ethics syllabus

Course Syllabus *

PSY 601 Issues and Ethics in Counseling

Instructor: Howe L. Stidger, LMFT Room: HH225

Contact Number: 721-4349 Time: 5:30-9:20 (Thurs)

Email: [email protected] Office Hours: TBA

Catalog Course Description

This course examines ethical, legal, and professional issues central to the practice of community

counseling, school counseling, marriage and family therapy, and group work. Development of

professional identity, ethical responsibilities, legal responsibilities and liabilities are discussed within the

context of professional ethical codes and relevant state regulations.

Program Linking Statement

This course develops and assesses the skills and competencies for the MSCP program core

student learning outcome of Professional Issues and Ethics. In addition, this course also

addresses the MSCP core program student learning outcomes of (1) Research and Evaluation,

and (2) Social and Cultural Foundations.

It is imperative that students keep all syllabi from all courses taken while in the MSCP

Program to facilitate the application process for licensing, certification, doctorate school

applications, etc.

Student Learning Outcomes

Students will demonstrate an understanding of:

· The scientific method, research, and how these apply to ethical and professional issues in

counseling.

· The impact of cultural diversity on ethical decision-making and professional issues in counseling.

· Ethical, legal, and professional issues in counseling in context of school counseling, community

counseling, and marriage and family counseling.

· National standards in the areas of school counseling, community counseling, and marriage and family

counseling.

· Professional counseling organizations and their functions in the development of professional ethics.

· Professional identity as a counselor.

· Ethical decision-making in the counseling context.

REQUIRED TEXT: ISSUES & ETHICS IN THE HELPING PROFESSIONS, 8th edition

COURSE APPROACH:

A Chaminade MSCP classroom holds individuals of different cultural, social and specific career

interest areas who bring a variety of educational background and learning styles into the

classroom. Therefore, a variety of teaching and learning modalities will be used, including

issues clarification, lectures, group discussions and exercises, videos, handouts, student

presentations, self-assessment exercises and a semester portfolio.

Scientific Method Definitions

The METHODS OF SCIENCE are only tools, tools that we use to obtain knowledge about phenomena.

The SCIENTIFIC METHOD is a set of assumptions and rules about collecting and evaluating data. The

explicitly stated assumptions and rules enable a standard, systematic method of investigation that is

designed to reduce bias as much as possible. Central to the scientific method is the collection of data,

which allows investigators to put their ideas to an empirical test, outside of or apart from their personal

biases. In essence, stripped of all its glamour, scientific inquiry is nothing more THAN A WAY OF

LIMITING FALSE CONCLUSIONS ABOUT NATURAL EVENTS.

Knowledge of which the credibility of a profession is based must be objective and verifiable (testable)

rather than subjective and untestable.

SCIENCE is a mode of controlled inquiry to develop an objective, effective, and credible way of knowing.

The assumptions one makes regarding the basic qualities of human nature (that is, cognitive, affective,

behavioral, and physiological processes) affect how one conceptualizes human behavior.

The two basic functions of scientific approach are 1) advance knowledge, to make discoveries, and to

learn facts in order to improve some aspect of the world, and 2) to establish relations among events,

develop theories, and this helps professionals to make predictions of future events.

Research Design And Counseling

Heppner, Kivlighan, and Wampold

A THEORY is a large body of interconnected propositions about how some portion of the world operates;

a HYPOTHESIS is a smaller body of propositions. HYPOTHESES are smaller versions of theories. Some

are derived or born from theories. Others begin as researchers’ hunches and develop into theories.

The PHILOSOPHY OF SCIENCE decrees we can only falsify, not verify (prove), theories because we can

never be sure that any given theory provides the best explanation for a set of observations.

Research Method In Social Relations

Kidder

THEORIES are not themselves directly proved or disproved by research. Even HYPOTHESES cannot be

proved or disproved directly. Rather, research may either support or fail to support a particular hypothesis

derived from a theory.

Scientific research has four general goals: (1) to describe behavior, (2) to predict behavior, (3) to

determine the causes of behavior, and (4) to understand or explain behavior.

Methods In Behavioral Research; Cozby

In order to verify the reliability and validity of scientific research it is important to replicate the results. It is

the preponderance of evidence that establishes/supports the theory.

http://allpsych.com/researchmethods/replication.html

Students with Disabilities

Chaminade will provide assistance for any student with documented disabilities. Any student who

believes he/she may need accommodations in this class must contact Dr. June Yasuhara, 735-4845, at

the Counseling Center (office next to Security) in order to determine if the student meets the requirements

for documented disability in accordance with the Americans with Disabilities Act. It is important to contact

them as soon as possible so that accommodations are implemented in a timely fashion.

