Professional, Ethical & Legal Studies PSY551 · Professional, Ethical & Legal Studies PSY551 Fall, 2017 p. 1 Javier Sierra, Psy.D., LMHC, LMFT ... Assessment: Grading Rubric for Assignment

Professional, Ethical & Legal Studies PSY551

Fall, 2017 p. 1

Javier Sierra, Psy.D., LMHC, LMFT

Adjunct Professor

Phone: (407) 401-1991

E-mail: [email protected]

Class Time: Sept. 8 - 9; Oct. 13 – 14; Nov. 3 – 4; Nov. 17 – 18; Friday 3:00 – 7:00 PM; Saturday

8:30 – 3:00 PM

Mission of the Seminary

The mission of Reformed Theological Seminary is to serve the Church by preparing its lead-

ers, through a program of graduate theological education, based upon the authority of the

inerrant Word of God, and committed to the Reformed Faith.

Definition of Counseling

Counseling is a professional relationship that empowers diverse individuals, families, and

groups to accomplish mental health, wellness, education, and career goals. (20/20: A Vision

for the Future of Counseling; as cited in Counseling Today, June 2010, p. 36).

Course Description

This course focuses on professional issues, both legal and ethical, that surround the counsel-

ing field. Attention is given to the development of professional identity, the standard of pro-

fessional conduct, relevant codes of ethics, current statutes and the requirements for licen-

sure.

Students completing the course will develop a sensitivity to the ethical and legal aspects of

the counseling process, better appreciate ethical constrains under which a counselor works,

and develop skills to critically examine how they conduct themselves as counselors.

Welcome!

Blessings to each one of you!!

On behalf of the area of the MAC Program, I want to officially welcome you to Professional,

Ethical & Legal Studies PSY551. I am Javier Sierra, and I have the privilege of facilitating this

course, which promises to be an exciting journey into one of the most relevant subjects in

the practice of counseling.

As we start this process I want you to know that I can be reached through phone and email.

Email is my preferred means of communication, as I check it regularly. Please do not hesi-

tate to contact me with your questions and comments.

Student Learning Outcomes and CACREP Standards Covered in PSY551 (www.cacrep.org)

The following goals for PSY551 are based on the Council for the Accreditation of Counseling

and Related Education Programs (CACREP) 2009 Standards.

mailto:[email protected]

http://www.cacrep.org/


Fall, 2017 p. 2

Section II. Professional Identity

Studies that provide an understanding of all the following aspects of professional functioning:

II.G.1.b. professional roles, functions, and relationships with other human service provid-

ers, including strategies for interagency/interorganization collaboration and

communications;

II.G.1.d. self-care strategies appropriate to the counselor role;

II.G.1.f. professional organizations, including membership benefits, activities, services to

members, and current issues;

II.G.1.g. professional credentialing, including certification, licensure, and accreditation

practices and standards, and the effects of public policy on these issues;

II.G.1.j. ethical standards of professional organizations and credentialing bodies, and

applications of ethical and legal considerations in professional counseling.

Section III. Professional Practice

Clinical Mental Health Counseling (CMHC; Student Learning Outcomes) – Students who are

preparing to work as clinical mental health counselors will demonstrate the professional

knowledge, skills, and practices necessary to address a wide variety of circumstances within

the clinical mental health counseling context, including the following domains:

Foundations: Knowledge

CMHC A.2 Understands the ethical and legal considerations specifically related to the

practice of CMHC.

CMHC A.4 Knows the professional organizations, preparation standards, & credentials

relevant to the practice of CMHC.

CMHC A.7 Is aware of professional issues that affect clinical mental health counselors

(e.g., core provider status, expert witness status, access to and practice privi-

leges within manage care systems).

Skills and Practices

CMHC B.1 Demonstrates the ability to apply & adhere to ethical and legal standards in

clinical mental health counseling.

