Assessment in the Major
For the
M.S. in Clinical Mental Health Counseling
Prepared by
John Klem, Ph.D., Program Director
Department of Rehabilitation and Counseling
College of Education, Health, and Human Services
Academic Year 2012 - 2013
Assessment in the Major
M.S. Clinical Mental Health Counseling 2012 – 2013
Introduction
In July of 2012 the Clinical Mental Health Counseling program was officially accredited by the
Counsel for the Accreditation of Counseling Related Educational Programs (CACREP). This
was an important undertaking which has greatly increased the national exposure of the Clinical
Mental Health Counseling program at University of Wisconsin-Stout. This will be the first
Assessment in the Major since receiving accreditation and will contain a new assessment
designed to better meet the standards set forth by CACREP.
Methods Used to Assess Learning Outcomes
Multiple data sources were used to assess the M.S. in Clinical Mental Health Counseling for the
2012-2013 academic year.
•
•
•
Assessment of Clinical Skills and Practice
o Midterm and final practicum evaluations
o First and second semester supervisor’s final internship evaluations
o Student self-evaluations at the end of their internship experience
Assessment of Foundational Knowledge
o Clinical Mental Health Counseling comprehensive exam
o Bi Annual Assessment of Student Learning
o Yearly Alumni Surveys
Yearly Dispositional Review
o Use to assess student on the following domains; personal and social maturity,
interpersonal relations, communication skills, and professional and ethical
conduct and academic progress.
Description of Methods/Assessments
1. Internship evaluations (Appendix A) are done at the end of each semester of internship with the
site supervisor meeting with the student to explain the evaluation results. This course assists
counselors-in-training in developing their professional counseling skill competence. Internship is
a capstone course within the program and serves as one of the summative measures of the
knowledge and skill development of the student. Each of the items assessed in the Internship
evaluation is tied directly to the overall program goals and CACREP accreditation standards.
Rating for internship evaluations are on a six-point Likert scale, with 0 = Unsatisfactory; 1 =
Needs Substantial Improvement; 2 = Needs Some Improvement; 3 = Acceptable; 4 = Very
Satisfactory; and 5 = Outstanding. Nineteen items are examined and grouped into two content
areas: The means for the Inter/Intra Personal Competencies and Professional Core Competence
for each of the nineteen items are calculated and compared, as are overall means for the
Inter/Intra Personal Competencies areas and Professional Core Competencies. A score of 5.0
(Outstanding) was the highest possible rating and a score of 0.0 (Unsatisfactory) was the lowest.
As this is summative course in the program, a mean score of 3 for any item was considered
minimally acceptable.
Each student also completes a self-evaluation of their abilities at the end of their internship
experience. The student self-evaluations are done at the end of the internship experience and are
scored in the same manner as the Internship evaluation outlined above.
2. Practicum evaluations (Appendix B) are used to assess student development in their first clinical
experience. This course assists counselors-in-training in developing their professional counseling
skill competence. At the end of the course, students will possess an improved understanding of
their counseling strengths and specific areas for counseling skill improvement. Students are
evaluated at the end of the semester by the university supervisor and the site supervisor. The
evaluation consists of 36 total items divided between the following domains: counseling skills,
behavioral elements, therapeutic relationships skills, supervision, and clinical and professional
behavior. Students are rated on a 5 points Likert scale; 1= undeveloped and/or negative impacted
session, 2 = some evidence of development, need additional work practice, 3= fairly developed,
still issues with use or presentation, 4 = used effectively to enhance the counseling process and
/or the relationship, 5 = highly developed and/or well-timed use of the skills. As this is a
formative course, a mean score of 2 for any item was considered minimally acceptable.
3. The comprehensive examination assesses key knowledge from the core courses in the Clinical
Mental Health Counseling Program. The comprehensive exam consisted of 105 multiple choice
questions. A score of 70% or above is the cut-off point for passing. The exam was offered twice
during the 2011–2012 academic year.
4. The biannual assessment of student learning was completed at the beginning of the fall 2012
semester and the spring 2013 semester. During this meeting the CMHC faculty discuss the
CMHC students who were enrolled in their core counseling courses from the previous semester.
The CMHC faculty first discuss any students of concern identified within those courses and then
evaluate each student in comparison to the overall course objectives. The overall goal of this
assessment is to identify any developing student issues and to make sure each CMHC student is
meeting the course objectives.
5. In an effort to increase response rate and to obtain immediate feedback, CMHC faculty now
survey the recent graduates of the program. The survey covers employment statistics, salary and
questions pertaining to the overall objectives of the program. A copy of the survey and the
results are attached in the appendices (Appendix D).
6. The one year review is completed after students have finished their first full year of course work
(Appendix C). Students must obtain a minimum average rating of ‘satisfactory’ in each of the
assessment areas. Students are rated on the following domains; personal and social maturity,
interpersonal relations, communication skills, and professional and ethical conduct, and
academic progress. Satisfactory student performance at the one-year review must be supported
by two-thirds of the Clinical Mental Health Counseling graduate faculty for the program. The
following rating scale is used for this assessment: N/O = not observed, 1 = Unsatisfactory:
student is significantly below minimum competencies in this area, 2 = Needs Improvement:
student does not currently meet minimum competencies in this area, 3 = Satisfactory: student
meets minimum competencies in this area, 4 = Exceeds: student is operating above minimum
competencies in this area. A copy of the scoring rubric can be found in Appendix C.
