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Program Director Self-Study Report
For Program: MS in Clinical Mental Health Counseling
Submitted by Program Director Name: John Klem
Year: Fall of 2013
Planning and Review Committee
1.
UW-STOUT’S STRATEGIC PLAN
1.1 UW-Stout's Strategic Plan – Respond to the following:
1.1.1 Describe early and ongoing experiential learning opportunities to students
within the program.
There are three primary experiential learning activities for the students in the Clinical Mental
Health Counseling program (CHMC). The first experiential activity is in the Counseling Process
Laboratory course (COUN-788). Students in this course are required to provide supervised
counseling services to members of the community and students at UW-Stout. While these
sessions are for training purposes, they are clearly experiential learning. Students in their second
year of programing (for full time students) are also required to perform a 150 hour counseling
practicum (COUN-793) and then a 600 hour internship (COUN-794). These experiences are
completed in community counseling agencies and serve as the cap stone courses for the program.
In addition to these activities, a number of the other courses in the program require experiential
activities. For example, in the our Group Dynamics course (COUN-752) students complete a 12
hour interpersonal group experience facilitated by a counselor from outside the university.
Additionally, students in our Counseling Children and Adolescents (COUN 761) concentration
complete a 10 week mentoring experience in the local school system and a semester long play
therapy experience (SCOUN 705).
1.1.2 Describe program initiatives employed to support and/or increase student
enrollment, retention and graduation rates?
Enrollment in the CMHC program has been steady since the last program review. On average we
have over 40 applicants for a summer/fall semester start and over 20 applicants for a spring start.
The program enrolls around 12 students in the fall and spring for a total of 24 new students per
year.
In an effort to keep the number of applications we receive high, we have engaged in a number of
activities. First and foremost we pursued national accreditation thought the Counsel for
Accreditation of Counseling and Related Education Programs (CACREP) which ended with
accreditation in July of 2012. This was a huge undertaking which greatly increased the national
exposure of our program. This fall was the first applicant cycle since we received accreditation
and we had the largest pool of applicants in the last 7 years. We will see if this trend continues.
In addition to accreditation, the program engages in outreach through mass emails and visits to
other UW system schools. The CMHC program also advertises on the Grad.com website which
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the Graduate school helps coordinate. We have also worked closely with the Graduate School in
past initiatives to recruit minority students. Recently, the program sent two of its students to a
career day hosted by the University of Minnesota-Duluth. Finally, the program director
continually follows up with prospective students. Creating an early connection with a
prospective student is a key to enrollment.
Graduation and retention in the program has been not a major area of concern. Faculty are very
accessible to the students which helps them feel connected to the program (this was repeatedly
mentioned in the student PRC survey and the alumni surveys). Some specific activities to
maintain this connection are the New Student Orientation, semester advisement meetings for all
the students in the first year of the program and a required advisement meeting with the program
director before beginning classes. During this first advisement meeting each new student
receives a personalized program plan which is created based on student work, family, and other
personal obligations. Finally, the faculty formally meet once per semester (and throughout the
semester informally) to review all the students in the program. During this meeting student issues
are identified and a plan of action is created. Overall, in the past few years only a few students
have voluntarily left the program with almost all of those students withdrawing from the program
before beginning classes.
1.1.3
Describe, provide examples and explain how the program intentionally
integrates diversity efforts, functions and contributes to the program in
support of Inclusive Excellence: “UW-Stout’s plan to intentionally integrate
diversity efforts into the core aspects of everything we do. Diversity is
broadly defined and includes, but is not limited to, race/ethnicity, gender,
sexual orientation, age and disability status.”
The CMHC counseling program and the counseling field as a whole is very much in line with
UW-Stout’s mission to “integrate diversity efforts into the core aspects of everything we do.”
This is clearly indicated as one of the 13 program objectives is for students to “Demonstrate an
understanding of the cultural context of relationships, issues, and trends in a multicultural society
and how these constructs impact the counseling profession (Program Objective 7 of 13)”
To meet this objective the program has a number of key courses and evaluations. The program
has a required course titled Social and Cultural Issues in Counseling (COUN-725). Students are
required to examine their personal biases toward all the various components of diversity and
complete an extensive personal reflection paper examining their own biases and prejudices.
