Indiana University South Bend
Counseling and Human Services Department
School of Education
ANNUAL REPORT TO CONSTITUENTS 2014-2015
Each year the Counseling and Human Services Department (CHS) is required by the Council
for Accreditation on Counseling and Related Educational Programs (CACREP) to provide an
annual report as part of the program review process. This report is designed to inform the
department’s constituents (e.g. current students, program graduates, advisory board members,
university community, prospective students, etc.) an overview of the program mission statement
and activities, relevant date, and program modifications.
Mission Statement
The mission of the IU South Bend Counseling and Human Services Program is to prepare
knowledgeable, ethical, and multiculturally competent school counselors, clinical mental health
counselors and addictions counselors. Faculty members embody diversity of experience and
provide students with a rigorous exploration of theoretical orientation and evidence-based
practices in an environment that promotes personal growth and reflection. Graduates exemplify
the learning, skills training, and dispositions that reflect both career-readiness and the highest
standards of the counseling profession.
The CHS program of IU South Bend is well known in the northern region of Indiana. Our
graduates have gone on to serve as counselors and administrators in various institutions in the
surrounding area as well as all over the state and the country. All of our CHS programs lead to
licensure or certification in school and clinical mental health counseling, thereby preparing
students to achieve all of their career goals in the helping professions.
Faculty & Personnel
1. Dr. Joy Alexander retired from the CHS faculty and IU South Bend in May of 2014. Dr.
Alexander contributed much during your 20+ year career with CHS. She will be sorely
missed but we wish her health and prosperity in retirement.
2. The CHS Department added a new faculty member this year to fill the opening created
by Dr. Alexander’s retirement. Dr. Joe Campbell joined the department as a visiting
faculty member in the Fall of 2014. Dr. Campbell earned his PhD in Counselor Education
2014-15 CHS Annual Report
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from Southern Illinois University. Dr. Campbell will move to a tenure-track assistant
professor position in the Fall of 2015.
3. Dr. Kylie Rogalla successfully defended her dissertation at the end of the 2014-2015
academic year and now joins the CHS department as a tenure-track assistant professor.
4. Dr. Jeremy Linton will be stepping down as department chair for CHS in June of 2015.
Dr. Yvonne Larrier will take over department chair duties but is on sabbatical for the
2015-16 academic year. Dr. Kylie Rogalla will act as interim chair in Dr. Larrier’s
absence.
Clinical Mental Health Counseling Concentration Area
Our Master’s of Science program track in clinical mental health counseling is 60 credit hours.
The program track has been accredited by CACREP since 2005. Students in the clinical mental
health counseling program complete coursework in various areas related to counseling and
mental health. These students also engage in four extensive field experiences while in the
program. The clinical mental health counseling track can be completed in 3 years of study and
leads to licensure as a Licensed Mental Health Counselor in the States of Indiana.
School Counseling Concentration Area
Our 48 credit hour Master’s of Science program track in school counseling has been accredited
by CACREP since 2005. Students in the school counseling program complete traditional
classroom work, take part in online instruction, and engage in extensive field work during their
time in the program. The school counseling track can be completed in 3 years of study and
leads to school counseling licensure in Indiana.
2014-2015 ACADEMIC YEAR
Clinical Mental Health Counseling Concentration Area Report
Twenty-five students with identified tracks of study in clinical mental health counseling were
enrolled for the Spring 2015 semester. Thirteen clinical mental health students graduated from
the department in 2015. The overall graduation rate based on percent of students who finished
the program in three years was 62%. This graduation rate does not account for those students
who took longer than three years to complete their program of study.
School Counseling Concentration Area Report
Twenty-two students with identified tracks of study in school counseling were enrolled for the
Spring 2015 semester. Four school counseling students graduated in 2015. The graduation rate
based on percent of students who finished the program in the predicted amount of time was
100%
Recruitment and Admissions
The CHS program admitted 26 new students in May of 2014. The CHS program admitted 24
new students in May of 2015. The breakdown of admissions by concentration areas is
presented below. It should be noted that our program track in addictions counseling is not yet
accredited by CACREP.
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Year
2014
2015
School
10
13
Clinical Mental Health
10
6
Addictions
6
5
Curriculum
The following adjustments were made to the CHS curriculum during the 2014-2015 academic
year.
1. New courses – The curriculum for both the school and clinical mental health counseling
tracks were altered to reflect changing trends in the field. The following changes were
implemented:
a. G515: Etiology, Diagnosis, and Treatment of Mental Health Disorders – this new
course was added to the curriculum and will take the place of G506: Personality
Development. This new course, which will cover the overall topic of mental health
disorders, will better reflect the content in this area for accreditation and
licensure.
b. G517: Crisis and Trauma Counseling – This course was added to reflect the
need for training in crisis and trauma intervention. This course takes the place of
a topical seminar offered to mental health counseling students.
c. G516: Understanding Child & Adolescent Behavior – this course was added to
the overall curriculum but has not yet been placed in a degree sequence. This
task will take place during the 2015-16 academic year.
