CHD 600 – FALL 2016

PROFESSIONAL IDENTITY AND ETHICS FOR CLINICAL MENTAL HEALTH COUNSELORS

Professor: Miranda MJ Parries, PhD, NCC, ACSOffice: 412 Stevens Hall

Phone: 256-765-4767E-mail:

Address:UNA, Box 5107, Florence, AL 35632

Office Hours:M/T/R: 3:30 – 5:30p; W/F- By Appointment

Additional hours are available by appointment. Occasionally, other obligations (i.e., committee meetings) may impose upon stated office hours.

Course Description: A study of the history and current trends in clinical mental health counseling; ethical and legal issues; professional counselor roles, standards and functions; professional organizations and credentialing practices.These include a focus on professional associations, a look at the role and function of counselors, a review of characteristics needed to be an effective counselor, a review of the history of counseling and related professions, a review of current issues and future trends in counseling, an examination of accreditation, an overview of credentialing, a review of ethical codes and related issues, an overview of social and cultural issues, and how to find a job and apply to graduate schools in counseling.

Referenced Standards:

CACREP-2009.2.G.1.a.- history and philosophy of the counseling profession;

CACREP-2009.2.G.1.b. - professional roles, functions, and relationships with other human service providers, including strategies for interagency/interorganization collaboration and communications;

CACREP-2009.2.G.1.f. - professional organizations, including member ship benefits, activities, services to members, and current issues;

CACREP-2009.2.G.1.g. - professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues;

CACRP-2009.2.G.1.h. - the role and process of the professional counselor advocating on behalf of the profession;

CACREP-2009. 2.G.1.j. - ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

CACREP.CMHC.A.1. - Understands the history, philosophy, and trends in clinical mental health counseling.

CACREP.CMHC.A.2. - Understands ethical and legal considerations specifically related to the practice of clinical mental health counseling.

CACREP.CMHCA.3. - Understands the roles and functions of clinical mental health counselors in various practice settings and the importance of relationships between counselors and other professionals, including interdisciplinary treatment teams.

CACREP.CMHC.A.4. - Knows the professional organizations, preparation standards, and credentials relevant to the practice of clinical mental health counseling.

CACREP.CMHC.B.1. – Demonstrates the ability to apply and adhere to ethical and legal standards in clinical mental health counseling.

CACREP.CMHC.C.9. - Understands professional issues relevant to the practice of clinical mental health counseling.

CACREP.CMHC.E.6. - Knows public policies on the local, state, and national levels that affect the quality and accessibility of mental health services.

Prerequisites: None

Required Readings:

Neukrug, E. (2014). A brief orientation to counseling: Professional identity, history, and standards. Belmont, CA: Cengage.

2014 American Counseling Association Code of Ethics. Go to:

2015American Mental Health Counselors Association Code of Ethics, Go to:

2012 National Board of Certified Counselors Ethical Code.

Canvas

Instructional Modalities: Lecture, discussion, student research and class presentation.

Course Format and Requirements:The first half of class will be lecture on chapter material. The second half of class will be experiential activities related to chapter material and discussions around ethical issues.

Student Knowledge, Skill Outcomes & Course Competencies:

Upon completion of the course, students shall demonstrate knowledge and understanding of:

  1. the history and philosophy of the counseling profession (CACREP-2009.1.a);
  2. professional roles, functions, and relationships with other human service providers, including strategies for interagency/inter-organization collaboration and communications (CACREP-2009.1.b);
  3. professional organizations, including membership benefits, activities, services to members, and current issues (CACREP-2009.1.f.);
  4. professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues (CACREP-2009.1.g.);
  5. the role and process of the professional counselor advocating on behalf of the profession (CACREP-2009.1.h.);
  6. ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling (CACREP-2009. 1.j.);
  7. the history, philosophy, and trends in clinical mental health counseling (CACREP.CMHC.A.1.);
  8. ethical and legal considerations specifically related to the practice of clinical mental health counseling (CACREP-2009. 1.j.);
  9. the roles and functions of clinical mental health counselors in various practice settings and the importance of relationships between counselors and other professionals, including interdisciplinary treatment teams (CACREP.CMHCA.3.);
  10. the professional organizations, preparation standards, and credentials relevant to the practice of clinical mental health counseling (CACREP.CMHC.A.4.);
  11. the application and adherence to ethical and legal standards in clinical mental health counseling (CACREP.CMHC.B.1.);
  12. professional issues relevant to the practice of clinical mental health counseling (CACREP.CMHC.C.9.);
  13. public policies on the local, state and national levels that affect the quality and accessibility of mental health services (CACREP.CMHC.E.6.).

