Assignment: PSYC 4900 Capella University Role of Culture and Ethics in Psychology PPT
Do not worry about recording! I will do that part!!
In this assignment, you will create a slideshow with accompanying spoken narration that showcases the course competencies you achieved and highlights your research and writing in this course. This presentation will comprise a synthesis of the project components from weeks 3 and 6. Guidelines are provided in What You Need to Know for verbal communication, presentation design, and software you can use.
You may potentially use this comprehensive presentation for job interviews. It can give prospective employers the opportunity to see a complete picture of who you are, your education, your accomplishments, and your skill sets. You may use some or all of it to convey concepts, to illustrate the depth of your skills and experience, or as a tool to get a second interview.
As you begin to review the requirements for this assignment, make sure you have the final versions of the following:
Cultural Competency and Research Analysis – Course project part 1 from Week 3.
Ethical Issue and Action Plan – Course project part 2 from Week 6.
We recommend that you revise these assignments as needed, in response to feedback you received from your instructor and from your own reflection prior to incorporating them into your presentation.
While examining your project components and making decisions about the essential information that will be presented, we recommended that you begin by creating an outline and comparing it to the Comprehensive Case Presentation Scoring Guide to ensure you have specifically taken into account and addressed all of the grading criteria in detail.
You will use your research, analysis, writing, and communication skills intensely for this project. This capstone course is designed to allow multiple opportunities for demonstrating your mastery of the content and the course competencies, which are also the established program outcomes.
You may use PowerPoint to create this slideshow, or if you wish, you may use Kaltura, Prezi, or some other option. However, PowerPoint is best supported by the resources provided, including Basic Tasks for Creating a PowerPoint Presentation, and Guidelines for Effective PowerPoint Presentations [PPTX]. The Prezi Support site can help you with that option. You are responsible for making your presentation work.
For each project component you have completed in this course, create 8–10 slides that provide a high-level explanation or summary. In other words, you should create a minimum of 16 slides, plus a title slide, introduction slides, conclusion slides, and references slides. Use a clear and concise structure.
Title slide: On the first slide, enter:
A brief presentation title.
Course number and title.
Introduction slides: Provide a brief introduction to your presentation. Describe what you will be discussing in your presentation.
Content slides: Provide a high-level overview of the Week 3 and Week 6 assignments.
Conclusion slides: Briefly summarize your presentation. Provide a concise summary about the topics addressed.
Reference slides: List all references cited in your presentation.
Consider the following when creating the presentation:
Use the PowerPoint Template [PPTX] given in the resources as a starting point, if you like. Replace all text that is within brackets [. . .].
Be sure to cut the number of words on each slide to the bare minimum without losing the meaning. It would be ideal to have no more than six bullet entries on a slide and no more than 10 words per entry. You can always add more slides to cover any given topic.
Be sure to use typefaces that are easy to read.
Do not use more than two typefaces of different names (such as Helvetica or Times).
Do not use different typefaces that are similar in style. However, it is very helpful to use some appropriate contrasts of sizes and weights of type to focus the viewer’s attention on the most important content within each slide.
Consider using pictures and diagrams, in addition to words, to convey relevant information visually. However, minimize the use of decorative elements or effects that distract from meaning.
For any visual material within your presentation that you did not create yourself, cite the source.
For presentations in a professional context:
If you use pictures or diagrams that you did not create yourself, you must seek out, and abide by, applicable copyright restrictions. The online resource Find Free-to-Use Images. can help.
If required by members of your audience, be prepared to make appropriate accommodations.
Use current APA style citations and list references in slides at the end of the presentation. The APA Style and Format resource can help you with this step.
Enhance the design of the presentation to make it more effective, if you wish to do so. For more guidance on PowerPoint design, review the Guidelines for Effective PowerPoint Presentations.
See the Basic Tasks in PowerPoint 2010 and Basic Tasks for Creating a PowerPoint Presentation for guidance on the basics of using PowerPoint. If after reviewing this material, you need more help using PowerPoint, contact your instructor—seek help early.
All slides should include presenter notes of what you will say for each slide. Some slides will need more detail than others. You should detail the presenter’s notes to include all of the information you would present to a live audience for each particular slide. You may use information directly from your project components when writing presenter notes. However, entries should be edited so that they are written as if you are speaking to an audience or a potential employer, for example. You can utilize the presenter notes when recording the spoken portion of the presentation.