2. New Assessments – The CHS department adopted a new assessment tool to be used
in 2015-16 and beyond. Each year the CHS faculty is tasked with reviewing the progress
of each student in our programs. The department will now use the Counseling
Competencies Scale (CCS) to assess students’ knowledge, abilities, and counselor
dispositions. The CCS was created by Dr. Glen Lambie and colleagues and is used
across the country as an assessment of student progress. Psychometric properties for
the CCS have been reported in numerous outlets. The CCS is attached in Appendix A.
3. Practicum Application – All students in CHS programs will complete a practicum
application during the semester prior to their planned enrollment in the G524: Practicum
in Counseling course. Student applications will be reviewed by CHS faculty. Students
enrollment in practicum will be dependent on the outcome of this review. The practicum
application is attached in Appendix B.
4. MCFC program - the CHS department created a new graduate track in Marriage,
Couples, and Family Counseling during the 2014-2015 academic year which will be
launched in Summer of 2015. The program consists 60 credit hours. This program is not
part of CACREP accreditation but was designed to meet CACREP standards should the
department seek accreditation in the future.
5. Undergraduate minor – the CHS department created an undergraduate minor during
the 2014-2015 academic year which will be launched in Fall of 2015. The minor consists
of 15 credit hours. This program is not part of CACREP accreditation.
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Appendix A
Counselor Competencies Scale
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Counseling Competencies Scale (CCS)
Contributing Authors (2008)
The Counseling Competencies Scale (CCS) assesses counseling students’ skills development and professional competencies. Additionally, the CCS
provides counseling students with direct feedback regarding their counseling skills and professional dispositions (dominant qualities), offering the
students practical areas for improvement to support their development as effective and ethical professional counselors.
Scales Evaluation Guidelines
 Exceeds Expectations / Demonstrates Competencies (8) = the counseling student demonstrates strong (i.e., exceeding the expectations of a beginning
professional counselor) knowledge, skills, and dispositions in the specified counseling skill(s) and professional disposition(s).
 Meets Expectations / Demonstrates Competencies (6) = the counseling student demonstrates consistent and proficient knowledge, skills, and dispositions in
the specified counseling skill(s) and professional disposition(s). A beginning professional counselor should be at this level at the conclusion of his/her practicum
and/or internship.
Counseling students NOT scoring at level Six (6) or Above will NOT be eligible to progress to their next stage of clinical experience.
 Near Expectations / Developing towards Competencies (4) = the counseling student demonstrates inconsistent and limited knowledge, skills, and dispositions
in the specified counseling skill(s) and professional disposition(s). Students scoring at this level during their final practicum evaluation (be it practicum or
internship) have not demonstrated the professional competencies needed to progress to the next level of clinical experience. Remediation may be necessary in
these areas.
 Below Expectations / Insufficient / Unacceptable (2) = the counseling student demonstrates limited or no evidence of the knowledge, skills, and dispositions
in the specified counseling skill(s) and professional disposition(s). Students scoring at this level during their final evaluation (practicum or internship) have not
demonstrated the professional competencies needed to progress to the next level of clinical experience. Remediation may be necessary in the areas identified
as deficient by the clinical supervisor.
CACREP (2009) Standards – Section III: Professional Practice:
Professional practice, which includes practicum and internship, provides for the application of theory and the development of counseling skills under supervision. These experiences
will provide opportunities for students to counsel clients who represent the ethnic and demographic diversity of their community.
CACREP (2009) Standards – Section III: Professional Practice: Standard F. Students must complete supervised practicum experiences that total a minimum of 100 clock
hours over a minimum 10-week academic term. Each student’s practicum includes all of the following:
1. At least 40 clock hours of direct service with actual clients that contributes to the development of counseling skills. ,
2. Weekly interaction that averages of one (1) hour per week of individual and/or triadic supervision throughout the practicum by a program faculty member, a student
supervisor, or a site supervisor who is working in biweekly consultation with a program faculty member in accordance with the supervision contract.
3. An average of 1 ½ hours per week of group supervision that is provided on a regular schedule throughout the practicum by a program faculty member or a student
supervisor.
4. The development of program-appropriate audio/video recordings for use in supervision or live supervision of the student’s interactions with clients.
5. Evaluation of the student’s counseling performance throughout the practicum, including documentation of a formal evaluation after the student completes the practicum.
