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PROFESSIONAL PORTFOLIO MANUAL
2018-2019
Specialty Areas:
Art Therapy
Clinical Mental Health Counseling
Co-Occurring Disorders Counseling
Marriage and Family Therapy
School Counseling
Last updated: September 25, 2019
Master of Arts degree in Adlerian Counseling and Psychotherapy
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Table of Contents
Introduction: Definition ................................................................................................................................. 3
Purpose .......................................................................................................................................................... 3
Creating and Editing Your Portfolio .............................................................................................................. 4
Sharing Your Portfolio .................................................................................................................................. 5
Portfolio Structure and Outline ...................................................................................................................... 6
Reflections ..................................................................................................................................................... 7
Individual Touchpoints .................................................................................................................................. 9
Professional Portfolio Touchpoint Evaluations ........................................................................................... 10
Touchpoint #1 Evaluation: .................................................................................................... 10
Touchpoint #2 Evaluation: .................................................................................................... 11
Touchpoint #3 Evaluation: .................................................................................................... 12
Evaluation of Portfolio ................................................................................................................................ 13
Evaluation Timeframe by Specialty...................................................................................... 13
Portfolio Defense .................................................................................................................. 14
Professional Portfolio Rubrics by Section ................................................................................................... 15
Section I: Introduction .......................................................................................................... 15
Section II: Evolving Professional Philosophy ...................................................................... 16
Section III: Writing Competence .......................................................................................... 17
Section IV: Practicum and Internship ................................................................................... 19
Section V: Professional Development .................................................................................. 20
Section VI: Service Activities ............................................................................................... 21
Section VII: Adlerian Theory ............................................................................................... 22
Section VIII: Multicultural, Social Justice, and Advocacy Competencies ........................... 23
Section IX: Program Competencies ...................................................................................... 25
Core Program Competencies 26
Art Therapy (CAAHEP) 28
Clinical Mental Health Counseling (CACREP) 32
Co-Occurring Disorders Counseling (CACREP) 33
Marriage, Couples, And Family (CACREP) 34
School Counseling (MN BOT) 35
Section X: Professional Documentation ............................................................................... 38
Appendix A .................................................................................................................................................. 39
Appendix B .................................................................................................................................................. 40
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PROFESSIONAL PORTFOLIO MANUAL
Introduction: Definition
The professional portfolio is a requirement for the Master of Arts degree in Adlerian Counseling
and Psychotherapy with a specialty in either:
• Art Therapy
• Clinical Mental Health Counseling
• Co-Occurring Disorders Counseling
• Marriage and Family Therapy
• School Counseling
A portfolio is a collection of experience-based materials and reflective information that
demonstrates various dimensions of graduate students work, philosophy, skills, and attitudes.
Students demonstrate, through diverse activities and personal insights, their competency in
meeting their respective program’s learning outcomes.
• The development of the portfolio begins as the graduate student enters a program and
continues throughout one’s chosen program of study.
• A session will be held with all graduate students during their first semester of coursework
to review the portfolio process. The portfolio culminates with a defense at the end of the
graduate student’s program.
• An advisor will be assigned to each student to help advance the portfolio process.
Working with your advisor is important in order to receive feedback and make purposeful
progress needed to contribute to a successful final product.
Purpose
The portfolio is developed in an ongoing manner throughout the graduate program, and used
periodically as a tool for reflection, evaluation, and feedback. The overall purpose is to collect
and combine examples of student work, experience, skills, and mastery with reflection on their
meaning or significance. The process of developing a professional portfolio has several
purposes:
• Portfolio development is designed to facilitate a thoughtful and intentional entrance into
one’s chosen field of study. As students begin preparation in a professional career, it is
important that they actively engage in each step of their learning. Reviewing one's
strengths and "growing edges", setting goals for needed learning, and regular evaluation
of progress are all important steps in engaging with the learning process at the graduate
level. Developing a portfolio is a vehicle for this engagement.
• The process of portfolio development also provides opportunities for regular faculty
evaluation and feedback for each student in a manner which includes dialogue between
faculty member and graduate student. Developing one’s professional identity is best
accomplished with the guidance and feedback of professionals who can serve in the roles
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of consultant, teacher, mentor, and supervisor. Active dialogue enables students to shape
and modify their learning with attention to personal needs, strengths, and professional
requirements. The portfolio development process provides for dialogue and feedback
throughout the course of study.
• Successful completion of the assessment components of the portfolio process serves as
“points of evaluation” in the course of graduate study.
• The portfolio assists with the professional job search process. A completed portfolio
demonstrates proficiency and mastery and can be used as an employment tool.
These purposes reflect the development of a student's portfolio as a process. Program
requirements focus elements of the portfolio into a coherent process that (1) facilitates students'
intentional shaping of their learning, (2) provides for regular faculty feedback, (3) serves as
"points of evaluation" throughout the program, and (4) provides a format for presentation of
professional knowledge, skills, and attitudes.
Creating and Editing Your Portfolio
A portfolio is a “document” that is created from a LiveText Template. To begin using a LiveText
Template, make sure you are logged into your LiveText account. Visit
https://www.livetext.com/ and login with your username and password in the top-right of the
screen.