Class Activities & Evaluation:

Course RequirementsOutcomes & CompetenciesGrading Scale

Research Paper – 20%2, 6, 7, 8, 9, 12A = 90 to 100

Field Observation Report – 20% 4, 9, 13B = 80 to 89.99

Weekly Assignments – 10%1, 2, 4,7, 10, 12C = 70 to 79.99

Ethical Vignettes Responses- 10%2, 5, 6, 8, 11,13D = 60 to 69.99

Exams – 20%each1, 2, 3, 4, 5, 7, 9, 10, 12F = 59.99 and below

  1. Research IntegratedEthics Focused Paper: In an effort to explore perspectives related to ethical issues within the field of Clinical Mental Health, you will write a 6-10 page paper discussing the varied professional positions on an ethical concern of your choice. Your choice will be selected from the results featured in the Neukrug & Milliken (2011)survey of counselor’s perceptions of ethical behavior (See also textbook pp. 127-129). The paper should contain the following: (a) a discussion of the relevant sections of the ACA Code of Ethics and/or the AMHCA Code of Ethics, (b) descriptions of opinions from the professional counseling literature, (c) a concluding summary of key issues surrounding the ethical topic, and (d) a minimum of 5 peer-reviewed journal[MP1] articlesMUST be utilized (the paper MAY also include up to 5 additional web-based sources from sites noted as .gov or .org). The paper should follow APA formatting. See APPENDIX B. 200 points
  1. Field Observation Report: Please visit a counselor and analyze counseling at an elementary, middle or secondary school; mental health or social service agency; or college. Interview a counselor in a specialty area of your choice (e.g., community agency/mental health counseling, college counseling, and so forth) in order to gather information about their setting and how that agency handles logistics related to policy, client treatment and ethical standards. An outline with required questions can be found in the attached APPENDIX A to this syllabus[MP2]. 200 points
  1. Weekly Assignments: Complete weekly assignment which can be found on Canvas. Download the assignment, complete it, and upload it to Canvas. On target submissions willbe complete and accurate with no omissions. These assignments are due prior to the class in which it will be discussed. 100 points (10 points ea.)
  1. Response to ethical vignettes: Read the two ethical vignettes posted each week on Canvas. Identify where on the ACA Ethics Code it is addressed, if at all, and write a 1 to 2 paragraph reaction to the vignette and upload it to Canvas discussion board prior to the class in which it will be discussed. On target submissions will address the vignettes with appropriate reference to ethical codes. Submission will also include a discussion of the ramifications of ethical violations.Failure to address applicable ethical code will initiate a point deduction. 100 points(10 points ea.)
  1. Midterm Exam: The exams will contain multiple choice, matching, and/or short answer items. 200 points
  1. Final Exam:200 points
  1. Extra Credit: Join a professional association or attend a professional conference. 30 points
  • Since counseling is an inexact science, part of the grade is a subjective, professional decision by the instructor.
  • Five points will be deducted for each day beyond the due date an assignment is turned in to the instructor. If an emergency occurs and you are unable to get to class, you may mail your video and the postmark will serve as the date that it was turned in. In the event that the penalties accrued exceed the point total, the assignment will not be accepted.
  • If you cannot come to class when an assignment is due, you may e-mail the completed assignment to the instructor and that will serve as the date it is turned in. You will not receive a grade until you have turned in a paper copy, and you may use this option only once during the semester.
  • All assignments should be typed using Times New Roman, 12 point font and double spaced. (APA style)
  • You are expected to be present at all exams. It will be determined on a case-by-case basis if a make-up exam will be given. Documentation for the reason for the missed exam will be required, and the test will be taken in a timely manner, with the time and date set by the instructor.
  • Cell phones and other electronic devices are not permitted in class and should not be visible or audible. Please turn off cellular telephones during class meetings. Explain to employers, colleagues, and family members that you are not available to receive calls during class.If a student needs cell phone access for a personal emergency or on-call work situation, the student may keep the phone visible and in vibrate or silent mode. Permission from the instructor must be obtained prior to class in these situations.
  • Frequently in class discussions relate to mental illness, loss, trauma, crisis, etc., therefore, if you find that these discussions are difficult for you this may not be the best time for you to take this course.

