DEPARTMENT OF EDUCATIONAL LEADERSHIP, COUNSELING, AND POSTSECONDARY EDUCATION STUDENT OUTCOMES, COMPETENCIES, AND METHODS OF ASSESSMENT SCHOOL AND MENTAL HEALTH COUNSELING I. Departmental Philosophy The Counseling area of the Department of Educational Leadership, Counseling, and Postsecondary Education is committed to the development of specific competencies for counseling majors. Our program is highly skilled­based, and the outcomes/competencies listed in this document are an accurate reflection of what we teach in the program. II. Outcomes, Competencies, and Methods of Assessment Outcome #1­­The student will be able to establish and maintain a therapeutic relationship with clients and to facilitate clients' constructive change process. Competencies: The student will be able to: a. Nonverbally and verbally communicate a genuine interest in and caring for clients. b. Communicate an understanding of each client's world as perceived by the client. c. Systematically conceptualize human behavior and the process of change. d. Demonstrate effective counseling skills. Methods of Assessment: These competencies are assessed in the following courses: Counseling Skills, Counseling Processes; Counseling Children and Adolescents; Intervention and Prevention with Children, Adolescents, and Parents; and School and Mental Health Practicum and Internship. • • • A questionnaire is sent to each client that practicum students see at the clinics to assess level of competency in communicating interest and caring for clients, and demonstration of effective counseling skills (competencies a­d). An evaluation form is sent to site supervisors (School Practicum and Mental Health and School Internship) which assesses level of competency in communicating interest and caring for clients and demonstrate effective counseling skills (competencies a­d). In both School and Mental Health Counseling practicums faculty members provide live supervision for each counseling session. Feedback provided to the counseling practicum student assesses competencies a, b, c, and d. In Internship,
2 • • these same competencies are assessed by reviewing audio and videotapes of counseling sessions and providing feedback to the counseling intern. Counseling Skills students are assessed routinely throughout the course to determine level of competency of a­d. This assessment is done through live supervision or review of audio/videotapes. Specific forms which incorporate criteria listed in a­d are used in providing this feedback. In the second level skills courses (Counseling Processes, Counseling Children and Adolescents, and Intervention and Prevention with Children and Adolescents), level of competency is assessed through live observation of counseling sessions, student demonstrations, and performance on video/audio tapes of client sessions. Competencies a­d are assessed, and students are given written feedback on their skills. Outcome #2­­The student is able to demonstrate ability to understand and apply basic principles of group dynamics, major group theories, stages of group development, and group member roles. Competencies: The student will be able to: a. Use principles of group dynamics and group therapeutic conditions in various group activities that facilitate attitude and behavior change appropriate to the developmental level of the client. b. Demonstrate a familiarity with the unique characteristics of at least three of the major group theories and the persons associated with their development. c. Demonstrate a familiarity with the typical stages of group development and appropriate intervention strategies and leader behaviors. d. Indicate an awareness of the most frequently observed facilitative and debilitative roles that group members may assume, along with appropriate interventions that address those roles. e. Be conversant with the current issues and the body of research related to group counseling, particularly as it relates to one's area of specialty. Methods of Assessment: These competencies are assessed in the following courses: Applied Group Dynamics, Group Process, School and Mental Health Practicum and Internship. • Competencies d, e, and f are assessed through a written exam in the first group course. • Competencies b and c are assessed through demonstrations of group counseling sessions. • Competencies a, b, c and d are assessed in School and Mental Health Practicum and/or Internship through live supervision or video tapes of group counseling sessions. Specific feedback is used to communicate level of competency to the counseling student.
