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: 2011-2012
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. This criterion also includes the following
CACREP standards.
a. Professional orientation and ethical practice (including mental health foundations)
b. Social and cultural diversity (including diversity and advocacy)
c. Human growth and development
d. Career development
e. Helping relationships (including counseling, prevention, and intervention)
f. Group work
g. Assessment (including diagnosis)
h. Research and program evaluation (including research and evaluation)
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. This
criterion also includes the following CACREP standards.
a. Professional orientation and ethical practice (including mental health foundations)
b. Social and cultural diversity (including diversity and advocacy)
c. Helping relationships (including counseling, prevention, and intervention)
d. Assessment (including diagnosis)
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.
Candidates are measured twice on the Assessment of Candidate Progress for this
dimension.
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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?
a. CACREP Assessment of Standards: We started assessing students on the 117
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. These standards also include the eight core categories that are then
used for the Assessment of Candidate Progress.
i. Academic Performance/Thesis Development:
1. Professional orientation and ethical practice (including mental
health foundations) measured in PSY 502
2. Social and cultural diversity (including diversity and advocacy)
measured in PSY 574.
3. Human growth and development measured in PSY 552.
4. Career development measured in PSY 57.3
5. Helping relationships (including counseling, prevention, and
intervention) measured in PSY 560.
6. Group work measured in PSY 561.
7. Assessment (including diagnosis) measured in PSY 544.
8. Research and program evaluation (including research and
evaluation) measured in PSY 555.
ii. Clinical Performance.
1. Professional orientation and ethical practice (including mental
health foundations) measured in PSY 593A.
2. Social and cultural diversity (including diversity and advocacy)
measured in PSY 593A.
3. Helping relationships (including counseling, prevention, and
intervention) measured in PSY 593B and C
4. Assessment (including diagnosis) measured in PSY 593B and C
b. 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.
c. Multicultural assessment: 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
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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. 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.
d. Practica assessments. Candidates are also evaluated in the middle and end of each
practicum. 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.
i. PSY 593A – Faculty Supervisor assessment
ii. PSY 593B – Faculty Supervisor assessment
iii. PSY 593C – Faculty Supervisor assessment
e. Internship assessments.
i. PSY 681A – Site Supervisor assessment
ii. PSY 681B – Site Supervisor assessment
f. Surveys. We also completed alumni (see Appendix 2, Table 1: Alumni
Evaluation of the Program) and supervisor/employer (Appendix 2, Table 2:
Employer and site supervisor evaluation for 2011/2012) evaluations. Although
these are not directly tied to the candidate assessment process, they are important
in determining the best direction for the program.
B) Who and what was assessed? There were nine students admitted to the 2010 cohort
(second year students) and nine students admitted to the 2011 cohort (first year students).
All nine of the 2010 cohort graduated. One student from the 2011 cohort withdrew after
her first quarter. Another student failed the Assessment of Candidate Progress and did
not continue. Therefore, the numbers reported for this cohort may range from seven to
nine, depending on the quarter of the assessment.
a. CACREP Assessment of Standards: All students in every class. See Appendix 2,
Table 3: Evaluation of students by CACREP standards.
b. Assessment of Candidate Progress: First year students in Spring; second year
students in winter.
c. Multicultural assessment: First year students in fall.
d. Practica assessments.
i. PSY 593A – Faculty Supervisor assessment. Students complete this in fall
or winter of their first year.
ii. PSY 593B – Faculty Supervisor assessment. Students complete this in
winter or spring of their first year.
iii. PSY 593C – Faculty Supervisor assessment. Students complete this in
spring of the first year or fall of the second year.
e. Internship assessments.
i. PSY 681A – Site Supervisor assessment. All students complete this in
winter of their second year.
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ii. PSY 681B – Site Supervisor assessment. Students complete this in
summer of the second year.
f. Surveys.
i. Alumni Evaluation of the Program (completed June 2012)
ii. Employer and site supervisor evaluation (completed June 2012)
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.
Criterion of Mastery
By their second
review, candidates
must receive a “2.0”
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.
