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Legal, Ethical, & Professional Issues in School Counseling SCCO 610 Syllabus- Fall 2020

FSU MAIN CAMPUS

INSTRUCTOR: Dr. Joyce H. Henderson OFFICE HOURS: FSU Main Campus

OFFICE: Framptom, 207-8 USMH 60 W. 155 Mon 3:30 – 4:30 p.m. ; Tues. 3:00 – 4:30 p.m.

OFFICE PHONE: 301-687-4422 240-270-2770 OFFICE HOURS: USMH Campus

EMAIL: * JHHenderson@Frostburg.edu Wed: 3:30 – 4:30 p.m.; Thurs: 3:00 – 4:30 p.m.

*preferred

COURSE NUMBER AND TITLE: SCCO 610: Legal, Ethical & Professional Issues in School Counseling

REQUIRED TEXTS: Remley, T. P., Jr, Rock, W. D. & Reed, R. M. (Eds.). (2017). Ethical & legal issues in school

counseling (4th ed.). Alexandria, VA: American School Counselor Association.

Stone, C. (2017). School counseling principles: Ethics and law. (4th ed.). Alexandria, VA: American School Counselor Association.

RECOMMENDED Essex, N. (2015). A teacher’s pocket guide to school law (3rd ed.) Boston, MA: Pearson.

PROVIDED National Center for Constitutional Studies (2020). The Constitution of the United States and Declaration of independence. United States of America.

REQUIRED PURCHASE Taskstream Account. All students must purchase a Taskstream account. Information provided in class.

KEY ASSESSMENT: MIDTERM AND FINAL EXAMS

COURSE PURPOSE This course is intended to provide a framework for ethical practice as a school counselor by acquainting students with the legal and ethical standards of the counseling profession. The course meets the following unit outcomes: Dedicated Professional, Reflective Decision Maker, and Educational Advocate.

COURSE DESCRIPTION Designed to present a legal and ethical framework for school counselors. Provides prospective school counselors with a basis for developing their professional code of ethics within the framework of the standards established by the American Counseling Association (ACA) and the American School Counselors Association (ASCA). Topics such as relevant court cases, child abuse issues and confidentiality are explored. Prerequisites: SCCO 600, 601, 606, 608 and 619.

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KNOWLEDGE

• Professional roles and functions of

school counselors including

similarities and differences with

other types of professionals.

• Ethical standards for the American

Counseling Association and the

American School Counselors

Association.

• Legal issues relevant to the role of

the school counselor.

• Ethical and legal responsibilities in

the areas of counseling and

consulting.

• Ethical obligations with respect to

diverse populations.

• Professional organizations, including

membership benefits and activities.

1. Exam, Interview

2. Exam, Interview, Class

Discussion

3. Exam, Ethical Dilemma project

4. Exam, Ethical Dilemma project

5. Exam, Personal Values

assignment

6. Exam, Class activities

INTASC:9,10

CACREP:1

ASCA ETHICS:B.2

INTASC:9,10

CACREP:1,

ASCA ETHICS:E

INTASC:9,10

CACREP: 1

ASCA ETHICS:A,B,C,F

INTASC:9,10

MTTS:III

CACREP:1

ASCA Ethics: A,B,C,E,F

INTASC:2,3

CACREP:2

ASCA Ethics:A.1,.2,.6,.9,.10

INTASC:9

CACREP:1

ASCA Ethics: E,F

SKILLS

• Application of the ethical standards

of ACA and ASCA.

• Ability to assess ethical obligations

and plan for meeting needs of

diverse populations

• Demonstrate increased personal

awareness of the impact of oneself

on the professional role of the

counselor.

• Ability to analyze situations and

critique counselor behaviors from

an ethical standpoint.

• Ethical Dilemma project,

Case scenarios,

• Case scenarios

• Personal Values paper,

class

discussions

. Class discussion, Case

scenarios

INTASC:4,10

CACREP: 3, 5, 8

ASCA Ethics: A,F

INTASC:2,3

CACREP: 2,3,5,6,7 ASCA Ethics: A.6,.9,.10,.13,F INTASC:9,10

CACREP: 2,3,5,6,7,8

ASCA Ethics: A,B,C,E,F

INTASC:9

CACREP: 2,3,5,7,8

ASCA Ethics: D,E,F

DISPOSITIONS

• Ethical decision-making in

counseling practice.

