Wake Forest University Department of Counseling

CNS780: Professional, Ethical, and Legal Issues in Counseling
Spring-2 2024


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Syllabus Contents

Course Faculty

Lead Faculty: Dr. Sharon Jones

Email: joneshar@wfu.edu

Course Description

This course addresses pertinent topics in the law and ethics related to the practice of counseling. Hopefully, students will be inspired to take an active role in developing and monitoring their competence as a counselor while some of the legal and ethical issues that can feel most intimidating to counselors are demystified. The overarching goal is to help students become a knowledgeable, skilled, and able counselor who always protects those with whom they work.

Course Objectives

Upon successful completion of this course, you will be able to:

  1. Recognize and define key terms and concepts associated with the ethical and legal practice of counseling. (CACREP 3.A.3; 3.A.6; 3.A.8; 3.A.10; 3.A.11; 3.A.12; 3.B.9; 3.B.10; 3.D.12; 3.E.5; 3.E.6; 3.E.16; 3.F.9; 3.G.6; 3.H.10)
  2. Understand the similarities and differences between ethical and legal issues in counseling. (CACREP 3.A.3; 3.A.6; 3.A.8; 3.A.10; 3.A.11; 3.A.12; 3.B.9; 3.B.10; 3.D.12; 3.E.5; 3.E.6; 3.E.16; 3.F.9; 3.G.6; 3.H.10)
  3. Exhibit a thorough knowledge of professional ethical standards and legal issues. (CACREP 3.A.3; 3.A.6; 3.A.8; 3.A.10; 3.A.11; 3.A.12; 3.B.9; 3.B.10; 3.D.12; 3.E.5; 3.E.6; 3.E.16; 3.F.9; 3.G.6; 3.H.10)
  4. Apply decision-making models to ethical and legal dilemmas. (CACREP 3.A.8; 3.A.10)
  5. Examine and explore personal ethics. (CACREP 3.A.10; 3.A.11; 3.A.12)
  6. Identify opportunities for and engage in professional counselor advocacy on behalf of the profession and/or on behalf of those facing systemic, institutional, architectural, attitudinal, disability, and other social barriers to promote access, equity, and success. (CACREP 3.A.4; 3.A.5; 3.A.8; 3.A.10; 3.B.9; 3.B.10)

Course Materials

Course materials refer only to the textbook(s), Course Reserves, WFU library readings, or scholarly articles. Refer to the course for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Required Text(s)

Additional Required Readings

Readings are assigned in each Weekly module as described in the course schedule and in the Canvas course pages. Changes in or supplements to the assigned reading will be provided via course announcements. Readings outside of the textbook are available as linked articles, through the WFU ZSR library, or in Course Reserves. Course Reserves are available in the Canvas course menu.

The following are available as links to articles on the course pages, WFU library readings, or through Course Reserves which is accessible from your  course  menu:

Additional Materials

Webcam.

Live Sessions

Students will find the day and time in the course:

Live Sessions are not mandatory, but student attendance is encouraged.

Methods of Instruction

Instructional methods in this course include lectures, discussions, case studies, experiential activities related to course content, and other interactive activities.

Instructor Interactions

Apart from clinical courses, WFU online courses are primarily asynchronous in nature, meaning students and instructors can engage with the learning materials at different times. There are a few notable exceptions, however, such as live sessions, office hours, and triad work (skills courses). For the asynchronous portions of our courses, students interact with instructors through virtual discussion boards, weekly video and/or written announcements, email communications, and formative and summative feedback on assignments. For the synchronous portions of our courses, students interact with lead instructors in weekly, recorded live sessions, and with practitioner instructors in office hours. Regarding live sessions, lead instructors meet virtually with students one hour per week in which they present on a topic related to the learning material for the week, as well as answer questions that students have about the course material or assignments. In office hours, practitioner instructors answer students’ questions about course content and assignments. They also, at times, present on topics related to that week’s lessons.

