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Indiana University-Purdue University Fort Wayne
School of Education
Counselor Education Program
Course Syllabus
G502 Professional Orientation and Ethics
Summer II, 2009
Instructor: James Burg, Ph.D.
Phone:
(260) 481-5406
Fax:
(260) 481-5408
E-mail:
burgj@ipfw.edu
Office Hours: by appointment
Class Schedule: Tuesday and Thursday, 4:30 to 7:50; DN 183
Course Descriptions from the Graduate Bulletin:
Studies that provide an understanding of all aspects of professional functioning including
history, roles, organizational structures, ethics, standards, and credentialing.
Overview:
This course will address ethical, legal, and professional issues in counseling and therapy.
Attention will be given to ethical codes, best practices, and licensure laws. Course
assignments include applications to both personal and professional life. Learning
activities used include: large and small group discussion, lecture, group projects,
demonstrations, hands-on-learning activities, and integrative writing projects.
Required Texts:
Wilcoxson, S.A, Remley, T., Gladding, S., & Huber, C. (2007). Ethical, Legal, and
Professional Issues in the Practice of Marriage and Family Therapy, Fourth
Edition. Merrill/Prentice Hall. ISBN: 0-13-112034-4
Gehart, D. (2010). Mastering Competencies in Family Therapy: A Practical Approach to
Theories and Clinical Case Documentation. Brooks/Cole, Cengage Learning.
ISBN: 13:978-0-495-59724-7. (NOTE: This book will be used in several courses)
Course Objectives:
1. Students will demonstrate knowledge of ethical codes and practices in
counseling/therapy. SOE Framework: Democracy & Community, Habits of mind; CACREP &
NBCC: Professional Identity; IHPB: Collaboration, Legal and Ethical; COAMFTE: 300.00, 300.02,
340.02, 340.03, 340.04, 340.05; IPSB: Standards 2, 3, 6, 7, 8, 9.
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2. Students will demonstrate the ability to use an ethical decision making model for
resolving ethical dilemmas. SOE Framework: Democracy & Community, Habits of mind;
CACREP & NBCC: Professional Identity; IHPB: Collaboration, Legal and Ethical; COAMFTE:
300.00, 300.02, 340.02, 340.03, 340.04, 340.05; IPSB: Standards 2, 3, 6, 7, 8, 9.
3. Students will demonstrate knowledge of the best practices in marriage and family
therapy. SOE Framework: Democracy & Community, Habits of mind; CACREP & NBCC:
Professional Identity; IHPB: Collaboration, Legal and Ethical; COAMFTE: 300.00, 300.02, 340.02,
340.03, 340.04, 340.05; IPSB: Standards 2, 3, 6, 7, 8, 9.
4. Students will demonstrate knowledge of their respective licensure laws. SOE
Framework: Democracy & Community, Habits of mind; CACREP & NBCC: Professional Identity;
IHPB: Collaboration, Legal and Ethical; COAMFTE: 300.00, 300.02, 340.02, 340.03, 340.04,
340.05; IPSB: Standards 2, 3, 6, 7, 8, 9.
AAMFT Core Competencies Covered
1.1.3 Conceptual: Understand the behavioral health care delivery system, its impact on the services
provided, and the barriers and disparities in the system
1.5.1 Professional: Understand the legal requirements and limitations for working with vulnerable
populations (e.g., minors).
3.1.2 Conceptual: Understand the liabilities incurred when billing third parties, the codes necessary
for reimbursement, and how to use them correctly.
5.1.1 Conceptual: Know state, federal, and provincial laws and regulations that apply to the practice
of marriage and family therapy.
5.1.2 Conceptual: Know professional ethics and standards of practice that apply to the practice of
marriage and family therapy.
5.1.3 Conceptual: Know policies and procedures of the practice setting.
5.1.4 Conceptual: Understand the process of making an ethical decision.
5.2.1 Perceptual: Recognize situations in which ethics, laws, professional liability, and standards of
practice apply.
5.2.2 Perceptual: Recognize ethical dilemmas in practice setting.
5.2.3 Perceptual: Recognize when a legal consultation is necessary.
5.4.1 Evaluative: Evaluate activities related to ethics, legal issues, and practice standards.
Note: this course is part of the final comprehensive exam. Students should retain notes,
exams and papers.
