Case Study Evaluating Ashford University Institutional And P

Case Study Evaluating Ashford University Institutional And Program Ou

Case Study: Evaluating Ashford University Institutional and Program Outcomes. Prior to completing this assignment, read the Ashford University Institutional Outcomes located on the Syllabus page for this course. Additionally, read the Bachelor of Arts in Psychology Program Outcomes (pg. 248) located within the Online Undergraduate Programs section of the Ashford University Academic Catalog. After reviewing this information, create a two- to three-page case study focusing on professional and personal scenarios—either real or hypothetical—that evaluate your learning as it contributes to the overall attainment of Ashford University’s institutional outcomes and program outcomes.

In the body of your paper: Discuss the Ashford University institutional outcomes and the program outcomes by identifying their relevance to a profession in psychology. Create one personal life example and one career example where you or a fictitious person face personal challenges and an ethical dilemma (for instance, a client or research participant discloses compromising information about a friend or family member, who is also someone you know socially). After identifying the problem, include a section analyzing the scenario from multiple perspectives: your own, others’ viewpoints, and the implications. Address the following questions: What is the problem from your perspective? What do others perceive as the problem? What are the possible options? What are the potential consequences of each option? What risks are associated with each potential solution? What are the risks of failing to resolve the challenge effectively? What evidence or data support your decision-making?

Apply at least three competencies gained from Ashford University’s institutional and program outcomes to identify the most appropriate resolutions for your scenarios. Be specific and detailed in demonstrating professional problem-solving within your case study. Conclude with how you addressed and resolved the problem, the outcome of your decision, and reflect on what you learned at Ashford University that informed your effective resolution. Additionally, identify any other competencies utilized that fall outside the institutional or program outcomes.

Use at least one scholarly source to support and rationalize your decision-making process, ensuring all sources are cited in APA style per Ashford Writing Center guidelines.

The completed case study should be two to three double-spaced pages, formatted according to APA standards. Include a title page with the title, your name, course name and number, instructor’s name, and date submitted. Attach a separate references page formatted in APA style.

Paper For Above instruction

The responsibilities of professional psychologists extend beyond theoretical understanding—they encompass ethical decision-making and personal integrity that are aligned with institutional and program outcomes established by academic institutions such as Ashford University. This case study explores how the integration of Ashford’s institutional and program outcomes facilitates effective ethical decision-making in both personal and professional contexts, particularly within psychology. By analyzing personal and career scenarios involving ethical dilemmas, this paper demonstrates the practical application of learned competencies in resolving complex challenges, emphasizing the importance of ethical standards, critical thinking, and evidence-based decision-making.

Introduction

Ashford University’s institutional outcomes emphasize the development of students’ critical thinking, ethical reasoning, effective communication, and lifelong learning (Ashford University, n.d.). The program outcomes for the Bachelor of Arts in Psychology further focus on applying ethical principles in research and practice, demonstrating cultural competence, and fostering professional development. These outcomes directly align with core competencies required for psychology professionals, such as ethical judgment, empathetic communication, and evidence-based problem solving.

Relevance of Institutional and Program Outcomes to Psychology

In psychology, ethical standards guide practitioners in navigating complex situations that often involve confidential information, vulnerable populations, and moral dilemmas. Institutional outcomes like critical thinking ensure psychologists can analyze situations thoroughly, considering multiple perspectives before making decisions. Moreover, program outcomes emphasizing ethical practice prepare students to uphold the American Psychological Association’s (APA) Ethical Principles, ensuring client welfare and integrity in research. These competencies cultivate responsible professionals who prioritize ethical standards in their work.

Scenario 1: Personal Challenge and Ethical Dilemma

Imagine a scenario where an individual, Alex, confides in a friend about a family member’s substance abuse problem. The friend faces an internal conflict—whether to disclose this information to the family member, potentially causing distress, or to keep it confidential. The dilemma involves balancing the ethical obligation of confidentiality against the need to prevent harm. From Alex’s perspective, the problem involves personal privacy and concern for family safety. From the family member’s perspective, discovering the disclosure without prior consent could breach trust and cause emotional harm.