1. Click on the “LiveText Docs” tab.
2. Click on the “New” button below the “My Work” tab.
3. Click “Templates” under the section “Adler Graduate School”. These are the templates
created by Adler Graduate School.
4. Select the template titled “Professional Development Portfolio”. Make sure it is the
portfolio associated with your program (e.g., School Counseling, Clinical Mental Health
Counseling).
5. A preview of the template should appear on the right side of the screen. Scroll Down to
the very bottom of the page (on the right) and click “Create Document” button.
6. A dialog box should appear on the screen, requesting you to give the document a title.
Give your portfolio a professional title. Since LiveText auto-saves all documents, you are
required to have a title for all documents. Click “Ok” to create a document using the
template you selected.
7. The Template should now open within your “LiveText Docs” tab and allow you to edit
and customize the template to create your own document.
8. Modify Content: By clicking "Edit" at the top of each section of a document, you can
easily modify the content of a section and have the option to upload images or files to the
page. These can be added to each section using the "Image" and "File Attachments"
options in the "Edit" screen.
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Sharing Your Portfolio
Sharing allows a document's author to share the document with other LiveText users, LiveText
groups, Visitor Passes, or shared as a public URL or web address. Documents can be shared with
editor or viewer permissions. A user with view access can view, copy, and print the document. A
user with edit access can modify the document as well as view, copy, and print it. Visitors can
only be added as viewers.
• Sharing a document does not create a copy of the document.
• Each person that is given access to the document has access to the original document.
• If a shared document is modified, then all users with shared access will be able to
view the modifications.
• If a shared document is deleted, that document is also deleted for all users with shared
access.
Share a Document for Editing
• From within the document, click the Share button. The Share button is located above
the page title.
• Enter the LiveText username, group, Visitor Pass, or the first and last name in the
Search Editor text box.
• Click the Add to Share button when you find the user(s) with whom you want to
share.
Share a Document for Viewing
• Enter the LiveText username, group, Visitor Pass, or the first and last name in the
Search Viewer text box.
• Based on the first few letters of text entered, LiveText’s Autocomplete Share
Mechanism predicts the name or username of the LiveText member with whom the
user wants to share. The system will display the first 15 matches below the search text
box. If the user is not listed, the system was not able to identify the user. There were
either no matches or several matches. Revise your entry and try again.
• Click the Add to Share button when you find the user(s) with whom you want to
share.
Visitor Passes
• A Visitor Pass can be created to share documents with members outside of the
LiveText community (e.g. prospective employers). After a Visitor Pass is created, one
or more documents can be added to the pass. The pass may then be distributed to one
or more visitors. Visitors may access only documents shared with the pass from the
Visitor Pass area on the LiveText homepage.
• Visitor Passes can be created to share with others who are not listed. See
https://www.livetext.com/c1_help/tools/visitor_pass/create_pass.html for this tutorial.
Must be logged in to LiveText for link to work.
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Portfolio Structure and Outline
Visually, a portfolio should be a well-organized, attractive presentation of professional materials.
Add your picture or a picture of something that represents you to the first page of your portfolio.
That will catch our attention! Typically, it is organized in a developmental sequence, outlining
your professional development throughout your program.
The following sections make up the contents of the professional portfolio:
I. Introduction: Professional orientation and background information, statement of
professional goals, academic plan.
II. Evolving Professional Philosophy: Statement of professional philosophy applied
directly to your specialty. Because it is an “evolving” philosophy, it is recommended that
each entry is dated (see Appendix A).
III. Writing Competency: Demonstration of academic writing (e.g., literature reviews) and
professional documentation (e.g., clinical documentation, 504 plans, referrals,
intervention, plans, evaluation/assessment plans).
IV. Practicum and Internship: Include documents verifying insurance, background check, a
description of where one conducted their practicum and internship, name(s) of
supervisor(s), resume/vitas of supervisor(s), contract forms, goals and objectives, signed
informed consent forms for supervision (if applicable); type of clients seen, log of hours,
daily activity logs (Internship), supervisor evaluations, and other materials that you used
or obtained during this hands-on experience that you would wish to save in this section.
This might include letters of thanks/recognition from clients, internship supervisors,
principals, supervisors. Statement of growth and experience (see Appendix B).
V. Professional Development: Professional development activities: workshop/conference
brochures from gatherings you attended; Summary of other professional activities and
how these experiences add to your professional preparation. Copy of supporting materials
verifying membership in professional organizations, subscriptions to professional
journals, participation in other related professional activities, publications, presentations
(not required).
VI. Service Activities: Evidence of social interest and contribution to the community.
Evidence of experiences and learning that occurs within and/or outside the formal
academic program, such as participation in community and volunteer activities.
VII. Adlerian Theory: You will be asked to demonstrate your understanding of Adlerian
Theory. Make sure you demonstrate your knowledge, skill, and attitude (self-reflection)
of the below 5 areas/competencies. Each of the competencies will be described in more
detail in the LiveText portfolio. Add as much information as you feel you need in order
to demonstrate how you meet each one. These competencies include:
a. Adlerian view of human nature;
b. Adlerian view of the counseling relationship;
c. Adlerian view: Psychology of Use;
d. Adlerian approach to treatment and/or intervention;
e. Adlerian view of the impact of cultural and social conditions.
