ETHICAL FOUNDATIONS OF COUNSELING (ONLINE)
20754-CNSK-591-135-Ethical Found Of Counseling
AUGUST 25-OCTOBER 17 2014
Instructor: Dr. Joan Strutton, Ph.D., LPC-S
Office: Warrior Hall Room 318F Email: strutton@tamuct.edu
Monday
Virtual Hours
9:00-12:00
Office phone: 254-519-5444
Appointments can be made by contacting the professor.
Tuesday
Wednesday
Thursday
Virtual Hours
Virtual Hours
Virtual Hours
9:00-12:00
9:00-12:00
9:00-12:00 am
Required Text
Issues and Ethics in the Helping Professions
Corey, Corey, & Callanan 8th Edition, ISBN-10: 0495812412
Course Description
Ethical foundations provides an exploration of the ethical principles of counselors and related codes of
ethics. This course covers models for ethical decision making and how to apply to counseling practice.
Foundations 550 is a prerequisite for this course.
Course Overview
Although professional counselors need to operate under personal and professional codes of ethics, often
these guidelines leave many questions unanswered. No single universally "right" answer exists for most
ethical dilemmas. It is critical to be familiarized with the current professional, ethical, and legal issues that
confront the counselor's role in a variety of settings. Rather than arrive at one answer, it is important to
learn how to think through ethical issues in a systematic manner.
1.0
Course Objectives:
One of the main objectives is to stimulate you to assess major issues related to professional
practice as a counselor and to challenge you to formulate your own position on ethical issues.
Another objective is for you to differentiate the ethics codes of the various organizations and to
assist you in developing the ability to apply specific codes to a variety of specific problem
situations. You are expected to become familiar with and be able to comply with the various ethics
codes presented in Codes of Ethics for the Helping Professions.
2.1
Student Learning Outcomes
 Interpret ethical decision making models

Examine the role of ethics and values in the counseling process

Illustrate the multicultural and social justice perspectives, and to examine ethical and
professional issues related to these perspectives

Describe various counselor roles and the potential for ethical dilemmas to arise

Develop your ability to think critically and creatively about cases and to articulate how you
might deal with ethical issues involved in specific case vignettes

Examine your professional identity development and its associated responsibilities

Analyze ways to establish appropriate boundaries and to develop a framework for
evaluating and managing multiple relationships

Develop the ability to function effectively in presenting your ideas pertaining to ethical and
professional issues in group situations

Compare and evaluate current literature in the field of ethics in peer-reviewed professional
journals.
2.2
Competency Goals Statements Based on the TExES Examinations of Educator Standards
1. The student will be able to respond to ethical dilemmas by a decision-making process.
Competency 10.2
2. The student will be able to communicate his or her value system, with emphasis on how
these values are likely to impact counseling practice.
Competency 10.4
3. The student will be able to identify the different major components of ethical codes for
professional counselors (ex. ACA, ASCA, TCA).
Competency 10.6
4.
The student will be able to communicate an understanding of the laws for counselors and
therapists in Texas or in the state in which he/she intends to practice.
Competency 10.1
5. The student will be able to communicate how her/his personal values influence her/his
ethical posture.
Competency 10.3
6. The student will be able to identify the professional organizations for counselors.
Competency 10.5
CACREP 2009 Standards (http://www.cacrep.org/2009standards.html )
As a result of taking this course, students should be able to:
1. Develop an ethical decision-making paradigm regarding critical legal, moral and ethical
issues in professional counseling. CACREP Standard Section II J. 1e, 2e, 3e, 4f.
2. Facilitate self-awareness and describe personal and professional values experienced
in counseling relationships. CACREP Standard Section II J. 3ce
3. Increase familiarity with professional roles and functions of professional counselors.
CACREP Standard Section II J. 8abcdefg.
4. Apply professional codes in establishing ethical practice in assessment and research.
This includes a thorough knowledge of the AAMFT ethics code and the ACA Code of
Ethics and standards of practice. CACREP Standard Section II J. 6h, 7e.
5. Develop an understanding of basic principles of multicultural counseling providing
competent services to underserved and/or diverse populations. CACREP Standard Section II
J. 2a,b.d
6. Identify and understand the ethical considerations required for conducting research.
CACREP Standard Section ll.K.8.f
7. Use case conceptualization skills to evaluate various ethical dilemmas. CACREP
Standard Section II.K.7.h.
