Student Learning Outcomes/Biannual Review Process Manual Master s Programs in Professional Counseling Updated: Summer 2017
Student Learning Outcomes/Biannual Review Procedures Students are required to complete a biannual review as a component of a comprehensive evaluation process to assess student outcomes across three domains - knowledge, skills, and professional practice. The documents for the biannual review are required to be completed throughout the academic program beginning at new student orientation and ending at graduation. Instructions and/or rubrics for each of its required components are provided in this manual. NOTE: The Professional Practice Forms are required EACH SEMESTER that the student is enrolled in APCE 612, 619, 614 or 691/2. ****************************************************************************** Student progress and learning outcomes will also be evaluated based on grades, CPCE, and assignments completed in 602/650 (Wellness/Self-care Plan), 657 (Personal Values Assessment), and 673 (Psychosocial Assessment and Assessment Reflection Paper). ****************************************************************************** The following several pages provide an outline of the SLO/Biannual Review components that are required for submission per semester according to one s year in their program.
FIRST YEAR FALL SEMESTER Due Date: As announced by the Professional Counseling Programs Coordinator 1. Biannual Review Cover Page (in Qualtrics) 2. Faculty Assessment Forms These forms will be distributed in class by faculty. Students will complete the top portion of the form (name, course information, advisor information, etc.). This form will be returned to the instructor and subsequently completed and turned into the PC Program administrative assistant, who will include each one in the respective student s biannual student review file. *Students enrolled in SRM 600 or PSY 530 need to give a Faculty Assessment Form to the instructor to complete and return to your advisor. 3. Student Learning Outcomes Students are required to complete the Student Learning Outcome (SLO) measures, which are presented in two parts. A. Part One: (a) The Wellness Plan (250 500 words) requires the student to develop a plan for personal wellness outlining ways the student plans to engage in selfcare. Instructions for completing the Wellness Plan are provided in APCE 602 (Orientation to School Counseling) and/or APCE 650 (Orientation to Clinical Counseling). (b) The Counseling Profession Essay (200 words or less) requires students to present a description of the counseling profession as compared and contrasted to related fields (e.g., psychology or social work). B. Part Two: A series of quizzes intended to measure learning in various required courses. Students will be required to take the quizzes pertaining to the courses they took during that Fall semester, and if applicable, the recent Summer semester as well. Courses covered in SLO Part Two are APCE 558, APCE 602, APCE 603, APCE 608, APCE 623, APCE 650, APCE 657, APCE 661, APCE 665, and APCE 673.
SPRING SEMESTER Due Date: As announced by the Professional Counseling Programs Coordinator 1. Biannual Review Cover Page (in Qualtrics) 2. Faculty Assessment Forms These forms will be distributed in class by faculty. Students will complete the top portion of the form (name, course information, advisor information, etc.). This form will be returned to the instructor and subsequently completed and turned into the PC Program administrative assistant, who will include each one in the respective student s biannual student review file. *Students enrolled in SRM 600 or PSY 530 need to give a Faculty Assessment Form to the instructor to complete and return to your advisor. 3. Student Learning Outcomes Students are required to complete the Student Learning Outcome (SLO) measures, which are presented in two parts. A. Part One: (a) The Updated Wellness Plan (250 500 words) requires the student to update their Fall plan for personal wellness outlining ways the student plans to engage in self-care. (b) The Professional Development Questions (500-700 words) will require students to answer prompts pertaining to their plan for professional development. (c) The Advocacy Statement requires students to write an advocacy statement that is comprised of two parts. Each student must (1) describe (in 50 words or less) an example of how they have engaged in advocacy and (2) describe (in 50 words or less) how they see their role as an advocate. (d) Professional Practice Form rubric scores (applicable only to students enrolled in Practicum I, Practicum II, or Internship). B. Part Two: A series of quizzes intended to measure learning in various required courses. Students will be required to take the quizzes pertaining to the courses they took during that Spring semester. Courses covered in SLO Part Two are APCE 558, APCE 602, APCE 603, APCE 608, APCE 623, APCE 650, APCE 657, APCE 661, APCE 665, and APCE 673.
SECOND YEAR FALL SEMESTER Due Date: As announced by the Professional Counseling Programs Coordinator 1. Biannual Review Cover Page (in Qualtrics) 2. Faculty Assessment Forms These forms will be distributed in class by faculty. Students will complete the top portion of the form (name, course information, advisor information, etc.). This form will be returned to the instructor and subsequently completed and turned into the PC Program administrative assistant, who will include each one in the respective student s biannual student review file. *Students enrolled in SRM 600 or PSY 530 need to give a Faculty Assessment Form to the instructor to complete and return to your advisor. 3. Student Learning Outcomes Students are required to complete the Student Learning Outcome (SLO) measures, which are presented in two parts. A. Part One: (a) The Updated Wellness Plan (250 500 words) requires the student to update their previous plan for personal wellness outlining ways the student plans to engage in self-care. (b) The Research Integration Statement (100 words or less) requires students to provide examples of how they will integrate research and evaluation into their professional practice. (c) Professional Practice Form rubric scores (applicable only to students enrolled in Practicum I, Practicum II, or Internship). B. Part Two: A series of quizzes intended to measure learning in various required courses. Students will be required to take the quizzes pertaining to the courses they took during that Fall semester, and if applicable, the recent Summer semester as well. Courses covered in SLO Part Two are APCE 558, APCE 602, APCE 603, APCE 608, APCE 623, APCE 650, APCE 657, APCE 661, APCE 665, and APCE 673.
