Southern Utah University

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Southern Utah University
Southern Utah University
Summer Semester 2026

Ethics, Law, and Professional Practices (Hybrid)

PSY 6100-01Y

Course: PSY 6100-01Y
Credits: 3
Term: Summer Semester 2026
Department: PSY
CRN: 20891

Course Description

Clinical psychology is an exciting, multifaceted, and rewarding field; however, the nature of our work introduces ethical challenges. Ethics, Law, and Professional Practices, prepares doctoral students with introductory knowledge of foundational ethical principles and legal statutes. Unlike content that can be learned and retained in a static manner, psychologists must develop fluency with ethical standards so that they can be applied into daily practice. This course lays the foundation for that process to continue throughout doctoral training. In this course, students will learn to identify and apply relevant APA ethical codes and legal standards. Students will utilize critical thinking skills to analyze realistic hypothetical situations that pose ethical conflicts. Issues related to cultural competency and diversity will be discussed. Students will also be introduced to a model of ethical reasoning and encouraged to apply this model throughout their professional development. This course helps prepare students for clinical training experiences such as practicum.

This course contributes to Profession Wide Competencies of Ethical and Legal Standards, Individual and Cultural Diversity, Professional Values and Attitudes, Communication and Interpersonal Skills, and Consultation and Interprofessional Skills. This course also contributes to Discipline Specific Knowledge of Cognitive Aspects of Behavior, Social Aspects of behavior, and Advanced Integrative Knowledge in Scientific Psychology.

[Graded (Standard Letter)] Registration Restriction(s): PsyD students only

Required Texts

Pope, K. S., Vasquez, M. J. T., Chavez-Dueñas, N. Y., & Adames, H. Y. (2021). Ethics in Psychotherapy and Counseling: A Practical Guide (6th ed.). Wiley. Available as ebook via VitalSource at https://bookshelf.vitalsource.com (but please feel free to acquire text wherever you prefer)

The following are free online and will be used throughout the course:

Various PDFs will be required throughout the course - these will be available via Canvas.

Learning Outcomes

During this course you will gain competence in the following areas:

  1. Understand the APA Ethical Codes relevant to the professional practice of psychology.
  2. Synthesize the literature reviewed in the course and demonstrate understanding of concepts related to professional ethics.
  3. Identify relevant ethical standards and legal statutes that apply to specific ethical scenarios.
  4. Demonstrate critical thinking related to resolving ethical dilemmas including being able to reason from multiple perspectives.
  5. Engage in professional communication with peers to discuss ethical decision-making processes.
  6. Develop self-awareness of your personal ethical beliefs and identify your individual strengths and weaknesses related to ethical practice in professional psychology.
  7. Identify how diversity factors intersect with ethical practices in psychology.

Course Requirements

Assignments and Points

This course is worth 100 points total.

Assignment Points
Journal: 12 points
Facilitation with DOPL Case (pairs of two): 25 points
In-Class Worksheets: 12 points
Utah Behavioral Health Board Meeting Observation: 5 points
EPPP Ethics Assignment: 16 points
Mock Ethics Committee (2 groups of three students, 1 group of four students): 30 points
Total: 100 points

Assignment Descriptions

Journal | 12 points | 6 entries x 2 points each | Completion-based

Before each Tuesday class beginning Week 2, bring a handwritten journal entry responding to that week's prompt (2+ pages). You will simply show me that your entry is complete at the start of class. Entries are not graded for content, only for completion. From your reflection, bring one genuine question to share in the opening discussion. Students who engage seriously with this assignment consistently demonstrate richer reasoning throughout the course.

Supports LOs 4 and 6. Contributes to PWC iv (Professional Values and Attitudes).

Facilitation with DOPL Case | 25 points | Group grade | Pairs

With a partner, you will teach one cluster of APA Ethical Standards to the class using a real Utah DOPL disciplinary case as your anchor. You will sign up with a partner for your week during week 1 class. You are not presenting to the instructor, but are rather running a discussion for the room. Your DOPL case should be one where your assigned standards cluster is the primary driver of the disciplinary action. Post your case and a one-page teaching outline to Canvas 48 hours before your session. The best facilitations leave the room thinking harder than when they arrived.