Course Requirements
Reflection Exercises
Reflection exercises will appear in the “Discussions” tab of our Blackboard site. Some exercises
will involve answering a question of your opinion, and others will require you to search out
information from various sources. These will be graded on a completion basis. You are to respond
to the post of at least 1 other student in the class for each reflection in addition to posting your
personal reflections. Each reflection is worth 5 points and the one required response is worth 5
points. Feel free to respond to more than one response to really open up dialogue with other
students. Respond to my post each week by midnight Wednesday and respond to others by midnight
Sunday.
Case Studies
There are several video segments depicting ethical situations you might be dealing with in the future.
Select two of these vignettes and develop a case study for each. I have provided a sample of a case
formulation document, but you may use another format you learned in another class. After developing the
case studies, decide which moral principles will guide you in working with these clients. Apply the moral
principles to each case. You will see under the Document tab a template and another document with an
example of how you would apply the principles with clients. Use these documents to develop your case
studies. The due dates are in the course calendar in this syllabus.
The paper should be in APA format and should be around three pages. Submit in the assignment tab in
Blackboard.
Exams
To encourage you to keep up with your reading, chapter exams will be given with questions addressing
your assigned reading. Exams will appear in the Modules for each chapter, and must be completed by
midnight CST on Sunday the week the reading is assigned. Missed exams cannot be made up. All exams
are timed.
Research Articles Review Essay
At the beginning of the semester each student will be responsible for locating five articles that appear fulltext on-line that address ethical concerns related to the field of counseling. These articles must be
accessible via either PsycINFO or ERIC. They are not worth any points, but I want to make sure you are
on the right track prior to writing your paper. Once you locate the articles that interest you, submit a copy
of them in the Assignment tab in Blackboard. After my approval, you will write a paper (APA style) on
the ethical issue that interests you using your five articles and submit your paper in Blackboard under the
Assignment tab. Our library staff is very cognizant of resources for psychology and counseling.
Information
Embedded in the course are activities to enhance your online learning experience. Some of the resources
available are chapter notes, a glossary for each chapter, exams, video segments, and case studies.
Utilizing these will add greater depth and understanding of the topic of ethics. Go to the publisher’s
website to access even more information. The video clips in the course provide you with scenarios that
you might encounter once you become certified or licensed. As you will see, not everything is simple, but
much is what we consider gray because there is no definitive answer. For your personal growth in ethics,
watch each of these and think of how you might handle these situations as a professional counselor.
Netiquette
When posting on the Discussion Board you should:
• Make posts relevant to the course material.
• Edit your posts prior to sending them.
• Cite outside sources you mention them in your posts.
• Read the posts of all class members and select at least one to respond to in addition to my topic.
• Always include the name of the person you are respond to.
• Responses such as “I agree” are not acceptable. Explain why you are in agreement or disagreement.
• We utilize the “theory of mind” concept and respect others and their right to have their own opinions.
• When you disagree with someone, express your differing opinion in a respectful, non-critical way.
• Keep an open mind.
Email
• Always use proper titles.
• Be concise.
• Use correct spelling and grammar.
• Avoid slang terms and texting abbreviations such as “u” instead of “you”
• Use standard fonts such as Times New Roman and use a size 12pt font.
• Avoid using all capital letters.
• Be careful with personal information (both yours and other’s)
• Use subject titles in your emails.
Discussion Board Rubric
Criteria
5 Points
Outstanding
4 Points
Proficient
3 Points
Basic
Critical
Thinking
• rich in content
• full of thought,
insight, and
analysis
• generally
competent
• information is
thin and
commonplace
Connections
Clear
connections
• to previous or
current
• to real-life
situations
• new ideas
• new
connections
• made with
depth and
detail
• All required
postings
• Early in
discussion
• Throughout
the discussion
• Few
grammatical
or stylistic
errors
• substantial
information
• thought,
insight, and
analysis has
taken place
• new ideas or
connections
• lack depth
and/or detail
• limited, if any
connections
• vague
generalities
• no connections
are made
• off topic
• new ideas or
connections
• lack depth
and/or detail
• few, if any new
ideas or
connections
• rehash or
summarize other
postings
• All required
postings
• Most at the last
minute without
allowing for
response time
• Obvious
grammatical or
stylistic errors
• Errors interfere
with content
• no new ideas
• “I agree
with…”
statement
Uniqueness
Timeliness
Stylistics
• All required
postings
• Some not in
time for others
to read and
respond
• Several
grammatical or
stylistic errors
0-2 Points
Below
Expectations
• rudimentary
and superficial
• no analysis or
insight is
displayed
• Some, or all,
required
postings
missing
• Obvious
grammatical or
stylistic errors
• Makes
understanding
impossible
Grading Rubric for Papers/Essays
Qualities & Criteria
Poor (0-80)
Good (80-90)
Excellent (90-100)
Format/Layout
Presentation of the text
Structuring of text
Follows requirements of
length, font and style
Follows poorly the
requirements
related to format
and layout.