In clinical courses, instructors interact with students primarily through individual/triadic and group supervision sessions. Instructors also monitor students’ time logs, review required practicum and internship documents, evaluate their counseling session recordings and writeups, and submit midterm and final evaluations related to students’ counseling skills development, as well as their professional dispositions and behaviors development.

Assessments

This section provides an overview of the items due during this course. See the Course Schedule for additional details.

Discussions

Discussions serve as the main vehicle for communication between students in the class. Using the forums, information will be shared, concepts will be discussed, and opinions expressed.

Discussion 1.1: First Impressions (CACREP Standards: 3.A.6; 3.A.10; 3.A.11; 3.A.12; 3.B.10; 3.D.12; 3.E.5; 3.E.6; 3.F.9; 3.G.6; 3.H.10)

Students will discuss who they are, their personal ethics, their reactions to being required to learn about ethical and legal issues in counseling, their reactions to reading the ACA, AMHCA, NBCC, and ASCA code of ethics, and reply to peers posts to discuss insights and questions.

Discussion 3.1: Informed Consent and Confidentiality (CACREP Standards: 3.A.3; 3.A.8; 3.A.10; 3.A.11; 3.A.12; 3.B.10; 3.E.6)

Students will be assigned to triads to discuss their gut reactions to a given scenario, their perspectives as either school counselors or clinical mental health counselors, their application of each step of the ACA ethical decision-making model to their given scenario, and their other personal reflections.

Discussion 4.1: HPSO Case Studies (CACREP Standards 3.A.3; 3.A.6; 3.A.8; 3.A.10.; 3.A.11; 3.A.12; 3.E.5; 3.E.6; 3.E.16; 3.G.6)

Students will discuss the real liability cases they read about in the assigned HPSO Case studies. They will address: their general reactions, critique the counselors actions (and/or inactions); identify concrete mistakes they think the counselors made; and explore related risk management recommendations to protect clients/students and counselors from issues such as these.

Discussion 5.1: Dilemmas (CACREP Standards 3.A.3; 3.A.8; 3.A.10.; 3.A.11; 3.A.12; 3.B.9; 3.B.10; 3.E.5; 3.E.6; 3.E.16)

Students will review a model prompt and response then select several of the other prompts provided to respond to, discuss their gut reactions, summarize their step-by-step ethical decision making process, and compare and contrast their thinking from their initial gut reaction to after they applied their chosen decision-making model.

Discussion 6.1: A Case of Boundary Management (CACREP Standards 3.A.3; 3.A.8; 3.A.10.; 3.A.11; 3.A.12; 3.B.9; 3.B.10; 3.E.6; 3.E.16)

Students will read the specifics of given scenario and discuss their gut reaction, the difference between boundary crossing and boundary violation as it relates to the scenario, and think through some additional ethical dimensions if the student or a colleague were in similar situation.

Discussion 7.1: Counseling Dilemmas—What Would You Do? (CACREP Standards 3.A.3; 3.A.8; 3.A.10.; 3.A.11; 3.A.12; 3.B.9; 3.B.10; 3.E.5; 3.E.6; 3.E.16)

Students will apply their ethical decision-making skills to several different scenarios and write a concise summary (2–4 sentences) of their ethical decision-making process for least two of the scenarios, then discuss the scenarios in detail with their peers.

Assignments

Below are brief descriptions of the assignments that you will complete and submit throughout the duration of the course. Detailed assignment descriptions and instructions are available in the weekly Modules in Canvas.

Assignment 2.1: The Case of Liselle Part 1 (CACREP Standards: 3.A.3; 3.A.4; 3.A.10; 3.A.11; 3.A.12; 3.D.12; 3.E.6; 3.F.9; 3.G.6; 3.H.10)

For this assignment, students will use a multimedia tool that will guide them through the step-by-step process of applying the ACA Decision-Making Model and compare their work to the responses of a professional counselor.