Before you record or present your slideshow for review, make sure you have included the salient points from the final versions of the two previous project components. Remember, this assignment is the compilation and summary of the salient points from those assignments. It is also recommended that you review the Comprehensive Case Presentation Scoring Guide to make sure you have addressed all assignment criteria. Direct any questions about this assignment to your instructor.
Your presentation should employ effective spoken delivery. Elements include:
Appropriate volume and clear pronunciation.
Avoidance of audible fidgeting and distracting interjections.
Variety of intonation and pacing and appropriate use of pauses.
The Guidelines for Public Speaking media piece can provide helpful assistance.
Important: Before you deliver or record your presentation, it is recommended that you allow ample time to practice your presentation until you master all these and are comfortable with these elements.
You may record the slideshow presentation with your spoken narration, or arrange with your instructor for a time to deliver it live.
If you choose to present live, contact your instructor prior to this week so you can set up a time to meet.
If you choose to record your audiovisual presentation, it is recommended that you use Adobe Connect. The Adobe Connect Tutorials resource and the Adobe Connect Quick Start Tutorial can provide assistance with that tool. However, if you prefer, you may use one of the following alternative tools to record and present your video. But, if you do so, you must make sure that the presentation is viewable by your instructor
Using Kaltura. (Directions are in the Using Mashups Tools tutorial.)
Screencast-o-matic. The Screencast-o-matic Help site can provide assistance for using this tool.
Note: If you require the use of assistive technology or alternative communication methods to participate in these activities, please contact Disability Services to request accommodations.
Submit your recorded presentation as an attachment to the assignment area by the end of this week.
again, I will do the recording. I have attached assignment 3 and 6 for you, along with the template.
Nurses are vital to healthcare due to the extended time they spend with the patients in comparison to other professions. Despite the crucial role, the number of nurses has been falling in the United States. The shortage, which is primarily with changing work dynamics, is being addressed through human resource management strategies.
Factors related to the job environment are mainly responsible for the nursing problem. The professionals have a higher attrition rate than is the rate of nurses being trained, recruited, and retained. According to Gan (2020), a large proportion of nurses fall under the baby boomer generation, and most of them are retiring from practice. Additionally, nursing is often considered tiring and less promising in terms of career growth and development. What is more, a substantial number of young nurses exit to train for other roles in psychiatry and medicine. Therefore, these factors have led to a reduction in the number of nurses.
Nursing administrators currently implement human resource management strategies to address the causes of the problem. They motivate the existing nurses to reduce the number of practitioners taking early retirement. They also provide opportunities for career development to help young individuals view nursing as a growth-oriented career. Furthermore, nurses are offered more flexibility to reduce occupational issues, such as work-related stress and burnout. Therefore, the nursing profession is currently adopting motivation strategies to minimize the shortage.
Human resource strategies are being used to address the nursing shortage currently facing the health sector. Such issues as a low rate of nurse recruitment compared with high proportion of old nurse attrition and unattractive conditions within the profession are to blame for the apparent shortage. The only way to address this shortage is responding to the underlying issues.
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Cultural Competency and Research Analysis
Acculturation the technique by which parties may consolidate the community ideals, thoughts, and attitudinal perspectives of their own particular manner of life with people varying of (Pam, 2013). Immigrants can face some mental health challenges which can include acculturative stress. These issues are commonly increasingly articulated in the subsequent age and for racial minorities. Actually, one settled mystery in foreigner examinations is that contrasted with ensuing ages, original migrants (for example the individuals who are outside conceived) are commonly more beneficial, accomplish better evaluations in school, and have better psychological wellness results (SPSSI, 2015).
Another theory that can explain Adara and what she is going through is cultural identity. This is when an individual, mostly teenagers, are trying to find themselves. Cultural identity is self-distinguishing proof, a feeling of having a place with a group that reaffirms itself. It is the degree to which one is a delegate of a given culture typically, openly, mentally and sociologically. It comprises of qualities, implications, customs and convictions used to identify with the world (Communication Theory, 2015).
Acculturation applies to Hannah and Adara’s case study because she is a fifteen-year-old Muslim-American. Her and her parents immigrated to Michigan from Iraq. Adara feels different from her other peers in school. She has her friends that she does hangout with, but she is very much aware that she is the only Muslim-American. She is the only individual to wear a headscarf that her family expect her to wear, following their social and strict customs. She regularly feels different children gazing at her, and occasionally they offer impolite remarks. She has been harassed via web-based networking media, with different children blaming her for being a “terrorist.”
