CLINICAL PSYCHOLOGY DEPARTMENT PS801: Ethics, Standards, and Professional Practice Semester, Year: Summer 2023 Course Day/Time: Thursdays 3 – 5:50pm Location: Remote Instruction Start Date: 5/16/2023 End Date: 7/6/2023 Delivery Format: Remote Course Length: 15 sessions/8 weeks Contact Hours: 45 Prerequisite: None 3 credits Instructor qualifications to teach this course: Dr. King has a longstanding interest in ethical practice, is knowledgeable about the APA Code of Ethics, and has no outstanding ethical complaints filed against her. She has taught Ethics multiple times at William James College as well as at the Masters’ and CAGS level at Cambridge College. She has provided clinical supervision of psychotherapy and psychological assessment for over five years in a variety of settings including inpatient psychiatry, elder protective services, Veterans’ Administration, and William James’ Brenner Center. She has trained and been a supervisor for students within Massachusetts’ elder protective services. She has also led workshops on suicide risk assessment and managing provider distress during suicidal emergencies. Dr. King is also experienced on the business side of practice as the founder and director of Dearborn Wellness, LLC. Course Description: This course provides students with a thorough review of the APA Ethics Code and other regulatory standards of practice. Ethics cases and their application(s) to clinical practice are used to deepen students’ understanding of how these standards and principles are applied. Course Goals: The purpose of this course is for students to develop competence in the knowledge and application of ethics and regulations to their professional practice. Students will also begin to develop a plan for their post graduate school career. Course Objectives: 1. Student demonstrates a mature understanding of the APA Ethics Code and its application to professional practice. 2. Students demonstrate ability to consider values and priorities among diverse groups (e.g. racial/ethnic minorities, socioeconomic status, sexual orientation) and use such awareness to inform ethical decision-making. 3. Students articulate an understanding of steps in ethical decision making and demonstrate application of them to clinical dilemmas. 4. Students demonstrate appreciation of the ethics of evidence-based psychotherapy practice. 5. Student demonstrates an understanding of relevant Massachusetts Laws, their interaction with the APA Ethics Code and their application to professional practice. PS 801 Ethics, King, Summer 2023 Page 2 of 13 6. Student demonstrates basic understanding of regulations which apply to the professional practice of psychology. Required Readings: Textbooks: Behnke, S.H. & Hilliard, J.T. (1999). The Essentials of Massachusetts Mental Health Law. W.W. Norton; New York. Note: Paper copies available in WJC Library Fisher, C.B. (2022) Decoding the Ethics Code: A Practical Guide for Psychologists 5th Edition. Sage; Thousand Oaks. Pope, K.S., Sonne, J.L., & Greene, B. (2006). What Therapists Don’t Talk About and Why: Understanding Taboos that Hurt Us and Our Clients. American Psychological Assoc., Washington. NOTE: This text is available for free through eBook Central. Required Articles: American Psychological Association. (2017). Ethical principles of psychologists and code of conduct. Washington DC: Author. Francis, P. (2015). A Review of Contemporary Ethical Decision-Making Models for Mental Health Professionals. Retrieved from https://files.eric.ed.gov/fulltext/ED565003.pdf. Ling, T. & Hauck, J. (2016). The ETHICS Model: Comprehensive, Ethical Decision Making. Ideas and Research You Can Use: VISTAS 2017, 1-12. Other supplementary readings will occasionally be added on the Canvas course page based on student interest and instructor discretion (e.g., links to Mass.gov to read legal standards). Optional Readings: Optional Textbooks: Nagy, T.F. (2005) Ethics in Plain English: An Illustrative Casebook for Psychologists. Second Edition. American Psychological Association, Washington Walfish, S. & Barnett, J. (2009) Financial Success in Mental Health Practice. American Psychological Association, Washington. NOTE: This text is available free through eBook Central. Optional Articles: Anderson, S. & Guyton, M. (2013). Ethics in an age of information seekers: A survey of licensed healthcare providers about online social networking. Journal of technology in human services, 31, 112-128. PS 801 Ethics, King, Summer 2023 Page 3 of 13 