Results of the Assessments
1. During the 2012-2013 academic year, twenty five students were assessed by their
internship site supervisor on their performance at the end of their first semester internship
experience. Twenty five students were also assessed at the end of their second internship
experience.
a. Mean scores at the end of the first semester for the nineteen items ranged from
3.79 to 4.73, with all above the minimally acceptable level of 3. The overall
mean for the Inter/Intra Personal Competencies was 4.45 and the Professional
Core Competencies was 4.16. The lowest rated area was in the ability to use and
interpret psychological appraisal instruments with clients (item 14).
b. Mean scores at the final internship evaluation for the nineteen items ranged from
4.09 to 4.89, all being well above the minimally acceptable level of 3.5. The
overall mean for the Inter/Intra Personal Competencies items was 4.68, and for
the Professional Core Competencies were 4.45. As expected both of the overall
means improved from the first to the second evaluation. The item with the lowest
mean from the first semester (psychological appraisal) improved by a significant
margin (from 3.79 to 4.09). For the first time in a number of years there were no
decreases in scores from the first to final semester of internship.
The following is a breakdown of the mean scores in each of the major domains of the
evaluation:
Question Supervisor’s
Supervisor’s
Change
Students
First
Final
Self
First Semester
Final
SelfEvaluation
Evaluation
Assessment
1
4.57
4.78
0.21
4.44
Inter/Intra
2
4.30
4.67
0.37
4.12
Personal
3
4.52
4.57
0.05
4.54
Competencies
4
4.00
4.40
0.40
3.80
5
4.57
4.87
0.30
4.42
4.45
4.68
4.30
6
4.73
4.79
0.06
4.46
\
/
+.23
(change)
Question
7
8
9
10
11
12
13
14
15
16
17
18
19
Supervisor’s
First Semester
Evaluation
4.23
4.32
4.07
4.30
4.64
4.52
4.04
3.79
3.89
3.89
3.94
4.36
Supervisor’s
Final
Evaluation
4.53
4.42
4.37
4.67
4.73
4.89
4.13
4.09
4.10
4.41
4.44
4.70
Change
0.30
0.10
0.30
0.37
0.09
0.37
0.09
0.30
0.21
0.52
0.50
0.34
Students
SelfAssessment
4.14
3.96
3.92
4.42
4.56
4.64
3.71
3.67
3.33
4.02
3.68
4.23
4.15
4.37
0.22
4.04
First
Final
Self
Professional
Core
Competencies
4.16
\
4.45
/
+. 39
4.02
(change)
Mean scores for student self-evaluations (see chart above) are generally in line with site
supervisor scores, though lower. Scores on the nineteen items ranged from 3.33 to 4.64.
The overall mean for the Inter/Intra Personal Competencies items was 4.30 and for the
Professional Core Competencies were 4.02.
2. Eleven students completed the Clinical Mental Health Counseling Practicum course in
the fall of 2012 and six students completed the course in the spring of 2013. Mean scores
at the end of the fall semester as assessed by their University supervisor ranged from 3.27
to 4.26. Mean scores at the end of the spring course ranged 3.02 to 4.39. Scores in all
domains were well above the minimally acceptable level of 2. The following is a
breakdown of the mean scores in each of the major domains of the evaluation:
Fall 2012:
Domain
Counseling Skills
Behavioral Elements
Therapeutic Relationship
Supervision
Clinical and Professional
Behavior
Overall Average
University Supervisor
Rating
3.27
4.12
3.69
4.26
Site Supervisor Rating
3.63
3.76
3.794
4.00
3.64
4.36
4.03
4.21
Spring 2013:
Domain
Counseling Skills
Behavioral Elements
Therapeutic Relationship
Supervision
Clinical and Professional
Behavior
Overall Average
University Supervisor
Rating
3.02
3.94
3.55
4.39
Site Supervisor Rating
3.63
3.97
3.706
4.104
3.97
4.33
4.12
4.13
3. Thirteen students took the comprehensive exam during the Fall of 2012, with ten passing
and three failing. The two students who failed the exam has since retaken the exam and
passed. Nine students took the exam during the spring 2013 semester, with eight passing
and one need to retake exam in the Fall of 2013.
4. For the one year review, ten students were reviewed during the fall of 2012, with eight
receiving at least satisfactory scores and passing their review. Twelve students were
reviewed during the spring of 2013 with eleven passing. Each student who failed the one
year review met with faculty and was placed on a remediation plan. As of this time, two
of the students have successfully completed their remediation plans and graduated from
the program. The one remaining student on a remediation plan is currently meeting the
requirements of their plan.
Interpretation and Dissemination of Results
1. Overall and most importantly, the scoring from the internship site supervisors suggests that
our students are well prepared for their final clinical experiences. One unique aspect of the
data presented in this report is that this is the first time the students in internship completed a
clinical practicum experience before their internship. It is interesting to note that scores on
most internship items were lower than in the previous year’s Assessment in the Major
reports. Furthermore, the reduction in scores was even more dramatic on student self-report
internship assessment.
There are number of possible explanations for this trend. First, students in practicum are
evaluated at a much more stringent level. Students in practicum are supervised weekly by a
university supervisor who evaluates each student based on videotaped sessions. This
evaluation is far more extensive than in the internship only model which seemed to have
influenced the student’s perception of themselves as counselors. Furthermore, students
receive twice the supervision in practicum than they did in the old internship-only model the
program used. Higher scoring on the practicum evaluation is rare (due to the student
developmental level); it appears that now students are changing their impression of session
quality.
