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: 2010-2011
Department: Psychology
College: COTS
Program: M.Ed School 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.
Please see Appendix 1 “Psychology Student Learning Outcomes for 2010-11” for a list of the student learning
outcomes and a summary of the related department, college, and university mission and goals. The School
Counseling Graduate Program has chosen to assess all three student learning outcomes:
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.
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.
3.
Other Professional/Personal Development: Students 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.
This year, we adopted an extremely comprehensive approach to gathering this information. We started assessing
students on the 125 CACREP standards, which are then split into the three dimensions described above. The
standards are split into the various classes, and all standards are covered by the core classes in the program.
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?
Please see
Appendix 1: Psychology Student Learning Outcomes for 2011-11
Appendix 2: 2010-2011 CACREP Standard Scores
Appendix 3: 2010-11 Assessment of Candidate Progress
Appendix 4: 2011 Survey of Alumni
Appendix 5: 2011 Supervisor and Employer Survey
For the first time, School Counseling students took the National Counseling Exam. Although this test is a generalist
test in counseling, it is a requirement for being board certified as a school counselor by the NBCC. We are not
given scores for individual students, but we do have aggregate scores for the four School Counseling students who
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took the test. The students’ average score was above the national mean on all eight of the major content items.
Overall, when combined with the Mental Health Counseling Students, the cohort received a z-score at the 99.1
percentile. This is an amazing achievement and ranks us in the 1% of programs in the country.
Please see Appendix 1 “Psychology Student Learning Outcomes for 2010-11” for a summary of the methods of
assessment employed, classes in which students were assessed, and when the assessments took place. School
counseling graduate students are reviewed once a year by the program faculty using the Assessment of Candidate
Progress Form (see Appendix 3 for scores). In 2010-11, there were four 1st year students and four 2nd year students
in the program. All of the 2nd year students were assessed during Winter 2011, and three of the 1st year students
were assessed Spring 2011 (one dropped out of the program due to academic and financial concerns). Four students
completed the school counseling internship. Only the scores from the students who completed the internship are
included in this report.
a)
Assessment of Candidate Progress: With this form, the program faculty review every student 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.
b) In addition to the WAC standards for School Counseling, we began tracking our candidates’
performance on the CACREP School Counseling Standards. These standards were also assessed
during the capstone internship course. All students are assessed on each of the standards (see
Appendix 2: 2010-2011 CACREP Standard Scores).
c) New to this year we also started assessing all students in all classes for each of the 56 general and 69
school-counseling specific CACREP standards. This process started in Spring 2011. Beginning in
Fall 2011, it became required for all classes in the program. We also changed our rating scales from a
5-point scale to a 4-point scale (in 2010). Please see Appendix 2 “2010-2011 CACREP Standard
Scores” to see the scores for students from their coursework across the CACREP standards. We do not
have enough data to rate students on the Assessment of Candidate Assessment forms based on these
scores, but we will be able to use that data next year as a primary means of assessing students across
the primary domains.
d) We also completed alumni (see Appendix 4: 2011 Survey of Alumni) and supervisor/employer
(Appendix 5: 2011 Supervisor and Employer Survey) evaluations. Although these are not directly tied
to the candidate assessment process, they are important in determining the best direction for the
program.
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.
Student Learning Outcomes
Criterion of Mastery
Assessment Results
Academic Performance/Thesis Development:
Students will organize their work effectively,
demonstrate critical thinking skills, function
independently, and use data/research to conceptualize
their thinking.
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.
4 out of 4 2nd year students (100%)
received a “3” or higher on the
“Academic Performance” section
of the Assessment of Candidate
Progress Form. Average score was
3.0.
All students earn satisfactory
evaluations on comprehensive
written examination and
Professional Education Advisory
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4 out of 4 1st year students (100%)
received a “3” or higher on the
“Academic Performance” section
of the Assessment of Candidate
Progress Form. Average score was
3.0)
4 of 4 2nd year students (100%)
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.