Boness, C., Younggren, J., & Frumkin., I. (2017). The certification of emotional support animals: Differences between clinical and forensic mental health practitioners. Professional Psychology: Research and Practice, 48(3), 216-223. Gabbard, G., Kassaw, K., & Perez-Garcia, G. (2011). Professional boundaries in the era of the internet. Academic Psychiatry, 35, 168-174. Harris, E. & Younggren, J. (2011). Risk management in the digital world. Professional Psychology: Research and Practice, 42(6), 412-418. Kolmes, K. (2012). Social media in the future of professional psychology. Professional Psychology: Research and Practice, 43(6), 606-612. Recupero, P. (2006). Legal concerns for psychiatrists who maintain websites. Psychiatric Services, 57(4), 450-452. Younggren, J., Boisvert, J., & Boness, C. (2016). Examining emotional support animals and role conflicts in professional psychology. Professional Psychology: Research and Practice, 47(4), 255260. Other Reference Material (Available on Canvas Course Page): Massachusetts Board of Registration of Psychologists Website: https://www.mass.gov/orgs/board-of-registration-of-psychologists COURSE EXPECTATIONS Please refer to the WJC Graduate or Undergraduate Student Handbook regarding Academic Policy, including guidelines on professional behavior, attendance, academic integrity, and grading. In keeping with standards of professional behavior, students are expected to participate and be attentive in class, and to be respectful of classmates. Use of laptop computers during class should be consistent with this expectation and limited to reasonable and respectful course-related purposes. Students are expected to complete all readings and assignments and participate both online and in person as instructed. 1. Readings and Assignments: Students are expected to complete weekly assigned readings and other required work prior to class so that they are prepared to discuss the readings and to practice skills as appropriate. 2. Attendance: Students are expected to attend every session of each course for which they are registered. It is the responsibility of the student to notify the instructor in advance of any foreseeable absence or immediately afterwards if the absence was unexpected. Failure to appropriately communicate absences, excessive absences, or absences that negatively impact class performance may influence your grade and/or result in a Corrective Action Notice (CAN). It is the responsibility of the student who was absent to seek out and complete any missed work. PS 801 Ethics, King, Summer 2023 Page 4 of 13 In the event that a student is feeling seriously unwell, instructors may allow that student to Zoom-in to the class as a courtesy, if it does not disrupt the in-person experience. In order to do so, a student must inform the instructor of their intention at least one hour in advance, so that the instructor may initiate the Zoom session at the start of class. Instructors are not expected to gear their delivery toward those not in the classroom unless there is a documented medical exemption on file with the department. Failure to notify the instructor in a timely manner of your intention to attend remotely will result in an inability to attend class. 3. Tardiness: Students are expected to arrive to class on time and return to class on time after a break. Arriving to class late will result in a reduction in your class participation grade. 4. Late work: Late submission of class assignments will not be accepted, and the student will receive no credit for that assignment. There are no extra-credit assignments for this course, and there is no opportunity to re-write your work for extra points. If you would like the instructor to look at a paper two weeks before it is due to get some feedback about your writing, you are welcome to do so. 5. Redistribution of materials: Students are prohibited from any redistribution of course materials, i.e., slides, lecture notes. You must obtain the instructor’s consent prior to any recording of classes. 6. Emailing: When sending any emails related to this course, please use the course number or name in the subject line of the email, to help your professor and your classmates organize their correspondence. Always use your WJC email address, and program your email signature to have your full name and a telephone number where you can be contacted if needed. Remember that email communications should always be professional in tone and content. 