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Gordon Conwell Theological Seminary – Charlotte
Masters of Arts in Christian Counseling Program
CO790 – Professional Standards & Christian Ethics for Counselors
Fall 2017
Course Syllabus
__________________________________________________________
Instructor: Vickey L. Maclin, Psy.D. Class Times: Sept 15-16, Oct 13-14 & Nov 10-11
Office: GCTS Room 213 Email: [email protected]
Phone: (704) 295-2358 Office Hours: Tu, W, Th, 1:30-4:00 pm or by appt.
______________________________________________________________________________
Course Description This course offers a comprehensive review of the process of professional specialization in the
counseling field. Topics include ethical standards and conduct, legal responsibilities, professional
organizations, professional licensing/credentialing, self-care strategies, etc. Pre-requisite: CO 867.
Gordon Conwell Mission
Article 2: To maintain academic excellence in the highest tradition of Christian scholarship in
the teaching of the biblical, historical and theological disciplines. Theological education, which is
properly done within and for the Church, ought to function with rigor and academic integrity. The
seminary, therefore, must provide an environment within which teaching and learning can best occur
and encourage high levels of scholarly competence and research in its faculty.
Article 3: To train and encourage students, in cooperation with the Church, to become skilled in
ministry. The Church and the seminary share the goal of seeing knowledge, skills and experience
integrated in the person who ministers. Through the courses and the practica/internships, a
combination of careful training and supervised experience in counseling ministries are pedagogical
practices essential to achieving that goal.
MACC Department Mission: The aim of the Master of Arts in Christian Counseling Program at
Gordon-Conwell Theological Seminary-Charlotte is to advance Christ’s kingdom in various
clinical, educational, and ministry settings by equipping counselors to think theologically, live
biblically, and engage globally. Students who think theologically will develop a professional
counselor identity that is grounded in orthodox Christian theology and sound clinical practice.
Students who live biblically will demonstrate congruence between their faith and their actions in
their personal and professional lives by maintaining a commitment to the process of ongoing
spiritual formation. Students who engage globally will fulfill their call to serve others by being
sensitive and responsive to the needs of diverse cultural, ethnic, and socioeconomic populations.
Relation to Curriculum: Professional Standards and Christian Ethics for Counselors is a
required course for all students in the MACC Program and for students MA in Divinity program
with focus on Pastoral Care. The course is designed to provide students with the opportunity to
gain an understanding of the legal and ethical standards in counseling and pastoral care. Wheeler
and Bertram, (2008) in their book “The Counselor and the Law, offer this comment as it relates to
the work of counselors. The authors not that for counselors to, “Remain current requires mindful
CO 790 Professional Standards 2 Maclin
awareness of the evolution of legal and ethical practice…” (Kindle Loc 264). This course is
designed to help students gain that awareness and knowledge to practice ethically as a Christian
and as a counselor. Students will engage in several different exercises that will afford them the
opportunity to gain an understanding of the many facets of American Counseling Association
Ethics Code (ACA Code). Additionally, students who are pursuing Marriage and Family Therapy
they will likewise gain and understanding of the different facets of the American Association of
Marriage and Family Therapy Ethics Code. Finally, if there are any students in the MDiv
program, with concentration in Pastoral Care taking the class they will gain an understanding of
the American Association of Pastoral Counseling Ethics Code. Students will be challenged to
consistently view their future work through the lens of an ethical counselor or one serving in
pastoral care. Students will seek to be involved in the professional organizations that represent
their future work. Students will have the opportunity to examine the opportunities of potential
work in communities where they can assist underserved populations in a professional and ethical
manner. The students will consider matters of supervision and the importance of that role in their
development towards becoming an ethical counselor. The course will provide students with the
opportunity to examine clinical cases from an ethical view point. The curriculum of Professional
Standards and Christian Ethics for Counselors is an area that is heavily emphasized on many state
licensing board exams, including the North Carolina NCE and the MFT exams, as well as by
various accrediting bodies, including CACREP.
Objectives (Knowledge and Skills Outcomes): Students will develop knowledge and understanding when addressing ethical and legal matters as
a future licensed professional counselor and in providing pastoral care. They will also consider
theoretical approaches as it relates to matters of supervision. This course is primarily designed for
students pursuing CMH degree with a future towards being licensed as a professional counselor.
As such, the following standards and outcomes will be used to measure knowledge and skills:
CACREP Standards 1. Professional roles, functions, and relationships with other human service providers, including
strategies for interagency/interorganization collaboration and communications (G.1.a)
2. Counselors’ roles and responsibilities as members of an interdisciplinary emergency
management response team during a local, regional, or national crisis, disaster or any other
trauma-causing event (G.1.b)
3. Self-care strategies appropriate to the counselor role (G.1.c)
4. Counseling supervision models, practices, and processes (G.1.d)
5. Professional organizations, including membership benefits, activities, services to members, and
current issues (G.1.e)
6. Professional credentialing, including certification, licensure, and accreditation practices and
standards, and the effects of public policy on these issues (G.1.f)
7. The role and process of the professional counselor advocating on behalf of the profession
(G.1.g)
8. Advocacy processes needed to address institutional and social barriers that impede access,
equity, and success for clients (G.1.h)
9. Ethical standards of professional organizations and credentialing bodies, and applications of
ethical and legal considerations in professional counseling (G.1.i)
CO 790 Professional Standards 3 Maclin
CMHC Standards Students will demonstrate evidence of learning through:
A-2. an understanding of ethical and legal considerations specifically related to the practice of
clinical mental health counseling.