SPRING SEMESTER Due Date: As announced by the Professional Counseling Programs Coordinator 1. Biannual Review Cover Page (in Qualtrics) 2. Faculty Assessment Forms These forms will be distributed in class by faculty. Students will complete the top portion of the form (name, course information, advisor information, etc.). This form will be returned to the instructor and subsequently completed and turned into the PC Program administrative assistant, who will include each one in the respective student s biannual student review file. *Students enrolled in SRM 600 or PSY 530 need to give a Faculty Assessment Form to the instructor to complete and return to your advisor. 3. Student Learning Outcomes Students are required to complete the Student Learning Outcome (SLO) measures, which are presented in two parts. A. Part One: (a) The Updated Wellness Plan (250 500 words) requires the student to update their previous plan for personal wellness outlining ways the student plans to engage in self-care. (b) The Professional Development Questions (500 700 words) will require students to answer prompts pertaining to their plan for professional development. (c) Professional Practice Form rubric scores (applicable only to students enrolled in Practicum I, Practicum II, or Internship). B. Part Two: A series of quizzes intended to measure learning in various required courses. Students will be required to take the quizzes pertaining to the courses they took during that Spring semester. Courses covered in SLO Part Two are APCE 558, APCE 602, APCE 603, APCE 608, APCE 623, APCE 650, APCE 657, APCE 661, APCE 665, and APCE 673.
THIRD YEAR (and subsequent years) FALL SEMESTER Due Date: As announced by the Professional Counseling Programs Coordinator 1. Biannual Review Cover Page (in Qualtrics) 2. Faculty Assessment Forms These forms will be distributed in class by faculty. Students will complete the top portion of the form (name, course information, advisor information, etc.). This form will be returned to the instructor and subsequently completed and turned into the PC Program administrative assistant, who will include each one in the respective student s biannual student review file. *Students enrolled in SRM 600 or PSY 530 need to give a Faculty Assessment Form to the instructor to complete and return to your advisor. 3. Student Learning Outcomes Students are required to complete the Student Learning Outcome (SLO) measures, which are presented in two parts. A. Part One: Professional Practice Form rubric scores (applicable only to students enrolled in Practicum I, Practicum II, or Internship). No other essay questions required. B. Part Two: A series of quizzes intended to measure learning in various required courses. Students will be required to take the quizzes pertaining to the courses they took during the Spring semester. Courses covered in SLO Part Two are APCE 558, APCE 602, APCE 603, APCE 608, APCE 623, APCE 650, APCE 657, APCE 661, APCE 665, and APCE 673.
SPRING SEMESTER Due Date: As announced by the Professional Counseling Programs Coordinator 1. Biannual Review Cover Page (in Qualtrics) 2. Faculty Assessment Forms These forms will be distributed in class by faculty. Students will complete the top portion of the form (name, course information, advisor information, etc.). This form will be returned to the instructor and subsequently completed and turned into the PC Program administrative assistant, who will include each one in the respective student s biannual student review file. *Students enrolled in SRM 600 or PSY 530 need to give a Faculty Assessment Form to the instructor to complete and return to your advisor. 3. Student Learning Outcomes Students are required to complete the Student Learning Outcome (SLO) measures, which are presented in two parts. A. Part One: Professional Practice Form rubric scores (applicable only to students enrolled in Practicum I, Practicum II, or Internship). No other essay questions required. B. Part Two: A series of quizzes intended to measure learning in various required courses. Students will be required to take the quizzes pertaining to the courses they took during the Spring semester. Courses covered in SLO Part Two are APCE 558, APCE 602, APCE 603, APCE 608, APCE 623, APCE 650, APCE 657, APCE 661, APCE 665, and APCE 673.
Faculty Assessment Form
N/A Well Below Expectations Below Expectations Meets Expectations Above Expectations Outstanding/ Well Above Expectations Master s Programs in Professional Counseling Faculty Assessment Form Instructor: Please complete the following form for each student enrolled in your course and return the form to the Professional Counseling Programs Administrative Assistant. This form is due on the date that grades are due for the academic semester. Program: Clinical Mental Health Counseling Marriage, Couples, and Family Counseling/Therapy School Counseling Name of Student: Date: Student Academic Advisor: Name of Evaluator: Course(s): Academic Ability Written Expression Verbal Expression Flexibility Initiative & Motivation Commitment to Professional Development Maturity Ability to Accept Personal Responsibility Interpersonal Skills Professionalism Openness & Ability to Utilize Feedback Self-Awareness Openness to New Ideas Ability to Manage Personal Stress Attention to Legal & Ethical Considerations Clinical Skills Emotional Regulation This student should be: Encouraged to continue in the program Reviewed after another semester Offered remedial assistance Discouraged from continuing in the program I do not know the student well enough to make a recommendation at this time. Please include any additional comments on the reverse side of this form.