Assignment 2.2: The Case of Liselle Part 2 (CACREP Standards: 3.A.3; 3.A.4; 3.A.8; 3.A.10; 3.A.11; 3.A.12; 3.B.10; 3.E.6)

For this assignment, students will submit a reflection essay on their experience applying the step-by-step decision making model, comparing their work with that of a Licensed Professional Counselor, and examining their personal and professional ethics.

Assignment 3.1: The Case of Callie (CACREP Standards: 3.A.3; 3.A.8; 3.A.10; 3.A.12; 3.E.16)

For this assignment, students will use a multimedia tool that will guide them through the step-by-step process of applying the ACA Decision-Making Model and compare their work to the responses of a professional counselor. Then students will submit a reflection essay on their experience applying the step-by-step decision making model, comparing their work with that of a Licensed Professional Counselor, and examining their personal and professional ethics.

Assignment 4.1: Know the Law—Confidentiality, Mandated Reporting, and Duty to Warn (CACREP Standards: 3.A.3; 3.A.6; 3.A.8; 3.A.10; 3.D.12; 3.E.5; 3.E.6; 3.E.16; 3.F.9)

For this assignment, students will first choose a state and research the laws related to Confidentiality including Privilege, Suspected Abuse or Neglect, Mandated Reporting, and Duty to Warn. Next they will write a paper where they will synthesize, analyze, and reflect on that research within the context of ethical and legal counseling practice. In their analysis they will examine the implications for counselors, the public, and clients including but not limited to consistencies and/or conflicts between the law, ethical theory, the ACA Code of Ethics, AMHCA code of Ethics, and/or ASCA code of Ethics.

Assignment 6.1: Law and Advocacy (CACREP Standards: 3.A.3; 3.A.4; 3.A.5; 3.A.6; 3.A.8; 3.A.10; 3.B.9; 3.B.10; 3.D.12; 3.E.6; 3.E.16; 3.F.9; 3.G.6)

For this assignment, students will select a counseling related legal issue that is important to them as a counselor. Students will then plan and implement a mini advocacy project related to creating positive change in law or policy related to their chosen issue. Lastly, students will write a one paragraph summary of their experience for submission.

Final Exam (CACREP Standards: 3.A.3; 3.A.4; 3.A.5; 3.A.6; 3.A.8; 3.A.10; 3.A.11;3.A.12; 3.B.9; 3.B.10; 3.B.10; 3.D.12; 3.E.5; 3.E.6; 3.E.16; 3.F.9; 3.G.6; 3.H.10)

The 60-item, open-resource, multiple-choice final exam will cover all of the material covered in the course. Questions on the exam may be related to any of the various materials in the course including your ACA code of ethics, textbooks, other readings and files, video, audio, and PowerPoint presentations. The exam is designed to reinforce and assess student learning while also offering practice with the types of questions students may encounter on the NCE, the CPCE, or other counseling examinations.

Student Learning Objectives/Key Performance Indicators

The Know the Law paper is the one signature assignment for this course. This signature assignment is to be submitted in Anthology Portfolio, an e-Portfolio, data storage, and data management program. The Know the Law Paper assignment will be used for course grade calculations (using the grading rubric), program evaluation reporting, and student learning outcomes (SLO) / key performance indicator (KPI) monitoring. For program evaluation reporting and SLO/KPI monitoring, we use a CACREP rubric (see Appendix 1) that measures student learning on a scale from 1 (harmful) to 5 (exceeds expectations). The student learning outcomes on which students will be evaluated for the Know the Law Paper are: Knowledge and Skills of Legal Counseling Activities. Students will demonstrate the knowledge and skills associated with legal and ethical counseling activities, including confidentiality, mandated reporting, and duty to warn.

