      the Research      Definition [PDF] provided by Capella.

In your initial post, share your insights about ethical principles in psychology by responding to the following questions:

  • What      do you see as the ethical issue or issues involved in the case study you      reviewed? Cite the relevant elements from the APA’s Ethical      Principles of Psychologists and Code of Conduct or the      BACB’s Professional      and Ethical Compliance Code for Behavior Analysts [PDF] to support      your analysis.
  • What      steps would you take to attempt to resolve the issue?
  • How      does this issue, as well as the other ethical standards, relate to your      future career in psychology?
  • What      interested you about this issue?

Ethics is a central concept to any career in psychology. Ethical issues are sometimes unclear, and solutions to ethical dilemmas are often difficult to determine. As a professional in psychology, it is important to know how to identify an ethical issue, think through possible solutions, and find the resources necessary to guide your choices.

For this discussion, select one case study from

Ethics Case Studies by Specialization [PDF]

that is applicable to your future career vision in the field. It is important to understand that these are actual, real life events that happened and that have ethical issues. Then review this week’s readings on ethical principles, standards, and codes of conduct. Consider also the questions and information from your professional interview.

In your initial post, share your insights about ethical principles in psychology by responding to the following questions:

· What do you see as the ethical issue or issues involved in the case study you reviewed? Cite the relevant elements from the APA’s

Ethical Principles of Psychologists and Code of Conduct

or the BACB’s

Professional and Ethical Compliance Code for Behavior Analysts [PDF]

to support your analysis.

· What steps would you take to attempt to resolve the issue?

· How does this issue, as well as the other ethical standards, relate to your future career in psychology?

· What interested you about this issue?- what interests me is  we ALL have an obligation to ensure the safety children. AND TEACHERS ARE MANDATED REPORTERS. People over looking things could end up with another gabriel Fernandez situation.

The Your Career in Psychology assignment is due next week. The information you gather in this activity will contribute to your completion of that assignment. It is recommended that you read the assignment description and scoring guide now, if you have not already done so, and work ahead as much as you are able.

Remember to use the

Your Career in Psychology Worksheet [DOC]

to help you keep track of the information you gather for your final assignment.

1

  • Ethics Case Studies by Specialization
  • Applied Behavior Analysis

    Situation 1:

    Jamie is a BCBA. For the past year, she has been working with children with autism, ages 5–8
    years, in their homes. She enjoys her work, but it is tiring to travel from home to home. She was
    recently offered a job as a BCBA for a local nursing home, providing behavioral support to
    senior citizens with dementia. What are the ethical concerns with Jamie accepting this position?

    Situation 2:
    Sam is a BCBA providing parent training to families of children with autism. One of the parents
    showed Sam a brochure for a new kind of therapy involving dance, horses, and sensory
    integration. She wants to implement this therapy with her child. What are Sam’s ethical
    responsibilities?

    Situation 3:
    Adam’s brother is interested in becoming a BCBA. He has completed his coursework but is
    having a hard time finding a supervisor. What are the ethical implications if Adam supervises his
    brother for fieldwork hours?

    Child and Adolescent Psychology

    Situation 1:
    Sybil’s mom has been asked to allow Sybil to participate in a research study on blended
    families, and she agrees. Sybil is a 7-year-old child who wears glasses and is somewhat
    overweight. When Sybil is brought to the interview session and is asked a question about her
    stepsisters, she starts to cry and refuses to talk. The researcher tells her that her Mom agreed
    to her being in the study, so she has to answer the questions. Sybil cries even harder and will
    not look at the researcher. Finally, the researcher gives up and Sybil is sent back to class. He
    then calls her mother and reports that Sybil was uncooperative.

    Situation 2:
    Manny, a skinny and short 9-year-old, is very quiet in class, which is unusual. Mrs. Sykes
    notices a bruise on his arm and asks him about it. He says that he walked into a door. When
    she persists in asking questions, he asks her not to do anything, because he is afraid of what
    will happen to him. She agrees and lets it go.

    Clinical or Counseling Psychology (ABA: Situations 1, 2, 4–7)

    2

    Situation 1:
    As Dee Compensating became increasingly psychotic, Lucia Panicky, PhD, did not want to
    continue treating her because Ms. Compensating refused to enter the hospital or take any
    medication. Dr. Panicky informed Dee that she could not be her client any longer, because she
    refused to cooperate with the treatment recommendations.