Professional Development Questions
Master s Programs in Professional Counseling PROFESSIONAL DEVELOPMENT QUESTIONS Please complete the following form, and respond to the following questions in an attached narrative. Please be prepared to copy and paste your narrative into Qualtrics (SLO Part I). Program: Clinical Mental Health Counseling Marriage, Couples, and Family Counseling/Therapy School Counseling Name: Advisor: BEAR #: Phone: ACA/ASCA Membership Number: Member Since (i.e., year joined): Date: Address: Personal/Professional Development Questions (Maximum of two typed pages total) 1. List all professional memberships (e.g., local, state, regional, national, CSI, etc.). 2. List professional development activities in which you have participated during the past year (e.g., conference attendance, presentations and publications, community service, etc.). 3. List the professional development activities you plan to engage in during the next year. 4. Describe three (3) significant areas in which you have grown personally and professionally this academic year. 5. Identify three (3) of your strengths as a future counselor. 6. Identify and describe three (3) areas you need to develop during the next year.
Professional Practice Evaluation Materials
Master s Programs in Professional Counseling SELF-SUPERVISION FORM (To Be Completed During Practicum I, Practicum II, Family Practicum, and Internship) Name: Date: Number of Sessions: Supervisor: Please use this form to assess your counseling skills each week. You should complete this form while watching your session tapes and bring it to supervision each week. You must complete this form on at least one client for three sessions and submit to your instructor as part of your evaluation materials. Identify Examples of Culturally Appropriate Attending Skills: (Include eye contact, posture, tone of voice, amount of movement in session, mirroring, facial expressions, or bodily expression) Identify Examples of Empathy & Influencing Skills: (Include paraphrasing, reflection of feeling or meaning, summarization, clarifying and perception checking, pacing, focusing, staying with affect, counselor self disclosure, immediacy, or confrontation) Identify & Evaluate Any Specific Techniques Used: Identify Your Areas of Strength (Identify a minimum of 2) Identify Your Growth Areas (Identify a minimum of 2)
Master s Programs in Professional Counseling TREATMENT PLAN AND CASE CONCEPTUALIZATION CMHC and MCFC/T Version (To Be Completed During Practicum I, Practicum II/Family Practicum, and Internship) Completion of this form: Use accompanying rubric to understand expectations of each section in this form and use this rubric as a guideline for appropriate completion of this form. Your instructor may have specific information they request in each section. Name: Date: Course Enrolled: Client Pseudonym: Supervisor: Age: Introduction: Presenting Concern: Background Information: Client Strengths: Hypotheses: Counselor Observations (e.g., Larger System & Developmental Perspective): Assessment Information (if applicable): DSM 5 Diagnosis: Prognosis: Interventions:
Case Conceptualization & Treatment Plan Scoring Rubric (CMHC & MCFC/T version) (To Be Completed During Practicum I, Practicum II/Family Practicum, and Internship) Counselor-in-Training: Evaluator: Date: Course Enrolled: Rating Scale: 5 = Exceptional (skills and understanding significantly beyond counselor developmental level) 4 = Outstanding (strong mastery of skills and thorough understanding of concepts 3 = Mastered Basic Skills (understanding of skills/competence evident) 2 = Developing (minor conceptual errors; in process of developing) 1 = Deficits (deficits in knowledge/skills; significant remediation needed) 5 4 3 2 1 N/A Introduction Presenting Concern Provides a clear, thorough introduction to the client that provides information regarding client diversity. Descriptions set the context for problem understanding. Provides a clear, comprehensive, and accurate description of the client s presenting concerns. This includes a description of the client s concern using language. Provides a clear introduction to the client that provides some information regarding client diversity. Descriptions are useful for problem understanding. Provides a clear description of the client s presenting concerns using unbiased language. Provides basic identifying information about the client and some information regarding diversity. Descriptions lack sufficient detail for problem understanding. Provides a clear description of the clients presenting concerns; however, this description lacks sufficient description. Provides basic information about the client; however, there is insufficient detail regarding client diversity. The description of the client s presenting concerns contains minor conceptual problems and lacks clarity. Some use of biased language. Missing, incorrect, or significant problems in describing the client and diversity. The description of the client s presenting concerns is lacking detail, inaccurate, or contains biased language.
