Article Review on "Hot Seat; an Ethical Decision-Making Simulation"

Quoted Instructions for "Hot Seat; an Ethical Decision-Making Simulation" Assignment:

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The assignment:

Journal Article Review

ADA 305 *****“ Group Counseling I

The journal review provides a brief, critical synopsis of a literary piece. In our case we will be reviewing specific journal articles for scope, content, and accuracy. The following format is to be used in preparing an annotated bibliography.

Instructions

1. Select an article from a refereed journal that addresses one of the more general aspects of the counseling profession. Such articles might focus on the role(s) of professional counselors in the delivery of behavioral health care services, counseling ethics, counseling advocacy, political or financial factors that influence the counseling profession, or other financial factors that influence the counseling profession, or other similar topics.

2. Have the article approved by the instructor.

3. Prepare a journal review paper no less than four (4) pages in length, double-spaced addressing the following issues:

a. Article reference following APA Publication Manual (5th edition) format. Reference the Alvernia Franco Library for consultation regarding APA format.

b. A general overview of the article

i. Purpose of the article

ii. Main themes

iii. Describe research component if one exists

iv. List conclusions or inferences that were drawn by the author(s)

c. Discuss the strengths of the article

d. Discuss the weaknesses of the article

i. Writing style

ii. Ease of reading

iii. Comprehensive nature

iv. Timeliness of references

v. Are the conclusions or inference supported?

e. How does this article promote the counseling profession?

f. Your overall evaluation of the article

4. Attach a copy of the article to your review.

Grading

Journal reviews will be graded using the following criteria:

1. 1 point *****“ Following directions

2. 2 points *****“ spelling and punctuation

3. 5 points *****“ Content

4. 2 points *****“ Organization

5. All passages taken directly from the text of paper must be cited. Sentences that are slightly altered by changing a few words must also be cited.

6. Plagiarism will result in no points being awarded for this activity.

And th article to be reviewed is below

















*****”*****” Article 4 of 4 *****”*****”

Mark Simulation & Gaming, March 1997 v28 n1 p107(7)

You're in the hot seat; an ethical decision-making simulation for counseling students. Marsha Wiggins Frame; Christian D. Flanagan; *****t Frederick; Roberta Gold; Sherrie Harris.

Author's Abstract: COPYRIGHT 1997 ***** Publications, Inc.

In the counseling field students in counseling ethics courses often have difficulty making appropriate chokes in case study situations. Using Hypercard 2.2, a counseling ethics computer simulation tool was designed to address this need The simulation enables students to consider their actions in realistic ethical counseling dilemmas and then to reflect on their decision-making processes. Classroom debriefing activities assist students in improving their ethical decision making. The simulation provides ethical decision-making practice and motivates students to take seriously the ethical dimensions of their future roles as professional counselors.

Full Text: COPYRIGHT 1997 ***** Publications, Inc.

KEYWORDS: computer-based training; counseling; ethics; Hypercard; simulation.

Imagine you are a marriage and family counselor. One day a woman you have been counseling asks if she can see you privately for a few minutes, without her husband. Because it is your policy not to see one partner without the other, you opt not to see the client privately. A month later, you learn that the client wanted to discuss with you her HIV-positive status resulting from an affair. Her husband's health has been jeopardized, and the marital relationship is spiraling toward its final demise.

In light of this information, did you make the right decision to stick to your policy? If you had elected to see the woman privately and had she disclosed her HIV status, would you have been held liable for failing to warn her partner of a potential life-threatening situation?

In a world with multiple perspectives (Amatea & Sherrard, 1994; Anderson & Goolishian, 1988; Bateson, 1972; Gergen, 1985; Keeney, 1983) on what is the right thing to do, ethical decision making is not only complex, but it is also a potential mine field. Poor choices could harm clients or damage counselors' careers through malpractice suits. Helping professionals need more than acute guidance and empathy skills. They need the ability to analyze counseling situations and understand the possible consequences of their choices.