    What are the ethical issues involved?

    Situation 2:
    Fred Narrow is a Caucasian-American from a small city in the Midwest where there are very few
    Asian people. He is working with a client who recently moved into the area from Japan. When
    asked how he is dealing with any cultural issues, he stated that he has read several books on
    Japan and has asked his neighbor, who is also Japanese, what issues he should be aware of.

    What are the ethical issues involved?

    Situation 3:
    Dr. Dave has a widely listened-to radio show, which involves giving advice to individuals who
    call in about relationships, child rearing, and mental health issues. During an interview with a
    newspaper, Dr. Dave states that while he does have training in counseling, his doctorate is in
    human physiology. The interviewer asks if it is ethical for Dr. Dave to use the title “doctor” since
    his doctorate is not in counseling or psychology. Dr. Dave answers that he does have a
    doctorate and therefore he is not doing anything unethical.

    What are the ethical issues involved?

    Situation 4:
    A 23-year-old man, Mr. L., has been in psychotherapy with a psychologist, Dr. T. During the
    course of treatment, Mr. L. has described his anger at his former girlfriend, Ms. S., an
    undergraduate student at a local university. As therapy has continued, Mr. L.’s anger with Ms. S.
    has become more intense. During the most recent session, Mr. L. stated he was going to kill
    Ms. S. and left the office.

    What are the ethical issues involved?

    Situation 5:
    Mr. M. has been severely depressed and meets the DSM-IV criteria for a person diagnosed with
    unipolar depression. His psychiatrist, Dr. D., has prescribed medication and psychotherapy as
    treatment for Mr. M. Mr. M. told his psychologist, Dr. S., that he refuses to take any medication,
    stating that he has read about the side-effects of this medicine and wants no part of it.

    What are the legal and ethical issues, if any, confronting Dr. D.?

    Situation 6:
    Dr. R. has been seeing Joan T., a 15-year-old girl for counseling. Mr. and Mrs. T. have
    requested to see Dr. R. to find out how the counseling is going. During the meeting, Mrs. T.
    requests to see Joan’s case file. Dr. R. refuses, citing confidentiality. Mrs. T. demands to see
    the file, stating that as the parent of a minor, she has every right to see the file.

    Does she have the right? What are the ethical issues involved?

    3

    Situation 7:
    Carrie is a graduate student at a local university. While still undecided about her specialization,
    she is leaning toward a specialty in clinical psychology. As a very religious person, Carrie is a
    strong believer in the power of prayer and does not believe in the idea of diagnosis or
    psychopathology. She really believes that all mental illness is a punishment by God for not
    being a true believer. So, she intends to develop a practice as a spiritual therapist when she
    graduates.

    You are her clinical supervisor. What ethical issues are presented by Carrie’s approach to
    clinical work?

    Educational Psychology

    Situation 1: (Note: this case is also appropriate for industrial-
    organizational psychology.)
    As an educational psychologist with expertise in program evaluation, you have been contracted
    to evaluate programs and services offered by an area agency that provides services to the
    public. The agency receives funding from several private and public sources and is required to
    complete periodic program reviews. Your contract indicates that you should provide your results
    in written form to the board of directors for the agency.

    After you complete your evaluation, the results indicate that some of the programs and services
    are effective and efficient, but that a number of others are poorly managed and provide low-
    quality services to the public. You deliver the report to the board of directors, as specified. You
    assume that the report will be forwarded to the sponsoring funding sources. A few weeks later,
    you find out that only the positive aspects of the report were released to the funding sponsors.
    You return to the board of directors and express your concerns but you are told, politely, to mind
    your own business and that if you pursue this inquiry you will never be employed by this agency
    again. You decide to seek advice from a colleague.

    What are the ethical issues involved?

    Situation 2: (Note: This case is also appropriate for anyone planning a
    career in which conducting research is an important part of the work.)
    As an educational psychologist, you are employed in higher education to teach undergraduate
    students enrolled in a teacher education program. You have an ongoing research program that
    involves studies on the perceptions and training of undergraduates enrolled in teacher
    education programs. As a course instructor, you offer extra credit for students to participate in
    your ongoing research. Typically, this involves completing various surveys and paper-and-pencil
    instruments of perception and beliefs related to becoming a teacher. A colleague suggests to
    you that students in your courses are really not free to choose to participate, because they may
    fear that their final course grade will be influenced by their choice to participate. You have
    assured your students that their participation will not affect their final course grade.