General Course Objectives:

Based on the CACREP Student Learning Outcomes, at the end of this course, students should

be able to:

1. identify the major ethical frameworks and apply ethical principles to individual, group,

and family counseling situations with a sensitivity to multicultural and social justice consid-

erations, and to the values and beliefs of the kingdom of God;

2. name the main categories of a professional code of ethics in counseling;


Fall, 2017 p. 3

3. give a sound rationale for the need of conceptualizing ethical problems in counseling;

4. expound on a framework for addressing ethical and legal issues in counseling;

5. identify issues and requirements for professional credentialing and licensure;

6. become an advocate for his/her profession at the local, state, and national level;

7. to integrate faith into his/her role as a professional counselor.

Instruction Methodologies:

In order to facilitate the learning process, the following methods of instruction are used: lec-

ture with & without audio-visual aids; class and small group discussions, online discussions and

presentations; library research; and case discussions.

Textbooks and other Materials:

Required Course Texts:

Anderson, S., & Handelsman, M. M. (2010). Ethics for Psychotherapists and Counselors: A pro

active approach. Mandel, MA: Wiley-Blackwell. (II.G.1.b.) 253 pages. ISBN 13: 978-1- 4051-

7766-5

Barnett, J. E., & Johnson, W.B. (2015). Ethics Desk Reference for Counselors (2nd ed.). Alexan-

dria, VA: American Counseling Association. 213 pages. (II.G.1.b.) ISBN 13: 978-1- 55620-327-5

Herlihy, B., & Corey, G. (2014). ACA Ethical Standards Casebook (seventh ed.). Alexandria,

VA: American Counseling Association (CMHC A.2; A7) 328 pages. ISBN-13: 978-1-55620-321-3

_____, (2014). AACC Christian counseling code of ethics. American Association of Christian

Counseling, Forest, VA. Ready for download at

http://aacc.net/files/AACC%20Code%20of%20Ethics%20-%20Master%20Document.pdf (CMHC

A.4)

, (2014). ACA Code of Ethics. American Counseling Association. Alexandria, VA. Ready

for download at: http://www.counseling.org/knowledge-center/ethics (CMHC A.4)

, (2006). AAPC Code of Ethics. American Association of Pastoral Counseling. VA.

Ready for download at: http://www.aapc.org/content/ethics (CMHC A.4)

_____, (2010). AMHCA Code of Ethics. American Mental Health Counselors Association. Alex-

andria, VA. Ready for download at: https://www.amhca.org/assets/news/AM-

HCA_Code_of_Ethics_2010_w_pagination_cxd_51110.pdf (CMHC A.4)

_____, (2014). AAMFT Code of Ethics. American Association for Marriage and Family Therapy.

Alexandria, VA. Ready for download at: http://www.aamft.org/imis15/content/legal_eth-

ics/code_of_ethics.aspx (CMHC A.4)

http://aacc.net/files/AACC%20Code%20of%20Ethics%20-%20Master%20Document.pdf

http://www.counseling.org/knowledge-center/ethics

http://www.aapc.org/content/ethics

https://www.amhca.org/assets/news/AMHCA_Code_of_Ethics_2010_w_pagination_cxd_51110.pdf

https://www.amhca.org/assets/news/AMHCA_Code_of_Ethics_2010_w_pagination_cxd_51110.pdf

http://www.aamft.org/imis15/content/legal_ethics/code_of_ethics.aspx

http://www.aamft.org/imis15/content/legal_ethics/code_of_ethics.aspx


Fall, 2017 p. 4

Chapter 491, Florida Statues. http://floridasmentalhealthprofessions.gov

Recommended:

Corey, G., Corey, M., & Callanan, P. (2007). Issues & Ethics in the Helping Professions. (7th

ed.). Pacific Grove, CA: Brooks/Cole ISBN-13: 978-0-534-61443-0

Herlihy, B., & Corey, G. (2006). ACA Ethical Standards Casebook, sixth edition. Alexandria,

VA: American Counseling Association. 264 pages. ISBN: 1-55620-255-5

Pope. K. S. & Vasquez. M. J. T. (2011). Ethics in Psychotherapy and Counseling: A practical

guide. Hoboken, NJ: John Wiley & Sons, Inc. 465 pages ISBN: 978-0-470-63307-6

Sanders, Randolph K. (Ed.). (2013). Christian Counseling Ethics: A handbook for psychologists,

therapists and pastors (2nd ed.). Downers Grove, IL: InterVarsity Press. (CMHC A.2; A7)

