PSYC FPX 4900 Assessment 2 An Ethical Analysis of a Case Study
PSYC FPX 4900 Assessment 2 An Ethical Analysis of a Case Study
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Capella University
PSYC FPX 4900 Psychology Capstone Project
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Date
PSYC FPX 4900 Assessment 2: An Ethical Analysis of a Case Study
PSYC FPX 4900 Assessment 2 focuses on applying ethical principles to real-world psychological and counseling situations. In the case of Adara and Hannah at Riverbend City High School, the most appropriate ethical response is to prioritize Adara’s safety while respecting her confidentiality, cultural identity, and right to participate in decisions about her care. Because Adara disclosed thoughts of self-harm, Hannah had a responsibility to assess the potential risk and take appropriate protective action. However, the counselor also needed to communicate confidentiality limits, involve Adara in the decision-making process when possible, and disclose only the information necessary to protect her well-being. Addressing the bullying and cultural isolation contributing to Adara’s distress is equally important for an effective, ethical intervention.
Case Study Overview: Adara and Hannah at Riverbend City High School
The case study centers on Hannah, a 36-year-old African American high school guidance counselor, and Adara, a 15-year-old Muslim-American student attending Riverbend City High School. Adara has been experiencing social isolation because she is the only Muslim-American student in her close social group. In addition to feeling disconnected from her peers, she has been subjected to bullying at school and online, particularly targeting her appearance and cultural identity.
Adara develops a trusting relationship with Hannah and feels comfortable discussing her personal experiences. However, she is hesitant to pursue counseling outside school because she does not want to access additional services without her parents’ approval.
During a counseling session, Adara reveals that she has experienced thoughts of self-harm. Hannah responds by sharing this information with Adara’s family. Although the disclosure is motivated by a legitimate concern for Adara’s safety, it damages the trust that Adara had developed with her counselor.
This situation raises several ethical questions concerning confidentiality, adolescent mental health, cultural sensitivity, bullying, and the professional responsibility to protect students from foreseeable harm. Evaluating Hannah’s response requires consideration of professional ethical standards, the seriousness of the potential risk, and the possible consequences of different intervention strategies.
Major Ethical Issues in Adara’s Case
The central ethical challenge involves balancing the student’s right to confidentiality with the counselor’s responsibility to protect her from potential harm. Other important considerations include cultural competence, appropriate risk assessment, bullying prevention, and maintaining a supportive counseling relationship.
Confidentiality is fundamental to effective counseling because students need to feel safe when discussing sensitive experiences. However, confidentiality has limits when information indicates a serious risk of harm. A counselor may need to involve parents, mental health professionals, or other appropriate individuals to ensure a student’s safety.
PSYC FPX 4900 Assessment 2 An Ethical Analysis of a Case Study
Hannah’s decision to seek family involvement may therefore have been ethically defensible. Nevertheless, the appropriateness of her actions depends on the seriousness and immediacy of the risk, applicable laws, school policies, and professional ethical requirements.
An ethical response should not focus exclusively on disclosing information. It should also consider how the disclosure occurs, whether the student understands the reasons for it, and what support will be provided afterward.
Whenever circumstances permit, Hannah should explain why additional assistance is necessary, discuss the next steps with Adara, and involve her in decisions about communicating with trusted adults. These measures can help preserve the student’s dignity and reduce the likelihood that she will feel betrayed by the counseling process.
Cultural Sensitivity and Ethical Counseling
Cultural competence is an essential component of ethical school counseling. Adara’s identity as a Muslim-American teenager may influence her experiences of discrimination, relationships with peers, family expectations, and willingness to seek mental health services. However, the counselor should not assume that Adara’s religion determines her beliefs, family relationships, or attitudes toward counseling.
The American Psychological Association’s Ethical Principles of Psychologists and Code of Conduct emphasizes respect for human dignity, individual differences, and the importance of considering cultural and personal characteristics in professional practice (American Psychological Association [APA], 2017).
In Adara’s situation, cultural responsiveness requires Hannah to understand how Adara personally experiences her identity and the discrimination she encounters. Rather than making assumptions, Hannah should use open-ended questions and give Adara opportunities to describe her concerns in her own words.
A culturally responsive approach may involve discussing how bullying affects Adara’s sense of belonging, exploring whether she feels comfortable involving her family, and identifying support systems that respect her preferences.
Hannah should also recognize that cultural sensitivity does not replace the responsibility to respond to a serious safety concern. Instead, cultural awareness should guide how the counselor communicates, develops interventions, and connects Adara with appropriate services.
