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Unit O utline: BESC2001 – Social Legal and E thical Frameworks 1 Las t updated: T rimester XXXXXXXXXX Unit Outline BESC2001: Social, Legal and Ethical Frameworks Unit description This unit is a...

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Unit O utline: BESC2001 – Social Legal and E thical Frameworks 1
Las t updated: T rimester XXXXXXXXXX
Unit Outline
BESC2001: Social, Legal and Ethical
Frameworks
Unit description
This unit is a central and integrative part of the Bachelor of Counselling, Bachelor of
Counselling (Coaching) and Bachelor of Applied Social Science degrees. It analyses the
oles of codes of ethics, legislation, moral discourses and ethical principles as they apply
to counselling, coaching or related fields of practice, assists students to identify areas of
isk, and appropriate actions to address them. Students will identify and critique their
own values and beliefs in relation to the social, legal and ethical needs of people with
cultural differences, disabilities, and those affected by physical and emotional abuse.
Power at social and interpersonal levels will be analysed in relation to the impacts on
clients, including when they see counsellors and coaches, to help students develop self-
awareness.
Students will reflect of their values and beliefs and be encouraged to think ethically. They
will also acquire the skills to apply awareness, personal responsibility and ethical decision
making to work with client or personnel. Students are expected to understand the effects
of values, labelling and stereotyping for their practice as counsellors, coaches or
managers. Emphasis is places on the professional’s need to recognise clients or
personnel as individuals regardless of their gender, disability and/or social and cultural
ackground.
Course(s) Bachelor of Applied Social Science (BAppSocSci)
Associate Degree of Applied Social Science (ADAppSocSci)
Bachelor of Counselling (BCouns)
Bachelor of Counselling (Coaching) (BCounsCo)
Core / Elective Core – BappSocSci
Core – ADAppSocSci
Core – BCouns
Core – BCounsCo
Workload (hours per
week)
9
Credit points 6
Unit O utline: BESC2001 – Social Legal and E thical Frameworks 2
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Unit learning outcomes
On completion of this unit, students will be able to:
a) analyse codes of ethics, legislation, moral discourse, values and ethical principles
in relation to ethical decision making in their field of practice
) describe, identify and critique ethical and legal responsibilities inherent in
providing professional services in their field of practice
c) analyse the influence of professional and social power upon professional and
social relationships and the limitations of ethical principles in creating fair and
just societies
d) identify appropriate actions in circumstances of risk to self and others
Textbook
The textbook for this unit is:
Freegard, H., & Isted. L. (Eds XXXXXXXXXXEthical practice for health professionals (2nd ed.). South
Melbourne, Vic.: Cengage Learning.
Recommended readings
The twelve sections of unit cu
iculum direct students to readings in the online classroom
for this unit. These readings are selected from journals and books that provide additional
information or a different perspective on topics covered in each section. They are from a
ange of authorities and expand the content of this unit.
Studying for this unit
The content of this unit has been designed to maximise the learning and the integration
of the subject matter. Much of the unit material is specific to the Australian context.
Students are encouraged to access additional information relevant to their local context,
which will assist in applying the learning and ensuring its relevance. This may include
specific legislation, government and professional association resources, and journals. It is
important that students’ reading is
oad.
In general students are expected to:
 read each section of the unit carefully and make notes about new content, and
points that are unclear, or in conflict with previous learning or experience
 complete readings of the text and other readings and resources, making notes on
important insights or facts, especially those relevant to assignments
There may be periodic suggestions or issues on which students are asked to deliberate
and reflect. Sometimes these are dilemmas or difficult issues associated with the study
topic which have no right or wrong answers, but are used to trigger critical thinking.
Unit O utline: BESC2001 – Social Legal and E thical Frameworks 3
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Face to Face hours by delivery mode:
On Campus – OC: Units studied on campus are designed with 12 three hour classes,
totalling 36 contact hours.
Online – OL: Teachers will offer a minimum of two BBC or Zoom sessions throughout
the term. Students are encouraged to participate in interactive activities and engage in the
BBC or Zoom sessions as these further develop skills and knowledge.