Board oral examination and
portfolio review. The PEAB and
Comprehensive Exam are scored
pass/fail. Students must receive a
passing score on both.
passed the comprehensive written
exam, the PEAB oral exam and
the portfolio review.
CACREP. The 2009 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.
By their second review, students
must receive a “3.0” 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.
Overall, students averaged 3.1 on
the CACREP core standards (the
first 56). Similarly, they received
a 3.02 on the 69 items specifically
for School Counseling.
Students must receive a “2.0”
(Adequate performance) or above
on their PSY 593A evaluation.
They must receive a “Satisfactory”
or above on 593B or C.
The student must not receive any
“1”s on the 79-item evaluation
from PSY 682.
The PEAB and Comprehensive
Exam are scored pass/fail.
Students must receive a passing
score on both.
Other Professional/Personal Development:
Students 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.
By their second review, students
must receive a “3.0” 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.
All students earn satisfactory
evaluations on comprehensive
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4 out of 4 2nd year students (100%)
received a “3” or higher on the
“Clinical Performance” section of
the Assessment of Candidate
Progress Form. Average score was
3.25.
3 out of 4 1st year students (75%)
received a “3” or higher on the
“Clinical Performance” section of
the Assessment of Candidate
Progress Form. Average score was
2.75.
3 out of 4 1st year students (75%)
received a “2” or above on their
PSY 593A evaluation. The
student scoring below “adequate”
is no longer taking classes.
3 out of 3 1st year students (100%)
received a “Satisfactory” or above
on 593B or C (one student was not
permitted to continue to this point)
4 students completed the PSY 682
School Counseling Internship.
100% earned scores above “1” on
the evaluation form. The average
score (on a scale of 1 to 4) was
3.33.
4 of 4 students (100%) passed the
comprehensive written exam, the
PEAB oral exam and the portfolio
review.
4 out of 4 2nd year students (100%)
received a “3” or higher on the
“Professional/Personal
Development” section of the
Assessment of Candidate Progress
Form. Average score was 3.25.
3 out of 4 1st year students (75%)
received a “3” or higher on the
“Professional/Personal
Development” section of the
Assessment of Candidate Progress
Form. Average score was 2.75.
written examination and
Professional Education Advisory
Board oral examination and
portfolio review.
4 of 4 students (100%) passed the
comprehensive written exam, the
PEAB oral exam and the portfolio
review.
The following figure shows the most recent scores. Candidates who started their program in 2010 will not receive
their final evaluation scores until Winter 2012. We also changed our rating scales from a 5-point scale to a 4-point
scale. Although there appears to be downward trend, part of this is due to the conversation of the scale, and we have
also become more rigid on our definition of adequacy.
5
4
2005
3
2006
2007
2
2008
1
2009
0
Initial
Knowledge
Initial Skills
Initial
Disposition
Final
Knowledge
Final Skills
Final
Disposition
The alumni and supervisor evaluations are not included in the above summary, but they were important in providing
yearly feedback. In the recent alumni survey, we learned that there are some issues to resolve. When asked, “In
general my course work...” student expressed some concerns regarding “met my individual needs” (70% agreed),
and “prepared me to work more adequately with students' special needs and/or talents” (only 30% agreed). When
asked, “I was satisfied with the program's…” a whopping only 50% of students were satisfied with the Classrooms.
The alumni did not articulate why this score was low.
In regards to the supervisor/employer evaluation, Scores were virtually unchanged from the previous review. This is
positive, because all of the scores remained above “4” on a 5-point scale. The total number of participants was
lower because 1) we have been using fewer training sites, and 2) a large number of mental health and school
counselors have recently lost their jobs. Nearly 60% of the supervisors we have used in the past three years could
not be located.
We also conducted an unscientific survey of the PEAB members about their views of the program. All of the PEAB
members (which includes school counselors, educators, and administrators) believed Central’s program was unique
and valuable because it combined mental health counseling training with high-quality teaching regarding school
counseling. They believed this was essential for rural areas where mental health services were not available, and
they bemoaned the fact that we were not accepting new students due to budgetary considerations.