    What are the ethical issues involved?

    General Psychology – Addictions (ABA: Situation 2)

    4

    Situation 1:
    A psychologist works in a setting where he or she has to complete substance abuse
    assessments. He or she is only given 30 minutes to complete each assessment, though an
    accurate assessment requires 60–90 minutes. The psychologist is concerned that the
    information may not properly represent what is being assessed and may potentially cause harm.
    The person in charge of the setting, however, is demanding assessments and is unwilling to
    extend more time.

    What are the ethical issues and choices the psychologist must consider?

    Situation 2:
    A psychologist who is a recovering alcoholic sees a client at an Alcoholics Anonymous meeting.

    What are the ethical issues involved?

    General Psychology – Health (ABA: Situation 2)

    Situation 1:
    A patient sees his or her physician with complaints of chest pain and job stress. The goal is to
    ascertain psychosocial and physical processes that may cause the chief complaint, chest pain.
    The physician asks for a history of recent life stressors and behaviors and wants a consultation
    with a psychologist. Based on a combination of psychological factors and standard lab tests, the
    physician forms a diagnosis but does not want to meet with the patient, until the patient has
    seen the psychologist. However, this 45-year-old gentleman does not agree to see the
    psychologist and will not listen to reason as to why this is recommended.

    As a trained health psychologist, what do you advise the physician?

    Situation 2:
    A physician refers a hospitalized patient to you for consultation. The patient is terminally ill, with
    (at best) a month to live. He is in considerable pain and on morphine, which makes him sleep
    most of the time. When awake, he is still suffering. He is completely bedridden, needing
    assistance even to turn over. He has dialysis treatments three times a week. The patient has
    said he wants all life-saving procedures possible, but the doctor and the patient’s family feel he
    has suffered enough and would like to remove him from dialysis. You agree that this would be a
    reasonable and ethical course of action. The doctor explained to you, the health psychologist,
    that if the patient has no more dialysis treatments, he will fall asleep and die peacefully in a day
    or two. The lack of dialysis will not lead to more pain or discomfort than he is already
    experiencing. You are asked to evaluate the patient for competency to make his own decisions.
    The physician does not believe he can really understand his situation and wants you to talk the
    patient into stopping dialysis. You interview the patient and find that he has a clear
    understanding of his condition, his impending death, and the implications of stopping dialysis. In
    spite of all this, he wants all measures to sustain life continued.

    As a trained health psychologist, what is your responsibility in talking with the family and
    physician?

    General Psychology – Sport

    5

    Situation:
    The president of a national sport organization hires you to evaluate the top-level athletes and
    coaches of this sport on their ability to work together and group cohesion. You suggest testing,
    such as the Group Environment Questionnaire, and conducting interviews. After collecting
    dozens of questionnaires and conducting a multitude of interviews, you find out that the
    president wants a detailed report, complete with the weaknesses of the coaches. After a little
    digging, you find out that the president’s true agenda is to find reasons to fire some of the
    coaching staff.

    How would you approach this situation? Is there anything you could have done or should have
    done prior to being hired?

    Industrial-Organizational Psychology

    Situation 1:
    A large pharmaceutical firm let go 1,100 employees in one week. All of the affected individuals
    were told that in order to receive their final paychecks, they must attend a three-day job search
    seminar. At the end of the seminar, they would collect their final paychecks. Seminars were held
    at a nearby hotel and individuals were dispersed into small group workshops. On the second
    day, representatives from HR stopped by to observe the workshops. The workshops had been
    guaranteed to be confidential and the individuals had been told that they would be able to share
    their concerns without HR interference or knowledge about what they said.

    As the seminar leader trained to work with individuals and groups in this setting, what are the
    issues and how will you handle them?

    Situation 2:
    A personnel psychologist who lacked training in the interpretation of the Minnesota Multiphasic
    Personality Inventory (MMPI) hired a clinical psychologist to purchase MMPI materials from the
    test publisher, then administer and interpret the tests. The clinical psychologist was trained to
    read and interpret the test records of applicants for nuclear power plant positions and to
    determine their emotional fitness for work in one of two power companies. After a period of time,
    because of financial pressures, the personnel psychologist discontinued the use of the clinical
    psychologist. The personnel psychologist continued to purchase the MMPI from the test
    publisher and did not inform the test publisher that the services of the clinical psychologist had
    been discontinued.

