Capella Career Center Last updated 62216 1 COMPE.docx

Capella Career Center | Last updated: 6/22/16 1
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
This resource provides a format for capturing what you learn
throughout your program and documenting how you have
demonstrated
the skills required for your positions of interest. Possible uses
for this information include: resume accomplishment
statements,
interview responses, performance review conversations,
promotion proposals, and salary negotiations.
View the Competency Translator Example to see sample
language.
The purpose of Chart 1 below is to encourage you to reflect on
and record what you’ve learned and how you might apply it in
your
career. Start early in your program so you can easily refer to the
information throughout (and after) your program!
Course name
(Optional:
Include
description
from catalog)
List of required

competencies
(From competency
map in course)
Key project/
Demonstration of
learning/Skills acquired
(Be specific as this could be
included in resume and
performance review)
Possible application
of learning
(Where and how could
you apply this
learning?)
Actual
application of
learning
(Where and how
did you apply
this)?
Artifact
example
(I.e. proposal,
lesson plan, or

budget)
Career goal
check in
(How has
this class
influenced your
career goal?)
http://assets.capella.edu/campus/career-center/competency-
translator.pdf
Capella Career Center | Last updated: 6/22/16 2
FROM THE CAPELLA CAREER CENTER
Chart 2 prompts you to research the skills required for specific
jobs and identify how you demonstrate those skills.
Job or career goal
of interest
Requisite skill
(Find on job posting,
LinkedIn profiles, and
networking)
Best demonstration of
each skill
(Reflect on degree

program, volunteer and
work experience)
CARD example
(Write specific example in bullet or narrative form
using CARD format)
Challenge – Problem, goal, or requirement in the
example
Action – Specific actions you took to resolve the challenge,
solve the
problem or meet the requirement
Result –Benefit resulting in specific and measurable terms
Details* - Clarifying details to provide context, consider these
questions: how many, how much, how long, and how often.
Artifact example
(List tangible item such as
proposal, lesson plan, or
budget) to highlight on
LinkedIn, website, or
portfolio
Refer to the following resources for more information on how to
leverage your academic learning to reach your career goals!
Please help us: Share your quick feedback on this tool!
Competencies in Action Resumes Cover letters Portfolio and
Work Samples Interviewing
https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_d0uqw
TRLcoq6kS1

http://assets.capella.edu/campus/career-center/competencies-in-
action.pdf
https://campus.capella.edu/web/career-center/job-search-
tools/resumes
tools/cover-letters
tools/portfolio-and-work-samples
tools/interviewingcompetency translator
Course name Optional Include description from catalogRow1:
List of required competencies From competency map in
courseRow1: Key project Demonstration of learningSkills
acquired Be specific as this could be included in resume and
performance reviewRow1: Possible application of learning
Where and how could you apply this learningRow1: Actual
application of learning Where and how did you apply thisRow1:
Artifact example Ie proposal lesson plan or budgetRow1: Career
goal check in How has this class influenced your career
goalRow1: Job or career goal of interestRow1: Requisite skill
Find on job posting LinkedIn profiles and networkingRow1:
Best demonstration of each skill Reflect on degree program
volunteer and work experienceRow1: CARD example Write
specific example in bullet or narrative form using CARD format
Challenge Problem goal or requirement in the example Action
Specific actions you took to resolve the challenge solve the
problem or meet the requirement Result Benefit resulting in
specific and measurable terms Details Clarifying details to
provide context consider these questions how many how much
how long and how oftenRow1: Artifact example List tangible
item such as proposal lesson plan or budget to highlight on
LinkedIn website or portfolioRow1: Requisite skill Find on job
posting LinkedIn profiles and networkingRow2: Best
demonstration of each skill Reflect on degree program volunteer
and work experienceRow2: CARD example Write specific
example in bullet or narrative form using CARD format

