Syllabus Template



EDUC 507 Professional Identity and Law and Ethics for Counselors

Syllabus

Summer 2010, Monday/Wednesday 7:00-9:40pm

Room #WPH 205

Instructor: Hiroshi M. Sasaki, Ph.D. E-mail: hsasaki@usc.edu

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: |

|Develop knowledge of how the field of Marriage Family Therapy developed, what functions MFTs serve today, and the different professional |

|organizations that support MFTs throughout their career; |

|Develop a thorough understanding of the ethical standards of APA, ACA, AAMFT, CAMFT, and related professions, and their implications for |

|programming and service delivery; |

|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; |

|Become familiar with research findings on ethical behavior of counselors, psychologists, and other mental health professionals; |

|Understand the relationship between personal values, emotional stability and ethical actions as professionals; |

|Acquire working knowledge of legal issues California laws related to treatment of minors, adults, older adults, families, and couples, and see |

|the interplay between ethics and law; and |

|Understand how racism, sexism, ageism, heterosexism, and other forms of stereotyping are ethical issues. |

|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 |

|Wilcoxon, S.A. et al. (2007). Ethical, legal, and professional issues in the practice of Marriage and Family Therapy. (4th Ed.) Columbus, OH: |

|Pearson. |

| |

|Other readings are available on BlackBoard (). |

|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. When gauging how much participation is “enough,” here’s a guideline: |

|if you are participating (raising your hand, asking questions, making observations, sharing insights) every class you can expect full credit; |

|otherwise, your participation grade tends to reflect the percentage of classes in which you participate. |

| |

|Students who miss class or are inordinately late to class, without a documented excuse, will automatically lose 3.3 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 |

|() |

|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 2010 (Revised 6/30/10)

| | | | |

|Day |Date |Topic |Readings should be read before class |

| |6/30 | | |

|1 | |Introductions, Syllabus & Course Overview – Why Ethics? – Values & | |

| | |Personal Awareness | |

| |7/7 |Why Ethics? (cont’d) |DUE BB: Personal MFT Mission Statement |

|2 | |Values and Personal Awareness, cont’d |Wilcoxon Ch.1-2; ch.3 p.42-54 |

| | |Current ethical standards |Welfel (2010), “A Model for Ethical Practice” |

| | |Morality, Laws, and Ethics |ACA Ethics code – skim |

| | |Ethical Decision Making |CAMFT ethics, part 1 – skim |

| | |Principle and Virtue Ethics |Gibson & Pope (1993) – skim |

| |7/12 |Ethical Decision-Making, cont’d |Wilcoxon, ch.3 p.54-63 |

|3 | |Diversity and Ethics |Welfel (2010), “Ethical Practice in a Multicultural |

| | |Trust and Power |Society” |

| | |Client Welfare |Frame & Williams (2005) |

| | |Therapist Competence & Due Care |APA LGB Therapy Guidelines – skim |

| | |Impairment |APA Multicultural Guidelines – skim |

| | | |Cornish et al. (2008) – skim |

| | | |Feminist Therapy Code of Ethics – skim |

| |7/14 |Scope of practice and competence |Wilcoxon, ch.3 p.64-end; ch.4, p.86-95; ch.6 p.168-end; |

|4 | |Candice Newmaker Case |ch.8 p. 209-214 |

| | |Confidentiality, Privilege & Crisis Intervention (pt.1) |Lawson & Venart (2005) |

| | |Tarasoff: Duty to Protect |Benjamin et al (2009)* |

| | |Involuntary Commitment |Jobes & Connor (2009)* |

| | |Informed Consent (pt.1) |Glosoff (2000) – skim |

| | |Midterm Review | |

| |7/19 |Mid-Term Examination | |

|5 | | | |

| |7/21 |Unique ethical issues for MFTs: Systems Perspective |Wilcoxon, ch.8 p.214-218; ch. 4 |

