Central Washington University
Assessment of Student Learning
Department and Program Report
Please enter the appropriate information concerning your student learning assessment activities for this year.
Academic Year of Report: 2009-2010
Department: Psychology
College: COTS
Program: M.S. Mental Health Counseling
1. What student learning outcomes were assessed this year, and why?
In answering this question, please identify the specific student learning outcomes you assessed this year, reasons for
assessing these outcomes, with the outcomes written in clear, measurable terms, and note how the outcomes are
linked to department, college and university mission and goals.
The Mental Health Counseling Graduate Program has chosen to assess the all three student learning outcomes:
1. Academic Performance/Thesis Development: Candidates will organize their work effectively,
demonstrate critical thinking skills, function independently, and use data/research to conceptualize their
thinking.
a. In addition to the general assessments in this area, we also started assessing students on the 118
general and mental-health specific CACREP standards. These have been assigned to required
classes in the program, and each class will assess a portion of the standards.
2. Clinical Performance. Candidates will demonstrate skills in oral and written communication, listening to
client’s concerns, interpersonal relations, and respect for human diversity. Candidates will demonstrate
responsiveness to supervision.
3. Other Professional/Personal Development: Candidates will take initiative for their clinical, academic,
and personal duties. They will demonstrate dependability and time management skills. Candidates will
also maintain professional/ethical behavior, work as a team with peers, maintain flexibility when
approaching clinical and academic concerns, and demonstrate appropriate self-awareness of personal
strengths and weaknesses.
Please see Appendix 1 “Psychology Student Learning Outcomes for 2009-10” for a list of these SLOs and a
summary of the related department, college and university mission and goals.
Please see Appendix 2 “CACREP Standards” for a list of the new standards that will be assessed for every student
using artifacts in all classes.
2. How were they assessed?
In answering these questions, please concisely describe the specific methods used in assessing candidate learning.
Please also specify the population assessed, when the assessment took place, and the standard of mastery (criterion)
against which you will compare your assessment results. If appropriate, please list survey or questionnaire response
rate from total population.
A) What methods were used?
B) Who was assessed?
C) When was it assessed?
Mental health counseling graduate candidates are reviewed once a year by the program faculty using the Assessment
of Candidate Progress Form. This assessment covers academic progress, clinical skills, and professional/disposition
aspects. In 2009-10, there were eight 1st year candidates and eleven 2nd year candidates in the program. All of the
2nd year candidates were assessed during Winter 2010 and all of the 1st year candidates were assessed Spring 2010.
Candidates are also evaluated in the middle and end of each practica. These rating scales are completed with peer
supervision; i.e., if a negative evaluation is warranted, the supervisor must receive corroboration from another
faculty member who has viewed the artifacts for that course. After completing the practica, candidates begin their
two-quarter internship. Ten candidates completed the mental health counseling internship and four more are in
process.
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a)
Assessment of Candidate Progress: With this form, the program faculty review every candidate during
his/her first and second year. Candidates who receive “unacceptable” scores in knowledge, skills, or
dispositions are provided specific feedback on how to improve. If candidates cannot receive a
satisfactory score by the winter of their second year, they will not be allowed to proceed toward
internship. The following figure shows the most recent scores. Candidates who started their program
in 2009 will not receive their final evaluation scores until Winter 2011.
4
3.5
3
2.5
2
1.5
1
0.5
0
2005
2006
2007
2008
2009
Initial
Knowledge
Initial Skills
Initial
Disposition
Final
Knowledge
Final Skills
Final
Disposition
b) During every candidate’s first quarter, they are required to take a multicultural counseling class (PSY
574). At the beginning of course, we provide them with the Multicultural Awareness, Knowledge,
Skills Survey Counselor Edition-Revised (Kim, Cartwright, Asay, & Daniels, 2003). This assessment
consists of 33 questions and is split into three content areas: Multicultural Awareness, Multicultural
Knowledge, and Multicultural Skills. The test is provided to candidates at the beginning and end of
the course to assess their competency. It is provided again at the end of the course to measure their
improvement. The data below is for the last three years. On average, candidates raised their scores on
each of the three areas. This data is not reported in the program assessment review because it is used
to measure candidate competence without a forced criterion. Assessing candidate competency
provides a mechanism for how much training will be needed to assist candidates through their
development.
c)
Capstone (internship) evaluation. In addition to receiving top marks on their National Counseling
Exam, this year’s cohort also received strong scores on their internship evaluations. The large cohort
admitted in 2008 will not complete their internships until summer 2010. For the 2007 cohort, the
students averaged 4.7 (out of 5.0) on the 59 benchmarks.
d) New to this year we also started assessing students in classes on the 118 general and mental-health
specific CACREP standards. This process started in Spring 2010. Beginning in Fall 2010, it will
become required for all classes in the program. We also changed our rating scales from a 5-point scale
to a 4-point scale. The 2nd year students remained on the old 5-point scale, so their scores are
artificially higher.
