Wake Forest University Department of Counseling
CNS780: Professional, Ethical, and Legal Issues in Counseling
Fall-2 2025
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Syllabus Contents
- Course Faculty
- Course Description
- Course Objectives
- Course Materials
- Live Sessions
- Methods of Instruction
- Instructor Interactions
- Assessments
- Student Learning Outcomes / Key Performance Indicators
- Late Work
- Grading Policies
- Grading Scale
- AI Policy
- Academic Policies
- Synchronous Class Recording Notice
- Academic Engagement and Monitoring
- Technical Requirements
- Help Desk Support
- Canvas Support
- AskDeac Help Desk
- A Welcoming Learning Environment for All
- Accessibility and Special Accommodations
- Emergency Contingency Plan
- Course Schedule
Course Faculty
Lead Faculty: Dr. Jamie Crockett
Email: crockeje@wfu.edu
Lead Faculty: Dr. Phil Clarke
Email: clarkepb@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:
- 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)
- 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)
- 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)
- Apply decision-making models to ethical and legal dilemmas. (CACREP 3.A.8; 3.A.10)
- Examine and explore personal ethics. (CACREP 3.A.10; 3.A.11; 3.A.12)
- 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)
Remley, T.P., & Herlihy, B. (2024). Ethical, legal, and professional issues in counseling. (7th ed.). Upper Saddle River, NJ: Merrill.
- Print ISBN: 9780135183816, 0135183812
- eText ISBN: 9780135186930, 0135186935
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 the Modules section:
- American Counseling Association (2014). ACA Code of Ethics. Alexandria, VA.
- American Counseling Association (2020). ACA Policies and Procedures for Processing Complaints of Ethical Violations. Alexandria, VA.
- American Counseling Association (2022). Advocacy Resources. Alexandria, VA.
- American Counseling Association (2022). COVID-19 FAQS. Alexandria, VA.
- American Counseling Association (2022). Government Affairs and Public Policy. Alexandria, VA.
- American Counseling Association (2022). Licensure & Certification–State Professional Counselor Licensure Boards. Alexandria, VA.
- American Counseling Association (2022). Licensure Requirements for Professional Counselors, A State by State Report. Alexandria, VA.
- American Counseling Association (2022). Take Action. Alexandria, VA.
- American Mental Health Counselors Association (2021). Advocacy. Alexandria, VA.
- American Mental Health Counselors Association (2021). Code of Ethics. Alexandria, VA.
- American School Counselor Association (2016). ASCA Ethical Standards for School Counselors. Alexandria, VA.
- American School Counselor Association. Decision Making Model. Alexandria, VA.
- American School Counselor Association (2022). Legal and Ethical Responsibilities. Alexandria, VA.
- American School Counselor Association (2022). Legislative Issues. Alexandria, VA.
- American School Counselor Association. Position Statement on Confidentiality. Alexandria, VA.
- Corson III, W. (2017). Nonprofit News: Avoiding client disclosure on social media. Counseling Today.
- Fisher, Mary A. (2015). Ethical Decision-Making Model. The Center for Ethical Practice.
- Forester-Miller, H. and Davis, T.E. (2016). Practitioner’s Guide to Ethical Decision Making.
- Garcia, Jorge G., et al. (2003). A Transcultural Integrative Model for Ethical Decision Making in Counseling. Journal of Counseling & Development, 81, 268–277.
- Guillemin, M. and Gillam, L. (2015). Emotions, narratives, and ethical mindfulness.
- 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.
- Lambert, K. (2020). Your Changing Practice–Telehealth During the Coronavirus (COVID-19) Crisis. Trust Risk Management Services.
- Lee, C. C., & Rodgers, R. A. (2009). Counselor advocacy: Affecting systemic change in the public arena. Journal of Counseling & Development, 87, 284–287.
- Licensed Professional Counselors Association of North Carolina. (2022). Raleigh, NC.
- Mitchell et al (2023). The harness Model for Reconciling Values in the Counseling Relationship.
- National Board for Certified Counselors (2016). NBCC Code of Ethics. Greensboro, NC.
- National Board for Certified Counselors (2016). Policy Regarding the Provision of Distance Professional Services. Greensboro, NC.