Supports LOs 1, 3, and 5. Contributes to PWC ii (Ethical and Legal Standards) and PWC v (Communication and Interpersonal Skills).

In-Class Worksheets | 12 points | 3 worksheets x 4 points each | Three-phase format

Three times across the semester, you will work through a realistic ethics scenario on paper using one of the decision-making frameworks from the course. Each worksheet has three phases: individual silent reasoning, peer consultation, and a revised individual written position. You will submit your worksheet to Canvas before you leave class. This assignment is graded on the quality of your reasoning process, not on whether you arrived at a correct answer. Missed worksheets cannot be made up without a university-excused absence arranged in advance.

Supports LOs 3, 4, and 5. Contributes to PWC ii (Ethical and Legal Standards) and PWC v (Communication and Interpersonal Skills).

Mock Ethics Committee | 30 points | Groups of 3 to 4 | Summative capstone

By the due date listed in the schedule, post a de-identified ethics dilemma, either from your own training or experience to Canvas or selected from the instructor-provided case bank. In class, your group will present your dilemma, walk the committee through your reasoning using at least one decision-making model explicitly, and respond to questions and challenges from peers and the instructor. Graded on your reasoning process, your use of the APA Ethics Code and Utah law, your integration of diversity and contextual factors, and your ability to engage thoughtfully when your position is challenged. You are not graded on whether the committee agrees with your conclusion.

Supports all seven Learning Outcomes. Contributes to PWC ii (Ethical and Legal Standards), PWC iii (Individual and Cultural Diversity), PWC iv (Professional Values and Attitudes), and PWC v (Communication and Interpersonal Skills).

Utah Behavioral Health Board Meeting Observation | 5 points

Attend one Utah Behavioral Health Board public meeting, either live or via recorded audio. Past public meetings are available at https://commerce.utah.gov/dopl/psychology/past-public-meetings/; upcoming meetings can be found at https://commerce.utah.gov/dopl/psychology/upcoming-public-meetings/.

Submit a brief reflection to Canvas by due date listed in schedule, responding to three questions:

  • What types of matters were on the agenda (general categories only, no identifying details)
  • What surprised you about the process?
  • What did observing this change or confirm about how you think about professional accountability?

Supports LOs 1 and 3. Contributes to PWC ii (Ethical and Legal Standards).

EPPP Ethics Assignment | 16 points

You will receive a set of ethics scenario questions drawn from an EPPP practice bank. For each question, do two things: answer it as the EPPP expects, identifying the minimally defensible ethical action; then note in two to three sentences whether that answer is also what you would actually do as a practitioner, and if not, what you would do and why. Due date listed in schedule.

The EPPP tests a specific kind of ethical reasoning that differs meaningfully from the sophisticated reasoning this course develops. Understanding that distinction is itself important clinical knowledge. Supports LOs 1, 3, and 4. Contributes to PWC ii (Ethical and Legal Standards).