Another possible explanation for the lower scores as compared to previous semesters may be
the newly incorporated training specifically for internships supervisors. This training outlines
the evaluation process and is designed to help site supervisors understand the internship
process as well as how to best to evaluate our students over the course of their internship.
This training may have also influenced the internship scoring.
One new result was the improvement of scores on all items from semester one to the final
semester. While this is an encouraging result, it is important to note the scores on interrupting
psychological test and career counseling/assessment were very low in comparison to the
other scores on the report. This issue has been addressed in almost every report for the past
five year and continues to remain an issue. Furthermore, more than half the alumni in our
alumni survey reported deficient preparation in career theory.
2. This is the second time the Clinical Mental Health Counseling practicum data has been used
in the assessment of the CMHC program. Overall the scores are in line with the
developmental level of the students. Furthermore, it seems the University supervisors have a
slightly higher standard in comparison to the Site supervisors. While the scoring differences
between the university supervisor and the site supervisor were only slightly different in four
of the five domains assessed, there seems to be a major disconnect on how counseling skills
are assessed. University supervisors scored the students between one half and one point
lower than their site supervisors. This may be a reflection of the fact that university
practicum supervisors are required to watch student videotapes, while practicum site
supervisors are not. University practicum supervisors have noted that student self-report of
counseling skills does not match their actual abilities as counselors-in-training; with their
actual counseling skills being less developed than the students are aware.
Anecdotally, students in practicum have reported it to be a very helpful process in developing
their counseling skills and ability to conceptualize. They report appreciating the honest
feedback on their sessions and report a greater understanding of what it means to be an
effective counselor. While this perspective is not directly evaluated in practicum assessment
it fits with the data as student scores on the supervision process were higher than any other
area assessed. The supervision section of the practicum evaluation measures student
openness to feedback and their implementation of that feedback into their counseling
sessions.
3. Overall, the results of the comprehensive exam seem to indicate that students nearing the
completion of their program have integrated the information and knowledge received
throughout their time in the program. This conclusion is further supported by the evaluation
completed by internship supervisors.
4. As discussed in the introductory sections, the biannual assessment of student learning was
completed in both the fall and spring semesters. This was a unique opportunity for the
CMHC faculty to review each student on each course objective from the previous semester.
The results of this first round of evaluations were promising. It is clear based on discussions
among the CMHC faculty that students are meeting the course objectives that are laid out for
each of core courses within the program. The assessment information is now stored in a
comprehensive student database which allows easy access to the student learning outcomes
for every student enrolled in the program. Overall, based on this assessment, the current
students enrolled in the program are meeting the course objectives outlined in the core
courses.
5. Overall the results of the alumni surveys from 2012 and 2013 were quite positive. Results of
the survey indicated that 13 out of 14 graduates found employment within the first three
months of graduation with salary ranges comparable to what most counselors would make
during the first two years of employment. In regards to the program objectives, it appears that
most students see their training as superior or at least adequate. The one area with the lowest
scores, with half of the students indicating deficient preparation, is in the area of career
theories and human development. This is an ongoing issue, specifically in regards to career
theory. Furthermore, this area is typically one of the lowest scoring items on the internship
evaluations completed by site supervisors and students.
6. In regards to the one year review, most students at the end of their first programmatic year
are performing at least at an adequate level. Scores on the one year review are generally in
the satisfactory domain with three students falling below satisfactory. In the three cases
where students did not meet the standards set forth in the one year review process, those
students were required to meet with core faculty where a remediation plan was presented. All
three students agreed to follow through with the presented remediation plan. At this time, two
of the students are successfully met the requirements of their plan, while a third student has
almost completed the requirements in their plan, and will hopefully graduate this semester.
Overall it would seem the one year review process is an effective tool to identify struggling
students and help them understand the specific areas where improvement is needed.
Plans for Program Improvement
As stated in last year’s report, the CMHC program was recently accredited for 2 years. Based on
the final report received from the CACREP board, the CMHC program is in compliance with all
but one accreditation standard (Standard AA). This standard is divided into five parts and is
related to how the program faculty “engages in a continuous systematic program evaluation that
demonstrates how the mission, objectives, and student learning outcomes are measured and
met”. While the on-site CACREP reviewers did indicate that we meet many aspects of this
standard, the program needed to make changes to the overall structure of the evaluation systems
used to assess student learning. Furthermore, we were encouraged to change the manner in which
we disseminate and document our assessment information.
Based on this feedback, the CMHC faculty now engages in a biannual assessment of student
learning. This is an extensive discussion that is completed at the beginning of the fall and spring
semesters. During this meeting every student in the program is evaluated on the key
programmatic objectives outlined in each core course. The faculty also discuss any issues that
have emerged in practicum or internship. The faculty also completes the one year review on a
specific group designated students (who have completed one year of course work). This
information is now documented by one of the support staff for the CMHC program.
The program now uses a more streamlined assessment system which will track all student data in
one comprehensive spreadsheet. Some of the specific measures detailed in the spreadsheet
include; 1) Semester reviews (described above), 2) Scores on the one year review, 3) Scores on
the comprehensive exam, and 4) Scores on all practicum and internship evaluations. The overall
goal of this new system is to have a comprehensive way to document and then assess student
learning.