LinkedIn website or portfolioRow4:
Your Career in Psychology Worksheet

This document helps you on the path to transforming your
future career vision into a reality by translating the critical
competencies and requirements for your career into a step-by-
step action plan. Each week, you will complete a section of the
guide and draft that section of your paper to improve the clarity
of your descriptions and action plan.
Remember to consider this a snapshot in time. This will be a
cornerstone for your professional development and you will
want to come back to your career plan regularly to make sure
you make progress towards your future in the field of
psychology.
Week 7: Applying Critical Thinking Skills
Research: Identify Professional Competencies
Throughout the course, you have worked toward establishing a
vision for your future career in psychology based on your
passions, interests, and aspirations in the field. You have also
covered a wide range of competencies relevant to your success
as a psychology professional and graduate learner.
Workplace competencies are capabilities needed to accomplish
tasks that are central to one's profession. They comprise critical
skills, knowledge, and attitudes. Understanding the
competencies that are critical to your success is essential for
preparing yourself to become a practitioner-scholar in your
specialized field. You may know that education in such
competencies is fundamental to Capella's mission and
philosophy. The syllabus of each course lists the competencies
that learners will acquire and demonstrate in the course. At the
levels of programs and specializations, these competencies are
generalized as learning outcomes.
Investigate the following resources to identify the competencies
needed for the specialization you are most interested in:

· Review the program learning outcomes for psychology and
clinical psychology listed below:
· Determine the scientific merit of the professional literature.
· Apply theoretical and research findings from the discipline of
psychology to professional and academic activities.
· Apply ethical principles and standards of psychology to
academic and professional activities.
· Embrace, respect, and respond to individual differences and
diversity in the practice of psychology.
· Communicate psychological concepts effectively using the
professional standards of the discipline.
· Find the outcomes for a specialization:
· Go to the Master's Degrees in Psychology web page.
· Click the Explore program button for your program.
· Go to the Specializations section and select a specialization.
· Review the learning outcomes listed under What You'll Learn.
· Find full learning and career outcomes for your program and
specialization:
· Go to the Master of Science in Psychology page or the Master
of Science in Clinical Psychology page of the Capella Learning
and Career Outcomes site.
· Select a specialization to see potential employment settings
and common job titles and positions.

· Visit the Psychology Jobs website and browse job openings by
category or search with keywords related to a specialization.
Make note of the competencies, requirements, and qualifications
that employers desire for these positions.
From these sources, develop a comprehensive list of about 10
competencies you will need for the specialization you are
interested in, and enter them into the table below.
· Enter the competencies and requirements for your
specialization that you have gathered. We have started these
lists for you with some critical competencies for everyone in
psychology. Continue this work in the table.
· Be sure to note the sources of your information in the
References section below for use in your paper.
Use your completed work to draft the Professional
Competencies section of the Your Career in Psychology
Template.
Knowledge
Skills
Attitudes
· Evidence-based practices.
·
· Effective decision making.
· Critical thinking.
· Effective communication.
·
· Ethical integrity.
·
References
Week 8: Ethics in Psychology

Research: Identify Professional Requirements
Understanding the requirements that enable your specialized
practice and scholarship is critical to planning your future
career.
2. Outline the key requirements for achieving your future career
vision in these categories:
· Capella MS in psychology requirements.
· Capella specialization requirements.
· Additional education.
· Additional training.
· Licensure, credentialing, or accreditation.
· Work experience.
· Investigate sources for this information:
· Find the required courses for a specialization:
· Return to Master's Degrees in Psychology.
· Click the Explore Program button for your program.
· Go to the Specializations section and select a specialization.
· Click Courses.
· Review the sample courses and then click View All Courses.
· If applicable, visit the Association of State and Provincial
Psychology Boards to document any specific licensure or

certification or other requirements for your career vision.
· Explore Industry Information: Psychology, Counseling, and
Mental Health from the Career Center. Visit the web pages of
organizations related to your specialization and document any
requirements they list.
· Search for additional information in the Capella library and on
the Internet. Refer to the PSY5002 & PSY5005 Research
Guide for guidance.
Fill in the table below. Be sure to note the sources of your
information in the References column for use in your paper.
Use your completed work to draft the Professional
Requirements section of the Your Career in Psychology
Template.
Category
Requirements
References
Capella MS in Psychology Requirements
Capella Specialization Requirements
Additional Education
Additional Training
Licensure, Credentialing, or Accreditation
Work Experience

Professional Associations
Ethical Codes, Policies, Laws, et cetera
Week 9: Your Career in Psychology
Envisioning yourself as practitioner-scholar in psychology is a
great way to integrate the important competencies of connecting
the rigor of theory and the relevance of practice into the vision
for your future career in your specialized field. The following
activities will help you connect your vision to becoming a
practitioner-scholar. It will also help you create meaningful
goals to achieve your vision.
Refining Your Vision
Based on the knowledge you have gained throughout the course,
revise your vision for your final assignment.
Your Revised Vision
Reflect on the how your activities in the course have affected
your vision.
Questions

