Education | Pro-Seminar in Counseling Psychology
G600 | 5460 | Dr. Chalmer Thompston


The pro-seminar is a two-semester course required of all entering
doctoral students.  In this spring semester, the course provides an
examination of ethical issues in the practice of counseling
psychology.  As counseling psychologists are trained to fulfill
various roles --- as educators, psychotherapists, test administrators,
consultants, and researchers --- adherence to ethical guidelines
become crucial to professional development and to the consumers' view
of them in the public eye.  We will devote this semester to an
intensive study of ethical issues, morality, legal issues, and to
ethical decision-making.

Again in the spirit of creating a climate of collegiality and
collaboration, this course will continue to address programmatic
issues here in our program at IU and to encourage student input to
changes within the program.

Course Objectives:

To learn the Ethical Principles and Code of Conduct and apply this
content to hypothetical and actual case studies.
To learn about and practice ethical decision-making processes.
To learn about legal issues related to the practice of psychology
To continue to learn about program requirements and contribute to
ongoing changes in the doctoral program.

Required Textbook:

Koocher, G. P. & Keith-Spiegel, P. (1998).  Ethics in psychology:
Professional standards and cases, 2nd edition.  New York:  Oxford.

Reserved readings in School of Education Library.

Course Requirements
Students are expected to complete reading assignments each week.
Beginning January 29, students are expected to bring to class 3 or 4
typewritten comments or questions related to the reading assigned that
week.  These comments/questions are to be turned in each week and will
provide the stimuli for the week's discussions.  There will be seven
classes devoted to discussing these readings, and the submitted
comments/questions will be worth 5 points each, totaling 35 points in

The remaining points for the class will be for the paper and
presentation on an ethical dilemma (35 and 30 points, respectively).
In the paper, the student is expected to describe in detail an actual
case that reflected one or more dilemmas in ethical decision-making.
Students may interview counseling psychology students, school
psychology students, faculty members in the program, or practicing
psychologists --- anyone who has encountered an ethical dilemmas in
the practice of counseling or psychotherapy.  Students may use their
own cases.  The description should also include how the dilemma or
breach was resolved.  The student should also provide a discussion in
the paper on (a) what the ethical dilemmas/breaches are (in lay
terms), (b) which of the ethical principles are called into question;
(c) the contextual factors that influenced the dilemma or breach, and
(d) how the dilemma or breach could have been prevented.

In the presentation, the student will assume leadership in the class
by use the case as an opportunity to teach one's peers.  He/she may
decide to start the class with a discussion of contextual factors that
can complicate a "diagnosis" of ethical issues, and then facilitate a
discussion about how professionals ought to deal with these issues.
The presentation of the case will always occur, however, the order in
which the student chooses to present is a matter of choice and

Let me present an illustration.  In rural settings, there may be very
few mental health practitioners, and the ones who reside in these
communities may also be very closely tied with members of the
community.  Issues of dual roles can become quite complex.  The
student who presents a case of a breach of ethics that related to
these circumstances may use this as an opportunity to help their peers
delve more deeply into the particular circumstances and conditions of
professionals who practice in rural settings.

Grading Procedure

Students will be evaluated on the quality of their work.   A normal
curve will be used (e.g., 90-100 = A;  80-89 = B; 70-79 = C; 60-60 =
D; below 60 = F).

Course Outline and Readings

January 8 Overview of Class
Reading:  American Psychological Association (APA) Ethical Principle
of Psychologists and Code of Conduct, pp. 441-466 in Koocher &

January 15 Rev. Dr. Martin Luther King, Jr.'s Birthday

January 22 Monique Liddle to present on Ethics/Morality
Koocher & Keith-Spiegel, chapter 1-3

January 29 On Being Ethical; Enforcement of the Code, and Knowing
Reading:  Koocher & Keith-Spiegel, chapters 4-7

February 5 Admissions Committee Meeting

February 12 Ethical Obligations in Psychotherapy, Privacy,
Confidentiality, and Record Keeping, Psychological Assessment
Legal Issues in the Practice of Psychology (handouts)
Koocher & Keith-Spiegel, 8-12

February 19 Multiple Role Relationships and Conflicts of Interest,
Attraction, Romance, and Sexual Intimacies, Money Matters and Managed
Care, Psychologists in the Marketplace, and Presenting Psychology to
the Public

February 26 A Meeting with 2nd Year Students Debra Baker, Steve Jett,
Alyson Mease, Joy Stephens, and Martyn Whittingham (confirmed as of
Koocher & Keith-Spiegel, 13-15

March 5 Relationships with Colleagues, Supervisees, and Employees,
Ethical Dilemmas in Work Settings, and Psychologists in the Legal
Koocher & Keither-Spiegel, 16-17

March 12 Psychologists as Teachers and Scholarly Publication and
Research Ethics
1996 Issue of The Counseling Psychologist (TCP):  Virtue Ethics
(On reserve at School of Education Library)

March 19 Discussion of  TCP Major Contribution on Virtue Ethics

March 26 A Meeting with 3rd Year Students Rick Browne, Patricia
Garcia, Jake Levy, Rene Monteagudo, and Carla Teed (confirmed as of

April 2 Case Presentations__________________________


April 9 Case Presentations__________________________


April 16 Case Presentations_________________________


April 23 Case Presentations ________________________


April 30  Case Presentation ________________________

Semester Wrap-up-Party