ISBN-13: 978-0-8308-3994-0

Wilcoxon, A., Remley, Jr. T., Gladding, S. T., & Huber, C. H. (2007). Ethical, Legal, and Profes-

sional Issues in the Practice of Marriage and Family Therapy, (4th ed.) Columbus, OH: Merrill

Publishing Co. ISBN-14: 978-0-13112-034-1

Woody, R. H., & Woody, J. D. (Eds.). (2001). Ethics in Marriage & Family Therapy. Washington,

D.C.: American Association for Marriage and Family Therapy. ISBN: 1-931846-04-9

Assignments

To successfully complete this course, each student will engage the below assignments:

Assignment 1 [10%]

Class Participation

You are expected to attend all classes and actively participate in all class related ac-

tivities. Attend all class sessions and on time. If you miss 1 or more class sessions, your

grade will be affected according to the policies of the seminary.

In-class Discussions

Discussion is the primary instructional method used for this course. This format will allow

discussing cases and hypothetical situations in the context of the practice of counsel-

ing. Be familiar with course material and ready to meaningfully contribute to class dis-

cussion every day. (II.G.1.j; CMHC A.7; B.1)

Online Discussions

In addition, there will be online discussions every week of the semester starting the first

week of class. A question, statement, case or other will be posted in a Forum link in our

Virtual classroom. Each student (individually) will answer to the professor’s posting and

to at least two other students’ postings. Well-thought-out postings that add something

intellectually to the discussion are required for a good grade. Your initial posting should

fully answer the questions posed in the course interface. Additionally, you must reply to

at least two of your classmates’ postings. Postings of the "I agree" or "Me too" variety

are not acceptable for grading purposes. Only postings that demonstrate scholarly

http://floridasmentalhealthprofessions.gov/


Fall, 2017 p. 5

analysis of the topic and course materials will be counted for grading purposes. You

will have until Friday to answer to the professor’s posting and until Sunday to answer to

your classmates’ postings. (II.G.1.j; CMHC A.7; B.1)

Assignment 2 [15%]

Curricular Experience: Journal Entries. (II.G.1.b; II.G.1.d; II.G.1.f; CMHC A.2; A.7)

Assessment: Grading Rubric for Assignment 2. 10, one-page, journals will be submitted.

These journals will be evaluated based on how self-reflective the students’ responses

are. Due Dec. 20th

o The purpose of this assignment is for students to process the material discuss in

the Ethics for Psychotherapists and Counselors: A proactive approach text,

which covers a variety of areas in professional ethics (e.g. self awareness, profes-

sional identity, boundaries, confidentiality, supervision, etc.). These self-reflective

exercises will encourage students to personalize responses to and explain posi-

tions in relevant ethical areas.

The student will carefully read each chapter from the Ethics for Psycho-

therapists and Counselors: A proactive approach text and choose a jour-

nal entry that facilitates the processing of the chapter.

The student will write a one-page summary of each chosen journal and

submit the 10 journal summaries as one paper. (single-space)

Assignment 3 [15%]

Curricular Experience: Personal Ethical Paper. (II.G.1.b; II.G.1.j; CMHC A.2)

Assessment: Grading Rubric for Assignment 3 Due Nov. 24th

o The purpose of this paper is to encourage students to think critically and reflect

on how their personal ethos relate to the ethics of the counseling profession. This

paper also provides an opportunity for you to integrate your faith and ethics.

The student will write a, 3-5 pages, APA style paper on the integration of

one or more of the ethical standards of the profession, (such as manda-

tory, aspirational, autonomy, non-malficience, beneficence, justice, fidel-

ity and veracity) and Christian morals and/or cultural values as Christian

counselors act and practice in the secular world.

