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: 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 dual relationships between counselors and clients are ethical and appropriate. Applies the criteria to situations where dual relationships are ...

1. 1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent

2. 100.00%
70.0 %Content
15.0 %
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

3. 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 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.

4. 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

5. 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 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

6. 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.

7. 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 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

8. 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 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

9. 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.

10. 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.

11. 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 %
Documentation of Sources (citations, footnotes, references,
bibliography, etc., as appropriate to assignment and style

12. 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