Background Information 5 4 3 2 1 N/A Provides a clear and Provides a detailed Provides a clear The summary provides The summary does not comprehensive summary of recent and summary of recent and minimal or insufficient contain significant summary of recent and past events that past events; however, background information and did past events related to provides a thoughtful this summary lacks information and lacks not identify significant presenting concerns that conceptualization of sufficient information a clear connection to events related to provides insight into the client s presenting and connection to the conceptualization. conceptualization. client conceptualization. concerns. client s presenting concerns. Client Strengths Hypotheses A comprehensive overview of individual, relational, and spiritual strengths, resources and resiliency that have clinical relevance. Provides a comprehensive, systemic set of hypotheses regarding relational patterns and/or presenting concerns incorporating a theoretical prospective for these hypotheses. Hypotheses are sufficiently supported. A detailed description that highlights individual, relational, and spiritual strengths and resources. Provides a detailed description of hypotheses regarding relational patters and/or presenting concerns incorporating a theoretical prospective for these hypotheses. Sufficient support is provided for most hypotheses. A clear description of individual, relational, and spiritual strengths, with some lacking clinical relevance. Provides a clear description of basic hypotheses regarding presenting concerns that lacks detail and without a theoretical prospective for hypotheses. A brief, underdeveloped description of client strengths. Provides vague, unclear, or unsupported hypotheses regarding relational patterns, theoretical prospective or presenting concerns. A summary of strengths that contains significant problems with identifying relevant strengths (e.g., poor choice, insufficient number). Provides a vague, unsupported, blaming, or one-sided description of hypotheses regarding presenting problems without theoretical prospective.
Counselor Observations; (e.g., Larger System & Developmental Perspective) Assessment Information (if applicable) 5 4 3 2 1 N/A A comprehensive A detailed overview A basic overview of A vague, unclear, or An insufficient, overview of the client s of the client s system the client s system unsupported unclear overview of system (e.g., school, (e.g., school, (e.g., school, overview of the the client s system community, family, community, family, community, family, client s system and a and a developmental peers, etc.) and a peers, etc.) and a peers, etc.) and a developmental perspective and/or developmental developmental developmental perspective that does failure to recognize perspective that perspective that perspective that not demonstrate a diversity issues. demonstrates a demonstrates a demonstrates a basic clear understanding sophisticated general understanding of of diversity issues. understanding of understanding of diversity issues. diversity issues and diversity issues and how they impact how they impact presenting concerns. presenting concerns. Provides a comprehensive overview of any formal assessments used with the client (i.e. Beck Depression Inventory) with a comprehensive explanation of the relevance to the client s presenting concerns. DSM 5 Diagnosis Provides a DSM 5 diagnosis with comprehensive support from presenting concerns and client behaviors. Provides a clear, detailed overview of any formal assessments used with the client with some explanation of the relevance to the client s presenting concerns. Provides an appropriate DSM 5 Diagnosis with some support from presenting concerns and client behaviors. Provides a detailed overview of any formal assessments used with the client with minimal attention paid to the relevance of the information to the client s presenting concerns. Provides a DSM 5 Diagnosis with little support from presenting concerns and client behaviors. Provides a vague overview of any formal assessment information used with little to no attention paid to the relevance of the information to the client s presenting concern. Provides a diagnosis with little to no support from presenting concerns and client behaviors. Provides an inaccurate or insufficient overview of any formal assessment information with no connection made to the presenting problem. Provides an inaccurate or insufficient diagnosis that is unsupported.
Prognosis Interventions Overall Conceptualization: Quality of Assessment 5 4 3 2 1 N/A Provides a clear, Provides an Provides an Provides a prognosis Provides an inaccurate detailed prognosis that appropriate prognosis appropriate prognosis with little attention to or insufficient aligns with diagnosis, that aligns with that aligns with one or detail or connection to prognosis with no presenting concerns, diagnosis, presenting more of the following: diagnosis, presenting connection made to and treatment goals. concerns, and diagnosis, presenting concerns, or treatment the diagnosis, treatment goals; lacks concerns, or treatment concerns. presenting concerns, some detail. goals. or treatment goals. Provides a clear, detailed explanation of appropriate interventions that aligns with diagnosis, presenting concerns, and treatment goals. The overall report integrates all available information into a sophisticated, consistent, and clinically relevant conceptualization. The focus and goals for treatment is clearly articulated. Provides an appropriate explanation of interventions that aligns with diagnosis, presenting concerns, and treatment goals; lacks some detail. The overall report integrates available information into a clinically relevant conceptualization. Most areas are clear and consistent. The conceptualization provides a clear focus and goals for treatment. Provides an appropriate explanation of interventions that aligns with one or more of the following: diagnosis, presenting concerns, or treatment goals. The overall report integrates information into a clinically relevant conceptualization. The conceptualization provides a general focus for treatment; however, it is lacking a clear, detailed focus and goals. Provides an explanation or list of interventions with little attention to detail or connection to diagnosis, presenting concerns, or treatment concerns. The overall report contains minor problems with integration and consistency across domains. The conceptualization does not provide a single, clear focus and goals for treatment. Provides an inaccurate or insufficient list of interventions with no connection made to the diagnosis, presenting concerns, or treatment goals. The overall report contains significant problems with integration, clarity, and consistency. There is little to no clear focus or goals for treatment. Additional Comments:
TREATMENT PLAN AND CASE CONCEPTUALIZATION School Counseling Version (To Be Completed During Practicum I, Practicum II, and Internship) Completion of this form: Use accompanying rubric to understand expectations of each section in this form and use this rubric as a guideline for appropriate completion of this form. Your instructor may have specific information they request in each section. Name: Date: Course Enrolled: Supervisor: Student Pseudonym: Age: Introduction: Presenting Concerns:
Background Information: Student Strengths: Hypotheses: School Counselor Observations (e.g., Larger System & Developmental Perspective): Specific, Measurable, Attainable, Realistic, and Timely (SMART) Treatment Goals: 1) 2) 3) Interventions (already implemented or anticipated): Outcomes (already evidenced or anticipated):
Case Conceptualization & Treatment Plan Scoring Rubric School Counseling (To be completed during Practicum II, and Internship) School Counselor-in-Training: Evaluator: Date: Course Enrolled: Rating Scale: 5 = Outstanding (skills and understanding significantly beyond counselor developmental level) 4 = Mastery (strong mastery of skills and thorough understanding of concepts) 3 = Expected Basic Skills (understanding of skills/competence evident) 2 = Developing (minor conceptual errors; in process of developing) 1 = Deficits (deficits in knowledge/skills; significant remediation needed) 5 4 3 2 1 N/A Introduction Provides a clear, concise introduction to the student and the school environment. Descriptions set the context for understanding the problem. Provides a clear introduction to the student and the school environment that is useful for understanding the problem. Descriptions lack some detail. Provides basic identifying information about the student and some information regarding school environment. Descriptions lack sufficient detail for understanding the problem. Provides basic information about the student. However, there is insufficient detail regarding the school environment. Missing, incorrect, or significant problems in describing the student and the school environment.
5 4 3 2 1 N/A Presenting Concerns Background Information Student Strengths Hypotheses Provides a clear, comprehensive, and accurate description of the student s presenting concerns using unbiased language. Connection to impact on optimal development is made. Provides a clear and comprehensive summary of recent and past events related to presenting concerns that includes multiple data points and stakeholder perspectives. Diversity is also discussed. A comprehensive overview of individual, academic, career, personal/social, and system-related strengths and resources that have relevance to the conceptualization. Provides comprehensive, systemic hypotheses related to presenting concerns. Hypotheses incorporate a theoretical prospective and are sufficiently supported. Provides a clear description of the student s presenting concerns using unbiased language. Connection to optimal development lacks clarity. Provides a detailed summary of recent and past events that provides a thoughtful conceptualization of student s presenting concerns and includes some data points. A detailed description that highlights individual, academic, career, personal/social, and system-related strengths and resources. Provides a detailed description of hypotheses regarding presenting concerns and incorporates a theoretical prospective for these hypotheses. Sufficient Provides a description of the student s presenting concerns. However, this description lacks sufficient clarity. Provides a clear summary of recent and past events. However, this summary lacks sufficient information and connection to the student s presenting concerns. A clear description of individual, academic, career, personal/social, and system-related strengths and resources that lacks some relevance to the conceptualization. Provides a clear description of basic hypotheses regarding presenting concerns that lacks detail and does not incorporate a theoretical prospective for hypotheses. The description of the student s presenting concerns contains minor conceptual problems and lacks clarity; some use of biased language. The summary provides minimal or insufficient background information and lacks a clear connection to conceptualization. A brief, underdeveloped description of student strengths. Provides vague, unclear, or unsupported hypotheses regarding presenting concerns or theoretical prospective. The description of the student s presenting concerns is lacking detail, inaccurate, or contains biased language. The summary does not contain significant information and did not identify significant events related to conceptualization. A summary of strengths that contains significant problems with identifying relevant strengths (e.g., poor choice, insufficient number). Provides a vague, unsupported, blaming, or one-sided description of hypotheses regarding presenting concerns without theoretical prospective.
5 4 3 2 1 N/A support is provided for most hypotheses. School Counselor Observations (e.g., Larger System & Developmental Perspective) SMART Treatment Goals A comprehensive overview of the student s system (e.g., school, community, family, peers, community, legislative or policy issues.) and a developmental perspective that demonstrates a sophisticated understanding of diversity issues and how they impact presenting concerns. Provides clear, concise, and professionally worded SMART treatment goals that align with presenting concerns as well as models for school counseling practice. A detailed overview of the student s system (e.g., school, community, family, peers, community, legislative or policy issues.) and a developmental perspective that demonstrates a general understanding of diversity issues and how they impact presenting concerns. Provides appropriate SMART treatment goals that align with presenting concerns as well as models for school counseling practice; lacks some detail. A basic overview of the student s system (e.g., school, community, family, peers, community, legislative or policy issues.) and a developmental perspective that demonstrates a basic understanding of diversity issues. Provides appropriate SMART treatment goals that align with at least one of the following: presenting concerns or models for school counseling practice. A vague, unclear, or unsupported overview of the student s system and a developmental perspective that does not demonstrate a clear understanding of diversity issues. Provides treatment goals that are not SMART or lack sufficient detail or connection to presenting concerns or models for school counseling practice. An insufficient, unclear overview of the student s system and a developmental perspective and/or failure to recognize diversity issues. Provides an inaccurate or insufficient list of SMART treatment goals; no connection made to presenting concerns or models for school counseling practice.