In addition to the new rating and assessment system, the program now has a formalized process
to disseminate the results of our assessment to our employers and graduates. Last year, the
program sent all site supervisors a newsletter outlining the details of this report as well as any
specific programmatic accomplishments. This information is also discussed during the program’s
advisory committee meetings.
The program has also begun a systematic process of surveying our recent graduates. In last
year’s Assessment in the Major, the results of the survey of the graduates from the past 10 years
was included along with a list of programmatic changes triggered from that information. We now
survey our alumni one month after graduation and every three years. This information is
discussed during department meetings and at the beginning of the semester as well as CMHC
faculty meetings. Any changes being made based on the most recent surveys will be discussed
in the Assessment in the Major report for 2013-2014.
Concluding Remarks
At present, the Clinical Mental Health Counseling Program seems to be ideally positioned. The
program is one of three CACREP accredited programs in the state and the only program on the
western side of the state. Furthermore, national accreditation means far more exposure as the
program is now listed on the CACREP website - a starting point for many students seeking a
counseling program.
Appendix A: Internship Assessment Form
Site Supervisor Evaluation
(CACREP STANDARD G6)
COUN-794 MS Clinical Mental Health Counseling Internship
Department of Rehabilitation and Counseling
Student Name: ___________________________________________
University Supervisor: _____________________________________
Site Supervisor: ___________________________________________
Semester: ___________ Midterm Review Date: ___________ Final Review Date: __________
Semester of Internship (circle)
First
Second
Please evaluate the student’s performance relative to the listed competencies. Rate each
competency by circling a number from 0-5 after each item. If an item is not applicable to this
Internship setting, circle NA. The last several items are open-ended and are to be used to add
and rate additional competencies specific to this internship setting.
5 = Outstanding
2 = Needs some improvement
4 = Very satisfactory
1 = Needs substantial improvement
3 = Acceptable
0 = Unsatisfactory--no effort expended
NA = Does not apply in this internship setting
INTER/INTRA-PERSONAL COMPETENCIES
1. Demonstrated a spirit of cooperation with colleagues/supervisor(s). 5 4 3 2 1 0 NA
Comments:
2. Demonstrated an ability to use effective interpersonal
communication skills with colleagues/supervisors/clients.
Comments:
5 4 3 2 1 0 NA
3. Accepted suggestions from supervisor(s) and was willing
to make changes.
Comments:
5 4 3 2 1 0 NA
4. Demonstrated an ability to handle stressful situations
constructively.
Comments:
5 4 3 2 1 0 NA
5. Indicated a consistent enthusiasm for the Internship
position and the profession.
Comments:
5 4 3 2 1 0 NA
6. Demonstrated awareness and an open-minded attitude about gender, 5 4 3 2 1 0 NA
racial, ethnic, religious and age-related issues which may affect
professional interaction with clients, supervisors, colleagues, and
agency constituents.
Comments:
PROFESSIONAL CORE COMPETENCIES
7. Demonstrated the ability to initiate and complete a variety of tasks
related to the professional work of the agency.
Comments:
5 4 3 2 1 0 NA
8. Demonstrated the ability to effectively convey information orally
as well as in writing.
Comments:
5 4 3 2 1 0 NA
9. Demonstrated the ability to provide a clear rationale for professional
interventions using current and acceptable theoretical, empirical
and research-based formulations.
Comments:
5 4 3 2 1 0 NA
10. Demonstrated knowledge and acceptance of agency's/institutions
policies.
Comments:
5 4 3 2 1 0 NA
11. Worked within the guidelines of professional ethics, statutes,
and federal laws.
Comments:
5 4 3 2 1 0 NA
12. Consulted with supervisor(s) when faced with an ethical dilemma.
Comments:
5 4 3 2 1 0 NA
13. Demonstrated an ability to use the DSM-IV to make client diagnoses. 5 4 3 2 1 0 NA
Comments:
14. Demonstrated the ability to use and interpret psychological
appraisal instruments with clients.
Comments:
5 4 3 2 1 0 NA
15. Demonstrated the ability to utilize career information and career
appraisal with clients.
Comments:
5 4 3 2 1 0 NA
16. Demonstrated effective organizational and leadership abilities.
Comments:
5 4 3 2 1 0 NA
17. Demonstrated skills in group counseling, family and couples'
counseling, and consultation (specify and describe).
Comments:
5 4 3 2 1 0 NA
18. Demonstrated skills in individual counseling (i.e., developing a
professional relationship with the client: empathy, rapport,
attending skills, utilizing strategies appropriate to the client
and the situation, goal definition, etc.).
Comments:
5 4 3 2 1 0 NA
19. Demonstrated skills in consulting, i.e., working with parents, staff,
other agencies, conducting in-service activities, workshop, etc.).
Comments:
5 4 3 2 1 0 NA
ADDITIONAL COMPETENCIES APPROPRIATE TO SETTING
20.
(Write In)
5 4 3 2 1 0 NA
21.
(Write In)
5 4 3 2 1 0 NA
22.
(Write In)
5 4 3 2 1 0 NA
23.
(Write In)
5 4 3 2 1 0 NA
Student’s Signature______________________________________ Date__________________
Supervisor’s Signature ____________________________________Date___________________
INCLUDE THIS FORM WITH THE REST OF THE EVALUATION PACKET AND SEND OR
BRING TO THE UNIVERSITY INTERNSHIP SUPERVISOR.