• Self-examination of personal issues

which impact professional

functioning.

• Openness toward continuous

monitoring of self and colleagues

regarding ethical standards of

practice.

1. Personal Values assignment,

Ethical Dilemma project.

2. Personal Values assignment

3. Personal Values assignment

Journal (weekly ethical

experiences)

INTASC:9

CACREP: 1,2,3,5,6,7,8

ASCA Ethics: F

INTASC:9,10

CACREP: 1,2,3,5,6,8

ASCA Ethics: A,B,C,D,E,F

INTASC:9,10

CACREP:3,5,6,7,8

ASCA Ethics: B,F

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INSTITUTIONAL GRADUATE LEARNING GOALS (IGLG)

The IGLG reflect the mission of the university with a focus on preparing leaders to meet the challenges of a complex and changing global society, accomplished through the following five specific areas of student learning:

• Demonstrate breadth and depth of knowledge in the field of study. • Effectively communicate knowledge in the field of study. • Demonstrate the ability for analytical thinking in the field of study. • Exhibit best practices, values, and ethics of the profession. • Apply knowledge and skills in the discipline.

SCHOOL COUNSELING PROGRAM OBJECTIVES

• To provide academic preparation in major content areas of school counseling, grades K-12 in

accordance with the CACREP Standards for School Counseling Programs.

• To provide supervised opportunities for practical application of school counseling which underscore academic learning.

• To train students in ethical practices of school counseling as prescribed by the American Counseling Association and the American School Counseling Association.

• To require knowledge, application, analysis, and reflection of current thought and research in the field.

• To require knowledge, recognition, and ability to work with children in a school setting in developmental, preventative, remedial, and crisis counseling.

• To develop knowledge and skills in consulting with faculty, parents, and referral sources in the community.

• To develop technological skills necessary to function as a school counselor.

• To require an internship experience which integrates the program's content and skills with on-site activities and assessment.

• To develop knowledge of and ability to work with a wide array of diversity issues which are present in a K-12 environment.

• To foster personal growth in conjunction with professional knowledge and skill development.

COURSE GUIDELINES

• Information provided by class members and the instructor along with in-class participation is important to your professional development. Being courteous, respectful and fair with peers and the instructor are expected professional responsibilities and behaviors. The contributions must be supportive of the discussion and advance the understanding of the class.

• Credit earned for arriving on time, staying for the duration of the class, reading and preparing before class, participating in skill building activities.

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• Your professional behavior and professional development are basic tenants of an education professional. Class time is limited and valued. A need exists to focus on the instruction and participate in discussions. As a result, unless directed by the instructor or if warranted by the instructor for research, the use of laptops and other wireless/electronic devices is on an “as-needed” basis during class.

• All class members will also honor our class time by silencing cell phones and any other communicative electronic devices. These devices will not be visible to you or the instructor and kept off the desk unless you are a Campus Life RA and on duty. The issue of electronically sending or receiving phone messages or creating text messages during class time is unacceptable. If a personal emergency exists, please inform the instructor prior to class and step out of the classroom. Courtesy and professionalism always expected.

• Students coming to class on time, having read the assigned material and prepared to engage in classroom activities demonstrates a desire to learn. Bring class materials to every class.

• The University Catalog lists Support Services for students. If a student has special circumstances that the instructor should be aware of, please arrange a meeting with the instructor during office hours at the beginning of the semester or early in the course to discuss these needs and the ways in which instruction might be adapted.

• Students who require special accommodations must notify and be documented by the University’s Advising and Testing Center. Adaptations made to accommodate students with special needs with appropriate instruction.

• According to Maryland State law, educators are required to report current and past child abuse and neglect even when the former victim is now an adult and even when the former alleged perpetrator is deceased. The law requires that I report any disclosures during class, in written assignments, or to me personally of current or past abuse/neglect of a victim. Please see me if you are interested in more information about this law.

