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.
College: COTS
Program: MS Mental Health Counseling
Prepared by: Elizabeth Haviland
Department: Psychology
Degree: MS
Academic Year of Report: 2014-2015
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, as well as PSY 593 A, B, & C.
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 secondyear, 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.
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i.
PSY 593A – Faculty Supervisor assessment
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.
B) Who and what was assessed?
Eight students were admitted to the 2013 cohort (second-year students) and nine students
were admitted to the 2014 cohort (first-year students).
Seven students completed their first year.
Eight students completed their second year.
This means a total of 15 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. This survey should have been conducted
in June 2014; however, there is no record of that being completed. Therefore we must use
the 2012 Surveys.
i.
Alumni Evaluation of the Program (completed in 2015)
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.
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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. Method: Indirect;
knowledge, performance
Assessment Results
15 out of 15 candidates (100%) received a “2”
or higher on the “Academic Performance”
section of the Assessment of Candidate
Progress Form. Average score was 3.14.
CACREP. The 2009 national standards
require all students to be measured by all
standards.
CACREP Standards. No students scored
below “2” in any of the assessed areas. All
scores are reported in Table 2.
We rated each student on a 4-point 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.
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. Method: Indirect;
knowledge, performance, attitudes
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.
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7 out of 7 first-year candidates and 8 of 8
second-year candidates received a “2” or
higher on the “Academic Performance”
section of the Assessment of Candidate
Progress Form. Average score was 3.14.
As reported in Table 3, all students scored
above a 2. The average practicum score was
2.77 out of 4).
As reported in Table 4, 8 (2nd year) candidates
completed the PSY 681B Mental Health
Counseling Internship. 100% earned scores
Candidate Learning Outcomes
Criterion of Mastery
The candidate must not receive any “1”s on
the 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 selfawareness of personal strengths
and weaknesses.
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. Method: Indirect;
knowledge, performance, attitudes
15 out of 16 candidates (94%) received a “2”
or higher on the “Professional/Personal
Development” section of the Assessment of
Candidate Progress Form. Average score was
3.14.
Evaluation of Candidate’s Multicultural
Competencies. Candidates must receive a
“2.0” or above in all categories to continue
in the program. Method: Indirect;
knowledge, performance, attitudes
Candidates receive a score of multicultural
competence as they finish their coursework.
All candidates received scores at or above 2.
Average score across all domains was 3.47.
National Counseling Examination. Method:
Direct; knowledge
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Assessment Results
above “2” on the evaluation form. The
average internship score was 3.17 out of 4).
5
One first year student received a “1” because
he did not complete one course. He is
currently retaking the course, thus he will
have an updated score next year.
The National Board for Certified Counselors
released data on all candidates. 7 CWU
candidates passed every section of the
National Counseling exam. 1 student chose to
take the exam at a later date.
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. Past shifts in faculty may have created short-term deficits in the MHC program. We have had
too much turnover by hiring young faculty using CWU as a stepping-stone.
5. Clinical skills are high. Students continue to receive good scores from faculty and site
supervisors. The program maintains stature among hiring agencies.
6. The remediation process put into place three 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. We hired a new faculty member, Dr. Fred Washburn, who began teaching summer 2015. He
will continue to carry a full load of teaching and supervision.
2. Continue to fill curricula holes. We are in the process of making PSY 538, Substance Abuse
and Dependence, a required course for MHC students. We will review other courses and
feedback to decide which elective courses fill the needs of our program.
3. We will 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.
4. We continue to refine our practicum courses, 593A, B, C, to meet the needs of our students.
We are in the process of developing more specific evaluation of student forms for each
practicum.
5. We completed a CACREP site visit for reaccreditation of the MHC program in October
2015. We will know the outcome of the review of our program in January. This has been the
main focus of assessment and evaluation for the past year and a half.
6. Beginning in January 2016, we we will need to meet the 2016 CACREP Standards to
maintain accreditation. This will include further detailed and specific student assessment and
program evaluation. Student assessment and program evaluation will be reported regularly to
CACREP, as well as to CWU (through these reports).
5. What did the department or program do in response to last year’s assessment
information?
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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 2009 CACREP Standards
started two years ago. This year, we are integrating the process into our annual assessment of
candidate review meetings with students. As described above, we will begin to use the 2016
CACREP Standards for student assessment and program evaluation.
2. We continue to use 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. We continue to improve 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 three years ago, there was concern that the
program did not meet students’ individual needs. An online course on drug/alcohol abuse
was introduced, and it has been well received.
5. Multiculturalism: We continue to introduce more active experiences in PSY 574 and PSY
593B.