Reflection
How does your vision relate to being a practitioner-scholar?
You may want to reference these resources:
· Capella University. (2003). Learning model quick reference
and examples. Minneapolis, MN: Author.
· McClintock, C. (2004). Scholar practitioner model. In A.
DiStefano, K. E. Rudestam, & R. J. Silverman (Eds.),
Encyclopedia of distributed learning (pp. 394–397). Thousand
Oaks, CA: SAGE.
How would you apply your findings from your literature review
to your future professional practice in psychology?
How will your work this quarter help you accomplish the
functions, responsibilities, and ethics required of a professional
in your specialization?
How was your vision affected by the information in your
readings from your Career Paths in Psychology text and your
exploration of the Career Center and other resources?
Use your completed work to draft the Application and Research
Vision section of the Your Career in Psychology
Template.Creating Meaningful Goals
Once you create your vision as a psychology practitioner-
scholar, it is time to translate that vision into specific,
measurable, achievable, relevant, and timely long-term goals to

create milestones for a plan of action. Review your narrative
and formulate personally meaningful and relevant educational,
career, and life goals to achieve your vision. Here are a couple
of examples to get you started:
· Earn my master's degree in psychology in three years.
· Develop strategies to stay up to date and evaluate scholarly
and professional literature and research related to key theories,
authors, and best practices in technology enhanced K–12
learning over the next three years.
· Accurately select, administer, score, and interpret
psychological tests in the workplace in four years.
Complete the following:
1. Review the SMART Goals presentation for more information
about creating specific, measurable, attainable, relevant, and
time-bound goals. Focus on the Long-Term Goal section at this
point.
Review your vision statement and use the table below to start
drafting goals to break down your vision into long-term
milestones.
Specific
What exactly should I be doing to help me achieve my vision?
Measurable
How will I know when the goal is complete?
Attainable
Is the goal reachable?
Relevant

Does the goal reflect steps needed to achieve my vision?
Time-Bound
Are there definite start and end dates and/or time for this goal?
As you complete your goals section, you may uncover new
elements related to your vision. Be sure to go back and add any

of those elements into your vision draft to ensure your goals and
vision align.
Review the following information as you draft your goals:
· Purpose: The purpose of your vision is to create an
inspirational and realistic description for how you want to
contribute to your specialized field of psychology based on your
passions and interests.
· Primary Audience: Because this is a personal vision statement
for your future career, you are your primary audience. Envision
yourself in a time where you are frustrated and want to throw in
the towel. What would help you remember your purpose and
inspire you to continue moving forward towards your vision?
· Secondary Audience: Your vision should also be clear to other
people (such as family, friends, and your instructor) so you can
share it with others and receive support in achieving it.
· References: Reference any supporting documents you used to
create your vision.
Use your completed work to draft the Application and Research
Vision section of the Your Career in Psychology
Template.Week 10: Taking Action and Moving Forward
Planning Your Actions
Now that you have all this knowledge of the competencies and
requirements for your field you are ready to plot your course to
make these aspirations a reality. This section helps you translate
the requirements for your profession and the development areas
you identified into specific, measurable, achievable, realistic,
and timed steps to achieve your vision.
3. Add your goals to the first column.
4. Review your work in the previous sections and draft any

additional long-term goals required to achieve your future
career vision.
5. Use the steps column to break down your long-term goal into
smaller steps to accomplish. Here are a couple of examples:
· Complete your Capella program, additional training, and
volunteer opportunities to overcome your knowledge and skill
gaps.
· Create opportunities in your current position to develop
additional skills through coaching or stretch assignments.
· Join Capella Community groups and professional
organizations for networking with others and completing
additional informational interviews.
· Stay current with the research and literature in the field by
reading specific peer-reviewed journals.
· Use Smarthinking and other support resources to improve the
skills required to successfully develop your writing and other
competencies essential to the profession and your role as a
graduate learner.
6. Use the support column to identify what you need to help you
achieve your goal.
Long-Term Goal
What should I be doing to help me achieve my vision?
Steps
What specific, measurable, attainable, relevant, and time-bound
steps do I need to take to achieve the goal?
Support

What information, resources, and people do I need to achieve
my goal?
· Even with the best intentions, you may run into barriers to
achieve your goals. Use the table below to outline potential
barriers to achieving your goals and solutions for addressing
them.
Barriers
What might get in my way of my goal?
Solution
s
How could I best address those barriers?

