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Write a review paper on legal issues in counseling
The Duty to Protect
The duty to protect is a primary duty of the chemical dependency counselor because it relates to the success of the counselor/client relationship and that client’s success in treatment. The counselor must make certain that his or her actions are the result of thoughtful consideration of the duty to protect the client physically, emotionally, and psychologically and to protect the client’s identity and health information. This report will be shown how pervasive the duty to protect is in chemical dependency counseling and how important it is that the chemical dependency counselor truly understands the duty to protect.
As stated in the ACA Code of Ethics, “The primary responsibility of counselors is to respect the dignity and to promote the welfare of clients” (2014, A.1.a). While this phrase does not explicitly contain the words duty to protect, this concept is an inherent part of this primary responsibility. Promoting the welfare of your client definitely includes the duty to protect. As a chemical dependency counselor, you cannot possibly be promoting the client’s welfare if you are not protecting the client from the many issues that can affect the client.
A.2.d. Inability to Give Consent: Counselors recognize the need to balance the ethical rights of clients to make choices, their capacity to give consent or assent to receive services, and parental or familial legal rights and responsibilities to protect these clients and make decisions on their behalf.
A.9.b. Protecting Clients In a group setting, counselors take reasonable precautions to protect clients from physical, emotional, or psychological trauma.
B.1.c. Respect for Confidentiality Counselors protect the confidential information of prospective and current clients.
B.2. Exceptions
B.2.a. Serious and Foreseeable Harm and Legal Requirements The general requirement that counselors keep information confidential does not apply when disclosure is required to protect clients or identified others from serious and foreseeable harm or when legal requirements demand that confidential information must be revealed.
B.3.f. Deceased Clients Counselors protect the confidentiality of deceased clients, consistent with legal requirements and the documented preferences of the client.
B.5. Clients Lacking Capacity to Give Informed Consent
B.5.a. Responsibility to Clients When counseling minor clients or adult clients who lack the capacity to give voluntary, informed consent, counselors protect the confidentiality of information received—in any medium—in the counseling relationship as specified by federal and state laws, written policies, and applicable ethical standards.
B.6.h. Storage and Disposal after Termination Counselors store records following termination of services to ensure reasonable future access, maintain records in accordance with federal and state laws and statutes such as licensure laws and policies governing records, and dispose of client records and other sensitive materials in a manner that protects client confidentiality.
B.6.i. Reasonable Precautions Counselors take reasonable precautions to protect client confidentiality in the event of the counselor’s termination of practice, incapacity, or death and appoint a records custodian when identified as appropriate.
B.7. Case Consultation
B.7.a. Respect for Privacy Information shared in a consulting relationship is discussed for professional purposes only. Written and oral reports present only data germane to the purposes of the consultation, and every effort is made to protect client identity and to avoid undue invasion of privacy
C.2.b. New Specialty Areas of Practice Counselors practice in specialty areas new to them only after appropriate education, training, and supervised experience. While developing skills in new specialty areas, counselors take steps to ensure the competence of their work and protect others from possible harm.
D.1.i. Protection from Punitive Action Counselors do not harass a colleague or employee or dismiss an employee who has acted in a responsible and ethical manner to expose inappropriate employer policies or practices.
F Supervision, Training, and Teaching
F.1.c. Informed Consent and Client Rights Supervisors make supervisees aware of client rights, including the protection of client privacy and confidentiality in the counseling relationship.
F.2.c. Online Supervision When using technology in supervision, counselor supervisors are competent in the use of those technologies. Supervisors take the necessary precautions to protect the confidentiality of all information transmitted through any electronic means.
G.1. Research Responsibilities
G.1.d. Deviation from Standard Practice Counselors seek consultation and observe stringent safeguards to protect the rights of research participants when research indicates that a deviation from standard or acceptable practices may be necessary.
G.2. Rights of Research Participants
G.2.c. Client Participation Counselors conducting research involving clients make clear in the informed consent process that clients are free to choose whether to participate in research activities. Counselors take necessary precautions to protect clients from adverse consequences of declining or withdrawing from participation.
G.2.d. Confidentiality of Information Information obtained about research participants during the course of research is confidential. Procedures are implemented to protect confidentiality.
G.4.d. Reporting Results: Identity of Participants In situations where participants self-identify their involvement in research studies, researchers take active steps to ensure that data are adapted/changed to protect the identity and welfare of all parties and that discussion of results does not cause harm to participants.
H. Distance Counseling and Social Media: Introduction Counselors understand the additional concerns related to the use of distance counseling, technology, and social media and make every attempt to protect confidentiality and meet any legal and ethical requirements for the use of such resources.
H.5.b. Client Rights Counselors who offer distance counseling services and/or maintain a professional website provide electronic links to relevant licensure and professional certification boards to protect consumer and client rights and address ethical concerns.
Student submissions should conform to the subject matter, expectations, and deliverable format outlined in the assignment description.
Reference
ACA Governing Council. (2014). 2014 ACA code of ethics. American Counseling Association. https://www.counseling.org/docs/default-source/default-document-library/2014-code-of-ethics-finaladdress.pdf?sfvrsn=96b532c_2

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Write a paper discussing on Immigration and Migration

Write a research paper on the impacts of pseudoscientific racism on the Jews.