Besides this course, student competency in working with diversity is examined in many of the
other courses in the program. In all three of our skills classes (COUN-788, -793, -794) students
are specifically evaluated at both midterm and final on their ability to deal with diversity related
issues with the clients. In other courses, such as the Assessment and Treatment of
Psychopathology (COUN-723), diagnosis is specifically discussed in relation to how culture
shapes what is considered a diagnosable disorder.
1.1.4 Describe environmental sustainability initiatives embedded and supported
by the program: “UW-Stout’s attempt to make students, faculty, and staff
more aware of the importance of sustaining our environment through energy
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conservation, waste reduction, and other measures that will not bring harm
to the environment, and to provide students with innovative research
opportunities in these areas.”
The faculty and the students in the Clinical Mental Health Counseling program strives to uphold and
follow practices consistent with UW-Stouts overall sustainability plan. A large majority of our
assignments have been digitized, including program handbooks as well as a most of our ongoing
assessment measures. Students are also continually encouraged to consider and intervene in the
environment of their clients when these factors are impacting the overall well-being of their clients.
Furthermore, as part of developing a counselor identity, our students are encouraged to be actively
engaged in their community in any domains which serve the overall good, which includes
substantiality projects.
2. DESCRIPTION OF THE PROGRAM
2.1
Curriculum Design – Respond to the following:
2.1.1
State the approved program objectives.
1. Develop and demonstrate identity as a professional counselor;
2. Demonstrate an understanding of the roles and functions of professional counselors as
leaders, advocates, collaborators, and consultants;
3. Articulate and comply with the counseling profession’s current code of ethics.
4. Plan and implement counseling techniques, methods, and treatment approaches to assist the
client in attaining optimal development;
5. Apply dynamics of group formation and processes in a variety of counseling settings;
6. Synthesize psychometric theory and concepts into the utilization and interpretation of
appropriate assessment instruments;
7. Demonstrate an understanding of the cultural context of relationships, issues, and trends in a
multicultural society and how these constructs impact the counseling profession;
8. Utilize the current diagnostic system to assess problems or symptom patterns, formulate
clinical diagnoses, and plan and implement treatment;
9. Demonstrate an understanding of the major approaches and interventions utilized with clients
with substance abuse problems and addictions;
10. Demonstrate an understanding of major theories and systems approaches used in couples,
marriage and family therapy;
11. Articulate human development and career theories as they apply to the counseling profession;
12. Demonstrate an understanding of research practices, principles, data collection techniques
and methodologies as they relate to the counseling profession; and
13. Demonstrate an ability to use and access appropriate technology resources to enhance the
counseling process.
2.1.2 Describe processes and initiatives employed in determining the need for
program revision?
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The Clinical Mental Health Counseling faculty attend at least one regional or national
conference to both present and learn about the latest treads within the profession.
Furthermore, as part of counseling licensure, each program faculty is required to gather
continuing education credits. These activities give the CHMC faculty a clear overview of
important changes and trends in the profession, which in turn influences the decision to
move forward with program revisions. For example, from conference attendance and
networking, it became increasing clear that the MHC program needed to move forward with
national accreditation (CACREP). This lead to a three year revision process in which every
course in the department was thoroughly reviewed and updated based on the current
research in the counseling field and the accreditation standards.
Each semester, the CMHC faculty meet to discuss the overall quality of the program. During
this meeting, alumni assessments, feedback from students and community members, course
evaluations, and the program advisory board are discussed. Based on this information,
decisions to revise the program are initiated. For example, in the Spring of 2013 it became
clear to the CMHC faculty that a greater emphasis on trauma and more direct contact with
clients was needed to enhance the program. This decision was based on feedback from
alumni, internship supervisors and course evaluations.
Finally, every semester internship supervisors complete evaluations of the Clinical Mental
Health Counseling students on the key domains of counseling practice. These evaluations
are reviewed each year and are a part of the Assessment in the Major report required by the
University of Wisconsin-Stout’s Provost Office. Any areas that fall below minimum
competencies are reported to the department faculty so appropriate program modifications
can be implemented.
