Chabot College Unit Plan
Student Services Program Review 2010-2012
Dept: Mental Health & Wellness Program – Mental Health Counseling Services at SHC
Division or Area to Which You Report: COUNSELING DIVISION DEAN – MATTHEW KRITSCHER
Author(s) of this Unit Plan: ValJeán Dale, MA, LMFT, Mental Health Clinical Supervisor/Counselor
Date: 2010-2012
Mission: The mission and primary goal is to provide mental health services that promote the
mental, emotional, physical and developmental well-being of the student campus community.
The primary components of the program are: individual counseling, crisis intervention and
emergency response, as well as consultation and training for faculty and staff. Psychosocial
stressors create insurmountable barriers for students. Removing barriers to learning would
improve student academic outcomes; the health and mental health services provided in SHC
assists in removing barriers to their well-being and academic success in college Students
cannot learn effectively if they are struggling with mental health problems, such as depression,
or feel overwhelmed by academic, social, or family pressures. It is important to recognize that
mental health is not simply the absence of mental illness; it also means having the skills
necessary to cope with life’s challenges. Students, families, schools, and society at large benefit
when students learn social-emotional skills and receive information that may assist in identifying
and preventing mental health problems in the future. Recent research studies have revealed
that two thirds of school districts reported that the need for mental health services has increased
in the last few years.
The Mental Health Counseling services can be viewed as a retention strategy in regards to
student persistence. An interpersonal issue or crisis many times causes students to drop
classes or drop out of school. Students have communicated to us that without the Mental
Health Counselors’ interventions, providing coping strategies, and advisement, they believed
they would not have been able to remain in school.
Program Description:
Mental health is as important as physical health to students’ quality of life and directly impacts
their learning; it is integral to student success. The Mental Health Program was established in
2007 as an integral part of the partnership between Chabot College and Valley Care Health
System. The SHC was under the Vice- President of Student Services; the Mental Health
Clinical Supervisor/Program Director was hired under the contract as a contractor and Licensed
Marriage and Family Therapist. The Mental Health Clinical Supervisor/Program Director
provides program management and day-to-day supervision (as required by State of California
Law) to the Mental Health Interns who provide direct counseling to students. The reporting
structure was to the Valley Care Health Systems (VCHS) Director of Outpatient Services up
until July, 2010. In August, 2010 the Mental Health Clinical Supervisor/Program Director now
reports directly to the Chabot College Dean of Counseling.
As an integral part of the Chabot College Student Health Center Services (SHC), the Mental
Health Counseling Program must also anticipate and respond to transitions in the campus
population. Programs and services need to be constantly reviewed to better serve changing
needs. Utilization is impacted by nationwide and local changes in health trends, rise in
unemployment, increase in drug and alcohol use, campus crime, public and individual mental
health status, accessibility of mental health care services and programs, the increasing cost
health, and the lack of low to no fee mental health services. Specific college demographic
changes necessitate ongoing training and examination of services to ensure effectiveness.
Program Components
Mental Health Care Services
 Crisis management
 Short-term mental health counseling
 Crisis assessment and screening
 Community Services Referrals
 Faculty/staff Training
 Campus Emergency Response and Planning
 Assist Campus Security with emergency care in health center facility for health and
mental health crisis.
Mental Health Promotion Activities
Chabot campus has mental health services demands that do not require promotional
activities, however, ongoing educational activities assist in providing critical information
to a larger number with such limited staff.
The following is a summary of mental health and promotion activities for
2010-2011:
 Conducted American College Health Association (ACHA) Health Survey to 685
Chabot students.