- North Carolina School Counselor Association. (2022). Government Relations. Raleigh, NC.
- O’Connor, M. F., & ACCA. (n.d.). (2008). Intervening with an impaired colleague. American Psychological Association Services, Inc.
- Palma, B. (2020). Space, boundaries, and presence: Considerations for individual and group therapy using videoconferencing in the time of COVID-19. Psychotherapy Bulletin, 55(2), 18–22.
- Pope, Kenneth S. and Vasquez, Melba J.T. (2021). Steps on Ethical Decision-Making. Ethics in Psychotherapy and Counseling: A Practical Guide (6th edition). John Wiley & Sons.
- Purdue Online Writing Lab. Paraphrase: Write It In Your Own Words. Purdue University. West Lafayette, IN.
- Sperry, L. (2007). Ethical and Professional Practice in Counseling and Psychotherapy.
- Stone, C. (2017). The STEPS Model for School Settings in School Counseling Principles: Ethics and Law (pp. 24-8). American School Counselor Association.
- Stone, C. (2014). Informed Consent: Is it Attainable With Students in Schools?
- Supervision, Disclosure and Self-Reflection in Preventing Counselor Impairment: An Ethical Exploration. 2022 Winning Graduate Student Essay for the ACA Ethics Competition.
- Warren, J., & Douglas, K. (2012). Falling from grace: Understanding an ethical sanctioning experience. Counseling and Values, 57(2), 131–146.
- Wheeler, A. M., & Bertram, B. (2015). The counselor and the law: A guide to legal and ethical practice. American Counseling Association.
- Additional or alternative readings may be required.
Additional Materials
Webcam.
Live Sessions
Students will find the day and time in the course:
- Live Sessions: Refer to the Meet Your Lead Faculty page under the Getting Started module for details.
- Office Hours: Refer to the Meet Your Practitioner Instructor page under the Getting Started module for details.
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, university supervisors interact with students primarily through individual/triadic and group supervision sessions. University supervisors 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
- Value: 100 Points (5% of Final Grade)
- Description: 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.
- Meets CACREP Standard(s): 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
Discussion 3.1: Informed Consent and Confidentiality Dilemmas
- Value: 100 Points (10% of Final Grade)
- Description: 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.
- Meets CACREP Standard(s): 3.A.3; 3.A.8; 3.A.10; 3.A.11; 3.A.12; 3.B.10; 3.E.6)
Discussion 4.1: HPSO Case Studies
- Value: 100 Points (5% of Final Grade)
- Description: 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.
- Meets CACREP Standard(s): 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)
Discussion 5.1: Dilemmas
- Value: 100 Points (10% of Final Grade)
- Description: 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.
- Meets CACREP Standard(s): 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
Discussion 6.1: A Case of Boundary Management
- Value: 100 Points (5% of Final Grade)
- Description: 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.
- Meets CACREP Standard(s): 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
Discussion 7.1: Counseling Dilemmas—What Would You Do?
- Value: 100 Points (10% of Final Grade)
- Description: 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.
- Meets CACREP Standard(s): 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
Assignments
Below are brief descriptions of the assignments that students 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
- Value: 100 Points (2.5% of Final Grade)
- Description: 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.
- Meets CACREP Standard(s): 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
Assignment 2.2: The Case of Liselle Part 2
- Value: 100 Points (10% of Final Grade)
- Description: 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.
- Meets CACREP Standard(s): 3.A.3; 3.A.4; 3.A.8; 3.A.10; 3.A.11; 3.A.12; 3.B.10; 3.E.6
Assignment 3.1: The Case of Callie
- Value: 100 Points (2.5% of Final Grade)
- Description: 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.
- Meets CACREP Standard(s): 3.A.3; 3.A.8; 3.A.10; 3.A.12; 3.E.16
Assignment 4.1: Know the Law—Confidentiality, Mandated Reporting, and Duty to Warn
- Value: 100 Points (15% of Final Grade)
- Description: 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.
- Meets CACREP Standard(s): 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
Assignment 6.1: Law and Advocacy
- Value: 100 Points (5% of Final Grade)
- Description: 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.
