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1 Resolving Ethical Dilemmas in Psychology: A Cultural Competency Approach Student’s Name Institutional Affiliation Course Name and Number Instructor’s Name Due Date

2 Resolving Ethical Dilemmas in Psychology: A Cultural Competency Approach Introduction The complex case of Chelsea, a school counselor, and Chen, a nine-year-old Chinese adoptee with a cleft palate. In the ethical dilemma here it is cultural competence that affects a child well well-being psychologically. The ethical problem concerns the professional duties of Chelsea, who must evaluate and resolve the cultural complications arising from Chen's adoption, her ethnicity, and her disability. This paper examines other ways out of the ethical dilemma, making a preliminary assessment as to possible future directions based on previous experience and present methods in psychology research. Wider applications of the case Nevertheless, from a larger cultural perspective, this incident demonstrates just how important it is that psychologists are culturally competent and adhere to ethical standards in carrying out psychological work. Applied Ethical Principles and Standards The APA Ethical Principles of Psychologists and Code of Conduct provide a basic structure on which to consider the ethical aspects contained within Chelsea's case. Based on the axioms of beneficence and nonmaleficence, Chelsea directs her attention to Chen's well-being alone. What she says will not hurt him in any way during counseling (Sinclair, 2020). The tasks of fostering a trusting relationship between Chen and the adopted family, as well as keeping professional boundaries are made clear. In addition, because Chen's cultural landscape is so different and a counselor's choice of words will do much to affect her psychological development in the future, respect for people's rights and dignity becomes especially important. Because the role of culture in Chen's psychological well-being is so formidable, it follows that ethical theory becomes particularly important when considering her case. This is

3 particularly so in light of the ADDRESSING model, a holistic maneuver that includes Age, Disability Religion Ethnicity Socioeconomic status Indigenous heritage National origin, and Gender factors. The lens through which Chen looks at challenges is now irrevocably complicated. Chelsea uses ethical guidelines, in particular those from the American Psychological Association (APA), to provide a comprehensive and culturally sensitive approach. That means seeing Chen in many different rights of her, being able to understand and accept that there are a host of factors shaping how she is affected by things (Sinclair, 2020). In the course of Chelsea's ethical evaluation, her commitment to these guidelines becomes an important part of her process. In the ethical compass, ADDRESSING thus becomes a navigational instrument for Chelsea to flee Chen's cultural dilemma. Thus the model helps Chelsea understand and grasp, not only matters about Chen's ethnicity but also issues to do with age or disability. By including this model in the ethical evaluation, Chelsea leaves no stone (or thread) unturned. Not only does its resolution adhere to professional standards of conduct; but it is also tailored fashionably for Chen's Hong Kong sensibility. This approach is integral to creating a warm and open atmosphere for Chen, reflecting the grand ideal of ethical practice within psychology for beneficial purposes, not detriments or fallacies. Alternative Solutions The cultural intricacies and ethical considerations involved in Chen's situation must be brought out when exploring alternative answers to the dilemma posed by her case. One method is to launch cultural competence training for Chelsea, the school counselor, and others directly concerned with Chen's care. The purpose of this training is to broaden their knowledge about different cultural backgrounds, to ensure that Chen's special needs can receive comprehensive

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4 treatment. Ideally, these professionals will be better equipped to deal with the cultural complexities posed by Chen (Nassar & Kamal, 2021). In turn, this should lead to more refined assistance for Chen and a less culturally insensitive school atmosphere in general. Could another possible solution be to have the school itself set up a special support program, according to Chen's specific requirements in terms of both culture and language? Targeted interventions and resources to help "Chen" enter into the school environment could be incorporated into this program. Besides, one could use it as a channel for free exchange and cooperation between school staff members, Chen herself, and her adoptive parents. This way the decision-making would be done with both eyes open to culture in its entirety. Another solution would be to directly involve Chen's adoptive parents in the decision- making process. This is a holistic and culturally relevant option. Adding the views and experiences of Chen's adoptive parents to her own, allows decision-making paths to encompass not only individual concerns but also broad cultural considerations (Nassar & Kamal, 2021). On the other hand, prudent assessment of possible side effects is indispensable-including resistance to training, resource insufficiencies, and variances in stakeholder perspectives. In the end, whichever route is followed should emphasize cultural awareness and teamwork to protect Chen's psychological constitution. Explanation of Chosen Course of Action The way chosen to resolve the ethical dilemma regarding Chelsea, Chen and their adoptive parents is a detailed one that takes many factors into account. Cultural competence training for Chelsea and other professionals in the school is one of the most important components of this strategy. The purpose of this training is to enhance their understanding of