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Course Requirements:
Assignment _______
1. Indiana Code Reflection
2. Ethics Application Paper
3. Critical Moment Video
4. Critical Moment Paper
5. Participation
Points
50
200
100
100
50
TOTAL = 500
All final course grades in the Counselor Education Program are assigned as delineated
in the chart below. Note: IPFW does not distinguish between an “A” and an “A+” in GPA
points (both equal 4.0).
Percentage
Equivalent
99-100
94-98
90-93
87-89
83-86
80-82
77-79
73-76
70-72
67-69
63-66
60-62
< 60
Letter
Grade
A+
A
AB+
B
BC+
C
CD+
D
DF
Grade
Points
4.0
4.0
3.7
3.3
3.0
2.7
2.3
2.0
1.7
1.3
1.0
0.7
0.0
Assignments
1. Indiana Code Reflection (50 points)
Knowledge of the laws that establish and bound the MFT profession are essential
to professional practice. In a 4-5 page paper, describe items of the Indiana Code
that stand out to you and reflect on their relevancy to practice. You should also
compare and contrast items between LMFT, LMHC, and LMSW licenses. For this
you will need a copy of the Indiana Code - Statute and Administrative Rules.
There is significant information available at the licensing board’s website (look at
http://www.in.gov/pla/social.htm for IC 25-23.6, 25-1-9, Title 839).
2. Ethics Application Paper (200 points). In a 5-7 page, APA formatted paper,
describe a potential ethical issue. You should then discuss which ethical codes
apply to this issue. Finally, work through a decision making model to explain and
support your conclusions for the most appropriate action. Multiple citations from
the scholarly press are expected.
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3. Critical Moment Video (100 points for the video)
Working with a group of no more than four students, you will produce a roleplayed video demonstrating a therapist handling some form of critical legal or
ethical moment in therapy (e.g., duty to warn, confidentiality, disclosure of an affair
in an individual session while engaged in couple’s therapy). You may show either
a well-addressed issue or a situation where the therapist acted inappropriately.
Each student must turn in their own video. This can be done using the clinic
equipment and does not have to be specially edited (note the clinic uses DVD-r
disks). The DVD should be “finalized” to allow playback on other DVD players (see
step 4). The video will be graded on the clarity of the therapist’s response, how
well it fit the given situation (or demonstrated the wrong way to do it), the quality of
the delivery, and the clarity of the explanation (at the beginning) and the analysis
(at the end).
The video will focus on the resolution of a critical moment in the natural context or
flow of a session, therefore each vignette may be about 10-15 minutes in length.
I. The video should start with the therapist explaining to the camera:
a. what the critical issue is (define it, why is it a legal or ethical problem)
b. how the therapist will address this particular moment
c. what the intended result of the intervention is for this client
II. Proceed immediately into the role-play:
a. Start with enough dialogue to place the incident and intervention in
context
b. Deliver the intervention or sequence of interventions
c. Continue with the role-play long enough to demonstrate its impact or
follow-up sequencing of interventions.
III. The video should end with the therapist explaining to the camera:
a. His/her opinion on how well the issue was responded to, as well as how
well the intervention was targeted and delivered.
b. An analysis of what went well and what s/he would do differently.
c. A brief reflection on how the intervention would be adapted to meet the
needs of diverse clients.
IV. Finalize the video. On the remote in the clinic (make sure you have the right
one for the DVD player), push: Functions, Disk Settings, Finalize, Yes,
Start. When done, press Enter to escape back to the menu. Note: once the
disk is finalized, it cannot be recorded on again.
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4. Critical Moment Paper (100 points)
In a 4-5 page, double-spaced paper, with appropriate citations,
a. Briefly describe the critical issue dealt with in your video.
b. Discuss what professional resources guided your decision-making process
and how you arrived at the appropriate response to the situation.
c. Critically evaluation your video recorded response and how you might
improve or modify it in future situations.
d. Reflect on how you might modify your response based on cultural or ethnic
issues.
5. Participation (50 points). Students will be graded on participation. Participation
provides evidence of learning and critical thinking, articulation and involvement.
Participation involves incorporating course readings into the discussion as well as
personal reflections or opinions. You must participate to receive all points. This will
also cover e-learning discussions.
