EDUC 507 Professional Identity and Law and Ethics for Counselors

EDUC 507 Professional Identity and Law and Ethics for Counselors

Syllabus

Summer 2009, Monday/Wednesday 7:00-9:40pm

Room #WPH 205

Instructor: Hiroshi M. Sasaki, Ph.D. E-mail:

Office: WPH 1005 Phone: 562.756.6211 Office Hours: By apptmt.

Masters Office: WPH 602 Phone: 213.740.3255 Office Hours: 9am-5pm

Rossier School of Education Theme:

“The Rossier School of Education focuses on redefining excellence in urban education through research, teaching and service in the areas of leadership, learning, accountability and diversity.”

Course Overview

This course introduces students to the evolution of the field of counseling and the roles and functions counselors play, as well as the professional organizations that have evolved to oversee the field. The ethical codes put forth by these organizations and the California laws and regulations relevant to counselors are reviewed. Ethical decision-making skills using these standards as guidelines are applied, and professional counseling identities are developed.

Course Objectives

In this course, students will:
1.  Develop knowledge of how the field of counseling developed, how counselors’ roles have changed over the years, what functions counselors serve today, and the different professional organizations that support counselors throughout their career;
2.  Develop a thorough understanding of the ethical standards of APA, ACA and related professions and their implications for programming and service delivery;
3.  Learn models of ethical decision making and understand the broader ethical principles underlying ethics codes necessary to make responsible ethical decisions about complex ethical issues, particularly those related to confidentiality, dual relationships, and negligence;
4.  Become familiar with research findings on ethical behavior of counselors, psychologists, and other mental health professionals;
5.  Understand the relationship between personal values, emotional stability and ethical actions as professionals;
6.  Acquire working knowledge of legal issues and laws related to treatment of minors, adults, older adults, families, and couples, and see the interplay between ethics and law;.and
7.  Understand how racism, sexism, ageism, heterosexism, and other forms of stereotyping are ethical issues.

EDUC 507 Syllabus, p.2 of 6

Course Requirements

Class Involvement and Participation:
Students’ professionalism/preparation, attendance, and active participation in the class are critical to students’ learning and success in the class. The interactive nature of the class encourages the sharing of individual ideas and reactions related to the course content.
Quizzes:
Quizzes will be given throughout the semester at the beginning of class period to gauge how well students understand the material. A quiz may be expected on any given day, based upon the reading due that day as well as the previous class discussion. The format of the quizzes will consist of short answer questions and/or brief ethical vignette.
Mid-term and Final:
The mid-term and final exam will address all of the reading, lecture, and discussion material covered in class. While the final will be cumulative, emphasis will be placed upon the second half of the course.

Textbooks and other materials

Welfel, E.R. (2010). Ethics in counseling and psychotherapy: Standards, research and emerging issues. (4th ed). Belmont, CA: Wadsworth.
Other readings are available on BlackBoard (https://blackboard.usc.edu).

Class Participation

Small group discussions will occur often and students are expected to participate fully in them. Students are also encouraged to ask questions and actively participate in both planned and impromptu class discussions so long as the discussion forwards the purpose of the class. Effort invested during class time will reduce the effort necessary outside class.
Students who miss class or are late to class, without a documented excuse, will lose 3 points per occurrence from their total grade.

Grading

% of grade
Class Participation and Professionalism 10%
Quizzes 10%
Mid-term 40%
Final 40%
100.0%
A = 94%-100% A- = 90%-93% B+ = 87%-89% B = 84%-86%
B- = 80%-83% C+ = 77%-79% C = 74%-76% C- = 70%-73%

Grades

All Master’s degree students should be submitting B, B+ or A- work. Students receiving a C, should consult their professors immediately for feedback about making significant changes in their approach to their courses. Students receiving a D or below are not working at the graduate level, and should seriously consider whether their current life circumstances are conducive to successfully completing a Master’s degree at this time. Master’s level students should not expect to get an A as a matter of course. A’s are reserved for outstanding achievement, reflecting exceptional understanding, insight, and writing (i.e., profound command of the course content with an exceptionally high level of scholarship and excellence). Only a few students will receive A’s at this level because you have reached a new, and much higher, standard of performance at the master’s level, and there is always room to improve. If you receive an A in a class, you know you have gone far above and beyond what is expected of you. If you receive a B, you have met our expectations.

Academic Accommodations

Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to me as early in the semester as possible. DSP is located in STU 301 and is open 8:30 a.m. - 5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-0776.