    The test publisher’s agreement to provide the needed test materials was based on the
    understanding that consultation by the clinical psychologist, trained in the interpretation of the
    MMPI, was ongoing. The personnel psychologist also continued to provide the psychological
    screening service to the two power companies without informing these two organizations of the
    lack of his knowledge of MMPI interpretation.

    What are the issues involved? What should be done?

    Reference
    Bersoff, D. N. (2003). Ethical conflicts in psychology. Washington, DC: American Psychological

    Association.

    6

    School Psychology or ABA

    Situation:
    A 15-year-old high school student has been seeing the school psychologist for social skills
    training sessions to help her develop better relationships with her peers. She shares that she
    has befriended a group of girls who have some things in common. She admits to the school
    psychologist that she engages in cutting behavior, as do her friends. She asks the school
    psychologist not to tell anyone because her parents do not know and it is helping her make
    friends at the school. She said that she is cutting her thighs so no one sees the marks. She said
    the cuts are not deep and that she is just doing it to be part of the group.

    The school psychologist has never discussed confidentiality issues with the student and feels
    that the student is not suicidal. The student shares that she and her friends go on the Web and
    post about their experiences, so that she has a group of friends from all over the world. She is
    so happy to have friends and begs the school psychologist not to report the behavior. She
    shares that she is sure her parents and teachers do not know about the cutting behavior. She
    states that she will stop cutting if the school psychologist promises not to tell anyone. She noted
    that she really did not mean to tell the psychologist, but did so only because she was so happy
    to have made some friends and she wanted to share that with the psychologist.

    What are the responsibilities of the psychologist? What should he or she do?

      Ethics Case Studies by Specialization
      Applied Behavior Analysis
      Situation 1:
      Jamie is a BCBA. For the past year, she has been working with children with autism, ages 5–8 years, in their homes. She enjoys her work, but it is tiring to travel from home to home. She was recently offered a job as a BCBA for a local nursing home, p…
      Situation 2:
      Situation 3:
      Child and Adolescent Psychology
      Situation 1:
      Situation 2:
      Clinical or Counseling Psychology (ABA: Situations 1, 2, 4–7)
      Situation 1:
      Situation 2:
      Situation 3:
      Situation 4:
      Situation 5:
      Situation 6:
      Situation 7:
      Educational Psychology
      Situation 1: (Note: this case is also appropriate for industrial-organizational psychology.)
      Situation 2: (Note: This case is also appropriate for anyone planning a career in which conducting research is an important part of the work.)
      General Psychology – Addictions (ABA: Situation 2)
      Situation 1:
      Situation 2:
      General Psychology – Health (ABA: Situation 2)
      Situation 1:
      Situation 2:
      General Psychology – Sport
      Situation:
      Industrial-Organizational Psychology
      Situation 1:
      Situation 2:
      Reference
      Bersoff, D. N. (2003). Ethical conflicts in psychology. Washington, DC: American Psychological Association.

      School Psychology or ABA
      Situation:

    Your Career in Psychology Worksheet

    This document helps you on the path to transforming your future career vision into a reality by translating the critical competencies and requirements for your career into a step-by-step action plan. Each week, you will complete a section of the guide and draft that section of your paper to improve the clarity of your descriptions and action plan.

    Remember to consider this a snapshot in time. This will be a cornerstone for your professional development and you will want to come back to your career plan regularly to make sure you make progress towards your future in the field of psychology.

    Week 7: Applying Critical Thinking Skills

    Research: Identify Professional Competencies

    Throughout the course, you have worked toward establishing a vision for your future career in psychology based on your passions, interests, and aspirations in the field. You have also covered a wide range of competencies relevant to your success as a psychology professional and graduate learner.

    Workplace competencies are capabilities needed to accomplish tasks that are central to one’s profession. They comprise critical skills, knowledge, and attitudes. Understanding the competencies that are critical to your success is essential for preparing yourself to become a practitioner-scholar in your specialized field. You may know that education in such competencies is fundamental to Capella’s mission and philosophy. The syllabus of each course lists the competencies that learners will acquire and demonstrate in the course. At the levels of programs and specializations, these competencies are generalized as learning outcomes.

    Investigate the following resources to identify the competencies needed for the specialization you are most interested in:

    ·

    Review the program learning outcomes for psychology and clinical psychology listed below:

    · Determine the scientific merit of the professional literature.