Cultural identity applies to Adara and Hannah’s study because Adara is only fifteen and she is in school with peers that look different from her. She is starting to become a young woman and does not know where she stands. Adara is starting to see that she is the only Muslim-American and it is hard for her. She said she did not want to be alive anymore because she feels different and she is being bullied for being different.
In one study, the researchers examined the role of acculturation, Latina mother-daughter relations in suicide attempts, and familism. Cultural assimilation among Latino youth has earned impressive consideration in the conduct and sociology writing Research has related cultural assimilation with both positive and negative social results (Zayas, Bright, Alvarez-Sanchez, & Cabassa, 2009). The researchers compared sixty-five adolescents with recent suicide attempts and their mother to seventy-five teens without any attempts and their mothers.
The method being use was a mixed method. The girls and their parents were invited to complete a few questionnaires that had quantitative measures and “In-depth, qualitative interviews to explore the phenomenology of the attempts” (Zayas, Bright, Alvarez-Sanchez, & Cabassa, 2009). The participants that were eligible were young Latinas that ranged from the ages eleven to nineteen, while both parents were from New York City communities. Young ladies with a suicidal attempt were selected from a huge social assistance and emotional well-being organization and from the outpatient, inpatient and crisis room administrations of a general and a mental clinic.
The entire study, the researchers recruited 94 Latina participants that had a background of suicidal attempts, 64 of the mothers of the Latinas and then 15 of their fathers (Zayas, Bright, Alvarez-Sanchez, & Cabassa, 2009). The study took about six months into account,
Youth is a basic formative period, one in which future directions can wander toward sound modification or psychopathology. The nature of young people’s associations with guardians, particularly as they arrange self-sufficiency from and relatedness to family, can shield youth from creating social issues that raise the hazard for disguising issue, for example, suicide attempts. Although acculturation has gotten a lot of consideration as for its inﬂuence on disguising and externalizing issue, it did not seem to assume a signiﬁcant job in self-destructive conduct. That acculturation incongruities between the suicide attempters and non-attempters didn’t contrast may show, as we expressed prior, that acculturation doesn’t assume as prime a job in youthful issue practices as has been recently accepted, but instead that it might pick up its power in collaboration with or intervention by different components, for example, parent–juvenile relationship, parental observing and backing, and family working. “Our ﬁndings support Lau et al. (2005) ﬁndings that parent–youth acculturation discrepancies are not speciﬁcally related to increased conﬂict or youth conduct problems. Future research can illuminate these mediations” (Zayas, Bright, Alvarez-Sanchez, & Cabassa, 2009).
This article relates to Adara’s case because she said that she did not want to be alive anymore, and it might have to do with acculturation. The article shows that most suicidal attempts do not have any relation to acculturation.
The purpose of this study is to explore the bi-cultural identity formation as the young women moved into adulthood, the young adults were Muslim American. The background of the research included the literature on young adult psychological development along with the Muslim culture. This study also had a mixed method which included qualitative and quantitative research. The method was a questionnaire that was online, it included a set of demographic questions that would help the researchers relate the bi-cultural identity formation. These young ladies were found to have solid connections to their Muslim religion and culture, and to their familial qualities, while yet captivating with and trusting their non-Muslim American companions.
Even though there has been past research that concentrated on Muslim ladies, these investigations primarily address veiling, migration, and Muslim ladies’ status in France. restricted research has been led on youthful Muslim American ladies and their bi social character development. also, various scholars and scientists have put forth an attempt to comprehend personality advancement, including Erik Erikson, David Levinson, and Jeffery Arnett (Fish, 2011). The current investigation investigated how youthful Muslim ladies living in America consolidate the two societies they are presented to – conventional Muslim and standard American culture.
Considering the aftereffects of this investigation, apparently the assaults on September 11, 2001, and its fallout, significantly affected the way these young ladies are framing their bi-social characters. Since a large portion of them experience separation and regularly feel a feeling of “otherness,” getting incorporated and acculturated into American culture can prompt some uncertain clashes, just as a fortifying of their Muslim qualities and Muslim people group roots (Fish, 2011).