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VIII. Multicultural Competencies: You will be asked to demonstrate your understanding of
Multicultural, Social Justice, and Advocacy competencies (see LiveText Portfolio for
assignment details).
IX. Program Competencies: Demonstration of meeting the competencies associated with
your program of study.
a. Each specialty has specific competencies areas that need to be addressed. You are
to reflect upon the program-specific competencies, and then identify and discuss
how you reached the level of competency needed for your particular specialty.
This section of the portfolio is particularly valuable in that it allows you to
demonstrate the skills and practices that you have been trained to deal with.
b. The competency section is broken down into two areas, 1) core program
competencies, and 2) specialty area competencies.
X. Professional Documentation: Resume, letters of recommendation, and professional
references.
Reflections
You should convey your learning and growth throughout the program within your portfolio by
writing reflective statements. You will find these writing prompts in your LiveText portfolio
template. Reflective statements represent you as an emerging professional. In writing reflective
statements, you might be prompted to reflect on:
• What did I do? What does it mean?
• What changes do I see in myself as a developing professional?
• How might I do things differently?
• What have I learned?
The reflection entry is then made meaningful and placed in the context within which a student
wants it to be understood.
Please see writing rubric for refections on next page:
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WRITING RUBRIC FOR REFLECTION(S) and PAPERS
ADVANCED (Pts: ) PROFICIENT (Pts: ) DEVELOPING (Pts:
)
BEGINNER (Pts: )
Reflective
Thinking
and
Analysis
• The reflection
explains the
student’s own
thinking and
learning processes,
as well as
implications for
future learning.
• The reflection is an
in-depth analysis of
the learning
experience, the
value of the derived
learning to self or
others, and the
enhancement of the
student’s
appreciation for the
discipline.
Additionally, pre-
existing
assumptions are
identified and
challenged.
• Free of grammar
and syntax errors.
• The reflection
explains the
student’s thinking
about his/her own
learning processes.
• The reflection is an
analysis of the
learning experience
and the value of the
derived learning to
self or others.
• Free of grammar
and syntax errors.
• The reflection
attempts to
demonstrate
thinking about
learning but is
vague and/or
unclear about the
personal learning
process.
• The reflection
attempts to
analyze the
learning
experience, but
the value of the
learning to the
student or others
is vague and/or
unclear.
• There may be
some grammar
and syntax errors,
but these do not
compromise
readability.
• The reflection
does not
address the
student’s
thinking and/or
learning.
• The reflection
does not move
beyond a
description of
the learning
experience.
• Grammar
and/or syntax
errors interfere
with the
reader’s ability
to follow and/or
comprehend the
assignment.
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Individual Touchpoints
Selected elements of the student’s portfolio will be completed during a specific time frame over
the course of graduate study. The below content will be assessed in your portfolio at 3 different
Touchpoints.
Touchpoint #1:
• Set up the LiveText Template, named your Portfolio, and set up the ten sections of your portfolio;
• Include your personal goal statement and academic plan (section I);
• Complete your professional orientation and background information from the viewpoint of an
emerging professional, including your personal interests and goals (section I);
• Complete the writing of your initial evolving professional philosophy (section II; Appendix A);
• Artifacts such as papers or presentations are present in section III
• Course syllabi uploaded to LiveText
• Document evidence of any professional membership or service activities (section V and VI);
• Update sections VII, VIII, and IX based on the courses you took your first semester;
• Dispositions self-survey (taken in your Foundations course);
• Any required program specific information (see LiveText Portfolio Template).
Touchpoint #2:
• Update your evolving professional philosophy (section II);
• Artifacts such as papers or presentations are present in section III
• Course syllabi uploaded to LiveText
• Completed and attached the needed documents and information to begin Practicum experience
(e.g., background check – if applicable, practicum learning agreement, site approval form,
professional liability insurance; section IV);
• Statement of your growth and experience (section IV; Appendix B)
• Updated information in sections V, VI, VII, VIII, and IX.
• Include a copy of your resume for section X.
• Any required program specific information (see LiveText Portfolio Template).
Touchpoint #3:
• Updated evolving professional philosophy (section II);
• The formative process that you have undergone during your graduate program (reflection
statements);
• The record log of field experience; reflection statement indicating significant events and learning
that occurred during the internship (section IV);
• Other primary components of this portfolio, including a revision of items previously discussed in
portfolio and inclusion of entries deemed appropriate for use in the job search process or
summarizing your role as a professional (section I, II, III, IV, V, VI, VII, VIII).
• Demonstration of meeting Program Competencies (section IX)
• Completed resume, letters of recommendation, and professional references (section X)
• Any required program specific information (see LiveText Portfolio Template).
• Create highlights section
• Preparation for 604: Portfolio Defense
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Professional Portfolio Touchpoint Evaluations
Touchpoint #1 Evaluation:
The following items must be included in your portfolio. Failure to submit a satisfactory portfolio
at this stage will prevent you from starting your Field Experience. Faculty, please check the box
below if each element is in the portfolio.
