CED 665 – Prof.

& Personal Dev Across the Lifespan 1

CENTRAL MICHIGAN UNIVERSITY

COLLEGE OF EDUCATION & HUMAN SERVICES
DEPT. OF COUNSELING & SPECIAL EDUCATION
COURSE SYLLABUS

CED 630: Ethics & Consultation in Counseling

FALL 2020
Wednesday 4:00 pm to 6:50 pm
Room EHS 309

Instructor: Reuben Mwangi, Ph.D., LPC, CAADC

Office Hours: Tuesday & Thursday 1:00-3:00 PM
Office Location: Education and Human Services Building #362
Email: mwang1r@cmich.edu
Phone: (989) 774-3839

BULLETIN DESCRIPTION:

This course provides a supervised discussion of legal, ethical, and consultation issues that affect the
profession. This course may be offered in an online format.

PRE-REQUISITES FOR THE COURSE:

None.

RATIONALE FOR COURSE LEVEL:

The amount and complexity of work required make this course appropriate only for graduate students.

REQUIRED TEXTBOOKS:

Corey, G., Corey, M., & Callanan, P. (2019). Issues and ethics in the helping professions (10th ed.).
Belmont, CA: Brooks Cole.

Dougherty, M.A. (2014). Psychological consultation and collaboration in school and community
settings (6th ed.). Belmont, CA: Brooks/Cole.

Neukrug, E. (2016). The world of the counselor: An introduction to the counseling profession. (5th
ed.). Belmont, CA: Brooks/Cole, Cengage.**

** Please note that you will only need chapters 1, 3, and 8 from Neukrug so please consider renting
those chapters as indicated in the syllabus**

RECOMMENDED TEXTBOOK:
 CED 665 – Prof. & Personal Dev Across the Lifespan 2

American Psychological Association (2009). Publication manual of the American Psychological

Association (6th ed.). Washington, DC: American Psychological Association. ISBN 10: 1-
4338-0561-8

OTHER REQUIREMENTS FOR THE COURSE:

Students must have ready access to an up-to-date computer with high speed Internet connectivity.
Students must be able or arrange for the installation of specific browser plugins (such as Flash Player)
and/or client side software (such as a PDF reader). Students should test computers intended for use in
online coursework for basic compatibility with Central Michigan University systems and tools at
http://global.cmich.edu/system-check
Flexibility Clause
The instructor reserves the right to modify the course requirements and other related policies as
circumstances may dictate, and with limited notification to all students. Even the professor can have
an unanticipated emergency, and the university—or the community at large—may experience an
emergency that requires changing the class schedule or requirements. I don't expect to invoke this
clause, but if I do, you will be notified as soon as possible. Any change will also be posted to the
online learning system.
DISRUPTION
In the event of disruption of normal classroom or clinical activities due to inclement weather, health
issues, or other unexpected occurrences, the format for this course may be modified to enable
completion of the course. In that event, you will be given an addendum to this syllabus that will
supersede this version.
METHODS OF INSTRUCTION:
- Lecture
- Seminar-style, round table discussion
- Small group activities

Course Delivery
Pure HyFlex:
This course is delivered in the “HyFlex” format with some parameters to ensure an equitable,
inclusive, and safe learning experience. Students may attend class in person or alternatively participate
in online activities. This choice may be made on a weekly basis, which is the flexibility part of
HyFlex. The attendance and participation policy will be discussed during class in the first week.
Additional questions should be addressed to the instructor. Access information for the required
technology is provided below.

In-Class: WebEx’s Personal Room. To support bi-modal learning, all classes will be live-streamed
via WebEx: https://cmich.webex.com/meet/mwang1r
On Wednesdays at 3:55 pm, I will launch WebEx and will expect you to enter early to minimize
distractions for others. If joining remotely, simply turn on your audio, mute your line, and click
“join.” We will use this platform to engage through an occasional poll but mainly through the chat,
which will be monitored by myself or a student in class. If you attend in-person and would like to use
your PC or mobile app to participate in chats or polls, please feel free to do but you must be on mute
to avoid unnecessary echoes. To learn more about WebEx, click here. If you utilize WebEx via your
mobile device, please check your data plan to avoid incurred rates.
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Out-of-Class: Blackboard. All course content is housed in our course in Blackboard. If you have
missed class or are unclear what is due, please consult the course calendar and the learning folders that
contain everything we have discussed, included links to recorded lectures, PowerPoints, and other
materials. All materials, such as handouts and guides, will be provided digitally.