Academic Honesty

Students of the university academic community are expected to adhere to commonly accepted standards of academic honesty. Allegations of academic dishonesty can reflect poorly on the scholarly reputation of the University including students, faculty and graduates. Individuals who elect to commit acts of academic dishonesty such as cheating, plagiarism, or misrepresentation will be subject to appropriate disciplinary action in accordance with university policy.

Incidents of possible student academic dishonesty will be addressed in accordance with the following guidelines:

  1. The instructor is responsible for investigating and documenting any incident of alleged academic dishonesty that occurs under the instructor’s purview.

2. If the instructor finds the allegation of academic dishonesty to have merit, then the instructor, after a documented conference with the student, will develop a plan for disciplinary action. If the student agrees to this plan, then both instructor and student will sign the agreement. The faculty member will forward a copy of the signed agreement to the Office of Student Conduct for record-keeping purposes.

3.If the student disagrees with the instructor’s proposed plan for disciplinary action and wishes to take further action, he/she is responsible for scheduling a meeting with the chair of the department where the course is housed to appeal the proposed disciplinary plan. The department chair shall mediate the matter and seek a satisfactory judgment acceptable to the faculty member based on meetings with all parties. If a resolution is reached, the disposition of the case will be forwarded to the Office of Student Conduct. If a resolution at the departmental level is not reached and the student wishes to take further action, he/she is responsible for scheduling a meeting with the dean of the college where the course is housed to appeal the proposed disciplinary plan. The college dean shall mediate the matter and seek a satisfactory judgment acceptable to the faculty member based on meetings with all parties. If a resolution is reached, the disposition of the case will be forwarded to the Office of Student Conduct. If a resolution at the college level is not reached and the student wishes to take further action, he/she is responsible for scheduling a meeting with the Vice President for Academic Affairs and Provost (VPAA/P) to appeal the proposed disciplinary plan. The VPAA/P shall mediate the matter and seek a satisfactory judgment acceptable to the faculty member based on meetings with all parties. After reviewing all documentation, the VPAA/P may, at his/her discretion, choose either to affirm the proposed action, to refer the case to the Office of Student Conduct for further review, or to dismiss the matter depending on the merits of the case. The final disposition of the case will be disseminated to appropriate parties, including the Office of Student Conduct.

4. If a student is allowed academic progression but demonstrates a repeated pattern of academic dishonesty, the VPAA/P may, after consultation with the Office of Student Conduct, assign additional penalties to the student, including removal from the University.

Attendance

UNA’s attendance policy states:

“Graduate work is based on levels of maturity and seriousness of purpose which assume regular and punctual class attendance. In order to protect academic status, circumstances necessitating extended absences should be the basis for conferral with the appropriate college dean. Each student is directly responsible to the individual professor for absences and for making up work missed. Particular policies and procedures on absences and makeup work are established in writing for each class, are announced by the professor at the beginning of the term, and for excessive absences, may provide for appropriate penalties including reduction in grades or professor-initiated withdrawal from class. Official written excuses for absences are issued only for absences incurred in connection with university-sponsored activities. For all other types of group or individual absences, including illness, authorization or excuse is the province of the individual professor.” (p.33)

Communication--UNA Portal Statement

The official method of communication at UNA is UNA portal, with emphasis placed on University email (accessed through the homepage at Please check this email account regularly and route Canvas communications to it as well to ensure timely communication regarding course, program, and university matters.