Florida Educator Accomplished Practices (FEAPS, 2007) – (1) Assessment, (2) Communication, (3) Continuous Improvement, (4) Critical Thinking, (5) Diversity, (6) Ethics,
(7) Human Development & Learning, (8) Knowledge of Subject Matter – Counseling, (9) Learning Environment, (10), Planning, (11) Role of Teacher/Counseling, & (12)
Technology,
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Florida Subject Area Competency – Guidance and Counseling Pk-12 (Section 18 [FSAC]) – (1) Knowledge of Counseling; (2) Knowledge of Activities & Programs for
Addressing Current Concerns; (5) Knowledge of Consultation, Collaboration, & Coordination; & (6) Knowledge of professional, ethical, and legal considerations.
Part I (Primary Counseling Skills – CACREP Standards [2009] #5 [Helping Relationships] & #7 [Assessment])
#
Score
Primary
Counseling
Skill(s)
Specific Counseling
Descriptors
Exceeds Expectations /
Demonstrates
Competencies
(8)
Meets Expectations /
Demonstrates
Competencies
(6)
Near Expectations /
Developing towards
Competencies
(4)
Below Expectations /
Insufficient /
Unacceptable
(2)
Includes Body Position, Eye
Contact, Posture, Distance
from Client, Voice Tone, Rate
of Speech, etc.
Includes Minimal Encouragers
& Door Openers such as “Tell
me more about...”
Student demonstrates effective
nonverbal communication skills,
conveying connectiveness &
empathy (85%).
Student demonstrates appropriate
use of encourages, which
supports the development of a
therapeutic relationship (85%).
Student demonstrates appropriate
use of open & close-ended
questions, with an emphasis on
open-ended question (85%).
Student demonstrates appropriate
use of paraphrasing &
summarizing as the primary
therapeutic approach (85%).
Student demonstrates appropriate
use of reflection of feelings as the
primary therapeutic approach
(85%).
Student demonstrates consistent
used advanced therapeutic skills
& promotes discussions of
greater depth in counseling
sessions (85%).
Student demonstrates the ability
to challenge clients through
verbalizing inconsistencies &
discrepancies in the client’s
words or actions in a supportive
& caring fashion. Good balance
of challenge & support (85%).
Student demonstrates consistent
ability to establish collaborative
& appropriate therapeutic goals
with client (85%).
Student demonstrates consistent
ability to primarily focus (or
refocus) counseling on client’s
appropriate therapeutic goal
attainment (85%).
Student demonstrates consistent
ability to be empathic & uses
appropriate responses (85%).
Student demonstrates effective
nonverbal communication skills
for the majority of counseling
sessions (70%)
Student demonstrates appropriate
use of encourages for the
majority of counseling sessions
(70%)
Student demonstrates appropriate
use of open & close-ended
questions for the majority of
counseling sessions (70%).
Student demonstrates appropriate
use of paraphrasing &
summarizing, appropriately &
consistently (70%).
Student demonstrates appropriate
use of reflection of feelings
appropriately & consistently
(70%).
Student demonstrates ability to
appropriately use advanced
counseling skills, supporting
increased exploration in
counseling session (70%).
Student demonstrates the ability
to challenge clients through
verbalizing inconsistencies &
discrepancies in the client’s
words or actions in a supportive
& caring fashion (can confront,
but appears hesitant) (70%).
Student demonstrates ability to
establish collaborative &
appropriate therapeutic goals with
client (70%).
Student demonstrates ability to
primarily focus (or refocus)
counseling on client’s appropriate
therapeutic goal attainment
(70%).
Student demonstrates ability to be
empathic & uses appropriate
responses (70%).
Student demonstrates inconsistency
in his/her nonverbal
communication skills.
Student demonstrates limited
nonverbal communication
skills.
Student demonstrates inconsistency
in his/her use of appropriate
encouragers.
Student demonstrates limited
ability to use appropriate
encouragers.
Student demonstrates inconsistency
in his/her use of open-ended
questions & may use closed-ended
questions for prolonged periods.
Student demonstrates paraphrasing,
& summarizing inconsistently &
inaccurately.
Student uses open-ended
questions sparingly & with
limited effectiveness.
Student demonstrates reflection of
feelings inconsistently &
inaccurately.
Student demonstrated limited
proficiency in reflecting
feelings
Student demonstrates inconsistent
& inaccurate ability to use
advanced counseling skills:
sessions appear sluggish.
Student demonstrates limited
ability to use advanced
counseling skills: sessions
appear primarily superficial.
Student demonstrates inconsistent
ability to challenge clients through
verbalizing inconsistencies &
discrepancies in the client’s words
or actions in a supportive & caring
fashion. Confrontation is minimal.
Student demonstrates limited
ability to challenge clients
through verbalizing
discrepancies in the client’s
words or actions in a
supportive & caring fashion.
Confrontation is lacking.
Student demonstrates limited
ability to establish
collaborative & appropriate
therapeutic goals with client.