Appendix B: Practicum Assessment Form
University of Wisconsin-Stout
MS Clinical Mental Health Counseling Program
Counseling Skills and Techniques Competency Scale
Student Name: ___________________________________________
University Supervisor: _____________________________________
Site Supervisor: ___________________________________________
Semester: ___________ Midterm Review Date: ___________ Final Review Date: __________
At both the midpoint and at the end of the semester this rubric needs to be scored by the student, site supervisor,
and university supervisor. The following criteria (Counseling Skills, Behavioral Elements, Therapeutic
Relationship, Supervision, and Clinical and Professional Behavior) are the counselor functions that a needed to
develop and maintain a therapeutic relationship and to promote personal growth and wellness within our clients.
Each of the items listed below with be rated in the following Likert scale:
N/A= NOT APPLICABLE
1= UNDEVELOPED AND/OR NEGATIVITLY IMPACTED SESSION
2= SOME EVIDENCE OF DEVELOPMENT; NEED ADDITIONAL WORK PRACTICE
3= FAIRLY DEVELOPED; STILL ISSUES WITH USE OR PRESENTATION
4= USED EFFECTIVELY TO ENHANCE THE COUNSELING PROCESS AND/OR RELATIONSHIP
5= HIGHLY DEVELOPED AND/OR WELL TIMED USE OF THE SKILLS
COUNSELING SKILLS:
1) Paraphrasing/Reflection/Summary: from statements and on-verbal cues, the counselor accurately describes the
client’s issues, affect, and behavior: a) Content b) Feelings c) Process d) Non-Verbal
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
2) Probes/Questions: the counselor’s statements result in the client providing additional information about his/her
cognitions, behaviors, and/or feelings: a) Clarification b) Open-ended questions c) Close-ended questions
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
3) Self- Disclosure: uses appropriate self-disclosure to enhance the counseling relationship
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
4) Immediacy: the counselor addresses the client’s behavior in the “here and now”
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
5) Identifies the Core Affect(s): names the central feeling(s) experienced by the client
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
6) Explores and Tracks: the counselor stays with the client cognitively and affectively
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
7) Confrontation: include noticing discrepancies and challenging clients as appropriate
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
8) Use of Metaphors: counselor demonstrate the use of metaphor during session
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
9) Closure/ Termination: the counselor provides closure in each individual session, discusses termination in the
sessions proceeding the last session, and is international in bringing a positive end to the counseling process
(CACREP CMHC STANDARD D1).
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
BEHAVIORAL ELEMENTS:
10) Physical Presence: the counselor’s body posture, facial expression, and gestures are natural and congruent
with those of the client.
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
11) Activity Level: the counselor maintains a level of activity appropriate to the client’s activity level. Nonverbal: a) the counselor’s physical movements are appropriate to the client’s activity level during the counseling
session, b) Voice: the counselor’s tone of voice and rate of speech are appropriate to the client’s present state
and/or counseling session.
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
12) Dress Code: Dresses professionally/appropriately based on site guidelines
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
THERAPUTIC RELATIONSHIP:
13) Supportive/Unconditional Positive Regard: the counselor makes statements that accept the client’s
cognitions, accepts the client’s behavior, and/or shares with the client that his/her feelings are not unusual
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
14) Genuineness: the counselor’s responses are sincere
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
15) Respect for Cultural Needs: shows appreciations for cultural and/or spiritual concerns and provides
responsive treatment based on unique client needs (CACREP CMHC STANDARD F2).
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
16) Transference and Counter transference: Counselor is aware of transfer issues within counseling and discusses
these issues with both client and/or supervisor.
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
17) Validates positive by identifying client’s strengths and resources
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
SUPERVISION
18) Student recognizes own limitations and seeks out supervision as needed (CACREP CMHC STANDARD D9).
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
19) Non-Defensive: the counselor gives and receives feedback interactively with clients, peers, and supervisors in
an appropriate, professional manner.
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
20) Implements feedback into counseling sessions
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
21) Timeliness: arrives on time to supervision, notifies supervisor in a timely manner about any challenges with
attendance. Keeps supervisor updated with regard to circumstances that affect supervision attendance.
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
22) Participation in Supervision: actively participates in individual or group supervision. Is prepared with
recordings of sessions and analysis of session other than those required
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
23) Is prepared in each supervision session with recorded and previously viewed counseling sessions.
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
CLINCIAL AND PROFESSIONAL BEHVAIOR:
24) Is developing and demonstrate identity as a professional counselor;
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
25) Demonstrates awareness of the ACA code of ethics, statues, and federal laws and uses these standards to
guide practice (CACREP CMHC STANDARD B1).
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
26) Completely all paperwork in a timely manner, maintains relevant client case notes, demonstrates
understanding of documenting counseling sessions relevant to site requirements (CACREP CMHC STANDARD
ARD D7).
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
27) The counselor is able to work with the client to set meaningful goals and assigns homework that is directly
tied into these goals (CACREP CMHC STANDARD D1).
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
28) Creates and revises a comprehensive treatment plan for each continuing client (CACREP CMHC
STANDARD D1).
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
29) Demonstrates an ability to handle stressful situations constructively.
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
30) Demonstrates an ability to use the DSM-IV to make client diagnoses (CACREP CMHC STANDARDS D1,
L1, L2).
