DSAES Assessment Plan for AY 2014-2015
Department Name:
Director:
Assessment Contact(s)
(if not the director):
Counseling and Psychological Services
Norma Ngo, Psy.D.
Christopher Scott, Ph.D.
Department Mission Statement:
It is the mission of CAPS to provide high quality psychological and social services to the university in order to enhance student
success in their academic, personal, and social pursuits.
Department Vision Statement:
CAPS will be fully staffed with licensed professionals operating from a state of the art facility & utilizing advanced technology
that delivers unparalleled psychological services tailored to the unique needs of University of Houston’s diverse student body.
CAPS will exhibit measurable outcomes in helping students with their academic, personal and social pursuits through its
leadership in innovative clinical, outreach, multicultural, and training programming. This will result in a successful wellrounded student who, upon graduation, becomes an engaged citizen in a global world. CAPS will be nationally acclaimed in its
passionate pursuit of reducing barriers to access, destigmatizing mental health, and affirming diverse cultures, traditions, and
people.
1. Redefine CAPS Mission, Values and Vision to better align with DSAES.
2. Enhance quality of CAPS Clinical Services.
Department Goals: (include DSAES
strategic plan mapping)
3. Enhance the effectiveness of the CAPS team.
4. Enhance effectiveness of CAPS education and prevention efforts.
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DSAES Assessment Plan for AY 2014-2015
Program or Services Being Assessed: CAPS Training Program
Learning Outcome(s) and/or
Purpose
Program Objective(s)
CAPS practicum trainees will
Both to provide feedback to trainees
demonstrate competence in the
regarding their skill development, and to
following core skills: individual
evaluate the effectiveness of the training
therapy, sensitivity to diversity,
provided in those skills. If aggregate
ethical sensitivity and
trainee scores are routinely lower in a
professionalism, and use of
particular skill, the quantity, quality, and
supervision/training.
modality of training provided in that skill
are then reassessed and improved.
Method
CAPS practicum trainees must attain an
average score of 3 (“acceptable”) on the
CAPS Trainee Evaluation form in each core
skill by the end of the practicum. The
trainee evaluations will be completed by
their primary clinical supervisors.
Frequency / Timeline
At least twice per
training year. Written
evaluation form is
completed by the
primary supervisor at
the end of each
semester (December,
April). Informal
feedback is also given
at mid-semester
(October, February).
Goal(s)
Supported
#5
Results
In April 2015, the practicum trainees were rated by their primary supervisors in four skill areas using the CAPS Trainee Evaluation form. Their aggregate scores were:
Individual Therapy: 4.0
Sensitivity to Diversity: 3.75
Ethical Sensitivity and Professionalism: 5.47
Use of Supervision and Training: 3.91
For comparison, here are the aggregate April 2014 scores for the CAPS 2013-2014 practicum cohort:
Individual Therapy: 4.43
Sensitivity to Diversity: 3.75
Ethical Sensitivity and Professionalism: 4.78
Use of Supervision and Training: 4.91
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DSAES Assessment Plan for AY 2014-2015
Action
CAPS will continue to utilize this Trainee Evaluation form to provide performance feedback to our practicum students. As in previous years, this assessment shows
that CAPS practicum trainees demonstrate competence in the core skills necessary for developing mental health clinicians.
As in AY2014, Sensitivity to Diversity was the area with the lowest (relative) competency scores. Based on last year’s assessment data, we did increase the amount
of didactic training and experiential opportunities provided to practicum trainees on multicultural topics, and received positive feedback from trainees about those
experiences. Multicultural competence is understood to be an area of continuous development for all clinicians, so it may be that the lower scores refIect the
developmental stage of our agency’s most junior clinicians. It may be helpful to ask practicum trainees for specific feedback on the multicultural training provided
at CAPS as part of their exit questionnaire.
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DSAES Assessment Plan for AY 2014-2015
Program or Services Being Assessed: CAPS "Let's Talk" Program
Learning Outcome(s) and/or
Purpose
Method
Program Objective(s)
The CAPS "Let's Talk" program will
This program will be evaluated to
Utilization data from 2014-2015 will be
serve more students as we increase determine whether or not increasing hours compared with previous years.
the number of "Let's Talk" drop-in
of operation and opening new "Let's Talk"
consultation sites and increase hours sites will lead to signficant increases in
of operation.
student utilization.
Frequency / Timeline
Data will be analyzed
from 8/25/2014 to
6/1/2015
Goal(s)
Supported
#4
Results
FY 2014: Let’s Talk Clinicians were on site for 233 hours and had a net of 44 Let’s Talk consultation contacts. We staffed total of 5 locations that year.
FY 2015: Let’s Talk Clinicians were on site for 316 hours and had a net of 41 Let’s Talk consultation contacts. We staffed a total of 9 locations that year.
Action
The following recommendations are for consideration for the incoming Let’s Talk Coordinator and CAPS Director Dr. Norma Ngo:
Consult with the Let’s Talk coordinators from established programs. For example, Cornell University has a well-established Let’s Talk program and consultation
regarding referral strategies, marketing, and Let’s Talk shift duration may be helpful.
Set a benchmark for Let’s Talk site success. The average client contact utilization is about 40% within the clinic. Based off of this data it may be useful to set a Let’s
Talk Site success rate at an average of about 1 Let’s Talk Consultation contact per 2 hour shift. If we choose to have about 300 hours on site next year, then a
benchmark for success would be about 120 contacts versus the 41 contacts from 2014-2015.
Consider moving LT clinicians at underperforming sites. Most sites had fairly even utilization rates although Cougar Village I and The Center for Diversity and
Inclusion each only had one consultation contact for FY2015. I would recommend future sites be high traffic areas where students have the opportunity to
encounter the Let’s Talk clinician multiple times leading up to a consultation visit. It would also be helpful if any new sites had staff members that were committed
to making Let’s Talk referrals. Sites that may offer this opportunity include: Veteran’s Services, LGBTQ Resource Center, Learning Support Services, and UH Health
Center.
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DSAES Assessment Plan for AY 2014-2015
Program or Services Being Assessed: LD/ADHD Assessment
Learning Outcome(s) and/or
Purpose
Program Objective(s)
Clients who complete ADHD/LD
Assess utility of assessment process for
testing will be able to identify
improving students' knowledge of
strategies which will improve their
strategies to improve academic success
academic success.
and inform any needed changes.1) Plan
revised from AY 2011/2012 to clarify goals
2) Will be comparing AY 2013/2014 results
to baseline from AY 2012
Method
1) CAPS ADHD/LD assessment survey will
be used.
2) Majority of respondents will report
learning strategies to improve academic
success
Goal(s)
Supported
All asssessment clients #2
will be asked to
complete survey at
conclusion of
assessment process.
Ongoing: Data will be
analyzed at end of Fall,
Spring, and Summer
2015 semesters
Frequency / Timeline
Results
o Ability to better identify academic strengths and weaknesses
o 100% of clients who responded to the post-assessment survey indicated that they either agreed or strongly agreed that they were able to better identify
academic strengths and weaknesses
• Ability to identify strategies which will improve academic success.
o 100% of clients who responded to the post-assessment survey indicated that they either agreed or strongly agreed that they had learned about strategies they
can use to improve their academic performance
• Qualitative Information
• A majority of students noted in their comments about the assessment process that they believed the assessment process was very helpful. Comments typically
focused on the clinician who performed the assessment. Students typically commented on the helpfulness, supportiveness, and patience of clinicians.
• Some comments also noted that the assessment process was too lengthy.
Action
CAPS will discontinue LD/ADHD assessment services; Summer 2015 is the last semester that these services will be offered.
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