COUN 533-7901-Online:

Counseling Ethics and Professional Iden ty

Fall 2021: August 23-December 17
Chadron State College

Face coverings con nue to be strongly recommended and encouraged at the discre on of each
individual for all in-person class mee ngs.

Please monitor the Chadron State College COVID-19 website (h ps://www.csc.edu/covid19/

index.csc) for con nuing updates.

Part 1: Course Informa on

Instructor:

Instructor: Dr. Kathleen Woods

O ce: Old Admin 116
O ce Phone: 308-432-6239
Google Voice (Phone or Text): 307-439-4116
e-mail: kwoods@csc.edu
O ce Hours:: Monday 11:00-1:00 pm|Tuesday 10:00-11:00 am|Wednesday 11:00-1:00 pm|Thursday
10:00-11:00 am; Virtual by appointment via ZOOM video conference.
CSC Online Address: h ps://online.csc.edu/
Facebook: h ps://www.facebook.com/groups/csccounseling

Credit Hours: 3

Course Descrip on:

Surveys the ethical, legal and professional issues facing the counseling professional. Topics on
professional conduct, decision-making and the legal requirements for licensure will be studied.
Note: Sa sfactory comple on of this course is a prerequisite for COUN 639A. (CSC Graduate
Catalog, 2021-2022). Please note that a nal grade of B or higher is required in this course to
graduate.

Textbook & Course Materials:

Required Texts:
1. Corey, G., Corey, M., & Corey, C. (2019). Issues and Ethics in the Helping Professions (10th
ed.) ISBN: 9781337406321 MindTap Helping Professions, 1 term (6 months) Printed Access
Card for Corey/Corey/Corey's Issues and Ethics in the Helping Professions, 10th.
ffi
ffi
ffi
ti

tt
ti

ti
ti

tt

ti

ti

ti

fi

ti



tt

ti
 COUN 533 2 of 19

2. Movie—Good Will Hun ng with Robin Williams and Ma Damon. Available online and
video streaming services.
3. Code of Ethics—Your respec ve professional organiza on:
a. School & Clinical Mental Health Counseling students must acquire the American
Counseling Associa on Code of Ethics (2014), available on the ACA website: h ps://
www.counseling.org/resources/aca-code-of-ethics.pdf
b. School Counseling students ALSO must acquire the American School Counselor
Associa on’s Ethical Standards for School Counselors, available on the ASCA web site:
www.schoolcounselor.org. Available online at: h ps://www.schoolcounselor.org/asca/
media/asca/Ethics/EthicalStandards2016.pdf
4. This course will require MindTap from Cengage. MindTap is available for purchase on its
own, or through Cengage Unlimited, a subscrip on that gives you access to all your Cengage
access codes and online textbooks for $119.99 per term, $179.99 per year or $239.99 for
two years. No ma er how many Cengage products you use, they are included in Cengage
Unlimited, and the price stays the same.
• In addi on to your integrated e-book, you can purchase a textbook rental when you
ac vate MindTap through Cengage Unlimited for $7.99 + free shipping. You may also have
the op on to purchase a looseleaf version of your textbook, which you can keep. View
this tutorial video to see how to access and obtain your print op ons. You can purchase
access to Cengage Unlimited in the bookstore or at cengage.com.
• You can access Cengage Unlimited through the Cengage Unlimited Student Dashboard link
in our class’s CSC Online course. Log in to CSC Online and click on the link that
says Cengage Learning. When prompted, create or log in with your Cengage account and
follow the prompts to complete the registra on process.

Course Connec on to Program Por olio (Degree-Seeking Students):

A completed, approved, e-por olio is a requirement for gradua on. It is a visual showcase of
your work that demonstrates professional growth, achievement, and competence in the eld of
counseling. The por olio is used to document your philosophy of educa on and central
concepts of student development. Your por olio must include a syllabi and key assignment from
each of your completed courses. For this course, your por olio must include a copy of the
syllabus and completed Self-Re ec on Assignments Parts 1 & 2.

Method of Instruc on:

Course methodology is web-based. For assistance with technical ques ons, contact
helpdesk@csc.edu or 308-432-6311. This course consists of individual par cipa on through
weekly assignments, collabora ve discussions, and exams organized. Each week typically
begins at 1:00 AM Mountain Time, Monday and closes 10 PM Mountain Time, Sunday. The
notable excep on is the nal week of class when all assignments close at 10 pm Mountain
Time, Wednesday. All dates and assignments can be found in the course schedule.

KWoods August 16, 2021

ti
ti
ti
ti
ti
ti
tt
ti
ti
tf

ti
fi

ti
tf
ti
fl
tf
ti

tf
ti

ti
tt
ti

tt

tf

ti
ti

ti

ti
ti
tt
ti

fi
 COUN 533 3 of 19

Course Requirements:

It is intended that all courses at the graduate level will require greater intellectual e ort, more
independence in reading and inves ga on, and more construc ve thinking than undergraduate
levels of instruc on. Requirements include: ac ve par cipa on, and comple on of all assigned
work on me. Unless otherwise indicated, all wri en assignments must follow APA forma ng
guidelines: h p://owl.english.purdue.edu/owl/resource/560/1/ Each weekly ac vity includes:
MindTap assignments, forums, readings, and exams.

1. Forums: Each week you will have many opportuni es to share your ideas. I will provide the
topic and you will provide amazing re ec on, insight, and discussion. Please see the rubric
at the end of this syllabus.
A. A new forum will be available Monday through Sunday of each week. To receive full
points, you must par cipate with at least 1 original post and 2 replies, 3 of the 7 days
the forum is open. I will not grade a post/reply when submi ed a er the forum
closes.
B. You MUST read a majority of your classmates replies and posts. Points will be subtracted
if you read less than 50%.
C. Each post must be a minimum of 250 words, and each reply must be a minimum of 200
words. Addi onal posts and replies over the minimum can be any length. I recommend
you NOT rely on MSWord's word count. It tends to result in a lower count than
CSCOnline.
D. The faculty role is as an observer and facilitator. I will read and par cipate in the
discussion as appropriate.
E. Your rst forum is the CSC Online Pro le. Please upload a photo of yourself! Not a photo
of your family, or favorite park, or pet. The purpose of the photo is so that we can
recognize each others face. You will not write any posts for this par cular forum.
F. Please also take the me to review the Discussion Forum Rubric found linked to your
Course Home Page.