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
31) Applies theory to practice. Use acceptable theoretical, empirical and research-based formulations in
counseling sessions and in the treatment planning process.
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
32) Demonstrates the ability to use and interpret psychological assessment instruments with clients (CACREP
CMHC STANDARDS L1, L2).
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
33) Student is gaining further knowledge related to public Clinical Mental Health policy, aspects of
financing/billing and regulatory processes in clinical Clinical Mental Health counseling (CACREP CMHC
STANDARD B2).
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
34) Student actively promotes optimal human development, wellness, and Clinical Mental Health through
prevention, education, and advocacy activities (CACREP CMHC STANDARD D3).
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
35) Applies effective strategies to promote client understanding of and access to a variety of community resources
(CACREP CMHC STANDARDS D4, F1).
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
36) Demonstrates the ability to use procedures for assessing and managing suicide risk and can differentiate
between diagnosis and developmentally appropriate reactions during times of crisis (CACREP CMHC
STANDARD D6, L3).
Rating:___________Notes:_____________________________________________________________________
___________________________________________________________________________________________
GOALS FOR CONTINOUS IMPROVEMENT:
Create 3 goals that you will focus on for the semester. Please revise these goals at midterm if needed.
37.________________________________________________________________________________________
Rating:___________Notes:_____________________________________________________________________
38.________________________________________________________________________________________
Rating:___________Notes:_____________________________________________________________________
39.________________________________________________________________________________________
Rating:___________Notes:_____________________________________________________________________
Site Supervisor’s Signature: _______________________________________ Date _____________
University Supervisor’s Signature: ________________________________
Date _____________
Student’s Signature: ____________________________________________
Date _____________
Appendix C: One Year Review Assessment Rubric
Clinical Mental Health Counseling One-Year Review
In order to continue in the Clinical Mental Health Counseling Program, students must obtain a
minimum average rating of satisfactory (3) in each of the assessment areas. Satisfactory student
performance at the one-year review must be supported by two-thirds of the Clinical Mental
Health Counseling graduate faculty for program continuation.
Satisfactory academic achievement is based on students’ grades obtained in their graduate
coursework. Suitable academic conduct (as per UW-Stout policy) is assumed unless noted
elsewhere.
Rating Scale
N/O = not observed
1 = Unsatisfactory: student is significantly below minimum competencies in this area
(faculty rationale/explanation required)
2 = Needs Improvement: student does not currently meet minimum competencies in this area
(faculty rationale/explanation required)
3 = Satisfactory: student meets minimum competencies in this area
4 = Exceeds: student is operating above minimum competencies in this area
______________________________________________________________________________
Assessment Criteria
Personal and Social Maturity: Characteristics and behaviors suitable to work in a professional
capacity with vulnerable populations. Includes respectfulness, patience, empathy and compassion
towards others. Generally
demonstrates cooperative attitude, adaptability, self-regulation and ability to benefit from
feedback.
Interpersonal Relations: Ability to establish positive interpersonal interactions with others,
including peers, staff, faculty and clients.
Communication Skills: Written and Oral
A.
Written communication skills appropriate to the situation and/or audience. Ability to
effectively express ideas, needs and outcomes in a clear accurate manner.
B.
Oral communication skills appropriate to the situation and/or audience in interpersonal or
small group settings such as classes, teamwork, meetings, counseling sessions and/or staffings.
Professional and Ethical Conduct: Demonstrates professional behavior appropriate to the
situation and ethical conduct consistent with the American Counseling Association Code of
Ethics, including confidentiality, professional boundaries, and ethical decision
Appendix D: 2012-2013 Alumni Survey results
Initial Report
Last Modified: 01/28/2013
1. When did you receive your degree? (Semester & Year)
Text Response
Summer 2012
Summer 2012
Summer 2012
Spring 2012
Summer 2012
August 2012
spring 2012
Fall 2012
Fall 2012
December 2012
December 2012
Fall 2012
Summer 2013
Statistic
Total Responses
Value
13
2. Since graduation, have you accepted an offer of
employment in the mental health, or a related field?
#
1
2
Answer
Yes
No
Total
Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses
Response
12
2
14
%
86%
14%
100%
Value
1
2
1.14
0.13
0.36
14
3. Following graduation from the mental health counseling
graduate program, what was the duration of your job search
before obtaining a mental health-related job?
#
1
2
3
4
5
Answer
0-3 months
4-6 months
7-12 months
13-24
months
Other
Total
Response
12
0
0
%
86%
0%
0%
0
0%
2
14
14%
100%
Other
Still searching. Sent out 150+ applications.
Currently in search of employment
Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses
Value
1
5
1.57
2.11
1.45
14
4. Please identify your present work site, job title, whether
you work part or full-time, and briefly describe your job
duties
Text Response
Aurora Community Services, Call Center Specialist and Mental Health Technician, full-time.
Provide telephonic support to consumers who are struggling with severe and persistent mental
illness and developmental disabilities. Also take crisis calls and collaborate with law
enforcement, hospital staff, and other mental health professionals to reach stabilization. Began
training at the crisis stabilization house.