Exams
Pure HyFlex (asynchronous):
Students are not required to come to class for exams or quizzes but may do so (during designated
class times (see course calendar)). All exams and quizzes will be taken online through Blackboard.
You will have 72 hours in which to take each assessment; the exam’s time limit still applies, and it
must be completed by the deadlines noted for each exam and assessment in the course calendar.
Class Recordings
Recordings are not intended to be a replacement, or substitute, for attending lecture synchronously,
but I recognize that some students will miss the lecture on some days. For this reason, recordings of
each synchronous class/lecture will be available shortly after each class. I use <MS Teams or WebEx>
to record class lectures. As soon as links are available, I will post these <identify where students can
access recordings (i.e., Blackboard)>. If you miss a class meeting for any reason, make sure to get the
notes from a peer who attended and watch the recordings. Enrollment in this course indicates your
consent to your consent to audio and video recording for educational purposes related to this
course. If you do not wish to be audio recorded, comments and questions can be submitted in written
form via the “chat.”
Communication Devices and Technology During Class Meetings
When using technology during class, please be respectful of your neighbors. Your activity and screen
are visible to them and can be distracting and are shown to decrease both your learning and that of
your peers. Instagram, Netflix, YouTube, etc., as well as homework for other classes, should all be
enjoyed outside of our classroom and class times.
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STUDENT LEARNING COURSE OBJECTIVES:

Each professional education course is aligned with the CLEAR Conceptual Framework. The
CLEAR Conceptual Framework includes general practices and principles intended to facilitate
learning experiences for candidates to help them mature as professionals whose practice is:

C- Concept- and knowledge driven: A professional educational practice that is concept and
knowledge- driven has, as its foundation, content knowledge.

LEA- LEArner-centered: A professional educational practice that is learner-centered focuses

on the cognitive, affective and physical needs, and characteristics of each learner.

R- Reflective: A reflective professional practice is guided by research and knowledge of the

diverse educational environments prevalent in our society.

After successful completion of this course, the student will be able to:

1. Articulate the salient differences and similarities between client rights, student rights,
confidentiality, duty to warn and duty to protect. (C, LEA, R)

2. Analyze legal and ethical issues involving relationships with clear power differentials.
(C, LEA, R)

3. Explain legal and malpractice issues in the helping professions. (C, LEA, R)

4. Apply ethical codes as they relate to clinical supervision, multicultural counseling, and
consultation. (C, LEA, R)

5. Summarize legal and ethical issues specific to the unique dynamics in Group Work and
Couples and Family counseling. (C, LEA, R)

6. Analyze burnout/vicarious trauma issues, and promote wellness and self-care in the
helping professions. (LEA)

7. Explain legal and ethical issues related to diagnosis, assessment, and research. (C, R)

8. Critique landmark court cases and their implications for professional practice. (C)

9. Discuss and apply theories of consultation within the profession. (C, LEA, R)
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Council for Accreditation of Counseling & Related Educational Programs (CACREP) 2016
Standards

In addition to the CLEAR objectives, the following CACREP standards will be addressed:

Professional Counseling History and philosophy of the counseling profession and the
Identity F1a origins of the counseling specialty areas
Professional Counseling The multiple professional roles and functions of counselors
Identity F1b across specialty areas and their relationships with other human
service providers, including interagency and inter-organizational
collaboration and consultation
Professional Counseling The role and process of the professional counselor advocating on
Identity F1d behalf of the profession
Professional Counseling Ethical standards of professional organizations and credentialing
Identity F1i bodies, and applications of ethical and legal considerations in
professional counseling
Professional Counseling Strategies for personal and professional self-evaluation and
Identity F1k implications for practice
Professional Counseling Self-care strategies appropriate to the counselor role
Identity F1l
Professional Counseling The role of counseling supervision in the profession
Identity F1m
Professional Counseling Theories, models, and strategies for understanding and practicing
Identity F5c consultation
School Counseling G1d Models of school-based collaboration and consultation

***PLEASE NOTE: THE CMU COUNSELING PROGRAM IS PURSUING CACREP

ACCREDITATION. IN PREPARATION FOR THIS ACCREDITATION, WE ARE
INCLUDING THE CACREP STANDARDS IN OUR TEACHING SYLLABI AND
COURSE OUTLINES. THE COUNSELING PROGRAM IS NOT YET CACREP
ACCREDITED. HOWEVER, CENTRAL MICHIGAN UNIVERSITY IS ACCREDITED BY
THE HIGHER LEARNING COMMISSION, A REGIONAL ACCREDITOR FOR
DEGREE-GRANTING POSTSECONDARY INSTITUTIONS.