Student demonstrates limited
ability to primarily focus (or
refocus) counseling on
client’s appropriate
therapeutic goal attainment.
Student demonstrates limited
ability to be empathic & uses
appropriate responses.
1.A
Nonverbal
Skills
1.B
Encouragers
1.C
Questions
1.D
Reflecting a
1.E
Reflecting b
Reflection of Feelings
1.F
Advanced
Reflection
(“Depth”)
Advanced Reflection of
Feelings, Reflection of Values,
Meanings, Core Beliefs (takes
counseling to a deeper level)
1.G
Confrontation
Counselor challenges client to
recognize & evaluate
inconsistencies.
1.H
Goal Setting
1.I
Focus of
Counseling
Counselor collaborates with
client to establish realistic,
appropriate, & attainable
therapeutic goals
Counselor focuses (or
refocuses) client on his/her
therapeutic goals – i.e.
purposeful counseling
1.J
Facilitate
Therapeutic
Environment a
Use of Appropriate Open &
Closed Questioning (e.g.,
avoidance of double questions)
Basic Reflection of Content –
Paraphrasing, Summarizing,
etc.
Counselor expresses
appropriate empathy & care.
Counselor is “present” and
open to client.
Student demonstrates inconsistent
ability to establish collaborative &
appropriate therapeutic goals with
client.
Student demonstrates inconsistent
ability to primarily focus (or
refocus) counseling on client’s
appropriate therapeutic goal
attainment.
Student demonstrates inconsistent
ability to be empathic & use
appropriate responses.
Student demonstrated limited
proficiency in paraphrasing &
summarizing
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1.K
Facilitate
Therapeutic
Environment b
Counselor expresses
appropriate respect &
unconditional positive regard
Student demonstrates consistent
ability to be respectful, accepting,
& caring with clients (85%).
Student demonstrates ability to be
respectful, accepting, & caring
with clients (70%).
Student demonstrates inconsistent
ability to be respectful, accepting,
& caring.
Student demonstrates limited
ability to be respectful,
accepting, & caring.
_______: Total Score (out of a possible 88 points)
Part 2 (Professional Dispositions – CACREP Standards [2009] #1 [Professional Orientation & Ethical Practice] #2 [Social & Cultural
Diversity], #3 [Human Growth & Development], & #5 [Helping Relationships])
#
Score
Primary
Professional
Dispositions
Specific Professional
Disposition Descriptors
2.A
Professional
Ethics
The student adheres to the
ethical guidelines of the ACA,
ASCA, & IAMFC.
2.B
Professionalism
2.C
Self-awareness
& Selfunderstanding
2.D
Emotional
stability & Selfcontrol
2.E
Motivated to
Learn & Grow /
Initiative
Student behaves in a professional
manner towards supervisors,
peers, & clients (includes
appropriates of dress &
attitudes)
Student demonstrates an
awareness of his/her own belief
systems, values, needs &
limitations (herein called
“beliefs”) and the effect of “self”
on his/her work with clients.
Student demonstrates emotional
stability (i.e., congruence between
mood & affect) & self-control
(i.e., impulse control) in
relationships with supervisor,
peers, & clients.
Student is engaged in the
learning & development of
his/her counseling competencies.
2.F
Multicultural
Competencies
2.G
Openness to
Feedback
2.H
Professional &
Personal
Boundaries
Student demonstrated awareness,
appreciation, & respect of
cultural difference (e.g., races,
spirituality, sexual orientation,
SES, etc.)
Student responds non-defensively
& alters behavior in accordance
with supervisory feedback
Student recognizes the
boundaries of her/his
competencies & maintains
appropriate boundaries with
supervisors, peers, & clients
Exceeds Expectations /
Demonstrates
Competencies
(8)
Meets Expectations /
Demonstrates
Competencies
(6)
Student demonstrates consistent
& advanced (i.e., exploration &
deliberation) ethical behavior
& judgments.
Student is consistently
respectful, thoughtful, &
appropriate within all
professional interactions.
Student demonstrates consistent
ethical behavior & judgments.
Student demonstrates
significant & consistent
awareness & appreciation of
his/her belief system & the
influence of his/her beliefs on
the counseling process.
Student demonstrates consistent
emotional resiliency &
appropriateness in interpersonal
interactions.
Student demonstrates awareness
& appreciation of his/her belief
system and the influence of
his/her beliefs on the counseling
process
Student demonstrates consistent
enthusiasm for his/her
professional and personal
growth & development.
Student demonstrates enthusiasm
for his/her professional and
personal growth & development.
Student demonstrates consistent
& advanced multicultural
competencies (knowledge, selfawareness, appreciation, &
skills).
Student demonstrates consistent
openness to supervisory
feedback & implements
suggested changes.
Student demonstrates
consistently strong &
appropriate boundaries &
appreciates his/her limitations.
