Course Syllabus
HSV400 – Ethical and Leal Issues in Human Services
Course Description:
This course will evaluate ethical and legal standards as related to critical professional issues. Students will gain an understanding of the relationship and integration of values for the counselor’s role in practice, training, supervision, and consultation.
Course Outcomes:
After completing HSV 400, the student should be able to:
· The student will be able to respond to ethical dilemmas by a decision-making process.
· The student will be able to communicate his or her value system, with emphasis on how these values are likely to impact counseling practice.
· The student will be able to identify the different major components of ethical codes for professional counselors.
· The student will be able to communicate an understanding of the laws for counselors and therapists in the state in which he/she intends to practice.
· The student will be able to communicate how her/his personal values influence her/his ethical posture.
· The student will be able to identify the professional organizations for counselors.
Course Materials:
· Corey, G., Corey, M. S., & Callanan, P. (2015). Issues and ethics in the helping professions (9th ed.). Pacific Grove, CA: Brooks/Cole Pub Co.
· Additional reading, listening, viewing materials available on Blackboard.
Course Evaluation:
| Assignment | Weight Towards Final Grade |
| Discussion Boards | 40% |
| Introduction & Background Information Assignment | 20% |
| Final Written Assignment | 30% |
| Self-Assessment Reflection Paper | 10% |
| Student Survey* | — |
| TOTAL | 100% |
*To ensure that we continue to meet our academic standards and your learning expectations, we routinely assess our programs, courses, and instructors. Completion of the end-of-course Student Survey is a required component of this course.
Official University Grading Scale:
The following grades are used on academic records and carry the quality points indicated:
| Grade | Numerical Equivalent |
| A | 95-100 |
| A- | 90-94 |
| B+ | 87-89 |
| B | 83-86 |
| B- | 80-82 |
| C+ | 77-79 |
| C | 73-76 |
| C- | 70-72 |
| D+ | 67-69 |
| D | 63-66 |
| D- | 60-62 |
| F | Below 60 |
Late Work:
Assignments, including discussion board postings, should be submitted on time per assignment rubric guidelines. If there is an emergency situation, a request for an extension on assignments may be requested of the instructor before the assignment deadline. If no extension request has been made, late assignments will be penalized with a 20 point deduction for each day it is submitted late. Furthermore, discussion boards
Academic Dishonesty:
“Academic dishonesty consists of plagiarism, cheating, unauthorized copying of computer discs, willful introduction of viruses, willful interruption of systems, and may also include unintentional complicity in others’ academic dishonesty. Confirmed dishonesty may result in the assignment of a failing grade of other penalties.” (Post University Student Handbook).
All papers and assignments submitted, including discussion board postings, must be your own work. Instructors have the prerogative of using internet checks for plagiarism. Any quotes or ideas from an outside source must be cited both within text and in full APA reference format at the end of an assignment. In discussion boards, outside ideas/quotes must be author/date-cited within your posting, though. Include your references at the end of your post.
Penalties for Academic Dishonesty:
Post University generally employs a three-strike process for acts of academic dishonesty; however, a flagrant violation of academic integrity may involve immediate dismissal from the University.
Strike One: The student will receive a zero for the assignment in which the act of academic dishonesty occurred.
Strike Two: The student will immediately fail the course in which the second act of academic dishonesty occurred, even if the first incident occurred in a different course.
Strike Three: The student will immediately be expelled from the University and receive an ‘F’ on the final transcript.
The student may appeal the final grade or disciplinary action as stated in the Grade Appeal or Dismissal Policy. Confirmed dishonesty may result in penalties up to and including dismissal from the University and denial of any financial reimbursements.
APA Formatting and Style:
APA (American Psychological Association) 6th edition is the official style guide of the Post
University graduate programs. Visit the APA website at www.apastyle.org for a tutorial. Purdue’s OWL site (http://owl.english.purdue.edu/owl/resource/560/01/ ) is the most comprehensive source on the internet. Bookmark it in your browser.