Follows, for the
most part, all the
requirements
related to format
and layout. Some
requirements are
not followed.
Closely follows all
the requirements
related to format
and layout.
Content/Information
The essay is not
objective and
addresses poorly
the issues referred
in the proposed
topic. The
provided
information is not
necessary or not
sufficient to
discuss these
issues.
The essay is
objective and for
the most part
addresses with an
in depth analysis
most of the issues
referred in the
proposed topic.
The provided
information is, for
the most part,
necessary and
sufficient to
discuss these
issues.
The essay is
objective and
addresses with an
in depth analysis
all the issues
referred in the
proposed topic.
The provided
information is
necessary and
sufficient to
discuss these
issues.
The essay is not
well written, and
contains many
spelling errors,
and/or grammar
errors and/or use
of English errors.
The essay is badly
organized, lacks
clarity and/or does
not present ideas
in a coherent way.
The essay is well
written for the
most part, without
spelling, grammar
or use of English
errors. The essay
is for the most part
well organized,
clear and presents
ideas in a coherent
way.
The essay is well
written from start
to finish, without
spelling, grammar
or use of English
errors. The essay
is well organized,
clear and presents
ideas in a coherent
way.
Most of the
references used
are not important,
and/or are not of
good/scholarly
quality. There is
not a minimum of
4 scholarly
resources, and/or
Most of the
references used
are important, and
are of
good/scholarly
quality. There is a
minimum of 4
scholarly
resources that are
All the references
used are
important, and are
of good/scholarly
quality. There is a
minimum of 4
scholarly
resources that are
used effectively in
All elements of the topics are
addressed
The information is technically
sound
Information based on careful
research
Coherence of information
Quality of Writing
Clarity of sentences and
paragraphs
No errors and spelling,
grammar and use of English
Organization and coherence
of ideas
References and use of
references
Scholarly level of references
How effective the references
are used in the essay
Soundness of references
APA style in reference list
and for citations
they are not used
effectively in the
essay. References
are not effectively
used, and/or
correctly cited
and/or correctly
listed in the
reference list
according to APA
style.
for the most part
used effectively in
the essay. Most of
the references are
effectively used,
correctly cited and
correctly listed in
the reference list
according to APA
style.
the essay. All the
references are
effectively used,
correctly cited and
correctly listed in
the reference list
according to APA
style.
Overriding criterion: 0riginality and authenticity. If the essay is identified as not being
original, and/or not done by the student, the instructor has the right to grade the paper as an F.
Final Exam
To give you the opportunity to provide some quantitative evidence of how much you know about
ethics at the end of the course, there will be a comprehensive final exam. There are no make-ups for
the final exam. The final exam will be under the Exam tab in Blackboard (150 items/3 hour time
limit).
Grading
Reflection exercises (2-11) Competencies 10.1-10.6
Articles Review Competency 10.5
Chapter Exams Competencies 10.1-10.6
Two Video Case Studies 10.1-10.6
Cumulative final exam Competencies 10.1-10.5
Worth 10 points each chapter
Worth 200 points
Worth 100 points each
Worth 100 points each
Worth 200 points
COURSE AND UNIVERSITY PROCEDURES AND POLICIES
Drop Policy. If you discover that you need to drop this class, you must go to the Records Office and
ask for the necessary paperwork. Professors cannot drop students; this is always the responsibility
of the student. The record’s office will provide a deadline for which the form must be returned,
completed and signed. Once you return the signed form to the records office and wait 24 hours, you
must go into Warrior Web and confirm that you are no longer enrolled. Should you still be enrolled,
FOLLOW-UP with the records office immediately? You are to attend class until the procedure is
complete to avoid penalty for absence. Should you miss the deadline or fail to follow the procedure,
you will receive an F in the course.
