Read Case Study 7 in the text. Decoding the ethics code: A practical guide for psychologists. That is the name of the textbook. Case 7. Handling Disparate Information for Evaluating Trainees Rashid Vaji, PhD, a member of the school psychology faculty at a midsize university, serves as a faculty supervisor for students assigned to externships in schools. The department has formalized a supervision and evaluation system for the extern program. Students have weekly individual meetings with the faculty supervisor and biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear (December) and end of academic year (May) evaluation of each student. The site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and his own supervisory evaluation to each student. The final grade (fail, low pass, pass, high pass) is the responsibility of Dr. Vaji.Dr. Vaji also teaches the spring semester graduate class Health Disparities in Mental Health. One of the course requirements is for students to write weekly thought papers, in which they take the perspective of therapy clients from different ethnic groups in reaction to specific session topics. Leo Watson, a second-year graduate student, is one of Dr. Vaji’s externship supervisees. He is also enrolled in the Health Disparities course. Leo’s thought papers often present ethnic-minority adolescents as prone to violence and unable to grasp the insights offered by school psychologists. In a classroom role-playing exercise, Leo plays an ethnic-minority student client as slumping in his chair, not understanding the psychologist, and giving angry retorts. In written comments on these thought papers and class feedback, Dr. Vaji encourages Leo to incorporate more of the readings on racial/ethnic discrimination and multicultural competence into his papers and to provide more complex perspectives on clients.One day during his office hours, three students from the class come to Dr. Vaji’s office to complain about Leo’s behavior outside the classroom. They describe incidents in which Leo uses derogatory ethnic labels to describe his externship clients and brags about “putting one over” on his site supervisors by describing these clients in “glowing” terms just to satisfy his supervisors’ “stupid do-good” attitudes. They also report an incident at a local bar at which Leo was seen harassing an African American waitress, including by using racial slurs.After the students have left his office, Dr. Vaji reviews his midyear evaluation and supervision notes on Leo and the midyear on-site supervisor’s report. In his own evaluation report, Dr. Vaji had written, “Leo often articulates a strong sense of duty to help his ethnic minority students overcome past discrimination but needs additional growth and supervision in applying a multicultural perspective to his clinical work.” The on-site supervisor’s evaluation states thatLeo has a wonderful attitude toward his student clients. . . . Unfortunately, evaluation of his multicultural treatment skills is limited because Leo has had fewer cases to discuss than some of his peers, since a larger than usual number of ethnic minority clients have stopped coming to their sessions with him.It is the middle of the spring semester, and Dr. Vaji still has approximately 6 weeks of supervision left with Leo. The students’ complaints about Leo are consistent with what Dr. Vaji has observed in Leo’s class papers and role-playing exercises. However, these complaints are very different from Leo’s presentation during on-site supervision. If Leo has been intentionally deceiving both supervisors, then he may be more ineffective or harmful as a therapist to his current clients than either supervisor has realized. In addition, purposeful attempts to deceive the supervisors might indicate a personality disorder or lack of integrity that, if left unaddressed, might be harmful to adolescent clients in the future.Ethical DilemmaDr. Vaji would like to meet with Leo to discuss, at a minimum, ways to retain adolescent clients and to improve his multicultural treatment skills. He does not know to what extent his conversation with Leo and final supervisory report should be influenced by the information provided by the other graduate students. Discussion QuestionsWhy is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the dilemma?Who are the stakeholders, and how will they be affected by how Dr. Vaji resolves this dilemma?What additional information might Dr. Vaji collect to get a more accurate picture of Leo’s multicultural attitudes and professional skills? What are reasons for and against contacting Leo’s site supervisor for more information? Should he request that Leo’s sessions with clients be electronically taped or observed?Is Dr. Vaji in a potentially unethical multiple relationship as both Leo’s externship supervisor and his teacher in the Health Disparities class. Why or why not?To what extent, if any, should Dr. Vaji consider Leo’s own ethnicity in his deliberations? Should he address the dilemma differently if Leo self-identifies as non-Hispanic White than as Hispanic or non-Hispanic Black?Once the dilemma is resolved, should Dr. Vaji have a follow-up meeting with the students who complained?How are APA Ethical Standards 1.08, 3.04, 3.05, 3.09, 7.04, 7.05, and 7.06 and the Hot Topics “Ethical Supervision of Trainees in Professional Psychology Programs” (Chapter 10) and “Multicultural Ethical Competence” (Chapter 5) relevant to this case? Which other standards might apply?What are Dr. Vaji’s ethical alternatives for resolving this dilemma? Which alternative best reflects the Ethics Code aspirational principles and enforceable standards, legal standards, and obligations to stakeholders? Can you identify the ethical theory (discussed in Chapter 3) guiding your decision?What steps should Dr. Vaji take to implement his decision and monitor its effect?Suggested ReadingsAllen, J. (2007). A multicultural assessment supervision model to guide research and practice. Professional Psychology: Research and Practice, 38, 248–258.Barnett, J. E., & Molzon, C. H. (2014). Clinical supervision of psychotherapy: Essential ethics issues for supervisors and supervisees. Journal of Clinical Psychology: In Session, 70(11), 1051–1061. doi:10.1002/jclp.22126Boysen, G. A., & Vogel, D. L. (2008). The relationship between level of training, implicit bias, and multicultural competency among counselor trainees. Training and Education in Professional Psychology, 2, 103–110.Dailor, A. N. (2011). Ethically challenging situations reported by school psychologists: Implications for training. Psychology in the Schools, 48, 619–631.Gilfoyle, N. (2008). The legal exosystem: Risk management in addressing student competence problems in professional psychology training. Training and Education in Professional Psychology, 2, 202–209.