Write a paper on Team physicians having final say on whether an athlete is healthy enough to playThis is the culmination of your work throughout the semester, shown in a Researched Position Paper that presents your academic and professional position focusing on a problem you want to explore in your field. It should reflect clear knowledge of the discourse community and academic audience, the current conversation on the topic in research, and the conventions and guidelines for documentation in your field. It is important to remember you are not writing down to uninformed people by informing them of simplistic concepts in your field. Instead, you are writing to the people in your field who have been teaching you or might be interviewing you. As such, defining simplistic terms and giving a history of your field are not good strategies for this assignment. This paper should be strongly argumentative instead of informative (70% argumentative, 30% informative). Furthermore, the paper should speak of your ability to choose, synthesize, and document sources correctly and in good rhetorical standing.
I am able to provide the 15 sources and with these comes the annotated bibliographies I did.

Write a paper on Position Argument/Solution Essay on Financial Stress in College

Intsructions:
Complete a 1-2 APA formatted page movie critique on the movie “Don’t Look Up” starring Leonardo DeCaprio and Jennifer Lawrence.
You will have the opportunity to critically critique a movie in this course from the General Psychology 155 perspective. Answer the following questions
and format your paper following APA or MLA Writing Style Guidelines.
Your paper should be at least 300-500 words minimum (title page and references page words do not count in the minimum word count). Be sure to
completely and clearly explain your answers.
1. In your own words, summarize what you perceived the movie was showing us, from a general psychology perspective (use your text as a reference
for the concepts discussed). (Our textbook is Pearson’s ‘Psychology’ by authors Ciccarelli and White, Fifth Edition.
2. Identify and briefly describe two general psychology 155 concepts that you observed in the movie.
3. Do you think that the movie portrayed your two general psychology 155 concepts selected accurately? Explain why or why not.
4. Select the one character that caught your attention in the movie. Select the one character that did not caught your attention in the movie. Explain why they caught your attention and why they did not (i.e., what did they do or not do, how was their behavior, etc.).
5. Did you see any ethical issues in the movie? Explain why or why not.
6. Had you seen this movie before? If you did, did you see the movie differently this time? If you have not, what was your overall opinion of the movie?
7. If you were to teach a PSYC 155 course, would require this movie to be viewed by all learners? Why or Why not.
8. If you could show another movie instead of this one, which one would you suggest? Explain why.

Analyze an element in Glass Menagerie discussed in class. An example would be Tom developed by the first-person point of view.

Begin to assemble your research paper by adding a central claim, supporting claims, evidence, and reasoning to your literature review. The document you submit to this assignment should include a title, introduction, your literature review, and at least three paragraphs to begin your discussion/argument section. In other words, you will mainly be adding your central claim and several supporting paragraphs to your literature review. Here is some additional guidance on completing this assignment:
Begin with a claim. This claim may be 2-3 sentences long, and sometimes consist of an entire paragraph. Your claim should advance a particular point of view on the topic. You don’t have to word your claim this way, but some scholars use these types of formulations to show how their ideas fit into what other scholars have said:
I think that X is mistaken because she overlooks . . . .
I disagree with X’s view that . . . because recent research has shown . . .
X’s claim that . . . rests upon the questionable assumption that . . . so a more accurate understanding of the topic would assume . . .
X is surely right about . . . because as he may not be aware, recent studies have shown that . . .
X’s theory of . . . is extremely usefl because it sheds insight on the difficult problem of . . .
I agree that . . . a point that needs emphasizing since so many people believe . . .
Although I agree with X up to a point, I cannot accept her overall conclusion that . . . because . . .
Although I disagree with much of what X says, I fully endorse the final conclusion that . . .
Though some research indicates . . . the majority of the evidence suggests that . . .
Ensure your discussion offers something new. It is often the main challenge to discover a new perspective on the facts and research presented in the literature review. It might help to construct your discussion section around one of the following:
Offering a potential solution to a problem presented in the literature review,
Presenting a new way of interpreting the evidence presented in the literature review, or
Outlining a practical plan for addressing (or responding to) the issue presented in the literature review.
Write your discussion section to your particular audience. Who are your readers, and what are their needs and concerns? Are you writing to a group of city planners, community college teachers and administrators, parents and child therapists, or Orange County realtors? You are writing a scholarly research paper for a scholarly or professional journal, so you will need to imagine the journal and the scholars or professionals who are most likely to read this journal. Once you have this rhetorical context in mind, it becomes easier to construct a meaningful claim.
Include at least two supporting body paragraphs for your claim, and avoid restating facts already established in your literature review. You can reflect back to information in the literature review, but the purpose should be to show how the information supports the claims set forth in the argument section. You can also bring in new sources in the argument section to deepen the information already set forth in literature review, but this isn’t absolutely necessary. Often, reflecting back to the sources in the literature review (and potentially offering a few additional quotes or paraphrases from these sources) will be enough evidence to support your claims.

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