Student demonstrates
multicultural competencies
(knowledge, self-awareness,
appreciation, & skills).
Student is respectful, thoughtful,
& appropriate within all
professional interactions.
Student demonstrates emotional
stability & appropriateness in
interpersonal interactions.
Student demonstrates openness to
supervisory feedback &
implements suggested changes.
Student demonstrates appropriate
boundaries & appreciates his/her
limitations.
Near Expectations /
Developing towards
Competencies
(4)
Below Expectations /
Insufficient /
Unacceptable
(2)
Student demonstrates ethical
behavior & judgments, but on a
concrete level with a basic
decision-making process.
Student is inconsistently
respectful, thoughtful, &
appropriate within professional
interactions.
Student demonstrates limited
ethical behavior & judgment,
and a limited decision-making
process.
Student is limitedly respectful,
thoughtful, & appropriate
within professional interactions.
Student demonstrates
inconsistent awareness &
appreciation of his/her belief
system and the influence of
his/her beliefs on the
counseling process.
Student demonstrates
inconsistent emotional stability
& appropriateness in
interpersonal interactions.
Student demonstrates limited
awareness of his/her belief
system and appears closed to
increasing his/her insight.
Student demonstrates
inconsistent enthusiasm for
his/her professional and
personal growth &
development.
Student demonstrates
inconsistent multicultural
competencies (knowledge, selfawareness, appreciation, &
skills).
Student demonstrates openness
to supervisory feedback, but
does not implement suggested
changes.
Student demonstrates
appropriate boundaries, but has
limited appreciation of his/her
limitations.
Student demonstrates limited
enthusiasm for his/her
professional and personal
growth & development.
Student demonstrates limited
emotional stability &
appropriateness in interpersonal
interactions.
Student demonstrates limited
multicultural competencies
(knowledge, self-awareness,
appreciation, & skills).
Student is not open to
supervisory feedback & does
not implement suggested
changes.
Student demonstrates
inappropriate boundaries & has
limited appreciation of his/her
limitations.
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2.I
Flexibility &
Adaptability
2.J
Congruence &
Genuineness
Student demonstrates ability to
flex to changing circumstance,
unexpected events, & new
situations
Student demonstrates selfacceptance (“comfortable in
one’s own skin”) & appropriate
self-confidence.
Student demonstrates
consistently strong ability to
adapt & “reads-&-flexes”
appropriately.
Student demonstrates consistent
ability to be genuine &
accepting of self & others
Student demonstrates ability to
adapt & “reads-&-flexes”
appropriately.
Student demonstrated an
inconsistent ability to adapt &
flex to his/her clients.
Student demonstrates a limited
ability to adapt & flex to his/her
clients.
Student demonstrates ability to be
genuine & accepting of self &
others
Student demonstrates
inconsistent ability to be
genuine & accepting of self &
others.
Student demonstrates a limited
ability to be genuine &
accepting of self & others
(incongruent).
_______: Total Score (out of a possible 80 points)
Part 3 (Professional Behaviors – CACREP Standards [2009] #1 [Professional Orientation & Ethical Practice], #3 [Human Growth &
Development], & #5 [Helping Relationships], #7 [Assessment], & #8 [Research & Program Evaluation])
#
Score
Primary
Professional
Behavior(s)
Specific Professional
Behavior Descriptors
Exceeds Expectations /
Demonstrates
Competencies
(8)
Meets Expectations /
Demonstrates
Competencies
(6)
Near Expectations /
Developing towards
Competencies
(4)
3.A
Attendance
Student attends all course
meetings & clinical practice
activities in their entirety
(engaged & prompt).
Student attends all class meetings
& supervision sessions in their
entirety & is engaged in the
learning process.
Student misses one class meeting
&/or supervision session & is
engaged in the learning process.
Student misses two class
meetings &/or supervision
sessions & is engaged in the
learning process.
3.B
Knowledge &
Adherence to Site
Policies
Record Keeping
Student demonstrates an
understanding & appreciation
for all counseling site policies &
procedures
Student completes all weekly
record keeping activities
correctly & promptly (e.g., case
notes, psychological reports, TX
plan).
Student researches therapeutic
intervention strategies that have
been supported in the literature
& research.
Student demonstrates consistent
adherence to all counseling site
policies & procedures.
Student demonstrates adherence
to all counseling site policies &
procedures.
Student completes all required
record keeping & documentation
in a through & comprehensive
fashion.
Student completes all required
record keeping & documentation
in a competent fashion.
Student demonstrates strong
knowledge of supported
therapeutic approaches grounded
in the counseling literature &
research.
Student demonstrates a strong
understanding of the counseling
theory(ies) that guides his/her
therapeutic work with clients.
