Please make sure all applies to a Counselor in the state of Arizona. Please be sure to cite the ACA code of ethics and specific codes.. Example: If you are referring to a code back it up by stating what number code it is under like A.4.b etc.
This benchmark assignment assesses the following competencies:
1.2: Analyze independent and collaborative roles of the professional counselor.
2.1: Evaluate elements of counselor-client relationships within the practice of professional counseling, focusing on professional ethical standards.
5.2: Recognize the importance of establishing and maintaining appropriate professional boundaries.
Counselor Ethical Boundaries and Practices Assignment Guidelines
Directions: Follow the directions below to write a paper of 1,500-1,750 words on counselor ethical boundaries and practices.
For this paper, write from the perspective that you are a professional counselor in the field. Provide a thoughtful response to each of the following three sections, including specific, concrete examples to illustrate your ideas. Use the section headings provided below to separate each section of your paper.
Your final deliverable should be one cohesive paper addressing all three sections along with an introduction and conclusion.
Section 1: Boundary Issues and Dual Relationships
Part A � Decision-Making Model and Counseling Examples
How would you determine if a boundary-crossing or dual relationship is ethical and appropriate? What criteria would you consider when making your decision?
Present examples of how you would apply this criteria to at least four counseling situations in which you believe the dual relationship issues are complex and ambiguous. One of your examples should address the issues of physical attraction between clients and counselors.
Part B-Ethical Issues and Dimensions
In addition, examine these issues in terms of former clients. Address the following:
� Do the ethical issues (and your opinion about appropriateness) change, depending on how long after the termination of therapy a dual relationship is initiated?
� What are the key ethical dimensions that might change, after the termination of therapy?
� Present an example of a situation that you believe would constitute a boundary violation with a current client but might be acceptable with a former client.
Section 2: Professional Collaboration in Counseling
Part A � Working with a Multidisciplinary Team
Explain why counselors frequently collaborate with other stakeholders regarding a client’s care in order to maintain professional and ethical boundaries and practices.
For example, professional counselors frequently work with clients with addiction issues. Addiction counselors may work with clients who also have a co-occurring disorder. The specific roles of each of these counselors are well defined; straying into an area outside your scope of practice is unethical.
How would you work independently as a counselor within your scope of practice as well as collaboratively with other mental health professionals to ensure quality client care? What is the role of a counselor in a multidisciplinary team?
Part B �Relationships with Supervisors and Colleagues
Describe the ethical issues involved in the supervisor-counselor relationship. How is this relationship similar to the counselor-client relationship? How is it different?
Outline a series of criteria and describe how you would integrate the criteria into an ethical decision-making model to respond to issues of incompetence and/or unethical conduct by fellow counselors.
Section 3: Development of Your Thinking about Ethics
Clearly describe what you consider to be the most important developments in your thinking about ethical practice that have occurred during this course. This may include areas in which you have clarified your views and beliefs, modified your thinking on a given issue, gained new insights, or acquired a new perspective. It may include issues whose complexity you now appreciate more fully or difficult issues that you now understand you must grapple with, as a counselor. What have you most learned about yourself and/or about what constitutes becoming an ethical practitioner and how has your thinking about ethics and legal issues changed? Be sure that you include specific examples to illustrate general statements.
RUBRIC:
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
15.0 %Section 1, Part A: Decision-Making Model and Counseling Examples Competency 2.1
Does not demonstrate an understanding of the assignment directions. Does not develop a criteria-based decision-making model as specified in the assignment.
Demonstrates little understanding of the assignment directions. Develops an incomplete criteria-based decision-making model as specified in the assignment. Only vaguely or inappropriately identifying criteria relevant to the decision-making process concerning ethical and appropriate boundary-crossing or dual relationships between counselors and clients. Provides incorrect/irrelevant application of the criteria to example situations. Presents less than the required number of situation examples.
Includes a basic decision-making model that includes criteria used to determine whether particular boundary-crossings or dual relationships between counselors and clients are ethical and appropriate. Applies the criteria to situations where dual relationships are complex and ambiguous. Presents the required number of examples.
Includes a thorough decision-making model that includes criteria to determine whether particular boundary-crossings or dual relationships between counselors and clients are ethical and appropriate. Applies the criteria to situations where dual relationships are complex and ambiguous, making clear explanations on the connections between the situations. Presents the required number of examples.
Includes a thorough decision-making model that includes criteria to determine whether particular boundary-crossings or dual relationships between counselors and clients are ethical and appropriate. Applies the criteria to situations where dual relationships are complex and ambiguous, making clear explanations on the connections between the situations. Presents the required number of examples and includes scholarly references to further promote understanding.
15.0 %Section 1, Part B: Ethical Issues and Dimensions Competency 2.1
Does not demonstrate an understanding of the assignment directions. Does not address the concept of how ethical dimensions and issues change upon termination of therapy in a dual relationship; does not address time-frames as a factor in change.