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SCORING RUBRIC FOR COUNSELOR EDUCATION PROGRAM
WRITTEN ASSIGNMENTS
Description
Percentage
of Points
The project meets all the major and minor project requirements.
The project contains no more than one or two grammatical or
spelling errors. The project design and organization is clear, coherent,
and easy to follow. Much critical thought and analysis is evident.
Strong evidence is present of scholarly research. The project topic
is highly relevant and material to the learning needs of counselors
and therapists.
100%
The project meets all the major project requirements, but may not
meet one minor requirement. The project contains very few grammatical
and/or spelling errors. The project design and organization is clear, coherent,
and easy to follow. Critical thought and analysis is evident. Some evidence
is present of scholarly research. The project topic is relevant and material to
the learning needs of counselors and therapists.
89%
90%
80%
The project substantially meets all of the major project requirements but
79%
may not meet minor requirements. The project may contain some grammatical
and/or spelling errors. The project is designed well and organized well. Some
minimal critical thought and analysis is evident. Some, but not significant,
evidence is present of scholarly research. The project topic is somewhat
relevant and material to the learning needs of counselors and therapists.
70%
The project meets most, but not all, of the major project requirements. Only
minimal evidence of scholarly research is present. The project may contain
several grammatical and/or spelling errors. The project is not well-designed
and organized. Minimal critical thought and analysis is evident. Little evidence
of scholarly research is present. The project topic is not in a significantly and
meaningful way relevant and material to the learning needs of counselors and
therapists.
69%
60%
The project does not in a substantial way meet most of the major project
59%
requirements. The project may contain numerous grammatical and/or spelling
errors. A lack of intelligent design and organization is evident. No critical
thought and analysis is evident. No evidence of scholarly research is present.
The project topic is not relevant and material to the learning needs of counselors
and therapists.
0%
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Student Name: _____________________________ Course: __________
Instructor: _________
Counselor Education Presentation Rubric
Subject
Knowledge
0
3
6
Student has very
limited grasp of
information; cannot
answer questions
about subject.
Student has
superficial
understanding and is
able to answer only
rudimentary
questions, may fail
to elaborate.
Student understands
most information
and answers most
questions with
explanations and
some elaboration.
Student demonstrates
full knowledge (more
than required) and
answers class
questions with
explanations and
elaboration.
Student provides
limited analysis,
synthesis,
evaluation, or
application of the
material through
his/her perspective
Student provides
some analysis,
synthesis,
evaluation, or
application of the
material through
his/her perspective
Student provides a
professional and
complex analysis,
synthesis, evaluation,
or application of the
material through
his/her perspective
Student only repeats
source material, no
analysis, synthesis,
Critical Analysis/
evaluation, or
Application
application of the
material through
his/her perspective
0
1
9
2
3
Student presents
information in
logical sequence
which audience can
follow.
Student presents
information in logical,
interesting sequence
which audience can
follow.
Organization
Audience cannot
understand
presentation
because there is no
sequence of
information.
Audience has
difficulty following
presentation due to
limited sequencing.
Visual Aids
Student uses
superfluous visual
aids or no visual
aids.
Student occasionally Student's visual aids Student's visual aids
uses visual aids that relate to the
explain and reinforce
offer limited support. presentation.
the presentation.
Mechanics
Student's
presentation has
Presentation has two
three or more
misspellings and/or
spelling and/or
grammatical errors.
grammatical errors.
Eye Contact
Student maintains
Student occasionally
Student makes no
eye contact most of
uses eye contact, but
eye contact and only
the time but
still reads mostly
reads from notes.
frequently returns to
from notes.
notes.
Verbal
Techniques
Student mumbles,
incorrectly
pronounces terms,
or speaks too quietly
for audience in the
back of class to
hear.
Student's voice is
low. Student
incorrectly
pronounces terms.
Audience members
have difficulty
hearing
presentation.
Presentation has no
Presentation has no
more than one
misspellings or
misspelling and/or
grammatical errors.
grammatical errors.
Student's voice is
clear. Student
pronounces most
words correctly.
Most audience
members can hear
presentation.
Student maintains eye
contact with audience,
with limited
dependence on notes.
Student uses a clear
voice and correct,
precise pronunciation
of terms so that all
audience members can
hear presentation.