3. What was learned?
In answering this question, please report results in specific qualitative or quantitative terms, with the results linked
to the outcomes you assessed, and compared to the standard of mastery (criterion) you noted above. Please also
include a concise interpretation or analysis of the results.
Candidate Learning Outcomes
Academic Performance/Thesis Development:
Candidates will organize their work effectively,
demonstrate critical thinking skills, function
independently, and use data/research to conceptualize
their thinking.
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Criterion of Mastery
Assessment Results
By their second review,
candidates must receive a
“2.5” or above in all three
categories to continue in the
program. Candidates failing to
11 out of 11 2nd year candidates
(100%) received a “3” or higher on
the “Academic Performance”
section of the Assessment of
Candidate Progress Form. Average
2
reach this benchmark may
petition for another evaluation
the following quarter.
Clinical Performance: Candidates will demonstrate
skills in oral and written communication, listening to
client’s concerns, interpersonal relations, and respect
for human diversity. Candidates will demonstrate
responsiveness to supervision.
score was 3.7.
8 out of 8 1st year candidates
(100%) received a “3” or higher on
the “Academic Performance”
section of the Assessment of
Candidate Progress Form. Average
score was 3.19.
CACREP. The new national
standards require all students
to be measured by all
standards. We rated each
student on a 4-point scale, and
scores are based on a course
artifact.
Overall, students averaged 3.12 on
the first 47 scores assessed. By the
end of their 2nd year, we will have
scores on all 118 standards.
By their second review,
candidates must receive a
“2.5” or above in all three
categories to continue in the
program. Candidates failing to
reach this benchmark may
petition for another evaluation
the following quarter.
11 out of 11 2nd year candidates
(100%) received a “3” or higher on
the “Clinical Performance” section
of the Assessment of Candidate
Progress Form. Average score was
3.2.
Candidates must receive a
“2.5” (Expected performance)
or above on their PSY 593A
evaluation. They must receive
a “Satisfactory” or above on
593B or C.
8 out of 8 1st year candidates
(100%) received a “3” or above on
their PSY 593A evaluation.
Average score for the class was
3.05.
8 out of 8 1st year candidates
(100%) received a “3” or higher on
the “Clinical Performance” section
of the Assessment of Candidate
Progress Form. Average score was
3.1.
9 out of 9 candidates (100%)
received a “Satisfactory” or above
on 593B. Average score for the
class was 3.02.
Other Professional/Personal Development:
Candidates will take initiative for their clinical,
academic, and personal duties. They will demonstrate
dependability and time management skills. Candidates
will also maintain professional/ethical behavior, work
as a team with peers, maintain flexibility when
approaching clinical and academic concerns, and
demonstrate appropriate self-awareness of personal
strengths and weaknesses.
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The candidate must not
receive any “1”s on the 59item evaluation from PSY
681B.
3 candidates completed the PSY
681B Mental Health Counseling
Internship. 100% earned scores
above “3” on the evaluation form.
The average score (on a scale of 1
to 5) was 4.6
By their second review,
candidates must receive a
“2.5” or above in all three
categories to continue in the
program. Candidates failing to
reach this benchmark may
petition for another evaluation
the following quarter.
11 out of 11 2nd year candidates
(100%) received a “3” or higher on
the “Professional/Personal
Development” section of the
Assessment of Candidate Progress
Form. Average score was 3.36.
3
7 out of 8 1st year candidates
(87.5%) received a “3” or higher
on the “Professional/Personal
Development” section of the
Assessment of Candidate Progress
Form. Average score was 3.1.
Evaluation of Candidate’s
Multicultural Competencies.
Candidates must receive a
“2.5” or above in all categories
to continue in the program.
Candidates receive a score of
multicultural competence as they
finish their coursework. All 11
candidates received scores above 3.
Average score across all domains
was 4.1.
National Counseling
Examination.
The National Board for Certified
Counselors released data on all
candidates. All 6 CWU candidates
passed every section of the National
exam (which is very rare).