• Students will follow the American Counselor Association and American School Counselor Association ethical guidelines in all matters pertaining to this course and to your involvement with the School Counseling Program.

• BEACON EARLY WARNING SYSTEM All students should have a network of people who will support them in their educational journey. For that reason, the University uses a system known as Beacon, whereby your instructors and coaches, if applicable, can post notices about your academic and class behavior.

• ACADEMIC DISHONESTY Ethical behaviors expected of professionals. The Academic Integrity Policy described by the University’s Academic Standards committee followed in this course. Members of the academic community expected to accept responsibility for academic integrity and honesty. Academic dishonesty unacceptable.

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POLICIES AND COVID CODE OF CONDUCT

UNIVERSITY POLICY: Academic Dishonesty (Retrieved from The Pathfinder, p. 96)

Academic dishonesty is defined to include any form of cheating and/or plagiarism. Cheating includes, but is not limited to, such acts as stealing or altering testing instruments; falsifying the identity of persons for any academic purpose; offering, giving or receiving unauthorized assistance on an examination, quiz or other written or oral material in a course; or falsifying information on any type of academic record. Plagiarism is the presentation of material, which uses hypotheses, conclusions, evidence, data or the like, in a way that the student appears to have done work, which he/she did not, in fact do. In cases involving academic dishonesty, a failing grade or a grade of zero for either an assignment and/or a course may be administered. Students who are expelled or suspended for reasons of academic dishonesty are not admissible to other institutions within the University of Maryland System. Suspension or expulsion for academic dishonesty is noted on a student’s academic transcript (p. 96). UNIVERSITY SUBSTANCE ABUSE POLICY PN 1.009

Frostburg State University is committed to the pursuit and dissemination of knowledge and, as such, expects all members of the academic community to behave in a manner conducive to that end.

• Illegal or abusive use of drugs or alcohol by members of the university community

severely limits their educational and human potential and their ability to achieve

educational career and personal goals, jeopardizes the safety of the individual and the

university community, and adversely affects the mission of the university.

Frostburg State University is therefore committed to having a campus that is free of the illegal

or abusive use of drugs and alcohol.

• Toward that end, it is the policy of the University that the illegal or abusive use of

drugs or alcohol by employees and students is prohibited on university property or as

a part of any university activity whether on or off campus.

(See FSU Code of Conduct for information)

COVID 19 Code of Conduct

Your health and safety are important. Therefore, during every physical in-person meeting of

this course, everyone is required to follow state, local, and University public health mandates

as outlined in the FSU Social Compact. Everyone must wear a face mask that covers their nose

and mouth, respect posted signage, and practice good social distancing by remaining at least

six feet away from others. The Code of Student Conduct notes that following these health

and safety protocols constitute complying “with a reasonable request from authorized

University personnel in the performance of their official duties,” and failing to do so is a Code

of Student Conduct violation. Students who do not comply with these mandates will be asked

to leave class. Students who refuse to leave will be referred to the Dean of Students and may

be administratively removed from the class if found to be responsible for Code of Conduct

violations.

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GENERAL ASSIGNMENT EXPECTATIONS:

Graduate students have the expectation to exhibit advanced level critical thinking, which is the ability to synthesize multiple sources of information, demonstrate writing skills and academic integrity in all course activities.

Assignment submissions must be in an essay or composition format (Introduction, Body, and Conclusion) and written in third person, with the exception of discussions, Canvas posts, and personal reflection narrative responses when first or second person is appropriate.

All written assignments, papers and reports will offer original narratives and authentic work including relevant research conducted, submitted in APA style.

• All work submitted will have a cover page with the student name, course name and course number, title of the course assignment, instructor name and due date and must be the student’s own original work for this class.

• All written assignments are required to be APA style, typed, 1.5 spacing using a 12- font, pages numbered, with 1-inch margins on all sides of the page, a reference page in APA format included as needed, and stapled. Students will maintain an electronic or back-up hardcopy of all work submitted.

• Proofread your final document to ensure that conventional grammar, punctuation, spelling skills along with written format rules used correctly. Reading papers aloud helps alleviate errors. Simply completing the assignment does not ensure a satisfactory grade.

