Chen and Chelsea Case

Chen and Chelsea Case. Hurio O. Jama PSYC 4900 Capella University Dr. Alyssa Gilston.

[Audio] Chen is a nine-year-old girl who was born with a cleft palate and lived in an orphanage. She was adopted by the Clarke family and had the surgery she needed. The girl does well in class but looks quieter and smaller than her peers. The difficulty occurred to Chen when she had to present her report to the class: Chen showed a strong emotional reaction. The case was assigned to the school psychologist Chelsea, who will have to find an approach to Chen, her parents, and teacher. Chen's situation points to a possible diagnosis of social anxiety disorder (SAD), characterized by intense fear and discomfort in social situations. This presentation looks at the ethical issues, required cultural competencies, possible solutions, and the professional skills needed to deal with the situation..

[Audio] The first theory to apply to the Chen's case is Bowlby's Attachment Theory, which describes emotional bonds between caregivers and infants. The theory asserts the importance of early connections and their fundamental influence on the development (Henderson et al., 2018). Early connections are essential for the protection and survival of children (Henderson et al., 2018). Each child is expected to form bonds with their caregiver. From the Bowlby's Attachment Theory, the described bonds, in the situation with Chen, could not have formed. The girl was brought up in an orphanage and could not establish close contact with the guardians. The lack of this connection prevents Chen from creating quality interactions with others (Henderson et al., 2018). Symptoms of SAD may have formed as a result of insecure types of attachment..

[Audio] Social Rank Theory studies power, hierarchy, and status in society. The theory suggests that position and hierarchy influence human behavior, emotions, and well-being (Henderson et al., 2018). It is assumed that people with higher status enjoy more resources, which puts them in a better position (Henderson et al., 2018). Chen, who grew up in an orphanage, may have considered herself inferior and therefore suffers from SAD. While experiencing hierarchical disturbances, Chen may have had feelings of inferiority and shame that hindered her social behavior. Social Rank Theory can be used as part of a self-esteem boosting strategy (Henderson et al., 2018). However, Bowlby's Attachment Theory provides more accurate information about cultural aspects. People show different forms of attachment depending on parenting practices and social norms, which is also an important consideration..

[Audio] A study by Hunger-Schoppe et al. (2022) is investigating the effectiveness of cognitive behavioral therapy (CBT) and manualized disorder-specific integrative systemic and family therapy (ISFT) on SAD. The research method is a randomized control trial, which has a high degree of reliability. 20 study patients received CBT and 18 received ISFT (Hunger-Schoppe et al., 2022). The focus of the study was to explore approaches to SAD. The study demonstrated positive social and behavioral changes with both interventions. Hanger-Schoppe et al. (2022) advocate the use of a participatory approach to psychotherapy. This implies the involvement of family members and the immediate environment in the therapeutic process for a detailed solution of the problem. In Chen's case, the ISFT approach with her adoptive parents can be used to create the most comprehensive assistance..

[Audio] Cordier et al. (2021) are studying possible treatments for SAD in school-aged children. The article uses a systematic sampling design and is based on a meta-analysis method. Cordier et al. (2021) included 4864 studies, 25 of which were chosen for the study according to the inclusion criteria. The assessment was carried out by measuring indicators before and after the intervention, which could indicate its effectiveness. The researchers found that the interventions were effective in reducing the negative effects of shyness. The results showed that school age is an ideal developmental stage for coping with shyness (Cordier et al., 2021). The method used is reliable because it is based on a clear sample. The findings facilitate the introduction of interventions to help Chen recover from SAD, which is characterized by shyness..

