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: 2012-2013
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 573.
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. 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
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ii. PSY 593B – Faculty Supervisor assessment
iii. PSY 593C – Faculty Supervisor assessment
d. Internship assessments.
i. PSY 681A – Site Supervisor assessment
ii. PSY 681B – Site Supervisor assessment
e. Surveys. We complete alumni and supervisor/employer evaluations ever-other
year. This was the off year.
B) Who and what was assessed?
There were nine students admitted to the 2011 cohort (second-year students) and nine
students admitted to the 2012 cohort (first-year students).
Nine students completed their first year (one was placed on probation and subsequently
withdrew in Fall 2013).
Seven students completed their second year (one withdrew during her first quarter and
another was placed on probation and subsequently withdrew).
This means a total of 16 students were assessed during this review.
a. CACREP Assessment of Standards: All students in every class. See Appendix 2,
Table 2: Evaluation of students by CACREP standards.
b. Assessment of Candidate Progress: First-year students in Spring; second-year
students in winter.
c. Practica assessments (See Appendix 2, Table 3: Practicum evaluation scores).
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.
d. Internship assessments (See Appendix 2, Table 4: Internship evaluation scores).
i. PSY 681A – Site Supervisor assessment. All students complete this in
winter of their second-year.
ii. PSY 681B – Site Supervisor assessment. Students complete this in
summer of the second-year.
e. Surveys. These are conducted every-other year. The next surveys will be
conducted in June 2014.
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
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Criterion of Mastery
By their second
3
Assessment Results
16 out of 16 candidates (100%)
Development: Candidates will
organize their work effectively,
demonstrate critical thinking skills,
function independently, and use
data/research to conceptualize their
thinking.
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.
CACREP. The 2009
national standards
require all students to
be measured by all
standards. We rated
each student on a 4point scale, and scores
are based on a course
artifact. A score of “2”
or more is required.
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.
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received a “2” or higher on the
“Academic Performance”
section of the Assessment of
Candidate Progress Form.
Average score was 3.7.
CACREP Standards. No
students scored below “2” in
any of the assessed areas. All
scores are reported in Table 2.
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.
8 out of 9 first-year candidates
and 7 of 7 second-year
candidates received a “2” or
higher on the “Academic
Performance” section of the
Assessment of Candidate
Progress Form. The lowscoring student subsequently
withdrew. Average score was
3.13.
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.
As reported in Table 3, all
students scored above a 2. The
average practicum score was 3.6
out of 4).
4
As reported in Table 4, 7 (2nd
The candidate must not year) candidates completed the
receive any “1”s on the PSY 681B Mental Health
59-item evaluation
Counseling Internship. 100%
from PSY 681B.
earned scores above “3” on the
evaluation form. The average
internship score was 3.38 out of
4).
By their second
16 out of 16 candidates (100%)
Other Professional/Personal
Development: Candidates will take review, candidates
received a “2” or higher on the
initiative for their clinical,
must receive a “2.0” or “Professional/Personal
academic, and personal duties.
above in all three
Development” section of the
They will demonstrate
categories to continue
Assessment of Candidate
dependability and time management in the program.
Progress Form. Average score
skills. Candidates will also
Candidates failing to
was 3.43.
maintain professional/ethical
reach this benchmark
behavior, work as a team with
may petition for
peers, maintain flexibility when
another evaluation the
approaching clinical and academic
following quarter.
concerns, and demonstrate
appropriate self-awareness of
personal strengths and weaknesses. Evaluation of
Candidate’s
Candidates receive a score of
Multicultural
multicultural competence as
Competencies.
they finish their coursework.
Candidates must
All candidates received scores at
receive a “2.0” or
or above 2. Average score
above in all categories across all domains was 3.21.
to continue in the
program.
National Counseling
Examination.
The National Board for Certified
Counselors released data on all
candidates. All 7 CWU
candidates passed every section
of the National Counseling
exam.
Additional data not part of our regular assessment is the percentage of students offered positions.
In 2013, all 7 graduates were offered jobs by their internship sites. Although we strive to help all
students find employment, this is the first time each student was able to remain where they
interned. This boasts well for the program.
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Based on these assessment results, we can draw the following conclusions:
1. The program is well regarded and gaining regional appreciation.
2. Our interns are highly sought after.
3. Students are well trained. 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. Our students have been taking the test at CWU since 2008.
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. Few programs can make this claim over
multiple years, yet alone for the entire history of the accredited program.