• The instructor reserves the right to reduce points for work that does not meet professional standards. Papers submitted with grammatical, punctuation and/or spelling errors are unacceptable. The result is a returned graded paper for review, revision and if requested, re-submission before the next class.

• Academic Dishonesty/Cheating and plagiarism are unacceptable, receiving a score of

69 percent of the total points for the assignment or exam. Students involved in acts of plagiarism or cheating are required to meet with the program coordinator.

• Prompt completion of responsibilities is important for a professional. Timely submission of assignments is a direct reflection on your professionalism and time management skills. Late assignments will result in a reduction of points.

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• Participation is essential to effective functioning in the course, as are questions. Students are responsible and encouraged to ask for clarification when something is not clear. ASK!!!

• Class assignments will be completed and submitted on Canvas or email by the due date regardless of absence from class.

• Any student who anticipates missing a scheduled class, presentation, or exam should contact the instructor by email or phone, leaving a message if needed, prior to class to provide the reason for absence. The student is responsible for the missed presentation, activity or scheduling the make-up exam with your instructor.

• If serious illness or emergency necessitates a delay in or miss submitting an assignment, the student must inform the instructor prior to the scheduled due date. The student is responsible for arranging with the instructor how to complete the missed assignments in a timely fashion.

• In most cases, within one week of the return to class, assignments should be submitted, unless extreme circumstances are present, and the instructor is aware.

• Extreme cases may result in a grade of “Incomplete” until all assignments are completed. Review of the “Incomplete” grade requirements and final deadline for a grade change are the responsibility of the student. The student must be aware of the University’s deadlines for change of grade and inform the instructor of the deadline, as well. If a deadline is missed, the grade will be submitted as a “F” grade and dismissal consequences follow. Do not let this happen to you!

• Information exchange and sharing is changing rapidly. Assignments could involve a technology component to research topics, conference, and present information.

• Emails constructed well and written professionally are expected. Proper conventions (i.e. grammar, mechanics, spelling, salutations, etc.) are evidenced in all email communication. School administrators, parents, colleagues, and students are strong critics.

ASSESSMENTS POINTS 1. Personal Values Assignment 75 2. Interview Essay 60 100

Class presentation 40

3. Current Event 75 4. Morality Play Summary 30 50

Personal reactions 20

5. Ethical Dilemma Project 100 6. Midterm EXAM 1 100 200 7. Final EXAM 100 8.Weekly Journals – 10 journals (10 points each) 100 9 Group Participation, Attendance, Miscellaneous (10 pts each week) 150 TOTAL PTS. 850

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DESCRIPTION OF COURSE ASSIGNMENTS, ASSESSMENTS & GRADING

1. MIDTERM EXAM (100 points): An essay exam that covers the legal, ethical, and issues discussed through formal test administration. Knowing, including, and using the appropriate ASCA Ethical Standards are beneficial and required for this exam. 2. Personal Values Paper (50 points): The paper is a personal development exercise to gain clarity about your own values, beliefs, and the code of ethics followed in your life. 3. Interview (100 points): To gain a broader perspective on the legal and ethical standards, an interview is conducted with a person from another branch of the helping professions. A two-part evaluation includes a written report/essay (60 points) and an oral report (40 points) of your interview presented to the class. Questions from class members contribute to final score. 4. Ethical Dilemma Project (100 points): A research project that addresses an ethical dilemma pertaining to your future role as a school counselor. Research journal articles for substantive and essential information, helping create a well-written narrative answering the questions posed in the description provided. A format for the Ethical Dilemma six to eight-page-paper provides the framework to guide the development of the submitted essay. 5. Current Event Project (75 points): In today’s world, many current events reflect ethical issues. You will select a current event that raises ethical issues within the education system or school environment, practices, and policies. You will provide a best course of action for this event and discuss the rationale to support your ethical position through a three to five-page written narrative in essay format. Standards addressed and relationship to topic required. 6. Morality Play (50 points): An online website that offers you the opportunity to take a 19-item test. The two to four-page summary of the results and your reaction to those results will provide an opportunity for you to learn and grow.