When writing this paper, the student should not just make general claims

such as “I will do no harm” but support how this claim is part of a value

and ethical system for practice. Is this a value that is supported by Scrip-

tures, cultural values and/or by the general ethical standards of counse-

lors’ codes of practice? Any claims must be supported by ethical stand-

ards or codes or Scripture verses (please make sure to cite the Scripture &

the code or standard). In summary this paper is mostly about how the stu-

dent would work in the secular world taking into consideration, some of


Fall, 2017 p. 6

the ethical standards. Due on Nov 24th, therefore you need to start writ-

ing this paper as soon as possible.

Assignment 4 [30%]

Curricular Experience: Group Research and Presentation. (II.G.1.j; CMHC A.2; CMHC

A.4; A.7; CMHC B.1)

Assessment: Grading Rubric for Assignment 4 Due Nov.18th

o This group assignment will have two essential components, a group research ex-

perience and the incorporation of the findings into a class presentation.

Students will be divided in groups and assigned to a topic at the begin-

ning of the class. Each group will research the topic and have an oppor-

tunity to present the major preliminary findings to the class. From course

readings and additional resources (professional articles, books, credible

websites) each group will prepare a 40-minute, professional presentation

on the topic.

The presentation will open with a vignette or a short case study (not more

than 5 minutes for this part) on an ethical or legal issue in counseling. Then

the group will present the findings and recommendations for action to

meet the needs of the initial ethical or legal counseling concern pre-

sented in the case. This presentation is about going in depth on the issues

chosen. All presentations will happen, back to back on the 18th.

The group will provide handouts/notes to the class. The use of a Power-

Point to guide the presentation is highly recommended. The level of prep-

aration and professionalism will be evaluated. The use of video clips or

any other appropriate material is also encouraged.

Assignment 5 [10%]

Curricular Experience: Professional Development Plan. (II.G.1.d; II.G.1.f; II.G.1.g;

CMHC A.4)

Assessment: Grading Rubric for Assignment 5 Due Nov. 3rd

o The purpose of this assignment is for students to start working on a preliminary

Professional Development Plan conducive to strengthen your professional iden-

tity, long-term. Students will develop specific goals and activities to prepare

them for professional practice.

This project will be explained the first day of class.

Download the PDF from the Virtual Classroom and fill in each field before

submitting.

Assignment 6 [20%]


Fall, 2017 p. 7

Curricular Experience: Final Exam (II.G.1.b; II.G.1.j; CMHC A.2; CMHC A.4; A7)

Assessment: An online, 40 multiple choice and true or false questions, exam. Due

Dec. 1st

o An objective, 40 multiple choice & true or false questions exam will be available

online in the virtual classroom. This exam will be based on all the materials cov-

ered in class (texts, lectures, articles and presentations). The exam will be ready

from 8 AM until 9 PM on the 1st of December. Students may take the exam at

their convenience that day but they may only take it all at once. There will be

only one attempt to answer the questions allowed. THIS IS NOT AN OPEN-

BOOK/OPEN-NOTES EXAM. Students are not to discuss the exam with any other

student from class before 9 PM on the 1st.

Grading Summary

During the semester, your individual grade will be based upon the following:

Assignment Assignment

Percentage

Value

SLO/CACREP Means of Assess-

ment

Due Date

Assignment 1:

Class/Online Partici-

pation

10%

II.G.1.j; CMHC A.7;

B.1 Verbal/physical/

participation;

Grading Rubric

Daily

Assignment 2: Jour-

nal Entries 15%

II.G.1.b; II.G.1.d;

II.G.1.f; CMHC A.2;

A7

Grading Rubric

10 journals Dec. 20th

Assignment 3: Per-

sonal Ethical paper 15%

II.G.1.b; II.G.1.j;

CMHC A.2 Grading Rubric Nov. 24th

Assignment 4: Group

Research & Presenta-

tion

30% II.G.1.j; CMHC A.2;

CMHC A.4; A7;

CMHC B.1 Grading Rubric Nov. 18th

Assignment 5: Profes-

sional Development

Plan

10% II.G.1.d; II.G.1.f;

II.G.1.g; CMHC A.4;

A7 Grading Rubric Nov. 3rd

Assignment 6: Final

Exam 20%

II.G.1.b; II.G.1.j;