Assessment Results
8 out of 8 first-year candidates and
9 of 9 second-year candidates
(100%) received a “2” or higher
on the “Academic Performance”
section of the Assessment of
Candidate Progress Form.
Average score was 3.38.
CACREP Standards. Overall, the
students received the following
average score by category (all
above the minimum “2”).
1.
Professional orientation
CACREP. The 2009
(3.16)
national standards
2.
Social and cultural
require all students to diversity (3.13)
be measured by all
3.
Human growth and
standards. We rated
development (3.13)
each student on a 44.
Career development (3.00)
point scale, and scores 5.
Helping relationships
are based on a course (3.00)
artifact. A score of “2” 6.
Group work (3.00)
or more is required.
7.
Assessment (3.08)
8.
Research (3.28)
By their second
7 out of 8 first-year candidates and
Clinical Performance:
Candidates will demonstrate skills review, candidates
9 of 9 second-year candidates
in oral and written communication, must receive a “2.0”
(100%) received a “2” or higher
listening to client’s concerns,
or above in all three
on the “Academic Performance”
interpersonal relations, and respect categories to continue section of the Assessment of
for human diversity. Candidates
in the program.
Candidate Progress Form.
will demonstrate responsiveness to Candidates failing to
Average score was 2.88.
supervision.
reach this benchmark
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may petition for
another evaluation the
following quarter.
Candidates 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 candidate must
not receive any “1”s
on the 59-item
evaluation from PSY
681B.
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
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By their second
review, candidates
must receive a “2.0”
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.
Evaluation of
Candidate’s
5
CACREP Standards. Overall, the
students received the following
average score by category.
1.
Mental health foundations
(3.60).
2.
Diversity and advocacy
(3.1)
3.
Counseling, prevention,
and intervention (3.1)
4.
Diagnosis (2.98)
16 out of 17 candidates (94%)
received a “Satisfactory” or above
on 593A. All 16 candidates
received “Satisfactory” or above
on 593B and 593C.
9 (2nd year) candidates completed
the PSY 681B Mental Health
Counseling Internship. 100%
earned scores above “3” on the
evaluation form. A third-year
candidate returned to complete her
internship. She did not pass and
was removed from the program. A
4th year student also returned to
complete her extra hours on her
internship for her state licensure.
She received a satisfactory score.
16 out of 16 candidates (100%)
received a “2” or higher on the
“Professional/Personal
Development” section of the
Assessment of Candidate Progress
Form. Average score was 2.94.
Candidates receive a score of
multicultural competence as they
finish their coursework. All
candidates received scores above
weaknesses.
Multicultural
Competencies.
Candidates must
receive a “2.0” or
above in all categories
to continue in the
program.
National Counseling
Examination.
2. Average score across all
domains was 3.1.
The National Board for Certified
Counselors released data on all
candidates. All 19 CWU
candidates passed every section of
the National Counseling exam (9
students took the exam in October
and 10 took the exam in April).
The alumni and supervisor evaluations are not included in the above summary, but they were
important in providing yearly feedback. Please see Appendix 2, Table 1: Alumni Evaluation of
the Program; and Table 2: Employer and site supervisor evaluation for 2011/2012. Employer
evaluations were extremely strong. Scores were virtually unchanged from the previous review.
This is positive, because all of the scores remained above “4” on a 5-point scale.
Based on these assessment results, we can draw the following conclusions:
 This is a strong program. Our students continue to demonstrate superior mastery of the
required content. The most obvious way this has been evidenced is through scores on the
National Counseling Exam. Although there is only a 78% pass rate, no student in our
program has ever failed or even scored below average in a single category. The
supervisors/employers feedback also evidences strong approval of the graduates and their
training.
 The shifts in faculty may have created short-term deficits. Scores for the last two cohorts
have decreased from those of previous years. We lost three tenure-track faculty positions
in the last four years, and this created some instability. With the addition of Dr.
Jorgensen, we are hoping to have a stable core faculty. Scores for students admitted 2012
should rise.
 Clinical scores have dropped, and it is possible that these scores may partly due to
technological difficulties. We have not had the resources to repair microphones or hard
drives for the last three years, and we are reaching the point where it is impacting
functioning.
 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 (admitted 2011), but we did
recommend that one student leave the program.