7. Weekly Journals: (10 points each) From your readings, information presented and class discussions, you will maintain a journal of ethical issues experienced during your practicum placement. These issues may address topics related to the school counseling field and happening within the school or individuals in other roles within the school. The opportunity to share the topic requires a total commitment to confidentiality within the class.

8. FINAL EXAM: (100 points). A comprehensive exam on the course topics related to the legal and ethical issues relevant to school counseling are presented in scenario format. Knowing, including, and using the appropriate ASCA Ethical Standards are beneficial and required for this exam.

GRADING SCALE: A= 93-100 B= 83-92.5% C= 73-82.5% Below 73= F

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RESOURCES Appelstein, C.D. (2018). No such thing as a bad kid. Salem, NH: Soaring Wings Press.

Brooks, J. (2017). Crisis intervention: The neurobiology of crisis. Middletown, DE: Elani

Publishing ISBN-10:19794211110.

Corey, G., Corey, M., & Callahan, P. (2003). Issues and ethics in the helping professions

(6th ed.). Pacific Grove, CA: Brooks/Cole.

Essex, N. (2015). School law and the public schools (3rd ed.) Boston: Allyn & Bacon.

Gordon, J. S. (2019). The transformation: Discovering wholeness and healing after trauma.

New York: NY: HarperCollins Publishers.

Green, R. W. (2014). Lost at school: Why our kids with behavioral challenges are falling

through the cracks and how we can help them. New York, NY: Scribner.

Levin, M. R. (2019). Unfreedom of the press. New York, NY: Simon & Schuster, Inc.

Osborne, A. G., & Russo, C. J. (2014). Special education and the law. Thousand Oaks, CA:

Corwin, A Sage Company.

Patrick, S. (2012). Know your Bill of Rights book. Middletown, DE: Oculus Publishers, Inc.

Sinek, S. (2011). Start with why: How great leaders inspire everyone to take action.

London, England: Penguin Books Ltd.

Wheeler, A., & Bertram, B. (2008). The counselor and the law (4th ed.). Alexandria, VA:

American Counseling Association.

Current issues of: Journal for Counseling and Development

Professional School Counselor

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DESCRIPTIONS AND GUIDELINES FOR ASSIGNMENTS

PERSONAL VALUES PAPER

As part of your ethics training, it is essential that you gain clarity

about your own values, beliefs and the code of ethics that you follow in your

life. This four to five page paper is designed to help you in this process.

• What are your moral beliefs and values that guide your everyday

decisions?

• How do you make professional decisions?

• What factors do you take into account?

• What is your “compass” for your ethical decisions?

• What values do you hold right now which may be problematic to you in

your work as a school counselor?

• What are your major stereotypes and prejudices right now? What might

you do to facilitate working with such folks?

• What is your level of comfort with folks who are “different” from you?

• What are four areas/issues/trouble spots you will need to monitor and/or

deal with in order to work effectively with your future constituents?

INTERVIEW

You will interview one person from another branch of the helping

professions, such as social worker, psychologist, school psychologist,

lawyer, etc., to gain a broader perspective on legal and ethical

standards. You will prepare a written report (60 pts.) and provide a

brief oral presentation (40 pts.) of your interview with the class. You

will ask and include the following questions: (Do not limit yourself to

these questions!) • Which code of ethics guides you in your daily work?

• What type of training did you have in the ethics? Was this prior to your

initial employment in the field or during your employment?

• How prepared do you feel to handle ethical dilemmas which may arise in

your work?

• What types of ethical issues/ situations do you typically experience in

your work with?

• What type/s of continuing education is required in your field?

Write your interview report in narrative form. Do not use a question/answer

format If you have any questions about the assignment, please ask.

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GUIDELINES FOR ETHICAL DILEMMA PROJECT

Choose a topic of interest to you from the many issues covered in class.

Formulate an ethical dilemma pertaining to your future role as a school

counselor that focuses on that particular topic/issue. Review and include four

research journal articles to support your topic. Identify and address:

• What are the ethical implications with this issue?

• What are the possible legal implications?

• What is the dilemma for the school counselor?

• What are possible options/approaches and the pros and cons of each

one? (practically, ethically, legally)?

• What would you the school counselor choose to do in this situation?

