PCO 512: ETHICAL, PROFESSIONAL, AND CONTEXTUAL
DIMENSIONS IN COUNSELING
Spring 2013 ▪ 3 Credit Hours
Monday, 12:30-3:10pm
Updated 11.9.12
Professor: Douglas A. Spears, Ph.D. LPCC/s
Email: doug.spears@ccuniversity.edu
Phone: 244-8428
Office: Counseling and Family Studies Department
Room – G-2
COURSE DESCRIPTION
A review of ethical and legal considerations in professional counseling, which includes an
introduction to ethical guidelines and standards of the American Counseling Association (ACA)
and Ohio Law (4757). An examination of professional issues, including counselor identity,
history and philosophy of the counseling profession, professional organizations, credentialing
and counselor self care. An examination of the role and scope of the service programs. Attention
is given to the identity, professional standards and organizations, and employment settings of the
community mental health counselor as well as an examination , management and evaluation of
mental health services including community programs, community interventions and needs
assessment in the public, private and church organizations.
COURSE RATIONALE
CACREP – The material in this course is designed to meet the Council on Accreditation of
Counseling and Related Educational Programs (CACREP) curriculum standards for masters
training. The specific standards states that students are required to have “common core curricular
experiences and demonstrated knowledge in each of the eight common core curricular areas are
required of all students in the program” and CMHC which states “students who are preparing to
work as clinical mental health counselors will demonstrate the professional knowledge, skills,
and practices necessary to address a wide variety of circumstances within the clinical mental
health counseling context specific standards.
Ohio – This course meets education requirements for Ohio Administrative Code (OAC) for
licensing requirements: 4757-13-01(A)(4)(k) and the Ohio Revised Code (ORC) for eligibility
for the LPCC credential: 4757.22(C)(1).
Kentucky – This course meets education requirements for Kentucky Revised Statutes (KRS) for
licensing requirements: 335.525(1)(d)(9), as well as the Kentucky Administrative Regulations
(KAR) for eligibility for the LPCC credential: 201 KAR 36:070.
Indiana – This course meets education requirements for Indiana Administrative Code (IAC) for
mental health counseling: 839 IAC 1-5-1(a)(6), as well as Indiana Code (IC) for eligibility for
the LMHC credential: IC 25-23.6-8.5-3(1)(H,I,J,K).
PCO 512 Syllabus (Spears), p. 2
COURSE OBJECTIVES
1. Identify, discuss, and demonstrate competency in critical ethical, legal, and social issues
underlying counseling practice in community mental health settings: CACREP II.G.1.a,
d, e, i; CMHC A.1, 5, 7; CMHC B.1; CMHC D.4; MAC 2.h.
2. Demonstrate knowledge of ACA ethical codes and guidelines and professional
responsibility: CACREP II.G.1.b, f-h, j; CACREP II.G.5.f; CMHC A.2-4, 7, 8; CMHC
C.1, 3, 5, 8, 9; MAC 1, 2h, 3.
3. Identify professional and legal implications (case and statutory) of professional
responsibilities regulation and the implications for counselor preparation and provision of
counseling services within a cultural context: CACREP II.G.1.c; CACREP II.G.5.f;
CMHC A.2, 5, 7, 8; CMHC B.2, CMHC E.2, 4, 6; MAC 1, 2h, 3.
METHOD OF INSTRUCTION
In general, the class will follow a brief lecture, discussion, interaction, role-playing, exploration
of issues, and utilizing class time for large/small group activities and exercises. Active
participation is required to help develop a richer understanding of the ethical and professional
issues facing counselors. Learning will be facilitated via discussion of readings/scenarios,
research, writing, and examinations. Students are expected to discuss their application, insights,
and understanding of the reading and the exercises with the instructor and other students. It is
essential that students prepare for class by reading assigned material prior to class.
REQUIRED MATERIALS
Moodle and Email:
All students enrolled in this course are required to check Moodle and their email weekly for the
duration of the course. Course announcements, changes to the syllabus, and memos from the
instructor will be distributed via Moodle and/or email. Students are responsible for all
information distributed in this manner.
TEXTS:
Corey, G., Corey, M., & Callanan, P. (2011). Issues and ethics in the helping professions (8th
ed.). Belmont, CA: Brooks/Cole.