Marianist Educational Values:

Chaminade University is a Catholic, Marianist University. The five characteristics of a Marianist education

are:

1.Educate for Formation in Faith

Catholic Universities affirm an intricate relationship between reason and faith. As important as discursive

and logical formulations and critical thinking are, they are not able to capture all that can be and ought to

be learned. Intellectual rigor coupled with respectful humility provide a more profound preparation for both

career and life. Intellectual rigor characterizes the pursuit of all that can be learned. Respectful humility

reminds people of faith that they need to learn from those who are of other faiths and cultures, as well as

from those who may have no religious faith at all.

1.Provide an Excellent Education

In the Marianist approach to education, “excellence” includes the whole person, not just the technician or

rhetorician. Marianist universities educate whole persons, developing their physical, psychological,

intellectual, moral, spiritual and social qualities. Faculty and students attend to fundamental moral

attitudes, develop their personal talents and acquire skills that will help them learn all their lives. The

Marianist approach to education links theory and practice, liberal and professional education. Our age has

been deeply shaped by science and technology. Most recently, information and educational technologies

have changed the way faculty and students research and teach. At Marianist Universities, two goals are

pursued simultaneously: an appropriate use of information technology for learning, and the enhancement

of interaction between students and teachers. As Catholic, Marianist Universities seek to embrace diverse

peoples and understand diverse cultures, convinced that ultimately, when such people come together,

one of the highest purposes of education is realized: a human community that respects every individual

within it.

1.Educate in Family Spirit

Known for their strong sense of community, Marianists have traditionally spoken of this sense as “family

spirit.” Marianist educational experience fosters the development of a community characterized by a

sense of family spirit that accepts each person with loving respect, and draws everyone in the university

into the challenge of community building. Family spirit also enables Marianist universities to challenge

their students, faculty and staff to excellence and maturity, because the acceptance and love of a

community gives its members the courage to risk failure and the joy of sharing success.

1.Educate for Service, Justice, and Peace

The Marianist approach to higher education is deeply committed to the common good. The intellectual life

itself is undertaken as a form of service in the interest of justice and peace, and the university curriculum

is designed to connect the classroom with the wider world. In addition, Marianist universities extend a

special concern for the poor and marginalized and promote the dignity, rights and responsibilities of all

people.

1.Educate for Adaptation to Change

In the midst of rapid social and technological change, Marianist universities readily adapt and change

their methods and structures so that the wisdom of their educational philosophy and spirituality may be

transmitted even more fully. New times call for new methods,” Father Chaminade often repeated. The

Marianist university faces the future confidently, on the one hand knowing that it draws on a rich

educational philosophy, and on the other fully aware for that philosophy to remain vibrant in changing

times, adaptations need to be made.

Selected from Characteristics of Marianist Universities: A Resource Paper, Published in 1999 by

Chaminade University of Honolulu, St. Mary’s University and University of Dayton

Each of these characteristics is integrated, to varying degrees, in this course.

Course Requirements:

Assignments Points

Attendance………………………………………………………………………….40

Chapter Presentations…………………………………………………………….40

Weekly Reflection Papers………………………………………………………...40

Research Paper……………………………………………………………………40

Final Exam………………………………………………………………………….40

_____

200 TOTAL

A = 180-200

B = 158-179

C = Repeat course in its entirety

Only one absence is allowed. No exceptions. If you miss more tha one class, you will be given ‘C’

and you must retake the class the next time it is offered (Graduate programs policy). In addition,

instructors have the option to penalize for tardiness or leaving early.

MSCP POLICY FOR ASSIGNMENTS:

●No make-up work for a missed class will be allowed. No exceptions.

●No late papers will be accepted. If a paper is turned in late, it is given no credit.

●No extra credit or special arrangements for only one student. No exceptions.

●All work needs to be completed within the time frame of the class. Nothing will be accepted after

the last class of the term.

It is both Chaminade University of Honolulu policy that of the MSCP Program that students only

use their CUH email when sending emails or attachments. Therefore, I am unable to open,

forward, respond to, or print anything that is sent to my email address from any email address

other than the students’ CUH email address.

Description of Grading Requirements:

1. Attendance = 40 points

Because this is an accelerated class, every absence results in a major loss

of class time and ability to participate in class activities,there is NO

exception for absences. Each 4-hour class is worth four attendance points,

1 point per hour or fraction thereof. If you arrive late or need to leave early,

be sure to inform the instructor so you receive correct attendance points

instead of a 4-point absence.