Based on the 2024 CACREP standards (2.E.1.a., 2.C.1.a.), our counseling program is required to report aggregated SLO/KPI ratings, as well as monitor individual student SLO/KPI progress. The expectation is that students, on average and individually, will receive average CACREP rubric ratings of 4 (meets expectations) on each SLO/KPI measure. Student ratings on SLO/KPI measures that fall below a 3 (near expectations) may result in remediation.

Late Work

Students are encouraged to make the same effort to submit all assignments on time that they would use in the workplace. It is, however, understood that sometimes extenuating circumstances arise that are beyond our control. To request an extension, students should contact their Lead Faculty as soon as a problem is identified to provide details and determine a realistic deadline. Assignments submitted late without prior approval will not be eligible for full credit.

Unless arrangements have been made, students who submit late assignments will receive a 10% grade deduction for each day beyond the due date.

Grading Policies

This table details the grade points and/or percentages of each assignment.

Grading
Assignment Points Possible Weighted Percentage
Discussion 1.1 100 5%
Assignment 2.1 100 2.5%
Assignment 2.2 100 10%
Discussion 3.1 100 10%
Assignment 3.1 100 2.5%
Discussion 4.1 100 5%
Assignment 4.1 100 15%
Discussion 5.1 100 10%
Discussion 6.1 100 5%
Assignment 6.1 100 5%
Discussion 7.1 100 10%
Final 60 20%
Total 1160 100%

Grading Scale

This table lists the letter grade corresponding to ranges of points.

Final grading is at the discretion of the faculty.

Grading Scale
Letter Grade Percentage
A 93–100
A− 90–92
B+ 87–89
B 83–86
B− 80–82
C+ 77–79
C 70–76
F 0–69

Academic Policies

Every student is required to practice and adhere to the principle of academic integrity while undertaking studies with Wake Forest University. Maintaining academic integrity is considered an essential academic standard of every graduate course and program. The University does not tolerate academic dishonesty.

The graduate faculty at Wake Forest has adopted a formal honor code to provide guidance for student conduct with respect to academic pursuits. Read the Graduate Student Academic Honor Code (PDF).

Academic dishonesty may be an academic issue or a disciplinary issue, or both, depending on its pervasiveness and/or severity. Any student engaged in academic dishonesty may face reprimand, disciplinary warning, a lowered or failing grade(s), and/or probation or suspension from the course, academic program, or University; or expulsion from the University.

The list that follows includes examples, although not all-inclusive, of academic dishonesty:

For the complete academic honesty policy and tips to avoid plagiarism, as well as further information on all academic policies, including the policies for adding and dropping a course, requesting a grade of incomplete, academic probation, termination of enrollment, reinstatement, and student and faculty expectations, see the Wake Forest University Student Handbook.

Synchronous Class Recording Notice

In accordance with Wake Forest University’s policy regarding class recordings, be mindful of this information:

Academic Engagement and Monitoring

It is very important that students actively engage in class discussions, and that students communicate in a timely manner with their instructors if unforeseen circumstances negatively affect their academic engagement. WFU monitors student academic engagement through student activity in the course, much of which can be monitored automatically in Canvas (e.g., logging into the course in Canvas, participating in discussion boards, submitting assignments, reviewing learning materials in the modules); attending live sessions, office hours, and individual/triadic/group supervision sessions; and communicating by phone or email with instructors. If an entire week passes without a student submission of an assignment and/or no contact is made with instructors, the following will occur:

Technical Requirements

Identify the minimum device configuration requirements for this institution.

Help Desk Support

Assistance to resolve technical problems is available 24/7, 365 days a year.

Students can access the Help Desk at: Wake Forest Help Desk.

Help Desk services are restricted primarily to problems associated with the functionality of the course delivery platform. Responsibilities include:

Sometimes students may not be sure whether a problem they are having is caused by their computer system or the online learning management system. The Help Desk will help students figure out where the problem lies and attempt to resolve issues immediately. However, some highly advanced hardware issues may require additional assistance. If this is the case, the Help Desk may suggest seeking assistance from a local computer repair establishment.