Incompletes

IN – incomplete (work not completed because of documented illness or some other emergency occurring after the twelfth week of the semester; arrangements for the IN and its removal should be initiated by the student and agreed to by the instructor prior to the final exam); IX – lapsed incomplete.
Conditions for Removing a Grade of Incomplete. If an IN is assigned as the student’s grade, the instructor will fill out the Incomplete (IN) Completion form which will specify to the student and to the department the work remaining to be done, the procedures for its completion, the grade in the course to date and the weight to be assigned to the work remaining to be done when computing the final grade. A student may remove the IN by completing only the portion of required work not finished as a result of documented illness or emergency occurring after the twelfth week of the semester. Previously graded work may not be repeated for credit. It is not possible to remove an IN by re-registering for the course, even within the designated time.
Time Limit for Removal of an Incomplete. One calendar year is allowed to remove an IN. Individual academic units may have more stringent policies regarding these time limits. If the IN is not removed within the designated time, the course is considered “lapsed,” the grade is changed to an “IX” and it will be calculated into the grade point average as 0 points. Courses offered on a Credit/No Credit basis or taken on a Pass/No Pass basis for which a mark of Incomplete is assigned will be lapsed with a mark of NC or NP and will not be calculated into the grade point average.

Academic Dishonesty

(http://www.usc.edu/student-affairs/SJACS/forms/AcademicIntegrityOverview.pdf)

Plagiarism is the use of others’ ideas, writings, research, drawings, etc. in a paper without appropriate acknowledgment. Paraphrasing (putting the material in your own words, etc.) is usually acceptable as long as the original reference is cited, and you do not imply that the ideas or thoughts are your own. You must always use quotation marks and a citation when using someone else’s words verbatim.
Cheating is defined as the act of obtaining or attempting to obtain academic credit for work by the use of any dishonest, deceptive, or fraudulent means. Action will be taken if an instructor suspects a student of cheating.

Course Schedule

Day / Date / Topic / Readings should be read before class
1 / 7/1 / Introductions and Syllabus -- History of the field of counseling -- Professional Organizations -- Counseling Specializations -- Professional Identity Development / Browse the ACA and AAMFT websites
2 / 7/6 / Why Ethics?
Current ethical standards
·  Morality, Laws, and Ethics
Ethical Decision Making
·  Principle and Virtue Ethics / Welfel ch.1*-2*, Appendices A (all) & B (p.407-409 only)
Gibson & Pope (1993) – skim
CAMFT ethics – skim
Barnett et al. (2007a)
3 / 7/8 / Values and Personal Awareness
Diversity and Ethics
·  Trust and Power / Welfel ch.3* (3rd ed. ch.10)
APA LGB Therapy Guidelines (skim)
APA Multicultural Guidelines (skim)
Cornish et al. (2008)
Feminist Therapy Code of Ethics (skim)
Frame & Williams (2005)*
4 / 7/13 / Scope of practice and competence
·  Candice Newmaker Case
Confidentiality and Privilege
·  Tarasoff: Duty to Protect
·  Involuntary Commitment / Welfel ch.4*-5* (3rd ed. ch.3-4)
Lawson & Vernat (2005)
APA - Coping with subpoenas (2006)
Glosoff (2000) – skim
Benjamin et al (2009)*
Jobes & Connor (2009)*
5 / 7/15 / Informed Consent
Midterm Review / Welfel ch. 6* (3rd ed. ch.5)
Somberg et al (1993) – skim
Croarkin et al (2003) – skim
Walfish & Ducey (2007)
6 / 7/20 / Mid-Term Examination
7 / 7/22 / Children, Couples, Older Adults, and Families
·  Reporting Abuse
·  Minor consent / Welfel Ch. 9* (3rd ed. ch.8)
CA minor consent laws*
Welfel et al (2000)
Citizen’s Guide to Elder Abuse (2002)*
Sullivan et al. (2002) – skim
24 Q&As about child abuse - REC
8 / 7/27 / Dual Relationships and Boundaries
·  Non-Sexual Dual Relationships
·  Sexual Relationships / Welfel ch.7-8* (3rd ed. ch.6-7)
Prof. Tx. Never Includes Sex*
Hartl et al (2007)
Younggren & Gottlieb (2004)
Barnett et al (2007b)
9 / 7/29 / Assessment and Schools / Welfel ch.10* & 12* (3rd ed. ch.9&12)
Anastasi (1992)
Pope (1992)
10 / 8/3 / Supervision, Teaching, and Research / Welfel Ch. 13* & 14
11 / 8/5 / Community & Consulting Ethics
Accountability and Ethics Complaints
Licensing Overview
Final Review / Welfel ch.11* & 15*
APA recordkeeping guidelines
Chauvin & Remley (1996)
12 / 8/10 / Final Examination
NB: All non-Welfel readings are available on BlackBoard. “REC” = recomended

References

American Psychological Association (2000). Guidelines for psychotherapy with lesbian, gay, and bisexual clients. American Psychologist, 55(12),1440-1451.

American Psychological Association (2003). Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. American Psychologist 58(5), 377-402.