Based on these assessment results, we can draw the following conclusions:
 The 2nd year cohort of candidates is performing very well in the program and have all achieved the criterion
of mastery on the practicum evaluations and all sections of the Assessment of Candidate Progress.
 The 1st year cohort of candidates is generally doing well. None of the candidates in the 1 st year group had
to repeat PSY 593A.
4. What will the department or program do as a result of that information?
In answering this question, please note specific changes to your program as they affect candidate learning, and as
they are related to results from the assessment process. If no changes are planned, please describe why no changes
are needed. In addition, how will the department report the results and changes to internal and external
constituents (e.g., advisory groups, newsletters, forums, etc.).
The Mental Health Counseling program faculty met to discuss the year’s program data on June 7, 2010. In addition
to the data described above, we also responded to data from our alumni survey and our employer survey. These
results will be posted on our web site in the fall. Preliminary summaries were already mailed to the alumni. The
following changes were adopted for the coming academic year (2010-11):


We will complete the first assessment process of the 118 CACREP standards. These will measure every
student in every course. This is a massive undertaking that took three years to design. Initial assessments
have been successful.
The program received full CACREP approval in July 2009.
5. What did the department or program do in response to last year’s assessment information?
In answering this question, please describe any changes that have been made to improve candidate learning based
on previous assessment results. Please also discuss any changes you have made to your assessment plan or
assessment methods.




Generally, the high scores reported by our cohorts were encouraging. Based on the scores from last year,
we completely changed the assessment method for 593A, reducing the overall number of items assessed
and highlighting the most important.
The mission statements for the Mental Health Counseling program was edited and shortened.
We formalized the process of reviewing practica candidates. This came in response to two candidates who
were failing at midterm. We needed a mechanism to remove as much subjectivity (or perceived
subjectivity) from the review process.
All practica and assessment assessments are now completely online.
6. Questions or suggestions concerning Assessment of Candidate Learning at Central Washington University:
The Psychology Department recommends the following change to Assessment of Student Learning at CWU:
 There should be an identified assessment coordinator for each department. This individual should have a
specified number of service WL units that accurately reflects the complexity and enormity of the
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assessment process. These service WL units should be above and beyond the regular service allocation for
that individual (essentially resulting in some reassigned time from either teaching or scholarship). With a
large undergraduate major, students at five university centers, and four different masters degree programs
(three of which must meet external certification and accreditation standards), our department assessment
routine is a daunting task.
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Appendix 1 “Appendix 1: Psychology Student Learning Outcomes for 2009-10”
Candidate Learning
Outcomes
Related
Program Goals
Related
Departmental Goals
Related College
Goals
Related
University
Goals
1. Academic
Performance/Thesis
Development:
Students will organize
their work effectively,
demonstrate critical
thinking skills,
function
independently, and use
data/research to
conceptualize their
thinking.
1. Assist the
department in
fulfilling the
department goals.
1. Maintain currency
of academic programs
Goals I:& II:
Maintain and
strengthen an
outstanding
academic and
student life at all
sites
Goals I:& II:
Maintain and
strengthen an
outstanding
academic and
student life at
all sites
Goal III: Provide
for outstanding
graduate
programs that
meet focused
regional needs
and achieve
academic
excellence.
Goal V:
Achieve
regional and
national
prominence for
the university.
2. Prepare
students for
careers in the
field of mental
health to provide
a full range of
Mental Health
Counseling
services.
3. Meet or exceed
current national
standards for
professional
training
2. Promote effective
teaching
3. Promote excellence
in learning to prepare
students for careers
and advanced study
8. Serve as a center for
psychological and
educational services to
the community and
region
Method(s) of
Assessment
Assessment of
candidate progress
form (Appended.
Academic
performance
category Includes
all coursework and
thesis research
Comprehensive
examination. They
may either pass (1)
the internal
comprehensive
exam, (2) the
national Counselor
Preparation
Comprehensive
Examination
(CPCE), or a
portfolio review.
Who Assessed
All students in
program.
assessed by
student’s
advisor (based
on aggregated
CACREP
scores)
All students
When Assessed
Standard of Mastery/
Criterion of
Achievement
Assessment of
candidate
progress is
completed the
spring of first
year and winter
of second year.
By their second review,
students must receive a
“3” or above in all three
categories to continue
in the program.
Students failing to reach
this benchmark may
petition for another
evaluation the following
quarter.
Prior to
graduation
If the student opts for
the internal test, they
must pass all eight
categories (no failing
scores) to pass the test.
Thesis chair and
committee must sign off
on defense.