4. The shifts in faculty may have created short-term deficits. We need to make an
adjustment in our hiring practice. We have had too much turnover by hiring young
faculty using CWU as a stepping stone. Dr. Jorgensen was only here for one year before
taking a position at a doctoral-granting program closer to her family.
5. Clinical skills are high. Students continue to receive good scores from faculty and site
supervisors. The program continues to gain stature among hiring agencies.
6. The new assessment method is helping. One student was dismissed from the program
after failing to meet minimal standards. In such cases, we provide remediation programs
to assist students, but this student selected to pursue a different profession that would
better utilize his skills.
7. The remediation process put into place two years ago appears to be effective and
functional.
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.).
1. Hire a senior-level faculty member to help lead the program. With Dr. Brammer now
half-time as associate dean of graduate studies and research, a search is underway to hire
a new program director. Prior to creating fundamental changes in the program, we will
wait until this person arrives.
2. Complete the CACREP self-study. Our seven-year assessment is due June 2014. This is
a significant undertaking and will result in a document hundreds of pages long.
3. Continue to fill curricula holes. We are still exploring ways to fill our two electives that
meet student needs without placing a burden on department resources.
4. Change the title of the program to “clinical mental health counseling.” We are currently
accredited by the 2001 CACREP standards. When we pass this current assessment, the
new title will be required.
5. Continue to hone the assessment process. We are currently using excel files to complete
class and internship reviews. We will continue to explore ways to use a more secure and
manageable system. We have also had limited by-in from some faculty, which is why we
are still missing some of the data in Table 2 for the current cohort.
6. We are changing the procedure for 593A, B, C. We will no longer give incompletes.
Failure to meet the requirements, even the requirements by hours, will result in the U. It
will also be made clear that only one practicum class may be repeated.
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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.
1. CACREP standards. The process of evaluating students on the 117 CACREP standards
started two years ago. This year, we are beginning to integrate the process into our
assessment of candidate review meetings with students.
2. We improved and strengthen our Facebook page, and it is being used by current students
and 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.
3. 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.
4. 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
counseling and psychology class. An online course on drug/alcohol abuse was
introduced, and it has been well received.
5. Multiculturalism: No one provided comments on this, but scores from the internship
assessments indicated limitations with multiculturalism. We introduced more active
experiences in PSY 574 and PSY 593B.
6. Class sequence: In the past, students were more concerned about the timing in which
classes were offered (especially fall of second-year). We moved PSY 555 to spring and
this helped students complete their theses faster. All but one student completed their
theses by the end of their second-year.
7. Mentorship: One student commented in the 2012 survey commented on how cohesion
and organization among advisors needed to be improved. For 2013, we had all advisors
meet with students during the first week of classes each quarter.
8. Technology: This year, some faculty invested in microphones and updated laptops to
assist with classroom technology experiences.
9. Internship: 2012 Alumni evaluations indicated several problems with “preparation” with
internship. We started meeting with students during winter of their first-year, and all
internships were finalized by early fall of the second-year. We also started regular emails
to students regarding internship.
6. Questions or suggestions concerning Assessment of Candidate Learning at Central
Washington University:
It would be helpful if the assessment process was more closely aligned with our accreditation
process. Extracting the data is relatively straight-forward, but if it were asked according to the
CACREP standards, it would be more relevant and useful.
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Appendix 1: Psychology Student Learning Outcomes for 2012-13
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 firstyear 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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8
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
9
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 firstyear 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 firstyear 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: Data analysis
Table 1:
2013 End of Year Program Review Meeting
Item for
Discussion
Course
Review
Decision Points
Action Steps
We reviewed PSY 593A,
593B, and 681A.
Practica
Splitting the cohort. Best
method of doing this.
Assessment of
Candidate
Progress
Eight first-year students
were assessed. One student
fell below the satisfactory
range. One student will be
repeating 593A.
Seven second-years were
assessed. No students fell
below the satisfactory range.
Our EXCEL method of
assessment is functional but
not optimal. See Table 3
(page 12).
We are in the process of
surveying current and
former students.
New alumni survey will be
completed in the winter.
We are changing the procedure for 593A, B, C.
We will no longer give incompletes. Failure to
meet the requirements, even the requirements by
hours, will result in the U. It will also be made
clear that only one practicum class may be
repeated.
We will bring in 8 students next year. We will
have four in practicum in the fall and four in the
winter.
The remediation process put into place two
years ago appears to be effective and functional.
