Applying Career Ethics in Practice

Please no plagiarism and make sure you are able to access all resource on your own before you bid. Main references come from Capuzzi, D., & Stauffer, M. D. (2012) and/or American Psychological Association (2010). Assignments should adhere to graduate-level writing and be free from writing errors. I have also attached my assignment rubric so you can see how to make full points. Please follow the instructions to get full credit. I need this completed by 06/15/19 at 5pm. 

Assignment – Week 3

Application: Applying Career Ethics in Practice

In this week’s discussion forum, you compared the current NCDA ethical standards with the ethical standards most closely associated with your discipline (either ACA or APA). In this Application assignment, you will apply this knowledge to your future work with clients.

To prepare for this assignment:

· Review the chapter on Ethics from the course textbook, along with the current NCDA Code of Ethics and the Code of Ethics most closely associated with your discipline (ACA or APA).

· Recall the material you developed in your Week 1 Application on the topic of self-assessments.

· Consider the type of clients you might work with who might present with issues related to career.

The assignment: (1–2 pages)

· Create a “mock” client that you can describe in one paragraph, including the client’s current goals, resources, and their Self-Directed Search (SDS) type code.

· Discuss how you as a counselor would ethically work with this client, including administration of and follow-up steps after the SDS.

· Include specific relevant ethical standards from the NCDA code and from the ethical code most closely associated with your discipline (ACA or APA).

Support your Application assignment with specific references to all resources used in its preparation. You are asked to provide a reference list only for those resources not included in the Learning Resources for this course.

Required Resources

· Capuzzi, D., & Stauffer, M. D. (2012). Career counseling: Foundations, perspectives, and applications. (2nd ed.). Boston, MA: Pearson Education.

• Chapter 5, “Ethical and       Legal Issues in Career Counseling”
• National Career Development      Association (NCDA) Ethical Standards
  • National Career Development       2015 Standards
    http://associationdatabase.com/aws/NCDA/asset_manager/get_file/3395

Pick one of the web sites below to review, depending on your specialty area, in addition to the NCDA Ethical Standards, which everyone is to review.

• American Psychological      Association (APA). (2010). Ethical Standards
  http://www.apa.org/ethics/code/index.aspx
• American Counseling Association      (ACA). (2014). ACA Code of Ethics. Retrieved from
  http://www.counseling.org/docs/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=4
       Highlights of the ACA Code of Ethics
• National Board for Certified      Counselors
  http://www.nbcc.org/Assets/Ethics/nbcc-codeofethics.pdf

Website

· National Career Development Association. (2015). Internet sites for career planning. Retrieved from www.ncda.org/aws/NCDA/pt/sp/resources

Assignment Rubric – Weeks 1, 3–6, and 9–10

Grading Rubric: Application Assignments (Wks 1, 3–6, and 9–10)12 possible points per Application AssignmentThere are four primary quality indicators. All written assignments will be scored on the first three indicators (Responsiveness, Content, and Quality). The final indicator (Research, Scholarship, and Professional Style) applies to the Final Paper only and is worth double points for each criterion.Six-Day Clinical Residency Evaluation Scoring Guide Grading Rubric
Criteria	1Emerging	2Progressing	3Meets Standard	4Exemplary
RESPONSIVENESS(AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW) (Did the student respond adequately to the paper or writing assignment?)(4 points)	Paper or writing assignment is unresponsive to the requirements given in the instructions. The content misses the point of the assigned or selected topic; and/or relies primarily on anecdotal evidence (e.g., largely composed of student opinion); and/or contains little or no evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.	Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content is somewhat misses the point of the assigned or selected topic; and/or lacks in substance, relying more on anecdotal than scholarly evidence (e.g., largely composed of student opinion); and/or contains minimal evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.	Paper or writing assignment is responsive to and meets the requirements given in the instructions. It responds to the assigned or selected topic; is substantive and evidence based; demonstrates clearly that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.	Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It responds to assigned or selected topic; demonstrates insight beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what is known about the topic, unearths something unanticipated, etc.); is substantive and evidence-based; demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content.
Criteria	1Emerging	2Progressing	3Meets Standard	4Exemplary
CONTENT KNOWLEDGE(Does the content in the paper or writing assignment demonstrate an understanding of the important knowledge the paper/assignment is intended to demonstrate?)(4 points)	Paper or writing assignment demonstrates/provides: lack of understanding and little or no application of the concepts and issues presented in the course and/or application is inaccurate and contains many omissions and/or errors; and/or no examples or irrelevant examples; and/or no thought-provoking ideas or original thinking; and/or no critical thinking; and/or many critical errors when applying knowledge, skills, or strategies presented in the course.	Paper or writing assignment demonstrates/provides: minimal understanding and little application of concepts and issues presented in the course, and, while generally accurate, displays some omissions and/or errors; and/or few and/or irrelevant examples; and/or few if any thought-provoking ideas, little original thinking; and/or “regurgitated” knowledge rather than critical thinking; little mastery of skills and/or numerous errors when using the knowledge, skills or strategies presented in the course.	Paper or writing assignment demonstrates/provides basic understanding and application of the concepts and issues presented in the course demonstrating that the student has absorbed the general principles and ideas presented; relevant examples; thought-provoking ideas and interpretations, some original thinking; and critical thinking; and mastery and application of knowledge and skills or strategies presented in the course.	Paper or writing assignment demonstrates/provides: in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations or analyses; accurate and perceptive parallels, ideas, opinions, and conclusions) showing that the student has absorbed the general principles and ideas presented and makes inferences about the concepts/issues or connects to them to other ideas; rich and relevant examples; thought-provoking ideas and interpretations, original thinking, new perspectives; original and critical thinking; and mastery and thoughtful/accurate application of knowledge and skills or strategies presented in the course.
Criteria	1Emerging	2Progressing	3Meets Standard	4Exemplary
QUALITY OF WRITINGDoes the student demonstrate graduate-level writing in papers and written assignments?(4 points)	Writing is well below graduate-level writing expectations : The paper: uses unclear and inappropriate language; and/or has many errors in spelling, grammar, and syntax; and/or lacks organization in a way that creates confusion for the reader; and/or contains many direct quotes from original source materials and/or consistently and poorly paraphrases rather than using original language; and/or lacks information about a source when citing or paraphrasing it significant problems adhering to APA style (application papers).	Writing is somewhat below graduate-level writing expectations : The paper: uses language that is unclear and/or inappropriate; and/or has more than occasional errors in spelling, grammar, and syntax; and/or is poorly organized, is at times unclear and confusing, and has some problems with logical flow; and/or reflects an underuse of original language and an overuse of direct quotes and paraphrases; and/or sometimes lacks information about a source when citing or paraphrasing it; problems adhering to APA style (application papers).	Writing is scholarly and meets graduate-level writing expectations . The paper: uses language that is clear; has a few errors in spelling, grammar, and syntax; is well organized, logical, and clear; uses original language and uses direct quotes when necessary and/or appropriate; provides information about a source when citing or paraphrasing it; adheres to APA style with few mistakes (application papers).	Writing is scholarly and exceeds graduate-level writing expectations . The paper: uses language that is clear, concise, and appropriate; has few if any errors in spelling, grammar, and syntax; is extremely well organized, logical, clear, and never confuses the reader; uses a preponderance of original language and uses direct quotes only when necessary and/or appropriate; provides information about a source when citing or paraphrasing it; adheres to APA style with few or no mistakes (application papers).

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