See Rubrics for each section and score the applicable rubrics for your program.
LiveText Template is set up with all ten sections, Portfolio named
Personal goal statement and academic plan is addressed/attached (section I)
Completed professional orientation and background information from the viewpoint of an
emerging professional; personal interests and goals are included (section I)
Completed and dated: initial evolving professional philosophy developed in your
Foundations course (section II; Appendix A)
Artifacts such as papers or presentations are present in section III
Course syllabi uploaded to LiveText
Documented evidence of any professional membership or service activities (section V and
VI)
Updated sections VII, VIII, and IX based on the courses taken
Dispositions self-survey (taken in your Foundations course)
Any required program specific information (see LiveText Portfolio Template)
Feedback:
Signature of advisor: __________________________________ Date: ___/___/____
Signature of student: __________________________________ Date: ___/___/____
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Touchpoint #2 Evaluation:
The following items must be included in your portfolio. The second touchpoint is prior to
beginning Field Experience and required for placement. Faculty, please check the box below if
each element is in the portfolio.
See Rubrics for each section and score the applicable rubrics for your program.
Updated and dated evolving professional philosophy statement (section II)
Artifacts such as papers or presentations are present in section III
Course syllabi uploaded to LiveText
Completed and attached the needed documents and information to begin Practicum
experience (e.g., background check – if applicable, practicum learning agreement, site
approval form, professional liability insurance; section IV)
Statement of growth and experience (section IV; Appendix B)
Updated information in sections V, VI, VII, VIII, and IX
Copy of resume for section X
Any required program specific information (see LiveText Portfolio Template)
Feedback:
Signature of advisor: __________________________________ Date: ___/___/____
Signature of student: __________________________________ Date: ___/___/____
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Touchpoint #3 Evaluation:
The third checkpoint will occur after your completion of Field Experience. Submit your portfolio
to your advisor for review and feedback. Faculty, please check the box below if each element is
in the portfolio.
See Rubrics for each section and score the applicable rubrics for your program.
Updated and dated evolving professional philosophy statement (section II)
Artifacts such as papers or presentations are present in section III
Course syllabi uploaded to LiveText
The formative process that student has undergone during the graduate program (reflection
statements)
The record log of field experience; reflection statement indicating significant events and
learning that occurred during the internship (section IV)
Other primary components of this portfolio, including a revision of items previously
discussed in portfolio and inclusion of entries deemed appropriate for use in the job search
process or summarizing your role as a professional (section I, V, VI, VII, VIII)
Demonstration of meeting Program Competencies (section IX)
Completed resume, letters of recommendation, and professional references (section X)
Highlights section
Any required program specific information (see LiveText Portfolio Template)
Feedback:
Signature of advisor: __________________________________ Date: ___/___/____
Signature of student: __________________________________ Date: ___/___/____
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Evaluation of Portfolio
You will have the opportunity to meet with faculty to review your portfolio several times
throughout your program. Be ready to discuss the work in your portfolio during your evaluation.
You do not have to talk about every single document, however highlight what you think is most
important and is reflective of meeting the requirements. Make sure to follow the rubrics in this
manual for sections one through ten. Faculty will score the applicable rubrics for each section
during these evaluations/touchpoints.
• Explain how the various documents in each section of the portfolio work together to meet
objectives.
• Explain the importance of the pieces you put in your portfolio; illustrate this importance
by discussing specific features from the documents you produced.
• Engage in thoughtful, in-depth reflection of the process of professional growth in
academic and skill areas.
• Demonstration of integrated feedback from the evaluation process.
• Sources that you reference in your professional portfolio should be cited using APA
format.
• Ensure that you answer the reflective prompts that are embedded in each section of your
portfolio.
A rubric is assigned to each area of your portfolio. There are four levels of proficiency.
Advanced Proficient Developing Beginner
Student’s work
exceeds graduate level
expectations.
Student’s work
adequately meets
graduate level
expectations.
Student’s work
partially meets
graduate level
expectations.
Student’s work does
not yet meet graduate
level expectations.
Evaluation Timeframe by Specialty
Art Therapy:
Touchpoint #1 During 551 (AT Foundations)
Touchpoint #2 After the completion of 957 (Practicum in AT)
Touchpoint #3 At the end of the graduate program with the completion of
959 Individual Clinical Instruction and all academic courses.
Clinical Mental Health Counseling:
Touchpoint #1 Following completion 503 (Foundations)
Touchpoint #2 During the term where 937 is taken.
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Touchpoint #3 Following the completion of 938.
Co-Occurring Disorders:
Touchpoint #1 Following completion 503 (Foundations)
Touchpoint #2 At the end of 986/ Before 987 is taken
Touchpoint #3 Following the completion of 988
Marriage and Family Therapy:
Touchpoint #1 Following completion 503 (Foundations)
Touchpoint #2 During the 1st term where 947 is taken
Touchpoint #3 Following the completion of 948
School Counseling:
Touchpoint #1 Following completion 503 (Foundations)
Touchpoint #2 After the completion of 977 (Practicum in SC)
Touchpoint #3 Following the completion of 978 (Internship)
Portfolio Defense
Course 604: Portfolio Defense: Signing up for this course prepares you to complete and defend
your LiveText portfolio. Students will sign up for this course while working with their advisor
during Touchpoint 3. This touchpoint is dedicated to preparing you for your final evaluation and
oral defense. Additionally, students must complete the Petition for Program Completion and
have all appropriate signatures in the portfolio before doing their oral defense. You will
schedule your portfolio defense with your advisor.