Review of
CACREP
standards
Current
Student
Survey
Review of
Alumni
Survey
Employer
Survey
Review of
Mission
Statement
Review of
Student
Brochure
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New alumni survey will be
completed in the winter.
We reaffirmed the mission
statement.
Information has mostly
moved online.
We brought 4 students to ACA this year, and we
are hoping to bring 4 next year.
This will be completed in the fall.
Next year will be the 2-year cycle.
Next year will be the 2-year cycle.
No changes were made but we questioned
whether we were adequately assisting students
personal development. This would be a helpful
thing for the counseling club to develop.
We will take pictures of the fall retreat and post
them on the web page.
11
Table 2
Evaluation of students by CACREP standards
Year students were
admitted
2010 2011 2012
G. Common core curricular experiences and demonstrated knowledge in
each of the eight common core curricular areas are required of all
students in the program.
1. PROFESSIONAL ORIENTATION AND ETHICAL PRACTICE—
studies that provide an understanding of all of the following aspects of
professional functioning:
G.1.a. history and philosophy of the counseling profession;
G.1.b. professional roles, functions, and relationships with other human
service providers, including strategies for interagency/interorganization
collaboration and communications;
G.1.c. counselors’ roles and responsibilities as members of an
interdisciplinary emergency management response team during a local,
regional, or national crisis, disaster or other trauma-causing event;
G.1.d. self-care strategies appropriate to the counselor role;
G.1.e. counseling supervision models, practices, and processes;
G.1.f. professional organizations, including membership benefits,
activities, services to members, and current issues;
G.1.g. professional credentialing, including certification, licensure, and
accreditation practices and standards, and the effects of public policy on
these issues;
G.1.h. the role and process of the professional counselor advocating on
behalf of the profession;
G.1.i. advocacy processes needed to address institutional and social
barriers that impede access, equity, and success for clients; and
G.1.j. ethical standards of professional organizations and credentialing
bodies, and applications of ethical and legal considerations in
professional counseling.
2. SOCIAL AND CULTURAL DIVERSITY—studies that provide an
understanding of the cultural context of relationships, issues, and trends
in a multicultural society, including all of the following:
G.2.a. multicultural and pluralistic trends, including characteristics and
concerns within and among diverse groups nationally and
internationally;
G.2.b. attitudes, beliefs, understandings, and acculturative experiences,
including specific experiential learning activities designed to foster
students’ understanding of self and culturally diverse clients;
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3
3
3.2
3.2
3.1
3.9
3.1
3.2
3.0
3.2
3.2
3.4
3.2
3.2
3.2
4.0
3.8
3.8
3
3.2
3.2
3
3.2
3.9
3.4
3.2
3.8
3.3
3.2
3.0
3.3
3.2
3.2
3
3.2
3.2
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 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;
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3.3
3.2
3.3
3
3.1
3.0
3
3.1
3.2
3.2
3.1
3.1
3.4
3.1
3.2
3.1
3
3.0
3
3.0
3.3
3.0
3.1
3.0
In
Process
In
Process
In
Process
In
Process
In
Process
In
Process
3
3.0
3
3.0
3.0
3
3.0
3
3.0
3
3.0
3
3.0
3
3.0
In
Process
In
Process
In
Process
In
Process
In
Process
In
Process
In
Process
In
Process
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
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
7/24/16
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3
3.0
In
Process
In
Process
3
3.0
3
3.0
3.0
3
3.0
2.6
3
3
3.0
3.0
2.6
2.4
3
3.0
3.1
3
2.7
3
3.0
2.7
3
3.0
3.8
3
3.0
3.9
3
3.0
3.0
3
3.0
3.9
3
3.1
4.0
3.1
In
Process
3.1
In
3
assessment;
G.7.b. basic concepts of standardized and nonstandardized testing and
other assessment techniques, including norm-referenced and criterionreferenced 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.
CLINICAL MENTAL HEALTH COUNSELING
Students who are preparing to work as clinical mental health counselors
will demonstrate the professional knowledge, skills, and practices
necessary to address a wide variety of circumstances within the clinical
mental health counseling context. In addition to the common core
curricular experiences outlined in Section II.F, programs must provide
evidence that student learning has occurred in the following domains:
FOUNDATIONS
A. Knowledge
MH.A.1. Understands the history, philosophy, and trends in clinical
mental health counseling.
MH.A.2. Understands ethical and legal considerations specifically
related to the practice of clinical mental health counseling.
