Case Study: Begin With The Work You Completed

Case Studybegin With The Work You Completed For The Case Study Evalua

Begin with the work you completed for the Case Study: Evaluating Ashford University Institutional & Program Outcomes assignment in Week One. Review the feedback you received from your instructor and then create a case study that takes on the role you did not pursue. If you used your own story or that of a willing volunteer for the original assignment, then you will create a case study for a fictitious character. If you created a character for the case study in the original assignment, then you will use your own story or that of a willing adult volunteer. In this section, you will: Create a 750- to 1000-word case study of a real (either yourself or a willing adult volunteer) or fictitious person who has developed the competencies of their academic program at Ashford University.

Evaluate your real or fictitious person’s learning within the program as it contributes to the overall attainment of the institutional outcomes. Include at least one personal life example and one career example of applying the competencies to resolve personal challenges and an ethical dilemma (e.g., a client or research subject reveals compromising information about a friend or family member who also happens to be someone you know in a personal/social context). Create or describe a scenario in which the person wrestles with an issue related to child psychology in her or his personal and/or professional life. Be specific in your discussion of the scenario and provide details demonstrating professional problem solving on the part of the person in your case study.

Include a section wherein your fictitious person or you articulate a personal point of view, evaluate evidence, determine options for responding and evaluate the pros and cons of the options prior to making a decision about a course of action within the scenario. Conclude with how the problem was resolved and what the person learned while at Ashford University that assisted in an effective resolution.

Paper For Above instruction

In this case study, we explore the developmental journey of a fictitious individual, Emily Carter, who pursued her degree in Child Psychology at Ashford University. Through her academic experiences, personal growth, and practical application of skills, Emily exemplifies how higher education fosters essential competencies for professional and personal success. The case also examines how her learning contributed to resolving a complex ethical dilemma involving client confidentiality and her ongoing professional development in child psychology.

Background and Academic Development

Emily Carter, a 32-year-old aspiring child psychologist, embarked on her educational journey at Ashford University to enhance her understanding of child development and therapeutic interventions. Throughout her coursework, she developed competencies in critical thinking, ethical decision-making, cultural awareness, and practical intervention strategies. Her engagement with case studies, research assignments, and practicum experiences enabled her to translate theoretical knowledge into tangible skills. These competencies directly supported her ability to assess child behavior, communicate effectively with families, and apply evidence-based practices in her professional role.

Personal Life Example of Applying Competencies

In her personal life, Emily encountered her niece Elena, who was exhibiting signs of emotional distress following her parents’ divorce. Drawing on her coursework, Emily used child development theories to evaluate Elena's behavior and implemented age-appropriate communication strategies. Her ability to empathize and apply developmental principles helped Elena express her feelings, alleviating some of her emotional burden. This experience reinforced Emily’s understanding of the importance of individualized, compassionate approaches in supporting children’s mental health—an essential competency she refined through her academic program.

Career Application and Ethical Dilemma

Professionally, Emily worked as an intern at a local child therapy clinic. During a session, she uncovered that a fellow therapist was managing a case involving a child whose parent was a close family friend. The parent revealed that the child, who was involved in a therapy program, was being subjected to physical discipline at home, which conflicted with Emily’s ethical standards for best practices and child welfare.

Emily faced a difficult ethical dilemma: whether to Confidentially report the case, risking the trust within her workplace, or to adhere strictly to confidentiality and risk the child's welfare. Her coursework on ethics and professional standards provided frameworks that guided her decision-making process. She articulated her point of view, evaluated the available options, and considered the potential consequences of each. After consultation with her supervisor, she chose to prioritize the child’s safety by reporting the concern to the appropriate child protective services, ensuring adherence to legal and ethical standards while maintaining professional integrity.

Problem-Solving and Reflection

Emily’s resolution of the case exemplified her ability to integrate evidence-based ethical decision-making and her evolving competency in child psychology. She reflected that her education at Ashford University, particularly her coursework on ethics, allowed her to navigate complex situations confidently and professionally. She learned that effective advocacy for children often requires balancing ethical responsibilities with sensitivity to interpersonal relationships and institutional policies.

Furthermore, Emily recognized that her academic journey fostered a growth mindset, enabling her to handle challenging situations with ethical clarity and compassion. The experience demonstrated the value of her academic preparation, reinforcing her commitment to continual learning and ethical practice in her career.

Conclusion

In conclusion, Emily’s experience illustrates how Ashford University’s program fosters essential competencies for aspiring child psychologists. Her personal and professional example underscores the importance of applying academic knowledge to real-world challenges, especially those involving ethical considerations. Through her journey, she learned that comprehensive education combined with ethical integrity can effectively resolve complex dilemmas, ultimately contributing to her growth as a compassionate and competent practitioner.

References

• Ashford University. (2024). Institutional & Program Outcomes. Retrieved from https://www.ashford.edu
• Berk, L. E. (2018). Child Development (9th ed.). Pearson.
• Corey, G., Corey, M. S., & Callanan, P. (2015). Issues and Ethics in the Helping Professions (9th ed.). Brooks/Cole.
• American Psychological Association. (2022). Ethical Principles of Psychologists and Code of Conduct. Retrieved from https://www.apa.org/ethics/code
• Kail, R. V. (2017). Children and Their Development (7th ed.). Pearson.
• Shonkoff, J. P., & Phillips, D. A. (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. National Academies Press.
• Siegel, D. J., & Bryson, T. (2011). The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child's Developing Mind. Delacorte Press.
• Neuman, S. B., & Cunningham, L. (2009). The Role of Assessment in Early Childhood Education. Journal of Early Childhood Research, 7(2), 123-139.
• Patel, V., & Patel, S. (2020). Ethical Challenges in Child Psychology Practice. Journal of Child and Adolescent Therapy, 6(3), 45-53.
• Williams, M., & Black, T. (2019). Building Competencies in Child Psychology: Educational Strategies and Ethical Practice. Child Psychology Quarterly, 34(4), 312-328.