Scenario 2: Career Challenge and Ethical Dilemma

In a professional capacity, a psychology researcher, Dr. Smith, uncovers that a research subject has disclosed information implicating a colleague in unethical behavior. Dr. Smith must decide whether to report the misconduct, risking workplace conflict and professional relationships, or to remain silent, possibly compromising ethical standards and research integrity. The core issue involves the ethical obligation to maintain honesty and integrity versus potential personal or professional repercussions.

Analysis of the Problems

For Alex, the primary concern is whether disclosing the family member’s issues aligns with ethical principles like beneficence and respect for autonomy. Other perspectives might emphasize nonmaleficence—avoiding harm—and the importance of trust. The options include maintaining confidentiality, disclosing to the family member, or seeking guidance from a mental health professional. Potential consequences range from preserving trust but risking ongoing issues, or causing emotional distress with disclosure.

In Dr. Smith’s case, the problem revolves around ethical responsibilities defined by the APA’s guidelines, such as integrity and responsibility to society. Possible options include reporting the misconduct directly, consulting with a supervisor, or conducting further investigation. Each option carries risks—damaging professional relationships, legal implications, or compromising research integrity. Failure to resolve the dilemma ethically could undermine trust in professional standards and harm stakeholders.

Decision-Making Influenced by Academic Competencies

Drawing upon Ashford University’s competencies, three key areas—ethical judgment, cultural competence, and professional responsibility—are highly relevant. Ethical judgment involves applying the APA’s Ethical Principles, such as confidentiality, honesty, and beneficence. Cultural competence ensures sensitivity to the personal values and social backgrounds influencing each scenario. Professional responsibility includes accountability and adherence to professional standards.

In the personal scenario, the decision was to encourage the family member to seek professional help while maintaining confidentiality. This approach balances respect for autonomy with beneficence and nonmaleficence. Professionally, Dr. Smith’s resolution involved reporting the misconduct through appropriate channels while documenting the process, satisfying ethical standards and preserving research integrity.

Outcome and Reflection

Both scenarios resulted in positive outcomes. The family member received support and assistance, leading to improved well-being. For Dr. Smith, reporting the misconduct preserved the ethical integrity of the research and upheld professional standards. The experience underscored the importance of applying core competencies, such as ethical reasoning and professional responsibility, cultivated through Ashford’s programs.

The case study experience reinforced the significance of critical thinking, ethical clarity, and evidence-based decision-making in psychology. My education at Ashford University equipped me with essential skills for handling complex ethical challenges with professionalism and compassion. Additionally, I employed competencies like cultural sensitivity and ethical responsibility, which, although not explicitly outlined in foundational outcomes, proved vital in making well-rounded, ethically sound decisions.

Conclusion

This case study illustrates the practical application of Ashford University’s institutional and program outcomes in resolving ethical dilemmas encountered personally and professionally. By integrating theoretical knowledge with real-world scenarios, I learned the importance of thorough analysis, ethical principles, and evidence-based practice. The lessons from Ashford fostered a responsible, reflective approach to decision-making, crucial for a career in psychology and beyond.

References

• Ashford University. (n.d.). Institutional Outcomes. Retrieved from [URL]
• Ashford University. (2023). Bachelor of Arts in Psychology Program Outcomes. Ashford University Catalog.
• American Psychological Association. (2017). Ethical Principles of Psychologists and Code of Conduct. APA.
• Corey, G., Corey, M. S., & Callanan, P. (2014). Issues and Ethics in the Helping Professions (9th ed.). Brooks/Cole.
• Gielen, U. P., & Deaux, K. (2018). Ethical Dilemmas in Psychology. In The Oxford Handbook of Ethical Practice in Psychology and Psychiatry.
• Kaslow, N. J. (2020). Ethical Practice in Psychology. Journal of Clinical Psychology, 76(3), 574–582.
• Wgomboro, D. K., & Nwachukwu, C. (2018). Ethical Decision-Making Models in Psychology. Journal of Ethics in Psychology, 5(2), 45-60.
• Fisher, C. B. (2017). Decoding the Ethics Code: A Practical Guide for Psychologists. Sage.
• Hahn, T. (2020). Cultural Competence in Ethical Psychology Practice. Ethics & Behavior, 30(4), 271-285.
• Leisure, B. (2019). Decision-Making Strategies for Ethical Dilemmas in Psychology. Ethics in Psychology, 25(1), 15-29.