By respecting Adara’s individual experiences, Hannah can provide more personalized support while strengthening the professional relationship.
APA Ethical Principles Relevant to PSYC FPX 4900 Assessment 2
The APA’s Ethical Principles of Psychologists and Code of Conduct provides a useful framework for evaluating confidentiality, respect, and professional responsibility. Although the APA code is directly applicable to psychologists within its scope, school counselors must also follow the ethical standards and legal requirements governing their own professional roles.
Two relevant components are Principle E and Standard 4.05.
Principle E: Respect for People’s Rights and Dignity
Principle E emphasizes respect for the dignity, worth, privacy, and rights of individuals. It also highlights the importance of recognizing individual differences, including those related to culture, religion, age, gender, and other personal characteristics (APA, 2017).
Applied to Adara’s case, this principle requires Hannah to respect Adara’s cultural identity and recognize her as an individual with her own experiences and preferences. The counselor should avoid stereotypes and ensure that her intervention is responsive to Adara’s specific circumstances.
Respecting Adara’s dignity also means communicating openly about decisions that affect her. Even when a counselor must involve other adults to address a safety concern, the student should be treated as an active participant in the process whenever circumstances allow.
Standard 4.05: Disclosures of Confidential Information
APA Standard 4.05 addresses the disclosure of confidential information and identifies circumstances in which disclosure may be permitted or required by law or when appropriate to protect individuals from harm.
Adara’s disclosure of thoughts of self-harm gives Hannah a legitimate reason to evaluate whether additional protective action is necessary. However, the counselor should not assume that every disclosure of self-harm thoughts automatically requires the same response. The appropriate intervention depends on the nature of the thoughts, the level of risk, professional responsibilities, and applicable legal requirements.
If disclosure is necessary, Hannah should share only the information reasonably needed to facilitate protection and appropriate care. She should also explain the reasons for sharing information whenever doing so will not increase the risk of harm.
This approach supports both student safety and the ethical obligation to protect confidential information.
ASCA Ethical Standards and Student Safety
The American School Counselor Association (ASCA) provides ethical guidance specifically for professional school counselors. Its ethical standards emphasize student welfare, confidentiality, advocacy, professional responsibility, and appropriate responses to serious safety concerns.
School counselors must recognize that confidentiality does not eliminate their responsibility to respond when a student may be at risk of serious harm. When a student reports thoughts of self-harm, the counselor should follow established safety procedures, consult appropriate professionals, and comply with applicable laws and school policies.
However, the response should be individualized rather than automatic. Hannah should determine whether Adara requires immediate emergency assistance, urgent mental health evaluation, or another appropriate level of support.
The counselor should also consider the student’s developmental needs and explain the purpose of any intervention in language she can understand.
Importantly, contacting parents or school personnel should not be treated as the final step. Adara may require continuing support, referral to qualified mental health professionals, and regular follow-up to monitor her well-being.
The current ASCA Ethical Standards for School Counselors provide a relevant framework for evaluating these responsibilities (American School Counselor Association [ASCA], 2022).
Why Hannah’s Ethical Response Matters
Hannah’s response illustrates the difficulty of balancing student safety with the confidentiality required for an effective counseling relationship.
If Hannah had ignored Adara’s disclosure, she could have failed to respond appropriately to a potentially serious safety concern. On the other hand, sharing confidential information without explaining the reasons or involving Adara could damage the trust necessary for future counseling.
The ethical objective is to protect Adara while minimizing unnecessary harm to the counseling relationship.
Hannah could improve her response by explaining that she takes Adara’s disclosure seriously and may need to involve additional support to help keep her safe. She could then discuss which trusted adults might be appropriate to involve and what information needs to be shared.
When feasible, allowing Adara to participate in this conversation may help her feel respected rather than excluded from decisions about her own well-being.
The counselor should also maintain appropriate documentation of the disclosure, risk assessment, consultations, decisions, referrals, and follow-up actions in accordance with school policy and applicable professional requirements.
Clear documentation supports continuity of care and helps demonstrate that the counselor considered the relevant ethical and safety issues.
Addressing Bullying and Cyberbullying in Adara’s Case
Bullying and cyberbullying are important contributing factors in Adara’s situation and should be addressed as part of the intervention plan. Repeated harassment can affect a student’s emotional well-being, social relationships, sense of belonging, and willingness to participate in school activities.
When bullying targets a student’s appearance, religion, or cultural identity, it may also contribute to feelings of exclusion and discrimination. In Adara’s case, these experiences may be intensifying her distress and making it more difficult for her to seek support.