(2007). Codes of ethics for the helping professions (3rd ed.). Belmont, CA: Thomson
Brooks/Cole. [packaged with Corey et al. (2011) text]Ethics Codes and Laws:
American Association of Christian Counselors. (2004). AACC code of ethics. Download from
http://aacc.net/about-us/code-of-ethics
Ohio Counselor, Social Worker, and Marriage and Family Therapist Board. (2012). Laws and
rules. Download from http://cswmft.ohio.gov/ (On Moodle)
GRADING/EVALUATION
Assignment
Pre-chapter self-inventories (10 x 5 pts each)
Chapter Quizzes (10 x 5 pts each)
Group Presentation/Ethical Analysis Paper
Exam 1
Exam 2
Points
50
50
100
100
100
A
A-
Points
475-500
460-474
Percentage
95-100%
92-94.99%
B+
B
445-459
430-444
89-91.99%
86-88.99%
PCO 512 Syllabus (Spears), p. 3
Exam 3 (Final)
Participation
Total
100
Priceless
500
BC+
C
CD+
D
DF
415-429
400-414
385-399
370-384
355-369
340-354
325-339
≤ 324
83-85.99%
80-82.99%
77-79.99%
74-76.99%
71-73.99%
68-70.99%
65-67.99%
< 64.99%
Pre-Chapter Self-Inventories (PCSI): At the beginning of each class period, you will turn in the
completed pre-chapter self-inventory for the day’s Corey et al. (2007) reading. Complete the
inventory once before reading the chapter and then go back and answer the questions again after
reading the chapter (record your second set of answers to the left of the answer blanks). Selfinventories may be downloaded from Moodle or you can provide your own photocopy from the
book. Each self-inventory is worth 10 points for a total of 100 points (20% of your final grade).
Course Objective(s): 1, 2, 3.
Group Presentation/Ethical Analysis Paper: Students will work in groups to present in case
format an issue and potential ethical dilemma relevant to their selected work settings (case
studies will be provided by the instructor or you may utilize an example of ethical violations
from the CWSMFT, ACA, or AACC websites). Groups will present recommended resolutions to
the issue through the application of an ethical decision making process. Each group must identify
and critically evaluate sections of the relevant professional ethical code that guide their
discussion and decision-making relative to the presented issue including the disposition. Groups
will work together throughout the course to review related professions’ codes of ethics (i.e.,
ACA, AACC), interview practicing counselors or counselor educators to determine how the
issue is currently perceived and addressed, and utilize current literature, research, and class
discussions to support the process. The 30 minute presentation should include: an overview of
the issue, the ethical dilemma, a step-by-step discussion through an ethical decision-making
process utilizing the specific ethical code(s), and a class discussion about the ethical dilemma.
Each group must submit the presentation and any handouts via Moodle so they may be posted
prior to the presentation date. Your paper should incorporate in-text citations and have a
reference list. The paper is worth 100 points (20% of your final grade).
Course Objective(s): 2
Professional writing:
All written work should conform to APA style. I highly recommend that you
purchase an APA publication manual for use during graduate school (and
beyond). Citation: American Psychological Association. (2009). Publication
manual of the American Psychological Association. Washington, DC: Author. If
you choose not to buy the publication manual, you may refer to the Mini-Manual
of Style, which summarizes APA style and can be downloaded from CCU’s
library webpage.
PCO 512 Syllabus (Spears), p. 4
Exams/Quizzes: Material for each of the three exams may be cumulative and taken from
readings, discussions, and lectures. The multiple choice examination will ask students to
demonstrate knowledge, understanding, application, analysis, evaluation and synthesis of
concepts related to legal, professional and ethical issues in community mental health counseling.
Exam items will be multiple choice. Exams are worth 100 points each for a total of 300 points.
Chapter Quizzes will prior to each chapter discussed in class with the exception of the first week
of the class. Quizzes are multiple choice to demonstrate knowledge and understanding of each
chapter. Quizzes are worth 5 points each for a total of 50 points.
Course Objective(s): 1, 2, 3.
IMPORTANT NOTES
Attendance and Participation: Because active discussion and experiential exercises are integral
parts of the learning experiences in this course, class attendance is expected and participation in
class activities and assignments is critical to your success in the course. If, for any reason, you
are unable to attend class, you are still held responsible for all in-class material and any
announcements made during class. Per the university’s policy (see the CCU student handbook),
you have two days that are excused without penalty. If you miss three days, an additional
assignment will be added. If you miss more than three classes, you will be dropped from the
class and will be required to reapply for readmission to the class. A decision about your return to
the class will be decided by the counseling academic committee. Because class time should be a
priority, absences for lateness will be assigned as follows: 15 minutes late = ¼ day absence, 30
minutes late = ½ day absence, and over 45 minutes = 1 day absence.
Graduate Coursework: Students who are planning on applying for licensure in Ohio as a
Professional Counselor, the Ohio Counselor, Social Worker, and Marriage and Family Therapist
Board states Rule 4757-3-01(J)(1) states: (1) “Graduate Coursework” is any coursework that
meets the requirements of a post-baccalaureate degree and in which the applicant received a
grade of “B-“ or higher.