Weekend Classes:
Units offered as weekend classes must meet the required 36 contact hours. This is made
up of 5 classes (9am-5pm) scheduled as per the unit timetable for the enrolled Trimester.
Attendance requirements
Attendance at classes ensures that students studying this unit On Campus have the
opportunity to fully engage in the learning appropriate to this delivery mode.
On Campus recommendation (for students studying this unit on campus)
In this unit provided by the School of Counselling, it is recommended that on-campus
students maintain at least 60% attendance.
Online recommendation (for students studying this unit online)
There are no attendance requirements for this unit. Students are encouraged to
participate in the online discussion forum for this unit, and must submit all assessments
to meet the requirements of this unit.
Unit O utline: BESC2001 – Social Legal and E thical Frameworks 4
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Learning activities
Learning activities are set in each section of the unit to give opportunities for further
learning. They are designed to help students think through and practice the specific skills
and general concepts presented in this unit. They do not need to be sent to the academic
teacher for marking. However, valuable learning opportunities will be missed by not
completing the activities.
In studying this unit, students should maintain a learning journal for completing the
activities. To structure the learning journal, set aside space for:
 completing a glossary of new terminology and concepts introduced in this unit
 notes on unit content and readings
 answers to learning activities
 draft assessments.
Students can also keep the learning journal electronically.
Self-assessment
There are self-assessment questions at the end of each section to test students’
understanding of the section’s content. Try to recall the answers to these questions
unaided. Write down answers from memory before going back to review the relevant
material in the section. Some of the questions require more than simple recall. Some
will require synthesising separate issues or different pieces of information. Real learning
is not just remembering the reading. It involves owning this knowledge by:
• reflecting
• questioning
• relating theory to personal experiences
• integrating a number of readings on a particular topic or concept
• paraphrasing.
Assignments
The assignments for this unit are carefully set so they develop from and support the key
concepts and skills of the unit, and are aligned with the learning outcomes for this unit.
Unit O utline: BESC2001 – Social Legal and E thical Frameworks 5
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Contents
Section 1: Foundations of Ethics, Law and Ethical Practice
Section 2: Legal Implications for Counselling and Coaching
Section 3: Client Confidentiality and Privacy Issues
Section 4: Ethical Decision-Making
Section 5: Ethical Practice and Multicultural Considerations
Section 6: Boundaries, Multiple Relationships and Client Welfare
Section 7: Self-disclosure, Touch and Sexual Contact
Section 8: Awareness of the Needs of Diverse Communities
Section 9: Power and Influence with Relation to Client Safety and Autonomy
Section 10: Unique Responsibilities When Working with Children, Families and
Couples
Section 11: Vicarious Traumatisation and Compassion Fatigue
Section 12: Clinical Supervision
Unit O utline: BESC2001 – Social Legal and E thical Frameworks 6
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Assignment summary
Please ensure you keep copies of all assignments submitted for this unit.
Assignment
Type
Weight Word
Count
Date
Due
Alignment with learning outcomes
Assessment 1:
Academic essay
50% 2000
words
Week
6
a) analyse codes of ethics, legislation,
moral discourse, values and ethical
principles in relation to ethical
decision making in their field of
practice
) describe, identify and critique ethical
and legal responsibilities inherent in
providing professional services in
their field of practice
Assessment 2:
Case study
50% 1500
words
Week
11
a) analyse codes of ethics, legislation,
moral discourses, values and ethical
principles in relation to ethical
decision-making in their field of
practice
) describe, identify and critique ethical
and legal responsibilities inherent in
providing professional services in
their field of practice
c) analyse the influence of professional
and social power upon professional
and social relationships, and the
limitations of ethical principles in
creating fair and just societies
d) identify appropriate actions in
circumstances of risk to self and
others
Unit O utline: BESC2001 – Social Legal and E thical Frameworks 7
Las t updated: T rimester XXXXXXXXXX
Assignment 1: Academic Essay

Assignment Type Weighting Word Count Date Due
Academic Essay 50% 2000 words Week 6
Purpose:
This assignment enables students to select an area of interest in legal and ethical practice
elevant to the coaching, social science or counselling field. Students will explore an
ethical / legal dilemma relevant to their field of study and critically analyse the
implications of this dilemma. Students will gain familiarity with the relevant standards of
practice in their chosen field. Students in this assignment will be assessed on their
developing capacities to understand and apply ethical principles to a dilemma relevant to
their field of study.
