Ethical Dilemma Case Study: The Case of the Pressuring Parents

Ethical Dilemma Case Study:The Case of the Pressuring Parents

Deb Bishop

Quin Gonell

Angel Seto

Salem State University

EDU803B Helping Skills for Student Affairs Professionals II

Fall 2014

Dr. Randi Korn

Setting:

Grantland University, a large, public research institution in the Southeast

Characters:

Phil, Academic Advisor for undecided students

Ross, first-semester student

Ross’ family

Background Information

Who is Phil?

Who is Ross?

What major is Ross currently studying and what major does he want to study?

What happened to Ross’s sister when she declared Philosophy?

Pop Quiz!

Concerns:

Potential for the development of a Dual Relationship Confidentiality (FERPA) Conflicting Ethical Standards Ethical standards (CAS, ACPA, and NASPA) reflect

different points of view in emphasis Potential for the development of a Dual Relationship

Phil is Ross’s advisor not his lawyer, therapist or guardian If Phil does not make this boundary clear Ross could grow too

dependent

Analyzing the Case Study

Confidentiality:

FERPA: Family Education Rights and Privacy Act (1974)

Purpose: to protect the student, more specifically, to

protect the rights of students’ education records to

remain private (p.65, Reynolds, 2009)

This privacy does not exclude parents


Confidentiality, continuedFERPA Limitations:

Some schools have disclosed student records to:

Other academic institutions Family members of students who are in crisis or engaging in self-

destructive behavior

Ambiguity remains with regard to interpretation and application in different cases:

Reynolds recommends seeking assistance from legal counsel whenever expectations are not clear


Conflicting Ethical Standards:

“Autonomy” merits encouraging Ross to pursue an education plan that interests him.

“Justice” merits advising Ross that his parents don’t need to be aware of his student records

On the other hand… “Do No Harm” merits advising caution in deciding to

switch out of engineering due to risk of losing parent’s financial support.


Conflicting Ethical Standards, continued

Solution: Reference CAS Advising Standards: “Advisers should craft a coherent educational plan based on

assessment of abilities, aspirations, interests, and values of the student.”

Reference CAS Ethics Principle III, Beneficence Standard: “We consider the thoughts and feelings of others”

Questions: Do these standards outweigh the conflicting ethical standards?

If the answer is yes, then… According to these standards: What should matter most to Phil?


ACPA ethical principles and standards are categorized in four realms:

1. Professional Responsibility and Competence; Ross’s responsibility is to provide sound advice based on theoretical principles and current, accurate information

2. Student Learning and Development; Ross’s responsibility is to treat all his advisees with respect, explain the process of college assessment, policies and expectations, and provide students with the support that they require or refer them to other qualified professionals.

3. Responsibility to the Institution; Ross’s responsibility is to distribute to the college generally, and specifically, to its students’ success.

4. Responsibility to Society; Ross’s responsibility is to demonstrate concern on behalf of all students and be a model of behavior and social norms of his community.

Ethical Principles and Recommendations: ACPA

Ethical professional practice “focuses specifically on the integration of ethics into all aspects of self and professional practice” (Bresciani & Todd, 2010).

Basic:

Behavior, professionalism, and boundaries; calling Ross’s parents crosses the line and sets the expectation that faculty/staff will do things FOR Ross and will continue to hold his hand throughout college

Resources to help with ethical issues; Phil should offer peer resources to Ross including First Generation resources, student groups, and peer advising

Bresciani, M. & Todd, D. (2010). Professional Competency Areas of Student Affairs Practitioners. Retrieved October 16, 2014.

Ethical Principles and Recommendations: NASPA

Intermediate:

Personal code of ethics; Phil should utilize challenge and support when helping Ross by challenging Ross to have that difficult conversation with his parents but supporting him with resources of how to do so

Advanced:

Discuss and provide assistance to colleagues about ethical dilemmas; Phil can use this experience to educate his colleagues and discuss best practices with ethics and students

Ethical Principles and Recommendations: NASPA

I. Autonomy

Phil must respects Ross’s freedom to study what he is most interested

Phil must do what he can to empower Ross to make his own choices

II. Non-malfeasance

Phil must be careful not to influence Ross to make any decisions that would

bring him harm

Phil’s work with Ross must be to achieve positive outcomes

Phil must help Ross make decisions that will help him develop holistically

Ross’s rights must be respected

III. Beneficence

Phil must be considerate of the true thoughts, feelings and interests of Ross in

order to achieve positive outcomes that benefit the student

Ethical Principles and Recommendations: CAS

IV. Justice

Phil must recognize that Ross is a 1st year student and must be aware of

any limitations and or opportunities that are created by this fact.

Phil must respect Ross’s rights and make Ross aware of them especially

concerning confidentiality/the release of student information with regard

to the FERPA law

V. Fidelity

Phil must treat Ross’s concerns with respect and urgency and not assume

that Ross’s issues with his parents are less serious due to the fact that

Ross is no longer a child.

Phil must reference the FERPA law and any on campus resources/policies

that would help him understand the legality of his responsibilities with

regard to the ongoing issue between Ross and his parents.


VI. Veracity

Phil must be sure to follow through with any next steps regarding Ross’s

issue in a timely manner.

Phil must be sure to relay any information about this case to or from Ross

in a manner that is as accurate and factual as possible.

VII. Affiliation

Phil must make sure that Ross is aware of any other services that could be

supportive to him in this situation.

Phil should take steps to initiate contact between Ross and any other on-

campus student support personnel that can assist him.


1. Challenge and support short-term goals. In order to optimize success for Ross’s current semester, Phil should encourage student to be successful in calculus. This step is grounded in the desire to prevent Ross from making any decisions based on fear or a lack of information (non-malfeasance). Recommend Ross seek help: professor’s office hours, peer tutoring, math lab Recommend Ross discover student groups (Engineers without Borders, etc.) Recommend Ross connect with a peer advisor or group activities for First

Generation Phil to discuss with Ross the structure and organization of advising syllabus to

assure the student comprehends the logistics, sequence and utility of the advising steps

“Because many developmental education students are first-generation college students, they are not likely to have a well-developed concept or vocabulary about higher education” (Gordon, V.N. & W.R. Habley, 2000, Academic Advising, San Francisco: Jossey-Bass, p. 135).

Recommendations & Strategies

2. Phil should assess Ross’ academic strengths and weaknesses in order to assist Ross in considering alternative majors such as psychology. It is Phil’s responsibility to assist Ross to also discover the impact on his long-term goals. This step is grounded in the ideas to validate Ross’ freedom to study what most interests him, be considerate of his feelings, empower him to make his own choices, and provide relevant resources (autonomy, beneficence, veracity). The results may or may not impact Ross’ parents’ funding.

Visit Career Services and explore online resources such as Vocational Biographies and Road Trip Nation

Get information at Financial Aid about scholarships, etc.; consider financial literacy class


3. Phil should support Ross’ efforts to inform and educate parents about decisions he is making about his academic, career and life plans. This step is based on Phil’s obligations according to FERPA, as well as serving Ross’ special circumstances as a first generation student (justice, fidelity, affiliation).

Assist student with communication skills, including role-playing

Visit Counseling Services

4. Phil should assist Ross to make an outline of next steps and schedule a follow-up appointment. This step is based on the goals to follow through (veracity and affiliation).


Questions?

Ethical Dilemma Case Study: The Case of the Pressuring Parents

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