A-7. awareness of professional issues that affect clinical mental health counselors (e.g., core
provider status, expert witness status, access to and practice privileges within managed
care systems
B-1. the ability to apply and adhere to ethical and legal standards in clinical mental health
counseling.
D-9. the ability to recognize his or her own limitations as a clinical mental health counselor and to
seek supervision or refer clients when appropriate.
E-4. understanding of effective strategies to support client advocacy and influence public policy
and government relations on local, state, and national levels to enhance equity, increase
funding, and promote programs that affect the practice of clinical mental health
counseling.
F-2. learning to advocate for policies, programs, and services that are equitable and responsive to
the unique needs of clients.
Course Content: Professional Standards and Christian Ethics for Counselors introduces students to
the ACA Ethics Code and the American Association for Marriage & Family Therapy. Attention will be
given to learning and applying the ethical standards for licensed professional counselors and marriage
and family therapy counselors. clinical services to family systems and couples. Additionally,
consideration will be given to the importance of considering diversity issues when working with
individuals, families, and couples. Ethical consideration will be further developed as students consider
clinical cases while examining the ethical and legal aspects of the cases.
Methods of Instruction: To achieve the objectives of this course and address the course content, the
instructor will employ a variety of teaching interventions that will include lectures, videos, forum
discussion board conversation, ethical case dilemmas, student led presentations, role-plays, facilitated
reflection, and case presentations.
Required Texts and/or Readings:
CMH Students Corey, G. Corey, M.S., Corey, C. & Callanan, P. (2014). Issues and ethics in the helping professions.
9th ed., Brooks/Cole Cengage.
Sanders, R. K. (2013) Christian counseling ethics: A handbook for psychologists, therapists and
pastors. 2nd ed., Downers Grove, Illinois: InterVarsity Press.
Wicks, R. (2007). The resilient clinician. Oxford University Press.
MFT Students
Wilcoxon, A.P., Remley, T.P., & Gladding, S.T. (2011). Ethical, legal, and professional issues in the
practice of marriage and family therapy, 5th Edition. Upper Saddle River, New Jersey:
Merrill / Prentice Hall.
Sanders, R. K. (2013) Christian counseling ethics: A handbook for psychologists, therapists and
pastors. 2nd ed., Downers Grove, Illinois: InterVarsity Press.
CO 790 Professional Standards 4 Maclin
Wicks, R. (2007). The resilient clinician. Oxford University Press.
Pastoral Counseling Student M.Div./Pastoral Care
Doehring, C. (2015). The practice of pastoral care: A postmodern approach. Revised and Expanded
Edition. Louisville, KY: Westminster John Knox Press.
Sanders, R. K. (2013) Christian counseling ethics: A handbook for psychologists, therapists and
pastors. 2nd ed., Downers Grove, Illinois: InterVarsity Press.
Wicks, R. (2007). The resilient clinician. Oxford University Press.
Required Article/Chapter Readings on Sakai:
Ametrano, I.M. (2014). Teaching ethical decision-making: Helping students reconcile personal and
professional values. Journal of Counseling & Development, 2 154-161.
Gerig, M.S. (2014. The counseling profession in historical perspective. In Foundations for clinical
mental health counseling: An introduction to the profession (pp. 22-47). Upper Saddle River,
NJ: Pearson.
Grant, J., Schoefield, M.J. & Crawford, S. ((2012). Managing difficulties in supervision: Supervisors’
perspectives. Journal of Counseling Psychology, 59(4), 528-541.
Herlihy, B.J., Hermann, M.A., & Greden, L.R. (2014) Legal and ethical implications of using religious
beliefs as the basis for refusing to counsel certain clients. Journal of Counseling &
Development, 92, 148-153.
Kaplan, D.M. (2014). Ethical implications of critical legal case for the counseling profession: Ward v
Wilbanks. Journal of Counseling & Development, 92, 142-146.
Mehr, K.E., Ladany, N., & Caskie, G.I.L. (2015). Factors influencing trainee willingness to disclose in
supervision. Training and Education in Professional Psychology, 9(1), 44-51.
Moffett, L.A., Becker, C.J., & Patton, R.G. (2014). Fostering the ethical sensitivity of beginning
clinicians. Training and Education in Professional Psychology, 8(4), 229-235.
Muñoz, R.F. & Mendelson, T. (2005). Toward evidence-based interventions for diverse populations:
The San Francisco general hospital prevention and treatment manuals. Journal of Consulting
and Clinical Psychology, 73(5), 790-799.
Petchauer, E.M., Yarhouse, M.A. & Gallien, L. (2008). Initiating a culturally-responsive discourse of
same-sex attraction among African-American males. Spaces for Difference: An
Interdisciplinary Journal, 1(1) 4-20.