In the modern world of today, different countries have different capabilities when it comes to technological development, economy, educations, and other sectors. For this reason, people from different countries are traveling to other countries in search of better-paying jobs, quality higher education, and better living conditions, among other reasons. Globalization has also seen companies expanding outside their borders and opening branches in different countries. Such activities have led to the increased interaction of people from different cultural backgrounds. To ensure a successful relationship is maintained between parties from different cultural backgrounds, it is vital to understand the other person’s culture and develop cultural competencies.
One of the common models used is the Giger and Davidhizar Transcultural Assessment Model. The competency model helps different professionals ensure that every individual is unique in his or her own culture; they are culturally competent in their practice. The model provides that there are six dimensions that one should investigate in every culture if they want to have cultural competency.
The first one is communication, which involves human interaction and conduct, including verbal, written, and nonverbal. Communication also entails voice tone, language, facial expressions, body language, and emotional implications. The model advices that when communicating with an individual from a different culture, it is crucial to examine the communication style used does not offend the other person.
The next feature is space, which refers to the distance preserved between two people who are talking. Understanding that the ‘personal space’ may be different in different cultures is essential in ensuring a proper distance is maintained. Overstepping into another person’s space can make the person feel comfortable, and even create unnecessary anxiety.
The other feature is a social organization. This refers to how particular cultures organize themselves in terms of groups and accordance with beliefs, duties, and family. This dimension urges individuals to be mindful of a client’s conduct since it could be influenced by their sexual orientation of cultural values. Therefore, being aware of these dimensions allows the staff to conduct themselves appropriately, so as not to appear as disrespectful.
The other crucial dimension is time. Some cultures are extremely strict with time, while others may not be. Being aware of this dimension allows for the staff to keep time and even arrive early in the event of an appointment. Different cultures perceive the concept of time differently. In some cultures, being late by even five minutes will be translated as disrespect.
Environmental control is the fifth dimension in this model, which highlights the importance of the perception that one has to the society and its external and internal factors. The model advises that factors such as beliefs and understanding regarding relationships, illnesses, and other factors are crucial if one wants to connect better with an individual from another culture.
The last dimension involves biological orientation. The differences in DNA between different groups of people are what make up the biological differences in various races. Understanding that some races may be more prone to a specific disease, lifestyle, or other physical attributes is essential when interacting with culturally diverse people (Albougami, Pounds, & Alotaibi, 2016).
Hannah must be aware of how she can effectively communicate with Adara and her Parents. Identifying that different cultures have different ways of communication, she must ensure that her tone, posture, facial expression, and gestures are in line with what she is saying. Different cultures have different meanings of other facial expressions and gestures. Having this information will be beneficial to Hannah in passing her message across.
Hannah should also consider the social organization of the Muslim-American cultures. Understanding the concept of family and how different cultures group themselves when considering the beliefs, family, and duties. It is vital for Hannah to ensure she does not appear to disrespectful. Also, Hannah should consider the social issues present in the culture. How the community perceives things such as suicide, death, and love is essential to advise Adara in an appropriate and consistent manner or conformity with their cultural beliefs.
Personal plan on professional cultural sensitivity
The first step that I would take is to perform extensive research on the different cultures available in the institution and make keynotes on how the different cultures perceive common issues affecting children in school. Having this information, I can then proceed to compare the beliefs of the different cultures with the rules and regulations of the institution. It is also essential to analyze the different perceptions of life that different cultures have. Finally, I would then research how to effectively communicate with individuals from different cultures, especially in personal matters.
The above guidelines will ensure that I have accurate information about a person’s cultural background before jumping into conclusions or giving advice. Such allows for proper guidance to be given to the student, without making them feel that their culture is inferior or appearing disrespectful to the student. Besides, knowing how to communicate with individuals from different cultures effectively will help in solving personal and school issues that might be facing them.
To further my growth in cultural competencies, I would ensure that I get to interact with the parents and inquire in a respectful manner about their culture and what to expect from a particular student. Also, be updated on the changes occurring in different communities and cultures is essential if one wants to help the diverse students effectively.
Hannah and Adara’s Ethical Issue
John Grashorn and Emily George
Psychology Capstone Project
Ethical Issue and Action Plan
When handling the issues that people face as either a psychologist or a counselor, it is paramount that the communication shared between the parties be help with strict confidentiality and professionalism. It is an ethical responsibility of the counselor to ensure that anything they discuss with the patient is not disclosed to anyone until the patient is ready and willing to share the information with the party of interest. In the case of Hanna and Adara, there is an ethical issue, especially when it comes to confidentiality within the practice of Hannah and the concept of confidentiality. The following paper discusses the individual, family, societal, cultural, and ethical issues that Hannah must think about as she interacts with Adara and her parents in regards to the personal issues of Adara.