During the Portfolio Defense, be prepared to:
• Discuss the synthesis of the above touchpoints.
• Review all sections of the portfolio.
• Discuss the culmination of your experiences and how they have influenced your personal
and professional evolution.
• Discuss how your didactic experiences (e.g., self as counselor, lifestyle) influenced your
professional growth.
• Provide feedback about portfolio and graduate experience.
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Professional Portfolio Rubrics by Section
Section I: Introduction
Check the box below if each element is in the portfolio. Assess Section I for proficiency by
checking an area in the rubric that corresponds with student work.
Professional orientation and background information
Statement of professional goals / academic plan
Advanced Proficient Developing Beginner
Format of Portfolio Aesthetically
pleasing. Organized.
Conveys an
appealing and
creative format.
Neatly organized. Not clearly organized.
Missing one or more
required elements; not
organized.
Professional
Orientation and
Background
Information
Conveys a
comprehensive and
professional
introduction to self
and field of choice.
Orientation to self and
field of choice is clear,
but not
comprehensive.
Not a clear
introduction, lacks
some elements that
conveys interest in the
field.
Missing one or more
required elements.
or
Information contains errors
and not clearly developed.
Statement of
Professional Goals
and Academic Plan Goal statement
shows clear and
attainable plan for
study.
Goals and plan for
study are stated.
Goals and/or plan for
study is simply stated
with lack of detail.
Missing one or more
required elements.
or
Goal statements not
presented professionally.
Contain errors and not
clearly developed.
Level of proficiency: ___________________________
Feedback:
Signature of evaluator: __________________________________ Date: ___/___/____
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Section II: Evolving Professional Philosophy
Check the box below if each element is in the portfolio. Assess Section II for proficiency by
checking an area in the rubric that corresponds with student work.
Statement of professional philosophy applied directly to your specialty (see Appendix A).
Advanced Proficient Developing Beginner
*Statement of
professional
philosophy
applied
directly to
your specialty
Identifies motivations for choosing the
specialty field - to include: 1) cultural
perspective, 2) theory of change, 3)
interested client population, and 4)
personal skills and strengths.
Includes a detailed plan for other
learning and professional experiences.
*includes updates throughout
Identifies
motivations for
choosing field of
study, however is
missing a key
area.
Includes a plan
for other learning
and professional
experiences.
Minimally identifies
motivations for
choosing field of
study. Missing more
than 1 key area.
Begins to develop a
plan for other
learning and
professional
experiences.
Minimally identifies
motivations for
choosing field of
study. Missing more
than 2 key areas.
There is no plan or
briefly mentions a
plan for other
learning and
professional
experiences.
*Action Plan Describe and/or outline a concrete action
plan for meeting the goals of your
graduate study and other learning and
professional experiences as part of your
overall preparation: e.g., professional
memberships, credentialing
requirements, ongoing professional
development outside the classroom,
community involvement, areas of
interest you may pursue in research
papers, reading, etc.
*includes updates throughout
Action Plan
stated
professionally
and includes
elements related
to professional
growth.
Action Plan missing
some components
that would portray an
overall professional
development plan.
Action Plan missing
or does not portray a
plan for professional
preparation.
*Reflection Reflection and critical thinking about
each element is comprehensive and in-
depth.
*includes updates throughout
Reflection and
critical thinking
about each
element is done
comprehensively,
but not in-depth.
Reflection included
but not
comprehensive or in-
depth. More
reflection needs to be
done.
Reflection about each
element is missing in
one or more areas;
lack of critical
thinking.
Level of proficiency: ___________________________
Feedback:
Signature of evaluator: __________________________________ Date: ___/___/____
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Section III: Writing Competence
Check the box below if each element is in the portfolio. Assess Section III for proficiency by
checking an area in the rubric that corresponds with student’s course work.
Showcases attachments that demonstrate academic writing (e.g., literature reviews) 1. Introduced: 511, 512 Reinforced: TBD Applied: Final Portfolio Review
Professional documentation (e.g., clinical documentation, 504 plans, referrals,
intervention plans, evaluation/assessment plans).
Assessment Advanced (4) Proficient (3) Developing (2) Beginner (1)
Context of and
Purpose for
Writing
Demonstrates a
thorough
understanding of
context, audience, and
purpose that is
responsive to the
assigned task(s) and
focuses all elements of
the work.
Demonstrates
adequate
consideration of
context, audience,
and purpose and a
clear focus on the
assigned task(s)
(e.g., the task aligns
with audience,
purpose, and
context).
Demonstrates
awareness of
context,
audience,
purpose, and to
the assigned
tasks(s) (e.g.,
begins to show
awareness of
audience's
perceptions and
assumptions).
Demonstrates
minimal attention
to context,
audience, purpose,
and to the assigned
tasks(s) (e.g.,
expectation of
instructor or self
as audience).
