Professional Orientation and Ethics in Counseling …

1 Leadership Presentation: Teaching Professional Identity Page 1 Ashleigh Bruns & Christine Buckingham Professional Orientation and Ethics in Counseling Syllabus 1. Course Description: This course provides an Orientation to the Counseling profession. Areas covered include all aspects of Professional functioning such as history, roles, organizational structures, legal and ethical issues, standards, credentialing, self-care, emergency preparedness and crisis response, and the emerging use of technology within the Counseling field.

2 It further explores the role of advocacy within the profession and development of the identity of the Professional counselor through supervision and Professional 2. Course Objectives: Upon completion of this course, students should be able to: a. Relate the history and philosophy of the Counseling profession, and have an awareness of Counseling organizational and credentialing processes, both state and national. b. Demonstrate knowledge of ethical codes, legal standards, and Professional issues in Counseling relative to Professional identity formation in all areas. c.

3 Identify ethical issues in consulting and consultation and discuss the role of supervision and supervision models, the need for reflection, self-supervision, self care, evaluation of outcomes, and Professional development. d. Demonstrate the ability to effectively utilize decision-making skills when confronted with ethical, legal, and Professional dilemmas related to liability, supervision, consultation, and Counseling within a multicultural society. e. Participate in Professional advocacy and understand interdisciplinary collaboration in areas such as trauma 1 Course description modified from Fraker, (2000).

4 Course syllabus for CSD 5510 Professional Orientation fall 2000, Charleston, IL: Eastern Illinois University. 2 Course Objectives modified from Bailey, M. (2009). Course syllabus COUN 5800/JA/ Professional Orientation & Ethics . Webster Groves, MO: Webster University Leadership Presentation: Teaching Professional Identity Page 2 Ashleigh Bruns & Christine Buckingham 3. Critical Competencies A. Develop knowledge about the history and philosophy of the Counseling profession (CACREP a.). Demonstrated by passing quizzes on the readings and a Discussion Board post.

5 B. Explore Professional roles, functions, and relationships with other human service providers, and develop strategies for interagency/inter-organization collaboration and communication (CACREP ). Understanding to be evidenced by passing the quizzes, participating in classroom discussion, panel question preparation, discussion, and written summary, and the creation of the Professional Identity paper (APA style). C. Identify counselors roles and responsibilities as members of an interdisciplinary emergency management response team during a local, regional, or national crisis, disaster or other trauma-causing event (CACREP ).

6 Understanding to be evidenced by passing the quizzes, participating in classroom discussion, panel question preparation, discussion, and written summary, and the creation of the Professional Identity paper (APA style). D. Learn self-care strategies appropriate to the counselor role (CACREP ). Demonstrated by the creation of a Professional Identity paper (APA style) and Discussion Board post. E. Identify Counseling supervision models, and discuss practices and application of supervision to the developmental process of the Professional counselor (CACREP ). The readings and quizzes throughout the semester and a Discussion Board post will be completed to evidence mastery of this competency.

7 F. Identify and evaluate Professional organizations, including membership benefits, activities, services to members, and current issues (CACREP ). Students will gain understanding of this competency by researching Professional organizations and doing a Discussion Board Post with peer responses. G. Understand and demonstrate knowledge of Professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues (CACREP ). Demonstrated by class presentation on assigned credential/licensing requirement, readings, and quizzes completed throughout the semester.

8 H. Explore and evaluate the role and process of the Professional counselor advocating on behalf of the profession (CACREP ). Professional Identity Paper (APA style) and the Ethical Case Dilemma paper (APA style) will be successfully completed to show understanding of this competency. I. Identify and discuss advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients (CACREP ). Demonstrated by the successful completion of the Professional Identity paper (APA style) and the Ethical Case Dilemma paper (APA style).

9 J. Demonstrate knowledge about Ethical standards of Professional organizations and credentialing bodies, and applications of ethical and legal considerations in Professional (CACREP ). Evidenced by creating the Ethical Case Dilemma paper (APA style) and readings with quizzes. 3 2009 CACREP Standards Leadership Presentation: Teaching Professional Identity Page 3 Ashleigh Bruns & Christine Buckingham 4. Method of Evaluation a. Attendance-10% Your participation in class activities is essential to doing well in this class.

10 Over two class absences will begin to take 10% off your grade per class session missed with the exception of emergency situations that have been brought to the professor s attention. b. Readings. Readings will be assigned weekly and will be used as the basis for classroom participation and quizzes. The readings will give you knowledge of the history, models, and methods of Counseling . (CACREP ). c. Quizzes-15% (each quiz is worth 5%) There will be three quizzes throughout the semester that will test your ability to remember and understand the information presented in the lectures and readings.