Case Study

This measurement is fixed looking into its appraisal including Hannah (the employee) and Adara (the understudy) in Riverbend City Secondary School. Hannah, a 36-year-old African American female, serves as a secondary school life counselor. She is assisting Adara, a 15-year-old Muslim-American female understudy, who passed feeling constrained due to being the sole Muslim-American in her companion group. Adara has been consistently exposed to on the web and school harassing based on her appearance. Despite the fact that Adara finds comfort in expressing herself to Hannah, she is hesitant to seek additional guidance outside of school without the approval of her parents. During an interview, Adara reveals thoughts of self-injury, prompting Hannah to share this information with Adara’s loved ones. Unfortunately, this encounter leads to the erosion of confidence between Adara and Hannah.

Ethical Concerns and Principles

In reference to Adara and Hannah, ethical concerns arise regarding how Hannah approaches harassing, social bias, and the results of Adara’s revelation. The American School Advisor Affiliation (ASCA) and the American Psychological Affiliation (APA) provide specific moral standards referring to these problems. This article intends to explore the ethical standards associated with detailing harassing incidents and concerns of self-harm to a client, pointing out the need for immediate and delicate mediation in this regard.

Applied Ethical Principles and Standards

Adhering to the ethical standards and code of rules developed by the American Psychological Affiliation, two fundamental standards are relevant to Adara’s situation. General Rule E specifies the importance of psychologists eschewing tendencies based on factors such as age, orientation, religion, and culture, emphasizing respect for clients’ freedoms and regard (American Psychological Affiliation, 2010). In this case, Hannah should have identified Adara’s social base and conducted research to more likely understand and respect it before continuing to guide sessions.

PSYC FPX 4900 Assessment 2 An Ethical Analysis of a Case Study 

Another fitting rule is 4.05 revelations, which allows psychologists to reveal secret information to prevent harm to the client or others. In Adara’s case, although this standard applied, the combination of informing the guardians and a necessity in research on social predisposition led to a breakdown in trust. A better educated and less intrusive approach may have ensured compliance with moral rules and maintained support for Adara.

Additionally, the guideline A.9 of the American School Instructor Affiliation, under Serious and Predictable Mischief to Self and Others, is congruent with APA standards, emphasizing the effort to shed light on family and experts when a client reveals information that poses a risk to themselves or others. However, Hannah’s bringing in of Adara following her disclosure of self-injury without appropriate assessment and support contravenes this rule.

Alternative Solutions

An optional method of addressing and achieving a better outcome would involve Hannah immediately attending to and documenting the harassing allegations, collaborating with Adara to investigate and document them, and establishing educational open doors to combat future harassing. This active input could have preserved the trust established within their professional relationship.

Conversely, a more cautious revelation strategy could have been followed by Hannah, such as consultation with a partner without revealing confidential information. This would involve additional preparation for school location groups and increased availability of emotional well-being specialists.

Research

Tending to harassing its chief driver would benefit all the parties included. A three-layered strategy, as suggested by Laletas (2019), focuses on assistance and counseling for the two casualties and aggressors to prevent future occurrences. Early mediation, as supported by Smith’s research (2015), is critical in preventing cyberbullying. This strategy aligns with the suggested activity plan, focusing on early mediation and comprehensive assistance to all students.

Challenges to this strategy are reported in Eklund et al’s. review (2019), which indicates that school guides may be stretched too far in reality to actually implement a three-layered approach. Nevertheless, addressing this issue involves creating additional situations of emotional well-being support in schools.

Conclusion

In summary, managing harassing and self-inflicted concerns at schools needs to be proactive and ethical in its approach. Immediate disclosure, cooperative work with students, and timely mediation are necessary to prevent more harm. The suggested activity scheme is aligned with ethical principles exhibited by APA and ASCA and emphasizes the need to create a safe environment for all students. By addressing such problems head-on, schools will be able to engage students and reduce the chances of harmful acts.

PSYC FPX 4900 Assessment 2 An Ethical Analysis of a Case Study 

Mayworm, A. M., and Sharkey, J. D. (2014). moral reflections in a three-tiered manner to approach school discipline strategy and practice. Psychology in the Schools, 51(7), 693-https://doi.org/10.1002/pits.21782

Smith, L. J. (2015). Minors’ on the whole correct to secrecy: Resolving the issue of harassing and the moral commitment to forestall hurt. Diary of Human Conduct in the Social Climate, 25(7), 746-755. https://doi.org/10.1080/10911359.2015.1032649

Stone, C., and Zirkel, P. (2010). School advisor backing: When regulation and morals might impact. Proficient School Advising, 13(4), 244-https://doi.org/10.5330/PSC.n.2010-13.244