• What is your rationale for this course of action?

• Whose welfare must be considered in this situation?

• Who are the leading figures to whom you must answer?

An example…, You are working with a female middle school student who is 16 years old.

She is dealing with some typical issues for her age, relationship problems, friendships, etc.

She walks in one day without an appointment, bruises on her arms, black eye and a cut lip.

She is obviously distraught but refuses to tell you how the injuries occurred. What would

you do?

You might be dealing with an elementary age child who is having severe problems

with interpersonal relationships with peers, always acting out in an aggressive fashion.

Teachers are constantly asking you for information or wanting to “fill you in” on the latest

gossip from either the family situation or the happenings in the classroom. The family is

also requesting your assistance and help about the situation. The principal wants you to

resolve it NOW. How would you proceed?

Your report will be six to eight-pages typed, 1.5-spaced using a Times New Roman

or Calibri 12-font, pages numbered, and stapled with a cover page. Spelling,

punctuation and grammar count. Use proper APA style to cite all references.

Proofread the paper in draft form and finished form prior to submission.

Remember, make a copy of the paper, and review your references according to APA

before submitting it to CANVAS. The expectation is a well-written narrative with

perfect spelling, punctuation, and grammar usage.

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Format for Ethical Dilemma

Use this outline/format to set up your paper and help you organize the assignment.

(Modification of STEPS Model ala Stone, p. 16-19).

I. Brief description of the situation: Write a brief informative statement of

the scenario. (One paragraph)

II. Description of the Ethical Dilemma, identifying the Emotional and

Intellectual concerns:

III. Application of the ASCA Ethical Codes: Which sections of ASCA Ethical

Code appear to apply to this particular situation? Provide your rationale for

choosing these sections?

IV. Student’s Chronological and Developmental Levels:

V. Setting, Parental Rights and Minor’s Rights:

VI. Application of the Moral Principles:

VII. Potential Courses of Action and their Consequences:

VIII. Chosen Course of Action and Rationale for this Choice

IX. Implementation of Course of Action: What type of follow-up will be

needed? How will the Course of Action be evaluated?

Morality Play

Go to the following website:

www.philosophyexperiments.com/moralityplay

Take the 19-item test and review the several pages of your results.

Write a three to five-page summary of your results and your reaction to those

results. Provide a cover page for your summary.

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Current Event Project

Choose a current event that reflects ethical issues that affect your role as a

school counselor. Support your information that substantiates the chosen

current event with no fewer than three journal research articles and as

needed, other media. Examples are trauma-informed schools, mindfulness

practices within the schools, effect of medical marijuana as medical treatment

for school athletes, rising homelessness, child trafficking, opioid addiction.

Your paper should be three to five pages plus cover and reference pages.

• Describe the ethical issues raised by this issue/event.

• Provide what you believe is the best course of action or decision.

• Identify the ASCA Ethical Standards that substantiate your position.

• Propose a persuasive the rationale for your decision and why others may not

agree.

Weekly Journals

Each week you are to journal ethical issues you are observing at your practicum

site for class analysis and discussion. These issues are not limited to the school

counseling field but may include any issues within the school or with individuals in

other roles. These issues will remain confidential within the class and you are to

eliminate any identifying information if the issues are client (student) related.

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SCHEDULE & ORDER OF STUDY (subject to change) Week Date Topic for TODAY Assignment for Next Class

1 8/17 In-class

Remember to Check-in Daily/get Badge Introduction: Rule of Law and Ethics Constitutional Amendments Ethical Codes , Principles, and Values

Preparation: Aug 24 Read: Stone CH 1&2 Journal 1 Due Aug 23, 11:59 p.m.

2 8/24 On-line

Journal 1 Due Aug 23, 11:59 p.m. TOPIC: Professional Communication, Collaboration, Dual Relationships, In Loco Parentis, Ethical Decision-making, and other vocabulary words

Preparation: August 31 Remley CH 2 / Stone 4, & 5 Journal 2 Due Aug 30, 11:59 p.m.