CMHC A.2; CMHC

A.4; A7 Objective Exam

Dec. 1st


Fall, 2017 p. 8

Grade Letters

A = 100-97.00 B+ = 93.99-91.00 C+ = 85.99-83.00 D+ = 77.99-75.00 F = below 69.99

A- = 96.99-94.00 B = 90.99-88.00 C = 82.99-80.00 D = 74.99-72.00

B- = 87.99-86.00 C- = 79.99-78.00 D- = 71.99-70.00

Course Policies

Incomplete Policy

The grade “I” indicates that the work required for the course was not completed It is given

only when special, extenuating circumstances (such as illness) prevent

the student from completing the work or taking the examination a written request for an ex-

tension must be submitted prior to the due date of the work concerned If the request is

granted, it remains the responsibility of the student to complete all work for the course as

soon as possible In any case, an “I” grade must be removed within the extension time

granted; otherwise it will be changed to “F ”

Plagiarism

Research papers require borrowing other people’s ideas and words However, the source of

such borrowing must be acknowledged properly so that your ideas are clearly distinguished

from ideas that you borrowed If the source is not acknowledged properly, your work is pla-

giarism For an excellent summary on what constitutes plagiarism, see Kate L Turabian, A

Manual for Writers of Research Papers, Theses, and Dissertations (rev by Wayne C Booth, etc ;

8th ed ; Chicago: University of Chicago Press, 2007), pp 78-82 (section 7 9)

Classroom Policies

Come to every class, on time and ready. Classroom attendance is for the glory of

God and preparation for the gospel ministry Students therefore are expected to at-

tend class sessions No student should absent himself from classes in order to ful ll re-

quirements or responsibilities of other classes Those with absences may be penalized at

the discretion of the professor

In order to promote a respectful learning environment, the use of laptop computers is

limited to matters related to the course such as note-taking or reading materials for

class. Activities like checking e-mail, facebook, browsing the net, etc. during class

time reflects disrespect for the instructor, guest presenters, and your student col-

leagues. This type of disrespect should be avoided.

Plan your time well to avoid a “paper writing crunch”. Turn everything in ON TIME. This

should be a non-issue for graduate students. A late paper is one submitted after the

specified due date without prior permission. A new due date must be requested at

LEAST 48 hours in advanced. If you do turn in an assignment late there will be a one-

letter grade reduction on the assignment for the first week it is late, after that it will not


Fall, 2017 p. 9

be accepted (unless discussed with the instructed). Late papers receive a grade, but

no feedback.

o Writing Format: APA format should be followed for all formal written work, unless

otherwise instructed. Familiarize yourself with the following sections of the Publi-

cation Manual for the American Psychological Association, 6th ed. Use of head-

ings [3.02, 3.03], Seriation rules [3.04], Reducing Bias in Language [3.11] [Gender

inclusive language is required for all papers when referring to humanity (i.e, hu-

manity sinned, not just man; Jesus died for humankind, not just mankind.)], Re-

ducing Bias by Topic [3.12], How to Credit Sources [Chapter 6: 6.01, 6.02, 6.03

(quoting and paraphrasing) through 6.09], Citing References in Text [6.11-6.21],

Reference List [6.22-6.32]. Chapter 7 provides reference examples. You do not

need to include an abstract.

o Writing Quality: As it is expected in any graduate-level course, quality of writing,

clarity of thought, and logical development of the papers would be significantly

considered for grading. Please double-check your paper for typos, and spelling

mistakes.

You are encouraged to take some risks in this class. For this class to be successful, be-

ing open to experiences and inquisitive will make this a better learning experience. Be-

cause of the nature of this course some self-disclosure and personal examination

should be expected. This information is confidential and must be treated with highest

respect and professionalism.

Class Schedule

Instructor reserves the right to change this schedule of class topics and assignments any time

during the course.