Process:
Students will identify, describe and analyse an ethical / legal di lemma relevant to their
discipline (social sciences, coaching or counselling).
To do this, students will need to think of a
oad area of interest (for example:
confidentiality; practicing in a culturally sensitive manner; or maintaining professional
oundaries). The student will need to conceptualise a relevant ethical / legal dilemma
elevant to their discipline.
Some examples:
The
oad area of interest might be maintaining professional boundaries within the counselling
profession. The dilemma might be working with counsellor – client attraction within a
counselling relationship
Answered Same Day Mar 13, 2020

Solution

Priya answered on Mar 17 2020
145 Votes
Ethical Code
    Ethical Code    2018
Introduction
A medical professional holds lot of dignity in the society they aim to work for the wellbeing of the people and therefore have to very responsive. In a healthy counselling relationship some boundaries are necessary so that the relation between the client and the Therapeutic remains healthy. The Trust and Confidentiality theory as introduced by Bond demarcates the boundary between counselling and the rest of the client’s life. The value of counselling includes everything from respecting the human rights to protecting the safety of the clients. There is some code of ethics, moral discourse, ethical principles that apply to counselling and related field of practice which help in the awareness and understanding of the cultural and social psychological influences. With the passing time the therapists action in relation to client has become a topic of critical analysis due to which some important points of physician-patient relationship are raised here.
Here is the list of some of the areas which are clearly in
each of some of the professional and ethical conduct.
· Accepting gifts: Accepting gifts from the patients is considered to be the
each of professional and ethical conduct by many people while others feel that there is no harm in accepting gifts. Some physicians choose to accept gifts from the patients as they are of the opinion that accepting gifts from the patients strengthen the relation between them. Some studies reveal that lot of physicians categorise acceptance of gifts as always, conditional and never acceptance (Caddell, 2013) and therefore they agree to accept gifts on that basis. The patients intend to give gifts to the Physicians as a goodwill gesture and to show their gratitude by giving gifts they try to fortify their relationship with their Doctor. But in my opinion the Physicians should not accept expensive gifts from the patients as it can lead to preferential treatment and professional misconduct. By rejecting the idea of accepting gifts the professionals can maintain a consistent approach and remove all the potential sources of boundary violations. In case the Doctor wants to accept gift from the patient then they should make sure that the gift is not very expensive and should be received with the same spirit in which it is given.
· Taking a patient to lunch: The quality of therapist and the client relationship impacts the value of the clinical work according to Physiotherapy And Counselling Federation of Australia (PACFA) ethical code can form the basis of cultivation of shared values and principles (PACFA, 2017). The Practitioners before planning to take a patient to lunch must respect the professional boundaries between them, they must consider the motivation for entering into this dual relationship. A therapist should therefore not take the patient to lunch, he or she may only consider doing so if it is in the welfare of the patient. The therapist must always remember that there is a thin line that should not be crossed and must be maintained with dignity, if the need so arises that the patient requires some help then the therapist must find the way out rather than inviting a patient for lunch or dinner.  
· Giving a patient a ride home: Medical profession requires a Doctor to be extremely helpful, good natured and trustworthy while doing these gestures the Doctors have onus of doing their work dutifully without crossing the ethical boundaries. A good medical practice of any doctor is an indication of the social relationship being built by that Doctor but for doing so a physician has to make some tough decisions during his or her career. Like giving ride to a patient may seem to be a goodwill gesture but it is against the ethical code of conduct of physician. A Therapist should give the ride to a patient only when it is much desired and there...
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