5 4 3 2 1 N/A Interventions (already implemented or anticipated) Outcomes (already evidenced or anticipated) Overall Conceptualization: Quality of Assessment ADDITIONAL COMMENTS: Provides a clear, detailed explanation of appropriate interventions that aligns with presenting concerns, treatment goals, and models for school counseling practice. Provides a clear, detailed description of outcomes that align with presenting concerns, student strengths, treatment goals, and interventions. The overall report integrates all available information into a sophisticated, consistent, and professionally relevant conceptualization. The focus and goals for treatment is clearly articulated and appropriate for a school setting. Provides appropriate explanation of interventions that aligns with presenting concerns, treatment goals, and models for school counseling practice; lacks some detail. Provides appropriate description of outcomes that aligns with presenting concerns, treatment goals, and interventions; lacks some detail. The overall report integrates available information into a professionally relevant conceptualization. Most areas are clear and consistent. The conceptualization provides a clear focus and goals for treatment. Provides appropriate explanation of interventions that aligns with at least one of the following: presenting concerns, treatment goals, or models for school counseling practice. Provides appropriate description of outcomes that aligns with at least one of the following: presenting concerns, treatment goals, or interventions. The overall report integrates information into a professionally relevant conceptualization. The conceptualization provides a general focus for treatment. However, it is lacking a clear, detailed focus and goals. Provides an explanation or list of interventions with little attention to detail or connection to presenting concerns, treatment goals, or models for school counseling practice. Provides description of outcomes with little attention to detail or connection to presenting concerns, treatment goals, or interventions. The overall report contains minor problems with integration and consistency across domains. The conceptualization does not provide a single, clear focus and goals for treatment. Provides an inaccurate or insufficient list of interventions with no connection made to presenting concerns, treatment goals, or models for school counseling practice. Provides an inaccurate or insufficient description of outcomes with no connection made to the presenting concerns, treatment goals, or interventions. The overall report contains significant problems with integration, clarity, and consistency. There is little to no clear focus or goals for treatment.
Professional Counseling Programs Bi-Annual Student Evaluation Rubrics University of Northern Colorado Professional Counseling Programs Bi-Annual Review Rubrics Name: Advisor: Fall Semester First Year: Year The Following Items are Due last Friday in November: Bi-Annual Review Cover Page Faculty Review Forms Wellness Plan Counseling Profession Essay Students are required to describe (in 200 words or less) the counseling profession in a typed essay. This description must compare and contrast the counseling profession to related fields (i.e., psychology and social work). University of Northern Colorado School of Applied Psychology and Counselor Education APCE 602 & APCE 650 Wellness/Self-Care Plan The ACA Task Force on Counselor Wellness and Impairment (2003) recommended all counselors-in-training, counselors, counselor educators, and supervisors develop a holistic wellness (self-care) plan to help guard against the potential negative impact of
counseling hurting clients. The purpose of this assignment is for students to develop a practical, individualized self-care/wellness plan to follow throughout their counselor training programs and work in the counseling field following graduation. Instructions: Each student will develop a personal self-care/wellness plan that he/she can implement throughout his/her counselor training program and post-graduation. This self-care/wellness plan should address the areas of physical, emotional, cognitive, social, and spiritual wellness and include strategies that can be implemented daily, weekly, monthly, and/or yearly. Students are encouraged to be creative in the development of their self-care/wellness plans. Please consider the following in the completion of this assignment: Identify specific, achievable goals to address each domain of wellness (i.e. physical, emotional, cognitive, social, and spiritual) o Consider what you will do routinely (daily, weekly, monthly) to promote wellness o Consider what you will do during tough times (e.g., when you being feeling the personal and professional impact of this work on your daily life) What areas of wellness do you need to focus more time and energy? What specific strategies will you implement during your training program? How will your wellness plan change post-graduation? Evaluation: Evaluation of this assignment is based on the completion and utility of the wellness plan. Students must address all areas of wellness and identify routine and non-routine (e.g., those implemented during tough times ) wellness strategies. A copy of this plan will be kept in your academic file. It is the instructors hope that you will continue to