Student demonstrates a strong &
comprehensive case
conceptualization; appreciating
the multiple influences on a
client’s level of functioning.
Student demonstrates knowledge
of supported therapeutic
approaches grounded in the
counseling literature & research.
Student consistently seeks
appropriate consultation &
supervision to support the
delivery of counseling services.
Student demonstrates the ability
to construct a comprehensive &
appropriate psychosocial report &
treatment plan (e.g., goals are
relevant, attainable, &
Student seeks appropriate
consultation & supervision to
support the delivery of
counseling services.
Student demonstrates the ability
to construct a comprehensive &
appropriate psychosocial report &
treatment plan.
Student demonstrates
inconsistent adherence to all
counseling site policies &
procedures.
Student completes all
required record keeping &
documentation in an
inconsistent & in a
questionable fashion.
Student demonstrates
inconsistent knowledge of
supported therapeutic
approaches grounded in the
counseling literature/research.
Student demonstrates
inconsistent understanding of
the role of counseling theory
in his/her therapeutic work.
Student demonstrates basic
case conceptualization;
appreciating only the
influences a client presents in
session on his/her level of
functioning.
Student inconsistently seeks
consultation & supervision to
support the delivery of
counseling services.
Student demonstrates an
inconsistent ability to
construct a comprehensive &
appropriate psychosocial
report & treatment plan.
3.C
3.D
Knowledge of
professional
literature
3.E
Application of
Theory to
Practice
Case
Conceptualization
3.F
3.G
Seeks
Consultation
3.H
Psychosocial &
Treatment
Planning
Student demonstrates knowledge
of counseling theory & its
application in his/her practice.
Student is able to effectively
present & summarize client
history & demonstrates an
appreciation of the multiple
influences on a client’s level of
functioning
Student seeks consultation &
supervision in appropriate
service delivery
Student demonstrates ability to
construct a comprehensive &
appropriate psychosocial report
& treatment plan.
Student demonstrates an
understanding of the counseling
theory(ies) that guides his/her
therapeutic work with clients.
Student demonstrates an
comprehensive case
conceptualization; appreciating
the multiple influences on a
client’s level of functioning.
Below Expectations /
Insufficient /
Unacceptable
(2)
Student misses more than two
class meetings &/or
supervisions sessions & is not
engaged in the learning
process.
Student demonstrates limited
adherence to all counseling
site policies & procedures.
Student completes required
record keeping &
documentation inconsistently
& in a poor fashion.
Student demonstrates limited
knowledge of supported
therapeutic approaches
grounded in the counseling
literature & research.
Student demonstrates limited
understanding of counseling
theory & its role in his/her
therapeutic work with clients.
Student demonstrates a
limited case conceptualization
& does not appreciate the
influence of systemic factors
on the client’s level of
functioning.
Student seeks limited
consultation & supervision to
support the delivery of
counseling services.
Student demonstrates a
limited ability to construct a
comprehensive & appropriate
psychosocial report &
treatment plan.
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3.I
Appraisal
Student demonstrates ability to
appropriately administer, score,
& interpret clinical assessments
measureable)
Student demonstrates a strong
ability to appropriately
administer, score, & interpret
assessment instruments.
3.J
Task Completion
Student completes all assigned
tasks in an ethical & effective
fashion (e.g., individual & group
counseling, supervision, reports)
Student consistently completes all
assigned tasks in a
comprehensive & through
fashion.
Student demonstrates the ability
to appropriately administer,
score, & interpret assessment
instruments.
Student completes all assigned
tasks in a comprehensive fashion.
Student demonstrates an
inconsistent ability to
appropriate administer, score,
& interpret assessment
instruments.
Student completes assigned
tasks in an inconsistent
fashion.
_______: Total Score (out of a possible 80 points)
Narrative Feedback from Supervising Instructor
Please note the counseling student’s areas of strength, which you have observed:
Please note the counseling student’s areas that warrant improvement, which you have observed:
Please comment on the counseling student’s general performance during his/her clinical experience to this point:
_________________________________________
Counseling Student’s Name (print)
_________________________________________
Supervising Instructor’s Name (print)
Date CCS was reviewed with Counseling Student –
____________________
Date
____________________
Date
Student demonstrates a
limited ability to
appropriately administer,
score, & interpret assessment
instruments.
Student does not complete all
assigned tasks & those tasks
that are completed are not
done in a competent fashions.
2014-15 CHS Annual Report
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_________________________________________
Counseling Student’s Signature
_________________________________________
Supervising Instructor’s Signature
____________________
Date
____________________
Date
* Note. If Supervising Instructor is concerned about the Counseling Student’s progress, he or she should complete the Counseling Depth
Scale (Young, 2007) to provide additional feedback to the Counseling Student.
