course material

1. Assignment benchmark – counselor ethical boundaries and practices
1 Unsatisfactory 0.00%
2 Less than Satisfactory
74.00%
3 Satisfactory 79.00%
4 Good 87.00%
5 Excellent 100.00%
70.0 %Content15.0 % Section 1: Boundary Issues and Dual Relationships 2.1:
Evaluate elements of counselor-client relationships within the practice of professional
counseling, focusing on professional ethical standards.
Essay omits or incompletely develops a
discussion of ethical dual relationships criteria and examples as specified in the
assignment. Section does not demonstrate understanding of the topic.
Develops an incomplete
discussion of ethical dual relationships. 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. Section demonstrates a poor understanding of the
topic. Includes a
discussion of ethical dual relationships. Includes basic 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. Essay demonstrates a basic understanding of the topic.
Includes a thorough
discussion of ethical dual relationships 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. Section demonstrates an
understanding that extends beyond the surface of the topic.
Includes a thorough discussion of ethical dual
relationships that includes criteria to determine whether particular boundary-crossings or

2. 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. Information provided is rich in
detail and fully supported. Presents the required number of examples and includes
scholarly references to further promote understanding. Section demonstrates an
exceptional understanding of the topic. 15.0 % Section 2: Professional Collaboration in
Counseling: Working with a Multidisciplinary Team 1.2: Analyze independent and
collaborative roles of the professional counselor.
Does not discuss how to work collaboratively with other
mental health professionals and multidisciplinary teams. Does not discuss who would be
expected to be on the multidisciplinary team or the role of member of the multidisciplinary
team. Section does not demonstrate understanding of the topic.
Only vaguely discusses
how to work how to work collaboratively with other mental health professionals and
multidisciplinary teams. Only vaguely discusses who would be expected to be on the
multidisciplinary team or the role of member of the multidisciplinary team. Section
demonstrates a poor understanding of the topic.
Accurately discusses how to work how to work
collaboratively with other mental health professionals and multidisciplinary teams.
Accurately discusses who would be expected to be on the multidisciplinary team or the role
of member of the multidisciplinary team. Section demonstrates a basic understanding of
the topic.
Thoroughly and thoughtfully discusses how to work how to work
collaboratively with other mental health professionals and multidisciplinary teams.
Thoroughly and thoughtfully discusses who would be expected to be on the
multidisciplinary team or the role of member of the multidisciplinary team. Section
demonstrates an understanding that extends beyond the surface of the topic.
Thoroughly and
thoughtfully discusses how to work collaboratively with other mental health professionals
and multidisciplinary teams. Information provided is rich in detail and fully supported.
Thoroughly and thoughtfully discusses who would be expected to be on the
multidisciplinary team or the role of member of the multidisciplinary team. Information
provided is rich in detail and fully supported. Section demonstrates an exceptional
understanding of the topic. 25.0 % Section 3: Relationships with Supervisors and Colleagues
Does not discuss
the role of the clinical supervisor and their primary responsibilities. 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. Does not
discuss an unethical behavior and an ethical decision-making model that can be used to
address the unethical behavior. Section does not demonstrate understanding of the topic.
Only vaguely
discusses the role of the clinical supervisor and their primary responsibilities. Only vaguely
discusses ethical issues involved in the supervisor-counselor relationship and options open

3. to the counselor concerning issues of incompetence and/or ethical conduct by fellow
counselors. Only vaguely discusses an unethical behavior and an ethical decision-making
model that can be used to address the unethical behavior. Section demonstrates a poor
understanding of the topic.
Accurately discusses the role of the clinical supervisor and their
primary responsibilities. 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. Accurately discusses an
unethical behavior and an ethical decision-making model that can be used to address the
unethical behavior. Section demonstrates a basic understanding of the topic.
Thoroughly and
thoughtfully discusses the role of the clinical supervisor and their primary responsibilities.
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. Thoroughly and thoughtfully discusses an unethical
behavior and an ethical decision-making model that can be used to address the unethical
behavior. Section demonstrates an understanding that extends beyond the surface of the
topic.
Thoroughly and thoughtfully discusses the role of the clinical
supervisor and their primary responsibilities. Information provided is rich in detail and
fully supported. 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. Thoroughly and thoughtfully discusses an unethical behavior and
an ethical decision-making model that can be used to address the unethical behavior.
Information provided is rich in detail and fully supported. Section demonstrates an
exceptional understanding of the topic. 15.0 % Section 4: Development of Your Thinking
about Ethics 5.2: Recognize the importance of establishing and maintaining appropriate
professional boundaries.
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. Does not include specific examples. Section does not
demonstrate understanding of the topic.
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. Specific examples included are poor. Section demonstrates a poor understanding of
the topic.
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. Appropriate specific
examples are included. Section demonstrates a basic understanding of the topic.
Explains basics of how

4. 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. Examples included
demonstrate a thorough understanding of the topic. Section demonstrates an
understanding that extends beyond the surface of the topic.
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 and well-analyzed. Examples included demonstrate and advanced
understanding of the topic. Section demonstrates an exceptional understanding of the
topic. 20.0 %Organization and Effectiveness7.0 % 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.

5. 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 %Format5.0 % 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 % Documentation of Sources
(citations, footnotes, references, bibliography, etc., as appropriate to assignment and style
Sources are not
documented.
Documentation of sources is inconsistent or incorrect, as appropriate to
assignment and style, with numerous formatting errors.
Sources are documented, as appropriate to
assignment and style, although some formatting errors may be present.
Sources are documented,
as appropriate to assignment and style, and format is mostly correct.
Sources are completely
and correctly documented, as appropriate to assignment and style, and format is free of
error. 100 % Total Weightage