I have a 2000 word assignment on the above topic.Can you please help me with this thankyou.
Unit O utline: BESC2001 – Social Legal and E thical Frameworks 1 Las t updated: T rimester 1 2018 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 roles 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 risk, 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 background. 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 Las t updated: T rimester 1 2018 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 b) 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.) (2012). Ethical practice for health professionals (2nd ed.). South Melbourne, Vic.: Cengage Learning. Recommended readings The twelve sections of unit curriculum 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 range 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 broad. 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 Las t updated: T rimester 1 2018 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 Las t updated: T rimester 1 2018 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 Las t updated: T rimester 1 2018 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 Las t updated: T rimester 1 2018 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 b) 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 b) 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 1 2018 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 relevant 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 broad area of interest (for example: confidentiality; practicing in a culturally sensitive manner; or maintaining professional boundaries). The student will need to conceptualise a relevant ethical / legal dilemma relevant to their discipline. Some examples: The broad 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