Understanding the benefits of achieving your vision, your
confidence in completing your outlined steps, and your
commitment to your plan are important to motivating yourself
to achieve your career vision. Use the table below to reflect on
these elements related to the steps you outlined.
Reflective Question
Reflective Response
What are the benefits of achieving your future career vision?
How confident are you about taking the steps you outlined
above to achieve your vision?
How committed are you to achieving your vision?
Hopefully, these exercises have helped you clarify your vision
for your future in psychology and your path to your desired

career. Use the table below to reflect on what you have learned
throughout this process.
Reflective Question
Reflective Response
What have you learned about yourself throughout this process?
How have your psychology interests, career vision, and
professional perspective changed from this process?
What are you most excited about related to your career plan?
Use your completed work to draft the Action Plan section of the
Your Career in Psychology Template.Drafting Your Career in
Psychology Assignment
Now that you have worked through preliminary exercises and
drafted some sections of your paper, you are prepared to begin
the remaining sections in the Your Career in Psychology
Template:
7. Review your notes from your interview with a psychology
professional and integrate any relevant information into your
paper.
8. After completing a draft of the previously outlined sections
of your paper, draft these additional sections in the assignment
template:

· Title page in APA format.
· Abstract: A concise summary of every main point in the paper.
· Introduction: A concise overview of the paper's content.
· Conclusion: A concise summary of important points of the
paper, explaining the benefits of achieving your future career
vision and becoming a practitioner scholar in the field of
psychology and the importance and relevance of your vision and
goals to your personal and professional aspirations.
· References in APA format.
Note: To maximize your scoring potential, be sure that you fully
address all assignment requirements and meet the criteria in the
Your Career in Psychology Scoring Guide.
At this point, your paper should be 7–9 typed and double-spaced
pages excluding the title page, abstract, table of contents, and
reference list. If you do not meet this requirement, go back and
add more detailed explanation to your paper. Use Times New
Roman 12-point font.
Your paper should also include a minimum of five references
with at least three of them from course readings. If you do not

meet this requirement, go back to the research you found
throughout the course and see how you may include some
insights into your paper.
Read through your draft with a fresh perspective and revise it to
improve the big picture elements:
· The main ideas in your paper and how you explain them.
· The order of your paragraphs and the logic behind the
organization.
· Your purpose for writing and the way you speak to your
audience.
· The focus of the sections of your paper.
· The organization of your paper and the flow from section to
section.
Use Smarthinking: How to Submit a Writing Sample to submit
your draft for evaluation.
· Be aware that the turnaround time for Smarthinking can be
24–48 hours from submission to receiving the feedback report.

Plan accordingly.
Submit the assignment to SafeAssign for review of proper
citations and references. It is very important that you always
submit your work as a draft so you can make revisions before
submitting it to the assignment link. Refer to the courseroom
SafeAssign resources for guidance in accessing your feedback
from SafeAssign, interpreting your report, and improving your
writing and citations for your assignment.
Now that you drafted the components of your paper, revised it
to improve flow, and received feedback from SafeAssign and
Smarthinking, you are ready to finalize your assignment.
· Review the feedback you received from Smarthinking and
SafeAssign and revise your draft as needed.
Submit your assignmentno later than Friday, 11:59 p.m. Central
time. Make sure your submission is a Word document.
10

1
Ethics Case Studies by Specialization
Applied Behavior Analysis
Situation 1:
Jamie is a BCBA. For the past year, she has been working with
children with autism, ages 5–8
years, in their homes. She enjoys her work, but it is tiring to
travel from home to home. She was
recently offered a job as a BCBA for a local nursing home,
providing behavioral support to
senior citizens with dementia. What are the ethical concerns
with Jamie accepting this position?
Situation 2:
Sam is a BCBA providing parent training to families of children
with autism. One of the parents
showed Sam a brochure for a new kind of therapy involving
dance, horses, and sensory
integration. She wants to implement this therapy with her child.
What are Sam’s ethical
responsibilities?