Based on these assessment results, we can draw the following conclusions:
 This is a strong program. With national scores at high levels, strong feedback from supervisors/employers,
positive feedback from alumni (with 2 areas requiring attention), and a unique blend of disciplines in our
training, this program appears to meet the needs of our community in important ways.
 We need better early assessments. When we converted our evaluation system from a 5-point scale to a 4point scale, one of the intentions was to better identify struggling students, provide remediation, and
determine their fit for the program. For this year, the 1st year students were evaluated more strictly in all
three practica and the Assessment of Candidate Progress. This resulted in one student receiving
unacceptable marks. We provided a remediation for this student, but the student did not continue through
the program. Although it is difficult to lose a student, we believe the higher standards and regular
assessments will prevent students from floundering in the program and the profession.
 Students who have matriculated through the program, are performing well in their practica, internship,
comprehensive exams, and PEAB oral exam. For the first time, we also had School Counseling students
take the National Counseling Exam. All students passed all content areas. We continue to operate at 100%
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2010

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pass rate for both mental health and school counseling programs. This is especially noteworthy considering
there is only a 75% pass-rate for the country. We hope the school counselors for future years continue to
do as well.
We need to do a better job teaching special education components. We were already aware of this need,
and we spent much of the year restructuring our classes. Our committee recommended adding a
prerequisite in education and added a graduate class in special education.
In regards to the PEAB review, there was a clear consensus that we are doing something unique and
important. We need to find a way to highlight the uniqueness of our program. This will be described
below.
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 student 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 school counseling program faculty met on June 6, 2011 to discuss changes to make based on this year-end
data. The following programmatic conclusions were reached:
 We will continue our tracking of students along the 125 CACREP standards. This is the first year we had
data on students, and we will begin integrating this material into the winter 2012 Assessment of Candidate
Progress.
 We started using Facebook to maintain tracking of alumni. This expanded our ability to interact with
alumni and gain feedback. This helped us to target the most recent graduate’s experience, which gives a
more accurate pulse of how well our changes are working. We will expand this option in the coming year
and use Facebook communication while they are active students to get them used to the media.
 The alumni survey added to the notion that we had already received from our classroom assessment scores
about a hole in our program regarding special education training. For the school counseling students, this
gap in the program objectives was likely associated with the alumni’s sense that the program did not meet
their individual needs. We have been discussing this with students, and we are exploring how to make this
happen.
 Curriculum changes. The program did not receive funding to hire a new faculty member, so we did not
push the changes through for the coming year. However, it is our goal to submit the curriculum changes as
soon as we receive permission to begin a search for a new faculty member.
 We also used the information from this report in our mid-cycle CACREP report, which was peer reviewed
by CACREP and sent to our department head and dean.
 Restructure thesis training. One of the areas in the CACREP-standards assessment indicated a weakness in
1st year student’s grasp of research. We attempted to compensate for this by adding a weekly voluntary
thesis class last spring. This class was well received, but it appears that a better approach would be to
move our existing research class from the fall of the second year to spring of their first year. This will give
students a jumpstart on their thesis work.
 In regards to the PEAB review, we would like to convert our program to an Ed.S. (Education Specialist
Degree). The Ed.S. would take very little resources, add a few classes (in special education and mental
health), and prepare students to be the best-trained school counselors in the state. Over the fall quarter, we
designed the program, and we will seek feedback from the department, college, and community over the
coming quarters.
 We also made other changes this year, in addition to those required by the data. We implemented a mock
PEAB review to help students prepare for the test, we started meeting with students weekly during their
first year to help with their thesis development, and we began assessing their performance during internship
with live-supervisor reviews.
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 student learning based on
previous assessment results. Please also discuss any changes you have made to your assessment plan or assessment
methods.
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




We began assessing students through the National Counselor Exam.