2. MindTap Assignments are found in your Cengage MindTap course. Once completed, you
will automa cally receive a grade and feedback for some assignments, while others will be
manually graded and require you to view assignment feedback from within your Progress
tab. Please follow the video link for further explana on on how to view assignment
feedback in your Progress tab h ps://play.vidyard.com/i3sc5XyJMUqoogvyCBkqrr .

3. Syllabus Quiz: You will nd this quiz in CSC Online-Weekly Lesson 1.

4. MindTap Exams: You will complete chapter exams/quizzes in MindTap.

5. Professional Disclosure Statement: Following gradua on yet pre-licensure, imagine that

you will be working in a private prac ce or school counseling se ng. Please develop and
customize a personal disclosure statement document to use at that me; include everything

KWoods August 16, 2021

fi

ti

ti
ti
tt
ti


ti
ti

fi

tt
ti
ti
fi
fl
ti
ti
ti
tt
ti
ti

ti
ti
ti
tt
ti
tti
ti
ti
ft


ti


ti
ti

ff

tti
 COUN 533 4 of 19

that is required as well as some personal touches. Please make sure to include informa on
regarding your theore cal orienta on, your approach to counseling and goal se ng, and
techniques regularly used. Statements also need to include counselor-client role,
con den ality informa on, scope of prac ce, supervisor contact, and diversity statement in
language appropriate for clients. You will nd mul ple examples online and a descrip on in
Corey, Ch. 5.

6. Ethical Self-Re ec on Paper (see rubric and expanded instruc ons at the end of this
syllabus):
A. Part 1 (Issues and Ethics-Chapters 1-6). See guidelines at the end of this syllabus. When
completed, please upload to the CSC Online Assignments Tab.
B. Part 2 (Issues and Ethics-Chapters 7-13). See guidelines at the end of this syllabus. When
completed, please upload to the CSC Online Assignments Tab.

Nebraska State College Board Policy 4141

For a 1-hour credit course, Nebraska State College Board Policy 4141 (h p://www.nscs.edu/
Policy%20Manual/Policy%20Manual%20Master/Policy%204141.pdf) suggests that you spend at
least 45 hours per credit hour in learning ac vi es. In this 3-credit hour course, you should plan
to spend a minimum of 135 hours in learning ac vi es.

A combina on of the following learning ac vi es will support you in a aining the course
Student Learning Outcomes described in Part 2 of this syllabus. Be prepared to devote the
Hours per Week associated with each of the course ac vi es or components listed below.

Learning Activity Hours Per Week Total for Course

Direct Online Instruction 2 X 15 weeks 30
Reading & Interactive Multimedia 3 X 15 weeks 45
Assignments 1 X 15 weeks 15
Weekly Forum Postings and Discussions 2 X 15 weeks 30
Exams 1 X 15 weeks 15

Total 9 135

Actual hours spent on individual learning ac vi es will vary from student to student depending
on prior knowledge; however, 135 hours represents the minimum expecta on for any student.

**Disclaimer: The comple on of the minimum me commitment does not ensure a

passing grade. Achievement of the course competencies must be demonstrated.

KWoods August 16, 2021

fi
ti

ti


fl
ti
ti
ti
ti
ti
ti
fi

ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti

ti

ti
tt
tt
ti
tti

ti
ti

 COUN 533 5 of 19

Part 2: Student Learning Outcomes

In addi on to the following learning outcomes, the School Counseling Program also meets the
CSC Educa on Unit Intended Program Outcomes:
• Visionary Leader Model Components: Communica on, Thinking Skills, Methodology, Leadership, Assessment,
Inclusive Learning Environment, Professionalism.
• InTASC Outcomes: Learner Development, Learning Di erences, Learning Environments, Content Knowledge,
Applica on of Content, Assessment, Planning for Instruc on, Instruc onal Strategies, Professional Learning and
Ethical Prac ce, Leadership and Collabora on.

Knowledge/Skill Outcomes CACREP 2016, Related Assignment

ASCA, CSC SLO.

1 Recognize ethical standards of professional 2.F.1.i; • Ethical Self-Reflection—Part 1

counseling organizations and credentialing bodies, ASCA; • Readings and Exam Ch 1: Introduction to
and applications of ethical and legal considerations SLO-1 Professional Ethics
in professional counseling

2 Identify the role and process of the professional • Ethical Self-Reflection—Part 2

counselor advocating on behalf of the profession 2.F.1.d; SLO-1 • Essay Question 6 on Advocacy

3 Identify self-care strategies appropriate to the 2.F.1.l; • Readings & Exam Ch 2: The Counselor as a
counselor role SLO-1 Person and as a Professional
• Ethical Self-Reflection—Part 1
4 Recognize legislation and government policy 5.C.2.i; SLO-1 • Readings and Ch 6 Exam: Confidentiality,
relevant to clinical mental health counseling Ethical and Legal Issues

5 Recognize legal and ethical considerations 5.C.2.l; SLO-1 • Readings and Ch 6 Exam: Confidentiality,
specific to clinical mental health counseling Ethical and Legal Issues

6 Recognize record keeping, third party 5.C.2.m; SLO-1 • Readings and Ch 5 Exam.
reimbursement, and other practice and
management issues in professional counseling

7 Identify strategies to advocate for persons with 5.C.3.e; SLO-1 • Readings and Ch 13 Exam: Ethical Issues
mental health issues in Community Work

Part 3: Grading Policy

Graded Course Ac vi es and Le er Grade Assignment

As graduate students, you will be expected to manage your me so that you can make the most
of the student learning process and deliver your course assignments by the agreed-upon due-
dates. The issue of me-management is therefore crucial to your successful comple on of any
assignments in this class.Course assignments are weighted accordingly. To nd out more about
each of the assignments listed below, complete details can be found in the CSC Online site

KWoods August 16, 2021

ti
ti
ti
ti

ti
ti

ti

tt
ti

ti
ff
ti

ti
ti
fi
ti
 COUN 533 6 of 19

associated with this course. Grades will be based on a weighted scale determined by the
following percentages:

Late Work Policy: I do not accept late submissions for assignments, forums or exams. Late work
due to extreme emergency condi ons will be considered on an individual basis with suppor ve
documenta on such as a doctor’s note or obituary. You must contact the instructor in a mely
manner to determine if work is acceptable and if you will be granted a late excep on. It is the
student’s responsibility to check the CSC online grade book to determine whether the instructor
has graded assignments.