 The new assessment method is helping. We had concerns with a student two years ago
and implemented better assessments in the early phases of the program. These are
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already paying off. The one student who was removed would likely have had more
difficulties, and we are pleased with the changes we have made.
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.).
Multiculturalism: No one provided comments on this, but scores from the internship assessments
indicated limitations with multiculturalism. We will introduce more active experiences in PSY
574 and PSY 593B.
Special Needs: This is a greater concern for school counselors, and the curriculum has already
been adjusted to meet these needs (if the program is restored). However, without the school
counseling program, mental health students will receive even less instruction on working with
special needs children. Recommendation is to include special needs training into PSY 567
(Counseling and Assessment: Children and Adolescents) and to formalize the special needs section in
PSY 584 (Behavior Disorders and Psychopathology). In PSY 551, Dr. Williams is exploring altering the
class to cover more special needs assessment and intervention.
Class sequence: In the past, students were more concerned about the timing in which classes
were offered (especially fall of second year). It is hoped that moving PSY 555 to spring will
help the advancement of thesis. We have also moved all classes to three days a week, with the
exception of fall quarter, second year.
Valued opinions: This is tricky. Students seem to be offering less feedback either through
surveys or face-to-face. Apparently, they have feedback they want to share, but they do not feel
they have a mechanism to share it. This will tie into the following recommendation.
Mentorship: One student commented how cohesion and organization among advisors needed to
be improved. Recommendation, have all advisors meet with students during the first day of
classes each quarter. We could discuss the plan for the quarter, ensure everyone had the same
information, and schedule at least one advising meeting during the quarter.
Classrooms: The classrooms have been low on every past survey. They seem to have gone up on
this survey but they are still low. Most students talk about wanting more smart classrooms,
better lighting, and better sound.
Technology: We must continue to find resources to update the equipment in the CCPAC. In the
next two years, the existing microphones and hard drives may fail.
Internship: Alumni evaluations indicated several problems with “preparation” with internship.
One student commented that we needed “more extensive off-site internship locations/resources.”
Although we have greatly expended the internship sites across the state, we still have limited
sites in the local area. Another student commented on the dual-track program and how there
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should have been more oversight between the school and mental health internships.
Recommendation: Some students have commented that the internship training process started too
late. To remedy this process, it is recommended that we start a monthly email to students
regarding internship starting their first quarter. Here is an outline of email topics:
Year 1:
1. Welcome to the program. Requirements for the internship and how to use
practicum to prepare for your future site.
2. Consider what population you would want to explore in internship
3. Preparation for Break: Get ready to select your internship geographical
location.
4. Welcome to winter quarter: Internships selection will start in three months
5. Scheduling an internship appointment. Time to discuss your options.
6. Completing the internship application
7. Welcome to Spring: Time to submit the internship application
8. List of placements and students
9. Updated list of placements and students
Year 2
1. Welcome back. Finalizing A and B internship placements.
2. What to expect for Winter quarter: Course outline and staffing guidelines
3. Updated list of placements and students
4. Welcome to winter quarter: Scheduling meetings with onsite supervisor
5. Updated list of paperwork requirements and status
6. Scheduling spring visits with faculty supervisor at your site.
7. Welcome to spring!
8. Updated schedule of faculty supervisor visits.
9. Scheduling the onsite observation visit.
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.




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CACREP standards. The process of evaluating students on the 117 CACREP standards
started two years ago, but last year was the first complete year for the process. This is a
massive undertaking that took three years to design.
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.
Improved early assessment. Although we would prefer for all students who enter our
program to finish, we are pleased we can actively protect the integrity of the program and
the profession through our gatekeeping assessments. We will continue this process for
next year.
Introducing electives. In the alumni review two years ago, there was concern that the
program did not meet students’ individual needs. We introduced the international
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
counseling and psychology class. Next year, we will have a course in drug/alcohol
abuse. We have been aware of the need for both areas, but we have lacked the resources
to teach these classes.
Restructure thesis training. One of the areas in the CACREP-standards assessment
indicated a weakness in first-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 change
was introduced and the first group will take the course in spring 2013.