Thesis oral defense
Prior to
graduation
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Candidate Learning
Outcomes
2. Clinical
Performance.
Students will
demonstrate skills in oral
and written
communication, listening
to client’s concerns,
interpersonal relations,
and respect for human
diversity. Students will
demonstrate
responsiveness to
supervision.
Related
Program Goals
Related
Departmental Goals
Related College
Goals
Related
University
Goals
1. Assist the
department in
fulfilling the
department goals.
3. Promote excellence
in learning to prepare
students for careers
and advanced study
2. Prepare
students for
careers in the
field of mental
health to provide
a full range of
Mental Health
Counseling
services.
6. Pursue diversity
goals by attracting
women and minority
students and faculty
members and by
increasing student and
faculty contact with
diverse populations.
Goal III: Provide
for outstanding
graduate
programs that
meet focused
regional needs
and achieve
academic
excellence.
Goals I:& II:
Maintain and
strengthen an
outstanding
academic and
student life at
all sites
3. Meet or exceed
current national
standards for
professional
training.
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8. Serve as a center for
psychological and
educational services to
the community and
region
7
Goal V: Build
partnerships that
with private,
professional,
academic,
government, and
community-based
organizations.
Goal VI: Build
inclusive and
diverse campus
communities
that promote
intellectual
inquiry
Method(s) of
Assessment
Assessment of
candidate progress
form (Appended.
Clinical
Performance
category. includes
all aspects of
clinical skills
development).
Who Assessed
All students in
program.
assessed by
student’s
advisor (based
on aggregated
CACREP
scores)
When Assessed
Standard of Mastery/
Criterion of
Achievement
Assessment of
candidate
progress is
completed the
spring of first
year and winter
of second year.
By their second review,
students must receive a
“3” or above in all three
categories to continue
in the program.
Students failing to reach
this benchmark may
petition for another
evaluation the following
quarter.
PSY 593A is
started either the
student’s first or
second quarter.
Students
continue to take
the sequence
until every
quarter until
they complete
PSY 681B.
Students must receive a
“3” (Expected
performance) or above
on their PSY 593A
evaluation. They must
receive a “Satisfactory”
or above on 593B or C.
Candidate Learning
Outcomes
Related
Program Goals
Related
Departmental Goals
Related College
Goals
Related
University
Goals
3. Other
Professional/Personal
Development: Students
1. Assist the
department in
fulfilling the
department goals.
3. Promote excellence
in learning to prepare
students for careers
and advanced study
2. Train
specialists to
provide
comprehensive,
developmental
guidance
programs in the
schools
8. Serve as a center for
psychological and
educational services to
the community and
region
Goal VII: Create
and sustain
productive, civil,
and pleasant
learning
environments.
Goals I:& II:
Maintain and
strengthen an
outstanding
academic and
student life at
all sites
will take initiative for
their clinical, academic,
and personal duties. They
will demonstrate
dependability and time
management skills.
Students will also
maintain
professional/ethical
behavior, work as a team
with peers, maintain
flexibility when
approaching clinical and
academic concerns, and
demonstrate appropriate
self-awareness of
personal strengths and
weaknesses.
3. Meet or exceed
current national
standards for
professional
training
Goal VI: Build
inclusive and
diverse campus
communities
that promote
intellectual
inquiry
Method(s) of
Assessment
Assessment of
candidate progress
form (Appended.
Other Professional
and Personal
Development
category)
Program Director’s
Evaluation of
Candidate’s
Multicultural
Competencies
PSY 593A, B, and
C evaluations are
completed the
faculty supervisor.
PSY 681A and
681B evaluations
are completed by
the onsite
supervisor.
Who Assessed
All students in
program.
assessed by
student’s
advisor (based
on aggregated
CACREP
scores)
Program
director
When Assessed
Standard of Mastery/
Criterion of
Achievement
Assessment of
candidate
progress is
completed the
spring of first
year and winter
of second year.
By their second review,
students must receive a
“3” or above in all three
categories to continue
in the program.
Students failing to reach
this benchmark may
petition for another
evaluation the following
quarter.
Evaluation
comes during
682B
Students must receive a
“3” or better on their
overall multicultural
competencies
evaluation.
PSY 593A is
started either the
student’s second
or third quarter.
Students
continue to take
the sequence
until every
quarter until
they complete
PSY 681B.
Students may not
receive a “1” on any
item on the
593A,593B,593C,681A,
and 682B assessments.
They must also receive
an overall score of “3”
(satisfactory).