Hannah should work with appropriate school personnel to investigate the reported bullying and develop a plan to prevent further harassment. Depending on the circumstances, this may involve administrators, teachers, parents, school mental health professionals, and other members of the student-support team.
PSYC FPX 4900 Assessment 2 An Ethical Analysis of a Case Study
The response should protect Adara’s privacy as much as possible while ensuring that the school takes appropriate action. Hannah should also consider the risk of retaliation and avoid interventions that could unnecessarily expose Adara to further harassment.
Effective bullying prevention requires more than responding to individual incidents. Schools can strengthen prevention efforts through student education, clear reporting procedures, respectful communication policies, and consistent responses to harassment.
Cyberbullying should also be addressed because harmful behavior can continue outside the school day through social media, messaging applications, and other digital platforms.
A coordinated approach can help create a safer school environment while supporting Adara’s emotional recovery.
Alternative Ethical Approaches to the Case Study
A stronger ethical response would combine immediate safety assessment, transparent communication, cultural responsiveness, and continued support.
Conduct an Appropriate Self-Harm Risk Assessment
Hannah should arrange an appropriate assessment to determine the nature and immediacy of Adara’s risk. This includes clarifying what Adara means by self-harm thoughts and determining whether there are indicators of immediate danger.
The assessment should be conducted within Hannah’s professional competence and the school’s established procedures. If the situation exceeds her qualifications, she should promptly involve a qualified mental health professional.
If Adara faces immediate danger, emergency safety procedures should take priority. If the assessment indicates that the risk is not imminent, the counselor should still determine what support, monitoring, and referrals are necessary.
A careful assessment helps ensure that the response is proportionate to the circumstances rather than based on assumptions.
Explain the Limits of Confidentiality
Hannah should explain confidentiality limits before sensitive information is shared whenever possible. Students should understand that most private discussions remain confidential but that serious safety concerns may require the involvement of other individuals.
In Adara’s case, the counselor should acknowledge her concerns about privacy and explain why additional support may be necessary.
Clear communication can help students understand that disclosure is intended to protect their well-being rather than punish them for speaking honestly.
Consult Appropriate Professionals
Ethical decision-making can become challenging when several professional obligations overlap. Hannah should consider consulting a qualified colleague, school psychologist, licensed mental health professional, or appropriate supervisor.
Consultation can help clarify the level of risk, identify appropriate interventions, and determine how confidentiality should be handled under applicable policies and laws.
When seeking consultation, Hannah should protect Adara’s privacy and share identifying information only when necessary and authorized.
Involve Adara in the Decision-Making Process
Whenever it is safe and appropriate, Hannah should collaborate with Adara when deciding how to involve parents, mental health professionals, or school administrators.
For example, the counselor could ask Adara which trusted adult she feels most comfortable speaking with and explain what information needs to be communicated.
Although Adara may not have complete control over decisions required to protect her safety, meaningful participation can help preserve her sense of autonomy and trust.
Provide Ongoing Support
The intervention should continue after the initial disclosure. Hannah should arrange appropriate follow-up meetings, monitor Adara’s well-being, and help her access additional mental health support when needed.
Continued support is particularly important because Adara’s difficulties involve multiple concerns, including bullying, social isolation, cultural identity, and emotional distress.
A consistent support plan can help identify emerging concerns and determine whether additional interventions are necessary.
Developing a Collaborative Intervention Plan
A comprehensive intervention plan should address both Adara’s immediate safety and the circumstances contributing to her distress.
The first priority is to ensure that an appropriate risk assessment is completed and that any immediate safety concerns are addressed. Hannah should then explain the limits of confidentiality and discuss the need for additional support in a sensitive, age-appropriate manner.
With appropriate consideration of Adara’s safety, legal requirements, and family circumstances, the counselor should coordinate with relevant adults and qualified mental health professionals. If Adara needs treatment beyond the services available at school, Hannah should facilitate an appropriate referral.
The school should also investigate the reported bullying and cyberbullying in accordance with established procedures. This process should include steps to prevent further harassment and protect Adara from retaliation.
Finally, Hannah should establish a follow-up plan that includes regular check-ins, communication with appropriate support providers, and review of the intervention’s effectiveness.
A collaborative plan is preferable to a single disclosure because it addresses the immediate concern while recognizing that Adara’s difficulties may require sustained attention.
Evidence Supporting Early Intervention and School-Based Support
Early intervention can help schools identify student needs, coordinate services, and respond to emotional or behavioral concerns before they become more serious. School-based mental health support can be especially important for students who face barriers to accessing outside services.