Academic Integrity. Texas A&M University -Central Texas values the integrity of the academic
enterprise and strives for the highest standards of academic conduct. A&M-Central Texas expects
its students, faculty, and staff to support the adherence to high standards of personal and scholarly
conduct to preserve the honor and integrity of the creative community. Academic integrity is
defined as a commitment to honesty, trust, fairness, respect, and responsibility. Any deviation by
students from this expectation may result in a failing grade for the assignment and potentially a
failing grade for the course. Academic misconduct is any act that improperly affects a true and
honest evaluation of a student’s academic performance and includes, but is not limited to, cheating
on an examination or other academic work, plagiarism and improper citation of sources, using
another student’s work, collusion, and the abuse of resource materials. All academic misconduct
concerns will be reported to the university’s Office of Student Conduct. Ignorance of the university’s
standards and expectations is never an excuse to act with a lack of integrity. When in doubt on
collaboration, citation, or any issue, please contact your instructor before taking a course of action.
Disability Support and Access Services. At Texas A&M University – Central Texas, we value an
inclusive learning environment where every student has an equal chance to succeed and has the
right to an education that is barrier-free. The Office of Disability Support and Access is responsible
for ensuring that students with a disability enjoy equal access to the University's programs, services
and activities. Some aspects of this course or the way the course is taught may present barriers to
learning due to a disability. If you feel this is the case, please contact Disability Support and Access
at (254) 501-5831 in Warrior Hall, Ste. 212. For more information, please visit their website at
www.tamuct/disabilitysupport. Any information you provide is private and confidential and will be
treated as such.
Tutoring. Tutoring is available to all TAMUCT students, both on-campus and online. Subjects
tutored include Accounting, Finance, Statistics, Mathematics, and Writing, and APA formatting.
Tutors are available at the Tutoring Center in Warrior Hall, Room 111. Visit
www.ct.tamus.edu/AcademicSupport and click "Tutoring Support" for tutor schedules and contact
information. If you have questions, need to schedule a tutoring session, or if you are interested in
becoming a tutor, contact Academic Support Programs at 254-501-5830/5836 or by emailing
Cecilia.morales@ct.tamus.edu
Chat live with a tutor 24/7 for almost any subject on your computer! Tutor.com is an online
tutoring platform that enables TAMUCT students to log-in and receive FREE online tutoring and
writing support. This tool provides tutoring in Mathematics, Writing, Career Writing, Chemistry,
Physics, Biology, Spanish, Calculus, and Statistics. To access Tutor.com, log into your Blackboard
account and click "Online Tutoring."
University Library. The University Library provides many services in support of research across
campus and at a distance. We offer over 200 electronic databases containing approximately
250,000 eBooks and 82,000 journals, in addition to the 72,000 items in our print collection, which
can be mailed to students who live more than 50 miles from campus. Research guides for each
subject taught at TAMUCT are available through our website to help students navigate these
resources. On-campus, the library offers technology including cameras, laptops, microphones,
webcams, and digital sound recorders.
Research assistance from a librarian is also available twenty-four hours a day through our online
chat service, and at the reference desk when the library is open. Research sessions can be scheduled
for more comprehensive assistance, and may take place on Skype or in-person at the library.
Assistance may cover many topics, including how to find articles in peer-reviewed journals, how to
cite resources, and how to piece together research for written assignments.
Our 27,000-square-foot facility on the TAMUCT main campus includes student lounges, private
study rooms, group work spaces, computer labs, family areas suitable for all ages, and many other
features. Services such as interlibrary loan, TexShare, binding, and laminating are available. The
library frequently offers workshops, tours, readings, and other events. For more information, please
visit our homepage: http://www.tamuct.edu/departments/library/index.php
TECHNOLOGY REQUIREMENTS AND SUPPORT.
Technology Requirements. Include a statement on the technology requirements for the successful
completion of the course and when applicable, information on how to access these resources (for
example, how to obtain a certain software through University site license).
This course will use the TAMUCT Blackboard Learn learning management system.
Logon to https://tamuct.blackboard.com to access the course.
Username: Your MyCT username
(xx123 or everything before the "@" in your MyCT e-mail address)
Initial password: Your MyCT password
Check browser and computer compatibility by using the “Test Your Browser” button, found in the
“Check Your Browser” module on your Blackboard dashboard, once you have logged in.
Technology Support. For technology issues, students should contact Help Desk Central.