Late Assignments & Missed Exams/Quizzes: All assignments and exams are expected to be
completed on time and due at the beginning of class on the due date. Late assignments will be
accepted only at the discretion of the instructor and will incur a penalty of 10% per day. If an
assignment is turned in after the start of class, it is considered late. Exams will not be given late
unless there is a personal medical or family emergency.
Christian Component: As we strive to provide a biblically-based approach to counseling, we
expect you to evaluate all readings and discussions from a Christian perspective and work to
integrate biblical truth into your life, thought, and work.
Student Conduct: Except under unusual circumstances, you should not arrive late or leave early.
Cell phones should be turned off. You should not IM, text-message, or surf the web during class.
Grades may be lowered a full letter grade for infractions. During discussions, everyone is
expected to be respectful of themselves and others. Keep in mind that it may not be appropriate
PCO 512 Syllabus (Spears), p. 5
to disclose your own psychological struggles to the class. If you become distressed about any
material/discussions, please talk with me and/or make an appointment to see a counselor.
Accommodations: Students with special needs should speak with me or provide documentation
to the office of Student Retention specifying accommodations required to help assure success.
Flexibility Clause: This syllabus is NOT a binding contract. The dates of lectures, exams,
projects, etc. may be revised as the term progresses. All modifications to the syllabus will be
announced in class and/or via Moodle.
PCO 512 Syllabus (Spears), p. 6
COURSE SCHEDULE
Date Topic
1.28
Introduction to course; getting acquainted
Introduction to field of counseling
Professional ethics
Course Objective(s): 1, 3.
2.4
Counselor as person and professional
Counselor self-care
Course Objective(s): 1,2,3.
2.11
Values and the helping relationship
Course Objective(s): 1,2,3.
2.18
Multicultural perspective and diversity
issues
Course Objective(s): 1,2,3.
2.25
Exam 1 - Course Objective(s): 1,2,3.
3.4
Spring Break
3.11
Client rights and counselor
responsibilities
Course Objective(s): 1,2,3.
3.18
Confidentiality
Multiple Relationships
Course Objective(s): 1,2,3.
3.25
Competence and training
Professional organizations
Professional journals
Course Objective(s): 1,2,3.
4.1
Exam 2 - Course Objective(s): 1,2,3.
4.8
Supervision and consultation
Course Objective(s): 1,2,3,4,5,6
4.15
Learning Lab 1
4.22
Theory, practice, and research
Marital and family therapy
Course Objective(s): 1,2,3.
4.29
Group
Course Objective(s): 1,2,3.
5.6
Community Work
Course Objective(s): 1,2,3.
5.13
Final Exam - Course Objective(s): 1,2,3.
Reading/Assignment
Self-Assessment in Corey et al.
Corey et al. Chapter 1
Corey et al. Chapter 2; PCSI
Quiz – 1, 2
Corey et al. Chapter 3; PCSI
Quiz – 3
Corey et. Chapter 4; PCSI
Ohio Laws & Rules
Quiz – 4
Corey et al. Chapter 5; PCSI
ACA Code of Ethics
Quiz – 5
Corey et al. Chapter 6; PCSI
Corey et al. Chapter 7; PCSI
Quiz – 6 & 7
Corey et al. Chapter 8; PCSI
AACC Code of Ethics
Quiz – 8
Corey et al. Chapter 9
Quiz – 9
Learning Lab 1
Corey et al. Chapter 10; PCSI
Corey et al. Chapter 11; PCSI
Quiz – 10 & 11
Corey et al. Chapter 12; PCSI
Quiz – 12
Corey et al. Chapter 13; PCSI
Quiz – 13
Group Report Project Rubric
PCO 512 Syllabus (Spears), p. 7
Exceeds Expectations Meets Expectations
Does Not Meet
3 pts
2 pts
Expectations 1 pt
Information is presented The report has focus
The organization of the
and presents ideas in a report is poor; the report
General Report in a clear, concise,
focused manner in the
logical sequence
fails to reflect graduate
proper order with the
level performance and/or
correct headings.
the report is not turned in
on time.
The
report
is
of
adequate
The
report
is
of
The report does not
Content
adequate length.
adequately report the test
(Identified relevant length to present the
professional codes) information and report There may be gaps in nor present the
the codes coherently.
what is presented, but relevant/necessary codes
the report demonstrates and information is
understanding of the
lacking.
information presented
Information is presented Information is
Information is not
Writing Style
in an orderly manner.
presented in an orderly presented in an orderly
The writer expressed
manner.
manner.
him/herself smoothly and The writer expressed The writer did not express
precisely.
him/herself smoothly him/herself smoothly and
The writer has avoided and precisely.
precisely.
redundancy, wordiness, There is little
The writer has not avoided
jargon, evasiveness,
redundancy, wordiness, redundancy, wordiness,
overuse of the passive
jargon, evasiveness,
jargon, evasiveness,
voice, circumlocution,
overuse of the passive overuse of the passive
and clumsy prose.
voice, circumlocution, voice, circumlocution, and
There are few errors in and clumsy prose.
clumsy prose.
grammar, spelling, and Errors in grammar,
There are many errors in
punctuation.
spelling, and
grammar, spelling, and
punctuation are present, punctuation.
but do not significant.
