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Credit Hours: 3Location/Section: Jacksonville, FLRequired Text: Huey, W.C. & Remly, T. (2003). Ethical and legal issues in school counseling. Washington, DC: American School Counselor AssociationCourse Description:Description of Written Assignments1 Teacher Preparation Programs Conceptual Framework Nova Southeastern University provides: S tandards-based instructional and leadership programs that link theory to practice with the U se of data for evaluation, ethical decision-making, and intervention for the N eeds and accommodations for diverse students who provide R eflective and ethical practice based on meaningful field and clinical experiences as part of I nnovative and convenient postsecondary delivery systems with a S hared responsibility for quality education programs and professional advocacy with stakeholders with an E mphasis on technology and best practices for dynamic learning environments This conceptual framework is reflected in the following course syllabus: Course number: PYCL 570 Course title: Ethical, Legal and Professional Issues for Counselors Program name: School Counseling Faculty (Content specialist): Mercedes ter Maat. Ph.D. Carolyn Berger, Ph.D.2 NOVA SOUTHEASTERN UNIVERITY CENTER FOR PSYCHOLOGICAL STUDIES COURSE OUTLINE Course # & Title: PYCL 570 – Ethical, Legal, and Professional Issues for Counselors Credit Hours: 3 Location/Section: Jacksonville, FL Class Meeting Dates: November 18, 19, 20 December 9, 10, 11 Instructor: Tamara M. White MS.Ed, Ed.D, NCC [email protected] (877) 351-3515 Required Text: Huey, W.C. & Remly, T. (2003). Ethical and legal issues in school counseling. Washington, DC: American School Counselor Association Please download the following and bring a copy to class on the first evening:  American Counseling Association Code of Ethics  American School Counseling Association Code of Ethics  American Association of Mental Health Counselors Code of Ethics  National Board for Certified Counselors Code of Ethics  American Association of Marriage and Family Therapists Code of Ethics  Association for Specialists in Group Work Code of Ethics  Baker Act Course Description: This course covers standards for professional conduct in counseling. It considers ethical and legal decisions that mental health and school counselors must make. Case examples, current federal and state laws/statutes, ethical codes, and standards on assessment, diagnosis, and placement data will be discussed in relation to counseling a variety of culturally diverse populations in multiple settings. Course Objectives: Upon completion of this course, students will be able to: 1. Gain knowledge of ethical standards of professional organizations, credentialing bodies, and public policy on the applications of ethical and legal considerations in professional counseling. (CACREP II G.1.f,g,j; III SC A.2,4,5)3 2. Demonstrate familiarity with federal and state legislation and local regulations, particularly in regards to confidentiality, student records, and the use of technology in handling such records. 3. Demonstrate knowledge of the legal rights of students and parents and the role of the school counselor in IEP, school leadership, curriculum and advisory meetings. (CACREP III SC O.5) 4. Demonstrate knowledge of key professional and legal issues in counseling such as confidentiality, duty to warn and protect, assessment of diverse students, differences in student value systems and lifestyles, HIPAA, FERPA, etc. (CACREP III SC B.1) 5. Reflect on knowledge of one’s own attitudes and beliefs as they influence professional and ethical behaviors and also address personal issues that may affect the counseling relationship. (CACREP III SC D.5) 6. Know the role and process of the professional counselor advocating on behalf of the profession; and advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients. (CACREP II G.1.h,i) 7. Knowledge of implementation of professional issues that are unique to the counseling profession including reimbursement, right to practice, core provider status, managed care systems, expert witness status and Baker Act privileges. (CACREP II, G.1.g) Department of Education The following DOE subject area competencies are addressed within this course, either through topics as listed in the “Calendar of Assignments” or via Accomplished Practices tasks. 2.5 Demonstrate knowledge of school counseling programs for classrooms and large groups (e.g., drug education, personal safety, career education). 6.1 Demonstrate knowledge of legal and ethical standards relevant to the counseling process and practices. 6.2 Demonstrate knowledge of the professional and ethical standards of the American Counseling Association and the American School Counselor Association. 6.3 Demonstrate knowledge of the legal rights of students and parents or guardians with regard to student records (e.g., Family Educational Rights and Privacy Act, Health Insurance Portability and Accountability Act, Individuals with Disabilities Education Improvement Act). 6.4 Demonstrate knowledge of legislation concerning students with special needs. 9.1 Demonstrate knowledge of the use of technology in accessing, managing, storing, reporting, and transmitting student information. 9.2 Demonstrate knowledge of the appropriate use of technology to plan, organize, implement, evaluate, and enhance the comprehensive school counseling program. Florida Educator Accomplished Practices Students will demonstrate competency in the delineated Accomplished Practices via successful completion of the following required tasks. #12 Technology School counselors use technology as available at their school sites and as appropriate to each learner. She/he provides students with opportunities to actively use technology and facilitates4 access to the use of electronic resources. The school counselor also uses technology to manage, evaluate, and improve instruction. School counselors use information resources such as the World Wide Web, email, interactive television, and distance learning technology to acquire information and current research findings, and to continue their professional development. They have knowledge and skills in using word processing programs, spread

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