2.1.3 Check all that apply regarding the program:
__x_ Traditional, on campus program
____ Offsite location
____ Online program
2.1.4
Briefly describe the components of your program where students
participate in scholarly activity such as: research, scholarship, experiential
learning and creative endeavor. “programs are presented through an
approach to learning which involves combining theory, practice and
experimentation” (UW-Stout’s Mission Statement)
Student in the Clinical Mental Health Counseling program are encouraged to develop their
professional identity throughout their graduate school matriculation. This can be evidenced in
student participation at local, regional and national counseling functions. As of 2013, University
of Wisconsin-Stout students have served in community projects, presented at conferences and
are active in their college student association.
On a national level, all the students in the Clinical Mental Health Counseling program join the
American Counseling Association (ACA) as student members. Other students have also taken
the initiative to present at the ACA national conference. For example, at the 2011 ACA
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conference in New Orleans, Louisiana, one Mental Health Counseling program student presented
a content session with Stout faculty on Media, Masculinity and Socially Constructed Identities.
More recently, a student presentation was accepted at Association for Counselor Education and
Supervision’s national conference in Denver, CO. In addition to these conferences, students in
the CMHC program participated in the 2010 ACA Ethics Competition and co-authored a chapter
for an ACA 2011 book publication.
At the regional level, two CMHC students attended and presented at the 2012 North Central
Association for Counselor Education and Supervision (NCACES) in Kansas City, MO.
Regionally, CMHC program students frequently attend conferences and workshops offered in
Minneapolis/St. Paul, MN to further develop their professional identity. Most recently,
workshops attended included LGBTQ considerations, ethics, AODA and cultural diversity.
Locally, CMHC students have regularly attended and participated in the Wisconsin Counseling
Association (WCA) yearly summit held in Wisconsin Rapids, Wisconsin. In 2009, four Clinical
Mental Health Counseling program students attended the WCA conference and one student
presented with faculty on wellness considerations in counseling. In 2010, two students presented
with Clinical Mental Health Counseling program faculty on assisting clients in recovering from
natural disasters. In addition to WCA, one Mental Health Counseling program student proctored
a content session at the SVRI Conference held at Stout’s campus. Currently, two students work
closely with UW-Stout’s Career Counseling Center presenting on professional development
while a number of students volunteer with UW-Stout’s Counseling Center to offer workshops on
college-age drinking.
At the university level, a group of dedicated CMHC students, under the direction of a faculty
member, recently organized a chapter of Chi Sigma Iota, the national honor society for
counseling programs. This organization has been involved in numerous outreach projects in the
community as well as engaging a number of training opportunities for current counseling
students (i.e. resume building, career networking, and working with veterans).
2.1.5
Does your program currently have an accreditation or certification agency
that reviews the program? If so, which agency and to what extent does it
influence the structure of the curriculum?
The program is accredited by The Counsel for Accreditation of Counseling and Related
Education Programs (CACREP). Most of the objectives for the core classes are influenced by the
CACREP accreditation agency. They outline over 100 competency areas that students are
required to meet during the course of the program. Furthermore, CACREP outlines a significant
part of the structure of our practicum and internship courses. As stated above, the program
underwent a substantial program revision in 2009-2010 to meet these standards and continues to
consider CACREP when decided on any programmatic changes.
2.2 Faculty/Academic Staff Expertise – Respond to the following:
2.2.1
List key instructors in the program. A key instructor is one who teaches
at least one required professional course in your program (this should be
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the combined faculty of Key A and Key B who were surveyed by the PRC).
John Klem (Core faculty and program director)
Stephen Shumate (Core faculty)
Julie Bates (Core faculty)
DeLeana Strohl (COUN-793)
Michelle Hamilton (COUN-788)
Denise Brouillard or Carol Johnson (SCOUN-733)
Christine Peterson (SPSY-753)
Dale Hawley or Terri Karri (MFT-751)
Dale Hawley or Kevin Doll (HDFS-742)
2.2.2
What additional faculty/academic staff expertise is needed?
At this time the program is well balanced in areas of expertise. For the courses that are outside
the expertise of the core faculty we have used our colleagues in the Marriage and Family
program, the School Psychology Program, and School Counseling Program. We also have the
additional resources of the faculty in the MS in Vocational Rehabilitation program who have the
expertise to teach our core courses.