Laletas (2019) examines ethical decision-making among professional school counselors and highlights the value of structured approaches to complex counseling situations. Ethical decision-making frameworks can help counselors consider professional duties, student welfare, and the consequences of alternative interventions.
Similarly, research on school-based mental and behavioral health services highlights the important role school psychologists and other qualified professionals can play in supporting students (Eklund et al., 2020).
PSYC FPX 4900 Assessment 2 An Ethical Analysis of a Case Study
A multitiered system of support provides another useful framework for addressing student needs. Such systems typically combine universal prevention for all students, targeted interventions for those experiencing emerging difficulties, and more intensive services for students with significant needs.
In Adara’s situation, universal bullying-prevention education could help establish a safer school environment. Targeted counseling and peer-support interventions could address her social isolation, while individualized mental health services could provide additional assistance if her assessment indicates a need.
These interventions should be coordinated rather than implemented independently. Combining prevention, targeted assistance, and individualized care can help schools respond to both the immediate safety concern and the broader circumstances affecting a student.
Challenges in Implementing School-Based Mental Health Support
Although coordinated school-based interventions offer important benefits, schools may face practical challenges when implementing them.
Limited staffing, insufficient access to qualified mental health professionals, and high student-to-counselor ratios can make it difficult to provide individualized attention. These barriers may delay referrals, reduce opportunities for follow-up, and place additional demands on school personnel.
Eklund et al. (2020) discuss the expanding role of school psychologists in mental and behavioral health services, highlighting the importance of school-based professionals in addressing students’ psychological needs.
Schools can respond to these challenges by strengthening multidisciplinary teams, improving referral procedures, and providing professional development for counselors and other student-support staff.
Training should cover ethical decision-making, confidentiality, self-harm risk assessment, cultural responsiveness, and bullying prevention. Counselors should also have access to supervision and consultation when situations involve complex ethical or safety concerns.
In Adara’s case, collaboration among school counselors, administrators, families, and qualified mental health professionals can help distribute responsibilities and improve continuity of support.
Balancing Confidentiality and Student Safety
The central ethical lesson from Adara’s case is that confidentiality and student safety are complementary responsibilities rather than competing goals that must always be resolved by sacrificing one for the other.
Confidentiality helps students feel safe enough to discuss sensitive concerns. At the same time, counselors must take appropriate protective action when a student may face serious harm.
An ethical response requires careful assessment, consideration of professional standards, and attention to the least intrusive intervention that can reasonably address the identified risk.
When disclosure is necessary, Hannah should communicate transparently about what information must be shared, who needs to receive it, and why the disclosure is appropriate. Whenever possible, she should involve Adara in these discussions and protect information unrelated to the safety concern.
The counselor should also recognize that an ethically justified disclosure can still have emotional consequences for the student. Adara’s loss of trust should therefore be addressed through open communication, acknowledgment of her concerns, and consistent follow-up support.
Maintaining this balance requires professional judgment rather than a one-size-fits-all response.
Conclusion
PSYC FPX 4900 Assessment 2 demonstrates how ethical principles guide decision-making in complex psychological and school counseling situations. In Adara’s case, Hannah had a responsibility to respond to the disclosure of self-harm thoughts and determine what protective action was necessary. However, an effective response also required careful risk assessment, respect for confidentiality, cultural sensitivity, and collaboration with the student.
Although involving Adara’s family may have been justified by safety concerns, the ethical appropriateness of the disclosure depends on the level of risk, applicable professional standards, school policies, and legal requirements. Hannah should explain confidentiality limits, share only necessary information, and involve Adara in decisions whenever doing so is safe and appropriate.
The intervention should also address the bullying and cyberbullying contributing to Adara’s distress. Coordinating school-based support, appropriate mental health referrals, family involvement when suitable, and regular follow-up can help protect her well-being and strengthen her support system.
Ultimately, ethical counseling involves more than following a single professional rule. It requires balancing student safety, privacy, dignity, cultural identity, and professional responsibility. By using a structured, collaborative, and culturally responsive approach, school counselors can make informed decisions while preserving the trust that supports effective counseling.
Frequently Asked Questions About PSYC FPX 4900 Assessment 2
What is the main ethical issue in Adara’s case study?
The primary ethical issue is balancing Adara’s right to confidentiality with Hannah’s responsibility to protect her from potential self-harm. The counselor must assess the seriousness of the risk, follow applicable professional and legal requirements, and determine whether disclosure is necessary to protect the student. When disclosure is justified, only the information needed to address the safety concern should be shared.
Was Hannah ethically justified in telling Adara’s parents about her self-harm thoughts?