Critical
Thinking
(From Critical
Thinking Value
Rubric)
Specific position
(perspective,
thesis/hypothesis) is
imaginative, taking
into account the
complexities of an
issue.
Limits of position
(perspective,
thesis/hypothesis) are
acknowledged.
Others' points of view
are synthesized within
position (perspective,
thesis/hypothesis).
Specific position
(perspective,
thesis/hypothesis)
takes into account
the complexities of
an issue.
Others' points of
view are
acknowledged
within position
(perspective,
thesis/hypothesis).
Specific position
(perspective,
thesis/hypothesis)
acknowledges
different sides of
an issue.
Specific position
(perspective,
thesis/hypothesis)
is stated, but is
simplistic and
obvious.
Communication
Through
Writing
Skillfully and
intentionally
communicates
meaning to readers
with clarity and
fluency and is
virtually error-free
(uses correct spelling,
punctuation,
Uses language that
generally conveys
meaning to readers.
The language has
few errors.
Uses language
that generally
conveys meaning
to readers with
clarity, although
writing may
include some
errors.
Uses language
(incorrect spelling,
punctuation,
paragraph
formation, word
choice) that
sometimes
impedes meaning
because of errors
in usage.
18
paragraph formation,
and word choice).
Sources and
Evidence
Demonstrates skillful
use of high-quality,
credible, relevant
sources to develop
ideas that are
appropriate for the
discipline and genre of
the writing; illustrates
mastery of the subject,
conveying the writer's
understanding, and
shaping the whole
work.
Demonstrates
consistent use of
credible, relevant
sources to support
ideas that are
situated within the
discipline and genre
of the writing;
explores ideas
within the context of
the discipline and
shape the whole
work.
Demonstrates an
attempt to use
credible and/or
relevant sources
to support ideas
that are
appropriate for
the discipline and
genre of the
writing; uses
appropriate and
relevant content
to develop and
explore ideas
through most of
the work.
Demonstrates an
attempt to use
sources to support
ideas in the
writing in some
parts of the work.
APA and
Grammar (if
applicable)
Research topic or
hypothesis is clearly
defined;
Thoughts are
developed in logical
manner, transitions are
used, and critical
thinking is
demonstrated;
All sources are
appropriate and
properly cited;
Format follows all
APA rules.
Free of grammar and
syntax errors.
All elements of an
advanced paper are
present, but some
are not consistently
utilized (ex: some
transitions may be
missing, critical
thinking may be
limited, a source
may not be directly
related to research
project or may be
improperly cited,
there may be a few
APA errors).
Free of grammar and
syntax errors.
One or more
aspects of an
advanced paper
is/are missing, or
all are
inconsistently
present.
Grammar and/or
syntax errors are
present but do
not interfere with
the reader’s
ability to follow
the argument.
Two or more
aspects of an
advanced paper
are missing, or all
are inconsistently
present.
Grammar and/or
syntax errors
interfere with the
reader’s ability to
follow the
argument.
Level of proficiency: ___________________________
Feedback:
Signature of evaluator: __________________________________ Date: ___/___/____
19
Section IV: Practicum and Internship
Check the box below if each element is in the portfolio. Assess Section IV for proficiency by
checking an area in the rubric that corresponds with student’s practicum and experience.
Attachments: documents verifying liability insurance, background check (if applicable).
A description of where one conducted their practicum and internship.
Name/s of supervisor/s, resume/vitas of supervisor/s
Type of clients seen (most challenging and successful cases and explain why)
Log of hours, daily activity logs (as needed for Practicum and Internship)
Supervisor evaluations, contracts; informed consent forms for supervision (if applicable)
Statement of growth and experience (Appendix B).
Advanced Proficient Developing Beginner or N/A
Format of
Portfolio
Aesthetically pleasing.
Organized. Conveys an
appealing and creative format.
Neatly
organized.
Not clearly
organized.
Missing one or more required
elements; not organized.
Description of
experience:
includes
challenges and
successes
Detailed description of
practicum and/or internship site
with description of clients seen.
Show intentionality in the array
and choice of learning activities.
Description
and
attention to
detail is
adequate.
Needs more work on
description of site
and clients seen.
Missing information and/or poorly
written.
OR
N/A at the time of this assessment
Logs,
signatures,
documentation
Logs are detailed, all signatures
are present, log of activities are
present.
All
required
elements
are present.
Included, but not in
depth to demonstrate
learning activities.
Logs are incomplete and poorly
done.
OR
N/A at the time of this assessment
Reflection
(Appendix B) Includes all elements outlined in
Appendix B written in-depth
with self-reflection.
Includes
information
from
Appendix
B.
Missing information
from Appendix B.
Missing information and/or poorly
written.
OR
N/A at the time of this assessment
Level of proficiency: ___________________________
Feedback:
Signature of evaluator: __________________________________ Date: ___/___/____
20
Section V: Professional Development
Check the box below if each element is in the portfolio. Assess Section V for proficiency by
checking an area in the rubric that corresponds with student’s demonstration of professional
development.
Copy of supporting materials verifying membership in professional organizations
(student membership to NASAP is free).
