Assignment Benchmark – Counselor Ethical Boundaries and Practices (Obj. 8.1, 8.2, 8.3, and 8.4)

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 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 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 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 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 % 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