review, modify, and implement this wellness/self-care plan throughout your training program and professional career as a counselor. Resources: http://www.counseling.org/wellness_taskforce/index.htm Wellness Plan Rubric Below Expectations Meets Expectations Exceeds Expectations Wellness and Self-Care Plan Created During First Semester and Updated Each Semester Fails to adequately describe/define a self-care plan addressing the required domains; or wellness plan is impractical (e.g., one or more strategies are not feasible); or Adequately defines a self-care plan addressing at least the required domains; and wellness plan is practical and actionable (e.g., easily implemented); and is clearly defined; and uses In addition to meeting expectations, the wellness and self-care plan is a comprehensive and well defined plan with clear goals that can be used to evaluate effective
ill-defined (e.g., strategies are unclear or poorly defined); or use of informal language; strategies for self-care cannot be implemented daily, weekly, monthly, or lacks both routine and high stress level strategies to promote wellness. sophisticated language with no prominent grammatical or typographical errors; and strategies can be implemented daily, weekly, and monthly; and describes both routine and high stress level strategies to promote wellness. implementation and feasible actionable plan; and used sophisticated language without grammatical and typographical errors; and describes both routine and high stress level strategies to promote wellness. Counseling Profession Essay Rubric Below Expectations Meets Expectations Exceeds Expectations Accuracy re: counseling profession Inaccurate or vague response that does not capture key aspects of the profession. Generally hits one or more defining aspects of the counseling profession. No glaring inaccuracies. Provides a clear and comprehensive overview of key defining aspects of the counseling profession Compare / contrast with psychology/social work Writing Either compares or contrasts but does not do both and/or contains substantial inaccuracies. Informal language (e.g., 1 st person, contractions) and substantial grammatical errors and/or typographical errors. Or disregards word limit significantly (i.e., > 10%) Compares and contrasts counseling to both social work and psychology. No glaring inaccuracies. Appropriate for graduate school as evidenced by attention to grammar and formal writing style. 200 words of less. Provides a critical examination of the similarities and differences among the profession. Clear and concise writing. Transitions among ideas. Varied sentence structure. Few to no grammatical mistakes. 200 words or less.
University of Northern Colorado Professional Counseling Programs Bi-Annual Review Rubrics Name: Advisor: Spring Semester First Year: Year The Following Items are Due first Friday in April: Bi-Annual Review Cover Page Faculty Review Forms Updated Wellness Plan Personal/Professional Development Questions (Maximum of 2 typed pages total) List all professional memberships (e.g., local, state, regional, national, CSI, etc.). List professional development activities in which you have participated during the past year (e.g., conference attendance, presentations and publications, community service, etc.). List the professional development activities you plan to engage in during the next year. Describe 3 significant areas in your personal/professional development that you have grown this academic year. Identify 3 of your strengths as a future counselor. Identify and describe 3 areas you need to develop during the next year. Identify up to 3 ways you currently engage in self-care. Advocacy Statement Students are required to write an advocacy statement that is comprised of two parts. Each student must (1) describe (in 50 words or less) an example of how he/she has engaged in advocacy and (2) describe (in 50 words or less) how he/she sees her/his role as an advocate. Professional Practice Forms *if in Practicum I, Practicum II, or Family Practicum, or Internship
Wellness and Self Care Plan Created During First Semester and Updated Each Semester Below Expectations Meets Expectations Exceeds Expectations Fails to adequately Adequately defines a self-care In addition to meeting describe/define a self-care plan plan addressing at least the expectations, the wellness and addressing the required domains; required domains; and wellness self-care plan is comprehensive or wellness plan is impractical plan is practical and actionable and well defined with clear goals (e.g., one or more strategies are (e.g., easily implemented); and is that can be used to evaluate not feasible); or ill-defined (e.g., clearly defined; and uses effective implementation and strategies are unclear or poorly sophisticated language with no feasible actionable plan; and defined); or use of informal prominent grammatical or used sophisticated language language; strategies for self-care typographical errors; and without grammatical and cannot be implemented daily, strategies can be implemented typographical errors; and weekly, monthly, or lacks both daily, weekly, and monthly; and describes both routine and high routine and high stress level describes both routine and high stress level strategies to promote strategies to promote wellness. stress level strategies to promote wellness. wellness.