Summary of other professional activities (i.e., workshop/conference brochures) and how
these experiences add to your professional preparation.
Participation in other related professional activities, subscriptions to professional
journals, publications, presentations (if applicable).
Advanced Proficient Developing Beginner or N/A
Format of
Portfolio
Aesthetically pleasing.
Organized. Conveys an
appealing and creative
format.
Neatly organized. Not clearly organized.
Missing one or more
required elements; not
organized.
Evidence of
Professional
Development
Demonstrates active
participation in a variety of
professional development
activities that add to
student’s preparation in
specialty area.
Demonstrates active
participation in
professional
development
activities that add to
student’s preparation
in specialty area.
Demonstrates
participation in
professional
development activities.
Demonstrates membership
with no participation in
professional development.
Reflection Reflection and critical
thinking is done sufficiently
in depth.
Reflection and
critical thinking is
done sufficiently.
Reflection included
but not in-depth. More
reflection needs to be
done.
Reflection about growth
lacking in one or more
areas.
Level of proficiency: ___________________________
Feedback:
Signature of evaluator: __________________________________ Date: ___/___/____
21
Section VI: Service Activities
Check the box below if each element is in the portfolio. Assess Section VI for proficiency by
checking an area in the rubric that corresponds with student’s demonstration of Service
Activities.
Evidence of social interest and contribution to the community.
Evidence of experiences and learning that occurs within and/or outside the formal
academic program, such as participation in community and volunteer activities.
Advanced Proficient Developing Beginner or N/A
Format of
Portfolio
Aesthetically pleasing.
Organized. Conveys an
appealing and creative
format.
Neatly
organized.
Not clearly
organized.
Missing one or more required
elements; not organized.
Evidence of
Social Interest
and
contribution to
community
Demonstrates a strong
commitment to social
interest through active
contributions to the
community in a variety of
settings.
Demonstrates a
commitment to
social interest
through active
contributions to
the community.
Demonstrates
social interest
through
contributions to the
community.
Demonstrates little to no social
interest through contributions to
the community.
Reflection Reflection of learning
experience is done
sufficiently in depth.
Reflection of
learning
experience is
done sufficiently.
Reflection included
but not in-depth.
More reflection
needs to be done.
Reflection about growth lacking in
one or more areas.
Level of proficiency: ___________________________
Feedback:
Signature of evaluator: __________________________________ Date: ___/___/____
22
Section VII: Adlerian Theory
Check the box below if each element is in the portfolio. Assess Section VII for proficiency by
checking an area in the rubric that corresponds with student’s evidence of understanding of
Adlerian Theory in the following categories:
Adlerian view of human nature;
Adlerian view of the counseling relationship;
Adlerian view: Psychology of Use;
Adlerian approach to intervention;
Adlerian view of the impact of cultural and social conditions.
Advanced Proficient Developing Beginner or N/A
View of Human
Nature Ability to compare and
contrast the Adlerian view of
human nature with those of
other theories.
Ability to explain the
Adlerian view of human
nature, including social
embeddedness and
teleology.
Ability to
describe the
Adlerian view of
human nature,
including social
embeddedness
and teleology.
Cannot describe the
Adlerian view of human
nature
The Counseling
Relationship Able to apply the Socratic
Method in the counseling
relationship.
Ability to identify the
Adlerian view of the
counseling relationship.
Ability to
describe the
counseling
relationship.
Cannot describe the
counseling relationship.
Psychology of
Use
Ability to synthesize an
individual’s line of
movement, purpose of
symptomatic behavior, and/or
development of lifestyle.
Ability to identify an
individual’s line of
movement and purpose
of symptomatic
behavior.
Ability to
describe an
individual’s line
of movement.
Cannot describe the
development of an
individual’s line of
movement.
Approach to
Intervention
Ability to select interventions
in the view of one’s
development, and the
significance of contribution
and courage.
Can justify the selection
of interventions in the
view of one’s
development.
Can describe the
selection of
interventions.
Does not demonstrate
ability to select
interventions.
Cultural and
Social
Conditions Demonstrates an application
of how cultural and social
conditions uniquely impact
the well-being of individuals.
Can explain how
cultural and social
conditions uniquely
impact the well-being
of individuals.
Can explain how
cultural and
social conditions
impact the well-
being of
individuals.
Does not explain how
cultural and social
conditions impact the well-
being of individuals.
Level of proficiency: ___________________________
Feedback:
Signature of evaluator: __________________________________ Date: ___/___/____
23
Section VIII: Multicultural, Social Justice, and Advocacy Competencies
Check the box below if each element is addressed in the portfolio. Assess Section VIII for
proficiency by checking an area in the rubric that corresponds with student’s evidence of
understanding and application of multicultural, social justice, and advocacy work in one’s
specialty area.
See LiveText Portfolio for assignment details.
Counselor Self Awareness
Client Worldview
Counseling Relationship
Counseling and Advocacy Interventions
Advanced
4
Proficient
3
Developing
2
Beginner
1
Knowledge
Cultural self-
awareness
Articulates insights into
own cultural rules and
biases (e.g. seeking
complexity; aware of how
one’s experiences have
shaped these rules, and how
to recognize and respond to
cultural biases, resulting in
a shift in self-description.)