We met to change the curriculum for the program. We created a model using the current structure but with
more special education components. We also discussed a potential Ed.S. option, which would expand the
current degree to better address the concerns of the PEAB, alumni, and supervisors.
We changed the structure of the internship, which resulted in more on-campus assessments, closer
interaction with supervisors, and a year-long experience for all students.
We changed our assessment scoring from a 5-point scale (which had a neutral “3”) to a 4-point scale that
better delineated acceptable versus unacceptable behaviors.
We ensured that all school counseling practica students worked with children during 593C.
Starting Spring 2010, we increased our CACREP assessment data. We began to track student performance
in every class (based on CACREP standards) and have artifacts to demonstrate competency.
We increased our multicultural emphasis and started translating practica documents into Spanish.
We brought more students to national (ASCA) and state (WSCA) conferences.
We created a Future Education Associates club for school counselors and school psychologists.
6. Questions or suggestions concerning Assessment of Student Learning at Central Washington University:
NA
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6
Appendix 1: Psychology Student Learning Outcomes for 2010-11
CWU Student Learning Outcomes Assessment Plan Preparation Form
Department: Psychology -- Program M. Ed. in School Counseling
The student learning outcomes of the CWU school counseling program are consistent with those of the Council for the Accreditation of Counseling and
Related Programs (CACREP)*, the National Council for the Accreditation of Teacher Education (NCATE)*, and Washington State Office of the
Superintendent of Public Instruction (OSPI) standards for Educational Staff Associate in School Counseling certification programs*.
Student Learning
Outcomes (performance,
knowledge, attitudes)
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.
Related
Program Goals
1. Assist the
department in
fulfilling the
department
goals.
2. Train
specialists to
provide
comprehensive,
developmental
guidance
programs in the
schools
3. Meet or
exceed current
state and
national
standards for
professional
training
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Related
Departmental
Goals
1. Maintain
currency of
academic
programs
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
7
Related
College Goals
Related
University
Goals
Method(s) of
Assessment
Who Assessed
When Assessed
Standard of
Mastery/
Criterion of
Achievement
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
All students in
program.
Assessed by
student’s advisor
(based on
aggregated
CACREP scores)
Assessment of
student progress
is completed the
spring of first
year and winter
of second year.
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.
Assessment of
student progress
form Appended.
Academic
performance
category.
Includes all
coursework and
thesis research).
By their second
review, students
must receive a
“3.0” 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.
Goal VI:
Strengthen the
college’s
contributions to
the field of
education.
Professional
Education
Advisory Board
oral
examination, and
portfolio review
includes
internship
performance.
Comprehensive
examination
constructed with
PEAB input.
All graduating
students
examined by
PEAB
PEAB
examination at
end of program
All students earn
satisfactory
evaluations on
comprehensive
written
examination and
Professional
Education
Advisory Board
oral examination
and portfolio
review.
Student Learning
Outcomes (performance,
knowledge, attitudes)
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
1. Assist the
department in
fulfilling the
department
goals.
2. Train
specialists to
provide
comprehensive,
developmental
guidance
programs in the
schools
3. Meet or
exceed current
national and
state standards
for professional
training
Related
Departmental
Goals
Related
College Goals
Related
University
Goals
Method(s) of
Assessment
Who Assessed
When Assessed
Standard of
Mastery/
Criterion of
Achievement
3. Promote
excellence in
learning to
prepare students
for careers and
advanced study
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
Assessment of
student progress
form (Appended.
Clinical
Performance
category
includes all
aspects of
clinical skills
development).
All students in
program.
Assessed by
student’s advisor
(based on
aggregated
CACREP scores)
Assessment of
student progress
is completed the
spring of first
year and fall of
second year.
By their second
review, students
must receive a
“3.0” 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.
8. Serve as a
center for
psychological
and educational
services to the
community and
region
6. Pursue
diversity goals
by attracting
women and
minority
students and
faculty members
and by
increasing
student and
faculty contact
with diverse
populations.