Viewing Grades in CSC Online: I will update grades in Cengage MindTap each me a grading
session has been completed—typically within 1-week following the comple on of an ac vity.

Part 4: Course & Ins tu on Policies

Student Behavior:

Academic Honesty: Students are encouraged and expected, with the assistance of the faculty, to
conduct themselves in conformity with the highest standards with regard to academic honesty.
Viola on of college, state, or federal standards with regard to plagiarism, chea ng, or
falsi ca on of o cial records will not be tolerated. Students viola ng such standards will be
advised and disciplined. Viola ons of these standards may result in course failure, suspension,
or dismissal from the college. Students are encouraged to seek the advice of instructors as to
the proper procedures to avoid such viola ons.

The following acts are examples of academic dishonesty:

1. Chea ng – inten onally using or a emp ng to use unauthorized materials, informa on, or
study aids in any academic exercise.
2. Fabrica on – inten onal and unauthorized falsi ca on or inven on of any informa on or
cita on in an academic exercise.
3. Facilita ng Academic Dishonesty – inten onally or knowingly helping or a emp ng to help
another in an act of academic dishonesty.
4. Plagiarism – appropria ng or imita ng language, ideas, and thoughts of another author,
represen ng them as one’s own original work. The following acts are examples of
plagiarism:
1. Submi ng an assignment that someone else has wri en and claiming the work as one’s
own.
2. Submi ng an assignment that contains sec ons, paragraphs, sentences or key phrases
that someone else has wri en without appropriately documen ng the source(s) for
each por on of the assignment not wri en by the student submi ng the assignment.

KWoods August 16, 2021

ti
fi

ti
ti
tti
tti
ti
ti
ti
ti
ti

ti
ffi
ti
ti

ti

tt
ti
ti
ti

ti
tt
ti

tt
ti
ti

ti
ti
fi

ti
tt

ti
ti
tti
ti
tt
ti
ti
ti
ti
ti
ti
ti

ti
ti
ti

 COUN 533 7 of 19

3. Submi ng an assignment that contains paraphrased ideas from another source,

published or unpublished, without appropriately documen ng the source for each
paraphrase. (Changing around a few words in a sentence from the source is not
su cient to avoid plagiarism.)
Note:
• “Someone else” in the three statements above may refer to a published author, another
student, an internet source, or any person other than the student claiming credit for the
assignment. If an individual is unsure in how to document sources used within an
assignment, they are encouraged to ask their professor or the reference librarian for
assistance.
• Appropria on or imita ng language, ideas, and thoughts of another author and
represen ng them as one’s own original work is not tolerated. I will use Turn-it-In so ware
to determine originality of your work. The rst instance of plagiarism will result in failure of
the assignment while more than one instance will result in failure of the course.
• View the Academic Honesty Policy on CSC’s Policy Website (h ps://app.policyiq.com/

Assignment Percentage of
Letter Grade Point
Course Grade
Percentage
Personal Disclosure Statement 10
A 90-100
Ethical Self-Reflection Paper #1 20
B 80-89
Ethical Self-Reflection Paper #2 20
C 70-79
Quizzes 15
D 60-69
Forums 15
F 0-59
MindTap Assignments 20
Total 100
ChadronStateCollege/Content/View/3419?Key=c320bad9-cae1-4820-bac1-ec7a3b6d69ba)

A endance/Par cipa on Policy: The College assumes that students will seek to pro t from the
instruc onal program and will recognize the importance of a ending every class mee ng of
courses for which credit is expected. Responsibility for no fying faculty of absences, and for
arranging poten al make-up, rests with the students. In courses that u lize an online format,
students are expected to par cipate in an appropriate and frequent manner, as determined by
course instructor. View the Class A endance and/or Par cipa on Policy on CSC’s Policy Website
(h ps://app.policyiq.com/ChadronStateCollege/Content/View/3432?Key=c320bad9-cae1-4820-
bac1-ec7a3b6d69ba)

1. Internet Access: In the case of a conference, work trip, or family vaca on, it is the
student’s responsibility to make arrangements for Internet access. Therefore, online
a endance in the course is expected.
2. On Handling Technical Issues: Our online learning environment is dependent on
technology -- sort of like those taking a face-to-face class needing a car or some other