DATE CONTENT READ ING

September 8 – 9 Defining Ethics/Ethical Standards,

What are they? ACA

Values/Ethical dilemma /Decision

making; Case discussion

Anderson; Herlihy & Corey;

Ethical Codes

October 13 – 14 Confidentiality & Privileged commu-

nication

Informed Consent/Client Record

Management/ Documentation;

Case discussion


Ethical Codes


Fall, 2017 p. 10

DATE CONTENT READ ING

November 3 – 4 Ethical & Legal issues in working with

children/older adults

Ethical & Legal issues in working with

children/older adults; Case discus-

sion


Ethical Codes

November 17 Dual relationships

Competence/Malpractice /law suit;

Case discussion


Ethical Codes

November 18 Student Presentations

Suggested topics for research and presentations

Ethical issues in multi-cultural counseling

Values in counseling relationships

Pastors who counsel

Working with HIV infected clients

The relationship between law and ethics

Handling complaints of ethical violations or responding to a law suit

Ethical issues around working with abused women

Ethical issues in working with homosexual persons

Abuse of power and sexual misconduct in counseling

Professional Training and competence


Fall, 2017 p. 11

Team Feedback Sheet

Name:

Describe the nature of your contribution to your team:

Circle the number that best represents your answer to the following questions:

Strongly agree / Agree / Neutral / Disagree Strongly / disagree

We worked together as a team. 5 4 3 2 1

I contributed an equitable amount of time

and energy compared to my team mem-

bers.

5 4 3 2 1

If you strongly disagreed to the item

above, did you feel obligated to contribute

too much? Or too little?

Too little

Too much

We resolved differences of opinion in a

respectful manner.

5 4 3 2 1

Some team member(s) did not pull their

weight in the group.

5 4 3 2 1

Your comments?


Fall, 2017 p. 12

Grading Rubrics: If you review the rubric carefully before you begin your assignment then you will know the

standards that I am setting to evaluate your work.

Grading Rubric for Assignment 1.2 (II.G.1.j; CMHC A.7; B.1)

Quality Timeliness Interaction Grade

Well-developed ideas; add depth

to discussion; new ideas/insights

Clear Critical Thinking (CT) =

analysis, synthesis, evaluation,

application

Initial Posting by Friday.

Responds & contributes to

classmate’s posting by Sun-

day.

Responds to 1 or more postings of other

discussants.

Provides insight, clarification, illustration.

Takes initiative to lead discussion

86-100%

Some development of ideas &

some CT; adds to discussion by

expanding on others= ideas


Responds & fairly contrib-

utes to classmate’s posting

by Sunday.

Responds to 1 other posting.

Collaborates in discussion.

Shows some initiative.

76-85%

Nominal development of ideas;

Incipient CT: no clear addition to

discussion


Responds & hardly contrib-

utes to classmate’s posting

by Sunday.

Responds to 1 other posting.

Responses not collaborative.

Little initiative in discussion.

41-75%

No development of ideas; reiter-

ates ideas of text or others. Com-

ments detract from discussion fo-

cus.

Initial Posting after Friday

but not later than Saturday.

No Response to other postings.

Posting(s) of negligible value.

No initiative.

21-40%

No Initial Post Only replies to others’ posts 1-20 %


Fall, 2017 p. 13

Grading Rubric for Assignment 2 (II.G.1.b; II.G.1.d; II.G.1.f; CMHC A.2; A.7)

CACREP

Standards

Exemplary Student exceeds as-signment require-

ments & expectations

4

Accomplished Student meets assign-ment requirements &

expectations

3

Developing Student somewhat

meets assignment re-quirements & expecta-

tions

2

Beginning Student inconsistently meets assignment re-

quirements & expecta-tions

1

II.G.1.b. Understands profes-sional roles, func-tions, and relation-ships with other hu-man service provid-ers, including strate-gies for inter-agency/inter-organi-zation collaboration and communications.

Journal entries demonstrate solid un-derstanding of con-tent related to this CACREP standard as it is covered in the cor-responding chapter.

Journal entries demonstrate good understanding of con-tent related to this CACREP standard as it is covered in the cor-responding chapter.

Journal entries demonstrate some understanding of con-tent related to this CACREP standard as it is covered in the cor-responding chapter.

Journal entries hardly demonstrate any un-derstanding of content related to this CACREP standard as it is cov-ered in the correspond-ing chapter.