Yarhouse, M.A. Round peg, square hole: Being an evangelical Christian in GLB studies. Edification:
Transdisciplinary Journal of Christian Psychology, 5-12.
CO 790 Professional Standards 5 Maclin
Yarhouse, M.A. & Carr, T.L. The Exemplar Project: Finding What Makes a Church Exemplary in its
Ministry to Persons who Experience Same-Sex Attraction or who Struggle with Sexual
Identity Concerns. Edification: The Transdisciplinary Journal of Christian Psychology, 32-40.
Course Requirements/Assignments
1. Students will engage in reading and developing extensive library research in the professional
standards and ethics in the field of counseling. (G.1. a, b, g, h, i)
2. Students will be expected to develop knowledge and understanding of the basics of Christian
ethics and how they serve as a foundation for Christian counseling ethics.
3. Students will develop knowledge and understanding of the responsibilities, limits, and
liabilities of professional counseling. (G. 1. b, c, f, g, h, i)
4. Students will become conversant with the central legal, ethical, and professional issues, in
addition to the dilemmas that confront practitioners in counseling. (G.1. b, c, d, f, g, h)
5. Students will integrate acquired knowledge and understanding, and apply that to practical
situations that arise in practicum and professional experience, and integrate specific principles
of biblical Christian ethics. (G.1. a, d, e, j)
6. Students will demonstrate developing competency in core ethical concepts in services provided
to clients, including the importance of practical application of such concepts as self-care in the
provision of counseling services. (G.1. c, d, h, j)
A. Assignments: Knowledge and Skill Outcomes:
1A. Required Reading Assignment—CMH students (100 points) — Students are expected to
read two of the required textbooks in their entirety for this assignment – Corey et al., (2014)
and Sanders (2013). In addition, students will become familiar with the available literature on
legal, ethical, and professional issues. Students will write about specific matters as it relates to
each of the areas noted below. When focusing on the topics students will give consideration
from an ethical, professional, legal and personal viewpoint as they relate to the practice of
mental health counseling. Students will demonstrate competency in integrating the core
concepts from professional standards in this reading and writing assignments.
To become conversant with the pertinent ethical issues in the counseling field,
students who are pursuing CMH are expected to read the two textbooks for the
course and reference three to four articles. At least one of the articles should come
from any of the following journals: Journal of Counseling and Development (JCD),
Counseling and Values (CVJ), Journal of Multicultural Counseling and Development
(JMCD). CMH students should also refer to the ACA Code of Ethics when addressing
the topics.
specific ethical and legal considerations related to the practice of mental
health counseling
understanding of professional roles
specific functions in professional roles
possible relationships and collaboration with other human service
providers
issues related to professional credentialing
possible advocacy work in the profession
1B. Students who are MFT (100 points) – will be required to read Wilcoxon, Remley, &
Gladding (2011) and Sanders (2013) text and include paragraphs that address the above
CO 790 Professional Standards 6 Maclin
mentioned topics from the perspective as a marriage and family therapists and with
considerations about the guidelines in their clinical practice for Marriage and Family.
To become conversant with the pertinent ethical issues in the counseling field,
students who are pursuing MFT are expected to read the two textbooks noted above
and reference three to four articles. At least one of the articles should come from any of
the following journals: American Journal of Family Therapy, Contemporary Family
Therapy, Journal of Family Therapy, or Journal of Marriage and Family Therapy
related to the topics noted above. The MFT students should also refer to the AAMFT
Code of Ethics when addressing the topics.
1C. Required Reading Assignment—M. Div. Pastoral Care (100 points) – are required to
read Doehring (2008) and Sanders (2013) texts.
To become conversant with the pertinent ethical issues in pastoral care counseling, the
student is expected to read the two texts noted above and select three or four other
articles. At least one of the articles should come from the e-journal Sacred Spaces or
any other Family Pastoral Care journals. The MDiv Pastoral Care students should also
refer to the AAPC Code of Ethics and the Code of Ethics for Chaplains, Pastoral
Counselors, Pastoral Educators and Students when addressing the topics.
that address topics about:
preparation professionally for a variety of roles that can be fulfilled in the
community that reflects the professional climate of pastoral counseling
endorsement of relational/systemic ethics as it relates to individual, couple,
family, group and community problems, educators and the range of
additional professional roles such educator
consideration of the values of multiple perspectives as a multiculturally
pastoral care counselor
address support for marginalized and underserved communities and
demonstration of appreciation for many ways discrimination negatively
influences lives of marginalized populations
The two textbooks for the course should be used as references for material gathered and written.
Additionally, students should select three or four other articles the e-journal Sacred Spaces or any
other Family Pastoral Care articles. The MDiv Pastoral Care students should also refer to the AAPC
Code of Ethics and the Code of Ethics for Chaplains, Pastoral Counselors, Pastoral Educators and
Students when addressing the topics.
a. The paper should be written in APA format and include a title page and reference page.
Students should be certain to cite sources accurately and address only the personal
aspects of the paper from a first-person perspective. Broadly speaking, the paper should
be written in third person, except when referring to personal views, thoughts and
considerations. (A-2)
b. Students will write 6-8-page paper that integrates in a discussion their understanding of
how each of the topics relates personally to their future practice as counselors.