*CACREP is the leading national body for accrediting educational programs in mental health counseling. It establishes standards for the institution, program objectives and curriculum (including
foundations, contextual dimensions, and knowledge and skills), clinical instruction, faculty and staff, organization and administration, and evaluations in the program. The current CACREP standards
may be found at http://www.cacrep.org/2001Standards.html
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Appendix 2: CACREP Standards
After completing their program, students will have multiple scores on these 118 standards. The scores will be aggregated and used to
provide the Assessment of Candidate Progress evaluations in Spring and Winter.
Standard
G. Common core curricular experiences and demonstrated knowledge in each of
the eight common core curricular areas are required of all students in the program.
1. PROFESSIONAL ORIENTATION AND ETHICAL PRACTICE—studies that
provide an understanding of all of the following aspects of professional
functioning:
G.1.a. history and philosophy of the counseling profession;
G.1.b. professional roles, functions, and relationships with other human service
providers, including strategies for interagency/interorganization collaboration and
communications;
G.1.c. counselors’ roles and responsibilities as members of an interdisciplinary
emergency management response team during a local, regional, or national crisis,
disaster or other trauma-causing event;
G.1.d. self-care strategies appropriate to the counselor role;
G.1.e. counseling supervision models, practices, and processes;
G.1.f. professional organizations, including membership benefits, activities,
services to members, and current issues;
G.1.g. professional credentialing, including certification, licensure, and
accreditation practices and standards, and the effects of public policy on these
issues;
G.1.h. the role and process of the professional counselor advocating on behalf of
the profession;
G.1.i. advocacy processes needed to address institutional and social barriers that
impede access, equity, and success for clients; and
G.1.j. ethical standards of professional organizations and credentialing bodies, and
applications of ethical and legal considerations in professional counseling.
2. SOCIAL AND CULTURAL DIVERSITY—studies that provide an
understanding of the cultural context of relationships, issues, and trends in a
multicultural society, including all of the following:
G.2.a. multicultural and pluralistic trends, including characteristics and concerns
within and among diverse groups nationally and internationally;
G.2.b. attitudes, beliefs, understandings, and acculturative experiences, including
specific experiential learning activities designed to foster students’ understanding
of self and culturally diverse clients;
G.2.c. theories of multicultural counseling, identity development, and social
justice;
G.2.d individual, couple, family, group, and community strategies for working
with and advocating for diverse populations, including multicultural competencies;
G.2.e counselors’ roles in developing cultural self-awareness, promoting cultural
social justice, advocacy and conflict resolution, and other culturally supported
behaviors that promote optimal wellness and growth of the human spirit, mind, or
body; and
G.2.f. counselors’ roles in eliminating biases, prejudices, and processes of
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Assessment course
Primary
Secondary
502 / 503
502 / 503
502 / 503
681b,682B
502 / 503
593A
502 / 503
593a
681B
502 / 503
681b,682B
502 / 503
574,584
574
589
574
574
574
561
574
574
574
Standard
intentional and unintentional oppression and discrimination.
3. HUMAN GROWTH AND DEVELOPMENT—studies that provide an
understanding of the nature and needs of persons at all developmental levels and in
multicultural contexts, including all of the following:
G.3.a. theories of individual and family development and transitions across the life
span;
G.3.b. theories of learning and personality development, including current
understandings about neurobiological behavior;
G.3.c. effects of crises, disasters, and other trauma-causing events on persons of all
ages;
G.3.d. theories and models of individual, cultural, couple, family, and community
resilience;
G.3.e a general framework for understanding exceptional abilities and strategies
for differentiated interventions;
G.3.f. human behavior, including an understanding of developmental crises,
disability, psychopathology, and situational and environmental factors that affect
both normal and abnormal behavior;
G.3.g. theories and etiology of addictions and addictive behaviors, including
strategies for prevention, intervention, and treatment; and
G.3.h. theories for facilitating optimal development and wellness over the life
span.
4. CAREER DEVELOPMENT—studies that provide an understanding of career
development and related life factors, including all of the following:
G.4.a. career development theories and decision-making models;
G.4.b. career, avocational, educational, occupational and labor market information
resources, and career information systems;
G.4.c. career development program planning, organization, implementation,
administration, and evaluation;
G.4.d. interrelationships among and between work, family, and other life roles and
factors, including the role of multicultural issues in career development;
G.4.e. career and educational planning, placement, follow-up, and evaluation;
G.4.f. assessment instruments and techniques relevant to career planning and
decision making; and
G.4.g. career counseling processes, techniques, and resources, including those
applicable to specific populations in a global economy.