[Audio] Cultural competence must be integrated into professional life in the educational environment. This allows one to effectively manage the needs of people, regardless of their cultural background. One of the effective approaches to cultural competence is the Campinha-Bacote Model (Henderson et al., 2018). The psychologists must ensure that they have the skills to navigate a culturally diverse environment in order to provide effective professional assistance. In a basic sense, cultural competence requires understanding, respecting, and working with people from different cultures. Henderson et al. (2018) argue that the Campinha-Bacote Model of cultural competence provides the necessary framework for equipping psychologists with guidelines for developing and applying cultural competence in professional practice. The model consists of five interconnected constructs representing the competencies needed to work effectively in a culturally diverse environment..

[Audio] The first necessary competence that a psychologist must develop is cultural awareness. Cultural awareness involves being aware of and accepting one's own cultural biases, attitudes, and assumptions (Brantmeier and Brantmeier, 2020). A person must be aware of how their own background affects the interaction with other people. In Chen's case, cultural awareness includes learning how to work with a Chinese patient with social anxiety disorder. Cultural skills are the second competency required to work in a culturally diverse environment. According to Brantmeier and Brantmeier (2020), cultural skills are associated with effective communication and interaction with people from different countries. Competence includes the use of culturally appropriate communication methods, active listening, and understanding of non-verbal cues. This can be applied by adapting the communication style to suit Chen's cultural norms and preferences..

[Audio] In addition, the psychologist must develop cultural knowledge by assessing the values, beliefs, and customs. Competence allows the psychologist to understand the patient's cultural context (Jefferies & Ungar, 2020). In Chen's case, it includes the knowledge that Chinese culture can stigmatize mental health issues. Cultural encounters are the fourth important aspect, involving open-mindedness and a willingness to adapt a therapeutic approach (Brantmeier & Brantmeier, 2020). In Chen's case, cultural encounters involve showing genuine respect for her beliefs. Finally, the psychologist must have a cultural desire: the motivation to become culturally competent. Cultural desire includes an active search for opportunities to expand cultural knowledge (Henderson et al., 2018). Cultural desire requires deep self-reflection and the motivation to improve cultural responsiveness. The competence is applicable to Chen's case, involving demonstrating a genuine interest in studying Chinese culture. It also entails integrating cultural competence into effective professional practice..

[Audio] Cultural competence is a skill that can and should be developed. Developing cultural sensitivity is a step that will open up opportunities for interventions that respect the cultural values of the client (Brantmeier and Brantmeier, 2020). The first step to developing cultural competence is introspection, which allows one to identify stereotyped thinking and bias. Attending educational events that promote diversity can also be an important step. Raising awareness of the issues in the field of diversity is a must for the ethical professional. Developing cultural sensitivity helps reduce the stigma associated with mental health. This process will be part of social change, supporting disadvantaged populations (Jeffries and Ungar, 2020). Cultural competence will enable effective and ethical care for patients who represent diverse cultural communities, which will contribute to overall social well-being..

[Audio] Ethical considerations include balancing the right to receive psychological support with applicable ethical standards. The psychologist must be guided by the principles, ensuring the establishment of trust with the client. Chelsea may refer to the American Psychological Association's (APA) Code of Ethics. The APA Code is intended to define standards of professional conduct (APA, 2017). Chelsea is obligated to provide effective services in cooperation with the teacher. In addition, Chelsea is bound by the rules set by the district in which it operates. The American School Counselor Association (ASCA) points out the need to ensure that every student is treated with dignity and respect (ASCA, 2016). Chelsea must contribute to providing a physically and emotionally safe environment (ASCA, 2016). Building on existing codes of conduct will allow Chelsea to provide competent and ethical assistance to Chen..

[Audio] The APA has developed guidelines to be applied in psychological counseling. The first principle is non-harming, which must be strictly observed (APA, 2017). Chelsea must protect the well-being of Chen and her family. The second principle to be applied to Chen is honesty and accountability. This principle obliges to build trusting relationships and be aware of professional obligations (APA, 2017). Chelsea must adhere to professional standards and recognize her responsibility. Respect for the principle of integrity is necessary to protect the interests of Chen and the Clark family. The principle of integrity requires the psychologist to promote accuracy and honesty in science, learning, and practice (APA, 2017). Chelsea should strive to avoid ambiguous commitments and frivolous promises. When providing assistance, psychologists must always justify the need, calculate the consequences and be responsible for any conflict or mistrust that arises..