Goal V: Build
partnerships
that with
private,
professional,
academic,
government,
and
communitybased
organizations.
Goal VI:
Strengthen the
college’s
contributions to
the field of
education.
Goal VI:
Build
inclusive and
diverse
campus
communities
that promote
intellectual
inquiry
Professional
Education
Advisory Board
oral
examination, and
portfolio review
includes
internship
performance.
Comprehensive
examination
constructed with
PEAB input.
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
682B.
The PEAB and
Comprehensive
Exam are taken
during or after
their final quarter
of internship.
Students must
receive a “2.0”
(Adequate
performance) or
above on their
PSY 593A
evaluation. They
must receive a
“Satisfactory” or
above on 593B or
C.
The student must
not receive any
“1”s on the 79item evaluation
from PSY 682B.
The PEAB and
Comprehensive
Exam are scored
pass/fail.
Students must
receive a passing
score on both.
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8
Student Learning
Outcomes (performance,
knowledge, attitudes)
3. Other
Professional/Personal
Development: Students 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.
Related
Program Goals
1. Assist the
department in
fulfilling the
department
goals.
2. Train
specialists to
provide
comprehensive,
developmental
guidance
programs in the
schools
Related
Departmental
Goals
Related
College Goals
Related
University
Goals
Method(s) of
Assessment
Who Assessed
When Assessed
Standard of
Mastery/
Criterion of
Achievement
3. Promote
excellence in
learning to
prepare students
for careers and
advanced study
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
Assessment of
student progress
form (Appended.
Other
Professional and
Personal
Development
category)
Student’s advisor
(based on
aggregated
CACREP scores)
Assessment of
student progress
is completed the
spring of first
year and fall of
second year.
By their second
review, students
must receive a
“3.0” 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.
8. Serve as a
center for
psychological
and educational
services to the
community and
region
3. Meet or
exceed current
national
standards for
professional
training
Goal VII:
Create and
sustain
productive,
civil, and
pleasant
learning
environments.
Goal VI:
Strengthen the
college’s
contributions to
the field of
education.
PSY 593A, B,
and C
evaluations are
completed the
faculty
supervisor.
PSY 682A and
682B
evaluations are
completed by the
onsite
supervisor.
Comprehensive
Exam is scored
by the program
director.
PEAB oral
interview is
scored
collectively by
the PEAB
members.
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
682B.
The PEAB and
Comprehensive
Exam are taken
during or after
their final quarter
of internship.
The PEAB and
Comprehensive
Exam are taken
during or after
their final quarter
of internship.
All students earn
satisfactory
evaluations on
comprehensive
written
examination and
Professional
Education
Advisory Board
oral examination
and portfolio
review.
*CACREP is a leading national body for accrediting educational programs in school 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. NCATE standards may be found at http://www.ncate.org/public/standards.asp in which school
counselors fall under the standards for “other school personnel.” Washington State standards for school counselor certification programs are codified in WAC 181-78A-270(5), available
online at http://apps.leg.wa.gov/WAC/default.aspx?cite=181-78A-270
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P a g e | 10
Appendix 2: 2010-2011 CACREP Standard Scores for School Counseling Students.
After completing their program, students will have multiple scores on these 125 standards. The scores will be aggregated and used to
provide the Assessment of Candidate Progress. These are the scores the second-year cohort have received throughout their program.
Some of these scores will change after assessing their remaining classes and their internship. Scores are coded on a 4-point scale (i.e.,
1=Unsatisfactory, 2=Acceptable, 3=Good, 4=Excellent).
CACREP Standard
Average
Score
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 traumacausing 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 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
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3
3.1
3.2
3.2
3.4
3
3
3.4
3.3
3.3
3
3.3
3
3
3.2
3.4
3.2
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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;
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
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3
3
3.3
3.1
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
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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 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.