 Classroom Mental Health Services/Topics Presentations
 Participate on Health & Safety Committee
 Crisis Intervention Procedure for Students in Health Center (Health Center and
Mental Health staff)
 Developed Mental Health & Wellness Website
 Stock Mental Health and Wellness Information Boards
 Classroom Assessments (depression and anxiety)
 Collaborate with Health Center in campus events for Health Screenings
 Women’s Health Fair
 Maintenance of Off-Campus Resources on Mental Health Website
 Campus Flex Day Presentations – Distressed Students Assistance Strategies
 Crisis Intervention Response Team Committee
 Mental Health Task Force Lead
 Co-Founder of California Community College Mental Health & Wellness
Association (CCCMHWA)
 Elected President of CCCMHWA
 Member California Chancellor’s Office Mental Health Services Advisory
 Collaboration with the Health Center, Counseling Division, Campus safety and
Office of Student Services regarding Crisis Intervention Response Team
Committee
 Group Counseling & Workshops
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Crisis intervention and emergency response
Consultation with faculty, staff, and administration
Consultation with Student Discipline Administrator
Faculty & staff coaching regarding disruptive and/or disturbing behavior
Intern recruitment, training and supervision
In-service training for faculty and staff
Service coordination with community agencies
Staffing (as of August,2009-2010)
 Mental Health Clinical Supervisor/Program Director
 Mental Health Intern
CA Licensed MFT & Tenured Faculty
CA Register MFT Intern
Staffing (as of August, 2010)
 Mental Health Clinical Supervisor/Program Director
 Mental Health Intern
CA Licensed MFT & Tenured Faculty
CA Register MFT Intern
Staffing Need:

(add) Mental Health Intern
CA Register MFT Intern
Data
 Student information in regards to mental health is strictly confidential. However, monthly
reports have been provided to the Director of the Health Center on a monthly basis
indicating the number of students served by the Mental Health Interns providing mental
health counseling services. It is important to note that mental health counseling
sessions require at least 1 hour. Therefore, one (1) student is counted per hour;
whereas a health center contact can last as little as 10 minutes depending on the
students request for service. Therefore, the number of students served between health
and mental health service areas cannot be compared.
Mental Health Interns are contracted to work 11 hours per week. One hour is the
minimum of one-on-one supervision is required by the supervisor for every 10 client
hours. Ongoing training and monitoring also required that is accomplished by the
Clinical Supervisor listening to cassette tapes of student/Intern counseling sessions.
Mental Health Counseling Interns (MFT Interns) average 7-9 counseling hours per week.
(Time is also required for notes, recordkeeping, and case management.)
Technology Need:
 A computer and electronics for video taping counseling sessions for MFT Intern
supervision/training purposes is the “best practice” method for monitoring Mental Health
Intern sessions in progress vs. by audio tape. Therefore, computer electronics (Skype)
for videotaping real-time counseling sessions for MFT Intern supervision/training
purposes. Is required.
Budget
The Mental Health & Wellness services are completed funded by the established Health
Services Fee. This fee is levied upon each student at registration, and is $14 per fall and spring
semester. For summer semester the fee is $9. Students may request exemption from the
health services fee on the basis of religious practice or Saturday only classes).
Relationship with other College Units
The Mental Health Student Health Center collaborates with various members of the campus
multidisciplinary teams to develop outreach programs that promote positive healthy behaviors
and enhance retention and academic performances.
Unit Support for student Learning and Success
By providing accessible, and high quality mental health counseling services, as well as
providing information workshops, classroom presentations, crisis intervention, mental health
assessments and providing community referrals we assist in the prevention of dysfunctional or
dangerous behaviors such as suicidal or homicidal ideation or behavior, partner/relational
violence, for example.
Committees and Collaboration

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Collaboration with Student Health Center staff
Health and Safety Committee Member
Past President/Member California Community College Mental Health & Wellness
Association
California Association of Marriage & Family Therapists (CAMFT)
Member of the Mental Health Crisis Team
Program strengths Identified
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High patient satisfaction
Effective mental health services
Effective collaboration with campus groups and community agencies
Mental Health and Wellness website is user friendly and updated each semester
Consultation with other Mental Health Clinical Supervisors as part of MHWA, a
community college organization.
Program Weakness Identified

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Mental Health Intern turnover, which is normal, can require new recruitment, complete
retraining and College orientation of staff on a yearly basis or more frequently.
Need to increase the MFT Internship Contract hours, the number of interns, and the
amount of the stipend (from $500 per month to minimum $15 per hour at 18 hours/week)
in order to attract seasoned Mental Health Interns. (Note: The last Internship Opportunity
Announcement I advertised in December, 2010 netted only 2 telephone calls. Both
candidates inquired about the possibility of an increase amount for monthly stipend or
hourly rate between $15 - $20 per hour; further if “group supervision” would be included.