Canvas Support

Call a Canvas Expert: 833.383.5792

For Canvas technical support, select the Help icon in the navigation bar, where students will find several options including:

When submitting a ticket, be as specific as possible in the description of the issue. Include the name of the course and the date the issue occurred, the browser being used and, if possible, screenshots to help Canvas support personnel troubleshoot the issue and expedite service.

Note: Lead Faculty and PIs do not provide Canvas support.

AskDeac Help Desk

AskDeac services include most technology issues outside of the scope of course delivery. Common requests include assistance setting up a VPN, setting up a WFU Zoom account, using Google Drive, and resetting WFU email passwords.

Assistance to resolve technical issues is available through Email or Live Chat from 8:00 a.m. to 9:00 p.m. EST, Monday through Friday. Phone support is available from 8:00 a.m. to 5:00 p.m. EST, Monday through Friday.

Access AskDeac at: AskDeac.

Diversity, Equity, and Inclusion

Wake Forest University is committed to supporting diversity, equity, and inclusion. The Office of Diversity and Inclusion provides campus resources such as the Intercultural Center, LGBTQ Center, Women’s Center, and more. Locate these on the webpage under Affinity & Support.

To learn more about WFU’s commitment to diversity, equity, inclusion read the Non-Discrimination Statement and policy on Non-Discrimination on the Basis of Disability.

Pro Humanitate—As a part of the Wake Forest community, the faculty and staff of the Department of Counseling fully embrace the concept of Pro Humanitate. In each of our classes (graduate, undergraduate, face-to-face, and virtual), we strive to affirm every person and every identity including but not limited to gender identity, affectional orientation, language, national origin, color, race, disability, sex, religion, creed, and ancestry. We embrace the development of critical thinkers that consistently aspire to become culturally responsive and encourage you to challenge your own biases while developing the necessary skills to enter your chosen profession. Further, the faculty and staff will promote the Realizing Inclusion, Diversity, and Equity (R.I.D.E.) framework in our teaching, research, supervision and advising. We hope that you will join us along this journey, with a commitment to advocacy and social justice in both your personal and professional lives. Pro Humanitate, to better the lives of all humans!

Accessibility and Special Accommodations

Wake Forest strives to provide equal access for all learners. Learning content contained within the Canvas Learning Management System is designed to meet the Web Content Accessibility Guidelines (WCAG) 2.1 AA developed by the World Wide Web Consortium (W3C) and Section 508 of the Rehabilitation Act. Throughout our course development process, we test the capabilities of our learning content against these standards.

Wake Forest University recognizes its responsibility for creating an institutional climate in which students with differing needs and abilities can thrive.

Along with the mission of the Division of Student Life, Disability Services exists to enable students with disabilities to experience equal access to the academic, social, and recreational activities and programs at Wake Forest University. To achieve this goal, the Center for Learning, Access, and Student Success (CLASS) is available to offer academic support for all Wake Forest Students. CLASS staff works with students, faculty, and staff to implement services and accommodations that are in accordance with both state and federal laws and our own commitment to this goal.

If a student has a disability that may require an accommodation for taking this course, use the Student Portal Login located on the Center for Learning, Access, and Student Success (CLASS) website. Alternatively, contact the Center for Learning, Access, and Student Success at the contact information provided.

Contact Information:

118 Reynolda Hall, WFU
Winston-Salem, NC, 27109
Phone: 336-758-5929
Email: class@wfu.edu

Emergency Contingency Plan

Disaster Planning/Catastrophic Event Policy: In the event the University calendar is disrupted by disaster or catastrophic event, please continue with the assigned lessons and adhere to the due dates of assignments and discussions. The instructor will be available by email or by phone, unless the internet or phone is inaccessible.

Course Schedule

This section details the activities for each day of the week.