Hanna and Adara Issue
Hannah, in the case, is a school counselor where the school often sends students to approach her when they are facing any personal issues. In other words, Hanna is the school psychologist who is supposed to help students with personal issues. Adara is among the students who have personal issues where she finds herself to be depressed and has issues with her faith where she is subjected to discrimination due to her religion and the fact that she is the only one who wears a hijab in school. Adara approaches Hanna, and she opts to express herself in the profession of Hannah, who later tells her parents hence questioning the ethical standing of Hannah in the disclosure.
The ethical approach
From an individual perspective, Adara is the subject of the discrimination of the whole issue. It then means that she is the most affected with the whole issue. Elliot (2009) continues to add that the ethical approach to any individual includes the consideration of whether a particular action would have caused harm to anyone or any other group of people. It then means that the ethical approach to any individual setting is the consideration of how these actions will impact other lives. Hannah would then have opted to have the consent of Adara before disclosing how she felt to anyone else, which ended up impacting her life and even possibly worsen the situation of her patient.
The society also needs to have an ethical approach to the issues that are facing the community. Heilbroner (2020) continues to add that social activism is among the social customs to be followed that is associated with coming to positive change within society. Hanna would then have to find productive ways to benefit the whole society, and the first step would be enabling Adara to overcome her issues. Hanna could first begin with the introduction of social education to the whole school, which will address the social appreciation of other cultures and diversity in the school.
There is also a need to acknowledge the establishment of a cultural setting that accommodates everyone. According to İbrahimoğlu, Çiğdem and Seyhan (2014), the concept of cultural ethics is essential since it will help different students of different cultures identify how they can accommodate each other despite the difference in beliefs. The case of Adara should be addressed with a cultural approach, and Adara needs to be more confident with her cultural beliefs and open with her parent of how the issue is affecting her. It will yield better results and make it easier for her counselor to be of assistance. Both Adara and her parents will work with the counselor to find out new ways where they can help Adara recover from the depression and have a better cultural perception.
The ethical dilemma presented in the scenario is that Hannah, a school counselor, told Adara’s parents that she had suicidal ideations. Now, Adara is angry with Hannah because she feels Hannah told Adara’s parents everything that she confided in Hannah. Adara wants to know if Hannah is supposed to keep everything she was told confidential. As a school counselor, Hannah isn’t obligated to keep everything she said confidentially. Especially if a student discloses that they are suicidal, Hannah is a mandatory reporter. If someone reveals safety concerns to her, then she must report the matter to the appropriate authorities. Unfortunately, in this scenario, Hannah told Adara’s parents about her disclosure, and now Adara is angry with Hannah for doing so. Adara feels Hannah betrayed her by telling her parents that she has suicidal ideations. Adara thought she was doing the right thing by confiding in Hannah, and she was most likely unaware that Hannah is obligated to report such safety concerns.
One remedy to the scenario would be for Hannah to be completely open with everyone she sees. Hannah should be upfront with her students so they are fully aware that she must report any safety concerns to the appropriate authorities (APA, 2017). Hannah could develop an obligation to disclose any sensitive, confidential disclosure information that is a safety concern. The form would clearly state and need to be acknowledged by the student who would explain that Hannah must report any safety concerns through informed consent (APA, 2017).
Hannah should also converse with her supervisor over the situation and discuss the issue together to formulate a plan or strategy that would be beneficial for Hannah and Adara. Perhaps Hannah’s supervisor has more experience with diversity and ethical dilemmas than Hannah. She would be able to apply past skills in similar situations that would assist with making an informed action plan for Hannah. Furthermore, Hannah and her supervisor could formulate a plan that would include Islamic diversity, education, sensitivity, and situational awareness (APA, 2017). Hannah and her supervisor could reach out to a colleague who has a diverse background in the Islamic culture to formulate a plan as long as Hannah and the supervisor did not divulge any sensitive information about Adara to the colleague (APA, 2017).
To resolve the ethical differences and better understand why Adara is so upset with Hannah for telling her parents about her suicidal ideations, Hannah needs to diversify herself in the Muslim culture. Hopefully, if Hannah gains knowledge about Muslim culture, this might explain why Adara is so upset with her. There might be a plausible explanation for Adara not to tell her parents what she has been going through. Maybe, if Adara told her parents that she was struggling, this might make the situation worse. So having Hannah tell Adara’s parents what she is going through may have made the situation for Adara that much worse. Ultimately, if Hannah understands Islamic beliefs, it will alleviate religious implications in culturally sensitive cases (Attum, B. et al., 2020).
