ethics case study - Assignment Research Writer

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.

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)

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?

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)

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

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.

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?

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

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.

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

Course name Optional Include description from catalogRow1:
List of required competencies From competency map in courseRow1:
Key project Demonstration of learningSkills acquired Be specific as this could be included in resume and performance reviewRow1:
Possible application of learning Where and how could you apply this learningRow1:
Actual application of learning Where and how did you apply thisRow1:
Artifact example Ie proposal lesson plan or budgetRow1:
Career goal check in How has this class influenced your career goalRow1:
Job or career goal of interestRow1:
Requisite skill Find on job posting LinkedIn profiles and networkingRow1:
Best demonstration of each skill Reflect on degree program volunteer and work experienceRow1:
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:
Artifact example List tangible item such as proposal lesson plan or budget to highlight on LinkedIn website or portfolioRow1:
Requisite skill Find on job posting LinkedIn profiles and networkingRow2:
Best demonstration of each skill Reflect on degree program volunteer and work experienceRow2:
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:
Artifact example List tangible item such as proposal lesson plan or budget to highlight on LinkedIn website or portfolioRow2:
Requisite skill Find on job posting LinkedIn profiles and networkingRow3:
Best demonstration of each skill Reflect on degree program volunteer and work experienceRow3:
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:
Artifact example List tangible item such as proposal lesson plan or budget to highlight on LinkedIn website or portfolioRow3:
Requisite skill Find on job posting LinkedIn profiles and networkingRow4:
Best demonstration of each skill Reflect on degree program volunteer and work experienceRow4:
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:
Artifact example List tangible item such as proposal lesson plan or budget to highlight on LinkedIn website or portfolioRow4:

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