KWoods August 16, 2021

tt
tt
tt
ffi

tti
ti
ti
ti

ti
ti

ti
ti
ti

tt

fi
ti
ti
ti
tt
ti
tt
ti
ti

ft
fi
ti

 COUN 533 8 of 19

means of transporta on (or mobility) to get to class. I must also say that humans control
technology and we can expect to be able to work through system glitches and failures
quickly. Please see On Handling Technical Issues in CSC Online course resources. Please
contact helpdesk@csc.edu or 308-432-6311 for assistance should you if you have any
addi onal technical ques ons.
3. Communica on/Email E que e: Please contact me via kwoods@csc.edu for all
ques ons and concerns regarding this course. I am not always in my o ce and voice
messages will not elicit a speedy reply. Though I typically respond quickly, please allow
up to 24 hours for a reply. Note, I may not be able to respond to an email on the day of,
or hours before, an assignment is due or on weekends. Thus, please begin your
assignments early. Always remember when wri ng professionally to begin with a
saluta on, provide course informa on, and a signature. It is important that you
address people with the proper tle. When you address professors with an earned
doctorate (PhD or EdD), please address them with their academic tle. All of the
Counseling Program professors at CSC should be addressed with the tle Dr. or
Professor, rather than Ms, Miss, Mrs, or their rst names. Individual professors may not
mind if you address them by rst name, however, never assume this to be the case.
Should you not receive a response to your email, check to ensure that you have met all
the above expecta ons as I may not respond to emails resembling an informal text
message. Finally, check your o cial CSC Eagle email account o en as all campus
communica ons are sent to your Eagle mail.
4. Con den ality: This course, like other courses in the Counseling Program, requires
students maintain absolute con den ality regarding all personal material revealed in
class. Any breach of con den ality will be considered a serious ethical and academic
viola on. If one is found to violate con den ality the student’s ability to con nue the
program will be in jeopardy.

Disposi onal Standards: Please see the CSC Counseling Website and Counseling Student
Handbook regarding disposi onal standards. The standards address a student’s a ec ve
a ributes and disposi on to be a counselor. A corresponding Professional Disposi onal
Standards Rubric provides further guidance. A student’s ability to meet the Disposi onal
Standards is con nually reviewed by, and subject to, the academic judgment of campus faculty,
sta , and administra on.

Civility and Ne que e: Civil behavior enhances the learning environment and is expected at all
mes. The academic environment welcomes a di erence of opinion, discourse, and debate
within a civil environment. All members of the class are expected to follow rules of common
courtesy in all communica ons (including email messages, discussion, and chats). You may nd
these guidelines helpful:
1. Clearly label posts and emails with a relevant subject heading.
2. Use capital le ers sparingly. THEY LOOK LIKE SHOUTING.
3. Forward emails only with a writer's permission.
4. Be considerate of others' feelings and use language carefully.

KWoods August 16, 2021

ti
tt
ff
fi
ti
ti
ti
ti
ti
ti
ti
ti
tt
ti
ti
ti
tt
ti
ti
ti
fi

ti

ti
ti
ti

fi
ti
tt
ffi

fi
ti
ti
ti
fi
ti

fi

ti
ff

ft
ti
ffi
ti
ti
ff
ti
ti
ti
fi
 COUN 533 9 of 19

5. Cite all quota ons, references, and sources.

6. Use humor carefully. It is hard to "read" tone; some mes humor can be misread as
cri cism or personal a ack. Feel free to use emo cons to let others know you are being
humorous.
7. Use complete sentences and Standard English grammar to compose posts. Write in
proper paragraphs. Review work before submi ng it.

Wri ng Style Requirements for All Papers:

1. It is the student’s responsibility to submit work in the format required by the class
(MSWord, PDF) or another method (cut and paste; rich text format, etc.). CSC cannot
open Word Perfect.
2. When wri ng a thesis, cite all resources using APA Style in both the text of your paper
and on a separate reference page (see the APA manual or the APA style guide at h p://
owl.english.purdue.edu/owl/resource/560/01/ ; include cover page, reference page,
page numbers and headers; paper should be double spaced with 1-inch margins; Use
only readable fonts such as Verdana, Times New Roman, Arial, or Courier in 12 point
only;
3. Proofread everything you write, checking for grammar and spelling (have someone else
read your work).
4. See Criteria for Graduate Level Wri ng in CSC Online Course Resources.
5. Please note that wri en assignments for this course are evaluated according to the
objec ve standards of Formal English usage. If the phrase “Formal English” is unfamiliar,
please become familiar with it, immediately, before the rst wri en assignment is
submi ed. Here are a few links to help you get started:
• h p://www.monash.edu.au/lls/llonline/wri ng/general/academic/3.xml
• h p://www.collegexpress.com/ar cles-and-advice/grad-school/blog/ ps-take-your-
wri ng-graduate-level/
• h p://prezi.com/ldo1lwx-e_wk/graduate-level-wri ng- ps/

Equal Educa on Opportunity Policy/Nondiscrimina on Policy

CSC is commi ed to an equal opportunity program to encourage admission and employment,

and to provide procedures which will assure equal treatment of all students and employees. The
College administers its academic and employment programs and related suppor ng services in
a manner which does not discriminate on the basis of gender, race, color, na onal origin, age,
religion, disability, sexual orienta on, gender iden ty, or marital status. Its policies are
consistent with nondiscriminatory policy, including Title VII of the Civil Rights Act of 1964, as
amended; Title IX of the Educa onal Amendments of 1972, as amended; and Sec ons 503 and
504 of the Rehabilita on Act of 1973. The College’s wri en policy regarding the Americans with
Disabili es Act (ADA) may be reviewed in the o ce of the Director of Human Resources or in
the Library Learning Commons, along with the provisions of the Americans with Disabili es Act,
and the rights provided. View the Equal Employment and Educa on Opportunity Policy on CSC’s

KWoods August 16, 2021

tt
tt
tt
ti
ti
ti

ti
tt
ti
ti

ti
ti
tt

tt
ti
tt

ti
ti
ti
ti

ti

tti
ffi
ti
ti
ti
ti
ti

tt

ti
fi

tt
ti
ti

ti
ti
ti
tt
ti
 COUN 533 10 of 19

Policy Website. (h ps://app.policyiq.com/ChadronStateCollege/Content/View/3443?

Key=c320bad9-cae1-4820-bac1-ec7a3b6d69ba)
Equal Access
Chadron State College works to ensure that all programs, ac vi es, and services, including
electronic and remote services, are accessible to people with disabili es. Upon request, CSC
will provide reasonable accommoda ons to ensure students have equal access to programs,
ac vi es, and services. For assistance, contact the Equal Access Coordinator, Deena Kennell, at
308.432.6467 or by email at dkennell@csc.edu

Instruc onal Accommoda ons Policy

If a student must be away from campus for more than a single class period due to circumstances
outside their control, they should contact the Dean of Student A airs, Jon Hansen, at
308.432.6231 or by email at jhansen@csc.edu. Based on approval, the Dean of Student A airs
will no fy appropriate CSC personnel. Once no ed, faculty will make reasonable e orts to
ensure that students have mely and equal access to instruc on. In order to receive similar
accommoda ons, students absent to a end athle c, academic, or cocurricular events or
ac vi es approved by Chadron State College must communicate with individual faculty in
advance. (All relevant NCAA regula ons apply.) These poten al accommoda ons shall not be
provided to students who miss instruc onal me for elec ve reasons.