In response to this need, we developed a computer-based simulation tool based on Rest's (1986) four-component model of the moral decision-making process. Rest (1986) posited that to behave morally a person first must have interpreted the situation in terms of possible actions, the effects of such actions, and "how the interested parties would regard such effects on their welfare" (p. 3). Second, the person must be able to "make a judgment about which course of action is morally right (fair, just or good)" (Rest, 1986, p. 3). Third, a person must give priority to moral values above other personal values and must intend to do what is morally right. Fourth, a person must actually behave morally. By using the simulation, graduate-level counseling students used Rest's four-component model to make ethical decisions and witness their consequences in a controlled environment.

The purpose of the simulation is fourfold. First, students practiced ethical decision making with realistic counseling dilemmas in a nonimpact environment. Second, students learned to make the leap from merely knowing the ethical codes to being able to apply them to real-world situations. Third, students were encouraged to be metacognitive (Auerswald, 1985; Hoffman, 1990)--that is, to think about their thinking and to explain their thought process to others who may be judging the appropriateness of their actions. Finally, they developed the professional skill of appropriate documentation, which will serve them well if they make a questionable decision and end up in court.

A major difficulty encountered in ethical decision making is that there is often more than one viable course of action. Also, the guiding principles of one ethical code may conflict with another. For example, in the scenario described in the beginning of this article, many factors come into play. What harm could come from deciding to see the client for a few minutes without the spouse present? If the counselor chooses to see the client, he or she learns of the client's HIV status and the extramarital affair. In addition, the client may tell the counselor she will commit suicide if her husband finds out. The counselor is bound by confidentiality on the one hand, a duty to warn on the other hand, and may have to assess and handle a suicide threat. Clearly, sometimes counselors must decide which is the lesser of all evils.

Design Strategy

Research results identified many benefits of computer-assisted instruction (Guthrie, 1992; Hmelo, 1989-1990; Vogler, O'Quin, & Paterson, 1990-1991; Wang & Sleeman, 1993) such as (a) decreased learning time, (b) a higher level of achievement when used as a supplement to traditional lecture teaching methods, (c) improved attitude, and (d) increased motivation. In addition, computer-assisted instruction provides individualized practice in preparing for classes and the state exams that-follow course work. Computer-assisted instruction has been shown to be "an effective tool for presenting didactic material to counseling students" (Folger, 1990, p. 367) and thus could be applied in counseling ethics courses.

Recent developments in interactive programs have reduced some of the disadvantages of computer-assisted instruction courses (Cook, 1989-1990) and provide for branching pathways as opposed to linear and sequential text. These branching pathways allow learners greater control over the instructional experience. This approach has been shown to influence positively retention of information and student interest (Pridemore & Klein, 1991).

Hypercard (Apple Computer, 1992) was selected as the programming tool because of its ability to provide branching pathways (Wedge, 1994) and because of the predominance of Macintosh computers in many educational environments.

Instructional Design

A generic instructional design model was used to create the Hypercard ethics program. The steps followed were (a) needs analysis, (b) design, (c) development, (d) implementation, and (e) evaluation.

Analysis

We interviewed a counseling ethics expert to determine learner characteristics and outlined the learning objectives for the computer-assisted instruction course. The dominant need was to improve the students' ability to successfully apply the counseling profession's ethical codes to a variety of situations. To achieve this goal, we selected simulations requiring learners to apply constructs to real-world situations to resolve problems and make decisions (Lassan, 1989; Sampson & Krumboltz, 1991).

Design

In each simulation, students role-played a counselor. The flow and branching of the text was constructed in a way similar to that described by Hmelo (1989-1990). The simulation contained multiple scenarios. Each scenario was placed into a menu, allowing learners to select the scenario they wished. This method provided learners control over the experience. The scenarios were intentionally ordered from simple to more complex based on the number of ethical issues involved in each dilemma. Each scenario related to various sections of several ethical codes for the counseling profession (American Association for Marriage and Family Therapy, 1991; American Counseling Association, 1995; American Psychological Association, 1992).

In real-world situations, all relevant information is not presented to the counselor at the beginning of every new counseling situation. Similarly, new information was presented to the learners throughout the simulation.