2014-15 CHS Annual Report
12
Appendix B
Practicum Application
2014-15 CHS Annual Report
13
Indiana University South Bend
School of Education
Counseling & Human Services
Practicum Application
Applicant Name: ____________________
Phone #: ______________
Cohort Entry Year: ________________
__________________
Track of Study: ___________________
ID#: ________________________
IUSB Email: ______________________
Faculty Advisor:
Current GPA: _________
Application Checklist:
Please ensure that you are turning in a completed practicum application. In order for your application to be
reviewed, all of the following items must be present. Please deliver your complete application to your faculty
advisor.
Completed cover sheet (this page)
Completed self-rating of counselor competencies (Part I)
Three (3) sealed peer evaluations of counselor competencies (Part II)
Essay (Part III)
Documentation of Site Contacts (Part IV)
Two (2) Letters of Recommendation plus counselor competency ratings (Part V)
(**Letters may be mailed directly to your faculty advisor)
By signing below, you are indicating that you have completed all necessary prerequisite coursework in the
program and have obtained or provided the following information ethically and truthfully.
____________________________________________
Applicant Signature
_________
Date
Part I.
Self-Rating of Counselor Competencies
Below is a list of professional counselor dispositions based on CACREP Standards (2009). Please rate your
abilities in each of these areas by circling a number on each scale.
1. Professional Ethics
I adhere to the ethical guidelines of the ACA, ASCA, & IAMFC by demonstrating ethical behavior &
judgment.
2014-15 CHS Annual Report
14
1
2
3
4
5
6
7
8
Insufficient Developing Meets Expectations Exceptional
2. Professionalism
I behave in a professional manner towards supervisors, peers, and clients. I am consistently
respectful, thoughtful, and appropriate in all professional interactions.
1
2
3
4
5
6
7
8
Insufficient Developing Meets Expectations Exceptional
3. Self-Awareness and Understanding
I demonstrate an awareness of my own belief systems, values, needs, and limitations and the effect of
“self” on my work with clients in the counseling process.
1
2
3
4
5
6
7
8
Insufficient Developing Meets Expectations Exceptional
4. Emotional Stability and Self-Control
I demonstrate emotional stability (i.e., congruence between mood and affect) and self-control in
relationships with supervisors, peers, and clients. I demonstrate consistent emotional resiliency and
appropriateness in interpersonal interactions.
1
2
3
4
5
6
7
8
Insufficient Developing Meets Expectations Exceptional
5. Motivated to Learn, Grow, and Initiate
I am engaged in the learning and development of my counseling competencies. I demonstrate
enthusiasm for professional and personal growth and development.
1
2
3
4
5
6
7
8
Insufficient Developing Meets Expectations Exceptional
6. Multicultural Competencies
I demonstrate awareness, appreciation, and respect of cultural differences (e.g., races, spirituality,
sexual orientation, SES, etc.).
1
2
3
4
5
6
7
8
Insufficient Developing Meets Expectations Exceptional
7. Openness to Feedback
I respond non-defensively and alter my behavior in accordance with supervisory feedback. I
implement suggested changes by supervisors and reacts non-defensively to interpersonal feedback by
peers.
1
2
3
4
5
6
7
8
Insufficient Developing Meets Expectations Exceptional
8. Professional and Personal Boundaries
I recognize the boundaries of my competencies and maintain appropriate boundaries with supervisors,
peers, and clients. I appreciate limitations of my scope of practice.
2014-15 CHS Annual Report
15
1
2
3
4
5
6
7
8
Insufficient Developing Meets Expectations Exceptional
9. Flexibility and Adaptability
I demonstrate ability to flex to changing circumstances, unexpected events, and new situations.
1
2
3
4
5
6
7
8
Insufficient Developing Meets Expectations Exceptional
10. Congruence & Genuineness
I demonstrate self-acceptance (comfort in “own skin”) and appropriate self-confidence. I am able to
be genuine and accepting of self and others.
1
2
3
4
5
6
7
8
Insufficient Developing Meets Expectations Exceptional
Is there anything else you would like to add in regard to your appropriateness to begin practicum? (use space
below)
2014-15 CHS Annual Report
16
Part II.
Peer Ratings of Counselor Competencies (3)
To complete your practicum application, you must include three peer evaluation forms in sealed envelopes.
These forms are to be distributed to and completed by three students in the CHS program. These individuals
can be members of your cohort or from other students; however, each should have had the opportunity to work
with you in classes, groups, or other projects. You are encouraged to have these peer reviews completed by
individuals that do not compose your social support group outside of the program (i.e., this is a review of your
counseling competencies exhibited in professional settings, not a review of how we you are liked). The form is
attached below on this application (Appendix A).
Part III.
Essay
Please compose an essay addressing the following four components. Essays should not exceed four (4) pages
total (i.e., one-page for each item, on average).
