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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)


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.





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.




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.


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


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


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)



- 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)


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



responses/reactions




responses/reactions




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


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


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


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


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


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).


** 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


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


Oct 6 Self-Care Plan Due

Oct 13 Second Forum Post 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


Ch. 6-8, 13

Sanders, (2013)

Ch. 12


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


Ch. 11

Sanders, (2013) 5-8


Ch. 7, 11

Doehring (2015)

Ch.8

Nov 10-11 Case Study Presentations

Due

Nov 17 Third Forum Post Due



Dec 8 Fourth Forum Post Due



Dec 9 Required Reading Due

Dec 16 Final Exam Due


** 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


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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http://www.division42.org/IPfiles/Winter08/practitioners/self-care.php

http://www.sfpa.net/newsletters/SFPA04-July.pdf

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