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Presently, Interns earn much higher than our $500/mo. stipend elsewhere and can earn
more client hours/per week including clinical group supervision hours which requires at
least 3 Interns (by CA Board of Behavioral Sciences Law) in order to provide Intern
group Supervision for 2 hours weekly. These hours also count toward licensure which
is extremely important to the Mental Health Intern.
The Mental Health & Wellness Website is not visited frequently enough; campus and
academic counselors reference and referral to the website would promote “self-help”
concept
Need an additional counseling office
Need sound-proofing; even with door closed can hear the activities going on in the
health center and concerned that client’s private information can be heard on the outside
of the counseling office.
Need to expand mental health & wellness program psycho-educational campus activities
Student Learning Outcomes
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Students will gain knowledge about their particular barriers and challenges that impact
their ability to achieve their educational goals at Chabot and beyond
Students will understand the benefit of utilizing the services of a professional counselor
Student learn about mental health issues; student may complete user-friendly self-tests
on issues such as anxiety or panic episode and learn self-help behaviors
Students will better understand the referral process and will self-refer to the Health
Center for mental health counseling and/or direct a friend who needs the services
Students will learn general health information through participation in the workshops
conducted and attending campus events.
Major Accomplishments/Retention Initiative for 2010-2011
The goals of the Chabot Mental Health & Wellness Program is to provide mental health
services that promote the mental, emotional, physical and developmental well-being of
the student campus community. By reducing or eliminating psycho-social stressors
which create barriers to learning, the student may achieve their academic goals. Major
accomplishments in 2010 in support of these goals included:
1. Conducted American College Health Association (ACHA) Health Survey to 685
Chabot students.
2. Classroom Mental Health Services/Topics Presentations
3. Maintaining connections with the campus departments including ASCC
4. Re-organizing and update Mental Health & Wellness website to enhance add
additional off campus services link and information website links. Provided
leadership and educational trainings for staff during Flex Day
5. Developed and conducted three group counseling offerings: Grief, Coping with
Life Challenges and Self-Esteem
6. Developed and conducted psycho-educational class presentations providing
services information, stress and progressive relaxation techniques.
7. Co-facilitated Flex Day Workshops – “Distressed Students Assistance Strategies”
8. Develop and presented “Defusing Assaultive Behavior through Crisis Intervention
for Special Programs Unit
Retention Initiatives included:
1. Trained and supported Peer Advisor Program, Counseling, and other programs
on campus with faculty consultation service.
Progress on 2010-2011 Administrative Support Plan (Strategic Plan)
In order to improve response to students with mental health issues, the following
strategic initiatives were completed in FY10
:
To examine the health and mental health needs of Chabot students, the Mental
Health Clinical Supervisor conducted the National College Health Assessment II
Survey last Spring 2010. The survey results provide an objective analysis of
student issues and needs based on self-report; students answered a lengthy
questionnaire. For example, we now have the percentages of students (out of
685 surveyed) who suffer from suicidal ideation or alcohol addiction. Therefore,
we can plan for psycho-educational workshops and information forums to inform,
prevent, and respond to the needs of the students. The survey reports provide
the current profile of health, and mental health, trends within the campus
community.
Quality Assurance
The Mental Health Interns and/or clinicians providing direct counseling services to students
meet on a weekly basis to discuss the student caseloads. Generally, students can be allotted
6-8 sessions for ongoing mental health counseling. A written “Evaluation of Services” document
is provided to each student at approximately the 4th week of their counseling meeting series.
The document provides specific feedback about the following areas: their experience in
counseling, effectiveness, helpfulness, feeling of being understood, etc., and some areas are
rated 1 (low) to 5 (high). There is also an open comment area and a request for them to provide
comment on “most helpful” and “least helpful” experience in counseling. The student’s name is
anonymous but the evaluations are combined into a report used for feedback and training of
Mental Health Interns. The Interns find the evaluation helpful; it provides confirmation in some
areas and may suggest changing their approach in other areas.
The Mental Health providers strive to maintain the highest quality of care. Further, ongoing
meetings are held with other campus faculty for consultation on “students of concern” in their
classrooms. For example. presentations are made each summer for the Nursing Program
students; the plan is to offer group counseling, specifically for Nursing student’s only, during Fall
2011.
The Mental Health and Wellness unit reports to the Dean of Counseling. The Mental Health
Clinical Supervisor is also a tenured faculty member who provides the program administration,
as well as direct supervision and training for the MFT Counseling Interns. The Clinical
Supervisor meets with the Dean monthly to provide updates on the status of the services.