ASSIGNMENTS:
1. Reading Assignments:

 Students must read the assigned chapters from the required textbooks to prepare
for engagement in class discussions and activities.

 Students must make a list of four (4) points of interest assigned readings and bring
it to class each day. (This will count for 50% of the daily participation grade –
please see below.)
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 Instructor may assign additional readings.

2. Participation (5 points):

 Students are expected to attend all class meetings and to participate fully through
attentive listening, thoughtful questions and respectful responses during
discussions. It is the student’s responsibility to sign the attendance roster each
time we meet. Please see the instructor if you believe you have extenuating
circumstances or in the case of a university-excused absence, so that arrangements
can be made. Dougherty points of interest and final oral defense are included in
the participation grade.
3. Ethics & Professional Self Evaluation/Self Care Interview Paper (15 points):

 Students will conduct an Ethics Interview with a counseling professional who has
earned a master’s degree in Counseling (LPC or school counselor). Students
should interview a professional based on their concentration: School Counseling
students must interview a School Counselor; Addiction Counseling students must
interview an Addictions Counselor; & Clinical Mental Health student must
interview a Clinical Mental Health Counselor. The counselor should have a LPC
or a LLPC with at least one year of experience.

 The following questions/information should be included in the interview:

 Basic employment information (professional role(s), length and place of
employment, population served/issues addressed)
 Education and training (Did the practitioner have an ethics course in their
graduate program? Where did the practitioner attend graduate school?)
 What are some of the ethical and legal issues encountered in the
practitioner’s school or clinical practice? (Please note: confidentiality is
only one example of an ethical issue; therefore, explore additional issues.)
 How are ethical issues handled in the practitioner’s work environment?
(How equipped does the practitioner feel to handle ethical issues?)
 How does the practitioner advocate for clients?
 What is an example of an ethical issue the practitioner has had to address
and how the practitioner went about resolving the issue? (What was the
outcome of the issue?)
 What are the practitioner’s self-care strategies?
 What personal values have impeded or assisted the practitioner in
professional practice?
 What steps does the practitioner take to self-evaluate?
 How does the practitioner use clinical supervision to improve practice.
 What have you learned and what meaningful reactions have you drawn
from this interview? In this section, discuss what you perceive as your
own impediments to self-evaluation and self-care; how do you plan to
challenge yourself to overcome these barriers?
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 Other questions the student would like to ask. (Please include these
questions in the paper.)

 The student must write a thank-you/email letter to the practitioner and attach a
copy of this letter to the paper.

 After completing the interview, the student will write a 4-5 page paper (APA 6th
style), detailing the information received and the student’s response to the
information.

 The paper must include headings.

 Please see the grading rubric posted on Blackboard for further clarification of the
paper components.

4. Ethics Research and Case Presentation (25 points):

 Students will work in groups to develop an Ethics Research and Case Presentation
based on scenario provided by the instructor. This Power Point presentation
should be 60 minutes long and based on a major ethical issue presented in the
Corey textbook (chapters 4-10). Students will provide all of the following:
 Background information about the major ethical issue using the
professional literature as a resource
 A step-by-step description of the ethical decision-making process,
utilizing the Ethical Decision-Making Model explained in Corey, (This
will include Step 5: Search out the relevant ethics literature. At least three
peer-reviewed research articles should be described.)
 Relevant citations from the ACA Code of Ethics and one additional
specialized code (e.g. ASCA, AMHCA, etc.)
 Discussion questions related to the case scenario, to be utilized to engage
classmates in meaningful conversation
 A conclusion as to how the situation can best be handled
 Self-care strategies to manage practitioner stress reactions to the ethical
dilemma
 A Power Point with the above information and a reference list with all
references included

 Please see the grading rubric posted on Blackboard for further clarification of the
presentation components.