3 • • Competency e is assessed when students write a paper about a group they would conduct which incorporates the relevant literature. Competencies b, c, and d are assessed through questions on the comprehensive examination. Outcome #3­­The student is able to demonstrate the ability to apply basic knowledge of counseling and developmental theories in working with individuals, families, and relationships with other personal/social and career issues. Competencies: The student will be able to: a. Demonstrate an understanding of the basic principles of human growth and development and how they affect the counseling process and career development. b. Explain the major counseling theories, their associated procedures and techniques, and be conversant with current issues and research. c. Be conversant with the current issues and the body of research related to family counseling, and career counseling. d. Articulate a personal approach to counseling that is consistent with students' values and beliefs. Methods of Assessment: These competencies are assessed in the following courses: Theories of Human Development, Counseling Children and Adolescents, Family Counseling, Facilitating Career Development, Counseling Theory, and Intervention and Prevention with Children, Adolescents, and Parents. • Competency a is assessed through exams and papers in Theories of Human Development, Counseling Children and Adolescents, Family Counseling, and Facilitating Career Development. • Competency b is assessed in Counseling Theory through exams, papers, role plays, and demonstrations. • Competency c is assessed in Family Counseling through group projects, and interest area papers, and in Facilitating Career Development through exams and projects. • Competency d is assessed through a paper which is initially done in Counseling Skills and re­conceptualized in School and Mental Health Practicum and Internship. n Competencies b and c are assessed through questions on the comprehensive examination.
4 Outcome #4­­The student is knowledgeable of and complies with ethical standards of the profession. Competencies: The student will be able to: a. Elaborate key concepts of professional ethics, confidentiality, dual relationships, professional liability, privileged communication, client rights, and expert witness status. b. Demonstrate commitment to professional ethics. Methods of Assessment: These competencies are assessed in every class throughout both programs. • • Competency a is assessed through questions in course examinations, discussion of case studies, and in the comprehensive exam. Competency b is assessed in School and Mental Health Practicum and Internship though feedback on tapes and live supervision of counseling sessions. Outcome #5­­The student understands and can apply knowledge of current professional practice in School or Mental Health Counseling, depending on area of speciality. Competencies for Mental Health: The student will be able to: a. Demonstrate and apply principles of diagnosis and assessment and treatment in mental health settings. b. Understand principles and practices of a variety of mental health delivery systems. c. Demonstrate the ability to apply knowledge of consultation in mental health settings. Methods of Assessment for Mental Health: These competencies are assessed in Treatment Procedures in Mental Health Counseling, Mental Health Practicum, Mental Health Internship, Consultation Skills, Assessment Techniques in Counseling. • • • • • Competency a is assessed through exams in Assessment Techniques in Counseling, an in­class project, and a psychological report. Competency a is assessed through case studies and exams in Treatment Procedures in Mental Health Counseling. Competencies a and b are assessed in Mental Health Practicum and Internship through attendance at disposition meetings, review of counseling sessions (reports, tape review). Competency c is assessed through in­class presentations or tape performance, exams, and case studies in Consultation Skills. This is also assessed in Internship through case supervision sessions. Competencies a, b, c are assessed through questions in the comprehensive examination.
5 Competencies for School Counseling: The student will be able to: a. Demonstrate the ability to apply knowledge of consultation in school counseling settings. b. Be able to design and maintain a comprehensive development counseling program. c. Demonstrate and apply principles of assessment and treatment in school settings. Methods of Assessment for School Counseling: • • • • Competency a is assessed through in­class presentations or tape performance, exams, and case studies in Consultation Skills. This is also assessed in Internship through case supervision sessions. Competency b is assessed through course projects in Developing Comprehensive School Counseling Programs. Competency a is assessed through exams in Assessment Techniques in Counseling, an in­class project, and a psychological report. Competencies a, b, and c are assessed through questions on the comprehensive examination. Outcome #6­­The student is knowledgeable of the importance and complexity of cultural diversity and can apply this knowledge in working with clients. Competencies: The student will be able to: a. Articulate his/her own cultural assumptions, values, and biases. b. Understand how race, ethnicity, gender, and other differences may affect the world views of clients. c. Understand how the world view of clients may affect the appropriateness or inappropriateness of counseling approaches. d. Develop appropriate intervention strategies and techniques based on the world view of the client. Methods of Assessment: These competencies are assessed in Multicultural Counseling, Counseling Skills, Assessment Techniques in Counseling, Counseling Processes, Counseling Theory, School and Mental Health Practicum and Internship. • Competency a is assessed through a paper in Multicultural Counseling and through small group discussions in Counseling Skills, Assessment Techniques, Counseling Processes, and Counseling Theory. • Competency b is assessed through a structured interview in Multicultural Counseling and in Counseling Skills. • Competency c is assessed through a term paper in Multicultural Counseling, through case reviews in School and Mental Health Practicum and Internship.