Further, the MH Clinical Supervisor is in contact with the District Manager of Emergency
Preparedness and Workplace Safety in order to clarify the role of the mental health staff support
in case of an emergency.
Assessment for 2010-2011
Student Mental Health Counseling Monthly Reports
Monthly statistics assist in monitoring level of service
Patient Satisfaction Survey
Client satisfaction with mental health services received is rated highly . The SHC
received an Overall Satisfaction rating of 5.50 (1-6 scale) with 95% rating the service
as Excellent. The results of the patient satisfaction survey suggest that students are
very satisfied with the mental health services provided.
Most frequent comment written n the open comment area labeled the “least helpful” is
the short-term (number of counseling sessions up to 8 within a semester) prefer to
have on-going free mental health services for the semester. While that request is
unreasonable, we continue to evaluate and enhance our services. As we offer more
group counseling opportunities, for example, students can look for alternatives to oneto-one sessions. Also, the Mental Health Clinical Supervisor provides ongoing training
in new and improved methods of delivery mental health counseling such as Brief
Solution-Focused Therapy.
While students appreciate receiving referrals for community mental health counseling
or other community services, more than 80% admit they do not followup. They
generally will skip up to 2 semesters until they are eligible for counseling againat the
Health Center.
Mental Health Educational Presentations
The Mental Health staff provide mental health education through presentations to
students in the classroom as well as one-to-one in counseling. Topics included anxiety,
depression, sexual identity, panic, anger, Bi-Polar Disorder symptoms, Drug and
Alcohol Addiction, internet addictions (gambling, pornography), intimate partner
violence, and more.
Mental Health Intern Report
There are four (4) categories of mental health services to be reported:
Type
# Students
Served
1
* 291
2
3
4
5
460
25
Format of Service Provided
Notes
1 Hr. ongoing one-to-one weekly
meetings
Average # of student for each Intern working
11 hours per week @ 1 hour each
appointment session = avg. 8-9 students per
week.
8 week group counseling meetings
classroom presentations
6 weeks @ 1.5 hrs. week Intern cofacilitation class/group
TOTAL
776
Student Contacts by Mental Health
Staff
Note: Health Center Director did not include all 4 formats of mental health student
contact/intervention, therefore, the numbers were grossly underrepresented. The only
figure reported was the total number of students seen for the one-to-one weeklye
counseling meeting format which was *291, however there were actually 776 students
served in various formats.
Activities:
Classroom Presentations/Group Counseling
Depression Assessment/Inventories
Anxiety Assessment/Inventories
Health and Safety Fair Participation
Women’s Health Fair
Summary of Issues Addressed:

Trouble focusing on school, depression, anxiety, family pressures (from parents), gang
violence, chronic illness, rape, trauma, infidelity, balancing work, play, and school,
partner-relational issues, domestic/partner violence, stalking, stress, grief and loss,
Sexual Identify Disorder, Dissociative Disorder, Bi-Polar Disorder, self-injurious
behaviors, alcohol addiction, internet-addiction, financial stressors, gambling,
homelessness, just highlight a few common issues.
Work-in progress in non-client hours:
 Referral forms for counselors
 Ongoing update of resource binders for community referral agencies;
costs/openings/etc.
 Developing poster for advertising
 Client/student files and case notes
 Faculty Consultations
Future Plan/Proposal for School Year 2011-2012
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To organize co-collaborate on campus informational workshops along with Health
Center staff
To collaborate and co-sponsor a special Fall 2011 psycho-educational event with ASCC
such as “Sex Signals“a sexual assault prevention presentation that incorporates
improvisational comedy, education, and audience interaction to provide a provocative
look at dating, sex, and the core issue of consent. This company has been hired by
many local community colleges, including Las Positas, and was very well received by
the students and faculty. The youth of today require entertainment value in order to get
their attention. By all reports from other colleges this company accomplishes it all. Go
to the following website to preview their marketing spot:
http://www.catharsisproductions.com/
Following the Kick-off event with “Sex Signals” we would like to schedule monthly topics
Collaborate with Student Health Center on Annual Health Fair Event/Festival
Chabot College Unit Plan
Accomplishments and Goals
Unit: Mental Health & Wellness Program – Mental Health Counseling Services at SHC
Division or Area to Which You Report: Student Services – Counseling Division
Author(s) of this Unit Plan: ValJeán Dale, L.M.F.T. Mental Health Clinical Supervisor/Counselor
Date: 2010-2012
Section 1: Accomplishments from last years’ Unit Plan (what you have done)
No.