3
3
3
3
3
3
3.3
3.3
3.3
3.2
3.3
3.3
3.3
3.3
School Counseling Standards
FOUNDATIONS
A. Knowledge
SC.A 1. Knows history, philosophy, and trends in school counseling and educational systems.
SC.A 2. Understands ethical and legal considerations specifically related to the practice of school
counseling.
SC.A 3. Knows roles, functions, settings, and professional identity of the school counselor in relation
to the roles of other professional and support personnel in the school.
SC.A 4. Knows professional organizations, preparation standards, and credentials that are relevant to
the practice of school counseling.
SC.A 5. Understands current models of school counseling programs (e.g., American School
Counselor Association [ASCA] National Model) and their integral relationship to the total
educational program.
SC.A 6. Understands the effects of (a) atypical growth and development, (b) health and wellness, (c)
language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning
and development.
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3
3
3
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SC.A 7. Understands the operation of the school emergency management plan and the roles and
responsibilities of the school counselor during crises, disasters, and other trauma-causing events.
B. Skills and Practices
SC.B.1. Demonstrates the ability to apply and adhere to ethical and legal standards in school
counseling.
SC.B.2. Demonstrates the ability to articulate, model, and advocate for an appropriate school
counselor identity and program.
Counseling, Prevention, and Intervention
C. Knowledge
SC.C.1. Knows the theories and processes of effective counseling and wellness programs for
individual students and groups of students.
SC.C.2. Knows how to design, implement, manage, and evaluate programs to enhance the academic,
career, and personal/social development of students.
SC.C.3. Knows strategies for helping students identify strengths and cope with environmental and
developmental problems.
SC.C.4. Knows how to design, implement, manage, and evaluate transition programs, including
school-to-work, postsecondary planning, and college admissions counseling.
SC.C.5. Understands group dynamics—including counseling, psycho-educational, task, and peer
helping groups—and the facilitation of teams to enable students to overcome barriers and
impediments to learning.
SC.C.6. Understands the potential impact of crises, emergencies, and disasters on students,
educators, and schools, and knows the skills needed for crisis intervention.
D. Skills and Practices
SC.D.1. Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse
individuals, groups, and classrooms.
SC.D.2. Provides individual and group counseling and classroom guidance to promote the academic,
career, and personal/social development of students.
SC.D.3 Designs and implements prevention and intervention plans related to the effects of (a)
atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e)
multicultural issues, and (f) factors of resiliency on student learning and development.
SC.D.4. Demonstrates the ability to use procedures for assessing and managing suicide risk.
SC.D.5. Demonstrates the ability to recognize his or her limitations as a school counselor and to
seek supervision or refer clients when appropriate.
DIVERSITY AND ADVOCACY
E. Knowledge
SC.E.1. Understands the cultural, ethical, economic, legal, and political issues surrounding diversity,
equity, and excellence in terms of student learning.
SC.E.2. Identifies community, environmental, and institutional opportunities that enhance—as well
as barriers that impede—the academic, career, and personal/social development of students.
SC.E.3. Understands the ways in which educational policies, programs, and practices can be
developed, adapted, and modified to be culturally congruent with the needs of students and their
families.
SC.E.4. Understands multicultural counseling issues, as well as the impact of ability levels,
stereotyping, family, socioeconomic status, gender, and sexual identity, and their effects on student
achievement.
F. Skills and Practices
SC.F.1. Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in
student learning and development.
SC.F.2. Advocates for the learning and academic experiences necessary to promote the academic,
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3
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3
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career, and personal/social development of students.
SC.F.3. Advocates for school policies, programs, and services that enhance a positive school climate
and are equitable and responsive to multicultural student populations.
SC.F.4. Engages parents, guardians, and families to promote the academic, career, and
personal/social development of students.
ASSESSMENT
G. Knowledge
SC.G.1. Understands the influence of multiple factors (e.g., abuse, violence, eating disorders,
attention deficit hyperactivity disorder, childhood depression) that may affect the personal, social,
and academic functioning of students.