Addi onal Recommended Reading and References:

1. Yalom, Irvin. (1997). Lying on the couch

2. Herlihy, B., & Corey, G. (2006). ACA Ethical Standards Casebook
3. Herlihy, B., & Corey, G. (2006). Boundary Issues in Counseling.
4. Corey, G. (2010). Crea ng Your Professional Path: Lessons From My Journey
5. Corey, G., Haynes, R., Moulton, P., & Muratori, M. (2010). Clinical Supervision in the Helping
Professions.
6. Ingersol, E. & Rak, C. (2016). Psychopharmacology for mental health professionals an
integra ve approach (2nd. Ed.). Boston: Cengage.

Disclaimer

This syllabus and schedule is ar culated as an expecta on of class topics, learning ac vi es, and
expected student learning. However, the instructor reserves the right to make changes in this
schedule that would result in enhanced or more e ec ve learning. These modi ca ons will not
substan ally change the intent or outcomes of this course and will be done within the policies
and procedures of Chadron State College.

CSC Mission & Master Academic Plan (MAP)

KWoods August 16, 2021

ti
ti
ti
ti
ti
ti
ti
ti
ti

ti

tt
ti
ti
ti
ti
ti
ti

ti
tt

ti

ti

fi

ti
ff

ti
ti
ti
ti
ti
ti

ti

ff
ti

ti
fi
ti
ff
ti
ti
ff
 COUN 533 11 of 19

Mission Statement
Chadron State College delivers experiences that foster knowledgeable and engaged leaders and ci zens
to enrich the High Plains region and beyond.

MAP Priori es, 2019-2023

CSC is commi ed to the achievement of tasks/projects that align with the following Priori es:
• People – Recruitment, Reten on, Engagement, Comple on Awareness, Commitment, Leadership
• Purpose – Student Learning and Growth Pedagogy, Support Services, Wellness
• Place – Community Engagement Social Infrastructure & Third Places, Genera onal Transi ons,
Building Bridges

Part 5: Course Schedule & Assignment Rubrics

Course Schedule:

Week Date Chapters Assignments

1 Aug 23-29 N/A • CSC Online Forum 1

• Syllabus Quiz
2 Aug 30–Sep 5 1 • MindTap reading, prac ce exercises, exams
• CSC Online Forum 2
3 Sep 6-12 2 • MindTap reading, prac ce exercises, exams
• CSC Online Forum 3
4 Sep 13-19 3 • MindTap reading, prac ce exercises, exams
• CSC Online Forum 4
5 Sep 20-26 4 • MindTap reading, prac ce exercises, exams
• CSC Online Forum 5
6 Sep 27-Oct 3 5 • MindTap reading, prac ce exercises, exams
• CSC Online Forum 6
7 Oct 4-10 6 • MindTap reading, prac ce exercises, exams
• CSC Online Forum 7
• Personal Disclosure Statement | Due October 10
8 Oct 11-17 7 • CSC Online Forum 8
• MindTap reading, prac ce exercises, exams
9 Oct 18-24 N/A • Fall Break-No Forum, Reading or MindTap Assignments
10 Oct 25-31 8 • MindTap reading, prac ce exercises, exams
• CSC Online Forum 9
• Ethical Self-Re ec on—Part 1 Due Sunday, Oct 31
11 Nov 1-7 9 • MindTap reading, prac ce exercises, exams
• CSC Online Forum 10

KWoods August 16, 2021

ti
fl
tt


ti

ti
ti
ti
ti
ti
ti
ti
ti
ti

ti

ti

ti

ti
ti

ti
 COUN 533 12 of 19

Week Date Chapters Assignments

12 Nov 8-14 10 • MindTap reading, prac ce exercises, exams

• CSC Online Forum 11
13 Nov 15-21 11 • MindTap reading, prac ce exercises, exams
• CSC Online Forum 12
14 Nov 22-28 12 • MindTap reading, prac ce exercises, exams
• CSC Online Forum 13
15 Nov 29-Dec 5 13 • MindTap reading, prac ce exercises, exams
• CSC Online Forum 14
16 Dec 6-12 N/A • Work on Re ec on Paper
• CSC Online Forum 15
17 Dec 13-17 N/A • Ethical Self-Re ec on—Part 2-Due Tuesday December 14
• NOTE-the last day of class is Friday, December 17.

Assignment Instruc ons/Rubrics:

Guidelines for Ethical Self-Re ec on Paper:

Part #1 and #2 should re ect an understanding of the readings and your clear posi on of the
issues. Each of the 10 essay ques ons (Part 1) and 8 essay ques ons (Part 2) should be a
minimum of 1 page, double-spaced, CAREFULLY PROOFREAD, give evidence of considerable
thought/outside reading, and show a development of your posi ons in a coherent, logical, and
organized way. When completed, please upload to the Assignments tab in CSCOnline course
page. ACA Code of Ethics - American Counseling Associa on

PART 1—Ethical Self-Re ec on (Chapters 1-6)

Consider yourself as a future counselor as you write your paper. Address your thoughts on the
topics of: informed consent, legal issues, malprac ce, con den ality, and mul ple rela onships
by addressing the following speci c ques ons. Begin each new essay on a separate page,
number the ques on, and use the tle at the top of your page, which is given in bold print
below. Each essay should be a minimum length of 1 full page.

