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. 7/24/16 1 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. 7/24/16 2 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. 7/24/16 3 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. 7/24/16 4 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 7/24/16 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? 7/24/16 6 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. 7/24/16 7 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. 7/24/16 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 7/24/16 9 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 7/24/16 10 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. 7/24/16 11 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. 7/24/16 12 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. 7/24/16 13 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. 7/24/16 14 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. 7/24/16 15 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. 7/24/16 16 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