Additionally, students should be certain to address each of the areas and consider them as
they relate to ethical, legal, professional, and personal development as a counselor or
CO 790 Professional Standards 7 Maclin
marriage and family therapist. Include in the discussion what the Code of Ethics, for each
profession, says about the topic and how the Code factors into your future consideration
of each of the topics.
c. Finally, students should include their thoughts about Christian ethics and how they relate
to the topics and the students’ development as a Christian counselor.
A portion of the grade for this assignment will be based on the number of pages that are read while
researching the topics. As such, use of the following as a gauge for page count and number of points
given for the reading portion. (See detailed Grading Rubric on Sakai). When you write your paper, on
the title page, indicate the number of pages read.
Grading will be as follows:
1500+ pages read (20 points)
1200-1499 pages read (16 points)
1000-1199 pages read (12 points)
700-999 (9 points)
Below 700 (5 points)
Due Date: December 9, 2017 submitted electronically in the Sakai course assignments area. REQUIRED READING RUBRIC
/20 Possible points Pages Read (20 pts)
o Read required texts and other readings (For CMH, MFT, and AACP read
required texts)
o Pages read: - 1500+ pages read (20 points)
- 1200-1499 pages read (16 points)
- 1000-1199 pages read (12 points)
- 700-999 pages read (9 points)
- Below 700 (5 points)
/40 Discussion of Topics (30 pts)
o Integrate how each topic for CMH, MFT OR AAPC relates personally to future
practice
o Address each of the areas and consider them as they relate to ethical, legal,
professional, and personal development.
o Include other sources from journals
o Include what the Code of Ethics says about the topics and how the Code factor
into your future consideration of each of the topics.
ethical and legal considerations related to the practice of mental health
counseling
understanding professional roles
functions in professional roles
relationships and collaboration with other human service providers
issues related to professional credentialing
advocacy work in the profession
/25 Addressed Christian Ethics Perspectives (25 pts)
o Include thoughts about Christian ethics and how they relate to the previously
mentioned topics and development as a Christian counselor
/15 APA Formatting/Writing (15 points)
o Summary APA format and Writing graduate level APA format (spacing, margins, cited sources, title & reference
page)
CO 790 Professional Standards 8 Maclin
Attend to sentence and paragraph structure, grammar, spelling,
and typing errors
Cite sources—no more than two direct quotations used
Adhered to page number (Title & Reference pages not in page
count)
/100 Total Points
2. Forum Discussion Articles/Chapter (80 points) – Students will be placed in pre-assigned
groups and will read several articles and engage in a discussion with their group about the
articles in four different forums. Students will eventually read all the articles, and will post
responses/reactions in the Forum section on Sakai under General Discussions on four separate
occasions. Students in each group will be responsible to post at least four discussion responses,
one of which will be his or her response or reaction to questions about the articles. The other
three discussion posts should be substantive engagements with any other group members’
responses. Group members should be mindful of posting timely responses so that each member
has a chance to read and respond. Any initial post response from anyone that is done later than
the week before the due date will have points deducted.
Due Date: General Discussions—September 22nd, October 13th, November 17th, & December 8 in
Sakai Forum section under General Discussion. FORUM DISCUSSION ARTICLES/CHAPTER RUBRIC
/20 Forum Article Set 1 Discussion (20 pts) o Read required articles for Discussion Group Articles-Set 1
o Substantive personal response/reaction to articles
o At least four substantive responses/reactions to other group members’
responses/reactions
/20 Forum Article Set 2 Discussion 20 pts) o Read required articles for Discussion Group Articles-Set 2
o Substantive personal response/reaction to articles
o At least four substantive responses/reactions to other group members’
responses/reactions
/20 Forum Article Set 3 Discussion (20 pts) o Read required articles for Discussion Group Articles-Set 3
o Substantive personal response/reaction to articles
o At least four substantive responses/reactions to other group members’
responses/reactions
/20 Forum Article Set 4 Discussion (20 pts) o Read required articles for Discussion Group Articles-Set 4
o Substantive personal response/reaction to articles
o At least four substantive responses/reactions to other group members’
responses/reactions
/80 Total Points
3. Facilitated Class Discussions (40 points discussion) – During class students will work in
groups of four and lead a discussion on a topic that each group will sign-up to lead. Students
will demonstrate through a discussion, their understanding of the material and identify the
ethical and legal considerations and concerns related to the topic and the field of mental health,
marriage and family therapy and pastoral care counseling. The students will share the
importance of the topic related to the provision of counseling services. As students address the
topics they will need to relate the information about the topic to the practice of a clinical
mental health professional, marriage and family therapy professional or pastoral care. Students
CO 790 Professional Standards 9 Maclin
will demonstrate a thorough understanding of the topic and how it relates to their future work
in providing services to individuals. Students will provide information through a 20-minute
large group discussion that addresses the topics. The students should utilize either the ACA,
AAMFT or AAPC Codes of Ethics and other resources to complete this assignment. (A-2 and
A-7)