2. Chapter Presentations = 40 points

The Presentations provide participants the opportunity to demonstrate their

skill at gathering and presenting topic materials in a scholarly manner, as

well as developing and refining communication and presentation skills in

the profession of counseling. Done in dyads with power point and an

experiential exercise.

3. Research Paper = 40 points

Research Paper allows students to explore legal, ethical, and professional

issues while applying the principles and elements learned in class to

develop competence in ethical decision-making through a 5-6 page

research paper utilizing 3 sources of information.

4. Final Exam = 40 points

A Final Exam will be given to assess understanding and retention of the

course content.

5. Weekly Reflection Papers = 40 points

A 1 page paper for each chapter addressing a personal, formative

experiences related to chapter topics and differences between each

chapter pre- and post-tests. Due each week.

The structure of assignments and exercises are intended to create a challenging, safe learning

environment where students can enhance an appreciation of the importance and impact of our

profession.

Tentative Course Schedule

Week 1:

●Course introductions and requirements/icebreakers

●Chapter 1 self-assessment (pre-inventory)

●CHAPTER 1 PRESENTATION: Intro to Professional Ethics

●Select 12 chapter presentations

●Homework: Catch up on readings, chapters 1 and 2

Week 2:

●Chapter 2 pre-inventory

●CHAPTER 2 PRESENTATION BY ___________________________________

Counselor as a Person and a Professional

●Ethical issue of the week

●HOMEWORK: chapters 3 and 4 pre-chapter inventories before readings, reflection papers

Week 3:

●CHAPTER 3 PRESENTATION BY ________________________________

Values and the Helping Profession

●CHAPTER 4 PRESENTATION BY____________________________________

Multicultural Perspectives and Diversity Issues

●Experiential group work from chapters 3 and 4 exercises with focus on informed consent, intake

and other diagnostic and evaluative documentation of client information.

●Ethical issue of the week

●HOMEWORK: Reflection papers, then complete chapters 5 and 6 pre-chapter inventories

BEFORE reading those chapters.

Week 4:

●Turn in reflection paper for chapters 3 and 4

●CHAPTER 5 PRESENTATIONS BY__________________________________________

Client rights and counselor responsibilities

●CHAPTER 6 PRESENTATION BY __________________________________________

Confidentiality: Ethical and legal issues

●Ethical issue of the week

Experiential group work on Research project – group exercises on chapters 5 and 6

●HOMEWORK: Reflection papers. Complete chapters 7 and 8 pre-chapter inventories

BEFORE readings and next class. .

Week 5:

●Turn in reflection paper for chapters 5 and 6 pre-post inventories

●CHAPTER 7 PRESENTATION BY _______________________________________

Managing Boundaries and Multiple Relationships

●CHAPTER 8 PRESENTATION BY_______________________________________

Professional Competence and Training.

●Ethical issue of the week

●HOMEWORK: Reflection papers. Complete chapters 9 and 10 pre-chapter inventories

before reading and next class

Week 6:

●Turn in chapters 7 and 8 pre-post inventories

●CHAPTER 9 PRESENTATION BY ________________________________________

Issues in Supervision and Consultation

●CHAPTER 10 PRESENTATION BY________________________________________

Issues in Theory, Practice and Research

●Experiential group work from chapter 9 and 10 exercises

●Ethical issue of the week

HOMEWORK: Reflection papers. Complete chapters 11 and 12 pre-chapter inventories before

reading and next class.

Week 7:

●Turn in reflection paper for chapters 9 and 10 pre-post inventories

●CHAPTER 11 PRESENTATION BY____________________________________

Ethical Issues in Couples and Family Therapy

●CHAPTER 12 PRESENTATION BY __________________________________

Ethical Issues in Group Work

· Chapters 11 and 12 exercises

· Ethical issue of the week.

· Experiential group work

●HOMEWORK: Reflection papers,Research paper is due in 2 weeks.

Week 8:

●Turn in reflection paper for chapters 11 and 12 pre-post inventories

●CHAPTER 13 PRESENTATION BY____________________________________

Ethics and Issues in Community Work

●Ethical issue of the week

●HOMEWORK: Reflection paper, Re-take chapter 1 self-assessment test (pages 25-29)

●Experiential groupwork

●

Week 9:

●RESEARCH PAPER CLASS PRESENTATIONS – 10 minutes each

●Turn in finalized research paper

Week 10:

FINAL EXAM (no make-up exam, so plan accordingly)