2.3
Facilities – Respond to the following:
2.3.1
Describe facilities and or capital equipment currently used and how it
supports or strengthens the program? What program specific facilities
(unique classrooms, labs, additional space involving minor construction)
have been requested and provided?
The Clinical Mental Health Counseling program oversees five rooms within the Clinical Services
center on the second floor of the Vocational Rehabilitation building. The counseling lab features
a large group room along with four individual counseling rooms. Each of these rooms can be
observed through a one-way mirror located in a centralized viewing room. The viewing room
features tables and headphones for 1-3 people to view each room. In addition to these five rooms,
there are two play therapy rooms that are used primarily by the school counseling students or
students within the Child and Adolescent Counseling concentration in the CMHC program.
Counseling rooms are used during the scheduled class meetings and are also reserved for
sessions with clients during the remainder of the day. The lab is not open on the weekend. The
schedule is maintained by the faculty and graduate assistants and is posted within the private
hallway of the counseling lab. The counseling lab is equipped with video recording equipment
for each individual room. Students record client sessions onto DVDs to meet class requirements.
All students are trained to use the video equipment by faculty or graduate assistants at the
beginning of each semester.
During the past five years the CMHC program has made continual updates to the recording
equipment. In most cases these updates where jointly funding by the Department of
Rehabilitation and Counseling, the Department of Human Development and Family Studies and
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the School of Education (who oversee the other rooms with in the lab). In one case the lab
recording equipment was updated with Laboratory Modernization Request funds.
In addition to the counseling laboratory, the Clinical Mental Health Counseling program
purchased 15 digital video cameras for use in the CMHC program’s clinical practicum and
internship courses. This was fully paid for by the Department of Rehabilitation and Counseling.
Finally, in an effort to improve the overall aesthetics of the counseling lab, the artwork and
furniture was replaced in each counseling room during the 2012-2013 academic year.
2.3.2
What added facilities needs (if any) such as unique classrooms, labs,
additional space involving minor construction exist in the program?
The recording equipment in the counseling lab is continually problematic. Since the last program
review, in only one semester has every camera, audio, and recoding system worked as intended.
This has led to significant stress to the students in the program (as their grade is tied to their
ability to record sessions) and the faculty who have limited ability to intervene when the
technology fails. Each semester, limited improvements are implemented but as of this writing
each improvement has failed to meet the needed requirements. At this time, a significant upgrade
to the recording equipment in the counseling lab is needed.
2.4
Resources for the Program – Respond to the following:
2.4.1
Evaluate the quality, relevance, and quantity of the library resources to
support the program. Include a brief statement as to how these needs
have been met by the library.
The Library Learning Center staff is very responsive to all requests for books, journals, and
videos related to clinical mental health counseling. In addition, the library has allocated $2,000
to this program per year to allow for the purchase of new and current resources. This has
allowed the Clinical Mental Health Counseling faculty, on a yearly basis, to request resources
tied to their class content areas. The library will accept requests for new resources at any time
throughout the year as funds allow. They are also very timely in ordering new textbooks for
courses as requested by faculty.
2.4.2
List any special resources used to meet program and/or student needs such
as: Learning Technology Services for curriculum materials development,
ASPIRE, Research Services, Advisement Center, Disability Services,
Multicultural Student Services, etc.
Learning and Information Technology has been helpful in supporting the Learn at UW-Stout
platform (D2L), which has been become a key component of our courses. The program has used
the discussion board service to allow internship students, who are primarily off campus, to stay
in contact and communicate with each other and with faculty. The LIT staff have been
extremely helpful and accommodating to faculty needs.
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Disability Services has also been very effective in working with our students who have has
special learning needs and need specific accommodations and assistance.
UW-Stout’s Counseling Center offers assistance and support when a student is having difficulty
or in emotional crisis. In addition, the counseling center has provided an on-going site for
practicum and internship training site for our students, and has provided a high level of
supervision and support for our student interns.
The Graduate School has been helpful with our recruitment efforts. In particular, their support of
advertising Stout’s graduate programs on Gradschools.com has been a major resource in our
recruitment efforts. The Graduate school has also helped fund and organize initiatives to recruit
minority students to the CMHC program.
2.4.3
Describe other resources (if any) needed to meet the program objectives?