Situation 3:
Adam’s brother is interested in becoming a BCBA. He has
completed his coursework but is
having a hard time finding a supervisor. What are the ethical
implications if Adam supervises his
brother for fieldwork hours?
Child and Adolescent Psychology
Situation 1:
Sybil's mom has been asked to allow Sybil to participate in a
research study on blended
families, and she agrees. Sybil is a 7-year-old child who wears
glasses and is somewhat
overweight. When Sybil is brought to the interview session and
is asked a question about her
stepsisters, she starts to cry and refuses to talk. The researcher
tells her that her Mom agreed
to her being in the study, so she has to answer the questions.
Sybil cries even harder and will
not look at the researcher. Finally, the researcher gives up and
Sybil is sent back to class. He
then calls her mother and reports that Sybil was uncooperative.

Situation 2:
Manny, a skinny and short 9-year-old, is very quiet in class,
which is unusual. Mrs. Sykes
notices a bruise on his arm and asks him about it. He says that
he walked into a door. When
she persists in asking questions, he asks her not to do anything,
because he is afraid of what
will happen to him. She agrees and lets it go.
Clinical or Counseling Psychology (ABA: Situations 1, 2, 4–7)
2
Situation 1:
As Dee Compensating became increasingly psychotic, Lucia
Panicky, PhD, did not want to
continue treating her because Ms. Compensating refused to
enter the hospital or take any
medication. Dr. Panicky informed Dee that she could not be her
client any longer, because she
refused to cooperate with the treatment recommendations.

What are the ethical issues involved?
Situation 2:
Fred Narrow is a Caucasian-American from a small city in the
Midwest where there are very few
Asian people. He is working with a client who recently moved
into the area from Japan. When
asked how he is dealing with any cultural issues, he stated that
he has read several books on
Japan and has asked his neighbor, who is also Japanese, what
issues he should be aware of.
Situation 3:
Dr. Dave has a widely listened-to radio show, which involves
giving advice to individuals who
call in about relationships, child rearing, and mental health
issues. During an interview with a
newspaper, Dr. Dave states that while he does have training in
counseling, his doctorate is in
human physiology. The interviewer asks if it is ethical for Dr.
Dave to use the title “doctor” since
his doctorate is not in counseling or psychology. Dr. Dave

answers that he does have a
doctorate and therefore he is not doing anything unethical.
Situation 4:
A 23-year-old man, Mr. L., has been in psychotherapy with a
psychologist, Dr. T. During the
course of treatment, Mr. L. has described his anger at his former
girlfriend, Ms. S., an
undergraduate student at a local university. As therapy has
continued, Mr. L.’s anger with Ms. S.
has become more intense. During the most recent session, Mr.
L. stated he was going to kill
Ms. S. and left the office.
Situation 5:
Mr. M. has been severely depressed and meets the DSM-IV
criteria for a person diagnosed with
unipolar depression. His psychiatrist, Dr. D., has prescribed
medication and psychotherapy as
treatment for Mr. M. Mr. M. told his psychologist, Dr. S., that
he refuses to take any medication,

stating that he has read about the side-effects of this medicine
and wants no part of it.
What are the legal and ethical issues, if any, confronting Dr.
D.?
Situation 6:
Dr. R. has been seeing Joan T., a 15-year-old girl for
counseling. Mr. and Mrs. T. have
requested to see Dr. R. to find out how the counseling is going.
During the meeting, Mrs. T.
requests to see Joan’s case file. Dr. R. refuses, citing
confidentiality. Mrs. T. demands to see
the file, stating that as the parent of a minor, she has every right
to see the file.
Does she have the right? What are the ethical issues involved?
3
Situation 7:
Carrie is a graduate student at a local university. While still

undecided about her specialization,
she is leaning toward a specialty in clinical psychology. As a
very religious person, Carrie is a
strong believer in the power of prayer and does not believe in
the idea of diagnosis or
psychopathology. She really believes that all mental illness is a
punishment by God for not
being a true believer. So, she intends to develop a practice as a
spiritual therapist when she
graduates.
You are her clinical supervisor. What ethical issues are
presented by Carrie’s approach to
clinical work?
Educational Psychology
Situation 1: (Note: this case is also appropriate for industrial-
organizational psychology.)
As an educational psychologist with expertise in program
evaluation, you have been contracted
to evaluate programs and services offered by an area agency
that provides services to the
public. The agency receives funding from several private and
public sources and is required to