6. Questions or suggestions concerning Assessment of Candidate Learning at Central
Washington University:
NA
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Appendix 1: Psychology Student Learning Outcomes for 2011-12
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
“2” 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
11
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
“2” 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
“2” (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
“2” 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
“2” 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 “2”
(adequate).
*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: 2012 End of Year Program
Review Meeting
Item for
Discussion
Decision Points
Action Steps
Annual Evaluation Documenting that Program Objectives are Addressed in
Syllabi
Course Review
We reviewed PSY 593A, 593B, and 681A.
Structure of lectures, issues with EXCEL,
restructuring internship.
Practica
Splitting the cohort. Best method of doing this.
Assessment of
Candidate
Progress
Review of
CACREP
standards
Eight first year students were assessed. One
student fell below the satisfactory range. This
student will be repeating 593B
Ten second years were assessed. No students
fell below the satisfactory range.
Our EXCEL method of assessment is functional We will explore other
but not optimal. See Table 3.
assessment methods;
possibly using blackboard.
Current
It was also recommended
that we inquire about
membership in professional
organizations.
Dr. Stein is conducting an assessment of current TBA – final year end
7/24/16
13
EXCEL continues to be a
difficult partnership, but it
would be useful for 593B.
Add multiculturalism to
593B lectures. Create
regular monthly emails to
students about internship
(see survey for
recommendations).
We will have slots for 8
students in the fall and 4 in
the winter. But we currently
only have 10 students
admitted. We will either
need to admit another
student or shift the
distribution. Recommend 7
and 3 for fall/winter.
Exploring 3 more
candidates.
The remediation process
put into place last year
appears to be effective and
functional.
students. The data is not available at this time.
Student
Survey
7 areas of concern were noted in the survey.
Review of
Alumni Survey
Employer
See Table 2.
Survey
Review of
Mission
Statement
Review of
Student
Brochure
Review of
Conceptual
Framework
Education
Specialist
Degree
Proposal
Washington
State School
Counseling
Benchmarks
and the
courses that
satisfy them.
Dr. Penick recommend tightening the mission
statement and changing a word in the vision
statement. Updated mission and vision
statements are provided on page 3.
Information has mostly moved online. Are
brochures still warranted?
The conceptual framework was re-examined by
the PEAB.
The framework is in the school counseling
handbook:
http://www.cwu.edu/~counpsy/current.html
The specialist degree is now on a permanent
hold due to budgetary concerns.
No changes are required this year.
review will include student
feedback.
See recommendations.
Average responses were in
the “strongly agree” range
for all areas of inquiry.
Approved today.
Update the webpage to
include more faculty
information.
Not addressed during this
review meeting.
Not addressed during this
review meeting.
Not addressed during this
review meeting.
Review of Primary Concerns within the Programs and Recommendations
Item for Discussion
Concerns/Issues
for Future Review
(introduced during
the meeting)
Decision Points
Thesis/Project/Comprehensive
Exam
Action Steps
All students have returned to
complete traditional research
projects. Dr. Little’s work with the
portfolio also yielded positive
results.
Dr. Stein sent a comprehensive
note to students and faculty
addressing thesis misconceptions
and guidelines. The committee
had one question about the
7/24/16
14
document, it implied that
counseling students could
undertake theses that were
unrelated to counseling. CACREP
requires theses to be related to their
earned degree. We will explore
how to address this in the fall.
Please refer to the 2009 CACREP standards review for the list of classes with the new standards.
7/24/16
15
Theme and Mission Statement of the Mental Health Counseling Program
The mission of the program is to support the professional and personal development of mental health
counselors within a scientist-practitioner model.
Our vision is to teach and research from a sound knowledge base; affirm diversity of ideas, values and
persons; uphold the highest of ethical principles in professional conduct; and maintain partnerships
with institutions and communities within the region. We strongly advocate participation in state and
national counseling organizations, and adhere to the Council for the Accreditation of Counseling and
Related Educational Programs (CACREP).
Program Objectives
Classes and experiences in the program provide knowledge, skills, and competencies which will allow
graduates to:
1. Enhance their professional identity as a mental health counselor.
2. Appreciate that advances in knowledge, skills and technology within the profession
require life-long continuing education for counselors as well as monitoring and review of
professional standards.