- Meets CACREP Standard(s): 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
Final Exam
- Value: 100 Points (20% of Final Grade)
- The 100-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 the 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.
- Meets CACREP Standard(s): 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
Student Learning Outcomes/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.
| 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 Exam | 100 | 20% |
| Total | 1200 | 100% |
Grading Scale
This table lists the letter grade corresponding to ranges of points.
Final grading is at the discretion of the faculty.
| 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 |
AI Policy
The use of generative artificial intelligence (AI) tools (e.g., ChatGPT) is permitted for the following activities:
- Brainstorming and refining your ideas
- Drafting an outline to organize your thoughts
- Checking grammar and style
The use of generative AI tools is not permitted for the following activities:
- Generating sources for a writing assignment
- Writing a draft of a writing assignment
- Writing entire sentences, paragraphs, or papers to complete class assignments
Using AI in a way that is not permitted is a violation of the Graduate Student Academic Honor Code (PDF). If you are uncertain about whether you can use AI in any other instance, please ask your instructor.
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:
- Purchase of term papers turned in as one’s own or writing the term paper(s) for another student.
- Submission of same term paper to another class without permission.
- Providing another student answers during an exam.
- Use of notes or books during exam when prohibited.
- Collaboration on homework or take-home exams when instruction called for independent work.
- Providing test question(s) to student(s) in another section of the class.
- Falsifying records or the fabrication of information and/or citation in an academic exercise.
- Violation of computer policies.
- Plagiarism is the appropriating or passing off as one’s work the writings, ideas, etc. of another. This includes (but not limited to) copying without giving credit due, forgery, literary theft, and expropriation of some other’s work. Plagiarism also includes electronic information of all types.
- Assisting someone in doing any of the above.
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 (PDF).
Synchronous Class Recording Notice
In accordance with Wake Forest University’s policy regarding class recordings, be mindful of this information:
- Recording of Synchronous Class Sessions. All or some in-person and synchronous classes may be recorded. Student images and voices may be captured in these recordings. Recordings will be available for viewing only by students enrolled in the class via Canvas or an alternative platform. The recordings are not available for download. No other recording, including by students, is permitted.
- Recording Tails in Synchronous Class Sessions. Synchronous class recordings may include events that happen before class officially begins or after it officially ends. Students should take care not to discuss any confidential matters during these periods of time.
- Access to Recordings. Students may access the class recordings made available to them solely for the purpose of participating in the course. The recordings may not be used by any person other than a student enrolled in the course or for any purpose other than to participate in the course. Students are prohibited from downloading or distributing any portion of the recordings for any purpose. Students should understand that technical problems or human error may prevent successful recording.
- Copyright Notice. Students are advised that Wake Forest University faculty members hold the copyright in their course materials. The University and the faculty have legal rights in class recordings.
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:
- Lead/practitioner instructors or Financial Aid Office staff alert Department Officials that the student has stopped responding or submitting.
- The student services team will attempt to make contact through email and telephone.
- While being contacted, faculty and student support staff will inform the student that, if they are not noted as participating by the end of the two week period, the Department will proceed with the withdrawal procedures.
- If the two-week mark is met with no activity and there has been no communication from the student, an email will be sent notifying them of administrative withdrawal from the Counseling Program, for lack of activity.
- If the student responds to the lead and/or practitioner instructors after the two-week mark, and expresses plans to continue in the course, the lead instructor will advise them and the PI about any deduction for late work and implications for any missing assignments. The student will again be considered active in the course.
- If the student responds and decides to withdraw, withdrawal procedures will be initiated. The student will be advised that their response to this email is time sensitive and must be received in the next 2 days.
- If the student does not reply within that time frame, the withdrawal procedure will begin.
- If the student becomes active in the course, an administrative withdrawal will not be initiated.
Technical Requirements
Identify the minimum device configuration requirements for this institution.
Identify the minimum technical requirements to view the online course.
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:
- Assisting students having difficulties accessing course email, the course itself, including discussion forums—such as the ability to view responses to comments posted in a forum—viewing multimedia files, submitting/posting assignments, and accessing quizzes.