5. HELPING RELATIONSHIPS—studies that provide an understanding of the
counseling process in a multicultural society, including all of the following:
G.5.a. an orientation to wellness and prevention as desired counseling goals;
G.5.b. counselor characteristics and behaviors that influence helping processes;
G.5.c. essential interviewing and counseling skills;
G.5.d. counseling theories that provide the student with models to conceptualize
client presentation and that help the student select appropriate counseling
interventions. Students will be exposed to models of counseling that are consistent
with current professional research and practice in the field so they begin to
develop a personal model of counseling;
G.5.e. a systems perspective that provides an understanding of family and other
systems theories and major models of family and related interventions;
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Assessment course
Primary
Secondary
571
552
584
552
552
552
552
552
552
573
573
573
573
573
573
573
560
593A
568
560
593c
560, 593b, 568
560,593b
593b
571
568
Standard
G.5.f. a general framework for understanding and practicing consultation; and
G.5.g. crisis intervention and suicide prevention models, including the use of
psychological first aid strategies.
6. GROUP WORK—studies that provide both theoretical and experiential
understandings of group purpose, development, dynamics, theories, methods,
skills, and other group approaches in a multicultural society, including all of the
following:
G.6.a. principles of group dynamics, including group process components,
developmental stage theories, group members’ roles and behaviors, and
therapeutic factors of group work;
G.6.b. group leadership or facilitation styles and approaches, including
characteristics of various types of group leaders and leadership styles;
G.6.c. theories of group counseling, including commonalities, distinguishing
characteristics, and pertinent research and literature;
G.6.d. group counseling methods, including group counselor orientations and
behaviors, appropriate selection criteria and methods, and methods of evaluation
of effectiveness; and
G.6.e. direct experiences in which students participate as group members in a
small group activity, approved by the program, for a minimum of 10 clock hours
over the course of one academic term.
7. ASSESSMENT—studies that provide an understanding of individual and group
approaches to assessment and evaluation in a multicultural society, including all of
the following:
G.7.a. historical perspectives concerning the nature and meaning of assessment;
G.7.b. basic concepts of standardized and nonstandardized testing and other
assessment techniques, including norm-referenced and criterion-referenced
assessment, environmental assessment, performance assessment, individual and
group test and inventory methods, psychological testing, and behavioral
observations;
G.7.c. statistical concepts, including scales of measurement, measures of central
tendency, indices of variability, shapes and types of distributions, and correlations;
G.7.d. reliability (i.e., theory of measurement error, models of reliability, and the
use of reliability information);
G.7.e. validity (i.e., evidence of validity, types of validity, and the relationship
between reliability and validity);
G.7.f. social and cultural factors related to the assessment and evaluation of
individuals, groups, and specific populations; and
G.7.g. ethical strategies for selecting, administering, and interpreting assessment
and evaluation instruments and techniques in counseling.
8. RESEARCH AND PROGRAM EVALUATION—studies that provide an
understanding of research methods, statistical analysis, needs assessment, and
program evaluation, including all of the following:
G.8.a. the importance of research in advancing the counseling profession;
G.8.b. research methods such as qualitative, quantitative, single-case designs,
action research, and outcome-based research;
G.8.c. statistical methods used in conducting research and program evaluation;
G.8.d. principles, models, and applications of needs assessment, program
7/24/16
11
Assessment course
Primary
Secondary
502 / 503 560
593b
560, 568
561
561
681b
561
561
681b
561
544
544
544
544
568
544
568
544
568
568 / 567
544
568 / 567
555
555
568
555
555
568
Standard
evaluation, and the use of findings to effect program modifications;
G.8.e. the use of research to inform evidence-based practice; and
G.8.f. ethical and culturally relevant strategies for interpreting and reporting the
results of research and/or program evaluation studies.
CLINICAL MENTAL HEALTH COUNSELING
Students who are preparing to work as clinical mental health counselors will
demonstrate the professional knowledge, skills, and practices necessary to address
a wide variety of circumstances within the clinical mental health counseling
context. In addition to the common core curricular experiences outlined in Section
II.F, programs must provide evidence that student learning has occurred in the
following domains:
FOUNDATIONS
A. Knowledge
MH.A.1. Understands the history, philosophy, and trends in clinical mental health
counseling.
MH.A.2. Understands ethical and legal considerations specifically related to the
practice of clinical mental health counseling.