Course Outline

Week Date Theme In Class Readings Due before class Assignments Due
1 May 12 What Is Ethics, Actually? Foundations, APA Code and Utah Law
  • Welcome and introductions
  • Course overview and syllabus walk-through
  • Introduction to APA Ethics Code structure
  • Live Utah DOPL case exploration
  • Facilitation pair assignments
  • Readings and first journal prompt assignment
  • None required before this class.
  • In class: sign up for DOPL Facilitation date and topic (pairs, weekly)
  • In class: sign up for Mock Ethics Committee team (two groups of 3 students, one group of 4 students)
  • DOPL Facilitation group for next week: prepare presentation, upload relevant documentation 48 hours prior to facilitation
2 May 19 Trust, Power, Competence and Ethical Decision-Making Models
  • Journal check-in
  • Opening discussion from journal questions
  • Facilitation Pair A teaches APA Standards 1 and 2 using their DOPL case
  • In-Class Worksheet 1 (three phases: individual reasoning, peer consultation, revised written position)
  • Plato, Allegory of the Cave
  • Pope et al. textbook, Chapters 1-6, 8
  • Posluns & Gall (2019)
  • Cottone and Claus (2000)
  • Utah Administrative Code - supervision requirements for unlicensed practitioners (R156-61-302b, R156-61-302d, R156-61-302e): https://commerce.utah.gov//wp-content/uploads/2023/05/R156-61-LNR-20230501.pdf
  • APA Ethics Code Standards 1 and 2 in depth
  • Utah DOPL Psychology Laws and Rules (skim)
  • Journal entry 1
  • Worksheet 1 submitted in class
  • DOPL Facilitation group for next week: prepare presentation, upload relevant documentation 48 hours prior to facilitation
3 May 26 Culture, Context, Confidentiality and Mandatory Reporting
  • Journal check-in
  • Opening discussion from journal questions
  • Facilitation Pair B teaches APA Standards 3 and 4 using their DOPL case
  • Discussion on Utah mandated reporting: what triggers it, what you do, how you document it.
  • Pope et al. textbook, Chapters 7, 21, 22
  • Chenneville (2000)
  • APA Standards 3 and 4 in depth
  • Utah duty to warn statute and mandatory reporting laws
  • Journal entry 2
  • DOPL Facilitation group for next week: prepare presentation, upload relevant documentation 48 hours prior to facilitation
4 June 2 Ethical Fallacies, Pitfalls and When Law and Ethics Collide
  • Journal check-in
  • Opening discussion from journal questions
  • Facilitation Pair C teaches APA Standards 5 and 6 using their DOPL case
  • In-Class Worksheet 2 (three phases: individual reasoning, peer consultation, revised written position)
  • Journal entry 3
  • Worksheet 2 submitted in class
  • DOPL Facilitation group for next week: prepare presentation, upload relevant documentation 48 hours prior to facilitation
5 June 9 Rationalization, Informed Consent, Supervision Ethics, Social Media and AI
  • Journal check-in
  • Opening discussion from journal questions
  • Facilitation Pair D teaches APA Standards 7 and 8 using their DOPL case
  • Discussion of supervision ethics and recourse
  • In-class AI activity: query an AI tool live with an ethics dilemma, analyze with a partner, whole-group debrief
  • Brief discussion of social media presence and digital footprint heading into licensure
  • Journal entry 4
  • Mock ethics committee dilemma posted to Canvas by Sunday June 14
  • DOPL Facilitation group for next week: prepare presentation, upload relevant documentation 48 hours prior to facilitation
6 June 16 Assessment, Therapy, Self-Care and Synthesis
  • Journal check-in
  • Opening discussion from journal questions
  • Facilitation Pair E teaches APA Standards 9 and 10 using their DOPL case
  • In-Class Worksheet 3 (three phases: individual reasoning, peer consultation, revised written position)
  • Final logistics for Week 7 mock committee
  • Pope et al. textbook, Chapters 15, 17, 18, 20, 25, 26
  • Jobes (2017)
  • Koocher (2008)
  • APA Standards 9 and 10 in depth
  • Optional: Pope et al. textbook, Chapter 27
  • Journal entry 5
  • Worksheet 3 submitted in class
7 June 23 Mock Ethics Committee: Summative Capstone
  • Journal check-in
  • Group 1 presents dilemma and reasoning, committee discussion and challenge
  • Group 2 presents dilemma and reasoning, committee discussion and challenge
  • Group 3 presents dilemma and reasoning, committee discussion and challenge
  • Journal entry 6
  • Board meeting observation reflection due June 21
  • EPPP Ethics Assignment due June 25

Instructor's policies on late assignments and/or makeup work

For most assignments on Canvas, I will allow late submissions with an automatic 10% deduction per each day it is late. Once an assignment reaches zero points due to late penalties (after 10 days), I will no longer accept it.
In-Class Activities: These cannot be made up for unexcused absences. For approved excused absences (please see my attendance policy), I will provide an equitable makeup opportunity as required by SUU policy.
Tests: These are not subject to the late policy above; tests will have a set time you may take them on Canvas and once the due date has passed, I will not accept late submissions.