7/24/16
15
Process
In
Process
3
3.1
3
3.2
In
Process
3
3.2
3
3.2
3.3
3.3
3.3
3.3
In
Process
In
Process
In
Process
In
Process
3.3
3.3
3.2
3.3
3.3
3.3
3.3
3.2
3.3
3.2
3.3
3.2
3.1
3.1
3.1
3.2
3.2
In
Process
In
Process
In
Process
In
Process
In
Process
In
Process
In
Process
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 traumacausing 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
3.3
3.2
3.0
3
3.2
3.9
3.1
3.2
2.8
3.1
3.2
3.1
3.2
In
Process
In
Process
3.1
3.2
In
Process
2.9
3.2
2.1
3.1
3.2
3.0
3.2
MH.B.1. Demonstrates the ability to apply and adhere to ethical and
legal standards in clinical mental health counseling.
MH.B.2. Applies knowledge of public mental health policy, financing,
and regulatory processes to improve service delivery opportunities in
clinical mental health counseling.
COUNSELING, PREVENTION, AND INTERVENTION
C. Knowledge
MH.C.1. Describes the principles of mental health, including
prevention, intervention, consultation, education, and advocacy, as well
as the operation of programs and networks that promote mental health
in a multicultural society.
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 cooccurring 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
3.6
3.2
In
Process
3.2
3
3.2
In
Process
3.3
3.2
3.7
3.1
3.1
3
3.2
In
Process
3.0
3.1
3.2
3.2
3.2
3.1
3.1
7/24/16
16
In
Process
In
Process
3.1
during crises, disasters, and other trauma-causing events.
MH.C.7. Knows the principles, models, and documentation formats of
biopsychosocial case conceptualization and treatment planning.
MH.C.8 Recognizes the importance of family, social networks, and
community systems in the treatment of mental and emotional disorders.
MH.C.9 Understands professional issues relevant to the practice of
clinical mental health counseling.
D. Skills and Practices
MH.D.1. Uses the principles and practices of diagnosis, treatment,
referral, and prevention of mental and emotional disorders to initiate,
maintain, and terminate counseling.
MH.D.2. Applies multicultural competencies to clinical mental health
counseling involving case conceptualization, diagnosis, treatment,
referral, and prevention of mental and emotional disorders.
MH.D.3. Promotes optimal human development, wellness, and mental
health through prevention, education, and advocacy activities.
MH.D.4. Applies effective strategies to promote client understanding of
and access to a variety of community resources.
MH.D.5. Demonstrates appropriate use of culturally responsive
individual, couple, family, group, and systems modalities for initiating,
maintaining, and terminating counseling.
MH.D.6. Demonstrates the ability to use procedures for assessing and
managing suicide risk.
MH.D.7 Applies current record-keeping standards related to clinical
mental health counseling.
MH.D.8. Provides appropriate counseling strategies when working with
clients with addiction and co-occurring disorders.
MH.D.9. Demonstrates the ability to recognize his or her own
limitations as a clinical mental health counselor and to seek supervision
or refer clients when appropriate.
DIVERSITY AND ADVOCACY
E. Knowledge
MH.E.1. Understands how living in a multicultural society affects
clients who are seeking clinical mental health counseling services.
MH.E.2. Understands the effects of racism, discrimination, sexism,
power, privilege, and oppression on one’s own life and career and those
of the client.
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
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17
3.2
3.1
3.1
3.3
3.1
3.9
3
3.9
3.1
3.1
3.0
3.2
3.2
2.9
3.3
3.2
3.6
2.9
3.1
3.0
3.2
3.2
3.2
2.9
3.1
3.0
3
3.1
2.9
3.1
3.2
3.0
3.4
3.2
3.1
3.3
3.2
3.2
3.1
In
Process
3.3
3
3.1
2.9
3
3.2
3.7
3
3.2
3.1
oppression and institutional racism, as well as the historical and current
political climate regarding immigration, poverty, and welfare.
MH.E.6. Knows public policies on the local, state, and national levels
that affect the quality and accessibility of mental health services.
F. Skills and Practices
MH.F.1. Maintains information regarding community resources to make
appropriate referrals.
MH.F.2. Advocates for policies, programs, and services that are
equitable and responsive to the unique needs of clients.
MH.F.3. Demonstrates the ability to modify counseling systems,
theories, techniques, and interventions to make them culturally
appropriate for diverse populations.
ASSESSMENT
G. Knowledge
MH.G.1. Knows the principles and models of assessment, case
conceptualization, theories of human development, and concepts of
normalcy and psychopathology leading to diagnoses and appropriate
counseling treatment plans.