7. Turnitin: Papers are to be submitted electronically via Canvas and will undergo a plagiarism check using Turnitin. If your instructor asks you to submit a printed copy or an emailed digital copy, these papers will also be uploaded by your instructor to Turnitin for a plagiarism check. 8. Citation of sources: In formal written work all sources must be documented through references and citations. Submitted work containing undocumented sources will be considered plagiarism and may result in failure of the course and referral to the student’s academic advisor. Depending upon the seriousness of the plagiarism, academic disciplinary action may be required up to and including expulsion from the program. All students should be familiar with definitions and types of plagiarism. Helpful online resources include: (a) The Harvard Guide to Using Sources (http://usingsources.fas.harvard.edu/icb/icb.do), and, (b) The website plagiarism.org (http://www.plagiarism.org/plagiarism-101/what-is-plagiarism). The Academic Resource Center also has a database of information and tutorials on plagiarism that are available for all students (not just students with ADA Accommodations). You may not reuse your own previously submitted work for this course without the professor’s explicit consent; if detected, this will be treated as plagiarism. 9. Writing assistance: If you experience difficulty organizing your ideas in preparation for writing, expressing yourself clearly in writing, meeting imposed expectations for assignments, or organizing and rehearsing for class presentations, you are encouraged to seek the services of the Academic Resource Center (ARC). 10. Class Recordings: Students are expected to follow appropriate College policies and maintain the security of passwords used to access recorded lectures. Unless ARC Services has approved the student to record the instruction, students are prohibited from recording any part of this course. Recordings may not be published, reproduced or shared with those not in PS 801 Ethics, King, Summer 2023 Page 5 of 13 the class, or uploaded to other online environments except to implement an approved Student Disability Service accommodation. Assignment Table Dates Class 1 May 16 Relevant Learning Objective 1, 2 Readings Topics Creating Conditions for Learning - Class 2 May 18 1, 3 Class 3 May 23 1, 2, 3 Code: Intro, Preamble, & General Principles Sec. 1, Resolving ethical issues Ethical Decision Making Sec. 1, Resolving ethical issues Logical Fallacies; Confronting Impasses - Class 4 May 25 1, 2, 4 Class 5 May 30 1, 2 Class 6 June 1 Class 7 June 6 1, 5, 6, 7 Sec. 2, Competence Self care; Professional Competence; EvidenceBased Practice; Personal Problems Sec. 3, Human Relations: Multiple Relationships; Avoiding Harm; Boundaries; Informed Consent & Assent Midsemester Exam - Sec. 4, Privacy and Confidentiality, - - Assignments & Activities Due Pope et al, Ch 3 Creating Conditions for Learning Fisher Ch 2 & 3 The Introduction & Preamble; General Principles Fisher Ch 4 The APA Ethics Code and Ethical Decision Making Francis Ling & Hauck Fisher Ch 5 Standards for Resolving Ethical Issues Pope et al, Ch 1 Questioning Presentation(s) Myths, Taboos, Secrets, and Uncomfortable Topics Pope et al, Ch 7 Confronting an Impasse: What Do We Do When We Don’t Know What to Do? Fisher Ch 6 Standards on Competence Presentation(s) Fisher Ch. 7 Standards on Human Relations Presentation(s) Optional: - Anderson & Guyton - Gabbard, et al. Exam 1 Fisher Ch 8 Standards on Privacy and Confidentiality B&H Ch 10 Confidentiality, Testimonial Privilege, and Mandatory Reporting Reflection Log #1 Presentation(s) PS 801 Ethics, King, Summer 2023 Page 6 of 13 Class 8 June 8 5, 6, 7 Class 9 June 13 1, 5, 6 Duty to Protect Potential Victims of Abuse and Neglect Privacy and Confidentiality, cont.: Duty to Protect Potential Victims of Crime Privacy and Confidentiality, cont.: Duty to Protect Suicidal Clients B&H Part 1: An Introduction to the Law B&H Ch 5 Civil Commitment B&H Ch 7 Subpoenas and Court Orders Presentation(s) Presentation(s) Court Involvement and Other Legal Issues Class 10 June 15 Class 11 June 20 Class 12 June 22 1, 3, 7 1, 5, 6 1, 4, 6 Sec. 5, Advertising & Public Statements, Models of Practice; Managed Care; Tricky Situation: Internet Marketing - Sec. 6, Record Keeping and Fees, HIPAA, FERPA - Fisher Ch 10 Standards on Record Keeping & Fees B&H Ch 11 Records and Record Keeping - Fisher Ch 11 Standards on Education & Training Sec. 7, Education & Training Class 14 June 29 1, 