 Please Note: All in-text citations and the reference list must follow the APA (6th
ed.) style recommendations

5. Consultation Project (25 points):

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 Students will develop a 4-5 pages consultation project/paper (APA 6th style) for
a school, clinical mental health or addiction agency based on student’s
concentration. All of the following should be included:
 Selection of a realistic problem that may be encountered in a school or
agency and detailed explanation of the problem. Please see the Dougherty
textbook for options.
 Selection of a consultee and client system and explanation of why these
were chosen
 Statement of the model of consultation you will use and a description of
the components of this model
 Explanation of the initial concerns and questions that should be considered
and how you will advocate for the client(s)
 A review of the relevant peer-reviewed research literature
 Description of other human service providers you will call upon, and the
interagency and inter-organizational collaboration you expect to take place
 Description of the interventions you will recommend to the consultee
 Description of the expected results of your interventions
 How you will evaluate the consultation process and your performance
 Impairment prevention plan for consultant and practitioner (self-care
recommendations)
 List of references

 The paper must include headings.

 Please see the grading rubric posted on Blackboard for further clarification of the
paper components.
6. Quizzes (15 points)

 Students will complete 15 online quizzes worth one point each.

7. Final Exam (15 points)

COURSE EVALUATION:

Assignment Points

Participation 5 points

Counselor Interview 15 points

Ethics Research and Case Presentation 25 points

Consultation Project 25 points

Quizzes 15 points
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Final Exam 15 points

Total 100 points

GRADING SCALE (Based on % points accumulated during the semester):

93-100% A 73-76% C

90-92% A- 70-72% C-

87-89% B+ 67-69% D+

83-86% B 63-66% D

80-82% B- 60-62% D-

77-79% C+ Below 60% F

***All writing assignments must be typed and presented in APA (6th ed.) style. THIS
INCLUDES USE OF HEADINGS. Please see APA Manual for APA style requirements.
***Instructor reserves the right to make changes to this syllabus as she sees fit to support and
enhance student learning.

COURSE OUTLINE:

DATE TOPIC CACREP READING ASSIGNMENT DUE

STANDARD ASSIGNMENT
#

Introduction & F.1.a Lecture

Syllabus overview; Model
8-19-20 History & Philosophy Neukrug Ch 1 Discussion and
of the Counseling debate
Profession

Multiple professional F.1.b Lecture

8-26-20 roles; Role of F.1.m Neukrug Ch 8 Model
supervision Discussion and
debate

Role and process of F.1.d Ethics Research

9-2-20 professional counselor and Case
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advocating on behalf Neukrug Ch 3 Presentation

of profession.
Group # 1

Strategies for personal F.1.k; F.1.l Corey Ch 2 & 3 Ethics Research

and professional self- and Case
evaluation: Presentation
9-9-20 implications for
practice; Self-care
Group # 1
strategies

Multicultural F.1.i Corey Ch 4,5 Ethics Research

9-16-20 Perspectives and and Case
Diversity; Client rights Presentation
and Counselor
Responsibilities
Group # 2
9-23-20 Confidentiality; F.1.i Corey Ch 6, 7 Ethics Research
Managing Boundaries and Case
& Multiple Presentation
Relationships Group # 3

Professional F.1.i Corey Ch 8, 9 Ethics Research

9-30-20 Competence and and Case
training; ethical issues Presentation
in supervision
Group # 4

Ethical Issues; Couple F.1.i Corey, Ch 11, 12

10-7-20 and family; Group COUNSELOR
work INTERVIEW
PAPER

Group # 5

F.1.i Corey Ch 13 Ethics Research

10-14-20 Community and social and Case
justice perspectives Presentation

Preparation for
Consultation
Project
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Group # 6

Interagency and inter- F.1.b Dougherty Dougherty

organization Chapters 1, 2 Discussion
10-21-20 collaboration and
consultation

10-28-20
Stages of Consultation F.5.c Dougherty Ch 3-5 Dougherty
Discussion

11-4-20 Stages of Consultation F.5.c Dougherty Ch 6-8 Dougherty

Discussion

11-18-20 Theories, models and

strategies for
understanding and
practicing F.5.c; G.1.d Dougherty Dougherty
consultation; models Chapters 9-10 Discussion
of school-based
collaboration and
consultation