The three Clinical Mental Health Counseling Faculty teach a total of 66 credit hours (24 for Dr.
Shumate and Dr. Bates and 18 for Dr. Klem) in the Fall and Spring semester with approximately
50 student actively pursuing their degree in the CHMC program. While this credit load would be
adequate in most cases, the CMHC Faculty teach 18 credits for students not in enrolled in the
Clinical Mental Health Program. This issue has been recently addressed by the Dean of the
College of Education, Health, and Human Sciences by reducing this number to 9 credit hours
taught by CMHC faculty to students outside the program.
3.
Quality of the graduates of the program – Respond to the following:
3.1 Describe program graduate demand and/or anticipated changes or trends
impacting the future demand.
The demand for program graduates is strong. Three key reasons for this seem to be our five
concentrations (which are very unique in comparison to other counseling program), our location
in western Wisconsin, and our national accreditation. The program has met or exceeded all
enrollment targets for at least the last five year and since accreditation in July of 2012, the
program received the highest number of applicants in its history (68).
3.2 Interpret the data provided by the Planning, Assessment, Research and Quality
(PARQ) office of the alumni follow-up surveys.
Interpreting the data from the PARQ office is difficult as the numbers for the surveys are quite
low. Only two employers completed the survey in 2010 and only seven alumni from 2006 and
seven alumni from 2010 responded to the surveys.
In comparing the alumni data from 2006 and 2010 it appears that the changes that have been
made in the last four years may have enhanced the overall quality of the program. During that
time span the entire program was revised and a practicum course was added to the program.
Additionally, there was significant turnover in faculty during that four year period. The new
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faculty revised each of their courses based on their recently completed PhD programs which may
have led to the increases in scores. It also appears that the students in the 2010 cohort believe
they were better prepared for professional practice in comparison to the 2006 cohort as there
were significant improvements in the scores between the two cohorts. Again this information is
based on a very small number of responses. One data point that seems to support the reliability of
the two reports is the increases in salary between the 2006 to the 2010 reports. Students in the
2006 survey indicated a far higher salary level than the 2010 survey, which makes sense based
on natural salary increases as you gain more experience in the field.
Finally, it is important to note that the in the 2006 survey, the alumni indicated that CACREP
accreditation was a key improvement that the program needed to make. As stated earlier in this
report, the program gained accredited in July, 2012. One of the primary comments from the 2010
survey was to increase the amount of information available to the students regarding licensure.
This is been an ongoing issue for the program and we have now embedded licensure information
in three of our core classes. The program director has also schedules follow up meetings with
alumni to discuss any questions or issues they may have with the licensure process.
In addition to the PARC surveys of the program, the CMHC program surveyed all graduates
from 2002 to 2009 in preparation for the accreditation process. While most of the feedback from
this survey was positive, there was overlapping feedback between the PARC survey and the
2002 to 2009 survey. Again the issue of offering more training on licensure procedures emerged
in the data, which we now believe has been addressed with the program. There were also a
number of individuals who mentioned more training was needed in the area of treatment
planning in case conceptualization. The program faculty responded to this feedback by adding
treatment planning into three of its courses, with a significant emphasis on this training in the
counseling practicum. The data from this survey is attached.
3.3 Interpret program specific surveys (students, faculty and advisory committee)
conducted by the Planning and Review Committee.
Response to the Current Student Feedback:
Overall the feedback from the students was quite favorable. One of the more satisfying results of
this survey was the high score on items 2 and 3, enhancement of critical thinking skills and
ability to problem solve. These are two of the most important traits the CHMC faculty seek to
develop within our students. Counseling is a complex profession with very few rules of order
(other than our ethical codes), therefore being able to quickly analyze and assess effective
methods of intervention is a key characteristic of effective counselors.
In addition to the positive feedback on items 2 and 3 it seems clear that the students see a strong
and continued investment from the faculty and the program director. Faculty in the CMHC
program meet with the students on a regular basis and provide an individualized advisement plan
for every student in the program. We also attempt to develop strong professional relationships
with the students, as this is a key to both development as a counselor and retention within the
program. Unfortunately there do seem to be a few students who have continued issues with the
CMHC faculty in regards to openness to feedback and cultural sensitivity. These issues have
been discussed by the CMHC faculty who have decided to place more effort into connecting
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with our minority students by individually meeting with them to discuss any issues they may be
having within the program.