complete periodic program reviews. Your contract indicates that
you should provide your results
in written form to the board of directors for the agency.
After you complete your evaluation, the results indicate that
some of the programs and services
are effective and efficient, but that a number of others are
poorly managed and provide low-
quality services to the public. You deliver the report to the
board of directors, as specified. You
assume that the report will be forwarded to the sponsoring
funding sources. A few weeks later,
you find out that only the positive aspects of the report were
released to the funding sponsors.
You return to the board of directors and express your concerns
but you are told, politely, to mind
your own business and that if you pursue this inquiry you will
never be employed by this agency
again. You decide to seek advice from a colleague.
Situation 2: (Note: This case is also appropriate for anyone
planning a
career in which conducting research is an important part of the

work.)
As an educational psychologist, you are employed in higher
education to teach undergraduate
students enrolled in a teacher education program. You have an
ongoing research program that
involves studies on the perceptions and training of
undergraduates enrolled in teacher
education programs. As a course instructor, you offer extra
credit for students to participate in
your ongoing research. Typically, this involves completing
various surveys and paper-and-pencil
instruments of perception and beliefs related to becoming a
teacher. A colleague suggests to
you that students in your courses are really not free to choose to
participate, because they may
fear that their final course grade will be influenced by their
choice to participate. You have
assured your students that their participation will not affect
their final course grade.
General Psychology – Addictions (ABA: Situation 2)

4
Situation 1:
A psychologist works in a setting where he or she has to
complete substance abuse
assessments. He or she is only given 30 minutes to complete
each assessment, though an
accurate assessment requires 60–90 minutes. The psychologist
is concerned that the
information may not properly represent what is being assessed
and may potentially cause harm.
The person in charge of the setting, however, is demanding
assessments and is unwilling to
extend more time.
What are the ethical issues and choices the psychologist must
consider?
Situation 2:
A psychologist who is a recovering alcoholic sees a client at an
Alcoholics Anonymous meeting.

General Psychology – Health (ABA: Situation 2)
Situation 1:
A patient sees his or her physician with complaints of chest pain
and job stress. The goal is to
ascertain psychosocial and physical processes that may cause
the chief complaint, chest pain.
The physician asks for a history of recent life stressors and
behaviors and wants a consultation
with a psychologist. Based on a combination of psychological
factors and standard lab tests, the
physician forms a diagnosis but does not want to meet with the
patient, until the patient has
seen the psychologist. However, this 45-year-old gentleman
does not agree to see the
psychologist and will not listen to reason as to why this is
recommended.
As a trained health psychologist, what do you advise the
physician?
Situation 2:
A physician refers a hospitalized patient to you for consultation.
The patient is terminally ill, with

(at best) a month to live. He is in considerable pain and on
morphine, which makes him sleep
most of the time. When awake, he is still suffering. He is
completely bedridden, needing
assistance even to turn over. He has dialysis treatments three
times a week. The patient has
said he wants all life-saving procedures possible, but the doctor
and the patient’s family feel he
has suffered enough and would like to remove him from
dialysis. You agree that this would be a
reasonable and ethical course of action. The doctor explained to
you, the health psychologist,
that if the patient has no more dialysis treatments, he will fall
asleep and die peacefully in a day
or two. The lack of dialysis will not lead to more pain or
discomfort than he is already
experiencing. You are asked to evaluate the patient for
competency to make his own decisions.
The physician does not believe he can really understand his
situation and wants you to talk the
patient into stopping dialysis. You interview the patient and
find that he has a clear
understanding of his condition, his impending death, and the
implications of stopping dialysis. In
spite of all this, he wants all measures to sustain life continued.