1. Crea ng Your Own Professional Path: Refer to Corey, Chapter 2. A er comple ng this
reading, re ect on how the ideas presented apply to you both personally and professionally.
What are some of the pieces that you could most iden fy with or that you found most
meaningful? In an essay, write about the essence of the professional path you want to
create for yourself. What are some of your main professional goals? What would you most
want to say about your professional path a er you have traveled on this journey for some
me? Think of ways to be crea ve in organizing and presen ng your journey piece.

KWoods August 16, 2021

ti
ti
fl
fl
fl
ti
ti
ti
ti
ti
ti
ti
ti

fl
fl
ti
fl
ti
ti
ti
fi

ti

ti
ft

ti
ti
ti
fi
ti

ti
ti
ti
ft
ti
ti
ti

ti
 COUN 533 13 of 19

2. Countertransference: Iden fy one form of countertransference (CT) you might expect to

experience and may struggle with and address how you would deal with this CT in an ethical
and e ec ve manner.
3. Self-Care:Taking care of yourself is an ethical mandate, not a luxury. Write an essay on
speci c ways that you can take care of yourself in all ways. How can you best cope with
stress? How can you iden fy and deal with the early signs of burnout?
4. Dealing with a Value Con ict: Iden fy one speci c value that you are likely to push or
promote, or an area where you expect to struggle because of a value con ict with a given
client or a given value system. Or -- iden fy one of your core values and show how this
value could either enhance or inhibit the e ec veness of counseling. Demonstrate how you
might proceed to lessen the chances that you would impose your values on this client. How
might you resolve a value con ict and use a referral as a last op on?
5. Ethics in Mul cultural Prac ce: Raise what you consider to be one of the MOST signi cant
ques ons regarding the ethical aspects of mul cultural prac ce – and then address your
ques on.
6. Informed Consent: A er reading the material in the chapter on informed consent, write an
essay describing how you would apply the informed consent process with your clients.
What aspects would you emphasize at the ini al mee ng? How would you address
informed consent as an ongoing process with your clients?
7. Malprac ce:Iden fy some of the ways you will go about decreasing the chances of ge ng
involved in a malprac ce suit. Focus on your a tudes and ac ons that are likely to prevent
you from malprac ce ac ons. What guidance do the various codes of ethics provide for you
in lessening a malprac ce ac on
8. Select either 8a. or 8b:
a. Con den ality: A er reviewing the readings on the topic of con den ality, and the
major ethics codes on con den ality, raise one speci c ques on that most interests you
and address this ques on.
b. Duty to Warn and to Protect: Assume you are counseling a client that you have serious
concerns about with respect to either danger to self (suicidal person) or danger to other
(violent person). Create a brief scenario and iden fy the salient legal, ethical, and
clinical issues. Assuming that you would seek consulta on, what would you ask of the
consultant? Discuss what you would do (giving your ra onale) in the scenario you
present.
9. Select a Case and Analyze: Refer to Corey, Chapters 1-6, select a case that involves some
kind of ethical dilemma that interests you. Put yourself in the case as a counselor and show
HOW you would address the ethical, clinical, or legal issues in the case by applying the 8-
step ethical decision making model in Corey Chapter 1 to the case.
10. Self-Evalua on: How would you evaluate yourself as a learner in this class to date? What
are your strengths? Areas needing work? How much are you inves ng of yourself? How do
you assess your PARTICIPATION IN CLASS? Give yourself a percentage grade (not le er
grade) for class par cipa on for the rst part of the semester.

PART 2—Ethical Self-Re ec on (Chapters 7-12)

KWoods August 16, 2021

fi
ti
ti
fi
ff

ti
ti
ti

ti
ti
ti
ti
ft
ti
ft
ti
ti

ti

fl
ti
ti
ti
fl
fi

ti
ti
ti
ti
fl
ti

ti
fi
ti
ff
ti
tti
ti
ti

fi
ti
fi
ti
ti
ti

ti
ti
ti

ti
fi

ti

ti

fl
tt
fi
tti
 COUN 533 14 of 19

1. SELECT ONE of the following to write an essay on: a. (Picnic), b. (Friendship), c. (Bartering),
d. (Gi Giving), or e. (Sexual A rac on).
a. The Picnic: Refer to Boundary Crossings versus Boundary Viola ons, Corey, Chapter 7-
Sec on 2c, page 261-265. The client (Lucia) would like to meet with the counselor (John)
at a park down the street for their counseling sessions so she can get to know him
be er and feel closer to him. She could bring a lunch for a picnic. John is concerned
about crea ng an environment that would help Lucia the most, and she says, “That
(mee ng in the park) would really help me.” Assume you are Lucia’s counselor and she
asks you to move her counseling sessions to the park. What are your thoughts? What
would you tell her? What would you do, and why? [Alterna ve: You can also create a
similar case pertaining to the counseling se ng and address the ethical and clinical
issues involved in this case].
b. The Friendship: Refer to Social Rela onships With Clients, Corey, Chapter 7-Sec on 7,
page 281-283). Assume that one of your clients is termina ng and he or she lets you
know he or she would like to begin some form of a social rela onship. What issues
would you explore with your client? Explain how you’d proceed. Consider both the
ethical and clinical issues involved.
c. Bartering: Refer to Bartering for Professional Services, Corey, Chapter 7-Sec on 5, page
272-277. Your client tells you that he or she will have to terminate counseling with you
because of losing a job and the inability to pay for therapy. Your client suggests a
bartering arrangement with you as a way to con nue therapy. Demonstrate how you’d
deal with this situa on in an ethical and e ec ve manner. What speci c issues would
you want to address with this client? [Consider what the codes of ethics state about
bartering].
d. Gi Giving: Refer to Giving or Receiving Gi s sec on, Corey, Chapter 7-Sec on 6, page
278-280. Create a BRIEF case where your client o ers you a gi . What issues are you
likely to explore with your client? What are your thoughts about accep ng gi s from
clients? [Consider what the codes of ethics state about gi giving].
e. Sexual A rac ons: Refer to Sexual A rac ons in the Client-Therapist Rela onship,
Corey, Chapter 7-Sec on 8, page 283-286. Assume that one of your clients informs you
that he/she nds you sexually a rac ve. Show how you’d deal with this situa on. What
issues would you explore? What if you also found this client a rac ve? And what if you
did not nd this person a rac ve? In your answer, address both the ethical and clinical
issues involved in the situa on.
2. Competence: Refer to Corey, Chapter 8. What does it mean to you to be a competent
professional? How will you assess your competence? How will you maintain your
competence? [Review what the codes of ethics have to say about competence and
incorporate this into your response].
3. Supervision: Refer to Corey, Chapter 9. A er reading re ec ng on supervision, write an
essay on some of the main ethical issues you would need to consider if you were a clinical
supervisor. As an alterna ve, write about some ethical issue(s) you might face, and how you
would deal with the issue(s), as a student. You can address this essay from either the