6. Class sequence: We have begun requiring students to take courses during summer. This has
eased students’ second year fall course load so they have more time built in to work on their
theses. This need became apparent when, this past year, only 3 of 8 students had defended
their theses by the time they completed their internships. Current second year students are
working with advisors to propose prior to internship.
7. Mentorship: We continue to have all advisors meet with students during the first week of
classes each quarter to be sure they are on track. We send out periodic emails to check in.
Second year students also mentor first year students.
8. Technology: Our clinic computer tech continues to update equipment, as budgets allow. This
is an ongoing issue as electronic equipment becomes obsolete.
9. Internship: We continue to meet with students during winter or spring of their first-year, and
all internships were finalized by the end of fall of the second-year.
6. Questions or suggestions concerning Assessment of Candidate Learning at Central
Washington University:
It would be helpful if the assessment process were more closely aligned with our accreditation
process. Extracting the data is relatively straightforward, but if it were asked according to the
CACREP standards, it would be more relevant and useful.
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Student Learning Outcome Assessment Plan
Department: Psychology
Degree Program: MS-Mental Health Counseling
Student Learning Outcome
(performance, knowledge,
attitudes)
1. Academic
Performance/Thesis
Development: Students will
organize their work
effectively, demonstrate
critical thinking skills,
function independently, and
use data/research to
conceptualize their thinking.
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.
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Related CWU
Strategic
Outcome(s)
http://www.cwu.edu
/strategic-planning/
1.1.1 Students will
achieve
programmatic
learning outcomes.
3.1.2 Sustain the
number of courses
that include
research,
scholarship, and
creative expression
skills as key
outcomes.
1.1.1 Students will
achieve
programmatic
learning outcomes.
Method(s) of
Assessment (What is
the assessment?)*
Who Assessed
(Students from what
courses population)**
When Assessed (term,
dates)***
Standard of Mastery/ Criterion of
Achievement (How good does performance
have to be?)
Assessment of
candidate progress form
(Appended. Academic
performance category
Includes all coursework
and thesis research
All students in
program. assessed by
student’s advisor (based
on aggregated
CACREP scores)
Assessment of candidate
progress is completed
the spring of first-year
and winter of secondyear.
By their second review, students must receive
a “Satisfactory” 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.
Thesis (or project) oral
defense
All students
Prior to graduation
Thesis chair and committee must sign off on
defense.
Assessment of
candidate progress form
(Appended. Clinical
Performance category.
includes all aspects of
clinical skills
development).
All students in
program. assessed by
student’s advisor (based
on aggregated
CACREP scores)
Assessment of candidate
progress is completed
the spring of first-year
and winter of secondyear.
By their second review, students must receive
a “Satisfactory” 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
Students must receive a “Acceptable” or
above on their PSY 593A evaluation. They
8
Student Learning Outcome
(performance, knowledge,
attitudes)
3. Other
Professional/Personal
Development: Students will
take initiative for their
clinical, academic, and
personal duties. They will
demonstrate dependability
and time management skills.
Students will also maintain
professional/ethical
behavior, work as a team
with peers, maintain
flexibility when approaching
clinical and academic
concerns, and demonstrate
appropriate self-awareness of
personal strengths and
weaknesses.
Related CWU
Strategic
Outcome(s)
http://www.cwu.edu
/strategic-planning/
1.1.1 Students will
achieve
programmatic
learning outcomes.
Method(s) of
Assessment (What is
the assessment?)*
Assessment of
candidate progress form
(Appended. Other
Professional and
Personal Development
category)
PSY 593A, B, and C
evaluations are
completed the faculty
supervisor.
PSY 681A and 681B
evaluations are
completed by the onsite
supervisor.
Who Assessed
(Students from what
courses population)**
All students in
program. assessed by
student’s advisor (based
on MHC committee
discussion and input)
When Assessed (term,
dates)***
Standard of Mastery/ Criterion of
Achievement (How good does performance
have to be?)
or second quarter.
Students continue to take
the sequence for three or
four quarter until they
complete PSY 681B.
must receive a “Acceptable” or above on
593B and 593C evaluations.
Assessment of candidate
progress is completed
the spring of first-year
and winter of secondyear.
By their second review, students must receive
a “Satisfactory” 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
second or third quarter.
Students continue to take
the sequence until every
quarter until they
complete PSY 681B.
Students may not receive a “Unsatisfactory”
on any item on the 593A, 593B, 593C, 681A,
and 681B assessments. They must also
receive an overall score of “Adequate” in
681B.