11-11-20 Theories, models and F.5.c; G.1.d Dougherty Ch 11-

strategies for 12
understanding and Dougherty
practicing Discussion
consultation; models
of school-based
collaboration and
consultation

11-18-20 Theories, models and

strategies for Dougherty Ch 13
understanding and **Consultation
practicing Review of Class Project Due
consultation; models work
of school-based
collaboration and
consultation

11-25-20 Final Exam F.5.c; G.1.d Final Exam

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CACREP # CACREP STANDARD ASSIGNMENT/ASSESSMENT

Professional History and philosophy of the Quizzes and Exams
Counseling counseling profession and the origins
Identity F1a of the counseling specialty areas
Professional The multiple professional roles and Interview Paper
Counseling functions of counselors across Consultation Project
Identity F1b specialty areas and their relationships Quizzes and Exams
with other human service providers,
including interagency and inter-
organizational collaboration and
consultation
Professional The role and process of the Interview Paper
Counseling professional counselor advocating on Consultation Project
Identity F1d behalf of the profession Quizzes and Exams
Professional Ethical standards of professional Ethics Interview Paper
Counseling organizations and credentialing Ethics Case Presentation
Identity F1i bodies, and applications of ethical Quizzes and Exams
and legal considerations in
professional counseling
Professional Strategies for personal and Case Presentation
Counseling professional self-evaluation and Consultation Project
Identity F1k implications for practice Quizzes and Exams
Professional Self-care strategies appropriate to the Case Presentation
Counseling counselor role Consultation Project
Identity F1l Quizzes and Exams
Professional The role of counseling supervision in Interview paper
Counseling the profession Quizzes and Exams
Identity F1m
Professional Theories, models, and strategies for Consultation Project
Counseling understanding and practicing Quizzes and Exams
Identity F5c consultation

LATE WORK POLICY:

Assignments are due at the beginning of class on the date specified in the syllabus. It is expected
that you turn in all work on time. However, late work will be accepted with the following
provisions:
1. For each 24-hour period after the date specified, the final achievable grade will be
reduced 5%.
2. No assignments may be turned in any later than 7 days after the scheduled due date.
3. Late assignments may be emailed to assure a time and date stamp.
4. If you feel you have extenuating circumstances, please see the instructor.
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5. If you are going to miss a test due to a university-excused absence, please let instructor
know ahead of time so that arrangements can be made.

ATTENDANCE POLICY:

To get the most out of this class, it is important that you attend every session during the semester.
Students must be in class, and prepared as described above, in order to receive participation
points. Please inform instructor in advance of university-excused absences so that arrangements
can be made.

UNIVERSITY POLICIES AND RESOURCES:

Academic Integrity: In the academic community, the high value placed on truth implies a
corresponding intolerance of scholastic dishonesty. Written or other work which a student
submits must be the product of their own efforts. Plagiarism, cheating and other forms of
academic dishonesty are prohibited. Students who are found to have committed academic
dishonesty may be subject to sanctions. Policy and sanctions may be viewed at
http://ethics.cmich.edu/ACADEMIC_INTEGRITY_POLICY.pdf

ADA Accommodations: CMU provides students with disabilities reasonable accommodations

to participate in educational programs, activities or services.  Students with disabilities requiring
accommodations to participate in class activities or meet course requirements should register for
services through Student Disability Services, 120 Park Library. That office will determine what
accommodations are appropriate and will send letters to the student and their instructors so they
know of the accommodations that will be made. More information can be found at
www.cmich.edu/ess/studentaffairs/SDS/. Student Disabilities Services Hours are M-F 8:00 am to
5:00 pm. Phone number: 989-774-3018. Fax (989) 774-1326. TTY (989) 774-2568. Email:
sds@cmich.edu

Religious Obligation Policy: Central Michigan University students may be permitted to make-
up course required assignments when they are unable to avoid a conflict between their academic
and religious obligations. It is the responsibility of the student to provide the faculty with a
written notice at least two weeks prior to the date of the religious holiday. Please read the
complete policy details by visiting:
https://www.cmich.edu/office_president/general_counsel/Documents/p03016.pdf