3. View human behavior, problems, and concerns from a perspective of human growth and
development.
4. Utilize career assessment techniques and theoretically-based approaches to career
counseling and guidance.
5. Develop Mental Health Counseling expertise through supervised practica training in a
clinical setting and a 600-hour full-time internship.
6. Utilize principles of group dynamics and group facilitation skills through coursework,
practica, and opportunities to participate in group experiences as a group member.
7. Affirm the significance, value, and uniqueness of all clients, especially those from
marginalized ethnic, religious, gender, physical ability, sexuality, and economic groups.
8. Use measurement and evaluation procedures appropriate to the counseling profession.
9. Use research and program evaluation to guide and evaluate their counseling practice.
10. Work in a full range of Mental Health Counseling services that involve psychotherapy,
human development, learning theory, and group dynamics to help individuals, couples,
families, adolescents, and children. This program prepares graduates to practice in a
variety of settings, including independent practice, community agencies and outreach
programs, managed behavioral health care organizations, hospitals, and employee
assistance programs.
11. Be knowledgeable, ethical, and skilled in their selected fields; flexible and
comprehensive in their approach; adaptable to the needs of the people they serve; and
effective in meeting those needs.
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16
Table 1:
Alumni Evaluation of the Program
Percentage of students in
agreement
2011
2012
100
100
100
100
80
100
70
91
90
91
80
91
7/24/16
90
73
30
90
90
90
90
80
90
50
70
80
90
90
100
90
90
90
100
90
100
55
91
91
91
100
82
73
73
91
64
91
91
100
91
82
100
91
73
91
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
Acceptance process
Course registration process
Book purchase process
Library arrangements
Class sequence
Classrooms
Financial arrangement process
Site selection for internship
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
17
Initial Report
Last Modified: 06/03/2012
1. What was your degree track?
#
Answer
Response
%
1
Mental Health
Counseling
5
45%
2
School
Counseling
3
27%
3
Mental Health
Counseling
with School
Counseling
Certification
3
27%
Total
11
100%
Statistic
Value
Min Value
1
Max Value
3
Mean
1.82
Variance
0.76
Standard Deviation
Total Responses
0.87
11
2. What year did you graduate?
#
Answer
Response
%
1
Current
student
2
18%
2
2012
3
27%
3
2011
3
27%
4
2010
3
27%
5
2009
0
0%
6
Prior to 2009
0
0%
Total
11
100%
7/24/16
18
Statistic
Value
Min Value
1
Max Value
Mean
4
2.64
Variance
1.25
Standard Deviation
1.12
Total Responses
11
3. In general, my course work...
Strongly
Disagree
Disagree
Agree
Strongly
Agree
Responses
Mean
1 is useful to me in my work
0
0
11
0
11
3.00
2 expanded my knowledge
0
0
8
3
11
3.27
3 increased my skill
4 met my individual needs
0
0
0
1
5
10
6
0
11
11
3.55
2.91
seemed to be based on the best
0
current research
1
10
0
11
2.91
#
5
Question
6 demanded my best efforts
0
1
9
1
11
3.00
prepared me to work more
7 adequately with people of
differing cultures
0
3
7
1
11
2.82
2
3
5
1
11
2.45
0
1
9
1
11
3.00
prepared me to work more
8 adequately with students'
special needs and/or talents
9 encouraged critical thinking
7/24/16
19
prepared
me to
work more
adequately
with
students'