Report is written in an
There are minimal
The report is not
APA Style
appropriately
errors in APA style, but consistent with APA style.
professional style.
they do not detract from
All elements of the report the overall quality of
are consistent with APA the report.
guidelines.
PCO 512 Syllabus (Spears), p. 8
Use of Language: Constructions that might Constructions are free Constructions include
from bias with one or some significant bias.
Cultural Awareness imply bias against
persons have been
two minor exceptions. Readers may be offended.
avoided.
Differences are
mentioned only when
relevant.
Writing reflects respect
for others and the reader.
PCO 512 Syllabus (Spears), p. 9
Oral Presentation Rubric
Oral Communication: Expressing ideas clearly when communicating orally.
Exceeds Expectations
Meets Expectations
Does Not Meet
Criteria
3 pts.
2 pts.
Expectations 1 pt.
Listener can follow
presentation with effort.
Presentation is
Presentation is clear, logical
Some arguments are
generally clear and
and organized.
not clear.
well- organized.
Organization
Listener can follow line of
Organization seems
A few minor points
reasoning.
haphazard.
may be confusing
Listeners may be
confused
Level of presentation is Aspects of presentation
Level of presentation is
generally appropriate. are too elementary or
appropriate for the audience.
Pacing is sometimes too sophisticated for
Presentation is a planned
too fast or slow.
audience.
conversation, paced for
The presenter seems Presenter seems
audience understanding.
Style
slightly uncomfortable uncomfortable and can
It is NOT a reading of a paper.
at times, and the
be heard only if listener
Speaker is clearly comfortable
audience occasionally is very attentive.
in front of the group and can be
has trouble hearing the Much of the
heard by all.
him/her.
information is read.
Communication aids
Communication aids enhance
Communication aids are poorly prepared or
Use of
the presentation.
contribute to the quality used inappropriately or
Communication
They are prepared in a
of the presentation.
are absent.
Aids
professional manner.
Font size is appropriate Font is too small to be
(e.g.,
Font on visuals is large enough
for reading.
easily seen.
Transparencies,
to be seen by all.
Appropriate
Too much information
Slides, Posters,
Information is organized to
information is included. is included.
Handouts,
maximize audience
Some material is not Unimportant material is
Computerunderstanding.
supported by visual
highlighted.
Generated
Detail is minimized so that
aids.
Listeners may be
Materials)
main points stand out.
confused
Speaker provides an accurate For the most part,
Explanations of
and complete explanation of explanations of
concepts and/or
key concepts and theories,
concepts and theories theories are inaccurate
are accurate and
or incomplete.
Content: Depth drawing upon relevant
complete.
Little attempt is made
of Content literature.
Applications of theory are
Some helpful
to tie theory to practice.
included to illuminate issues. applications are
Listeners gain little
Listeners gain insights.
included.
from the presentation.
PCO 512 Syllabus (Spears), p. 10
Criteria
Content:
Accuracy of
Content
Use of
Language:
Grammar and
Word Choice
Use of
Language:
Cultural
Awareness
Personal
Appearance
Does Not Meet
Expectations
Enough errors are made
to distract a
knowledgeable listener,
but some information is
accurate.
The presentation is
No significant errors
useful if the listener can
are made.
Information (names, facts, etc.)
determine what
Listeners recognize any
included in the presentation is
information is reliable.
errors to be the result of
consistently accurate.
Information included is
nervousness or
sufficiently inaccurate
oversight.
that the listener cannot
depend on the
presentation as a source
of accurate information.
Listeners may have
been misled.
Listeners can follow the
For the most part,
presentation, but some
sentences are complete
Sentences are complete and
grammatical errors and
and grammatically
grammatically correct, and
use of slang are evident.
correct, and they flow
they flow together easily.
Some sentences are
together easily.
Words are chosen for their
incomplete, halting,
With a few exceptions,
precise meaning.
and/or vocabulary is
words are chosen for
somewhat limited or
their precise meaning.
inappropriate.
Oral language and/or
Oral language and body
body language includes
Both oral language and body language are free from
some significant bias.
language are free from bias.
bias with one or two
Listeners may be
minor exceptions.
offended.
For the most part,
Personal appearance is
Personal appearance is
personal appearance is
somewhat inappropriate
completely appropriate for the appropriate for the
for the occasion and
occasion and the audience.
occasion and the
audience.
audience.
Exceeds Expectations
Meets Expectations