The course week runs from Monday (Day 1) to Sunday (Day 7). Due dates for assignments and discussions are stated in day numbers. Unless otherwise noted, all assessments are due by 11:59 p.m. E.T. on the designated day.

There will be Live Sessions and Office Hours each week unless otherwise communicated. Students will find the day and time in the course:

Please Note: Readings refer only to textbook, Course Reserves, WFU library readings, or scholarly articles. Refer to the course for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Week 1: Foundation (March 4–March 10)

Week 1 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Building a Foundation

Course Objectives: 1, 2, 3, 5

CACREP Standards: 3.A.3; 3.A.4; 3.A.6; 3.A.8; 3.A.10; 3.A.11; 3.A.12; 3.B.9; 3.B.10; 3.D.12; 3.E.5; 3.E.6; 3.E.16; 3.F.9; 3.G.6; 3.H.10

ACA (2014) Code of Ethics (PDF)

NBCC (2016) Code of Ethics (PDF)

AMHCA (2020) Code of Ethics

School Counselors also read - ASCA Ethical Standards for School Counselors

Mitchell et al (2023). The harness Model for Reconciling Values in the Counseling Relationship

Supervision, Disclosure and Self-Reflection in Preventing Counselor Impairment: An Ethical Exploration. 2022 Winning Graduate Student Essay for the ACA Ethics Competition

 Discussion 1.1: First Impressions

(Initial Post Due Day 4, Reply Posts Due Day 7)		 None None

Spring Break (March 11–March 17)

Week 2: Theoretical Approaches and Decision-Making Models (March 18–March 24)

Week 2 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Theoretical Approaches and Decision-Making Models

Course Objectives: 1-5

CACREP Standards: 3.A.3; 3.A.6; 3.A.10; 3.A.11; 3.A.12		 Sperry, L. (2007). Appendix A Ethical Theories (The ethical and professional practice of counseling and psychotherapy).

Guillemin, M., & Gillam, L. (2015). Emotions, narratives, and ethical mindfulness. Academic Medicine, 90(6), 726–731.

Forester-Miller, H., & Davis, T. E. (2016). Practitioner's Guide to Ethical Decision Making (PDF)

ASCA Decision Making Model

Transcultural Integrative Models
  • Branco et al (2023)
  • Garcia et al (2003)

STEPS: Ethical Decision Making in Schools.

Steps in Ethical Decision Making

 None

Assignment 2.1: The Case of Liselle Part 1

(Due Day 7)

Assignment 2.2: The Case of Liselle Part 2

(Due Day 7)

 None

Week 3: Protecting the Client: Informed Consent and Confidentiality (March 25–March 31)

Week 3 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Informed Consent and Client Rights

Course Objectives: 1, 2, 3, 5

CACREP Standards: 3.A.3; 3.A.4; 3.A.6; 3.A.8; 3.A.10; 3.A.11; 3.A.12; 3.D.12; 3.E.6; 3.E.16; 3.F.9; 3.G.6; 3.H.10

Remley Textbook: Chapters 4, 5, 11, 13, and Appendix B

ASCA Position Statement on Confidentiality

Stone, C. (2014). Informed Consent: Is it Attainable With Students in Schools?

 Discussion 3.1: Informed Consent and Confidentiality Dilemmas

(Initial Post Due Day 4, Reply Posts Due Day 7)		 Assignment 3.1: The Case of Callie

(Due Day 7)		 None
Lesson 2: Know the Law

Course Objectives: 1, 2, 3, 4, 5

CACREP Standards: 3.A.8; 3.A.10; 3.D.12; 3.E.6; 3.F.9; 3.G.6; 3.H.10

 Read the following information about Case Law, Statutory Law, and related sources:
What is statutory law
What is case Law
What are primary and secondary legal sources

How to Effectively Paraphrase and Avoid Plagiarism		 None Begin Assignment 4.1: Know the Law-Confidentiality, Mandated Reporting, and Duty to Warn None

Week 4: Protecting the Client: Records, Subpoenas and Technology (April 1–April 7)

Week 4 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Protecting the Client: Records, Subpoenas, and Technology

Course Objectives: 1, 2, 3, 4

CACREP Standards: 3.A.3; 3.A.8; 3.A.10; 3.A.12; 3.D.12; 3.E.5; 3.E.6; 3.E.16; 3.F.9; 3.G.6		 Remley Textbook: Chapters 6, 10, and Appendix C, D, E

American Counseling Association (2014). Code of Ethics, Section H. Alexandria, VA.