As a trained health psychologist, what is your responsibility in
talking with the family and
physician?
General Psychology – Sport
5
Situation:
The president of a national sport organization hires you to
evaluate the top-level athletes and
coaches of this sport on their ability to work together and group
cohesion. You suggest testing,
such as the Group Environment Questionnaire, and conducting
interviews. After collecting
dozens of questionnaires and conducting a multitude of
interviews, you find out that the
president wants a detailed report, complete with the weaknesses
of the coaches. After a little
digging, you find out that the president’s true agenda is to find
reasons to fire some of the

coaching staff.
How would you approach this situation? Is there anything you
could have done or should have
done prior to being hired?
Industrial-Organizational Psychology
Situation 1:
A large pharmaceutical firm let go 1,100 employees in one
week. All of the affected individuals
were told that in order to receive their final paychecks, they
must attend a three-day job search
seminar. At the end of the seminar, they would collect their
final paychecks. Seminars were held
at a nearby hotel and individuals were dispersed into small
group workshops. On the second
day, representatives from HR stopped by to observe the
workshops. The workshops had been
guaranteed to be confidential and the individuals had been told
that they would be able to share
their concerns without HR interference or knowledge about
what they said.
As the seminar leader trained to work with individuals and

groups in this setting, what are the
issues and how will you handle them?
Situation 2:
A personnel psychologist who lacked training in the
interpretation of the Minnesota Multiphasic
Personality Inventory (MMPI) hired a clinical psychologist to
purchase MMPI materials from the
test publisher, then administer and interpret the tests. The
clinical psychologist was trained to
read and interpret the test records of applicants for nuclear
power plant positions and to
determine their emotional fitness for work in one of two power
companies. After a period of time,
because of financial pressures, the personnel psychologist
discontinued the use of the clinical
psychologist. The personnel psychologist continued to purchase
the MMPI from the test
publisher and did not inform the test publisher that the services
of the clinical psychologist had
been discontinued.
The test publisher's agreement to provide the needed test
materials was based on the
understanding that consultation by the clinical psychologist,

trained in the interpretation of the
MMPI, was ongoing. The personnel psychologist also continued
to provide the psychological
screening service to the two power companies without
informing these two organizations of the
lack of his knowledge of MMPI interpretation.
What are the issues involved? What should be done?
Reference
Bersoff, D. N. (2003). Ethical conflicts in psychology.
Washington, DC: American Psychological
Association.
6
School Psychology or ABA
Situation:
A 15-year-old high school student has been seeing the school
psychologist for social skills

training sessions to help her develop better relationships with
her peers. She shares that she
has befriended a group of girls who have some things in
common. She admits to the school
psychologist that she engages in cutting behavior, as do her
friends. She asks the school
psychologist not to tell anyone because her parents do not know
and it is helping her make
friends at the school. She said that she is cutting her thighs so
no one sees the marks. She said
the cuts are not deep and that she is just doing it to be part of
the group.
The school psychologist has never discussed confidentiality
issues with the student and feels
that the student is not suicidal. The student shares that she and
her friends go on the Web and
post about their experiences, so that she has a group of friends
from all over the world. She is
so happy to have friends and begs the school psychologist not to
report the behavior. She
shares that she is sure her parents and teachers do not know
about the cutting behavior. She
states that she will stop cutting if the school psychologist
promises not to tell anyone. She noted

that she really did not mean to tell the psychologist, but did so
only because she was so happy
to have made some friends and she wanted to share that with the
psychologist.
What are the responsibilities of the psychologist? What should
he or she do?
Ethics Case Studies by SpecializationApplied Behavior
AnalysisSituation 1:Jamie is a BCBA. For the past year, she has
been working with children with autism, ages 5–8 years, in their
homes. She enjoys her work, but it is tiring to travel from home
to home. She was recently offered a job as a BCBA for a local
nursing home, p...Situation 2:Situation 3:Child and Adolescent
PsychologySituation 1:Situation 2:Clinical or Counseling
Psychology (ABA: Situations 1, 2, 4–7)Situation 1:Situation
2:Situation 3:Situation 4:Situation 5:Situation 6:Situation
7:Educational PsychologySituation 1: (Note: this case is also
appropriate for industrial-organizational psychology.)Situation
2: (Note: This case is also appropriate for anyone planning a
career in which conducting research is an important part of the

work.)General Psychology – Addictions (ABA: Situation
2)Situation 1:Situation 2:General Psychology – Health (ABA:
Situation 2)Situation 1:Situation 2:General Psychology –
SportSituation:Industrial-Organizational PsychologySituation
1:Situation 2:ReferenceBersoff, D. N. (2003). Ethical conflicts
in psychology. Washington, DC: American Psychological
Association.School Psychology or ABASituation:

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