    · Apply theoretical and research findings from the discipline of psychology to professional and academic activities.

    · Apply ethical principles and standards of psychology to academic and professional activities.

    · Embrace, respect, and respond to individual differences and diversity in the practice of psychology.

    · Communicate psychological concepts effectively using the professional standards of the discipline.

    · Find the outcomes for a specialization:

    · Go to the 

    Master’s Degrees in Psychology

     web page.

    · Click the 
    Explore program button for your program.

    · Go to the 
    Specializations section and select a specialization.

    · Review the learning outcomes listed under 
    What You’ll Learn.

    · Find full learning and career outcomes for your program and specialization:

    · Go to the 

    Master of Science in Psychology

     page or the 

    Master of Science in Clinical Psychology

     page of the Capella Learning and Career Outcomes site.

    · Select a specialization to see potential employment settings and common job titles and positions.

    · Visit the 

    Psychology Jobs

     website and browse job openings by category or search with keywords related to a specialization. Make note of the competencies, requirements, and qualifications that employers desire for these positions.

    From these sources, develop a comprehensive list of about

    10

    competencies you will need for the specialization you are interested in, and enter them into the table below.

    · Enter the competencies and requirements for your specialization that you have gathered. We have started these lists for you with some critical competencies for everyone in psychology. Continue this work in the table.

    · Be sure to note the sources of your information in the References section below for use in your paper.

    Use your completed work to draft the Professional Competencies section of the Your Career in Psychology Template.

    Knowledge

    Skills

    Attitudes

    · Evidence-based practices.

    ·

    · Effective decision making.

    · Critical thinking.

    · Effective communication.

    ·

    · Ethical integrity.

    ·

    References

    Week 8: Ethics in Psychology

    Research: Identify Professional Requirements

    Understanding the requirements that enable your specialized practice and scholarship is critical to planning your future career.

    2. Outline the key requirements for achieving your future career vision in these categories:

    · Capella MS in psychology requirements.

    · Capella specialization requirements.

    · Additional education.

    · Additional training.

    · Licensure, credentialing, or accreditation.

    · Work experience.

    · Investigate sources for this information:

    · Find the required courses for a specialization:

    · Return to 

    Master’s Degrees in Psychology
    .

    · Click the 
    Explore Program button for your program.

    · Go to the 
    Specializations section and select a specialization.

    · Click 
    Courses.

    · Review the sample courses and then click 
    View All Courses.

    · If applicable, visit the 

    Association of State and Provincial Psychology Boards

     to document any specific licensure or certification or other requirements for your career vision.

    · Explore 

    Industry Information: Psychology, Counseling, and Mental Health

     from the Career Center. Visit the web pages of organizations related to your specialization and document any requirements they list.

    · Search for additional information in the Capella library and on the Internet. Refer to the 

    PSY5002 & PSY5005 Research Guide

     for guidance.

    Fill in the table below. Be sure to note the sources of your information in the References column for use in your paper.

    Use your completed work to draft the Professional Requirements section of the Your Career in Psychology Template.

    Category

    Requirements

    References

    Capella MS in Psychology Requirements

    Capella Specialization Requirements

    Additional Education

    Additional Training

    Licensure, Credentialing, or Accreditation

    Work Experience

    Professional Associations

    Ethical Codes, Policies, Laws, et cetera

    Week 9: Your Career in Psychology

    Envisioning yourself as practitioner-scholar in psychology is a great way to integrate the important competencies of connecting the rigor of theory and the relevance of practice into the vision for your future career in your specialized field. The following activities will help you connect your vision to becoming a practitioner-scholar. It will also help you create meaningful goals to achieve your vision.

    Refining Your Vision

    Based on the knowledge you have gained throughout the course, revise your vision for your final assignment.

    Your Revised Vision

    Reflect on the how your activities in the course have affected your vision.

    Questions

    Reflection

    How does your vision relate to being a practitioner-scholar?

    You may want to reference these resources:

    · Capella University. (2003).
    Learning model quick reference and examples. Minneapolis, MN: Author.

    · McClintock, C. (2004).
    Scholar practitioner model. In A. DiStefano, K. E. Rudestam, & R. J. Silverman (Eds.),
    Encyclopedia of distributed learning (pp. 394–397). Thousand Oaks, CA: SAGE.

    How would you apply your findings from your literature review to your future professional practice in psychology?