Due Date: Saturday, October 13 & 14 during 2nd weekend of class. FACILITATED CLASS DISCUSSION RUBRIC
/30 Demonstration of Understanding of Material (30 pts)
o Include ethical guidelines in explaining topic
o Discuss the consequences of not adhering to guidelines
o Provide example of the topic and how included in practice
o Discuss the importance of guideline/code/law in clinical practice
o Discuss how serves public and is usefulness for serving the public
o Demonstration of utilization of Code of Ethics
o Handout provided on topic that benefited class and presentation
/10 Presentation Quality (10 pts)
o Accurately address the topic with correct information
o All group members participate in facilitated discussion
/40 Total Points
4. Self-Care Plan (50 points) — In as much as ethical practice and professional standards
require every therapist and pastor to attend to their own personal well-being; and understand
their limitations, to ensure that they do not suffer from “burnout”, it is essential that individuals
in the helping profession develop a self-care plan. The plan should address the importance of
supervision as well as steps that will be taken to provide care for clients when it is deemed
necessary. Those in the helping field should understand the importance of self-care and the
ethical responsibility they should give to being good examples of self-care. They also need to
know how to provide care for clients when it is necessary to step away from practicing. This
assignment is given for students to have the opportunity to consider, reflect on, and develop a
plan for self-care that will carry him or her forward to ensure a successful career. In the plan
students are also to address the role of supervision or mentoring in the process of self-care; and
steps that may be appropriate to care for clients if the therapist has to step away from practice
and providing counseling services. (D-9)
a. After reading The Resilient Clinician (Wicks, 2008), and utilizing the resources therein;
students will evaluate and identify their strengths and limitations (e.g.: sources of stress
and renewal); and prepare a self-care plan.
b. This paper will include discussion of the causes, preventions and resolutions of burnout.
Students should identify his or her own personal vulnerabilities. Students should also
address in the paper the importance of self-care plan from a Christian perspective, and
why it is important to know one’s limitations and the importance of caring for one’s self.
Students should address and identify the importance of supervision during times of
distress. Students should also identify a potential plan that can be implemented to
provide care for clients if it is necessary to cease practicing for a while. Finally, students
should identify ethical implications for not considering his or her own well-being and
self-care in providing clinical services; especially considering caring for clients.
c. This is a personal self-care plan, so students should write a major portion of the paper in
CO 790 Professional Standards 10 Maclin
first person. The plan should be written in APA format and be 4-6 pages in length,
double-spaced with 1-inch margins. (See Grading Rubric on Sakai).
d. Grading of this self-care plan will be based on:
1. Identification of own strengths and limitations - 7 pts
2. Identification of personal and professional stressors – 7 pts
3. Understanding causes, prevention and resolution of burnout - 7 pts
4. Identifying supervision/supervisor role in self-care – 7 pts
5. Identifying ethical implications for no self-care plan - 7 pts
6. Thoughts from a Christian perspective on self-care - 10 pts
7. Use of APA format and writing style – 5 pts
Due date: October 6, 2017 submitted electronically in the Sakai course assignments area. SELF-CARE RUBRIC
/7 Identification of Strengths & Weaknesses (7 pts)
o Identify the strengths
o Identify areas need to develop
o Explain vulnerabilities
o Explain the importance for future development
/7 Identification of Personal & Professional Stressors (7 pts)
o Identify the personal stressors
o Identify possible and potential professional stressors
/7 Address Understanding of Different Areas (7 pts)
o Understanding of Causes
o Understanding of Preventions
o Understanding of Resolution of Burnout
/7 Address Supervision/Supervisor Role in Self-Care (7 pts)
o Address importance of supervision
o Explain steps that will be taken to care for clients
/7 Address Ethical Implications of Not Having a Plan (7pts)
o Explain ethical responsibilities maintain self-care
/10 Address Thoughts Christian Perspective (10 pts)
/5 APA Writing Evaluation & Appropriate Resources Used (5 pts)
o Adhered to page length
o Paper used DOUBLE-SPACED ONLY, 1-inch margins, 12 pt Times New
Roman font
o Sentence and paragraph structure, grammar and typing errors addressed in
paper
o Paper include title page and reference page in APA format
o No more than one direct quote used
/50 Total Points
5. Supervision Evaluation (30 points)—Smith (2009) states that a supervisor should embrace
not only the provision of clinical services, but also how those services are delivered and the
trainees’ development. Students will engage in a General Discussion on the Forum as it relates
to reading the articles associated with this assignment that are from a supervisor’s perspective
and a supervisee’s perspective. Students will participate in this discussion in the same groups
they were in for the Forum Discussion. The assignment is to be done in three parts. In the
Forum General Discussion students should put their responses as “Part 1”, “Part 2”, and “Part
3.” When writing a response to other students answer to the article, it should be only written to
“Part 3.” (D-9)
Part 1: Students will address the type of supervision style in which they
CO 790 Professional Standards 11 Maclin
believe they will respond best. Students will address possible future goals to
consider in future supervisor/mentor relationship. Students will consider the
supervision models, discussed in class and consider the type of supervisor
would likely be a good fit in the supervisor-supervisee relationship.