MH.G.2. Understands various models and approaches to clinical
evaluation and their appropriate uses, including diagnostic interviews,
mental status examinations, symptom inventories, and
psychoeducational and personality assessments.
MH.G.3. Understands basic classifications, indications, and
contraindications of commonly prescribed psychopharmacological
medications so that appropriate referrals can be made for medication
evaluations and so that the side effects of such medications can be
identified.
MH.G.4. Identifies standard screening and assessment instruments for
substance use disorders and process addictions.
H. Skills and Practices
MH.H.1. Selects appropriate comprehensive assessment interventions to
assist in diagnosis and treatment planning, with an awareness of cultural
bias in the implementation and interpretation of assessment protocols.
MH.H.2. Demonstrates skill in conducting an intake interview, a mental
status evaluation, a biopsychosocial history, a mental health history, and
a psychological assessment for treatment planning and caseload
management.
MH.H.3. Screens for addiction, aggression, and danger to self and/or
others, as well as co-occurring mental disorders.
MH.H.4. Applies the assessment of a client’s stage of dependence,
change, or recovery to determine the appropriate treatment modality and
placement criteria within the continuum of care.
RESEARCH AND EVALUATION
I. Knowledge
MH.I.1. Understands how to critically evaluate research relevant to the
practice of clinical mental health counseling.
7/24/16
18
3
3.2
3.9
3
3.2
2.3
3.3
3.2
3.0
3
3.2
In
Process
3.4
3.1
In
Process
3.1
3.1
In
Process
3.2
3.0
In
Process
3.2
3.0
In
Process
2.9
3.0
2.9
2.9
3.0
2.9
3.2
3.0
3.0
2.9
3.0
3.0
3
3.1
In
Process
MH.I.2. Knows models of program evaluation for clinical mental health
programs.
MH.I.3. Knows evidence-based treatments and basic strategies for
evaluating counseling outcomes in clinical mental health counseling.
J. Skills and Practices
MH.J.1. Applies relevant research findings to inform the practice of
clinical mental health counseling.
MH.J.2. Develops measurable outcomes for clinical mental health
counseling programs, interventions, and treatments.
MH.J.3. Analyzes and uses data to increase the effectiveness of clinical
mental health counseling interventions and programs.
DIAGNOSIS
K. Knowledge
MH.K.1. Knows the principles of the diagnostic process, including
differential diagnosis, and the use of current diagnostic tools, such as
the current edition of the Diagnostic and Statistical Manual of Mental
Disorders (DSM).
MH.K.2. Understands the established diagnostic criteria for mental and
emotional disorders, and describes treatment modalities and placement
criteria within the continuum of care.
MH.K.3. Knows the impact of co-occurring substance use disorders on
medical and psychological disorders.
MH.K.4. Understands the relevance and potential biases of commonly
used diagnostic tools with multicultural populations.
MH.K.5. Understands appropriate use of diagnosis during a crisis,
disaster, or other trauma-causing event.
L. Skills and Practices
3
3.1
2.9
3.2
3.1
In
Process
In
Process
In
Process
3.0
3.1
3
3.1
2.8
3.1
3
3.2
In
Process
3.2
3.2
In
Process
3.2
3.2
In
Process
3.2
3.2
3.3
3.2
3.2
3.2
In
Process
In
Process
In
Process
In
Process
In
Process
3.1
MH.L.1. Demonstrates appropriate use of diagnostic tools, including the
current edition of the DSM, to describe the symptoms and clinical
presentation of clients with mental and emotional impairments.
MH.L.2. Is able to conceptualize an accurate multi-axial diagnosis of
disorders presented by a client and discuss the differential diagnosis
with collaborating professionals.
MH.L.3. Differentiates between diagnosis and developmentally
appropriate reactions during crises, disasters, and other trauma-causing
events.
3.2
3.1
3.3
3.1
In
Process
3.2
3.0
3.1
Overall averages
3.1
3.3
3.18
7/24/16
19
Table 3:
Practicum evaluation scores
Criteria
Counselor Attitudes and Behavior. Includes the student’s attitude
toward the practicum, openness to learning, and behavior in and as a
I.
result of supervisory sessions.