II.G.1.d. Self-care strategies appro-priate to the counse-lor role.

II.G.1.f. Pro-fessional organiza-tions, including mem-bership benefits, ac-tivities, services to members, and cur-rent issues.

CMHC A.2 Understands the ethi-cal and legal consider-ations specifically re-lated to the practice of CMHC.

CMHC A.7 Is aware of profes-sional issues that af-fect clinical mental health counselors (e.g., core provider status, expert witness


Fall, 2017 p. 14

status, access to and practice privileges within manage care systems).


Fall, 2017 p. 15

Grading Rubric for Assignment 3 (II.G.1.b; II.G.1.j; CMHC A.2)

CACREP Standards

Exemplary Student exceeds assignment re-

quirements & ex-pectations

4

Accomplished Student meets assign-ment requirements &

expectations

3

Developing Student somewhat

meets assignment re-quirements & expec-

tations

2

Beginning Student inconsistently meets assignment re-

quirements & expecta-tions

1

II.G.1.b. Understands profes-sional roles, func-tions, and relation-ships with other hu-man service provid-ers, including strate-gies for inter-agency/inter-organi-zation collaboration and communications.

Paper demon-strates solid under-standing of how personal values and beliefs play a role into profes-sional roles, func-tions, and relation-ships.

Paper demonstrates good understanding of how personal values and beliefs play a role into professional roles, functions, and relationships.

Paper demonstrates some understanding of how personal val-ues and beliefs play a role into professional roles, functions, and relationships.

Paper hardly demon-strates any under-standing of how per-sonal values and beliefs play a role into profes-sional roles, functions, and relationships.

II.G.1.j. Understands the eth-ical standards of pro-fessional organiza-tions and credential-ing bodies, and appli-cations of ethical and legal considerations in professional coun-seling. CMHC A.2 Understands the eth-ical and legal consid-erations specifically related to the prac-tice of CMHC.

Paper demon-strates solid under-standing of ethical standards and their applications in pro-fessional counsel-ing.

Paper demonstrates good understanding of ethical standards and their applications in professional counsel-ing.

Paper demonstrates some understanding of ethical standards and their applications in professional coun-seling.

Paper hardly demon-strates any under-standing of ethical standards and their ap-plications in profes-sional counseling.

Paper Format: APA formatting, spelling,

and grammar.

No mistakes. Few errors in APA for-matting, grammar, and/or spelling.

Multiple mistakes in APA formatting, grammar, and/or spelling.

APA formatting almost nonexistent; various grammar or spelling er-rors.


Fall, 2017 p. 16

Grading Rubric for Assignment 4: (II.G.1.j; CMHC A.2; CMHC A.4; A7; CMHC B.1)

CACREP Standards

Exemplary Student exceeds assign-ment requirements & ex-

pectations

4

Accomplished Student meets assignment requirements & expecta-

tions

3

Developing Student somewhat meets assignment requirements

& expectations

2

Beginning Student inconsistently meets assignment re-quirements & expecta-

tions

1

II.G.1.j. Understands the ethical standards of professional organ-izations and cre-dentialing bodies, and applications of ethical and legal considerations in professional coun-seling. CMHC A.2 Understands the ethical and legal considerations spe-cifically related to the practice of CMHC. CMHC A.4 Knows the profes-sional organiza-tions, preparation standards, & cre-dentials relevant to the practice of CMHC. CMHC A.7 Is aware of profes-sional issues that affect clinical men-tal health counse-lors (e.g., core pro-vider status, expert witness status, ac-cess to and prac-tice privileges within manage care systems). CMHC B.1 Demonstrates the ability to apply & adhere to ethical

Presentation reflected solid understanding of ethical standards and their appli-cations to the case pre-sented. Student dressed and conducted in a profes-sional manner. Time was well allocated. The presentation did not go overtime. Audio-visual aids reflected professional ex-cellence and were used properly.

Presentation reflected good understanding appli-cation of ethical standards and their applications to the case presented. Stu-dent’s dress and conduct was somewhat profes-sional. Time was allo-cated in an appropriate manner. The presentation did not go overtime. Audio-visual aids were used ap-propriately.