6 • • • • Competency d is assessed through a paper in Multicultural Counseling, a project in Multicultural Counseling, through verbation tape analyses in Counseling Processes and Counseling Skills. Competency b is assessed through an exit requirement which relates to a cultural immersion experience. Competency a is assessed through a written statement on their program application materials. Competencies b and c are assessed through questions on the comprehensive examination. III. Frequency of Assessments Assessments occur: 1. In each course, depending on the specific competency. 2. Prior to provisional program acceptance Applicants submit a written sample which includes statements about their cultural assumptions (outcome #6 a). They also submit 3 letters of recommendation which speak to their potential in establishing a therapeutic relationship (outcome #1). 3. At second level screening (after 8­9 hours of coursework). At this level, all students submit a video tape of their counseling skills (outcomes #1, 4, 6). At second level screening we also assess students’ general suitability for the program based on counseling skills and academic performance in coursework (grade received and their level of class participation indicates how well they are accomplishing the competencies). 4. Prior to practicum, students are screened to determine their eligibility. Screening consists of successful completion of level two admission (tape of counseling skills) and completion of specific coursework. 5. Prior to internship, students are assessed again. They cannot register for internship until they have successfully completed practicum. 6. During practicum and internship, counseling skills are continually reviewed each week through live supervision or video/audio tapes. Students who are not progressing sufficiently will be given a remedial plan. 7. At the end of the program through: • a research paper on a selected topic • a comprehensive examination (multiple choice and essay) • exit requirements ­ Participate in at least one annual Student Growth Retreat. ­ Participate as a client in a minimum of five (5) counseling sessions (individual, couple, or family) with a professional counselor. ­ Participate in a minimum of five (5) personal growth, self help, support, or psychoeducational group counseling sessions to work on your own issues. ­ Attend a professional development conference or workshop. ­ Document an experience with a diverse population.
7 • • • an exit evaluation (completion of a survey soliciting feedback on the program and student learnings) a post graduation departmental survey to alumni (soliciting feedback on how well their program prepared them for the job market) feedback from practicum and internship site supervisors on counseling skills and level of knowledge. IV. Methods of Assessments — Programmatically 1. First level screening, which includes: a. transcripts b. letters of recommendation c. essays 2. Second level screening, which includes: a. transcripts b. coursework grades (in 3 courses) c. writing samples d. demonstration of counseling skills (video tape of a counseling session) 3. Annual progress review, which includes: a. faculty evaluation or a rating scale assessing academic performance, personnel/professional qualities, and clinical skills. 4. Practicum screening, which includes: a. personal interview (conducted by counseling center staff for Mental Health students) and on­going evaluation, including a retention policy if students aren’t performing adequately 5. Internship screening, which includes: a. successful completion of practicum 6. Feedback from practicum and internship site supervisors on counseling skills and level of knowledge (each semester for students enrolled in those courses). 7. Written comprehensive exams which include multiple choice and essay questions. 8. Research paper (15­20 pages), presentation, or thesis. 9. Exit requirements ­ Participate in at least one annual Student Growth Retreat. ­ Participate as a client in a minimum of five (5) counseling sessions (individual, couple, or family) with a professional counselor. ­ Participate in a minimum of five (5) personal growth, self help, support, or psychoeducational group counseling sessions to work on your own issues. Attend a professional development conference or workshop. ­ Document an experience with a diverse population. ­ Attend a program orientation. 10. Exit evaluation (completion of a survey soliciting feedback on the program and student learnings) 11. Post graduation departmental survey to alumni every two years (soliciting feedback on how well their program prepared them for the job market).
8 12. Feedback from advisory committee members on relevancy of preparation program to required on­the­job skills (annually). 13. Feedback from practicum and internship site supervisors. V. The entire counseling area faculty reviews first and second level screening materials and conducts an annual progress review on all students admitted to second level. Practicum and intern instructors review progress in these clinical courses. Advisors evaluate research papers. Comprehensive exams are read by two faculty members in the program area. The faculty routinely meet to evaluate coursework, review competencies, and discuss concerns regarding progress of individual students.