5 different cultural backgrounds, so that they can get around and make a sound response specifically related to Chen's adoption as well as his ethnicity and cleft palate surgery ( Robert et al., 2020) . Culturally competent school staff can foster an environment that acknowledges and honors differences, in keeping with ethical principles that demand nonmaleficence (benevolence) as well as adherence to the dignity of individuals. Another important step in the chosen course of action is to organize a program tailored to Chen's needs for support. Through this program, the school is attempting to create an environment that challenges stereotypes and prevents bias while fostering diversity. If such a program goes forward, then Chelsea and the whole school have an active role in Chen's psychological development. She can feel accepted and embraced in her peculiar situation. Doing well for Chen and other students like her is a moral responsibility that this aspect of the strategy expresses. The chosen approach is based on the active involvement of Chen's adoptive parents. Working with the Clarks gives a complete picture of Chen's background, experience, and family dynamic. The collaboration strengthens the school-home connection and follows ethical principles that emphasize cooperation and acknowledge the role of family in a child's education ( Robert et al., 2020) . The school can learn information about Chen's preferences and needs simply by involving the adoptive parents, which will help to improve a personalized support system. The resulting course of action is grounded in the research findings from studies on cultural competence strategies used by mental health practitioners and culturally competent care delivery to LGBT persons. These studies point to the importance of awareness, knowledge, and skills in culturally attuned care. These parallels with the proposed action plan not only reflect the

6 correctness and applicability of this method; they also provide an ethical basis for its possible efficacy in dealing with Chen's complicated nature. Research The first research study explores the mental health practitioners’s realm of cultural competence strategies. It offers valuable insights into the effect of cultural construing on therapeutic relationships. The study, undertaken with qualitative methods, interviewed or video conferenced 20 mental health practitioners and trainees individually. To make the point, researchers used personal construct psychotherapy (PCP) and thematic analysis to investigate how the construction of non-White and White persons affects cultural competence or therapeutic alliance ( Gonzalez, 2023) . The results stress the close connection between practitioners 'attitudes and various client populations. From the point of view that Chelsea is a school counselor, this study points to her having to constantly monitor for and correct any biases or negative construing on her part that creep into contact with Chen. The second piece of research looking at culturally competent care for the LGBT population reveals several potentially helpful insights in Chen's case evaluated an educational program for nursing students in improving cultural competence using a pre-post test design and repeated measures analysis of variance. The study points to the crucial importance of skill, knowledge, and attitudes in providing culturally sensitive care. Healthcare professionals must therefore never stop developing their awareness of people from different cultures. This insight is especially important about school counseling and necessitates that Chelsea constantly develop her cultural awareness through education or training. The results of the study coincide perfectly with what needs to be done, demonstrating that Chelsea must follow cultural refinements to keep up with special student demands like those exhibited by Chen.

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7 Moreover, the study's comparison between mental health and healthcare settings demonstrates that cultural competency extends across a wide range of realms. The understanding that cultural competence is indeed relevant not only to healthcare but also to mental health and counseling highlights its universal nature. Holistic cultural competency means looking beyond school settings to healthcare-focused research and applying it as a counselor (Gonzalez, 2023). One of the reasons why Chelsea adopts a holistic and all-encompassing viewpoint is that it can recognize common underlying principles running through seemingly different fields. This allows for an integrated perspective within school counseling, promoting a nuanced awareness and sensitivity to cross-cultural matters. The interdisciplinary approach strengthens cultural competence, which expands beyond professional boundaries and encourages a more integrated and integrative means of addressing Chen's complex needs. Being familiar with these studies 'research methods and findings strengthens the believability and practicality of a proposed action plan. The plan becomes legitimate by anchoring the course of action in evidence-based practices generated from research; integrating such psychological research into ethical decision-making makes it clear that this sort of thinking is useful. This reflective approach also strengthens the proposed intervention for Chen, and may further help to cultivate a culturally sensitive environment among school counselors. Conclusion Finally, the interesting ethical dilemma Chelsea confronts in Chen's case calls for a culturally infused position generated by ethics and legitimate psychological science. The plan that is being proposed, involves cultural competence training for the worker and adoptive parents as well as a custom-tailored support program development to suit each child's case independently. It makes clear our determination that this should benefit children in every way

8 possible. Aside from being a moral necessity, cultural competence is also the key to building an open and comfortable school life. Chelsea's case with Chen reveals the larger social significance of dealing with culturally complicated aspects of psychology, promoting understanding and cultural diversity. The proposed action plan can be expected to bring about a mental boost for people such as Chen, effecting the transformation of psychology into an open and culturally informed field. This case creates a precedent for ethical considerations in psychology, encouraging psychologists to acknowledge and respond thoughtfully to the complex dance between culture and psychological well-being.

9 References Gonzalez, J. (2023). Military Cultural Competency for Veteran Mental Health Counseling in Civilian Settings. Psychology , 14 (3), 371-424. Nassar, A., & Kamal, M. (2021). Ethical Dilemmas in AI-Powered Decision-Making: A Deep Dive into Big Data-Driven Ethical Considerations. International Journal of Responsible Artificial Intelligence , 11 (8), 1-11. Robert, R., Kentish-Barnes, N., Boyer, A., Laurent, A., Azoulay, E., & Reignier, J. (2020). Ethical dilemmas due to the Covid-19 pandemic. Annals of intensive care , 10 , 1-9. Sinclair, C. (2020). Developing and revising the Canadian Code of Ethics for Psychologists: key differences from the American Psychological Association code. Ethics & Behavior , 30 (4), 249-263.

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