Furthermore, students will identify his or her stage of development and how it
might influence the supervisor/supervisee relationship or the mentor
relationship if pastoral care.
Part 2: Using the ACA Code of Ethics students will evaluate the supervision
process from an ethical perspective; such as the guidelines regarding trainee
development, and what should be done in the supervisor/supervisee
relationship, and the supervisor/supervisee’s responsibility in client care and
vicarious responsibility.
Part 3: The students will write their personal response to the article to the
article. Students are to offer an evaluation or reaction or response or insights, or
any combination, to the article. Each student in the group should have at least
three discussion posts related to the article – (his or her initial response and at
two discussion engagements with other’s in the group.)
Due Date: October 20, 2017 submitted electronically in the Sakai course assignments area. SUPERVISION EVALUATION RUBRIC
/10 Part 1: Personal Response to Questions (10 pts)
o Supervision style personal fit
o Goals for supervision
o Supervisions models
o Personal stage of development
o How influenced in supervision relationship
/10 Part 2: ACA Code of Ethics Perspective Supervision Guidelines (10 pts) o Address ethical guidelines and responsibilities of supervisor
o Specifically identify and address what the code says related to
client care
o Address what makes code important to personal development and
the field
o Specifically identify and address what the code says related to
development
o Specifically address what should be done in
supervisor/supervisee relationship
o Address what makes code important to practice and the field
o Address supervisor responsibility in client care and vicarious responsibility
o Evaluate the problems or drawbacks that can exist in supervisor/supervisee
relationship
/10 Part 3: Article Discussion (10 pts) o Personal response/reaction/insight/evaluation of article
o At least two threaded discussion responses
/30 Total Points
6. Professional Organization (25 points) —Students will investigate professional organizations
that represent the profession and become a member of one of the professional groups. Students
should obtain membership/activity in one of the counseling professional associations, marriage
and family therapy associations or pastoral care profession. Electronic documentation of
membership is required to be posted on Sakai.
Option A: Membership in a National Counselor, Marriage and Family Therapy or Pastoral
CO 790 Professional Standards 12 Maclin
Counselor Association
American Counseling Association
American Mental Health Counselors Association
American Association of Christian Counselors
American Association of Pastoral Counselors
Option B: Membership in a State Counselor Association
North Carolina Counseling Association
Due Date: September 27, 2017 submitted electronically in the Sakai course assignments area.
7. Case Study (100 points) — Each student will present a 25-minute presentation of a case the
last weekend of class. Each student, except for students who are in a clinical rotation, will
receive a case that is an ethical dilemma. Students who are in a clinical rotation should
consider their caseload carefully and select a case that presents as an ethical dilemma. If the
student at a clinical rotation has a difficult time deciding on a case the student should speak
with Dr. Maclin about his or her case load. Students will demonstrate, through the case study
presentation, how to apply and adhere to ethical and legal standards in providing services to
the client in the case study. Students will include in their discussion how they would apply the
knowledge that they have of their cases to public mental health policy, financing, and
regulatory processes to improve service delivery opportunities in clinical mental health
counseling settings. Care should be taken, by students using a case from their clinical
rotation, to disguise all distinguishing details to protect fully the identity of the clients
discussed. (B-1 and B-2)
a. Students are to present the case in a PowerPoint presentation. Each student should address
the information below in the presentation. Use creativity in the presentation. The elements
that should be included in the presentation are:
• State clearly the ethical dilemma
• Give history and details of case context
• Address what the literature says about the situation from an ethical
standpoint
• Present the decision-making model process with rationale for how handled
the matter
• Address how the case can be considered related public mental health
policies, financing, and regulatory processes so that delivery of
services can continue to improve with the population in clinical mental
health counseling settings. • Share new insights you have as you reflect on the case after having taken
Professional Standards
• Facilitate class discussion (using a few carefully crafted questions)
b. Grading of this case study will be based on:
1. Clarity of description and identification of relevant issues - 5 pts
2. Orderly and logical presentation of history relevant to the ethical dilemma -
5 pts
3. Clear statement of your own conclusion about the ethical dilemma, clearly
justified; explanation of decision-making model and what you learned from the
case – 40 pts
CO 790 Professional Standards 13 Maclin
4. Use of 5 appropriate literature articles from within the past 7 years on
the topic of the dilemma - 20 pts
5. Considerations about the case based on broad areas of public mental health
policies, financing, regulatory processes associated with the delivery of services
and ways to improve care to population in clinical mental health counseling
settings. – 15 pts
Due Date: November 10-11, 2017 The PowerPoint should be submitted on Thursday, November
9. It should be submitted electronically in the Sakai course assignments area by 11:59 pm. CASE STUDY PRESENTATION RUBRIC
/85 Evaluate of Case Study Presentation (85 pts)
o Appropriateness of case for ethical dilemma-ethical question or challenge
identified (5 pts)
o Case Study de-identified
o If case given student address the case as if he/she is/was the
therapist
o Clarity of issues and identification of relevant issues (15 pts)
o Facilitate a class discussion on case
o Demonstrate how to apply and adhere to ethical requirements
o Orderly presentation of background history details in context
(5 pts)
o Addressed the resolution of ethical issue and how arrived at resolution (25
pts) Summary the decision-making and rational for how handled the
matter
o Address new insights gained as reflect on case as a result of Ethics and
Professional Standards course (10 pts)
Summary of positive and negative aspects of case
o Time length adhered to for presentation (20 min. max) (10 pts)
o Address how the case be considered related public mental health policies,
financing, and regulatory processes in the delivery of services (15 pts)
/15 APA Writing Evaluation (15 pts)
o Use of five (5) sources in addition to the APA Ethics Code and text that are
5-7 years old
o Accurately cite sources in presentation
o PowerPoint Presentation Readability
/100 Total Points
8. Exam (150 points) The proctored exam for Professional Standards in Counseling will
be due Saturday, December 16, 2016 by 11:59 pm. (It will be worth 150 points and
will consist of multiple-choice questions for CMH degree students that will come from
Corey, Corey, Corey and Callanan (2014) and Sanders (2012) texts that addresses the
major topics that were addressed during the class. The MFT student exam will consist
of questions from Wilcoxon, Remley, and Gladding (2011) and Sanders (2012). MDiv
student exam questions will be from Doehring (2015) and Sander’s (2012) books.