One of the lowest scoring items within the survey was in response to the resources and
technology available to our students. The inconsistent nature of the recording equipment used in
the counseling laboratory causes high levels of stress among both the faculty and the students. As
student grades are dependent upon this equipment, it can be highly distressing when you lose
entire sessions because of failed equipment. Issues with technology were also a significant
proportion of the comments under the weaknesses/improvement sections of the report.
Students also mentioned some repetition to material and a need for more clinical experiences.
Currently, the program is undertaking a program revision to reduce some of this repetition and
adding a new course which will require more clinical work. The program will be replacing the
life span and human development course with a course specifically designed to prepare students
to work with trauma. We are also replacing a marriage and family course with a clinical
supervision course which will require our students to supervise undergraduate counseling
students. Unfortunately we are not able to reduce some of the repetition the students mentioned
within the report as many of these courses are requirements for Wisconsin licensure.
There was also some mention of strengthening gerontology concentration and the other
concentrations with the program. This issue will be looked at over the 2013/2014 academic year
as the program will be engaging in another revision. At this time the program faculty will meet
and discuss ways in which these concentrations can be strengthened.
Response to the Program Advisory Committee and Faculty:
Overall the advisory committee and the key faculty had very similar comments so they will be
addressed in one section.
As stated earlier in the report, the CMHC faculty have historically taught a significant number of
courses for students not enrolled in the CMHC program. While this arrangement was sustainable
for years, the recent changes to the program as a result of accreditation have made this
unworkable for CMHC faculty. The issue was clearly noted by the members of the program
advisory committee and the key faculty. It is important to note that as of May of 2013, the Dean
of the college intervened and reallocated 9 credits from the CMHC faculty to faculty in other
departments.
The program advisory committee clearly indicated a need for a course similar to a pre-practicum
course within the program. To meet this need the CMHC is now in the process of creating a
clinical supervision course. This course will be offered after the first experiential course in the
program and before students enter their clinical practicum.
Finally, there was again mention of the dated nature of the counseling lab classrooms and
equipment. This has been an ongoing issue within the CMHC program. Updating the counseling
laboratory is a complex issue that will require significant collaboration among departments and
financial support from the University. At this time we are experimenting with newer
technologies to record sessions, but we are still at least one year from implementation of updated
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labs with new equipment.
4.
Program evidence of continuous improvement – Respond to the following:
4.1 Describe program strengths distinguishing it from similar programs. Describe
and explain program weaknesses?
The CMHC program has a very strong reputation in western Wisconsin. We are very fortunate to
be the only counseling program on this side of the state of Wisconsin. This greatly increases the
number and quality of applications the program receives each year which in turn permits a larger
pool of strong candidates for the CMHC faculty to choose from. We have heard throughout the
years from internship supervisors and employers that our students are better prepared when they
begin their practicum and internship in comparison to the students from other counseling
programs.
The Clinical Mental Health Counseling program at UW-Stout has a number of unique courses
which are not offered in any other counseling programs within the United States. For example,
our counseling process laboratory course (COUN-788) requires students to work with clients
within the first few weeks of enrollment in the program. While the course is very stressful for the
student, it allows the CHMC faculty to start shaping student interaction patterns with their clients
very early in the program. This is a key component of their overall development. The program
also offers a cognitive behavioral therapy class and an advanced topics class which are typically
reserved for doctorate level institutions. These courses allow students to develop an in-depth
understanding some of the most effective and empirically validated forms of therapy.
The program is also unique because of the five concentrations offered. A large majority of the
applicants to the program site the concentrations as one of the more appealing aspects of this
program when they are comparing counseling programs. Furthermore, the alcohol and other drug
abuse (AODA) concentration offers students a separate licensure in substance abuse counseling
which significantly increases the odds of employment after (and sometimes before) graduation.
Finally, our accreditation has greatly increased the national exposure of this program. In some
cases, CACREP accreditation makes it hard for programs to individualize themselves, but this
program has been able to maintain its uniqueness while still meeting the accreditation standards.