[Audio] The principle of fairness is fundamental to ensuring that people have equal access to mental health services. This principle obliges psychologists to understand that fairness ensures equal benefit from the process of care (APA, 2017). The psychologist should provide services of equal quality (APA, 2017). Chelsea must ensure that she uses reasonable measures to minimize prejudice. Chelsea has an obligation to avoid unfair actions against Chen and her family. Finally, the fundamental principle is respect for rights and dignity. This principle implies respect for the right to privacy, personal confidentiality, and self-determination (APA, 2017). Chelsea must ensure that Chen's rights and well-being are protected, as her vulnerability could prevent her from making independent decisions. APA (2017) requires Chelsea to respect individual and cultural differences. Chelsea is indebted to minimize the influence of prejudices on the provision of mental health care..

[Audio] Chelsea may consider several approaches in providing assistance for Chen. The first approach may include additional cultural considerations (Brantmeier & Brantmeier, 2020). Working with Chen and her teacher to increase comfort can also help build trust. Chelsea must agree on a plan of action with Chen, the teacher, and the Clarke family. Chen may need meetings with Chelsea to address the origins of her social anxiety. The second approach to solving the problem involves studying the learning environment. Chelsea can help achieve comfort in the classroom for Chen. The action plan may include culturally sensitive group work (Brantmeier & Brantmeier, 2020). If Chen is not successful, another class may be offered to her. Chelsea, with the help of the teacher, may consider eliminating the practice of presenting in front of the class..

[Audio] One of the most rational approaches is scenario, which involves a preliminary study of the Chen's culture. After that, Chelsea needs to work with Chen and her teacher to build trusting relationships. This solution is preferred as it preserves Chen's independence in the classroom and helps her gain individual recognition (Endedijk et al., 2021). The plan aims to help Chen address her problem on a personal level. The proposed plan is the most beneficial because it does not affect the interests of other students. Chelsea will be guided by the necessary principles of honesty, fairness, and respect for individual rights (APA, 2017). The teacher also cares about Chen's comfort and chooses to work with the school counselor. Helping establish a healthy relationship with the teacher and class will allow Chen to effectively build communication in the future..

[Audio] The proposed plan focuses on establishing healthy and effective relationships. The teacher-student relationship influences emotional development and academic achievements (Obsuth et al., 2021). A teacher who understands students facilitates the adaptation of learning to individual needs (Obsuth et al., 2021). The teacher-student relationship plays a key role in shaping social development (Chen et al., 2020). The teacher is responsible for building trust by creating a comfortable environment. Friendships affect the climate in the classroom and reduce the number of conflicts. The teacher contributes to the formation of an inclusive environment that allows the child to develop harmoniously (Endedijk et al., 2021). Friendly relationships between the child and the teacher form a positive image of the educational process. In Chen's case, the basis for forming positive relationships is an understanding of her cultural context..

[Audio] The professional behavior must be regulated by ethics, standards, and cultural competencies. An ethical approach should include respect for individuality and encouraging independence in the classroom. In terms of standards, the school counselor must adhere to the principles of effective, honest, and individualized assistance, protecting the interests of Chen (APA, 2017). The teacher should act in a supportive manner while maintaining the interests of other students. The fundamental approach to this case is supporting Chen's cultural distinction. To provide effective assistance, both Chelsea and the teacher must ensure that they are familiar with the Chinese culture and are free from prejudice. Being culturally sensitive will reward individuality and help build trusting relationships (Henderson et al., 2018). Promoting cultural diversity in an educational institution will make the educational process ethical and inclusive..