Goal/Objective
Activities Undertaken to
Achieve the Goal/Objective
Results
Priority
Objective
/
Strategic
Plan Goal
Goal
Accomplished?
Yes / N0 /
In Process
Increase collaboration with
campus groups, Valley
Care Health Center, other
colleges and community
agencies to enhance
offerings for students
Participated in Women’s Health
Fair hosted by Assembly
Woman Mary Hiyashi; met and
networked with other
community agencies providing
counseling ; introduced CSHC
Center facilities and services
Students able to
recognized other health
care agencies and
services provided by
Mental Health Counselor’s
community referrals
1
Yes
Annual
Event
Attended CA Community
College Association meeting
and networked with other
college Clinical Supervisor’s
about services and issues
Incorporate methods
and/or forms and ideas
that would enhance our
program and services
1
2
On-going
2
Identify possible cultural or
ethnic barriers to health
services and provide
information that is culturally
sensitive and relevant
Provided translation services for
students with language barrier,
via Valley Care Health System
Cultural competence and
sensitivity is a integral part of
the supervision and training for
Mental Health Interns; it is a
crucial consideration when
working in the helping
professions.
Awareness, consideration, and
cultural sensitivity is employed
when providing counseling and
when developing informational
flyers and documentation
Students are assisted in
communicating their
health care and mental
health care needs.
Appropriate referrals are
made of language
communication is a
barrier.
Mental Health Counselors
continue to build cultural
competence and utilize
sensitivity
3.
Enhanced mental health
education and wellness
psycho-education
seminars/workshops
Organized college-hour
seminars/workshops on various
issues based on students
reported problems ; conducted
Yes
On-going
Delivered topics
appropriate to student
needs
3
Yes
On-going
classroom presentations such
as “Stress” and “Test Anxiety”
4.
Increase Peer Advisor
Team’s knowledge and
awareness about
distressed students and
suicide prevention
Increase Peer Advisors
roles in providing training
to students as suicide
prevention “gatekeepers”
Trained Peer Advisors on the
QPR Suicide Prevention
Program as a mandatory part of
Peer Advisor Training.
Peer Advisors are better
prepared to recognize the
warning signs and to be able
to refer students to campus
support services, SHC, to
Mental Health Counselor
and/or Campus Security for
immediate support
On-going
1
Section 2: Goals/Objectives (What you hope to accomplish)
No.
Goal/Objective
Activities Undertaken to
Achieve the Goal/Objective
1
Expand the partnership
with campus safety
security and all other
academic departments in
promoting mental health
and wellness for chabot
college campus.
Work more closely with the new
Campus Safety Director by
participating in monthly
committee meetings to
enhance health related topic to
students, staff and faculty.
Results
Priority
Objective
/
Strategic
Plan Goal
1
Complete re-design of Crisis
Intervention Resource Team
(CIRT) manual to assist in
dealing with difficult, disruptive,
or dangerous situations
involving students on campus.
Increased participation in
divisions related activities and
discussion on student-related
difficulties.
Familiarized more academic
departments (i.e., new faculty
forums, class presentations,
meetings) with the scope of
services mental health
counseling and consultation
services provided in the health
center
2
Increase community
resource listings to dentify
mental health care
outreach programs that
will take student referrals
(no or low fee) that benefit
a healthier life style for
students.
Participate in monthly health
events and tabling to promote
mental health services
awareness.
3
Collaborate with SHC to
organize the spring health fair
event on campus
Increase Peer Advisors
knowledge and training in
regards to mental health and
health prevention activities for
the students.
3.
Continue promoting
mental health awareness
in the campus community.
Increase the number of psychoeducational workshops,
seminars, presentations on
mental health issues to campus
community
Increase number of classroom
presentations on campus.
(When promoting the services we
must take care that we have
2
Goal
Accomplished?
Yes / N0 /
In Process
available counselors to serve the
students and not set up unrealistic
expectations of service ).
4.
5.
6.