The Smart Goals for Adara would be to have less depressive systems, speak openly with her parents, and make close peer connections with other students.
To begin with the first smart goal of having less depressive systems, we would want to include a counselor who could treat Adara for her suicidal ideations. This path would also include Adara’s parents, who will monitor Adara while she is at home. This will consist of Hannah so she can also watch Adara while she is at school and work with her on each of the issues she is struggling with at school, specifically the bullying. This is of the utmost importance for Adara’s wellbeing. Adara needs to feel safe and happy. Adara shouldn’t have to feel depressed because of other student’s ignorance and mean nature. School is hard because there will always be someone who says something stupid because they think it will be funny, or they like to hurt others because they are hurting themselves. To obtain this goal and measure whether this course of action is useful or not would begin with the counselor’s assessment and progress reports. This action will take time, so there shouldn’t be any immediate results. Adara’s parents and Hannah will provide their feedback on whether Adara is improving or getting worse. If Adara attends counseling twice a week for the next eight to twelve months, she should be able to resolve most of her issues and reduce any suicidal ideations if not eliminate them. Although this is a lengthy process, Adara should feel relief with her suicidal ideations and depressive emotions reasonably quickly, usually within the first month or two or 15 – 20 sessions (APA, 2017).
Next, Hannah will work with Adara and her parents in creating an open relationship, so Adara isn’t afraid to speak with them about the things that she is struggling with. Hannah should start with an open conversation with just Adara’s parents and express the importance and sensitivity of addressing Adara’s suicidal ideations and the bullying she is encountering because of her Islamic religion. Adara needs to be open with her parents. Ultimately, Adara’s parents are the ones who see Adara the most, probably the most important people in her life, and are the ones Adara is learning from. If Adara doesn’t have a relationship with her parents, then this will make a life for Adara that much more complicated and will leave her feeling alone and segregated from the world around her. To measure this goal, Hannah will speak with Adara to see if she can connect with her parents. Hannah will talk with Adara’s parents to see if they can connect with Adara and if there are resources she can provide. All of this should be achievable within a couple of weeks from the time of initiation.
Finally, Hannah can look for Hannah’s closest friends, and she can work with Adara and her friends as a group. Hannah should educate Adara and her friends about cyberbullying and how important it is to report any bullying that they see and how important it is to stand up against bullying in an attempt to stop it from occurring. This will show others that it isn’t okay to engage in bullying, and it will show others that bullying is not accepted. This is important to Adara’s wellbeing because part of the issue with Adara’s frustration is being singled out and feeling alone. Everyone needs someone, and as a teenager, it is imperative to have a social connection with others their age. Teenagers need someone they can talk to, express themselves with, and be open with. To measure this goal, it will be the easiest to evaluate and determine if progression is taking place. Adara will be exhibiting signs of improvement by being happy and less excluded if Adara is connecting with her peers and establishing close relationships. All of this should be obtainable within a couple of weeks from initiation.
American Psychological Association. (2017). Ethical principles of psychologists and
code of conduct (2002, amended effective June 1, 2010, and January 1, 2017). http://www.apa.org/ethics/code/index.html
Attum, B., Waheed, A., & Shamoon, Z. (2020, February 17). Cultural Competence in the
Care of Muslim Patients and Their Families. Retrieved from
American Psychological Association. PTSD Clinical Practice Guideline. (2017). How
Long will it take for Treatment to Work? Retrieved from https://www.apa.org/ptsd-guideline/patients-and-families/length-treatment.pdf
Elliot, D. (2009). Ethical Challenges: Building an Ethics Toolkit (pp. 1-59). Bloomington, IN: AuthorHouse.
Heilbroner, R. (2020). A Social Ethics Approach to Social Problems. Walls And Bridges, 1-19. Retrieved from https://www.sunypress.edu/pdf/60850.pdf
İbrahimoğlu, N., Çiğdem, Ş., & Seyhan, M. (2014). Relationship between Culture & Ethic: A Research in Terms of Cultural Diversity. Procedia – Social And Behavioral Sciences, 143, 1117-1119. doi: 10.1016/j.sbspro.2014.07.563