It is not necessary for you to memorize the entire APA style guide. Rather, focus on how to do an APA cover sheet, running head & page numbering, in-text citations and a standardized reference list. Remember, the idea is to make it easy for your reader to track your sources of ideas and research.
Discussion Forums:
Students are expected to actively participate in all discussion board questions (by answering all parts of each question) with evidence-backed statements, including sources referenced in proper APA format. Additionally, reply posts must be made to 2 colleagues. Initial posts should be uploaded by 11:59 pm on Wednesdays except when otherwise indicated, to allow for discussion throughout the week. Students who do not meet the Wednesday deadline for initial postings will be penalized with a 15 point deduction. Postings are expected to be professional and in standard written English, with correct spelling and punctuation, and properly cited with a references list. It is expected that students will demonstrate critical thinking and engagement with and reference to the course readings and activities as well as extending information. See the Discussion Board Rubric in the Course Information section of Blackboard for specific criteria.
General comments and questions not germane to a specific discussion thread should be posted at the ‘Water Cooler.’ If you have a question very specific to your own situation, please e-mail the instructor directly
Post University Credit Hour Expectations
Post University takes the integrity of our coursework very seriously. A credit hour is an academic unit earned for engaged academic time, including classroom or online instruction and outside study. This expectation varies based on the type of class in which you are enrolled:
Main Campus Courses: For a 3-credit semester course, you are expected to engage in three hours of in-class learning and six hours of outside study for a total of nine hours of engaged academic time per week for 15 weeks.
Accelerated Online or Hybrid Site Courses: For an accelerated 8-week, 3-credit hybrid site or online course, you are expected to engage in 17 hours of engaged academic time per week; for a hybrid site course, 3 of those hours will be on site.
Blended Courses: Blended courses vary in the balance of classroom and online instruction. For a 3-credit blended course, students are expected to complete a total of 135 hours of engaged academic time, whether it is a semester-long or accelerated format.
What is ‘engaged academic time’? This is the time you are engaging in academic learning activities related to a course. These activities include both in-class, out-of-class, and online activities such as readings, lectures, group work, videos, presentations, webinars, research, writing, surveys, discussions, practice exercises, web development, creating, producing, studying, and any other learning experiences that contribute to the achievement of course outcomes.
Your responsibility as a student at Post University is to fulfill these academic expectations in the time you devote to this class.
For the full Academic Credit Hour Policy, please refer to the Post University Catalog Section 9, the Post University website, or the Blackboard student services portal.
Non-Discrimination Policy
Post University does not discriminate on the basis of age, race, gender, sexual orientation, color, national or ethnic origin, or disability, in the recruitment and admission of students and the recruitment and employment of faculty and staff. (For more specific information, please refer to the policy statement available through the Office of Human Resources.)
Americans with Disabilities Act
Students with documented disabilities who need course accommodations, have emergency medical information or require special arrangements should contact the instructor within the first two weeks of class. Verification of any special arrangements should go through Caity Masiewicz at cmasiewicz@post.edu.
Tutoring Resources/Writing Coaches
Tutor.com is available 24 hours a day for any students that need tutoring. Writing coaches in the Post University Learning Center are available to give feedback on your essay by submitting the essay here: http://www.post.edu/maincampus/writingcenterform.shtml
Academic Course Engagement:
Post University considers you to be a student once you have begun a course and engaged in an academic activity within the first full week of a course. Academic activity is defined as posting to a discussion board, submitting an assignment, taking a quiz or a test, or other measurable academic activity. If you have NOT engaged in an academic activity by 11:59PM on the 2nd Monday following the beginning of a module you will be dropped from the course and will be charged a drop fee. Please understand your financial aid may also be impacted by not engaging in each enrolled course. If you happen to be registered in more than one course in a module, the University will evaluate if you did begin each course and you will be dropped only from those courses in which you have not begun.