2, 4, 6, 7 Sec. 9, Assessment, Tricky situations: Emotional Support Animals 1, 2, 4 Presentation(s) Optional: - Recupero Reflection Log #2 Presentation(s) Presentation(s) Fisher Ch 12 Standards on Research and Publication Sec. 8, Research & Publication Class 13 June 27 Fisher Ch. 9 Standards on Advertising & Other Public Statements - Fisher Ch 13 Standards on Assessment Ethical Dilemma Paper Due Optional: Presentation(s) - Younggren, et al., Boness, et al - Fisher Ch 14 Standards on Presentation(s) Sec. 10, Therapy, Therapy Licensure; Social Media - Pope et al, Ch 2 Therapists’ Policy; Telehealth; Sexual Arousals, Attractions, Therapist Sexual and Fantasies: An Example of a Feelings Topic That Isn’t There - Mass. Regulations PS 801 Ethics, King, Summer 2023 Page 7 of 13 Optional: - Kolmes - Harris & Younggren - Pope et al, Ch 5 Possible Clues to Taboo Topics and Uncomfortable Feelings Class 15 July 6 Final Exam Exam 2 DESCRIPTION OF LEARNING ACTIVITIES AND SPECIFIC GRADING CRITERIA General Criteria: Students who earn an “A” in this course will demonstrate mastery of theoretical material covered in the course, excellent written skills, and strong conceptual skills. Examples include sophisticated application of theory to case examples and their own experiences; ability to express themselves in a clear and organized fashion, both orally and in writing; written work that is free of spelling, grammatical, and/or APA-style errors; appropriate integration of relevant literature into written arguments; demonstration of self-awareness and willingness to engage in self-exploration; participation in class discussions and activities; regular attendance in class; prompt arrival to each class. Students who earn a “B” in this course will demonstrate sufficient understanding of theoretical material and good writing skills, but lack the sophistication and depth in their writing and conceptual skills needed to achieve an “A”. Examples include occasionally unclear and awkward writing, including presence of spelling, grammatical and/or APA-style errors; difficulty in application of theory; some blocks in self-awareness and/or difficulty engaging in self-exploration; infrequent or inconsistent class participation. Students who earn a “C” or lower in this class will demonstrate insufficient understanding of theoretical material, poor writing skills, and/or weak conceptual skills. Examples include unsophisticated or superficial application of theory; unclear, unsophisticated, or unscholarly writing; significant gaps in self-awareness, and/or a lack of reflective capacity and lack of readiness to engage in self-exploration. (A GRADE OF C+ OR BELOW WILL NOT EARN CREDIT FOR THIS COURSE). Specific Criteria: ASSESSMENT Class participation DUE DATE Ongoing Exam 1 & 2 Class 6 (June 1) & Class 15 (July 6) Ethical Dilemma Paper Class 13 (June 27) GRADING CRITERIA See rubric in assignment description below See rubric in assignment description below See rubric in assignment description below PS 801 Ethics, King, Summer 2023 Page 8 of 13 Individual Presentation To be assigned Ethical Self-Reflection Log Twice (June 6 & June 20) See rubric in assignment description below See rubric in assignment description below Methods of Evaluation and Grading: LEARNING ACTIVITIES Class participation Exam 1 Exam 2 Ethical Dilemma Paper Individual Presentation Ethical Self-Reflection Logs TOTAL POINTS WEIGHT 15 points 20 points 20 points 20 points 10 points 15 points (7.5/each) 100 points A AB+ B BC+ 94 – 100: Excellent 90 – 93: Very Good 87 – 89: Above Average 84 – 86: Meets Standards 80 – 83: Minimally Meets Standards < 80: Fails to Meet Standards – Receives No Credit for the Course Profession-Wide Competency Assignment Table: Students must meet a Minimum Level of Achievement (MLA) on all APA competency elements covered in this course. The table containing the APA competency elements is found below. The MLA is described for each competency element and is necessary, but not sufficient to pass the course. If an MLA is not met, regardless of the numerical value or grade achieved overall, the student will receive a grade of Incomplete until all MLAs have been successfully met. This remediation plan will be documented on the MLA CAN. APA competency area: 1. Recognize ethical dilemmas as they arise and apply ethical decision-making processes in order to resolve the dilemmas. 