special
needs
and/or
talents
encoura
critical
thinking
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
3
2
2
2
2
1
2
4
4
3
3
4
4
4
4
3.00
0.00
3.27
0.22
3.55
0.27
2.91
0.09
2.91
0.09
3.00
0.20
2.82
0.36
2.45
0.87
3.00
0.20
0.00
0.47
0.52
0.30
0.30
0.45
0.60
0.93
0.45
11
11
11
11
11
11
11
11
Statistic
is
useful
to me
in my
work
expanded
my
knowledge
increased
my skill
Min
Value
3
3
Max
Value
3
Mean
Variance
Standard
Deviation
Total
11
Responses
4. I was satisfied with the program's...
Strongly
disagree
Disagree
Agree
Strongly
Agree
Responses
Mean
1 acceptance process
0
1
8
2
11
3.09
course registration
process
0
1
8
2
11
3.09
3 book purchase process
4 library arrangements
0
0
0
2
10
8
1
1
11
11
3.09
2.91
5 class sequence
0
3
7
1
11
2.82
6 classrooms
1
2
8
0
11
2.64
#
2
Question
7
financial arrangement
process
0
1
10
0
11
2.91
8
site selection for
internships
1
3
5
2
11
2.73
7/24/16
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5. Generally, the instructors...
#
Question
Strongly
Disagree
Disagree
Agree
Strongly
Agree
Responses
Mean
1
were highly
knowledgeable
0
1
9
1
11
3.00
2 were well prepared
0
1
9
1
11
3.00
3 used quality materials
4 treated me with respect
0
0
0
1
9
8
2
2
11
11
3.18
3.09
5 valued our opinions
0
2
7
2
11
3.00
6 stimulated my thinking
0
0
9
2
11
3.18
7 stretched my abilities
0
1
7
3
11
3.18
1
2
7
1
11
2.73
0
1
9
1
11
3.00
provided suggestions for
future study
expected high quality
9
work
8
7/24/16
21
6. Please provide any information that could help us strengthen the
program or affirm what we do well.
Text Response
Courses were mostly great. Guidance throughout the program was extremely lacking. Would be
very beneficial in the future to have an advisor specifically for dual track students.
Better access to up-to-date research (via library and internet resources); a greater emphasis on
community clients for practica .B and .C; develop a better understanding of the case management
roles of agency work
The thing I will remember most about the program was the connections I made with my peers
and my professors. I was challenged to think differently about my life, and I learned to
challenge and expect more of myself. That was the greatest gift I took away and something I
will never forget.
I felt that some of the professors were highly qualified and interested in student's personal and
academic growth. Other professors struggled to provide classes with applicable learning
experiences and timely or useful feedback (such as areas for improvement, strengths, areas for
further education). Furthermore, the lack of qualifed professors to be active with thesis was
dismaying. I believe that I learned a lot from a few professors, and a little from a few professors.
Generally, the good and the bad balanced each other out.
Do Well: On site practicum and clinical training; Emphasis on ACA membership and conference
participation; Proivde assistantships. To Improve: Vetting process for hiring new instructors
with the goal of ensuring best quality and fit of instructor; Increased emphasis on mentorship;
More extensive off-site internship locations/resources
More faculty cohesion and organization amongst advisors.
The amount of practicum time was useful and helpful. The school counseling program could use
more specific education classes, especially since it isn't a prerequisite to have majored in
education in undergraduate. I feel that student complaints were not heard, nor were they dealt
with. I did have many professors that were respectful and helpful, although the two that weren't
greatly influenced my experience at CWU.
I think the program should add a course on substance abuse because it appears that having some
knowledge in this area would really help in getting a job. I think the program is awesome at the
hands on experience it offers. Having the 3 practicums and internships really prepared me for
my future in counseling.
Statistic
Value
Total Responses
7/24/16
8
22
Table 2
Employer and site supervisor evaluation for 2011/2012
Which best describes the professional identity of your CWU intern/employee?
In general, the intern(s) or employee(s) I supervised from Central Washington University's Counseling
program:
Have satisfactory clinical skills
Have satisfactory clinical knowledge
Work well in group settings
Have adequate assessment/case-conceptualization skills
Possess adequate writing skills
Are adequate oral communicators
Operate within appropriate ethical boundaries
Work well with multicultural clients/students
Have few gaps in their educational training
Can adapt their interventions to various developmental age groups
Maintain appropriate boundaries with clients/students
Have appropriate professional dispositions
Are as strong as interns from other programs
Would be hired at my site if a position were available
4.43
4.57
4.57
4.29
4.71
4.57
4.86
4.14
4.43
4.43
4.86
4.71
4.57
4.57
Note: 1 = Strongly Disagree; 2= Disagree; 3 = Neutral; 4 = Agree; 5 = Strongly Agree
Comments:
We have enjoyed the interns from CWU, and find them to be ready to jump in to clinical work. We try to offer a range of clin
It would be helpful for interns to have a toolbox of handouts, worksheets, and specific homework assignments for common
beginning other than hours of direct service and there is certainly no formal feedback to us as an intern site regarding how
We have been very impressed with our Student to the point that we want to and are trying to hire him. He has the maturity
hire all of our Interns, we hope that you consider our workplace as a future placement for someone like the one we have n
Central students appear to be better prepared than interns from other institutions.