Attendance Policy

Attendance and participation in all class activities is required and helps solidify students' identities as an entry level professional psychologist. Documented medical emergencies, illnesses, and other unavoidable circumstances that may require absence will be taken under consideration in students' annual evaluations. Other situations (e.g., work conflicts, family vacations, or other matters of personal business) are not considered to be excused absences and may result in informal or formal review proceedings. Students should consult the academic course calendar, course syllabi, and clinical placement site schedules before planning activities.

If a student misses more than 20% of an academic course (excused or unexcused), they cannot be considered to have gained the necessary competencies and knowledge needed to fulfill that area of their training. They will receive a failing or incomplete grade (at the faculty's discretion), receive a Remediation Plan or be put on Formal Probation, and need to work with the faculty member and Psy.D. Executive Team to establish next steps.

With respect to practicum courses and placements, there is less flexibility on absences in order to protect clients from harm as well as ensure students have adequate opportunity to achieve fundamental competencies. The extent of allowed absences depends on requirements for individual practicum placements. Repeated absences (excused or unexcused) are grounds for Improvement or Remediation Plan with the student, supervisor, and Psy.D. Executive Team included; failure to remediate identified competencies and improve attendance will result in Formal Probation and review for dismissal from the Program.

Due to the nature of seminar graduate training and consistent with APA and other graduate programs, attendance in-person is expected. Limited accommodations can be made for acute concerns, but extended participation via Zoom is considered a fundamental alteration to the program. When a faculty does accommodate Zoom participation in limited circumstances, the faculty determines whether it counts towards the required 80% minimum attendance based on whether the student can reasonably meet the required activities in the class during that time period via zoom (for example, Zoom attendance is almost always a fundamental alteration to the core activities in practicum and applied classes, but based on semester timing it may count as regular attendance in a course that had a faculty lecture that day). In cases where interference with attendance will be unavoidable, students may petition a full or partial Leave of Absence.

Course Fees

None. 

Grading Scale

Important: This class uses POINTS, not percentages.

Canvas will automatically show you a percentage, but that percentage is NOT your actual grade because it calculates based on assignments graded so far, not the total possible points in the class (100 points).

To see your grade:

  1. Go to your Grades page in Canvas
  2. Look at the top right where it shows your total points
  3. Uncheck the box that says "Calculate based only on graded assignments"
  4. Now you'll see your actual points out of 100

Example: If you see "45.00 / 100.00," you have 45 points so far toward your final grade.

Why points instead of percentages? I specifically structure this as a 100-point class so you never have to do math to figure out what your grade is. If you have 90 points out of 100 total class points, that's an 90%, which is an A- per the scale below.

Here's how your points convert to letter grades:

A = 94-100 points
A- = 90-93 points
B+ = 87-89 points
B = 84-86 points
B- = 80-83 points
C+ = 77-79 points
C = 74-76 points
C- = 70-73 points
D+ = 67-69 points
D = 64-66 points
D- = 60-63 points
F = 0-59 points

AI Policy

AI tools are permitted in this course in limited circumstances and must always be cited if used.

Acceptable uses include using AI to clarify an unfamiliar concept from the readings, check grammar or sentence-level clarity in a draft you have already written, or assist with translation. These uses are acceptable with a brief disclosure note in your submission.

The following uses are not acceptable and constitute academic dishonesty: using AI to draft or generate any portion of an assignment; using AI to summarize readings in place of reading them yourself; and using AI to generate or check citations.

On that last point: AI tools routinely produce citations with fabricated journal volumes, incorrect page numbers, missing authors, and non-existent DOIs. These errors are recognizable. Any citation in your submitted work should be one you have verified against the actual source.

If you are unsure whether a particular use of AI is acceptable, ask before submitting. Use of generative AI without permission or citation is academic dishonesty.

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.