    How will your work this quarter help you accomplish the functions, responsibilities, and ethics required of a professional in your specialization?

    How was your vision affected by the information in your readings from your
    Career Paths in Psychology text and your exploration of the Career Center and other resources?

    Use your completed work to draft the Application and Research Vision section of the Your Career in Psychology Template.

    Creating Meaningful Goals

    Once you create your vision as a psychology practitioner-scholar, it is time to translate that vision into specific, measurable, achievable, relevant, and timely long-term goals to create milestones for a plan of action. Review your narrative and formulate personally meaningful and relevant educational, career, and life goals to achieve your vision. Here are a couple of examples to get you started:

    · Earn my master’s degree in psychology in three years.

    · Develop strategies to stay up to date and evaluate scholarly and professional literature and research related to key theories, authors, and best practices in technology enhanced K–12 learning over the next three years.

    · Accurately select, administer, score, and interpret psychological tests in the workplace in four years.

    Complete the following:

    1. Review the

    SMART Goals

    presentation for more information about creating specific, measurable, attainable, relevant, and time-bound goals. Focus on the Long-Term Goal section at this point.

    Review your vision statement and use the table below to start drafting goals to break down your vision into long-term milestones.

    Specific

    What exactly should I be doing to help me achieve my vision?

    Measurable

    How will I know when the goal is complete?

    Attainable

    Is the goal reachable?

    Relevant

    Does the goal reflect steps needed to achieve my vision?

    Time-Bound

    Are there definite start and end dates and/or time for this goal?

    As you complete your goals section, you may uncover new elements related to your vision. Be sure to go back and add any of those elements into your vision draft to ensure your goals and vision align.

    Review the following information as you draft your goals:

    ·
    Purpose: The purpose of your vision is to create an inspirational and realistic description for how you want to contribute to your specialized field of psychology based on your passions and interests.

    ·
    Primary Audience: Because this is a personal vision statement for your future career, you are your primary audience. Envision yourself in a time where you are frustrated and want to throw in the towel. What would help you remember your purpose and inspire you to continue moving forward towards your vision?

    ·
    Secondary Audience: Your vision should also be clear to other people (such as family, friends, and your instructor) so you can share it with others and receive support in achieving it.

    ·
    References: Reference any supporting documents you used to create your vision.

    Use your completed work to draft the Application and Research Vision section of the Your Career in Psychology Template.

    Week 10: Taking Action and Moving Forward

    Planning Your Actions

    Now that you have all this knowledge of the competencies and requirements for your field you are ready to plot your course to make these aspirations a reality. This section helps you translate the requirements for your profession and the development areas you identified into specific, measurable, achievable, realistic, and timed steps to achieve your vision.

    Complete the following:

    3. Add your goals to the first column.

    4. Review your work in the previous sections and draft any additional long-term goals required to achieve your future career vision.

    5. Use the steps column to break down your long-term goal into smaller steps to accomplish. Here are a couple of examples:

    · Complete your Capella program, additional training, and volunteer opportunities to overcome your knowledge and skill gaps.

    · Create opportunities in your current position to develop additional skills through coaching or stretch assignments.

    · Join Capella Community groups and professional organizations for networking with others and completing additional informational interviews.

    · Stay current with the research and literature in the field by reading specific peer-reviewed journals.

    · Use Smarthinking and other support resources to improve the skills required to successfully develop your writing and other competencies essential to the profession and your role as a graduate learner.

    6. Use the support column to identify what you need to help you achieve your goal.

    Long-Term Goal

    What should I be doing to help me achieve my vision?

    Steps

    What specific, measurable, attainable, relevant, and time-bound steps do I need to take to achieve the goal?

    Support

    What information, resources, and people do I need to achieve my goal?

    · Even with the best intentions, you may run into barriers to achieve your goals. Use the table below to outline potential barriers to achieving your goals and solutions for addressing them.

    Barriers

    What might get in my way of my goal?

    Solutions

    How could I best address those barriers?

    Understanding the benefits of achieving your vision, your confidence in completing your outlined steps, and your commitment to your plan are important to motivating yourself to achieve your career vision. Use the table below to reflect on these elements related to the steps you outlined.

    Reflective Question

    Reflective Response

    What are the benefits of achieving your future career vision?

    How confident are you about taking the steps you outlined above to achieve your vision?

    How committed are you to achieving your vision?

