PSYC FPX 2200 Assessment 1: Applying Ethical Principles
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Assessment Overview:
PSYC FPX 2200 Assessment 1: is on developmental psychology. To use ethical principles at this level, you need to know how vulnerability changes over time. Assessment 1 usually asks students to look at a research study or clinical intervention that involves people at a certain stage of development, like kids, teens, or older adults. You need to show how the American Psychological Association (APA) Ethical Principles keep people safe and protect their rights as they get older.
How to Pass PSYC FPX 2200 Assessment 1: Applying Ethical Principles
- Pay attention to the “Life” part of Lifespan: Make sure that your examples are about issues that come up with different ages (for example, geriatric consent vs. pediatric assent).
- Capella’s nursing and psychology programs are very strict about formatting. Make sure that your references and citations in the text are correct.
- Word Count Tip: To reach 1000 words, add more to the “Special Populations” section by talking about the specific ethical risks that come with the developmental stage you chose.
- Look for “Distinguished” criteria on the rubric. These usually mean you need to talk about “multiple perspectives” or “complex social implications.”
Sample Assessment:
Introduction
The examination of human development requires a stringent ethical framework due to the subjects frequently being in their most vulnerable phases of life. Utilizing ethical principles in developmental psychology guarantees that the pursuit of knowledge regarding the human lifespan does not undermine the dignity or safety of the individuals concerned. This evaluation examines the ethical considerations for conducting research with adolescents, emphasizing the equilibrium between parental authority and the minor’s emerging autonomy.
Ethical Principles Across the Lifespan
When Applying Ethical Principles, developmental psychologists must adapt their approach to the cognitive and emotional level of the participant.
1. Beneficence and Non-maleficence: Protecting Growth
Beneficence means that you have to “do good.” In lifespan research, this entails safeguarding that a study does not disrupt a child’s typical development or an elderly individual’s stability. For instance, a longitudinal study on childhood trauma must provide immediate psychological support to adhere to the principle of non-maleficence, thereby preventing additional harm from the re-examination of traumatic memories.
2. Respect for Rights and Dignity: The Consent-Assent Model
This principle is the foundation of applying ethical principles to people who are not adults. A parent gives “Informed Consent” for their child to take part in a study, but the child must also give “Assent,” which means they agree in language that is appropriate for their age. An ethical professional respects a child’s autonomy if they say they want to stop, even if their parents say it’s okay.
3. Justice in Lifespan Research
Justice necessitates that no specific age demographic is unjustly targeted or excluded from the advantages of research. In the past, research was often done on college students and then applied to people of all ages. To use ethical principles today, we need research that includes people of all ages and fairly shows the diversity of the whole human lifespan.
4. Fidelity and Responsibility: The Role of the Guardian
Fidelity involves trust. In developmental psychology, the “trust” is often shared between the practitioner, the participant, and the participant’s legal guardians. Maintaining these boundaries requires clear communication about the limits of confidentiality, especially when dealing with adolescent “risky behaviors” that may require a breach of confidentiality for safety reasons.
Confidentiality and the “Duty to Warn” in Adolescence
The “limit of confidentiality” is a big problem when it comes to using ethical principles with teens. Teenagers often talk about things that are private, like drug use or sexual activity. The practitioner must find a balance between the adolescent’s right to privacy (Autonomy) and the need to protect them from harm (Beneficence). The APA Ethics Code says that if someone’s actions put someone’s life in immediate danger, the “Duty to Warn” parents or authorities takes precedence over the privacy agreement.
Ethical Decision-Making Model
To achieve a “Distinguished” grade, use a structured model to resolve a developmental dilemma:
- Identify the Developmental Context: Is the participant a child, teen, or senior?
- Consult the APA Code: Specifically Section 3 (Human Relations) and Section 8 (Research and Publication).
- Evaluate Stakeholder Rights: How do the rights of the participant clash with the rights of the guardian?
- Recommend an Action: Choose the path that maximizes Beneficence while respecting the highest possible degree of Autonomy.
PSYC FPX 2200 Assessment 1: Conclusion
It is becoming more difficult to use ethical principles in developmental psychology. As we learn more about how the brain works and how people grow up socially, our moral frameworks must also change. By following the APA’s rules of beneficence, justice, and respect, we make sure that the science of development stays a caring and safe field of study.
References (APA 7 Format)
- American Psychological Association. (2017). Ethical principles of psychologists and code of conduct. https://www.apa.org/ethics/code
- Beauchamp, T. L., & Childress, J. F. (2019). Principles of biomedical ethics. Oxford University Press. https://global.oup.com/
- Fisher, C. B. (2022). Decoding the ethics code: A practical guide for psychologists. SAGE Publications. https://www.sagepub.com/
- National Institute on Aging. (2023). Ethics in aging research. https://www.nia.nih.gov/
- Society for Research in Child Development. (2021). Ethical standards in child development research. https://www.srcd.org/
Rubric Breakdown
| Criterion | Distinguished | Proficient | Basic |
| Apply Ethical Principles | Synthesizes principles into a complex developmental context. | Applies principles to a specific age-related case. | Lists principles but lacks age-specific application. |
| Lifespan Analysis | Critically evaluates how vulnerability changes with age. | Identifies why a specific age group is vulnerable. | Fails to link age to ethical risk. |
| Consent & Assent | Flawlessly explains the legal/moral nuances of consent vs. assent. | Defines the difference between consent and assent. | Confuses consent with assent. |
| Communication | 1000+ words, expert tone, perfect APA 7. | Meets word count with minor errors. | Below word count or poor formatting. |
Step-by-Step Guide
- Choose a Stage of Development: Pick a case study or research scenario that looks at a certain age group, like a study on peer pressure among teens or memory loss among older people.
- Find developmental weaknesses: Explain why this group needs special ethical attention, like how children can’t make legal decisions or how older people might lose their ability to think clearly.
- Use the APA Ethics Code: Utilize the five General Principles: Beneficence, Fidelity, Integrity, Justice, and Respect for Rights and Dignity.
- Differentiate between Consent and Assent: It’s important for this class that you explain how to get “assent” from people who can’t legally “consent.”
- Use the APA Ethics Code and recent developmental psychology journals from the Capella University Library to put together evidence.
Frequently Asked Questions
Q: What is the difference between consent and assent?
Consent is a legally binding agreement made by an adult who is able to do so. Assent is when someone who can’t legally give consent (like a child) agrees to something along with the consent of a guardian.
Q: Should I follow the ANA or APA code of ethics?
You must follow the APA (American Psychological Association) code first, even if you are a nursing student.
Q: Is it okay to talk about old people in PSYC FPX 2200 Assessment 1?
Yes! Using ethical principles to help older people, especially those whose mental health is getting worse, is a high-level way to meet the lifespan requirement.
Integrity Note
Note: Only use this assessment example for learning and structure purpose. Do not submit as your own work.
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