1. Describe any intrapersonal or interpersonal challenges you have faced and overcome so far in the
program.
2. Describe any perceived biases or prejudices you have recognized and how you plan to address these
issues.
3. Describe your thoughts and feelings about counseling clients in a site placement.
4. Describe how you prefer to receive and provide feedback.
5. Describe how multicultural competence impacts your work with clients.
Part IV.
Site Contact Documentation
Site placement continues to be a struggle for many students entering practicum. The biggest problems occur
when students significantly delay contacting potential sites prior to the practicum semester. Please attach the
following:
1. Documentation of contact with three (3) potential sites (e.g., emails, letters, business cards).
2. Describe (in 1-2 paragraphs) why you are interested in each of these sites for your practicum experience.
**Refer to the student handbook for site and site supervisor qualifications before beginning this search!
Part V.
Letters of Recommendation
Please secure two (2) letters of professional recommendation. These letters can come from the same individuals
who recommended you for entry into the program; however, they should speak specifically to their perception
of your ability to work with diverse clients in a field setting (Note—these are not general letters of
recommendation).
These professional recommenders should also complete a counselor competency evaluation form (Appendix A).
Letters/evaluations can be either (a) included in this application or (b) mailed/emailed directly to your faculty
advisor. If letters are submitted by you with this package, they must be sealed.
2014-15 CHS Annual Report
17
Appendix A
Recommender/Peer Evaluation Form
Applicant Name: ___________________
Evaluator Name: __________________________
Your Affiliation with Applicant: _____________________ (e.g., fellow cohort member, employer, etc.)
Below is a list of professional counselor dispositions based on CACREP Standards (2009). To the best of your
ability and given what you know about this student, please rate his or her abilities on each of these items by
circling a number on each scale.
1. Professional Ethics
The student adheres to the ethical guidelines of the ACA, ASCA, & IAMFC by demonstrating ethical
behavior & judgment.
1
2
3
4
5
6
7
8
Insufficient Developing Meets Expectations Exceptional
2. Professionalism
The student behaves in a professional manner towards supervisors, peers, and clients. He or she is
consistently respectful, thoughtful, and appropriate in all professional interactions.
1
2
3
4
5
6
7
8
Insufficient Developing Meets Expectations Exceptional
3. Self-Awareness and Understanding
The student demonstrates an awareness of his or her own belief systems, values, needs, and
limitations and the effect of “self” on his or her work with clients in the counseling process.
1
2
3
4
5
6
7
8
Insufficient Developing Meets Expectations Exceptional
4. Emotional Stability and Self-Control
The student demonstrates emotional stability (i.e., congruence between mood and affect) and selfcontrol in relationships with supervisors, peers, and clients. He or she demonstrates consistent
emotional resiliency and appropriateness in interpersonal interactions.
1
2
3
4
5
6
7
8
Insufficient Developing Meets Expectations Exceptional
5. Motivated to Learn, Grow, and Initiate
The student is engaged in the learning and development of his or her counseling competencies. He or
she demonstrates enthusiasm for professional and personal growth and development.
1
2
3
4
5
6
7
8
Insufficient Developing Meets Expectations Exceptional
6. Multicultural Competencies
The student demonstrates awareness, appreciation, and respect of cultural differences (e.g., races,
spirituality, sexual orientation, SES, etc.).
2014-15 CHS Annual Report
18
1
2
3
4
5
6
7
8
Insufficient Developing Meets Expectations Exceptional
7. Openness to Feedback
The student responds non-defensively and alters behavior in accordance with supervisory feedback.
He or she implements suggested changes by supervisors and reacts non-defensively to interpersonal
feedback by peers.
1
2
3
4
5
6
7
8
Insufficient Developing Meets Expectations Exceptional
8. Professional and Personal Boundaries
The student recognizes the boundaries of his or her competencies and maintains appropriate
boundaries with
supervisors, peers, and clients. He or she appreciates limitations of his or her scope of practice.
1
2
3
4
5
6
7
8
Insufficient Developing Meets Expectations Exceptional
9. Flexibility and Adaptability
The student demonstrates ability to flex to changing circumstances, unexpected events, and new
situations.
1
2
3
4
5
6
7
8
Insufficient Developing Meets Expectations Exceptional
10. Congruence & Genuineness
The student demonstrates self-acceptance (comfort in “own skin”) and appropriate self-confidence.
He or she is able to be genuine and accepting of self and others.
1
2
3
4
5
6
7
8
Insufficient Developing Meets Expectations Exceptional
Is there anything else you want us to know about this student and his or her appropriateness to begin
practicum?
(*Attach a separate piece of paper if space is needed)
Please circle your overall level of recommendation for this student for entering practicum
I do not recommend this student
Recommend with reservations
_____________________________________________________
Evaluator Signature
Recommend
__________
Date