*Method(s) of assessment should include those that are both direct (tests, essays, presentations, projects) and indirect (surveys, interviews) in nature
**Data needs to be collected and differentiated by location (Ellensburg campus vs University Centers) and modality (face-to-face, online)
***Timing of assessment should ideally be at different transition points of program (i.e., admission, mid-point, end-of-program, post-program)
rev. 11/14
*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/wp-content/uploads/2013/12/2009-Standards.pdf
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Assessment Cycle
Analysis and Interpretation:
Improvement Actions:
Dissemination:
Year
SLOs
1
2
3
December
Completed by June
Completed by June
15-16
16-17
17-18
18-19
19-20
20-21
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Assessment Oversight
Name
Elizabeth Haviland
Department Affiliation
Psychology
Email Address
Haviland@cwu.edu
Phone Number
X2371
*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/wp-content/uploads/2013/12/2009-Standards.pdf
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Appendix 2: Data Analysis
Table 1:
2015 End of Year Program Review Meeting
Item for
Discussion
Practica
Decision Points
Action Steps
School Psychology
students will take
593.A beginning F15.
Course Review
PSY 538 to be
requirement – details
What are possible
electives? When will
they be offered?
We will have two faculty and one GA for each of
the 593A classes in the 15-16 year. We will observe
how 593A practicum goes this year and then we will
revisit the issue at the next Annual Review Meeting
to see whether we need to make changes then.
PSY 538:
We will start the process of making a program
change. She will work with Stephanie Stein on the
steps she needs to take to accomplish that.
Possible Elective Courses:
Liz will talk with Kara Gabriel about the possibility
of offering PSY 579, Psychopharmacology, winter
quarters, to ease MHC students’ schedules.
Students Taking Courses during Internship:
We will strongly encourage students to have
completed their thesis proposal prior to going on
internship.
We will follow up with students who had
unsatisfactory scores on their Assessment of
Candidate Progress, to be sure they stay on track in
their second year.
We met in July to do this, in preparation for the
CACREP site visit in the fall. (see below)
Assessment of
Candidate
Progress
Review of
CACREP
standards
Use feedback to revise
courses, syllabi
Course Evals of
Students
We met in July.
During the meeting we will focus on the data from
previous evaluations to see what changes we need to
make in the program.
We will talk with instructors in order to gather
artifacts (papers, exams) that show how we actually
measure how we meet CACREP standards.
We met in July to prepare for the site visit.
CACREP Site
Visit Fall 2015
Quick Update: Plan
separate meeting
Review of
Mission
Statement
Review of Web
Information
Changes or updates?
Updated wording in mission statement, vision statement,
and program objectives.
Changes/updates?
We will review the website this summer and decide
where to make changes.
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Item for
Discussion
Program
Assessment
Review of
Admission
Process
Decision Points
Action Steps
SLOs
We will make minor changes to SLOs and submit.
Changes in Personal
Statement
requirements?
How can we improve
recruitment?
Interviews?
We will work on the personal statement part of the
application requirements, so that the instructions are
more clear. She will also update the applicant rating
sheets.
We will meet in July to finalize the requirements for
next year’s applicants.
We will use interviews as part of the selection
process, beginning with the 2016 applicants.
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Table 2
Results of MHC Student Evaluation by CACREP Standards and cohort
2012
N=8
2013
N=8
2014
N=7
3.1
2.6
2.8
3.0
3.1
TBA
3.0
3.0
2.8
3.9
3.0
3.4
2.8
2.5
3.3
3.0
3.0
3.0
3.0
3.4
TBA
3.0
3.0
2.9
2.1
2.0
2.6
3.0
3.4
3.5
B. Skills and Practices
MH.B.1. Demonstrates the ability to apply and adhere to ethical and
legal standards in clinical mental health counseling.
3.2
3.6
3.5
MH.B.2. Applies knowledge of public mental health policy, financing,
and regulatory processes to improve service delivery opportunities in
clinical mental health counseling.
3.0
3.0
3.0
CACREP 2009 Standard
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 traumacausing events on people.
MH.A.10. Understands the operation of an emergency management
system within clinical mental health agencies and in the community.
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CACREP 2009 Standard
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
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.
2012
N=8
2013
N=8
2014
N=7
3.7
3.6
3.3
3.0
3.0
3.0
3.0
3.0
2.8
3.0
3.0
3.0
3.0
3.0
3.0
3.1
3.3
2.6
3.1
3.3
3.1
MH.C.8 Recognizes the importance of family, social networks, and
community systems in the treatment of mental and emotional disorders.
3.9
3.4
TBA
MH.C.9 Understands professional issues relevant to the practice of
clinical mental health counseling.
3.9
3.0
3.4
3.2
3.5
3.4
2.9
3.3
3.3
3.3
3.4
3.3
3.0
3.0
3.1
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.