2. Be knowledgeable of and act in accordance with each of the following: a. the current version of the APA Ethical Principles of Psychologists and Code of Conduct; b. Relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels; and c. Relevant professional standards and guidelines. How outcomes are measured Exam 1; Ethical Dilemma Paper Group or Individual Presentation; Exam 2 Evaluation tool See rubric in assignment description below See rubric in assignment description below Minimum Level of Achievement Student must achieve a grade of 80% or higher. Student must achieve a grade of 80% or higher. PS 801 Ethics, King, Summer 2023 Page 9 of 13 3. Conduct self in an ethical manner in all professional activities. Ethical SelfReflection Log See rubric in assignment description below Student must achieve a grade of 80% or higher. DETAILED ASSIGNMENT DESCRIPTIONS & CRITERIA: ASSIGNMENT DESCRIPTION & GRADING CRITERIA Exam 1 Exam 1 will cover the topic of recognizing ethical dilemmas and ethical decision-making models and Fisher chapters 2-7. June 1 This will be an at-home, open book exam to be completed individually by students (no collaborative work allowed). Required Minimum Level of Achievement of 80%. If this grade is not achieved, student will create a remediation plan with the professor. RUBRIC: 100%: Score on Exam 1 Ethical Dilemma You will be supplied an ethical dilemma and a decision-making template by the instructor. Please follow the templated instructions, which will guide you Paper through the application of a decision-making model for this dilemma. June 27 When citing relevant standards: Cite only 3-4 of the most relevant enforceable standards of the Ethics Code and explain why they are applicable (e.g., possible violation). Do not apply the general (aspirational) principles. Do not cite more than four standards. While following the steps, don’t forget to: - Actually research any relevant legal, regulatory or other institutional standards that could be relevant and share what you find. - State who you might consult and what you might ask your consultant. - What personal and/or professional values might be challenged or in conflict. - Multiple possible courses of action and potential consequences of each. - What action you might ultimately choose if you were in this situation. (This list is not all-inclusive and is merely a reminder of the parts that some past students have forgotten to include.) Writing should follow APA guidelines with appropriate in-text citations and a References list. Submit on Canvas course page. RUBRIC: 50%: Appropriate and thoughtful application of decision-making steps and demonstration of critical thinking, including completion of each step. PS 801 Ethics, King, Summer 2023 Page 10 of 13 45%: Citation of relevant enforceable standards with reasonable explanation for why these standards are relevant. 5%: Organization and writing (e.g., appropriate APA style). Individual Presentation Date to be selected based on topic area, student preference This assignment requires you to lead a class discussion about an ethical dilemma and find and apply relevant scholarly literature, APA Guidelines, legal standards, and/or case law to your dilemma. This presentation should include: 1. A vignette of an ethical dilemma. This might be one that you encountered in your clinical work (okay to use one from your reflection paper), one that you adapt from the textbook, or from another relevant source. 2. Explanation and application of 2-3 high quality sources that you found for the purpose of this assignment (scholarly literature, APA Guidelines, legal standards, and/or case law). Course readings and/or legal standards discussed in this course do not count (but can and should be mentioned if relevant). 3. An interactive learning activity. This may include prepared discussion questions related to the dilemma/vignette that you share, and/or an activity more broadly related to the themes in the scholarly sources you located. RUBRIC: 30%: Presentation of case vignette with a clear ethical dilemma to explore. (e.g., beyond a ‘difficult clinical situation,’ your vignette should include qualities common to ethical dilemmas as discussed in class, have relevant legal issues and/or enforceable standards in the ethics code, etc.) 30%: Appropriate application and explanation of 2-3 high quality sources (e.g. scholarly literature, APA Guidelines, legal standards, and/or case law) (demonstrating critical analysis and synthesis of material, contrasting of key concepts, integrated application to vignette) 30%: Engagement of class in meaningful learning