SC.G.2. Knows the signs and symptoms of substance abuse in children and adolescents, as well as
the signs and symptoms of living in a home where substance abuse occurs.
SC.G.3. Identifies various forms of needs assessments for academic, career, and personal/social
development.
H. Skills and Practices
SC.H.1. Assesses and interprets students’ strengths and needs, recognizing uniqueness in cultures,
languages, values, backgrounds, and abilities.
SC.H.2. Selects appropriate assessment strategies that can be used to evaluate a student’s academic,
career, and personal/social development.
SC.H.3. Analyzes assessment information in a manner that produces valid inferences when
evaluating the needs of individual students and assessing the effectiveness of educational programs.
SC.H.4. Makes appropriate referrals to school and/or community resources.
SC.H.5. Assesses barriers that impede students’ academic, career, and personal/social development.
RESEARCH AND EVALUATION
I. Knowledge
SC.I.1. Understands how to critically evaluate research relevant to the practice of school counseling.
SC.I.2. Knows models of program evaluation for school counseling programs.
SC.I.3. Knows basic strategies for evaluating counseling outcomes in school counseling (e.g.,
behavioral observation, program evaluation).
SC.I.4. Knows current methods of using data to inform decision making and accountability (e.g.,
school improvement plan, school report card).
SC.I.5. Understands the outcome research data and best practices identified in the school counseling
research literature.
J. Skills and Practices
SC.J.1. Applies relevant research findings to inform the practice of school counseling.
SC.J.2. Develops measurable outcomes for school counseling programs, activities, interventions, and
experiences.
SC.J.3. Analyzes and uses data to enhance school counseling programs.
ACADEMIC DEVELOPMENT
K. Knowledge
SC.K.1. Understands the relationship of the school counseling program to the academic mission of
the school.
SC.K.2. Understands the concepts, principles, strategies, programs, and practices designed to close
the achievement gap, promote student academic success, and prevent students from dropping out of
school.
SC.K.3. Understands curriculum design, lesson plan development, classroom management strategies,
and differentiated instructional strategies for teaching counseling- and guidance-related material.
L. Skills and Practices
SC.L.1. Conducts programs designed to enhance student academic development.
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3
3.3
3.2
3
3
2.8
3
3
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3
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SC.L.2. Implements strategies and activities to prepare students for a full range of postsecondary
options and opportunities.
SC.L.3. Implements differentiated instructional strategies that draw on subject matter and
pedagogical content knowledge and skills to promote student achievement.
Collaboration And Consultation
M. Knowledge
SC.M.1. Understands the ways in which student development, well-being, and learning are enhanced
by family-school-community collaboration.
SC.M.2. Knows strategies to promote, develop, and enhance effective teamwork within the school
and the larger community.
SC.M.3. Knows how to build effective working teams of school staff, parents, and community
members to promote the academic, career, and personal/social development of students.
SC.M.4. Understands systems theories, models, and processes of consultation in school system
settings.
SC.M.5. Knows strategies and methods for working with parents, guardians, families, and
communities to empower them to act on behalf of their children.
SC.M.6. Understands the various peer programming interventions (e.g., peer meditation, peer
mentoring, peer tutoring) and how to coordinate them.
SC.M.7. Knows school and community collaboration models for crisis/disaster preparedness and
response.
N. Skills and Practices
SC.N.1. Works with parents, guardians, and families to act on behalf of their children to address
problems that affect student success in school.
SC.N.2. Locates resources in the community that can be used in the school to improve student
achievement and success.
SC.N.3. Consults with teachers, staff, and community-based organizations to promote student
academic, career, and personal/social development.
SC.N.4. Uses peer helping strategies in the school counseling program.
SC.N.5. Uses referral procedures with helping agents in the community (e.g., mental health centers,
businesses, service groups) to secure assistance for students and their families.
LEADERSHIP
O. Knowledge
SC.O.1. Knows the qualities, principles, skills, and styles of effective leadership.