Presentation reflected basic understanding of ethical standards and their applications to the case presented. Stu-dent’s dress and conduct were too casual in na-ture. Time was not used well. Presentation was too short or too long. Au-dio-visual aids were not used well.

Presentation reflected a poor level of under-standing of ethical standards and a con-fusing and vague appli-cation to the case pre-sented. Student’s dress and conduct were very informal. Time was not used well. Presentation was too short or too long. Audio-visual aids

were missing.


Fall, 2017 p. 17

and legal standards in clinical mental health counseling.

Mechanics

Class Handout

Covers all required ele-ments in graduate level manner. No typograph-ical or grammatical er-rors. Thoroughly summarizes the presentation. Handout includes a re-source list to expand on the issue: Minimum of 10 resources (books and professional articles). These resources should not be older than 2007. Minimum of 4 websites that address the issue of presentation.

Covers most aspects of handout. Some typo-graphical or grammatical errors. Information mod-erately appropriate to topic. Ethical infor-mation lacks clarity. Re-source information is good, but some aspects are missing.

Many aspects of handout are missing. Many typographical or grammatical errors. Ethical information is inadequate. Resource information is inade-quate. Handout is only a copy of PowerPoint use in presentation.

Only an outline of some points of the presentation are in-cluded in the handout.

Overall Presen-tation

Class session flowed smoothly in all ways. Team members gave equitable investment of time and energy as evi-denced in the overall presentation. Coherent.

Class session had minor problems to flow smoothly. A member of the team seemed not as involved as the rest. Moderately coherent presentation.

Class session had some problems to flow smoothly. Uneven in-volvement by team members is evident. Hardly coherent presentation.

Class session seemed thrown to-gether at last minute. No depth to infor-mation or counseling strategies.


Fall, 2017 p. 18

Grading Rubric for Assignment 5: (II.G.1.d; II.G.1.f; II.G.1.g; CMHC A.4)

Professional Development Plan

30 20 10

Demonstrated knowledge of ethical

standards

Student submitted paper that demon-strates solid knowledge of the ethical

standards as discussed in class.

Student submitted paper that demonstrates av-erage knowledge of the ethical standards as dis-

cussed in class.

Student submitted paper that demon-strates little to no knowledge of the ethi-

cal standards as discussed in class.

Demonstrated awareness of areas of

growth while in the program

Student submitted paper that demon-strates solid to appropriate aware-ness of personal areas of growth.

Student submitted paper that demonstrates rea-sonable awareness of personal areas of growth.

Student submitted paper that demon-strates little to no awareness of personal

areas of growth.

Articulated goals for growth that integrate

ethical standards & learning goals.

Student submitted paper with goals and tasks that demonstrate solid to

appropriate insight and integration of ethical standards selected and per-

sonal areas of growth.

Student submitted paper with goals and tasks that demonstrate reasonable insight and integra-

tion of ethical standards selected and personal areas of growth.

Student submitted paper with goals and tasks that demonstrate little to no insight-

ful integration of ethical standards se-lected and personal areas of growth. Pa-per discussion lacks any clarity of ideas.

Paper Mechanics

10 5 0

Writing Style

The Student submitted a paper with little to no grammatical or spelling er-

rors, clear/well constructed sen-tences; overall good flow to paper

from Introduction to conclusion. Pa-per was between 4 & 5 pages.

The Student submitted a paper with some gram-matical or spelling errors, a few awkward or

wordy sentences, and good flow through most of paper from Introduction to conclusion. Paper

was between 4 & 5 pages.

The Student submitted a paper with sev-eral grammatical or spelling errors, many awkward or wordy sentences, poor flow through most of paper from Introduction to conclusion. Paper either exceeded or

was short of the expected length.

Documents

Professional, Ethical & Legal Studies PSY551 · Professional, Ethical & Legal Studies PSY551 Fall, 2017 p. 1 Javier Sierra, Psy.D., LMHC, LMFT ... Assessment: Grading Rubric for Assignment