Attendance Policy, Counselor Education Faculty

If a student misses more than four classes, that student will be required to withdraw from the course. If the fifth absence occurs after the withdrawal deadline, the student will receive a failing grade.

UNA Policy for Accommodations

In accordance with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973, the University offers reasonable accommodations to students with eligible documented learning, physical and/or psychological disabilities. Under Title II of the Americans with Disabilities Act (ADA) of 1990 and Section 504 of the Rehabilitation Act of 1973, a disability is defined as a physical or mental impairment that substantially limits one or more major life activities as compared to an average person in the population. It is the responsibility of the student to contact Developmental Services prior to the beginning of the semester to initiate the accommodation process and to notify instructors within the first three class meetings to develop an accommodation plan. Appropriate, reasonable accommodations will be made to allow each student to meet course requirements, but no fundamental or substantial alteration of academic standards will be made. Students needing assistance should contact Developmental Services (256-765-4214).

Emergency Procedures

Upon hearing the fire/emergency alarm, or when instructed by the building coordinator to do so, students will evacuate the building under the supervision of the faculty and staff. While evacuating, please keep in mind the following:

Assist persons with physical disabilities, if needed.

Do not use the elevators.

Time permitting, close all doors and windows.

Alert others in the building as you exit.

Faculty, staff and students will stay in a designated assembly area until notified otherwise by authorized personnel, including UNA facilities staff, UNA Police Officers, UNA Administrators, or Fire Department personnel.

Schedule

Aug. 29Introduction to the Course; Plagiarism Rules and Discussion; APA Style Writing;

Use of Search Engines; Review of Syllabus Chapter 1: What Is Counseling and Who Is the Counselor

Sept. 5Labor Day-- NO CLASS

Sept. 12Chapter 2: Professional Associations in Counseling and Related Fields

Sept. 19Chapter 3: Characteristics of the Effective Counselor

Sept. 26Chapter 4: Predecessors to the Counseling Profession: From Early

Antiquity to Early Social Work, Psychology, and Psychiatry

Oct. 3 Chapter 5: History of the Counseling Profession

Oct. 7-9: Fall Break

Oct. 10Midterm on Chapter 1-5

Oct. 17Chapter 6: Current Issues and Future Trends in the Counseling

Profession

Trends in Health Care Management, Changing Standards, Professional Issues

Oct. 24Chapter 7: Accreditation in Counseling and Related Fields.

Oct. 31Chapter 8: Credentialing in Counseling and Related Fields

Types of Credentialing, Credentialing for Counselors

Analysis of Agency/Educational Setting Due

Nov. 7Chapter 9: Ethics in Counseling and Related Fields

Defining Values, Ethics, Morality, and Their Relationship to the Law

Ethical Hot Spots for Counselors

Nov. 14Chapter 9: Ethics in Counseling and Related Fields(Cont’d)

(No assignment due)

Reporting Ethical Violations

Legal Issues Related to Ethical Violations

Avoiding Lawsuits: Best Practices

Nov. 21Nov. 23-27: Thanksgiving Break

Nov. 28Chapter 10: Multicultural Counseling and Social Justice Work: The

Fourth and Fifth Forces

Defining Multicultural Counseling and Social Justice Work, Conceptual Models Toward Understanding Cultural Identity, Multicultural Counseling and Social Justice Competencies

Dec. 5Afterword: Applying to Graduate School and Finding A Job

Dec 12.Final on Chapters 6-10

Final Papers Due

APPENDIX A

Outline for Field Observation Report:

A Detailed Analysis of an Agency Where Counselors Work

Interview a counselor in a specialty area of your choice (e.g., community agency/mental health counseling, college counseling, and so forth) in order to gather information about their setting and how that agency handles logistics related to policy, client treatment and ethical standards. Using the guidelines for questioning below,compile an analysis paper that addresses the concerns above and note your reactions.