activity (leading a discussion, activity, brief experiential exercise) 10%: Organization and delivery (learning materials are clear and easy to follow; speaks sufficiently during presentation, demonstrates understanding of material, addresses the class). Exam 2 Exam 2 will cover APA Code; Laws; Regulations; Rules; Policies; Professional Standards and Guidelines; Fisher Chapters 8 – 13. July 6 This will be an at-home, open book exam to be completed individually by students (no collaborative work allowed). Required Minimum Level of Achievement of 80%. If this grade is not achieved, student will create a remediation plan with the professor. RUBRIC: PS 801 Ethics, King, Summer 2023 Page 11 of 13 100%: Score on Exam 2 Ethical SelfReflection Log Submissions are due on or before the dates on the calendar June 6 June 20 Class Participation Students will write two brief, 2-3 page reflection papers discussing their own ethical behavior and development in their professional training thus far. Students will cite at least TWO relevant items from the APA ethics code, law, or regulations. Please turn in a Word document (.doc or .docx). Submit on Canvas course page. RUBRIC: 25%: Describe ethical dilemma encountered in professional training (e.g., concise, dilemma clearly articulated). 20%: Describe ethical decision making process and behavior at the time (e.g. deliberation of options, actions taken). 25%: Apply and cite at least two relevant enforceable standards from the APA ethics code, laws, or regulations as learned in this course (e.g. clear connection between chosen items and your dilemma). 25%: Articulate your learning as a result of this experience (e.g. clear description of new knowledge or awareness, how you might change your action in the future). 5%: Organization and writing mechanics RUBRIC: 50%: Engagement, e.g., involved in group discussion throughout each class, does not misuse technology during class (e.g., text messaging or checking email). 25%: Application of Learning, e.g., evidence of thoughtful consideration and application of course material to practice-related experiences. 25%: Collegiality, e.g., respectful of varied points-of-view among classmates, gives generous attention to other student presentations. INSTITUTIONAL RESOURCES AND POLICIES Academic Integrity Our college is committed to developing professionals who demonstrate personal and academic integrity. For there to be a strong learning academic environment, there must be honesty and trust among all our constituencies. We expect all students to conduct themselves with professionalism and honesty. Academic dishonesty violates the principles of any academic college. Incidents will be immediately reported to the Academic Department Chair for investigation, intervention, and possible sanctions. Sanctions may include course failure, probation, and/or dismissal, depending on the severity of the infraction. Assisting or attempting to assist in the violation of this policy is in itself a violation and considered academic dishonesty. Academic dishonesty includes, but is not limited to: • • Cheating – the attempt to use, the actual use, or the facilitation of another’s use of unauthorized materials, information, or study aids; Fabrication – the inventing or falsifying any information, including research data, or citations in a clinical or academic exercise, or false representations of a student’s personal or professional experiences or qualifications. Students must take special care PS 801 Ethics, King, Summer 2023 Page 12 of 13 in assignments that require collaboration. In group projects, each student makes an independent contribution. In situations in which students have an independent assignment, the work product must be entirely the student’s independent scholarship research and writing; and Plagiarism – the use of another’s work without acknowledgment. Plagiarism includes, but is not limited to, the use by direct quote or paraphrase of the work, published or unpublished, of another without proper attribution. Our college expects students to produce their own work in coursework, papers, presentations, doctoral projects and/or any other academic work with the proper citations. • Additional information is included in the Student Handbook. All students must read and become familiar with the Student Handbook: https://www.williamjames.edu/academics/academicaffairs/index.cfm Library Library resources are just a click away! Please visit https://guides.williamjames.edu/home to access