    Hopefully, these exercises have helped you clarify your vision for your future in psychology and your path to your desired career. Use the table below to reflect on what you have learned throughout this process.

    Reflective Question

    Reflective Response

    What have you learned about yourself throughout this process?

    How have your psychology interests, career vision, and professional perspective changed from this process?

    What are you most excited about related to your career plan?

    Use your completed work to draft the Action Plan section of the Your Career in Psychology Template.

    Drafting Your Career in Psychology Assignment

    Now that you have worked through preliminary exercises and drafted some sections of your paper, you are prepared to begin the remaining sections in the Your Career in Psychology Template:

    7. Review your notes from your interview with a psychology professional and integrate any relevant information into your paper.

    8. After completing a draft of the previously outlined sections of your paper, draft these additional sections in the assignment template:

    ·
    Title page in APA format.

    ·
    Abstract: A concise summary of every main point in the paper.

    ·
    Introduction: A concise overview of the paper’s content.

    ·
    Conclusion: A concise summary of important points of the paper, explaining the benefits of achieving your future career vision and becoming a practitioner scholar in the field of psychology and the importance and relevance of your vision and goals to your personal and professional aspirations.

    ·
    References in APA format.

    Note: To maximize your scoring potential, be sure that you fully address all assignment requirements and meet the criteria in the Your Career in Psychology Scoring Guide.

    At this point, your paper should be 7–9 typed and double-spaced pages excluding the title page, abstract, table of contents, and reference list. If you do not meet this requirement, go back and add more detailed explanation to your paper. Use Times New Roman 12-point font.

    Your paper should also include a minimum of five references with at least three of them from course readings. If you do not meet this requirement, go back to the research you found throughout the course and see how you may include some insights into your paper.

    Read through your draft with a fresh perspective and revise it to improve the big picture elements:

    · The main ideas in your paper and how you explain them.

    · The order of your paragraphs and the logic behind the organization.

    · Your purpose for writing and the way you speak to your audience.

    · The focus of the sections of your paper.

    · The organization of your paper and the flow from section to section.

    Use

    Smarthinking: How to Submit a Writing Sample

    to submit your draft for evaluation.

    · Be aware that the
    turnaround time for Smarthinking can be 24–48 hours from submission to receiving the feedback report. Plan accordingly.

    Submit the assignment to
    SafeAssign for review of proper citations and references. It is very important that you always submit your work as a
    draft so you can make revisions before submitting it to the assignment link. Refer to the courseroom SafeAssign resources for guidance in accessing your feedback from SafeAssign, interpreting your report, and improving your writing and citations for your assignment.

    Now that you drafted the components of your paper, revised it to improve flow, and received feedback from SafeAssign and Smarthinking, you are ready to finalize your assignment. Complete the following:

    · Review the feedback you received from Smarthinking and SafeAssign and revise your draft as needed.

    Submit your assignment
    no later than Friday, 11:59 p.m. Central time. Make sure your submission is a Word document.

    10

    Capella Career Center | Last updated: 6/22/16 1

    COMPETENCY TRANSLATOR
    FROM THE CAPELLA CAREER CENTER

    COMPETENCY TRANSLATOR
    This resource provides a format for capturing what you learn throughout your program and documenting how you have demonstrated
    the skills required for your positions of interest. Possible uses for this information include: resume accomplishment statements,
    interview responses, performance review conversations, promotion proposals, and salary negotiations.

    View the Competency Translator Example to see sample language.

    The purpose of Chart 1 below is to encourage you to reflect on and record what you’ve learned and how you might apply it in your
    career. Start early in your program so you can easily refer to the information throughout (and after) your program!

    Course name
    (Optional:
    Include

    description
    from catalog)

    List of required
    competencies

    (From competency
    map in course)

    Key project/
    Demonstration of

    learning/Skills acquired
    (Be specific as this could be

    included in resume and
    performance review)

    Possible application
    of learning

    (Where and how could
    you apply this

    learning?)

    Actual
    application of

    learning
    (Where and how

    did you apply
    this)?