7/24/16
23
Table 3
Evaluation of students by CACREP standards
2010
Admitted
Students
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
7/24/16
24
2011
Admitted
Students
3
In process
In process
3
In process
3.1
3.2
3.2
In process
In process
In process
3.4
In process
3
In process
3
In process
3.4
In process
3.3
In process
In process
3.3
In process
3
In process
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 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
7/24/16
25
3.3
In process
3
In process
3
In process
3.2
In process
In process
3.4
In process
3.2
In process
3
In process
3
In process
3.3
In process
3.1
In process
3
In process
3
In process
3
In process
In process
3
In process
3
3
In process
In process
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
7/24/16
26
3
In process
3
In process
3
In process
In process
3
3
3
3
3
3
3
3
3
In process
3
3
3
3
In process
3
In process
3
In process
3
In process
3
In process
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, singlecase 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.
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
7/24/16
27
3
In process
In process
3
3
3
3
3
3
3
3
3
3
3.3
3
3.3
3
In process
3.3
In process
3.2
In process
3.3
In process
3.3
3.3
In process
In process
3.3
3.10178571
In process
In process
In process
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
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In process
In process
3.1
In process
3.2
In process
3.3
In process
3
In process
3.1
3
3.1
In process
3.1
In process
3.1
In process
2.9
In process
3.1
In process
In process
3.6
In process
3
In process
In process
In process
3.3
In process
mental health in a multicultural society.
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
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3
In process
3.1
In process
3.2
In process
3.1
In process
3.2
In process
3.3
In process
3
In process
In process
3.1
In process
3.2
In process
3.3
In process
2.9
In process
3.2
In process
2.9
In process
3
In process
3.1
In process
3.4
In process
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.
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
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In process
3.3
In process
3.2
In process
3
3
3
In process
3
In process
3
In process
In process
3
In process
3.3
In process
3
In process
In process
In process
3.4
In process
3.1
In process
3.2
In process
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
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.
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3.2
In process
In process
2.9
In process
2.9
In process
3.2
In process
2.9
In process
In process
In process
3
In process
3
In process
3.2
In process
In process
3
In process
2.8
In process
3
In process
In process
In process
3.2
In process
3.2
In process
3.2
In process
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 traumacausing events.
School Counseling
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.
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
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In process
3.2
In process
In process
3.2
In process
3.3
In process
3.2
In process
3
In process
In process
3
In process
3
In process
3
In process
3
In process
3
In process
3
In process
3
In process
In process
3
In process
3
In process
In process
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,
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3
In process
3
In process
3.1
In process
3.4
In process
3
In process
3
In process
In process
3
In process
3
In process
3
In process
3
In process
3.3
In process
In process
In process
3
In process
3
3
In process
In process
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, 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
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3
In process
In process
3
In process
3
In process
3
In process
3
3
3
3
3.3
3
3.2
3
In process
3
3
3
In process
2.8
In process
3
In process
3
In process
3
In process
In process
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.
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-schoolcommunity collaboration.
SC.M.2. Knows strategies to promote, develop, and enhance
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In process
3
3
3
3
3
3
3
3
3
3
3
3
3
3
In process
3
In process
In process
In process
3
In process
3
In process
3
In process
In process
3
In process
3
In process
3
In process
In process
In process
3
3
In process
In process
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.
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3
3
3
In process
3
In process
3
In process
2.7
In process
In process
3.2
In process
3
In process
3
In process
3
In process
3.5
In process
In process
In process
3
In process
3
In process
3
In process
3
In process
3
In process
In process
3
In process
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
In process