THESE ARE 2 SEPERATE DISCUSSIONS!Discussion 1: Ability, Disability, and ErasureConsider the notion that an individual with a disability may feel primarily defined by his or her ability status. Also, consider the historical treatment of people with disabilities and the number of individuals who were euthanized and sterilized in the U.S. and across the globe due to having a disability.For decades, individuals with disabilities were left in institutions, hidden away from the rest of society. Parents were told if their child was born with a disability, they should have them locked away. Consider in today's society how people with disabilities are still "hidden." Think about how many people you see each day that have a visible disability. While there are many hidden disabilities that should not be ignored, it is significant to recognize the limited number of people you see each day with disabilities. Also, consider how others react toward a person with a disability in public. Do they stare? Do they move away? Do they invade the person's space and ask inappropriate questions? What experiences have you seen in public with a person with a disability? Why do you think society has marginalized this group for so long? Why are those with disabilities limited or eliminated from full participation in society today? Who has the right to decide what makes a "good life" and how is that decision made?To prepare: Read the case "Working With Individuals With Disabilities: Valerie."Working With Clients With Disabilities: The Case of ValerieValerie is a 56-year-old, heterosexual, African American female. She receives Social Security Disability Insurance (SSDI) and works part time at a credit card company as a telemarketer. She currently lives in an apartment alone but receives home attendant services for 5 hours a day. She lost her left leg when she was hit by a car and has a prosthesis. She uses a walker or an electric scooter to be ambulatory but generally prefers the scooter. She is slightly overweight, which makes using the walker more painful. She has been prescribed Zoloft® (100 mg per day) for general anxiety and has been taking it for almost 3 years. Valerie has a history of drug and alcohol abuse, although she has been drug free for 15 years. She has a core group of friends she has maintained a relationship with over the course of her lifetime, and although she does not see them as often as she would like, she keeps in touch over the phone and through email. She has no criminal background.Valerie came for services to address unresolved feelings related to an abusive marriage. She continued to be in contact with her ex-husband, John, although they had been divorced for almost 13 years. Valerie said that she and John had remained intimate since the separation and divorce and that John texted and called her to meet for sex. She felt torn because she believed no one else would want to date her due to her disability but also felt John was using her. She also stated that although he had stopped hitting her, he continued to be verbally abusive. She remained anxious and depressed and felt hopeless about the situation.Valerie said John abused alcohol and began using drugs in the first few years of their marriage. Unaware of his illicit drug use, Valerie arrived home from work early one day to surprise him and found him using cocaine. John attacked her and forced her to use cocaine as well. She relented due to her fear of continued assault. An ongoing pattern of drug use and physical assault persisted throughout their marriage.Valerie lost her left leg when she was walking across the street and was hit by a car, and she spent close to 9 months in the hospital and a rehabilitation program. She was fitted for a prosthetic leg and given an electric scooter through her insurance company, which allowed her to begin working part time at a credit card company when she returned home. John’s abusive behavior and drug use continued, so Valerie hid her paychecks, slowly saving her money until she had enough to leave. Eventually, she was able to rent a room. In addition, she was able to secure the assistance of a home health aide.Valerie began individual and group sessions to address her feelings of depression and anxiety. I worked with her to set manageable goals to increase her independence in physical functioning and from her ex-husband’s controlling and abusive behaviors. Valerie and I agreed to use cognitive behavioral therapy to address her continued negative thought patterns that affected her behavior. Valerie shared many insights into her disability to help me understand how she felt in a world that was not very accessible. Through our meetings, I learned about the Americans with Disabilities Act (ADA) and how inaccessible buildings and programs affected her quality of life. We met once a week for 3 months, and I monitored Valerie’s depression through a baseline and then periodic administrations of a depression screen using the Beck Depression Inventory.After 12 weeks, we decided together it was time for termination. She reported fewer episodes of anxiety and expressed feelings of hope for the future. She continued to attend the group sessions and found new friends who had become a support network for her. She had stopped seeing her ex-husband and changed her phone number to prevent him from contacting her.By Day 3Post an explanation of why our society has marginalized those with varying abilities historically. Then, explain the role of social workers in supporting clients with varying abilities (not limited to physical and mental) while recognizing and honoring those clients' other identity characteristics. Use specific examples from the case study in your explanation.Discussion 2: Ability and Disability in the Parker CaseTo prepare: View this week's media, Parker (Episode 30).https://drive.google.com/open?id=1nscZmkUnD6amkTsw...Think of the many names and labels you may have heard to describe persons with disabilities and those that are currently socially acceptable. The changing monikers given to those with disabilities are evidence of the continual negotiation of the society who labels and those who are so labeled to define what disability is and who is disabled. What do these shifting labels suggest about the social construction of disability?Society is inconsistent in its treatment and protection of the rights of individuals with disabilities, creating a situation that contributes to marginalization that can complicate other forms of marginalization and oppression. Consider that being labeled with a disability can be simultaneously something to be fought against because of the stigma it entails and fought for because of the access that it grants to social services that meet basic medical needs, aid economic survival, and improve access to education that society can otherwise deny.By Day 5Post an analysis of the implications of the social construction of disability. Describe how disability can be defined as a social construct. Explain how that relates to the perception of disability. Be specific and draw on examples from the Parker case to illustrate your thoughts. Also, describe the intersection of Stephanie's mental illness with other characteristics of her identity. Explain how those intersections could serve to further marginalize Stephanie's place and experiences in society. Finally, explain how such marginalization impacts her ability to make choices, use self-determination, and be an active agent with equitable status in her interactions with other professionals.