MH.A.3. Understands the roles and functions of clinical mental health counselors
in various practice settings and the importance of relationships between counselors
and other professionals, including interdisciplinary treatment teams.
MH.A.4. Knows the professional organizations, preparation standards, and
credentials relevant to the practice of clinical mental health counseling.
MH.A.5. Understands a variety of models and theories related to clinical mental
health counseling, including the methods, models, and principles of clinical
supervision.
MH.A.6. Recognizes the potential for substance use disorders to mimic and
coexist with a variety of medical and psychological disorders.
MH.A.7. Is aware of professional issues that affect clinical mental health
counselors (e.g., core provider status, expert witness status, access to and practice
privileges within managed care systems).
MH.A.8. Understands the management of mental health services and programs,
including areas such as administration, finance, and accountability.
MH.A.9. Understands the impact of crises, disasters, and other trauma-causing
events on people.
MH.A.10. Understands the operation of an emergency management system within
clinical mental health agencies and in the community.
B. Skills and Practices
MH.B.1. Demonstrates the ability to apply and adhere to ethical and legal
standards in clinical mental health counseling.
MH.B.2. Applies knowledge of public mental health policy, financing, and
regulatory processes to improve service delivery opportunities in clinical mental
health counseling.
COUNSELING, PREVENTION, AND INTERVENTION
C. Knowledge
MH.C.1. Describes the principles of mental health, including prevention,
intervention, consultation, education, and advocacy, as well as the operation of
programs and networks that promote mental health in a multicultural society.
7/24/16
12
Assessment course
Primary
Secondary
568 / 567
568 / 567
555,593a,593b
555
502
589
502
502
681a
502
593c
568
584
589
681B
568
560
593a
589
681B
574
593A
Standard
MH.C.2. Knows the etiology, the diagnostic process and nomenclature, treatment,
referral, and prevention of mental and emotional disorders.
MH.C.3. Knows the models, methods, and principles of program development and
service delivery (e.g., support groups, peer facilitation training, parent education,
self-help).
MH.C.4. Knows the disease concept and etiology of addiction and co-occurring
disorders.
MH.C.5 Understands the range of mental health service delivery—such as
inpatient, outpatient, partial treatment and aftercare—and the clinical mental
health counseling services network.
MH.C.6. Understands the principles of crisis intervention for people during crises,
disasters, and other trauma-causing events.
MH.C.7. Knows the principles, models, and documentation formats of
biopsychosocial case conceptualization and treatment planning.
MH.C.8 Recognizes the importance of family, social networks, and community
systems in the treatment of mental and emotional disorders.
MH.C.9 Understands professional issues relevant to the practice of clinical mental
health counseling.
D. Skills and Practices
MH.D.1. Uses the principles and practices of diagnosis, treatment, referral, and
prevention of mental and emotional disorders to initiate, maintain, and terminate
counseling.
MH.D.2. Applies multicultural competencies to clinical mental health counseling
involving case conceptualization, diagnosis, treatment, referral, and prevention of
mental and emotional disorders.
MH.D.3. Promotes optimal human development, wellness, and mental health
through prevention, education, and advocacy activities.
MH.D.4. Applies effective strategies to promote client understanding of and
access to a variety of community resources.
MH.D.5. Demonstrates appropriate use of culturally responsive individual, couple,
family, group, and systems modalities for initiating, maintaining, and terminating
counseling.
MH.D.6. Demonstrates the ability to use procedures for assessing and managing
suicide risk.
MH.D.7 Applies current record-keeping standards related to clinical mental health
counseling.
MH.D.8. Provides appropriate counseling strategies when working with clients
with addiction and co-occurring disorders.
MH.D.9. Demonstrates the ability to recognize his or her own limitations as a
clinical mental health counselor and to seek supervision or refer clients when
appropriate.
DIVERSITY AND ADVOCACY
E. Knowledge
MH.E.1. Understands how living in a multicultural society affects clients who are
seeking clinical mental health counseling services.
MH.E.2. Understands the effects of racism, discrimination, sexism, power,
privilege, and oppression on one’s own life and career and those of the client.
7/24/16
13
Assessment course
Primary
Secondary
584
560
567
584
568
681A
593B
593B
571
560
593A
593B
574
593C
593B
593C
593A
593B,593C
593B
593A,593C
593B,593C 593B,593C
593A
593B,593C
574
681B
574
681B
Standard
MH.E.3. Understands current literature that outlines theories, approaches,
strategies, and techniques shown to be effective when working with specific
populations of clients with mental and emotional disorders.