articles, eBooks, streaming videos, research tutorials, library hours and contact info, and more. Problem finding the right resources? Not sure where to start? The librarian and library staff are here to offer personalized support. We are available to chat in person, by phone, email, and Zoom. Academic Resource Center The Academic Resource Center (ARC) is available for any student seeking help with organizing and editing papers, study skills, preparing oral presentations or reviewing statistics. Students seeking support should complete an ARC Referral Form. The link is available on the Student Life / Services and Resources page of the William James website or on the Library Resources tab of the Canvas course page. Students may also find answers to questions about writing and research at https://www.williamjames.edu/student-life/services-resources/academic-resource-center.cfm Accommodations for Students with Disabilities William James College is committed to ensuring that all students have equal access to the educational opportunities offered by the school. Students who seek accommodations due to a disability should contact the Director of the Academic Resource Center. The student must provide acceptable documentation of a disability and must meet with the Director of the ARC to develop an appropriate Accommodation Plan which provides reasonable accommodations for the student’s individual disability. Student responsibilities under American with Disabilities Act (ADA): Students seeking accommodations are responsible for providing a copy (by email) of the Accommodation Plan to each of his or her instructors; these plans should be submitted in a timely manner; they cannot be submitted retroactively for past-due assignments Requests for extensions on assignments must be submitted at least 24 hours in advance of the due date. The student should be sure to get written (email) acknowledgement from the instructor about a revised due date. The student must remind an instructor if he or she will need extended time or a private room for an exam and will contact the ARC to arrange for a private room for an exam. PS 801 Ethics, King, Summer 2023 Page 13 of 13 If a student needs a note-taker for a course, he or she should contact the ARC. If an Accommodation Plan stipulates that the student can record classes for the purpose of reviewing content, he or she should inform the instructor at the beginning of the class. Information Technology The Information Technology Department has put together a library of documents to assist you in your journey here at William James College. These can be found at: http://support.williamjames.edu Inclusive Excellence at William James College William James College is an institution and a community committed to the principles of excellence, fairness and respect for all people. Making excellence inclusive is an active process through which colleges and universities achieve excellence in learning, teaching, student development, institutional functioning, and engagement in local and global communities (AAC&U). As part of this commitment, we have a responsibility to provide and sustain multiple cultures, to encourage scholarship and knowledge, and to demonstrate our commitment to fair and equal access to higher education. The WJC Equal Opportunity and Affirmative Action Philosophy Statement William James College shall make efforts to assure that its students receive preparation to function in a multi-cultural, multi-racial society. This can best be accomplished by having a curriculum and field education opportunities that demonstrate a respect for cultural and individual differences and impart knowledge and skills relevant to human diversity. The institution must also have Trustees, faculty members, students, administrators, and staff who are sensitive and knowledgeable in these areas and who are representative of these cultural differences. The major purpose of William James College is to improve the quality of life by training and educating psychology practitioners to be capable of providing high quality human services. The College must seek to train practitioners who are sensitive to underserved populations, and an essential first step in that training is an awareness of one's own cultural biases. The College must be committed to the development of education and training experiences that provide students with competence in providing psychological services within a framework that acknowledges and respects cultural diversity.