[Audio] The research on the case greatly influenced my future professional behavior. The study of children with social anxiety is important, since fear of public speaking is common (Hunger-Schoppe et al., 2022). It was important for me to find a balance between individual encouragement and non-infringement of the interests of the class. I think that helping to build relationships with a teacher is the most effective option that I will consider in my practice. I realized the importance of developing cultural competencies for becoming an ethical specialist. I try to attend various cultural events in order to communicate with people from different cultures. I understood the importance of increasing open-mindedness towards people and active listening in the process of such interactions (Henderson et al., 2018). I will continue to develop cultural sensitivities that will allow me to work with people of different backgrounds..

[Audio] The considered case requires an ethical intervention that will enable Chen to overcome shyness. The best intervention plan would be to work individually with Chen to address her personal fears and help her build trust. Assistance from Chelsea must be based on APA and ASCA principles and standards and school district guidelines. Key considerations include honesty, fairness, and respect for Chen's individuality, her rights and dignity. Significant work is required on the part of teacher to achieve an inclusive learning environment. Finding common ground based on cultural sensitivity will make Chen feel comfortable. This approach allows Chen to develop better relationships with her teacher, classmates, and family. A healthy and ethical relationship with the teacher will improve her academic performance. It will positively affect her ability to interact with others in the future..

References. American Psychological Association (APA). (2017). Ethical principles of psychologists and code of conduct. Retrieved August 18, 2023, from https://www.apa.org/ethics/code American School Counselor Association (ASCA). (2016). ASCA ethical standards for school counselors. Retrieved August 18, 2023, from https://www.schoolcounselor.org/About-School-Counseling/Ethical-Legal-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors-(1) Brantmeier, E. J., & Brantmeier, N. K. (2020). Culturally competent engagement: A mindful approach. Information Age Publishing. Chen, J., Jiang, H., Justice, L. M., Lin, T.-J., Purtell, K. M., & Ansari, A. (2020). Influences of teacher–child relationships and classroom social management on child-perceived peer social experiences during early school years. Frontiers in Psychology, 11(1), 1-12. https://doi.org/10.3389/fpsyg.2020.586991 Cordier, R., Speyer, R., Mahoney, N., Arnesen, A., Mjelve, L. H., & Nyborg, G. (2021). Effects of interventions for social anxiety and shyness in school-aged children: A systematic review and meta-analysis. PLOS ONE, 16(7), 1-42. https://doi.org/10.1371/journal.pone.0254117.

References. Endedijk, H. M., Breeman, L. D., van Lissa, C. J., Hendrickx, M. M. H. G., den Boer, L., & Mainhard, T. (2021). The teacher’s invisible hand: A meta-analysis of the relevance of teacher–student relationship quality for peer relationships and the contribution of student behavior. Review of Educational Research, 92(3), 370-412. https://doi.org/10.3102/00346543211051428 ‌Henderson, S., Horne, M., Hills, R., & Kendall, E. (2018). Cultural competence in healthcare in the community: A concept analysis. Health & Social Care in the Community, 26(4), 590-603. https://doi.org/10.1111/hsc.12556 Hunger-Schoppe, C., Schweitzer, J., Hilzinger, R., Krempel, L., Deußer, L., Sander, A., Bents, H., Mander, J., & Lieb, H. (2022). Integrative systemic and family therapy for social anxiety disorder: Manual and practice in a pilot randomized controlled trial (SOPHO-CBT/ST). Frontiers in Psychology, 13(1), 1-22. https://doi.org/10.3389/fpsyg.2022.867246 Jefferies, P., & Ungar, M. (2020). Social anxiety in young people: A prevalence study in seven countries. PLOS ONE, 15(9), 1-18. https://doi.org/10.1371/journal.pone.0239133 Obsuth, I., Murray, A. L., Knoll, M., Ribeaud, D., & Eisner, M. (2021). Teacher-student relationships in childhood as a protective factor against adolescent delinquency up to age 17: A propensity score matching approach. Crime & Delinquency, 69(4), 727-755. https://doi.org/10.1177/00111287211014153.