Professional Development Questions Rubric Below Expectations Meets Expectations Exceeds Expectation Prompt 1 Not yet a member of professional organizations Member of one or more counseling-related professional Actively involved (beyond membership) in a professional Prompt 2 Prompt 3 Prompt 4 Prompt 5 Has yet to attend a counseling related professional development opportunity. Failed to provide an example of professional development plans or plans are not related to the counseling profession. Failed to provide 3 areas of growth or the areas were vague and/or superficial (e.g., improve my counseling skills). Failed to provide 3 strengths or the strengths were not connected to role as a future counselor or strengths were undercut by explaining how they are really a weakness. organizations Attended 1 or more counseling related professional development opportunities. Provides one or more concrete examples of related professional development plans for the coming year above and beyond course work. Provides concrete descriptions of 3 areas of growth related to development as a counselor. Provided a concrete description of 3 strengths related to development as a counselor. organization. Attended 1 or more professional development opportunities that reflect a substantial time commitment (> 1 day) or professional development engagement relates specifically to areas identified for growth in a previous response to prompt 6 of this set of questions. Provides examples of professional goals that are clearly tied to personalized learning objectives that supplement his/her graduate studies. More specific than attendance of a general conference (e.g., CCA; CSCA). Provides descriptions of 3 areas of growth one or more of which has a systemic or cultural component. Provided a description of 3 strengths and in doing so crossed multiple areas of development (e.g., skills and self awareness). Prompt 6 Failed to provide 3 areas for Provided a concrete description Provided a description of 3
development or areas were unrelated to development as a counselor. of 3 areas for development related to the counseling profession. areas for development, one or more of which demonstrates self awareness and includes a significant challenge to work toward. Advocacy Statement Rubric Part 1 Part 2 Writing Below Expectations Meets Expectations Exceeds Expectations Fails to provide a concrete example or the example is not related to advocacy. Advocacy is defined consistent with Trusty and Brown s 2005 summary of the related literature as identifying unmet needs and taking actions to change the circumstances that contribute to the problem or inequity. Vague or superficial description of role as an advocate or response demonstrates not understanding the term advocacy applied to the counseling profession and/or conceptualization of the role is clearly self-serving. Informal language (e.g., 1 st person, contractions) and Provides a concrete example of advocacy that is relevant to the counseling profession (e.g., advocacy for profession, a population, and services). Advocacy is defined consistent with Trusty and Brown s 2005 summary of the related literature as identifying unmet needs and taking actions to change the circumstances that contribute to the problem or inequity. Developmentally appropriate response such as engagement is within the scope of what he/she can competently do at this point in his/her training. Example reflects an altruistic disposition. Appropriate for graduate school as evidenced by attention to Advocacy engagement example is exceptional as evidenced by a significant time commitment to or outcome as a result of work. Advocacy is defined consistent with Trusty and Brown s 2005 summary of the related literature as identifying unmet needs and taking actions to change the circumstances that contribute to the problem or inequity. Provides an integrated response that captures multiple aspects of advocacy (e.g., for profession and a specific population) or is particularly well defined and sophisticated. Clear and concise writing. Transitions among ideas. Varied sentence structure. Few to no
substantial grammatical errors or typographical errors. Or disregards word limit significantly (i.e., > 10%) grammar and formal writing style. 200 words of less. grammatical mistakes. 200 words or less.
University of Northern Colorado Professional Counseling Programs Bi-Annual Review Rubrics Name: Advisor: Fall Semester Second Year: Year The Following Items are Due last Friday in November: Bi-Annual Review Cover Page Faculty Review Forms Updated Wellness Plan Research Integration Statement Students are required to describe (in 100 words or less) an example of how they have integrated research into his/her professional practice. Professional Practice Forms *if in Practicum I, Practicum II, or Family Practicum, or Internship Wellness Plan Rubric Below Expectations Meets Expectations Exceeds Expectations
Wellness and Self Care Plan Created During First Semester and Updated Each Semester Fails to adequately describe/define a self-care plan addressing the required domains; or wellness plan is impractical (e.g. one or more strategies are not feasible); or ill-defined (e.g. strategies are unclear or poorly defined); or use of informal language; strategies for self-care cannot be implemented daily, weekly, monthly, or lacks both routine and high stress level strategies to promote wellness. Adequately defines a self-care plan addressing at least the required domains; and wellness plan is practical and actionable (e.g. easily implemented); and is clearly defined; and uses sophisticated language with no prominent grammatical or typographical errors; and strategies can be implemented daily, weekly, and monthly; and describes both routine and high stress level strategies to promote wellness. In addition to meeting expectations, the wellness and self-care plan is comprehensive and well defined with clear goals that can be used to evaluate effective implementation and feasible actionable plan; and used sophisticated language without grammatical and typographical errors; and describes both routine and high stress level strategies to promote wellness. Research Integration Statement Below Expectations Meets Expectations Exceeds Expectations Student was unable to demonstrate through the use of examples or experiences how they have integrated research into his/her professional practice. Student used one example to demonstrate how they have integrated research into his/his professional practice. Student used two or more examples to demonstrate how they have integrated research into his/his professional practice. Self Supervision Form Rubric Below Expectations Meets Expectations Exceeds Expectations
Culturally Appropriate Attending Skills Student identified few attending skills & was unable to explain cultural appropriateness of skills. Student identified two attending skills used in session & explained the cultural appropriateness of each. Student identified more than two attending skills used in session & explained the cultural appropriateness of each. Empathy & Influencing Skills Student noted few examples of empathy and influence & was unable to identify specific skills. Student noted two examples of empathy and influence & was able to identify specific skills for each. Student noted more than two examples of empathy and influence & was able to identify specific skills for each. Techniques Student did not identify or evaluate any techniques used. Student identified and evaluated techniques used in session. Student identified and evaluated techniques used in session & offered additional ideas on further techniques to incorporate in future sessions. Areas of Strength Student did not identify a minimum of two areas of strength. Student identified a minimum of two areas of strength. Student identified more than two areas of strength. Areas for Growth Student did not identify a minimum of two areas of growth. Student identified a minimum of two areas of growth. Student identified at least two areas of growth & offered approaches to manage these areas.