TOTAL POINTS
Scoring: A= 30-33 B= 26-29 C= 23-26 D=20-22
Adopted: 4/08
Total
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Course Policies
The IPFW Student Handbook and the Counselor Education Orientation Handbook
describe policies regarding to matters of attendance, plagiarism and grade appeal.
Please familiarize yourself with these policies.
Attendance
This class covers a tremendous amount of complex material at a fast pace. It is expected
that you will be present at each class and arrive on time. As stated in the program
manual, more than two missed classes will result in reduction of your overall grade by
one letter grade. Coming to class late, answering cell phones, or leaving early is a
distraction to both you and your peers’ learning. Repeated problems in these areas may
result in a grade reduction at the discretion of the instructor.
Late Assignments
Assignments must be submitted at the beginning of class or they will be considered late.
Late assignments will receive a one-letter grade reduction (10%). An assignment will lose
an additional 5% for each additional day it is late. Exceptions may be granted on a very
limited basis for extenuating circumstances.
Writing Quality
As a professional counselor or therapist, much of your communication with other
professionals will be in writing. Students are encouraged to visit the Writing Center at
Kettler G35 if the quality of their writing assignments does not meet the standards
expected of a graduate student. Students may sign up for an appointment or walk-in for
help (priority is given to those with appointments). The Writing Center staff will not revise,
edit, or proofread your papers for you, but will help you learn how to better do this on
your own. You can get free help brainstorming, developing, and organizing ideas and
learning how to revise and edit final drafts by visiting the Writing Center.
Weather Cancellations- 481-5770 or 481-6050
Disabilities
If you have or acquire a disability and would like to find out what special services and
accommodations may be available to you, contact services for students with disabilities
in Wu 118 & 218, voice/tty.
Issues Related to Diversity and Multiculturalism
Issues related to student diversity will be addressed in each of the courses in the
Counselor Education Program. This means that differences in individuals and groups will
be discussed. It is our understanding that different contexts result in different worldviews.
Counselors must always be sensitive to the possible differences in perceptions and
beliefs that exist outside of their own.
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Tentative Class Schedule
The instructor reserves the right to modify and/or change the course syllabus as needed
during the course. In case of the cancellation of a class session, the professor will modify
the course syllabus to cover relevant topics. Canceled classes will not be made up.
Session
Date
Topic and Assignments
1
Tu
6/30
Introduction
Syllabus Review
2
Th
7/2
History of Marriage and Family Therapy
Wilcoxon Ch 1: Values as a Context for Therapy
Wilcoxon Ch 2: Marriage and Family Therapy: A Framework
of Systems and Layers
Gehart Ch 1 Competency in Family Therapy
***********************
3
Tu
7/7
4
Th
7/9
***********************
5
Tu
7/14
6
Th
7/16
***********************
7
Tu
7/21
Wilcoxon Ch 11: Professional Identity as a Marriage and
Family Therapist
Lecture: Licensing in Indiana
NO CLASS (participate in discussion on Blackboard between
7/8 and 7/13)
Licensing reflection is due via e-mail
Guest Lecturer- CPS reporting (SCAN)
Wilcoxon Ch 3: Promoting Ethical Practice
Wilcoxon Ch 4: Unique Ethical Considerations in MFT
Wilcoxon Ch 5: Intimate Power Violence
HIPPA review
Wilcoxon Ch 6: Contemporary Ethical Issues
Wilcoxon Ch 7: Ethical Accountability: A Casebook
8
Th
7/23
***********************
9
Tu
7/28
New Student Orientation – CE Faculty
10
Wilcoxon Ch 9: Family Law
Wilcoxon Ch 10: Legal Considerations
Th
7/30
***********************
11
Tu
8/4
12
Th
8/6
Ethical Application Paper Due
Wilcoxon Ch 8: The MFT: Roles and Responsibilities Within
the Legal System
Wilcoxon Ch 12: Contemporary Professional Issues
Critical Moment Paper/Video due
Discussion of critical moments
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Professor Biography
Dr. Burg is an associate professor of Counselor Education, Chair of the
Department of Professional Studies, and Director of the Counselor Education Program.