SC.O.2. Knows strategies of leadership designed to enhance the learning environment of schools.
SC.O.3. Knows how to design, implement, manage, and evaluate a comprehensive school counseling
program.
SC.O.4. Understands the important role of the school counselor as a system change agent.
SC.O.5. Understands the school counselor’s role in student assistance programs, school leadership,
curriculum, and advisory meetings.
P. Skills and Practices
SC.P.1. Participates in the design, implementation, management, and evaluation of a comprehensive
developmental school counseling program.
SC.P.2. Plans and presents school-counseling-related educational programs for use with parents and
teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee
programs for teachers).
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3
3
3
3
3
3
3
2.7
3.2
3
3
3
3.5
3
3
3
3
3
3
3
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Appendix 3: 2010-11 Assessment of Candidate Progress
First Year Assessment
2nd year Students
1st year Students
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Second Year Assessment
Knowledge
Skills
Disposition
Knowledge
Skills
Disposition
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3.5
4
3
3
3
3
3.5
3
3
3
3
3
2
2
3
3
3
3
3
3
16
Appendix 4: 2011 Survey of School and Mental Health Counseling Alumni
1 = Strongly Disagree
2 = Disagree
3 = Neutral
4 = Agree
5 = Strongly Agree
In general my course work...
is useful to me in my work
expanded my knowledge
increased my skill
met my individual needs
seemed to be based on the best current research
demanded my best efforts
prepared me to work more adequately with people of differing cultures
prepared me to work more adequately with students' special needs and/or talents
encouraged critical thinking
Scheduling
4.3
4.8
4.4
3.6
4.2
4.56
4.1
3.1
4.2
3.9
% Agreeing
100
100
80
70
90
80
90
30
90
90
4
3.2
4.1
4.3
4
4
4
80
50
90
90
70
90
80
4.4
4.3
4.4
4.2
4.4
4.4
4.6
4.2
4.6
90
90
100
90
90
90
100
90
100
I was satisfied with the program's…
Site selection
Classrooms
Acceptance process
Course registration process
Financial arrangement process
Book purchase process
Library arrangements
Generally, the instructors…
Were highly knowledgeable
Were well prepared
Used quality materials
Treated me with respect
Valued our opinions
Stimulated my thinking
Stretched my abilities
Provided suggestions for future study
Expected high quality work
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Appendix 5: 2011 Supervisor and Employer Survey for Mental Health and
School Counseling
The following evaluation is offered online. The survey looks identical to the one provided on the following
page. Participants are asked to answer the questions on a 5-point, Likert-type scale, where
1 = Strongly Disagree
2 = Disagree
3 = Neutral
4 = Agree
5 = Strongly agree
All score averages were above “4,” implying that the program is meeting objectives. Only two questions
(i.e., the final two) received any scores in the “neutral” category and those were only by one participant.
In general, the intern(s) I supervised from
Central Washington University's Counseling program:
2010 Results 2012 Results
(N=14)
(N=7)
4.45
4.57
Have satisfactory clinical skills
4.55
4.57
Have satisfactory clinical knowledge
4.55
4.29
Work well in group settings
4.20
4.29
Have adequate assessment/case-conceptualization skills
4.18
4.71
Possess adequate writing skills
4.82
4.43
Are adequate oral communicators
4.73
4.71
Operate within appropriate ethical boundaries
4.55
4.29
Work well with multicultural clients/students
4.00
4.43
Have few gaps in their educational training
3.82
4.29
Can adapt their interventions to various developmental age groups
4.64
4.71
Maintain appropriate boundaries with clients/students
4.45
4.29
Have appropriate professional dispositions
4.64
4.71
Are as strong as interns from other programs
4.36
4.38
Would be hired at my site if a position were available
Scores were virtually unchanged from the previous review. The total number of participants was lower
because 1) we have been using fewer training sites, and 2) a large number of mental health and school
counselors have recently lost their jobs. Nearly 60% of the supervisors we have used in the past three
years could not be located.
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