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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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

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.