Increase Peer Advisor
Team’s knowledge and
awareness about
distressed students and
suicide prevention
Increase Peer Advisors
roles in providing training
to students as suicide
prevention “gatekeepers”
Increase Peer Advisor
Team’s ability to be
knowledgeable and
capable of providing crisis
intervention emergency
support by
Host the California
Community College Mental
Health :& Wellness
Association (MHWA)
quarterly meeting at
Chabot in Spring 2012..
Train new Peer Advisors on
the QPR Suicide Prevention
Program as a mandatory part of
Peer Advisor Training.
Arranging American Red Cross
CPR Training (Adult and child)
for Peer Advisors
Networking with other
community colleges providing
mental health services and
participating in consortium
events such as the Health
Survey Consortium and more
SLO 1a:
Students will be able to identify “life issues” and the facts and feelings related to education, that interfere with academic
and personal success; student learns to use functional coping mechanisms to help them to succeed.
Criteria
0. No
measurable
achievement
“Life Issues”
identified in
Student Success
Contract and
Intake Form)
issues that
interred with
academic and
personal
success
Contract nor
Intake not
completed
Student
identifies
functioning
coping
mechanism to
help them
succeed
No functional
coping
mechanism
identified
1.
Beginning
2. Developing
1 Life issue
identified that
inters with
academic and
personal
success
2-3 Life issues
identified along
with associated
coping strategies
learned
1-2 Functional
coping
mechanism
identified to
help them to
succeed
Utilizes 2-3
Functioning
coping
mechanisms to
help them to
succeed and
applies to current
situations
3. Competent
Identifies 2-3 of
students own
academic motivation
strengths to employ
along with coping
strategies.
Student
communicates
action plan, and
demonstrates
knowledge required
to find resources as
needed in future
order to maintain a
healthy balance.
4.
Accomplished
Chabot College
Course/Program Level SLO Worksheet
Division/discipline: Counseling Div. – Mental Health Counseling Svcs, - SHC
Date of Submission: 2011
Service Area: Student Services Setting: Chabot Health Center Mental Health Svcs.
SLO Number: _1__
Contact Person (s): ValJeán Dale, MA, LMFT
Student Learning Outcome (SLO):
Students will be able to identify “life issues” and the facts and feelings related to education, that
interfere with academic and personal success; student learns to use functional coping
mechanisms to help them to succeed.
________________________________________________________________________
Complete the back of this page or attach a rubric to describe four levels of achievement for this
SLO. One or more aspect/criterion of the SLO (rows on the rubric) may be measured.
Identify appropriate methods of assessment for this SLO. Check one or more box.
Writing Assessments
□ Essay
□ Critical review
□ Research paper
□ Laboratory report
□ Log or journal
□ Other written assignment
Exams or embedded exam questions
□ Essay
□ Short answer
□ Multiple Choice
□ Computational problems
□ Other exam questions: ____________________
□ Licensure certification/Professional exam
Culminating experience/evidence
Other work produced or demonstrated skill
□ Capstone project or experience
□ Presentation
□ Portfolio
□ Production (theater, dance, music, etc)
□ Exit interview
□ Concept Map
x Survey
□ Debate
□ Internship evaluations
□ Case Study
□ Other: Success Contract
□ Other student produced works
□ Direct observation of behavior, attitude or skill
The above course level SLO best falls within the domain of which college-wide learning outcome
(goal)? Check only one box.
□ Critical Thinking
x Development of the whole person
□ Global and cultural environment
□ Communication
□ Civic Responsibility
□ N/A, this SLO is specific to the course content and is
not directly related to any college-wide learning outcome
SLO 2a:
Students will be able to identify “life issues” that interfered in academic and personal success and uses
functional coping mechanism to help them to succeed.
Criteria
0. No
measurable
achievement
1.
Beginning
2.
Developing
identified in
Student
Success
Contract that
interfered on
academic
and personal
success
Student success
contract not
completed
1 Life issues
identified
2-3 Life issues
identified that
interfered on
academic and
personal
success
Student
identified
functioning
coping
mechanism
to help them
to succeed
No functional
coping
mechanism
identified
1-2 Functional
coping
mechanism
identified to
help them to
succeed
2-3 Functioning
coping
mechanism to
help them to
succeed
“Life Issues”
3.
4.