Marriage and Family Health Services, Hudson, WI Case Manager Full-time Job duties: cofacilitate group therapy for 5-12 year olds; work with schools, families, and community to
coordinate and secure treatment for clients; complete insurance paperwork to secure funding
for clients to attend day treatment
Mental Health Clinic (Child and Adolescent Psychiatry Consulting/HORSES TREAT), resident
therapist, part-time (quickly growing to full-time), job duties: meetingwith county
agencies/promoting and introducing the new mental health clinic's services, scheduling
appointments, returning/making phone calls, preparing paperwork, conducting mental health
intakes, and providing counseling and psychotherapeutic services.
Pierce County Department of Human Services as an AODA Counselor. I work full time. I
facilitate group therapy and individual sessions. I also conduct OWI assessments and AODA
assessments.
Full-time domestic violence advocate; I provide basic counseling, resource-sharing, safety
planning, and domestic violence/sexual assault education to people My present work site is a
domestic violence agency, which provides shelter, counseling, advocacy, and resource-sharing
with people
Unemployed
Northwest Passage I (Webster, WI) Mental Health Therapist-Full-time Provide individual and
group therapy services to adolescents. I also provide family therapy as requested/appropriate.
Aurora Community Services, Call Center Specialist II, Part-Time
I am a Home Coordinator at Family Works, Inc. I work full-time. This is not a counseling job. I
supervise a residential treatment foster care home for kids with Autism. I do work on their
programming and treatment plans. I supervise, train, hire, and discipline the staff for the home. I
had to move to an area where I could not find a job that would even consider me without an
LPC. Due to finances I had to go in a different direction.
Integrated Treatment Specialist with Dunn Co. Diversion Court. Work FT. Intensive case
management, coordination of care, will start/implement a trauma group and a cognitive group.
Progress Valley, Mental Health Therapist/LADC, Full-time, individual chemical dependency
clients, intake assessments (mental health and chemical dependency), group facilitation,
treatment planning, mental health crisis work, family program, insurance review
Marriage & Family Health Services; Mikan program Case Manager; Full Time; Duties: Facilitate
group therapy with adolescents 20 hours/week; Case Management of these clients 20
hours/week (e.g., PR meetings to recruit new referral sources and clients; conduct intake
meetings, collect collaterol information, write treatment plans, and communicate with funding
sources/write requests to secure funding for clients; meet/coordinate with outside members of
each clients' treatment teams to coordinate care; complete daily, weekly, monthly, and quarterly
progress reviews for each client; provide daily updates to each member of our treatment team;
etc)
N/A
Transitions Center, Licensed Professional Counselor in Training, part time building up to full
time in 6 months. Providing mental health counseling services to children, adolescents,
couples, families and groups, also including individual counseling and EAP services.
Statistic
Total Responses
Value
14
5. How long have you been at your current job?
#
1
2
3
4
Answer
0-6 months
7 months to
1 year
1-2 years
3 or more
years
Total
Response
11
%
85%
0
0%
1
8%
1
8%
13
100%
Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses
Value
1
4
1.38
0.92
0.96
13
6. Please share your present salary range
#
1
2
3
4
Answer
Below
$20,000
$20,001$30,000
$30,001$40,000
$40,001 and
above
Total
Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses
Response
%
2
15%
4
31%
4
31%
3
23%
13
100%
Value
1
4
2.62
1.09
1.04
13
7. Please list other positions/jobs or work experiences you
have had since graduation, progressing from the first upon
graduation from the mental health counseling program to the
most current.
Text Response
none
NA
None
Just this one so far...but hopefully a newer, better one soon!
AODA Counselor @ St. Croix Correctional Center - provided group counseling AODA services
to adult, male, inmates in a Challenge Incarceration Program.
None
N/A
N/A
current position only since graduation
This has been my only position since graduation.
None
Statistic
Total Responses
Value
11
8. Please respond to the following statement, "My current
job is providing me with the opportunity to accrue the
experiences necessary for licensure."
#
1
2
3
4
5
Answer
Yes
No
I am already
licensed
I am not
seeking
licensure at
this time
Other, please
describe
Total
Response
8
1
%
62%
8%
0
0%
0
0%
4
31%
13
100%
Other, please describe
Yes, but not as quickly as I would like.
Well, it's providing me with good experiences, but it is not providing me with a clinical-friendly
program or way to actually accrue those hours
I am receiving indirect hours and supervision, but not direct, face-to-face hours.
Currently unemployed
Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses
Value
1
5
2.31
3.56
1.89
13
9. For the remaining questions, please select the response
that best reflects your opinion on the level of preparation
provided by the UW-Stout Mental Health Counseling
graduate program, as described by our program objectives:
Develop and demonstrate identity as a professional
counselor
#
1
2
3
4
Answer
Superior
Preparation
Adequate
Preparation
Deficient
Preparation
Not sure
Total
Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses
Response
%
8
57%
6
43%
0
0%
0
14
0%
100%
Value
1
2
1.43
0.26
0.51
14
10. Demonstrate an understanding of the roles and functions
of professional counselors as leaders, advocates,
collaborators, and consultants
#
1
2
3
4
Answer
Superior
Preparation
Adequate
Preparation
Deficient
Preparation
Not sure
Total
Response
%
10
71%
4
29%
0
0%
0
14
0%
100%
Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses
Value
1
2
1.29
0.22
0.47
14
11. Articulate and comply with the counseling profession’s
current code of ethics.
#
1
2
3
4
Answer
Superior
Preparation
Adequate
Preparation
Deficient
Preparation
Not Sure
Total
Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses
Response
%
12
86%
2
14%
0
0%
0
14
0%
100%
Value
1
2
1.14
0.13
0.36
14
12. Plan and implement counseling techniques, methods,
and treatment approaches to assist the client in attaining
optimal development.