|6 | |Informed Consent (pt.2) & Crisis Intervention (pt.2) |CA minor consent laws* |

| | |Children, Older Adults, and Families |Welfel et al (2000) |

| | |Reporting Abuse |Citizen’s Guide to Elder Abuse (2002)* |

| | |Minor consent |24 Q&As about child abuse - REC |

| |7/26 |Couples: Intimate Partner Violence |Wilcoxon ch. 5; ch.6 p.158-167 |

|7 | |Contemporary Issues: technology, DSM-IV-TR, HMOs |Prof. Tx. Never Includes Sex* |

| | |Dual Relationships and Boundaries |Hartl et al (2007) |

| | |Non-Sexual Dual Relationships |Younggren & Gottlieb (2004)* |

| | |Sexual Relationships |Barnett et al (2007) |

|8 |7/28 |Ethical Accountability |Wilcoxon ch.6 p.138-158; ch.7 |

| | |Supervison, Teaching, Schools, and Research |Rosenberg et al (2005) – skim |

| | |HMOs / technology |Anonymous (1991) |

|9 |8/2 |Legal Issues in Marriage Family Therapy, pt. 1 |Wilcoxon ch.8-9 |

| | |MFTs and the Courts, Family Law |APA - Coping with subpoenas (2006) |

| |8/4 |Legal Issues in Marriage Family Therapy, pt. 2 |Wilcoxon ch.10 & 12 |

|10 | |Assessment and Schools |Anastasi (1992) |

| | |Other Contemporary Professional Issues | |

| | |Final Review | |

| |8/9 |MFT Professional Identity |Wilcoxon ch.11; review ch.7 p.176-181 |

|11 | |Accountability and Ethics Complaints |Browse the ACA, AAMFT, CAMFT websites |

| | |Final Final Review (today plus add’l Q&A) |Chauvin & Remley (1996) |

| | | |Bowers (2007) |

| |8/11 |Final Examination | |

| | | | |

| | | | |

| | | | |

|12 | | | |

|NB: All non-Wilcoxon readings are available on BlackBoard. “REC” = recommended |

References

American Counseling Association. (2005). ACA Code of Ethics. Available:

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 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.

Anonymous. (1991). Sexual harassment: A female counseling student’s experience. Journal of Counseling and Development, 69(6), 502-506.

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.

Bowers, M. (2007). The making of the MFT profession: Standards, regulations, and the AAMFT.  Family Therapy Magazine (July/August), 12-18.  Available:

California Department of Consumer Affairs. (2004). Professional therapy never includes sex. Available:

California Association of Marriage Family Therapists. (2008). Ethical Standards, Part I. Available:

California Department of Justice. (2002). A citizen’s guide to elder abuse. Available:

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.

Feminist Therapy Institute. (1999). Feminist Therapy Code of Ethics. Available:

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:

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:

Rosenberg, J. I., Getzelman, M. A., Arcinue, F., & Oren, C. Z. (2005). An exploratory look at students’ experiences of problematic peers in academic professional psychology programs. Professional Psychology: Research and Practice, 36(6), 665 – 675.

Simmons, M., Shalwitz, J., Pollock, S., & Young, A. (2003) Understanding confidentiality and minor consent in California: An adolescent provider toolkit (1st revised edition). San Francisco, CA: Adolescent Health Working Group, San Francisco Health Plan. Available:

Welfel, E.R. (2010). Ethics in counseling and psychotherapy: Standards, research and emerging issues. (4th ed). Belmont, CA: Wadsworth.

Welfel, E. R., Danzinger, P.R., & Santoro, S. (2000). A primer on elder maltreatment for counselors: Legal and professional responsibilities. Journal of Counseling and Development, 78, 284-292.

Younggren, J., and Gottlieb, M.C. (2004). Managing risk when contemplating multiple relationships. Professional Psychology: Research and Practice, 35, 255-260.

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