Review the NBCC Policy for Distance Counseling		 Discussion 4.1: HPSO Case Studies

(Initial Post Due Day 4, Reply Posts Due Day 7)		 Assignment 4.1: Know the Law-Confidentiality, Mandated Reporting, and Duty to Warn None

Week 5: Protecting the Client: Competence (April 8–April 14)

Week 5 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Protecting the Client: Competence

Course Objectives: 1-5

CACREP Standards: 3.A.8; 3.A.10; 3.A.11; 3.A.12; 3.D.12; 3.E.6; 3.F.9		 Remley Textbook: Chapters 7 and 8

Kocet, M. M., & Herlihy, B. J. (2014). Addressing value‐based conflicts within the counseling relationship: A decision‐making model. Journal of Counseling & Development, 92(2), 180–186.

Warren, J., and Douglas, K. (2012). Falling from grace: Understanding an ethical sanctioning experience. Counseling and Values, 57(2), 131–146.

American Counseling Association. (2020). ACA Policies and Procedures for Processing Complaints of Ethical Violations.		 Discussion 5.1: Dilemmas

(Initial Post Due Day 4, Reply Posts Due Day 7)		 None None

Week 6: Protecting the Client: Boundary Issues; Law and Advocacy (April 15–April 21)

Week 6 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Boundary Issues

Course Objectives: 1-5

CACREP Standards: 3.A.8; 3.A.10; 3.A.11; 3.A.12; 3.D.12; 3.E.6

 Remley Textbook: Chapter 9 Discussion 6.1: A Case of Boundary Management

(Initial Post Due Day 4, Reply Posts Due Day 7)

 None None
Lesson 2: Law and Advocacy

Course Objectives: 1, 2, 3, 5

CACREP Standards: 3.A.3; 3.A.4; 3.A.6; 3.A.8; 3.A.10; 3.B.9; 3.B.10; 3.D.12; 3.E.5; 3.E.9		 ACA Advocating for the Counseling Profession as a Graduate Student Quick Guide (PDF)

Review the ACA webpage section on Government Affairs and Public Policy, reading at a minimum:
Overview section
Take Action section
Advocacy Resources

Lee, C. C., & Rodgers, R. A. (2009). Counselor advocacy: Affecting systemic change in the public arenaLinks to an external site.. Journal of Counseling & Development, 87(3), 284–287. doi:10.1002/j.1556-6678.2009.tb00108.x		 None Assignment 6.1: Law and Advocacy

(Due Day 7)		 None

Week 7: Review and Synthesize (April 22–April 28)

Week 7 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Review and Synthesize

Course Objectives: 1-5

CACREP Standards: 3.A.3; 3.A.4; 3.A.6; 3.A.8; 3.A.10; 3.A.11; 3.A.12; 3.B.9; 3.B.10; 3.D.12; 3.E.5; 3.E.6; 3.E.16; 3.F.9; 3.G.6; 3.H.10

 Remley: Guidelines for Avoiding Problems (section within Chapter 8), pp. 211–212

Wheeler and Bertram: Top Ten Risk Management Strategies, Appendix A		 Discussion 7.1: Counseling Dilemmas—What Would You Do?

(Initial Post Due Day 4, Reply Posts Due Day 7)		 None Final Exam

(Opens Day 5, Closes Day 7)

For a list of image credits for this course, visit the CNS780 Credits Page.