Scores for
2011/2012
Scores for
2012/2013
1. Communicates awareness of own competencies and skills
3.75
2.93
2. Recognizes own deficiencies and actively works to overcome them
3.75
3.67
3. Takes initiative to get training needs met
4
3.43
4. Accepts feedback non-defensively
4
3.64
5. Incorporates feedback into future counseling sessions
4
3.43
6. Prepares for counseling and supervisory sessions
4
3.5
7. Conducts self ethically and professionally
3.75
3.64
8. Completes case records
Case Conceptualization Skills. Includes theoretical/conceptual skills
II. and sensitivity to client dynamics.
3.75
3.21
Does assigned readings; seeks out and completes reading assignments
related to case work; seeks information from various sources
10. Perceptive in handling clients’ cues
3.75
3.36
3.5
3.07
11. Understands which goals make sense for clients
3.75
2.93
12. Develops coherent treatment plans
3.75
2.93
3
3.21
3.5
3.07
4
3.21
4
3.5
3.75
3.07
9.
13. Evaluates the effects of counseling techniques implemented
14. Shows awareness of client’s culture and its implications
15. Writes succinct and meaningful case notes
Counseling Skills. Includes skills involved in facilitating counseling
process, conducting assessments, implementing interventions, and
III.
terminating cases.
16.
Establishes rapport (communicates interest in and acceptance of the
client)
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20
17. Facilitates client expression of concerns and feelings
Confronts in-interview behavior which interferes with the counseling
18.
process
19. Communicates an awareness of own feelings to client
Focuses on the content of the client’s problem and is facilitative in
20.
specifying the problem in concrete terms
21. Sets goals
22. Designs and implements interventions
2.75
2.92
2.75
3.3
4
3.21
3.25
2.93
3.75
3.36
3.5
3.07
23. Times use of different techniques and strategies
24. Explains and interprets assessment tools
Involves client in an evaluation of goals, action steps, and the
25.
counseling process
26. Makes referrals
3.1
3
3.21
3.75
3.07
4
3.5
27. Terminates
3.63
3.36
28. Overall evaluation of counseling effectiveness this quarter:
3.75
3.36
7/24/16
21
Table 4
Internship evaluation scores
Scores
for 2013
The candidate has the knowledge and skills to
FOUNDATIONS
B. Skills and Practices
B.1. Demonstrates the ability to apply and adhere to ethical and legal standards in clinical
mental health counseling.
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
D. Skills and Practices
D.1. Uses the principles and practices of diagnosis, treatment, referral, and prevention of
mental and emotional disorders to initiate, maintain, and terminate counseling.
D.2. Applies multicultural competencies to clinical mental health counseling involving case
conceptualization, diagnosis, treatment, referral, and prevention of mental and emotional
disorders.
D.3. Promotes optimal human development, wellness, and mental health through
prevention, education, and advocacy activities.
D.4. Applies effective strategies to promote client understanding of and access to a variety
of community resources.
D.5. Demonstrates appropriate use of culturally responsive individual, couple, family,
group, and systems modalities for initiating, maintaining, and terminating counseling.
D.6. Demonstrates the ability to use procedures for assessing and managing suicide risk.
D.7. Applies current record-keeping standards related to clinical mental health counseling.
D.8. Provides appropriate counseling strategies when working with clients with addiction
and co-occurring disorders.
D.9. Demonstrates the ability to recognize his or her own limitations as a clinical mental
health counselor and to seek supervision or refer clients when appropriate.
DIVERSITY AND ADVOCACY
F. Skills and Practices
F.1. Maintains information regarding community resources to make appropriate referrals.
F.2. Advocates for policies, programs, and services that are equitable and responsive to the
unique needs of clients.
F.3. Demonstrates the ability to modify counseling systems, theories, techniques, and
interventions to make them culturally appropriate for diverse populations.
ASSESSMENT
H. Skills and Practices
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.
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.
7/24/16
22
3.5
3.33
3.5
3.25
3.25
3.25
3.5
3.5
4
3.33
3.75
3.33
3.33
3.75
3.25
3.25
H.3. Screens for addiction, aggression, and danger to self and/or others, as well as cooccurring mental disorders.
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
J. Skills and Practices
J.1. Applies relevant research findings to inform the practice of clinical mental health
counseling.
J.2. Develops measurable outcomes for clinical mental health counseling programs,
interventions, and treatments.
J.3. Analyzes and uses data to increase the effectiveness of clinical mental health
counseling interventions and programs.
DIAGNOSIS
L. Skills and Practices
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.
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.
L.3. Differentiates between diagnosis and developmentally appropriate reactions during
crises, disasters, and other trauma-causing events.
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3.25
3
3.25
3.67
3
3.25
3.5
3.5