Competent Accomplished
Chabot College
Course/Program Level SLO Worksheet
Division/discipline: Counseling -Mental Health Counseling Date of Submission: 2011
Service Area: Student Services Setting: Mental Health Counseling Services - SHC
SLO Number: _2_
Contact Person (s): ValJeán Dale, MA, L.M.F.T.
Student Learning Outcome 2 (SLO):
Student is “stressed and overwhelmed” with life, in general, and lacks personal fulfillment.
_____________________________________________________________________________
Complete the back of this page or attach a rubric to describe four levels of achievement for this
SLO. One or more aspect/criterion of the SLO (rows on the rubric) may be measured.
Identify appropriate methods of assessment for this SLO. Check one or more box.
Writing Assessments
□ Essay
□ Critical review
□ Research paper
□ Laboratory report
□ Log or journal
□ Other written assignment
Exams or embedded exam questions
□ Essay
□ Short answer
□ Multiple Choice
□ Computational problems
□ Other exam questions: ____________________
□ Licensure certification/Professional exam
Culminating experience/evidence
Other work produced or demonstrated skill
□ Capstone project or experience
□ Presentation
□ Portfolio
□ Production (theater, dance, music, etc)
□ Exit interview
□ Concept Map
x Survey
□ Debate
□ Internship evaluations
□ Case Study
□ Other: Success Contract
□ Other student produced works
□ Direct observation of behavior, attitude or skill
The above course level SLO best falls within the domain of which college-wide learning outcome
(goal)? Check only one box.
□ Critical Thinking
x Development of the whole person
□ Global and cultural environment
□ Communication
□ Civic Responsibility
□ N/A, this SLO is specific to the course content and is
not directly related to any college-wide learning outcome
SLO 3a:
Students anger identified as an uncontrollable response to emotional conflicts; states lack of impulse
control.
Criteria
Uncontrollable
anger
response
when
confronted
with emotional
conflicts
Lack of
impulse
control
experienced
as a normal
reaction to
emotional
conflicts
0. No
1.
measurable Beginning
achievement
2.
Developing
3.
4.
Competent Accomplished
Intake
document and
interview not
completed
Student
describes
circumstances
when gets
angry and
loses control
Student
identifies 3
phases in the
cycle of
violence and 2
personal
triggers
causing anger
Student
accepts
referral for
Anger Control
Group
Counseling
Intake
document and
interview not
completed
1-2 Functional
coping
mechanism
identified to
help control
angry
impulses.
Engages in
weekly
counseling
sessions to
learn “selftalk” and other
strategies to
extinguish
anger that
promote
healthy
interactions
Student
applies
coping
strategies and
identifies
personal plan
to “remove”
self when
agitated until
self-control
returns
Chabot College
Course/Program Level SLO Worksheet
Division/discipline: Counseling Div. – Mental Health Svcs. Date of Submission: 2011
Service Area: Student Services Setting: Student Health Center Mental Health Svcs,
SLO Number: _3_
Contact Person (s): ValJeán Dale, MA, L.M.F.T.
Student Learning Outcome (SLO):
Students anger identified as an uncontrollable response to emotional conflicts; states lack of
impulse control.
_____________________________________________________________________________
Complete the back of this page or attach a rubric to describe four levels of achievement for this
SLO. One or more aspect/criterion of the SLO (rows on the rubric) may be measured.
Identify appropriate methods of assessment for this SLO. Check one or more box.7
□ Research paper
□ Multiple Choice
□ Laboratory report
□ Computational problems
□ Log or journal
□ Other exam questions: ____________________
□ Other written assignment
□ Licensure certification/Professional exam
Culminating experience/evidence
Other work produced or demonstrated skill
□ Capstone project or experience
□ Presentation
□ Portfolio
□ Production (theater, dance, music, etc)
□ Exit interview
□ Concept Map
□ Survey
□ Debate
□ Internship evaluations
□ Case Study
□ Other: Success Contract
□ Other student produced works
□ Direct observation of behavior, attitude or skill
The above course level SLO best falls within the domain of which college-wide learning outcome
(goal)? Check only one box.
□ Critical Thinking
□ Development of the whole person
□ Global and cultural environment
□ Communication
□ Civic Responsibility
□ N/A, this SLO is specific to the course content and is
not directly related to any college-wide learning outcome