#
1
2
3
4
Answer
Superior
Preparation
Adequate
Preparation
Deficient
Preparation
Not sure
Total
Response
%
8
57%
6
43%
0
0%
0
14
0%
100%
Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses
Value
1
2
1.43
0.26
0.51
14
13. Apply dynamics of group formation and processes in a
variety of counseling settings.
#
1
2
3
4
Answer
Superior
Preparation
Adequate
Preparation
Deficient
Preparation
Not Sure
Total
Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses
Response
%
6
43%
7
50%
1
7%
0
14
0%
100%
Value
1
3
1.64
0.40
0.63
14
14. Synthesize psychometric theory and concepts into the
utilization and interpretation of appropriate assessment
instruments.
#
1
2
3
4
Answer
Superior
Preparation
Adequate
Preparation
Deficient
Preparation
Not sure
Total
Response
%
2
14%
11
79%
1
7%
0
14
0%
100%
Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses
Value
1
3
1.93
0.23
0.47
14
15. Demonstrate an understanding of the cultural context of
relationships, issues, and trends in a multicultural society
and how these constructs impact the counseling profession.
#
1
2
3
4
Answer
Superior
Preparation
Adequate
Preparation
Deficient
Preparation
Not sure
Total
Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses
Response
%
8
57%
6
43%
0
0%
0
14
0%
100%
Value
1
2
1.43
0.26
0.51
14
16. Utilize the current diagnostic system to assess problems
or symptom patterns, formulate clinical diagnoses, and plan
and implement treatment.
#
1
2
3
4
Answer
Superior
Preparation
Adequate
Preparation
Deficient
Preparation
Not sure
Total
Response
%
8
57%
6
43%
0
0%
0
14
0%
100%
Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses
Value
1
2
1.43
0.26
0.51
14
17. Demonstrate an understanding of the major approaches
and interventions utilized with clients with substance abuse
problems and addictions.
#
1
2
3
4
Answer
Superior
Preparation
Adequate
Preparation
Deficient
Preparation
Not sure
Total
Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses
Response
%
8
57%
6
43%
0
0%
0
14
0%
100%
Value
1
2
1.43
0.26
0.51
14
18. Demonstrate an understanding of major theories and
systems approaches used in couples, marriage and family
therapy.
#
1
2
3
4
Answer
Superior
Preparation
Adequate
Preparation
Deficient
Preparation
Not sure
Total
Response
%
5
36%
7
50%
2
14%
0
14
0%
100%
Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses
Value
1
3
1.79
0.49
0.70
14
19. Articulate human development and career theories as
they apply to the counseling profession.
#
1
2
3
4
Answer
Superior
Preparation
Adequate
Preparation
Deficient
Preparation
Not sure
Total
Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses
Response
%
2
14%
6
43%
6
43%
0
14
0%
100%
Value
1
3
2.29
0.53
0.73
14
20. Demonstrate an understanding of research practices,
principles, data collection techniques and methodologies as
they relate to the counseling profession.
#
1
2
3
4
Answer
Superior
Preparation
Adequate
Preparation
Deficient
Preparation
Not sure
Total
Response
%
2
14%
11
79%
1
7%
0
14
0%
100%
Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses
Value
1
3
1.93
0.23
0.47
14
21. Demonstrate an ability to use and access appropriate
technology resources to enhance the counseling process
#
1
2
3
4
Answer
Superior
Preparation
Adequate
Preparation
Deficient
Preparation
Not sure
Total
Statistic
Min Value
Max Value
Mean
Variance
Standard Deviation
Total Responses
Response
%
5
36%
7
50%
1
7%
1
14
7%
100%
Value
1
4
1.86
0.75
0.86
14
22. Please feel free to share any additional comments or
suggestions you may have regarding the improvement of the
Mental Health Counseling Program (i.e. Overall experience,
Practicum, Internship, Program Culture, Supervision,
Personal Growth, etc.).
Text Response
More time spent on theory/technique with more hands-on experience.
I cannot say enough good things about the amount of support provided by the faculty.
Professors are always willing and able to be supportive and helpful, and make sure that you are
succeeding. Also, they give you the opportunity to stand on your own in the counseling world.
The program provides you with a wealth of opportunities for personal and professional growth,
and the professors have so much faith in you that you begin to believe in yourself and ultimately
do well all on your own.
Stephen, John, Julie, and the rest of the staff I had the pleasure of learning from and interacting
with were exceptional in all regards. My experiencing as a mental health counseling graduat
student had a profound impact on me not only professionally but also personally. I will be
forever grateful.
Not that I've participated in other programs, but it seemed to me to be a very solid program.
The "Deficient Preparation" was due to the professors not necessarily the deficient of the
program.
Overall, I had a fantastic experience in the Mental Health Counseling program. It would be nice
if there was a more in-depth discussion around the time of graduation about the process of
licensure, gaining licensure hours, what counts for licensure hours, and why it can be difficult to
find paying positions that will provide the required hours.
More training and information on finding jobs and getting LPC.
CPL, Practicum and Internship were the most beneficial courses I have taken ever. The hands
on learning approach was amazing and super influential in my current work.
I do not feel this program adequately prepared me to pursue licensure in Minnesota.
Statistic
Total Responses
Value
9