3 8/31 In-class

Journal 2 Due Aug 30 at 11:59 p.m. Remley CH 2 / Stone 4, & 5 TOPICS: Confidentiality, Privilege, Informed Consent, Negligence, FERPA

Preparation: September 7 READ CH: Stone CH 5, 7; Remley 3, 4 Morality Paper Due Journal 3 Due Sept 6, 11:59 p.m.

4 9/7 In-class Online Student request

Journal 3 Due September 6, 11:59 p.m. Stone CH 5, 7 & 13; Remley 3, 4 TOPICS: Preventing Child Abuse Suicide Prevention & Intervention Morality Play Paper Due in Canvas

Preparation: September 14 Read Stone CH 6 & 13; Remley CH5 Journal 4 Due Sept 13, 11:59 p.m.

5 9/14 In-class

Journal 4 due Sept 13, 11:59 p.m. Stone CH 6 & 13; Remley CH 5 Continue Topics: Suicide Prevention School Violence & Abusive Intervention Role Plays

Preparation: September 21 Interview Report Due-Canvas & Class Presentations Review Notes Journal 5 Due Sept 20, 11:59 p.m.

6 9/21 On-line

Journal 5 Due Sept 20, 11:59 p.m. TOPIC: Dual Relationships review Midterm Exam Review Interview Report & Class Presentations Due Take Home Midterm EXAM – Enabled CANVAS at 8:00 p.m. Open Note, Open Book, Closed Neighbor

Preparation: September 28 Sept 21 8:00 p.m. – Sept 27 11:59 pm Review Exam September 28 Journal 6 Due Sept 27 at 11:59 p.m.

7 9/28 Online meeting

Journal 6 Due September 27, 11:59 p.m. MIDTERM DUE Sept 27 at 11:59 p.m. Discuss Midterm Exam

Preparation: Oct 5 Read: Stone 9 & 12; Remley 3 & 6 Journal 7 Due Oct 4, 11:59 p.m.

8 10/5

Journal 7 due Oct 4 at 11:59 p.m. TOPIC: Sexually Active Students Bullying, Cyberbullying & Sexting

Preparation: Oct 12 Read: Remley CH 3; Stone 6 &12 Mental health & Eating Disorders Journal 8 Due Oct 11, 11:59 p.m. See next page

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9 10/12 Online

Journal 8 due Oct 11 at 11:59 p.m. TOPIC: Harm to Self, Child Abuse, Counseling Trauma, and Mental Health Issues; Eating Disorders, Court Obligations Journal Due

Preparation: October 19 Read: Stone CH 8, 10 & 11 Remley CH 6 & 7 Sexual Harassment & Issues, GBLTQ ++ Journal 9 Due Oct 18 at 11: 59 p.m. Current Event Project Due

10 10/19 In-class

Journal 9 due Oct 18 at 11:59 p.m. Stone CH 8, 9, 10 & 11; Remley 6 & 7 TOPICS: Sexual Harassment & Issues, GBLTQ ++ Journal 9 Oct 18 at 11: 59 p.m. Current Event Project Due

Preparation: October 26 Read: Stone CH 3 Remley 1 Cyberspace & Technology Issues --Handouts Personal values paper due Journal 10 due Oct 25 at 11: 59 p.m.

11 10/26 online

Journal 10 due Oct 25 at 11:59 p.m. Stone 3, 12 & 13; Remley 1 TOPIC: Cyberspace & Technology Issues- Journal 10 due Oct 25 at 11: 59 p.m. Personal Values Paper

Preparation: November 2 Special Populations, Special Education, Students with Special Needs – Read Handouts

12 11/2 In-class

FINAL EXAM Review Ethical Dilemma Due Special Populations, Special Education Students with Special Needs

Preparation: November 9 Final Exam PREPARE for Final exam

12 11/9 In-class

FINAL SCCO 610 CLASS EXAM Computer Lab-Rm TBD

Preparation: November 16 Comprehensive Exam Review

(Optional)

13 11/16 online

Comprehensive Exam Review

Preparation: November 23

REQUIRED Internship Manual Review

(2 hrs.) For Spring Interns

14 11/23 In-class

Internship Manual Review REQUIRED!!! Give Thanks!! DONE!!

15 11/26

Thanksgiving Break