Additionally, there will be questions from the lectures. There will also be three short
case study and questions that will require you to consider ACA Code of Ethics, AAMFT
Code of Ethics and Pastoral Code of Ethics. You will be permitted to use the Codes
of Ethics to answer the Case Study questions ONLY! (A-2, A-7, and B-1).
CO 790 Professional Standards 14 Maclin
** SPECIAL NOTE: The Licensed Professional Counseling Association of North
Carolina (LPCANC) will host their annual conference October 26-28 in Winston-Salem,
NC. This would be an excellent opportunity to attend a counseling conference and rub
shoulders with folks who will be future colleagues in the field. As an incentive to attend
students would be have an adjustment on their reading assignment. To receive credit and
assignment adjustment students would be required to attend at least five workshops, and
show proof of attendance. If a student attends for at least five workshops the Required
Reading assignment would consist of students reading the required texts and writing an
annotated bibliography for each book. The assignment would be due December 9. Proof of
attendance would need to be submitted with the annotated Bibliography on Sakai. Students
can only use this assignment credit for one class that is taken where the professor may
offer this opportunity.
Grading:
The final grade will reflect the combined efforts of the student as derived from the following
sources:
Points for Assignments
Attendance 45 points
Participation 30 points
Required Reading Assignment 100 points
Forum General Discussion 80 points
Facilitated Discussion 40 points
Self-Care Plan 50 points
Supervision Evaluation 30 points
Professional Organization 25 points
Case Study 100 points
Final Exam 150 points
_____________ _________
TOTAL POSSIBLE POINTS 650 POINTS
** Students must submit ALL assignments. Any assignment that is not submitted will result in the
student receiving a failing grade on the assignment. For all CMH students and MFT students it is
necessary for you to receive a 70% score on each of your assignments. If 70% is not obtained the
student will be required to complete an additional assignment that measures the area of the
previous assignment.
Grading Rubric Final letter grades will be assigned based on the following distribution:
A+ 631-650 B+ 566-584 C+ 501-519 Below 455 not pass
A 611-630 B 546-565 C 481-500 course for CMH students
A- 585-610 B- 520-545 C- 455-480
Grading of Assignments Lateness will be penalized 3-points for each day an assignment is late. Excessive or insufficient
length will be penalized five-points per page over/under limits. Failure to use APA format will be
penalized up to one letter grade, depending on the errors. Assistance with correct APA format is
available online. Plagiarism is considered a serious academic offense at GCTS. Please note the
CO 790 Professional Standards 15 Maclin
guidelines at http://www.indiana.edu/~wts/wts/plagiarism.html.
Attendance The style and format of this course is essentially that of a senior seminar that anticipates maximum
class input and reflective discussion from the student. The student is expected to attend all class
sessions and participate fully in the classroom experience.
Attendance & Participation (75 points - 45 attendance + 30 participation) –
Students are expected to attend class and actively participate in the class. The
attendance/participation points are not automatic. If students are late to class, leave
early from class, or do not complete assignments points will be deducted each class
period.