MH.E.4. Understands effective strategies to support client advocacy and influence
public policy and government relations on local, state, and national levels to
enhance equity, increase funding, and promote programs that affect the practice of
clinical mental health counseling.
MH.E.5. Understands the implications of concepts such as internalized oppression
and institutional racism, as well as the historical and current political climate
regarding immigration, poverty, and welfare.
MH.E.6. Knows public policies on the local, state, and national levels that affect
the quality and accessibility of mental health services.
F. Skills and Practices
MH.F.1. Maintains information regarding community resources to make
appropriate referrals.
MH.F.2. Advocates for policies, programs, and services that are equitable and
responsive to the unique needs of clients.
MH.F.3. Demonstrates the ability to modify counseling systems, theories,
techniques, and interventions to make them culturally appropriate for diverse
populations.
ASSESSMENT
G. Knowledge
MH.G.1. Knows the principles and models of assessment, case conceptualization,
theories of human development, and concepts of normalcy and psychopathology
leading to diagnoses and appropriate counseling treatment plans.
MH.G.2. Understands various models and approaches to clinical evaluation and
their appropriate uses, including diagnostic interviews, mental status examinations,
symptom inventories, and psychoeducational and personality assessments.
MH.G.3. Understands basic classifications, indications, and contraindications of
commonly prescribed psychopharmacological medications so that appropriate
referrals can be made for medication evaluations and so that the side effects of
such medications can be identified.
MH.G.4. Identifies standard screening and assessment instruments for substance
use disorders and process addictions.
H. Skills and Practices
MH.H.1. Selects appropriate comprehensive assessment interventions to assist in
diagnosis and treatment planning, with an awareness of cultural bias in the
implementation and interpretation of assessment protocols.
MH.H.2. Demonstrates skill in conducting an intake interview, a mental status
evaluation, a biopsychosocial history, a mental health history, and a psychological
assessment for treatment planning and caseload management.
MH.H.3. Screens for addiction, aggression, and danger to self and/or others, as
well as co-occurring mental disorders.
MH.H.4. Applies the assessment of a client’s stage of dependence, change, or
recovery to determine the appropriate treatment modality and placement criteria
within the continuum of care.
RESEARCH AND EVALUATION
7/24/16
14
Assessment course
Primary
Secondary
560
681A
574
682B
593B
593C
593B
593C,682B
574
682B
568
584,593B
568
544
584
568
56
584
593B
593B
593B
593B
Standard
I. Knowledge
MH.I.1. Understands how to critically evaluate research relevant to the practice of
clinical mental health counseling.
MH.I.2. Knows models of program evaluation for clinical mental health programs.
MH.I.3. Knows evidence-based treatments and basic strategies for evaluating
counseling outcomes in clinical mental health counseling.
J. Skills and Practices
MH.J.1. Applies relevant research findings to inform the practice of clinical
mental health counseling.
MH.J.2. Develops measurable outcomes for clinical mental health counseling
programs, interventions, and treatments.
MH.J.3. Analyzes and uses data to increase the effectiveness of clinical mental
health counseling interventions and programs.
DIAGNOSIS
K. Knowledge
MH.K.1. Knows the principles of the diagnostic process, including differential
diagnosis, and the use of current diagnostic tools, such as the current edition of the
Diagnostic and Statistical Manual of Mental Disorders (DSM).
MH.K.2. Understands the established diagnostic criteria for mental and emotional
disorders, and describes treatment modalities and placement criteria within the
continuum of care.
MH.K.3. Knows the impact of co-occurring substance use disorders on medical
and psychological disorders.
MH.K.4. Understands the relevance and potential biases of commonly used
diagnostic tools with multicultural populations.
MH.K.5. Understands appropriate use of diagnosis during a crisis, disaster, or
other trauma-causing event.
L. Skills and Practices
MH.L.1. Demonstrates appropriate use of diagnostic tools, including the current
edition of the DSM, to describe the symptoms and clinical presentation of clients
with mental and emotional impairments.
MH.L.2. Is able to conceptualize an accurate multi-axial diagnosis of disorders
presented by a client and discuss the differential diagnosis with collaborating
professionals.
MH.L.3. Differentiates between diagnosis and developmentally appropriate
reactions during crises, disasters, and other trauma-causing events.
7/24/16
15
Assessment course
Primary
Secondary
555
593A
502
568
555
593B
593C,681B
555
593B
584
584
568
584
574
584
584
584
584
593B