The simulation appeared in a dialogue format to convey the immediacy, spontaneity, and ambiguity of a real conversation. Just as literature has the power to transport readers into the emotional sense of a story, the simulation's counselor/client/narrator approach put students into the situation with the client. The narrator role showed cause and effect stemming from the counseling process over time yet without sacrificing the sense of immediacy. Figures and 2 illustrate a single decision branch of the simulation dialogue.

[Figure 1-2 ILLUSTRATION OMITTED]

The simulation provided several branching and interdependent decision pathways. Each simulation began by presenting the pertinent background information. Subsequent screens presented at least three decision choices. Based on the selection, a new screen presented the client's response. This process continued until students reached the end of a decision pathway. True counseling situations obviously may not always have right answers. In fact, counselors may be faced with several ambiguous choices. To capture this reality, the simulation did not provide definitive "correct" answers. Most often, several realistic choices were offered to encourage students to engage in critical thinking.

When students choose a decision pathway, the responses were true to life. Counseling situations and dialogue were drawn from the counseling ethics expert's knowledge and experience. In addition, situations were intentionally designed so that more than one ethical code (American Association for Marriage and Family Therapy, American Counseling Association, American Psychological Association) would apply to each situation.

Decisions were final. Students could not retract decisions but had to continue forward in the pathway and experience typical consequences of their decisions. Students had to determine the relevant sections of the various ethical codes and prioritize those standards to make ethical decisions.

Several additional design techniques were employed to achieve the greatest possible benefit from the program (Jeiven, 1994; Milheim & Lavix, 1992). For example, when accessing the program, on-line help was available to coach students in using the program.

Also, because of multiple perspectives and our decision not to provide a definitive correct answer, feedback was not provided directly by the program. Instead, each time students made a decision, a notepad popped up and automatically recorded the chosen text for their review. The notepad also provided an open-text area for students to document additional actions, explain thought processes, and justify decisions. On completing the simulation, students printed the contents in the notepad and took the printed simulation to class for an instructor-conducted review. This approach was used because "short-but-frequent instructor-initiated interactions can increase achievement in computer-based training" (Stephenson, 1992, p. 26). In this manner, students received individualized and customized feedback regarding their cognitive decision-making processes.

Other features included screen layouts with a design that followed Macintosh Human Interface Guidelines (Apple Computer, 1992); a Consult button that provided general ethical code categories, relevant lawsuits, or textbook references; and a Quit button to exit the simulation at any time. A help manual was provided that gave step-by-step instructions regarding access and use of the ethics simulation.

Debriefing

On completion of each scenario, students broke into small groups for 1 to 2 hours to review their individual decision-making processes and to compare the advantages, disadvantages, and consequences of their choices. The instructor facilitated this collaborative exchange by emphasizing the value of multiple perspectives and by demonstrating the ways in which the counseling profession's ethical standards could be interpreted and applied. The instructor also provided feedback to students regarding the logic of their ethical decisions and the clarity with which they articulated in the notepad the rationale underlying their ethical positions.

Evaluation

A formative evaluation was conducted to assess the simulation's strengths and weaknesses. This evaluation involved both the participants reacting to the program while using it and one-on-one interviews. The participants included an expert in computer-based training program design, a subject matter expert who was also a counseling ethics instructor, and 10 students.

The computer-based training expert concluded that the simulation effectively challenged users' critical thinking skills. He indicated that the notepad was an especially effective tool for reflection. He also praised the "clean, classic" screen design. His main concern, however, was that some students may have needed additional instruction and feedback to use the program successfully. The computer-based training expert recommended that standalone capabilities be added in future versions.

The subject matter expert indicated that the cases were "well done." He also stated, "It was valuable to be able to go through the selections again and view other alternatives to gain additional knowledge and points of view." The subject matter expert also advised adding stand-alone capabilities.

Ten former counseling ethics students participated in the formative evaluation. Nine students (90%) reported that the program was easy to use, enjoyable, and that it would have been helpful to them in class preparation in studying for the final examination and in their roles as professional counselors. All 10 endorsed expanding the program to include several complex scenarios. Three students (30%) recommended enhancing the help manual to facilitate program use by students unfamiliar with the Macintosh system.