Course participation is assessed by faculty when final course grades are determined. Faculty members will assign an unearned F grade to you should you choose not to complete any graded academic activity after the midpoint of a course.
As a result of receiving an unearned F, it is important for you to understand that you may be administratively withdrawn and the University may be required to determine how much financial aid you may owe. Thus, this may result in the return of unearned financial aid to the U.S. Department of Education or other third parties and you may be obligated to pay for charges originally paid by the unearned financial aid and/or return any excess funds paid to you. Receiving an unearned F may also impair future course registrations and financial aid availability. Unearned F grades also count as failing grades in your GPA and pace of completion.
Units begin at 12:01 a.m. Monday and end at 11:59 p.m. Sunday.
| Unit | Objectives | Activities |
| Unit 1 | · Identify the difference between law and ethics
· Discuss professional monitoring of practices · Differentiate between aspirational ethics, mandatory ethics, principle ethics, and virtue ethics · Describe the role of ethics codes in making ethical decisions · List six moral principles that can be applied to ethical dilemmas · Apply the steps to take in working through an ethical dilemma · Discuss the involvement of the client in the ethical decision making process |
· Readings and Videos
· Discussion Boards |
| Unit 2 | · Describe the role of counselor self-awareness in ethical practice
· Clarify the importance of personal therapy for counselors · Identify how transference and countertransference can be ethical concerns · Discuss the ethical issues involved in the imposition of therapist values · Discuss the difference between exposing and imposing of therapist values · Explain how to effectively address value conflicts in therapy |
· Readings and Videos
· Discussion Boards · Begin thinking about your paper topic |
| Unit 3 | · Describe and recall essential terminology related to multiculturalism and diversity
· Identify how cultural encapsulation is an ethical issue · Analyze cultural values and assumption in therapy · Explain when matching of client and counselor is important · Evaluate ethical issues pertaining to sexual orientation · Discuss what is involved in developing multicultural competence |
· Readings and Videos
· Discussion Boards |
| Unit 4 | · Describe what is involved in informed consent
· Identify and develop an informed consent document · Examine a counselor’s responsibility in record keeping · Analyze ethical issues related to online counseling · Distinguish ethical issues in working with minors · Evaluate involuntary commitment and human rights · Justify practical strategies for risk management |
· Readings and Videos
· Discussion Boards · Submit Introduction and Background Information on your Topic |
| Unit 5 | · Differentiate between confidentiality, privacy, and privileged communication
· Describe the purpose and limitations of confidentiality · Identify privacy issues with telecommunication devices · Analyze and explain the implications of HIPPA for mental health providers · Explain and identify landmark court cases and there implications for practice · Recall and illustrate one’s duty to protect children, dependent adults, and the elderly from harm · Identify confidentiality issues in the area of HIV/AIDS counseling |
· Readings and Videos
· Discussion Boards |
| Unit 6 | · Differentiate between various perspectives on multiple relationships
· Formulate ways to minimize risk and prevent harm · Differentiate between boundary crossing and boundary violations · Evaluate the pros and cons of bartering and receiving gifts · Identify what ethics codes say about specific gifts · Appraise the ethical aspects in managing boundaries |
· Readings and Videos
· Discussion Boards |
| Unit 7 | · Discuss how professional competence is an ethical issue
· Identify how and when to make referrals · Describe the basis of screening candidates for training programs · Interpret the purpose of licensing and credentialing · Explain how continuing education is vital to maintaining competence |
· Readings and Videos
· Discussion Boards · Submit your Written Assignment |
| Unit 8 | · Identify how one’s theory pertains to ethical practice
· Illustrate how ethical issues are involved in using techniques · Evaluate ethical, clinical, and cultural issues in assessment and diagnosis · Justify and defend arguments for and against diagnosis · Recognize the use of tests in counseling · Describe ethical issues involved in managed care. · Identify the pros and cons of working within a system. |
· Readings and Videos
· Discussion Boards · Self-Assessment Reflection Paper |