KWoods August 16, 2021

ft
tt
ti
ti
ft
fi
tt

ti
fi
ti
ti
ti
ti
tt
ti

ti
tt

tt
ti

ti
ti
tt

ft
ti
ff
ft
tti
ti
ti
ti
ff
fl
ft
ti
ti
ti
ti
tt
ft
ti
ti

fi
ti
ti
ti
ti
ft
ti
ti
 COUN 533 15 of 19

vantage point of you as a future clinical supervisor or as a graduate student involved in

being supervised.
4. Diagnosis: Refer to Corey, Chapter 10. A er reading about the arguments for and against
diagnosis, write your own posi on on diagnosis, as you would explain it to your clients.
What would you most want to say to your clients about your views on diagnosis?
5. Ethics in Group Work: Refer to Corey, Chapter 12. Think about yourself as a counselor in an
agency se ng. You are asked to design and conduct a group. Iden fy what you consider to
be some of your most salient ethical concerns in forming and facilita ng a par cular kind of
group.
6. Advocacy: Refer to Corey, Chapters 4 & 13. Discuss some reasons social jus ce advocacy
may be especially needed in rural communi es? What are some prac cal and ethical issues
that mental health professionals o en encounter in this se ng?
7. Cri que of the movie, GOOD WILL HUNTING: [About 3-4 pages] Watch the movie Goodwill
Hun ng. You will need to draw up the readings addressing boundary issues and relevant
chapters from the main textbook in your paper applying the ethical informa on learned in
class. Use the ethical decision-making model to discuss and cri cally evaluate each ethical,
moral or legal breach including the informa on below:
a. Describe each poten al moral, ethical, clinical, and legal issue;
b. Discuss which ethics code or legal standard that may have been broken;
c. React to the therapist’s decisions/behaviors with regard to these legal/ethical issues;
d. Discuss why you think he did what he did as a therapist;
e. Include consequences of his decisions/behaviors on the therapy;
f. Discuss what you would have done the same and di erently and why (be honest and
thorough);
g. Project what you think might have changed as a result of your behavior being di erent;
h. If you were the therapist’s colleague (or supervisor) what points would you most want
to address with him.
8. Shi s in Your Thinking about Ethics: (Retake the 40-item Self-Inventory: An Inventory of
Your A tudes and Beliefs about Professional and Ethical Issues – in Chap. 1 of your text).
Write an essay that clearly describes what you consider to be the most important shi s in
your thinking about ethical prac ce (clari ca on of your views and beliefs, modi ca ons in
your thinking on a given issue, gaining new insights, or acquiring a new perspec ve). What
have you most learned about yourself and/or about what cons tutes becoming an ethical
prac oner? How has your thinking about ethics changed? Do a brief evalua on of
YOURSELF as a learner in this course. How invested were you this semester? To what degree
did you challenge yourself? Assess your PARTICIPATION (write a self-evalua on and give
yourself a percentage grade for class par cipa on for the semester).

FURTHER SUGGESTIONS FOR YOUR SELF-REFLECTION PAPERS:

1. Show evidence that you have read the relevant material in the textbook and that you have
read on each issue in ques on.

KWoods August 16, 2021

ti
ft
ti
ti
ti
tti

tti

ti
ti
ti

ti
ft
ft
ti
fi
ti
ti
ti
ti
ff

tti

ti
ti

ti
ti

ti

ti
ti
ti
ti
ti
ti
ff
fi

ti

ft

 COUN 533 16 of 19

2. Develop your own posi on and back it up with suppor ng evidence (through your
observa ons, experiences, or key ideas in the readings). These are to be THOUGHT and
REFLECTION PAPERS, not merely a summary of informa on!
3. Take a SPECIFIC posi on, show why and develop your viewpoints with reasons for your
statements. Be crea ve in your approach to this assignment. Show your personal style and
re ect thoughts on given ethical and professional issues. DO NOT write in global, abstract,
and impersonal ways. Avoid wri ng about counseling prac ce in general. Write about YOU
as a future counselor and about concrete issues for which you have convic on.
4. Know that you are not graded on your viewpoints and thoughts as such. Instead, your grade
is a func on of your ability to clearly, concisely, and fully express your ideas. I am looking for
depth of thinking, originality, cri cal evalua on, the ability to apply key ideas and themes to
prac cal situa ons, independent judgment, organiza on, and insights into issues. Let your
papers demonstrate that you are reading and re ec ng so as to produce a quality paper.