Hannah may have been ethically justified in involving Adara’s parents if doing so was necessary to protect Adara’s safety. However, the appropriateness of the decision depends on the nature and immediacy of the risk, applicable laws, school policies, and professional standards. Whenever possible, the counselor should explain the decision to Adara and involve her in the process without compromising her safety.
How should a school counselor respond when a student discloses thoughts of self-harm?
A school counselor should take the disclosure seriously, arrange an appropriate risk assessment, follow school safety procedures, and consult qualified mental health professionals when necessary. If the student faces immediate danger, emergency intervention may be required. The counselor should also determine what ongoing support, referrals, and follow-up are appropriate.
Why is confidentiality important in school counseling?
Confidentiality encourages students to discuss sensitive experiences without fearing unnecessary exposure of their personal information. It helps establish trust and supports meaningful communication between students and counselors. However, confidentiality has limits when disclosure is legally required or necessary to address a serious safety concern. Counselors should explain these limits clearly and protect private information whenever possible.
Why is cultural competence important in Adara’s case?
Cultural competence helps counselors understand how cultural identity, religion, family relationships, and experiences of discrimination may influence a student’s well-being and willingness to seek help. In Adara’s case, cultural responsiveness allows Hannah to explore the student’s experiences without relying on stereotypes or assumptions. This approach supports respectful communication and more individualized interventions.
How can school counselors address bullying and cyberbullying?
School counselors can collaborate with administrators, teachers, families, and qualified mental health professionals to investigate bullying and develop appropriate interventions. Effective strategies include clear reporting procedures, prevention education, support for affected students, and consistent responses to harassment. Counselors should also consider privacy, retaliation risks, and the potential emotional effects of continued bullying.
What is the relationship between bullying and self-harm?
Bullying and cyberbullying can contribute to emotional distress, social isolation, and mental health difficulties. Some students experiencing persistent harassment may develop thoughts of self-harm, although outcomes vary between individuals. When a student experiencing bullying discloses self-harm thoughts, counselors should address the immediate safety concern while also investigating and responding to the bullying.
Which APA ethical standards are relevant to Adara’s case?
APA Principle E, Respect for People’s Rights and Dignity, is relevant because it emphasizes individual dignity, privacy, and respect for cultural differences. APA Standard 4.05, Disclosures, is also relevant because it addresses circumstances in which confidential information may be disclosed. These standards provide useful ethical guidance, but school counselors must also follow the professional standards and legal requirements applicable to their roles.
What role does the American School Counselor Association play in ethical decision-making?
The American School Counselor Association provides ethical standards that guide school counselors in protecting student welfare, maintaining appropriate confidentiality, advocating for students, and responding to safety concerns. These standards help counselors evaluate difficult situations and make decisions consistent with their professional responsibilities.
What should an ethical intervention plan for Adara include?
An appropriate intervention plan should include an assessment of self-harm risk, necessary safety measures, transparent communication about confidentiality, and collaboration with appropriate adults and mental health professionals. It should also address bullying, connect Adara with suitable support services, and establish a follow-up process to monitor her well-being.
References
American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (2002, amended effective June 1, 2010, and January 1, 2017). https://www.apa.org/ethics/code
American School Counselor Association. (2022). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/Standards-Positions/Ethical-Standards
Eklund, K., DeMarchena, S. L., Rossen, E., Izumi, J. T., Vaillancourt, K., & Rader Kelly, S. (2020). Examining the role of school psychologists as providers of mental and behavioral health services. Psychology in the Schools, 57(4), 489–501. https://doi.org/10.1002/pits.22323
Laletas, S. (2019). Ethical decision making for professional school counselors: Use of practice-based models in secondary school settings. British Journal of Guidance & Counselling, 47(3), 283–291. https://doi.org/10.1080/03069885.2018.1474341
PSYC FPX 4900 Assessment 2 An Ethical Analysis of a Case Study
Mayworm, A. M., & Sharkey, J. D. (2014). Ethical considerations in a three-tiered approach to school discipline policy and practice. Psychology in the Schools, 51(7), 693–704. https://doi.org/10.1002/pits.21782
Smith, L. J. (2015). Minors’ right to confidentiality: Addressing the issue of bullying and the ethical obligation to prevent harm. Journal of Human Behavior in the Social Environment, 25(7), 746–755. https://doi.org/10.1080/10911359.2015.1032649
Stone, C., & Zirkel, P. (2010). School counselor advocacy: When law and ethics may collide. Professional School Counseling, 13(4), 244–247. https://doi.org/10.5330/PSC.n.2010-13.244