Course Schedule
Date Topic Reading/Assignment Due
Sept 15-16 Introduction to Course
Christian Ethics & Theology
Religious Values & Secular Therapies
Ethical Theory & Biblical Standards
History & Philosophy of Counseling
Foundational Theory of Ethics
Values and Counseling
Professional Competence
Counseling Identity
Being a Professional in Profession
Professional Development & CE
Research on Christian Counseling
Counselor as a Person
Self-Care Requirements
Responsibilities of Therapists
Limitations as Counselor
Evaluating Education, Training Experience
& Capacity
Decision-Making Processes
Development of Ethical Reasoning
Supervision Models
Complex Supervisory Relationships
Supervision/Therapy Distinction
Read:
Wicks (2008)
pp. 3-104
Corey et al., (2014)
Ch. 1-3, 5, 7, 9
Sanders, (2013) Ch. 1-4, 9, 20, 21
Wilcoxen et al. (2011)
Ch. 1-3, 9-10, 13-14
Doehring, (2015)
Ch. 2-3
ACA Code of Ethics
Sept 22 First Forum Post Due
(deduction points if posted
after 1 week before due)
Sept 27 Membership Notification
Due
CO 790 Professional Standards 16 Maclin
Oct 6 Self-Care Plan Due
Oct 13 Second Forum Post Due
(deduction points if posted
after 1 week before due)
Oct 13-14 Ethical & Legal Considerations Practice in
Counseling
Professional Issues for Counselors
Informed Consent
Limitations of Confidentiality-Tarasoff
Confidentiality
Privilege & Privacy
Multiple Relationships
Advertising, Promotion & Marketing
Ethics in Research, Education & the Marketplace
Multicultural Issues
Client Advocacy-Public Policies
Advocate for Policies & Programs
Read:
Wicks (2008)
pp. 105-209
Corey et al., (2014)
Ch. 6-8, 13
Sanders, (2013)
Ch. 12
Wilcoxen et al. (2011)
Ch. 4-5, 8, 12
Doehring, (2015)
Ch. 4, 6-8
ACA Code of Ethics
Oct 13-14 Facilitated Discussions
Due
Oct 20 Supervision Evaluation
Discussion Forum Due
Nov 10-11 Counselor vs. Lay Counselor vs. Pastoral Counselor
Ethical Issues in Pastoral Counseling
Ethical Issues in Couples & Family Therapy
Ethics of the Child Client
Gaining Clarity about Potential for Exploitation
Boundaries in Counseling & Therapy Sexual Issues
& Reasonable Prudence
Legal Issues
Forensic Settings
Family Law and Child Custody Issues
Judicial System and Expert Testimony
Malpractice and Common Risk Factors
Referral & Termination
Corey et al., (2014)
Ch. 11
Sanders, (2013) 5-8
Wilcoxen et al. (2011)
Ch. 7, 11
Doehring (2015)
Ch.8
Nov 10-11 Case Study Presentations
Due
Nov 17 Third Forum Post Due
(deduction points if posted
after 1 week before due)
Dec 8 Fourth Forum Post Due
(deduction points if posted
after 1 week before due)
Dec 9 Required Reading Due
Dec 16 Final Exam Due
CO 790 Professional Standards 17 Maclin
** The syllabus is subject to change at the Professor’s discretion when changes are needed.
Students will be notified, via an email, of any changes that are made to the syllabus.
Syllabus Addendum
Academic Standards
Cheating and plagiarism are considered serious breaches of personal and academic integrity.
Cheating involves, but is not necessarily limited to, the use of unauthorized sources of information
during an examination or the submission of the same (or substantially same) work for credit in two
or more courses without the knowledge and consent of the instructors. Plagiarism involves the use
of another person’s distinctive ideas or words, whether published or unpublished, and representing
them as one’s own instead of giving proper credit to the source. Plagiarism can also involve over
dependence on other source material for the scope and substance of one’s writing. Such breaches
in academic standards often result in a failing grade as well as other corrective measures. For
more information, please consult the Student Handbook.
ADA Policy
The seminary complies with the provisions of the Americans with Disabilities Act. A student with
a qualifying and authenticated disability who needs accommodations should petition the seminary
in accordance with the stated guidelines in the Student Handbook.
Cancellation of Class
In the event the seminary has to cancel a class meeting (impending storm, professor illness, etc.),
the Registration Office will send out an email (via the GCTS email account) notification to all
students registered in the respective course. If the cancelation occurs the day of the scheduled
meeting, the Registration Office will also attempt to contact students via their primary phone
contact on record. The professor will contact the students (via GCTS account) regarding make-up.
If a weekend class is cancelled, the class will be made up during the scheduled Make-Up weekend
(see the academic calendar for the designated dates). For more info, consult your Student
Handbook.
Extension Policy
Arrangements for submission of late work at a date on or before the “last day to submit written
work”, as noted on the seminary’s Academic Calendar, are made between the student and
professor. Formal petition to the Registration Office is not required at this time. This includes
arrangements for the rescheduling of final exams.
However, course work (reading and written) to be submitted after the publicized calendar due
date, must be approved by the Registration Office. An extension form, available online, must be
submitted to the Registration Office prior to the “last day to submit written work.” Requests
received after this date will either be denied or incur additional penalty. For a full discussion of
this policy, please consult the Student Handbook.
Grades
Grades are posted on line within twenty-four hours of receipt from the professor. Students are
expected to check their CAMS student portal in order to access posted grades. Those individuals
who need an official grade report issued to a third party should put their request in writing to the
CO 790 Professional Standards 18 Maclin
Registration Office. Faculty have six weeks from the course work due date to submit a final
grade.
Returned Work
Work submitted through Sakai will be returned via Sakai since no hard copies will be turned in.
Enclose a self-addressed, stamped envelope with any hard copy work submitted if you wish to
have it returned.
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CO 790 Professional Standards 19 Maclin
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CO 790 Professional Standards 20 Maclin
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http://www.division42.org/IPfiles/Winter08/practitioners/self-care.php
http://www.sfpa.net/newsletters/SFPA04-July.pdf