Conclusion

In a world where the line of demarcation between right and wrong has become blurred and where multiple perspectives thrive, this interactive ethical decision-making simulation for counselors provides a hands-on means for students to develop the skill of ethical thinking. The program aids students' ability to cope with ambiguity and to develop a clear rationale for professional and ethical behavior. It has great versatility in that it could be adapted easily to other disciplines such as business, legal, or medical ethics.

References

Amatea, E. S., & Sherrard, P. (1994). The ecosystemic view: A choice of lenses. Journal of Mental Health Counseling, 15, 6-21.

American Association for Marriage and Family Therapy. (1991). AAMFT code of ethics. Washington, DC: Author.

American Counseling Association. (1995). Ethical standards. Alexandria, VA: Author.

American Psychological Association. (1992). Ethical principles of psychologists and code of conduct. Washington, DO Author.

Anderson, H., & Goolishian, H. (1988). Human systems as linguistic systems: Preliminary and evolving ideas about the implications for clinical theory. Family Process, 27, 371-393.

Apple Computer. (1992). Macintosh human interface guidelines. New York: Addison-Wesley.

Auerswald, E. H. (1985). Thinking about think-in in family therapy. Family Process, 24, 1-12.

Bateson, G. (1972). Steps to an ecology of the mind. New York: Ballentine.

Cook, E. K. (1989-1990). The use of Macintosh authoring languages in effective computer-assisted instruction. Journal of Educational Technology System, 18(2), 109-122.

Folger, W. (1990). Using computer assisted instruction with counseling students. Journal of Research on Computing in Education, 22(3), 364-368.

Gergen, K. (1985). The social constructionist movement in modern psychology. American Psychologist, 40, 266-275.

Guthrie, B. M. (1992). The efficacy of a customized approach to computer assisted instruction. Journal of Computer-Based Instruction, 19(3), 100-104.

Hmelo, C. E. (1989-1990). Computer-assisted instruction in health professions education: A review of the published literature. Journal of Educational Technology Systems, 18(2), 83-101.

Hoffman, L. (1990). Constructing realities: An art of tenses. Family Process, 29, 1-12.

Jeiven, H. (1994). A common-sense checklist for CBT Training & Development, 48(7), 47-49.

Keeney, B. (1983). Aesthetics of change. New York: Guilford.

Lassan, R. (1989). Use of computer-assisted instruction in the health sciences. Nursing Forum, 24(2), 1317.

Milheim, W. D., & Lavix, C. (1992). Screen design for computer-based training and interactive video: Practical suggestions and overall guidelines. Performance & Instruction, 31(5), 13-21.

Pridemore, D. R., & Klein, J. D. (1991). Control of feedback in computer-assisted instruction. Educational Technology, Research and Development, 39(4), 27-32.

Rest, J. R. (1986). Moral development: Advances in research and theory. New York: Praeger.

Sampson, J. P., Jr., & Krumboltz, J. D. (1991). Computer-assisted instruction: A missing link in counseling. Journal of Counseling & Development, 69(5), 395-397.

Stephenson, S. D. (1992). The role of the instructor in computer-based training. Performance & Instruction, 31(7), 23-26.

Vogler, C., O'Quin, K., & Paterson, W. (1990-1991). Grade and knowledge improvement as a result of computer-assisted instruction. Journal of Educational Technology Systems, 19(3), 201-213.

Wang, S., & Sleeman, P. J. (1993). Computer-assisted instruction effectiveness: A brief review of the research. International Journal of Instructional Media, 20(4), 333-347.

Wedge, K. S. (1994). Hyperdesigning: An instructional design model applied to the development of a Hypercard computer assisted instruction on intramuscular injection sites. Computers in Nursing, 12(1), 17-22.

Marsha Wiggins Frame, PhD, is an assistant professor of and counselor of counseling psychology counselor education at the University of Colorado at Denver

Christian D. Flanagan is an instructional designer and Master's student in interactive technical design at the University of Colorado at Denver

*****t Frederick MA, is a database administrator for Unipac Services Inc., Denver CO.

Roberta Gold is an instructional designer and a Master's student in instructional design at the University of Colorado at Denver

Sherrie Harris is a certified diabetes nurse educator and a Master's student in instructional design at the University of Colorado at Denver



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