American Psychological Association Committee on Legal Issues. (2006). Strategies for private practitioners coping with subpoenas or compelled testimony for client records or test data. Professional Psychology: Research and Practice, 37(2), 215 - 222.

American Psychological Association. (2007). Record keeping guidelines. Washington, DC. Available: http://www.apa.org/practice/recordkeeping.pdf

American Psychological Association Committee on Professional Practice and Standards. (1995). Twenty-four questions (and answers) about professional practice in the area of child abuse. Professional Psychology: Research and Practice, 26, 377 - 383.

American Psychological Association Division 44 / Committee on Lesbian, Gay, and Bisexual Concerns Joint Task Force (2000). Guidelines for psychotherapy with lesbian, gay, and bisexual clients. American Psychologist, 55(12),1440-1451.

Anastasi, A. (1992). What counselors should know about the use and interpretation of psychological tests. Journal of Counseling and Development, 70, 610–615.

Barnett, J. E., Behnke, S. H., Rosenthal, S. L., Koocher, G. P. (2007a). In Case of Ethical Dilemma, Break Glass. Professional Psychology: Research and Practice, 38(1), 7-12.

Barnett, J. E., Lazarus, A. A., Vasquez, M. J. T., Moorehead-Slaughter, O., Johnson, W. B. (2007b). Boundary Issues and Multiple Relationships. Professional Psychology: Research and Practice, 38(4), 401-410.

Benjamin, G. A. H., Kent, L., & Sirikantraporn, S. (2009). A review of duty to protect statutes, cases, and procedures for positive practice . In J. L. Werth, E.R. Welfel, & G. A. H. Benjamin (Eds.), The duty to protect: Ethical, legal, and professional responsibilities of mental health professionals (pp. 9-28). Washington, DC: APA Press.

California Department of Consumer Affairs. (2004). Professional therapy never includes sex. Available: http://www.bbs.ca.gov/pdf/publications/proftherapy.pdf

California Association of Marriage Family Therapists. (2008). Ethical Standards, Part I. Available: http://www.camft.org/AM/Template.cfm?Section=home&Template=/CM/ContentDisplay.cfm&ContentID=1269

California Department of Justice. (2002). A citizen’s guide to elder abuse. Available: http://www.ag.ca.gov/bmfea/pdfs/citizens_guide.pdfs

Chauvin, J. C., & Remley, T. P., Jr. (1996). Responding to allegations of unethical conduct. Journal of Counseling and Development, 74, 563–568.

Committee on Legal Issues of the American Psychological Association. (2006). Strategies for private practitioners coping with subpoenas or compelled testimony for client records or test data. Professional Psychology: Research and Practice, 37(2), 215 - 222.

Cornish, J. A. E., Gorgens, K. A., Monson, S. P., Olkin, R., Palombi, B. J., Abels, A. V. (2008). Perspectives on ethical practice with people who have disabilities. Professional Psychology: Research and Practice, 39(5), 488-497.

Croarkin, P., Berg, J., & Spira, J. (2003). Informed consent for psychotherapy: A look at therapists’ understanding, opinions, and practices. American Journal of Psychotherapy, 57, 384 – 400.

Feminist Therapy Institute. (1999). Feminist Therapy Code of Ethics. Available: http://www.feminist-therapy-institute.org/ethics.htm

Frame, M.W., & Wiliams, C.B. (2005). A model of ethical decision making from a multicultural perspective. Counseling & VAlues, 49, 165-179.

Gibson, W. T., & Pope, K. S. (1993).The ethics of counseling: A national survey of certified counselors. Journal of Counseling and Development, 71, 330 - 336.

Glosoff, H. L., Herlihy, B., & Spence, E. B. (2000). Privileged communication in the counselor: client relationship. Journal of Counseling and Development, 78, 454 – 462.

Hartl, T., L., Zeiss, R. A., Marino, C. M., Zeiss, A. M., Regev, L. G., & Leontis, C. (2007). Clients’ sexually inappropriate behaviors directed towards clinicians: Conceptualization and management. Professional Psychology: Research and Practice, 38,674 – 681.

Jobes, J.A., & O’Connor, S. S. (2009). The duty to protect suicidal clients: Ethical, legal and professional considerations. In J. L. Werth, E.R. Welfel, & G. A. H. Benjamin (Eds.), The duty to protect: Ethical, legal, and professional responsibilities of mental health professionals (pp. 163 - 182). Washington, DC: APA Press.

Lawson, G., & Venart B. (2005). Preventing counselor impairment: vulnerability, wellness, & resistance. Available: http://www.counseling.org/wellness_taskforce/PDF/ACA_taskforce_vista.pdf

National Center for Youth Law. (2006). California abortion law; California minor consent rules for adolescent health care; and California minor consent laws for mental health services. Available: http://www.teenhealthrights.org