Student Rights, Responsibilities, & Disciplinary Procedures: As adult students, it is your

responsibility to understand the campus, college, and program policies related to instruction,
grading, and disciplinary procedures as well as your rights and responsibilities as students.
CMU’s Code of Student Rights, Responsibilities, and Disciplinary Procedures can be found at
https://www.cmich.edu/ess/studentaffairs/Documents/Student%20Code%20August
%20%202016%20-%20Final%20Version.pdf

Privacy: In order to protect the intellectual property interests of the instructor, the privacy
interests of student members of the class, and to encourage an open and fair exposition of all
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student views in the classroom without fear that student views expressed will be recorded and
possibly posted in another forum, recording of classroom lectures and conversations is not
permissible without the express, prior written consent of the instructor.  Unauthorized recording
of classroom activity shall be considered a violation of the CMU Student Code of Rights,
Responsibilities, and Disciplinary Procedures as disruptive of a student’s right to learn under
3.2.3 Disruption of Learning: https://www.cmich.edu/ess/studentaffairs/Documents/Student
%20Code%20August%20%202016%20-%20Final%20Version.pdf

Disruptive Behavior During Class: A student shall not obstruct, disrupt or interfere, or attempt
to disrupt or interfere with another student's right to study, learn, participate, or a teacher's right
to teach during a class. Whether in the classroom or online, this includes but is not limited to
such behaviors as talking at inappropriate times, drawing unwarranted attention to oneself,
engaging in loud or distracting behaviors, or refusing to leave a classroom when ordered to do
so. Please see the Code of Student Rights, Responsibilities and Disciplinary Procedures for more
information: https://www.cmich.edu/ess/studentaffairs/Documents/Student%20Code%20August
%20%202016%20-%20Final%20Version.pdf

Incomplete Grades: "I" (incomplete) is a temporary grade used by the instructor in cases when
a student is unable to complete course requirements because of illness or other justifiable
circumstances. It is assigned only in cases in which the student has completed satisfactorily the
major portion of the course requirements, and has convinced the instructor of his or her ability to
complete the remaining work without re-registering for the course. It is not to be given to a
student who is already doing failing work. A student should complete the remaining work within
one calendar year following the receipt of the "I" grade. For more information see:
https://www.cmich.edu/ess/registrar/RegistrarRecords/Pages/Incomplete_and_Deferred_Grades.
aspx

Writing Assistance: Students in need of writing assistance may contact the Writing Center at
https://www.cmich.edu/global/writingcenter/Pages/submission.aspx .

Blackboard Tutorial: Students who are not familiar with Blackboard may access a tutorial at:
http://www.cmich.edu/academics/off_campus_online/Bb_CMU/Student_Tutorials/Pages/default.
aspx .

Technology Support: If you experience technical difficulties using Blackboard contact the
Office of Information Technology Help Desk by email at helpdesk@cmich.edu or by phone at
989-774-3662.

Face Covering and Social Distancing Syllabus Language

Face coverings, such as masks, and social distancing (6 feet apart) are required in all
buildings and classrooms (CMU’s policy on face coverings ) . Students who have forgotten
their face coverings may obtain a disposable mask from one of the 40 vending areas on
campus. Vending machine locations are available on the Fired Up for Fall website .
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The evidence is clear that face coverings are a crucial part of keeping coronavirus at
bay  and support   the university’s commitment to providing all members of its community
with a safe, healthy, caring, and supportive environment .  Masks should cover the entire
nose and mouth, per guidelines from the Centers for Disease Control
(https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/how-to-wear-cloth-
face-coverings.html ). Students whose unique and individual circumstances require an
alternative face covering, as indicated by a medical condition may request one. To request an
alternative, students should contact Student Disability Services (SDS) .
Refusing to wear a mask in any building or classroom without an accommodation letter
from Student Disability Services is a violation of university regulations ( section 3.2.31 of
the Student Code of Conduct ) and exposes the student to possible sanction for not
adhering to university regulations. Refusing to maintain social distancing guidelines also
violates the same university regulations.  Students not adhering to the policy on face
coverings or social distancing will be asked to leave the classroom and the building. In
addition, faculty and/or staff may file a report with the Office of Student Conduct.