This speaks to the hard work of the faculty, support staff, and the administration that oversees
this program.
In regards to weaknesses, the counseling laboratory seems to be the most glaring issue the
program is dealing with. There have been some attempts to improve the overall all aesthetics of
the counseling lab and to update the technology but more is needed.
Other areas of weaknesses are currently being addressed by the program faculty and supporting
administration. The CMHC faculty are in the process of creating two new courses for the
program which will reduce the repetition students mentioned in their evaluations and increase the
clinical exposure that both the students and the advisory committee reported as needed
improvements.
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4.2 Submit evidence of program response to the concerns and recommendations
from previous program review.
Recommendations for the Program Director of the MS Mental Health Counseling Program
(2007-2008)
•
It is recommended that the MS Mental Health Counseling program continue the process to
seek CACREP accreditation.
o Program was accredited by CACREP in July 2012.
o See attached accreditation certificate
•
It is recommended that the Program Director seek and provide more detailed information
related to licensure for students. Students need more direction on how to find this essential
information.
o Licensure information has been added in the following courses:

COUN-715, COUN-793, COUN-794.
o This issue was not mentioned by the students, program advisory committee or key
faculty. It is still mentioned in alumni surveys.
•
It is recommended that the Program Director work with the Department Chair to enhance
and update the six concentration areas and course materials throughout the program.
o In the program revision to meet accreditation requirements (2010-2011) one
concentration was deleted from the program and a number of courses where added or
deleted from the remaining five concentrations. From the program feedback it appears
that the gerontology concentration needs further refinement but the other four
concentrations seen to be meeting the needs of the students based on their feedback.
•
It is recommended that the Program Director work with the College of Human Development
to access and provide more orientation, assistance, and professional development
opportunities for internship site supervisors. This will enhance the quality of the student
internship experience. A workshop on counselor supervision could be hosted by UW-Stout
for the Mental Health Counseling program internship supervisors.
o The mental health counseling program has created an online supervision course for
internship supervisors. This is sent to all internship supervisors at the beginning of the
semester if they have not worked with UW Stout counseling students in the past. The
program faculty then meet individually with the supervisors to go over the training
and to answer any questions they may have about the training.
o See attached internship training
Recommendations for the Chair of the Department of Rehabilitation and Counseling (20072008)
•
It is recommended that the MS Mental Health Counseling program continue the process to
seek CACREP accreditation and look at resources needed to fulfill the additional practicum
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course required for accreditation. Funding for a faculty position to instruct the practicum
course is essential to the continued success of this program.
o The program is now accredited by CACREP and a practicum course was
created during the 2010/2011 program revision. The practicum course has been
offered for the past three years.
o See attached practicum syllabus and handbook
•
It is recommended that the Department Chair work with the Program Director to plan the
development and staffing of a practicum class as required for CACREP accreditation. This
practicum (limit of 5 students for each section) is needed before the internship requirement.
o The program currently has adequate resources to staff the practicum course.
o See attached practicum syllabus
Recommendations for the Dean of the College of Human Development (2007-2008)
•
It is recommended that the MS Mental Health Counseling program continue the process to
seek CACREP accreditation and look at resources needed to fulfill the additional practicum
course required for accreditation. Providing funding for a faculty position to instruct the
practicum course required by CACREP accreditation is essential to the continued success of
this program.
o The program currently has adequate resources to meet accreditation
requirements and to staff the practicum course.
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It is recommended that the Dean work with and support the Department Chair and Program
Director in all above mentioned recommendations.
o The Dean of the College of Education, Health and Human Sciences has been very
supportive of the Clinical Mental Health Counseling program.
4.3 In the next seven years, what major improvements or changes are planned for
implementation to improve program quality?
5.
Attachments - Include electronic links to the following:
5.1
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Links of specific program information to be included:
Current assessment in the major
Program plan sheet
Individual program facts
Current program advisory committee
• Jeanne Rothaupt
• Denise Brouillard
• Dale Hawley
• Bruce Kuehl
• Lindsay Kjolsing
• Kathleen Deery
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•
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Julie Bates
Stephen Shumate
Jennifer Lemke
Katie Wilson
Lynn Wilson
Peter Chellman
• Other items that may be helpful to PRC
• Other items requested by the consultant