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CACREP 2009 Standard
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
2012
N=8
2013
N=8
2014
N=7
3.1
3.1
3.4
3.0
3.4
3.6
2.9
3.6
2.9
3.0
2.8
2.8
3.1
3.9
3.4
3.0
3.0
3.0
3.3
3.6
3.6
2.9
3.0
2.5
3.6
4.0
3.4
3.1
3.5
3.3
3.9
3.8
3.3
2.4
3.4
3.0
3.0
3.0
3.0
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.
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CACREP 2009 Standard
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
2012
N=8
2013
N=8
2014
N=7
3.0
3.4
3.0
3.5
4.0
TBA
3.4
3.3
TBA
3.1
3.1
3.0
3.1
3.4
2.0
2.9
3.0
3.0
3.4
3.4
3.1
3.1
3.0
3.1
3.1
3.4
2.9
3.0
3.0
2.7
I. Knowledge
MH.I.1. Understands how to critically evaluate research relevant to the
practice of clinical mental health counseling.
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CACREP 2009 Standard
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.
2012
N=8
2013
N=8
2014
N=7
2.9
4.0
2.8
3.4
3.0
TBA
3.0
3.0
3.0
3.0
3.4
3.1
3.0
3.5
2.0
3.3
3.6
2.9
3.0
3.8
3.1
3.1
3.0
3.0
3.2
4.0
TBA
3.2
3.4
2.0
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.
3.6
3.4
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.
3.7
3.6
MH.L.3. Differentiates between diagnosis and developmentally
appropriate reactions during crises, disasters, and other trauma-causing
events.
3.6
3.4
Note: Some scores are TBD for the 2014 cohort because these students have yet to take the
course associated with this assessment.
7/24/16
17
3.3
3.0
2.0
Table 3:
Practicum Evaluation Scores
1=Unsatisfactory, 2=Acceptable, 3-Good, 4=Excellent. No score means skill was not observed.
Scores for
2013/2014
Scores for
2014-2015
1. Communicates awareness of own competencies and skills
2.93
2.36
2. Recognizes own deficiencies and actively works to overcome them
3.12
2.45
3. Takes initiative to get training needs met
3.06
3.09
4. Accepts feedback non-defensively
3.52
3.00
5. Incorporates feedback into future counseling sessions
3.22
3.09
6. Prepares for counseling and supervisory sessions
3.29
3.09
7. Conducts self ethically and professionally
3.36
3.36
8. Completes case records
2.82
2.64
Case Conceptualization Skills. Includes theoretical/conceptual skills
II. and sensitivity to client dynamics.
Does assigned readings; seeks out and completes reading assignments
9. related to case work; seeks information from various sources
3.22
2.78
10. Perceptive in handling clients’ cues
2.90
2.55
11. Understands which goals make sense for clients
3.00
2.45
12. Develops coherent treatment plans
3.00
2.55
13. Evaluates the effects of counseling techniques implemented
3.15
2.89
14. Shows awareness of client’s culture and its implications
3.07
2.45
15. Writes succinct and meaningful case notes
3.29
2.10
Counseling Skills. Includes skills involved in facilitating counseling
process, conducting assessments, implementing interventions, and
III. terminating cases.
Establishes rapport (communicates interest in and acceptance of the
16. client)
3.29
2.10
2.90
2.82
2.67
2.57
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.
17. Facilitates client expression of concerns and feelings
Confronts in-interview behavior which interferes with the counseling
18. process
7/24/16
18
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
2.87
2.25
3.15
2.64
21. Sets goals
3.00
2.55
22. Designs and implements interventions
3.22
2.55
23. Times use of different techniques and strategies
3.07
2.70
24. Explains and interprets assessment tools
Involves client in an evaluation of goals, action steps, and the counseling
25. process
3.20
3.15
2.10
26. Makes referrals
3.07
2.73
27. Terminates
3.22
2.10
28. Overall evaluation of counseling effectiveness this quarter:
3.22
2.10
Average score across students and across practicum course
7/24/16
19
2.74
Table 4
Internship evaluation scores
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.
7/24/16
20
Scores
for 2014
Scores
for 2015
3.71
3.50
2.86
2.67
3.71
3.13
3.43
3.38
3.83
3.50
3.50
3.13
3.29
3.25
3.50
3.17
3.43
3.43
3.14
3.20
3.43
3.50
2.83
3.13
2.80
3.20
3.50
2.88
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.
H.3. Screens for addiction, aggression, and danger to self and/or others, as well
as co-occurring 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.
Average score across students and across internships
7/24/16
21
3.29
2.86
3.29
3.14
3.43
3.00
3.25
3.25
3.43
3.00
3.29
3.00
3.29
3.43
3.25
3.29
3.33
3.14
3.14
3.17