Dr. Burg is a Clinical Member and Approved Supervisor of the American Association for
Marriage and Family Therapy, and is a past-president of the Indiana Association for
Marriage and Family Therapy. He is chair of the Marriage and Family Enrichment Focus
Group for the National Council on Family Relations. His professional and research
interests are in the area of building stronger marriages, and he developed and directs the
Healthy Marriages of Allen County and Healthy Marriages Sturgis programs, two
community-wide marriage enrichment initiatives. Dr. Burg received his B.A. in psychology
and sociology, and his M.A. in marriage and family therapy from Michigan State
University. His Ph.D. in marriage and family therapy is from Purdue University. He is a
Licensed Marriage and Family Therapist and a Licensed Mental Health Counselor and
has 17 years of experience as a therapist, working in private practice, mental health
agencies, and a psychiatric hospital.
IPFW SCHOOL OF EDUCATION MISSION STATEMENT
(adopted January 10, 1996)
To prepare professionals in teaching, counseling, and leadership who demonstrate the capacity and
willingness to continuously improve schools and related entities so that they become more effective with
their clients by:
·
Becoming more caring, humane, and functional citizens in a global, multicultural,
democratic society;
·
Improving the human condition by creating positive learning environments;
·
Becoming change agents by demonstrating reflective professional practice;
·
Solving client problems through clear, creative analyses;
·
Assessing client performance and creating and executing effective teaching,
counseling, and educational leadership by utilizing a variety of methodologies
reflecting current related research;
·
Utilizing interdisciplinary scholarship, demonstrating technological and critical
literacy, and effectively communicating with all stakeholders.
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IPFW SCHOOL OF EDUCATION CONCEPTUAL FRAMEWORK:
A LEARNING AND LEADERSHIP MODEL
We in the School of Education are committed to the following conceptual framework for our program:
1.
Democracy and Community
Effective educators, such as teachers, counselors, and administrators need to be part of a dynamic
educational community as a model for the climate of community they hope to create. To do this, these
educators need an understanding of the moral, cultural, social, political, and economic foundations of our
society. Consequently, the SOE should foster a democratic, just, inclusive learning community
among its students, faculty, and staff, and with all other stakeholders in the educational enterprise.
2.
Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They practice critical reflection in all
endeavors. Within the context of a compassionate, caring community, educators foster habits of mind
necessary to engage learners, such as investigating, inquiring, challenging, critiquing, questioning, and
evaluating. Consequently, the SOE must integrate critical habits of mind in all aspects of the
teaching/learning process.
3.
Pedagogy
Effective educators need to understand multiple approaches to pedagogy as well as the multiple roles of the
teacher, such as facilitator, guide, role model, scholar, and motivator. Educators appreciate and are
receptive to the diverse perspectives, modes of understanding, and social circumstances that they and their
students bring to the educational setting. Consequently, the SOE needs to prepare educators to
understand and use pedagogy creatively and thereby ensure active learning, conceptual
understanding, and meaningful growth.
4.
Knowledge
Effective educators need to be well-grounded in the content which they expect to teach. Educators need to
understand how knowledge is constructed, how the processes of inquiry are applied, how domains of
knowledge are established, how disciplines can be integrated and most effectively communicated to their
students. Educators also need understanding of themselves, of communities in which they intend to teach
and of students.
Consequently, the SOE should immerse educators in nurturing learning
communities that deepen knowledge, and encourage on-going intellectual, emotional, and personal
growth.
5.
Experience
Effective educators learn their craft through experiences in actual educational settings. Through on-site
campus activities and field-based experiences, students will observe and emulate exemplary teaching and
learning. These educators will practice, collaborate, and interact with practitioners and their students.
Consequently, the SOE must integrate field and/or clinical experiences that reflect the diversity of
educators, students, and schools into all aspects of the curriculum, and help educators to assess
and reflect on those experiences.
6.
Leadership
Effective educators are leaders. They have developed educational and social visions informed by historical
and cultural perspectives. They strive to set the highest goals for themselves and inspire students to do
likewise. Educators are enriched by the convergence of knowledge, theory and practice as they
optimistically face the educational challenges of the twenty-first century. Consequently, the SOE must
provide opportunities for educators to develop as leaders in their procession and in their
communities.
* “Educator” is broadly defined as pre-service teachers, administrators, and counselors.