RUBRIC: ETHICAL SELF-REFLECTION

Exceptional Satisfactory Developing Unsatisfactory
Content All expected content All expected content Missing expected Two or more missing
elements included and elements included content elements elements and/or
thoroughly explored meeting minimum and/or insufficiently insufficiently explored.
beyond minimum expectations. explored.
page requirements
Ethical Self- Student discusses in Student discusses in Student states both Student states either
Awareness detail/analyzes both detail/analyzes both core beliefs and the their core beliefs or
core beliefs and the core belief’s and the origins of the core articulates the origins
origins of the core origins of the core beliefs. of the core beliefs but
belief’s and beliefs. not both.
discussion has greater
depth and clarity.
Ethical Issue Student can recognize Student can recognize Student can Student can recognize
Recognition ethical issues when ethical issues when recognize basic and basic and obvious
presented in a issues are presented in obvious ethical ethical issues but fails
complex, multilayered a complex, issues and grasp to grasp complexity or
(gray) context AND multilayered (gray) (incompletely) the interrelationships.
can recognize cross- context OR can grasp complexities or
relationships among cross-relationships interrelationships
the issues. among the issues. among the issues.
Application of Student can Student can Student can apply Student can apply
Ethical independently apply independently apply ethical perspectives/ ethical perspectives/
Perspectives/ ethical perspectives/ ethical perspectives/ concepts to an concepts to an ethical
Concepts concepts to an ethical concepts to an ethical ethical question, question with support
question, accurately, question, accurately, independently (to a (using examples, in a
and is able to consider but does not consider new example) and class, in a group, or a
full implications of the specific the application is fixed-choice setting)
the application. implications of the inaccurate. but is unable to apply
application. ethical perspectives/
concepts independently
(to a new example.).

KWoods August 16, 2021

fl
ti

ti
ti
ti
ti
ti
ti
ti
ti
ti
fl
ti
ti
ti
ti
ti

ti

 COUN 533 17 of 19

Exceptional Satisfactory Developing Unsatisfactory

Reflection Explains in detail a Student is aware of Student is somewhat Student has an
sequence of thought his or her own aware of his or her emerging awareness of
used when facing a thinking: provides own thinking: own thinking: provides
task or problem. description of how provides a vague or confusing, little, or no
Provides a detailed one might think incomplete report of the thinking
analysis of how an through a task or description of how one might use to solve
awareness of his or problem. However, one might think a problem or complete
her thinking has provides only a few through a task or a task; falters in his or
enhanced performance ideas about how the problem. her explanation of how
new information the new information
could influence his or will influence practice.
her performance.

KWoods August 16, 2021



 COUN 533 18 of 19

Discussion Forum Rubric

This course works well when everyone is involved in discussing the material. Your par cipa on
throughout the week in each of the forums is essen al. Your grade will be based on how much you say
and how well it contributes to the work of the class, as well as total number of days you post in the
forum, minimum word counts, and percent of total posts/replies read. Students are expected to o er
comments, ques ons, and replies to the discussion ques ons that have been posed for each week as
well as to classmate pos ngs. The faculty role is as an observer and facilitator. I will read and par cipate
in the discussion as appropriate.

I grade each of the discussion forums separately on a 4-point scale. Discussion pos ngs that meet all
criteria for a score level will receive the highest points possible at that level. Par cipa on in discussion
ac vi es can only be accepted for grade by the date on the discussion pos ng. For example, you may
have met all word counts for 3 entries, but entered them only on 2 di erent days. This will result in 2-
points. To be clear, to earn full points each week you must at a minimum par cipate:
• Day 1-enter an original post that meets minimum word-count of 250 words,
• Day 2-enter a reply that meets minimum word-count of 200 words,
• Day 3-enter a reply that meets minimum word-count of 200 words,
• Read at least 50% of classmates entries.

4 Points: Have met ALL minimum expecta ons:

Students earning 4-points for discussion ac vi es have par cipated 3 or more mes on at least 3
separate days in the week’s forum (with at least 1 post and 2 replies), met the minimum word count
requirements (each post must be a minimum of 250 words, and each reply must be a minimum of 200
words), read a minimum of 50% of your classmates entries, and posted outstanding informa on.

Discussion pos ngs:

• are made in me for others to read and respond
• deliver informa on that is full of thought, insight, and analysis
• make connec ons to previous or current content or to real-life situa ons
• contain rich and fully developed new ideas, connec ons, or applica ons
• provide outside resources suppor ng your ideas.
• posted a minimum of 3 days over the week, mee ng word counts.
• meet the minimum word count requirements.
• read at least 50% of classmates entries.

3 Points: Have met 3, but not all, of the following expecta ons:
• are made in me for others to read and respond
• deliver informa on that shows that thought, insight, and analysis have taken place
• make connec ons to previous or current content or to real-life situa ons, but the connec ons
are not really clear or are too obvious
• contain new ideas, connec ons, or applica ons, but they may lack depth and/or detail.
• posted a minimum of 3 days over the week, mee ng word counts.
• meet the minimum word count requirements.

KWoods August 16, 2021

ti
ti
ti
ti
ti
ti
ti
ti
ti
ti

ti
ti

ti

ti
ti
ti
ti

ti
ti

ti
ti

ti
ti
ti

ti

ti
ff
ti

ti

ti
ti
ti
ti

ti
ti

ti
ti
ti
ti
ff

 COUN 533 19 of 19

• read at least 50% of classmates entries.

2 points: Have met 2, but not all, of the following expecta ons:
• are made in me for others to read and respond
• deliver informa on that shows that thought, insight, and analysis have taken place
• make connec ons to previous or current content or to real-life situa ons, but the connec ons
are not really clear or are too obvious
• contain new ideas, connec ons, or applica ons, but they may lack depth and/or detail.
• posted a minimum of 3 days over the week, mee ng word counts.
• meet the minimum word count requirements.
• read at least 50% of classmates entries.

1 Point: Have met 1, but not all of the following expecta ons:
• may not all be made in me for others to read and respond
• are generally competent, but the actual informa on they deliver seems thin and commonplace
• make limited, if any, connec ons, and those art o en cast in the form of vague generali es
• contain few, if any, new ideas or applica ons; o en are a rehashing or summary of other
comments
• posted a minimum of 3 days over the week, mee ng word counts.
• meet the minimum word count requirements.
• read at least 50% of classmates entries.

Zero points: Below Expecta ons

• Students earning zero points for discussion ac vi es have not par cipated or have posted
informa on that was below expecta ons.

KWoods August 16, 2021

ti

ti
ti
ti
ti
ti
ti
ti


ti



ti
ti
ti

ti
ti
ti
ft
ti

ft
ti
ti

ti

ti

ti
ti