Demonstrates little understanding of the assignment directions. Incompletely or vaguely addresses concept of how ethical dimensions and issues change upon termination of therapy in a dual relationship; incorrectly or vaguely addresses time-frames as a factor in change.
Presents basic concepts of how ethical dimensions and issues change upon termination of therapy in a dual relationship. Proposes how the ethical considerations of a dual relationship with a client change upon termination of the relationship, and possible time-frames for change.
Thoroughly describes how ethical dimensions and issues change upon termination of therapy in a dual relationship. Clearly explains how the ethical considerations of a dual relationship with a client change upon termination of the relationship, and possible time frames for change.
Thoroughly describes how ethical dimensions and issues change upon termination of therapy in a dual relationship. Clearly explains how the ethical considerations of a dual relationship with a client change upon termination of the relationship, and possible time frames for change. Provides scholarly references to support and further understanding.
10.0 %Section 2, Part A: Working with a Multidisciplinary Team Competency 1.2
Does not demonstrate an understanding of the assignment. Does not discuss how to work independently as a counselor within the scope of practice and how to work collaboratively with other mental health professionals and multidisciplinary teams.
Includes little understanding of the assignment directions. Only vaguely discusses how to work independently as a counselor within the scope of practice and how to work collaboratively with other mental health professionals and multidisciplinary teams.
Accurately discusses how to work independently as a counselor within the scope of practice and how to work collaboratively with other mental health professionals and multidisciplinary teams.
Thoroughly and thoughtfully discusses how to work independently as a counselor within the scope of practice and how to work collaboratively with other mental health professionals and multidisciplinary teams.
Thoroughly and thoughtfully discusses how to work independently as a counselor within the scope of practice and how to work collaboratively with other mental health professionals and multidisciplinary teams. Information provided is rich in detail and fully supported.
10.0 %Section 2, Part B: Relationships with Supervisors and Colleagues
Does not demonstrate an understanding of the assignment. Does not discuss ethical issues involved in the supervisor-counselor relationship or options open to the counselor concerning issues of incompetence and/or ethical conduct by fellow counselors.
Includes little understanding of the assignment directions. Only vaguely discuss ethical issues involved in the supervisor-counselor relationship and options open to the counselor concerning issues of incompetence and/or ethical conduct by fellow counselors.
Shows some understanding of the counselor-supervisor relationship. Accurately discusses ethical issues involved in the supervisor-counselor relationship and various options open to the counselor concerning issues of incompetence and/or ethical conduct by fellow counselors.
Shows a clear understanding of the counselor-supervisor relationship. Thoroughly and thoughtfully discusses ethical issues involved in the supervisor-counselor relationship and options open to the counselor concerning issues of incompetence and/or ethical conduct by fellow counselors.
Shows a clear understanding of the counselor-supervisor relationship. Thoroughly and thoughtfully discusses ethical issues involved in the supervisor-counselor relationship and options open to the counselor concerning issues of incompetence and/or ethical conduct by fellow counselors. Information provided is rich in detail and fully supported.
20.0 %Section 3: Development of Your Thinking about Ethics Competency 5.2
Does not demonstrate an understanding of the assignment directions. Does not explain changes made to personal thinking about ethical practices. Does not explain how developments during the course extend to understanding the importance of professional ethics.
Demonstrates little understanding of the assignment directions. Only vaguely or incompletely explains how changes have been made to personal thinking about ethical practices. Does not clearly explain how developments during the course extend to understanding the importance of professional ethics.
Explains basics of how changes have been made to personal thinking about ethical practices. Provides explanation of how developments during the course extend to understanding the importance of professional ethics.
Explains basics of how changes have been made to personal thinking about ethical practices. Provides explanation of how developments during the course extend to understanding the importance of professional ethics. Explanation is thoughtful and well-analyzed.
Thoroughly explains how changes have been made to personal thinking about ethical practices. Clearly discusses how developments during the course extend to understanding the importance of professional ethics. Explanation is thoughtful, well-analyzed, and fully supported.
20.0 %Organization and Effectiveness
7.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to purpose.
Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.
8.0 %Argument Logic and Construction
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied.
Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.
Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.
Writer is clearly in command of standard, written, academic English.
10.0 %Format
5.0 %Paper Format (use of appropriate style for the major and assignment)
Template is not used appropriately or documentation format is rarely followed correctly.
Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.
Appropriate template is used. Formatting is correct, although some minor errors may be present.
Appropriate template is fully used. There are virtually no errors in formatting style.
All format elements are correct.
5.0 %Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style)
No reference page is included. No citations are used.
Reference page is present. Citations are inconsistently used.
Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.
Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct.
In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
100 %Total Weightage
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