    Artifact
    example

    (I.e. proposal,
    lesson plan, or

    budget)

    Career goal
    check in
    (How has
    this class

    influenced your
    career goal?)

    http://assets.capella.edu/campus/career-center/competency-translator

    Capella Career Center | Last updated: 6/22/16 2

    COMPETENCY TRANSLATOR
    FROM THE CAPELLA CAREER CENTER

    Chart 2 prompts you to research the skills required for specific jobs and identify how you demonstrate those skills.
    Job or career goal

    of interest
    Requisite skill

    (Find on job posting,
    LinkedIn profiles, and

    networking)

    Best demonstration of
    each skill

    (Reflect on degree
    program, volunteer and

    work experience)

    CARD example
    (Write specific example in bullet or narrative form

    using CARD format)
    Challenge – Problem, goal, or requirement in the

    example
    Action – Specific actions you took to resolve the challenge, solve the
    problem or meet the requirement
    Result –Benefit resulting in specific and measurable terms
    Details* – Clarifying details to provide context, consider these
    questions: how many, how much, how long, and how often.

    Artifact example

    (List tangible item such as
    proposal, lesson plan, or
    budget) to highlight on
    LinkedIn, website, or
    portfolio

    Refer to the following resources for more information on how to leverage your academic learning to reach your career goals!

    Please help us: Share your quick feedback on this tool!

    Competencies in Action Resumes Cover letters Portfolio and Work Samples Interviewing

    https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_d0uqwTRLcoq6kS1

    http://assets.capella.edu/campus/career-center/competencies-in-action

    https://campus.capella.edu/web/career-center/job-search-tools/resumes

    https://campus.capella.edu/web/career-center/job-search-tools/cover-letters

    https://campus.capella.edu/web/career-center/job-search-tools/portfolio-and-work-samples

    https://campus.capella.edu/web/career-center/job-search-tools/interviewing

    • competency translator
    1. Course name Optional Include description from catalogRow1:
    2. List of required competencies From competency map in courseRow1:
    3. Key project Demonstration of learningSkills acquired Be specific as this could be included in resume and performance reviewRow1:
    4. Possible application of learning Where and how could you apply this learningRow1:
    5. Actual application of learning Where and how did you apply thisRow1:
    6. Artifact example Ie proposal lesson plan or budgetRow1:
    7. Career goal check in How has this class influenced your career goalRow1:
    8. Job or career goal of interestRow1:
    9. Requisite skill Find on job posting LinkedIn profiles and networkingRow1:
    10. Best demonstration of each skill Reflect on degree program volunteer and work experienceRow1:
    11. CARD example Write specific example in bullet or narrative form using CARD format Challenge Problem goal or requirement in the example Action Specific actions you took to resolve the challenge solve the problem or meet the requirement Result Benefit resulting in specific and measurable terms Details Clarifying details to provide context consider these questions how many how much how long and how oftenRow1:
    12. Artifact example List tangible item such as proposal lesson plan or budget to highlight on LinkedIn website or portfolioRow1:
    13. Requisite skill Find on job posting LinkedIn profiles and networkingRow2:
    14. Best demonstration of each skill Reflect on degree program volunteer and work experienceRow2:
    15. CARD example Write specific example in bullet or narrative form using CARD format Challenge Problem goal or requirement in the example Action Specific actions you took to resolve the challenge solve the problem or meet the requirement Result Benefit resulting in specific and measurable terms Details Clarifying details to provide context consider these questions how many how much how long and how oftenRow2:
    16. Artifact example List tangible item such as proposal lesson plan or budget to highlight on LinkedIn website or portfolioRow2:
    17. Requisite skill Find on job posting LinkedIn profiles and networkingRow3:
    18. Best demonstration of each skill Reflect on degree program volunteer and work experienceRow3:
    19. CARD example Write specific example in bullet or narrative form using CARD format Challenge Problem goal or requirement in the example Action Specific actions you took to resolve the challenge solve the problem or meet the requirement Result Benefit resulting in specific and measurable terms Details Clarifying details to provide context consider these questions how many how much how long and how oftenRow3:
    20. Artifact example List tangible item such as proposal lesson plan or budget to highlight on LinkedIn website or portfolioRow3:
    21. Requisite skill Find on job posting LinkedIn profiles and networkingRow4:
    22. Best demonstration of each skill Reflect on degree program volunteer and work experienceRow4:
    23. CARD example Write specific example in bullet or narrative form using CARD format Challenge Problem goal or requirement in the example Action Specific actions you took to resolve the challenge solve the problem or meet the requirement Result Benefit resulting in specific and measurable terms Details Clarifying details to provide context consider these questions how many how much how long and how oftenRow4:
    24. Artifact example List tangible item such as proposal lesson plan or budget to highlight on LinkedIn website or portfolioRow4:

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