- Support for basic hardware, software, ISP, and Internet browser issues.
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:
- Call a Canvas Expert—phone support hotline
- Chat with Canvas Support—live chat for students and faculty
- Search Canvas Guides—answers to common questions
- Submit a ticket to Canvas Support
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.
A Welcoming Learning Environment for All
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. 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. We hope that you will join us along this journey, with a commitment to advocacy and opportunity in both your personal and professional lives. Pro Humanitate, to better the lives of all humans!
To learn more about WFU’s commitment to ensuring a welcoming learning environment for all, read the Non-Discrimination Statement and policy on Non-Discrimination on the Basis of Disability, or explore campus resources such as the Intercultural Center, LGBTQ Center, Women’s Center, and more.
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:
- Live Sessions: Refer to the Meet Your Lead Faculty page under the Getting Started module for details.
- Office Hours: Refer to the Meet Your Practitioner Instructor page under the Getting Started module for details.
Please Note: Readings 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.)
Week 1: Foundation (October 13–October 19)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
|
Lesson 1: Building a Foundation |
Remley text: Chapter 1, Introduction ACA (2014) Code of Ethics (PDF) NBCC’s supplemental document (2024) - Ethical Principles for Artificial Intelligence (AI) in Counseling |
Discussion 1.1: First Impressions (Initial Post Due Day 4, Reply Posts Due Day 7) |
None | None |
|
Lesson 2: Know the Law Course Objectives: 1, 2, 3, 5 |
What is statutory law.
How to Effectively Paraphrase and Avoid Plagiarism. |
Week 2: Ethics Theory and Decision-Making Models (October 20–October 26)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
|
Lesson 1: Ethics Theory and Decision-Making Models |
Sperry, L. (2007). Appendix A Ethical Theories (The ethical and professional practice of counseling and psychotherapy). 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. Transcultural Integrative Models
STEPS: Ethical Decision Making in Schools. Steps in Ethical Decision Making |
None |
Assignment 2.1: The Case of Liselle Part 1 Assignment 2.2: The Case of Liselle Part 2 (Due Day 7) |
None |
Week 3: Protecting the Client: Informed Consent and Confidentiality (October 27–November 2)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
|
Lesson 1: Informed Consent and Client Rights |
Remley & Herlihy text: Ch 4, Client Welfare and Informed Consent ASCA Position Statement on Confidentiality |
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 |
None |
Week 4: Protecting the Client: Records, Subpoenas, and Technology (November 3–November 9)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
|
Lesson 1: Protecting the Client: Records, Subpoenas, and Technology |
Remley & Herlihy text: Chapter 6, Records and Subpoenas
Ethical and Legal Problems: Case Studies Counselor Malpractice Case Study: Failure to notify/inform other practitioners/family of client’s welfare
|
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 (Due Day 7) |
None |
Week 5: Protecting the Client: Competence (November 10–November 16)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
|
Lesson 1: Protecting the Client: Competence |
Remley & Herlihy text: Chapter 7, Competence, Assessment, and Diagnosis American Counseling Association. (2022). ACA Policies and Procedures for Processing Complaints of Ethical Violations (PDF). Warren, J., & Douglas, K. (2012). Falling from grace: Understanding an ethical sanctioning experience Counseling and Values, 57(2), 131–146. |
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 (November 17–November 23)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
|
Lesson 1: Boundary Issues |
Remley & Herlihy text: Chapter 9, Boundary Issues Jacob, C. J., Byrd, R., Donald, E. J., Milner, R. J., & Flowers, T. (2022). Avoiding boundary violations: Recommendations for managing attraction to and from clients. Journal of Mental Health Counseling, 44(1), 6–17. |
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.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 |
ACA Advocating for the Counseling Profession as a Graduate Student (PDF) AMHCA–Advocacy and subpages such as “call to action” ASCA– Legislative Issues and Legal and Ethical pages NCCA (ACA State chapter)–page on Advocacy or
|
None | Assignment 6.1: Law and Advocacy (Due Day 7) |
None |
Fall Break (November 24–November 30)
Week 7: Review and Synthesize (December 1–December 7)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
|
Lesson 1: Review and Synthesize |
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.