24 hours a day, 7 days a week:
Email: helpdesk@tamu.edu
Phone: (254) 519-5466
Web Chat: http://hdc.tamu.edu
When calling for support please let your support technician know you are a TAMUCT student.
For issues related to course content and requirements, contact your instructor.
Technology issues are not an excuse for missing a course requirement – make sure your computer is
configured correctly and address issues well in advance of deadlines.
UNILERT is an emergency notification service that gives Texas A&M University-Central Texas the
ability to communicate health and safety emergency information quickly via email and text message. By
enrolling in UNILERT, university officials can quickly pass on safety-related information, regardless of
your location. Please enroll today at http://TAMUCT.org/UNILERT
This course will use the new TAMU-CT Blackboard Learn learning management system for class
communications, content distribution, and assessments.
Grading Policy
All assignments are due by the dates indicated on the course calendar. Late assignments will not be
accepted unless prior arrangements have been made with the instructor.
The Operation of the Online Course and Being an Online Student
Online learning requires students to be very self-disciplined, so be sure you understand and are prepared
to comply with all required class assignments and deadlines. For this course, the weekly assignments are
posted on the syllabus. All exams and assignments are due by midnight on Sunday evenings, but initial
posts to the Discussion Board are due by Wednesday at midnight and the second post is due on Sunday by
midnight.
Permissions
Permission has been granted by Cengage Learning to use all supplementary materials.
You have the permission of Cengage Learning to use any ancillary materials for education purposes.
Justin Webster
Learning Consultant
Anthropology, Counseling, Social Work, Philosophy, Religion, Music, Theatre
Wadsworth l Brooks/Cole l Cengage Learning
10650 Toebben Drive l Indepedence, KY 41051
800-513-1046 ext. 74597 l (o) 859-657-4597 l (e) justin.webster@cengage.com l
www.cengage.com/highered
The American Counseling Association has granted permission to upload the ACA Code of Ethics:
There is a new Kindle e-book of the 2014 ACA Code of Ethics and if you are going to use it that
frequently, you want to go ahead and purchase the more user-friendly option of the e-book. It can be
found at http://www.amazon.com/2014-Code-Ethics-Erin-Martzebook/dp/B00L5T9QUU/ref=sr_1_1?s=digital-text&ie=UTF8&qid=1408455904&sr=11&keywords=aca+code+of+ethics+2014
Michelle Wade <mwade@counseling.org>
Final Thoughts
This class addresses one of the most important aspects of a counselor’s training, professional ethics. If
you are ever unclear about what is expected of you in this class, please let me know as soon as possible.
The best way to contact me is through my university email address, strutton@tamuct.edu as I can get
your message on my phone if I am away from the office. I usually respond to all emails within 24 hours
and all assignments will be graded within one week from the submission. I have put a great deal of
planning and time into the development of this class, and feel confident you will learn the skills necessary
to become an ethically informed counselor.
COURSE CALENDAR FALL 2014
ETHICAL FOUNDATIONS OF COUNSELING (ONLINE)
14131 - CNSL 591-135
August 25-October 17
Week
1
What’s due?
Topics/Assigned Reading For This Week
Review Syllabus
Questions regarding syllabus
Chapter 1. Intro to Professional Ethics
Exam 1
Reflection 1
2
Chapter 2. Counselor as a Person and a Professional
Locate 5 counseling ethics
Chapter 3. Values and the Helping Relationship
articles
Exams 2 & 3
Reflection 2
3
4
Chapter 4. Multicultural Perspectives/Diversity
Exams 4 & 5
Chapter 5. Client Rights/Counselor Responsibilities
Reflections 3 & 4
Chapter 6. Confidentiality
Video Case Study 1
Chapter 7. Managing Boundaries
Exams 6 & 7
Reflections 5 & 6
5
6
Chapter 8. Professional Competence and Training
Exams 8 & 9
Chapter 9. Issues in Supervision/Consultation
Reflection 7
Chapter 10. Issues in Theory and Practice
Video Case Study 2
Chapter 11. Ethical Issues in Couples/Family Therapy
Exams 10-11
Articles Review due
Reflection 8
7
8
Chapter 12. Ethical Issues in Group Work
Exams 12 &13
Chapter 13. Ethical Issues in Community Work
Reflection 9
Final Exam
Reflections 10 & 11
Final Exam by 6:00 pm
*Professor reserves the right to amend the syllabus at any time if it benefits the course.