Recognizes new
perspectives about own
cultural rules and
biases (e.g. not looking
for sameness;
comfortable with the
complexities that new
perspectives offer.)
Identifies own cultural
rules and biases (e.g.
with a strong
preference for those
rules shared with own
cultural group and
seeks the same in
others.)
Shows minimal
awareness of own
cultural rules and
biases (even those
shared with own
cultural group(s)) (e.g.
uncomfortable with
identifying possible
cultural differences
with others.)
Knowledge
Knowledge of
cultural worldview
frameworks
Demonstrates sophisticated
understanding of the
complexity of elements
important to members of
another culture in relation
to its history, values,
politics, communication
styles, economy, or beliefs
and practices.
Demonstrates adequate
understanding of the
complexity of elements
important to members
of another culture in
relation to its history,
values, politics,
communication styles,
economy, or beliefs
and practices.
Demonstrates partial
understanding of the
complexity of elements
important to members
of another culture in
relation to its history,
values, politics,
communication styles,
economy, or beliefs
and practices.
Demonstrates surface
understanding of the
complexity of elements
important to members
of another culture in
relation to its history,
values, politics,
communication styles,
economy, or beliefs
and practices.
Skills
Empathy
Interprets intercultural
experience from the
perspectives of own and
more than one worldview
and demonstrates ability to
act in a supportive manner
that recognizes the feelings
of another cultural group.
Recognizes intellectual
and emotional
dimensions of more
than one worldview
and sometimes uses
more than one
worldview in
interactions.
Identifies components
of other cultural
perspectives but
responds in all
situations with own
worldview.
Views the experience
of others but does so
through own cultural
worldview.
Skills
Verbal and
nonverbal
communication
Articulates a complex
understanding of cultural
differences in verbal and
nonverbal communication
(e.g., demonstrates
Recognizes and
participates in cultural
differences in verbal
and nonverbal
communication and
Identifies some cultural
differences in verbal
and nonverbal
communication and is
aware that
Has a minimal level of
understanding of
cultural differences in
verbal and nonverbal
communication; is
24
understanding of the degree
to which people use
physical contact while
communicating in different
cultures or use
direct/indirect and
explicit/implicit meanings)
and is able to skillfully
negotiate a shared
understanding based on
those differences.
begins to negotiate a
shared understanding
based on those
differences.
misunderstandings can
occur based on those
differences but is still
unable to negotiate a
shared understanding.
unable to negotiate a
shared understanding.
Attitudes
Curiosity
Asks complex questions
about other cultures, seeks
out and articulates answers
to these questions that
reflect multiple cultural
perspectives.
Asks deeper questions
about other cultures
and seeks out answers
to these questions.
Asks simple or surface
questions about other
cultures.
States minimal interest
in learning more about
other cultures.
Attitudes
Openness
Initiates and develops
interactions with culturally
different others. Suspends
judgment in valuing her/his
interactions with culturally
different others.
Begins to initiate and
develop interactions
with culturally
different others.
Begins to suspend
judgment in valuing
her/his interactions
with culturally
different others.
Expresses openness to
most, if not all,
interactions with
culturally different
others. Has difficulty
suspending any
judgment in her/his
interactions with
culturally different
others, and is aware of
own judgment and
expresses a willingness
to change.
Receptive to
interacting with
culturally different
others. Has difficulty
suspending any
judgment in her/his
interactions with
culturally different
others, but is unaware
of own judgment.
Reference: Intercultural Knowledge and Competence VALUE Rubric (value@aacu.org)
Level of proficiency: ___________________________
Feedback:
25
Signature of evaluator: __________________________________ Date: ___/___/____
Section IX: Program Competencies
Assess Section IX for proficiency by evaluating each competency using the rating category that
corresponds with student’s demonstration of meeting each competency. Evaluate each
competency (relevant to specialty) below the table. Competencies are organized by 1) Core
Competencies and 2) Program Specialty Area.
Students: After reviewing the objectives and competencies for your program, consider 1) how
you can demonstrate you have met each one, and 2) how the program objectives and
competencies complement your career goals. How have you demonstrated your knowledge, skill,
and attitude (self-reflection) in your work and experiences throughout the program. Add as much
information (e.g., artifacts) as you feel you need in order to demonstrate how you meet each one.
Although the learning competencies can be found throughout the curriculum, we included key
courses in which they are taught.
The below rubric is used to assess all programs.
4 - Advanced 3 - Proficient 2 - Developing 1 – Beginner or N/A
Organization Neatly organizes artifacts
and presentation of portfolio.
Neatly
organized.
Not clearly
organized.
Missing one or more required
elements; not organized.
Integration Exceptional incorporation of
artifacts and additional
information. Evidence
directly related to
competency (evaluate
below).
Artifacts and
additional
information
present in
portfolio.
Some artifacts and
additional
information present
in portfolio.
Missing some
information.
More than half of the competency
areas are not addressed with an
artifact.
Reflection
Reflection shows in-depth
critical analysis of growth
Reflection and
critical thinking
about each
element is
present.
Reflection included
but not in-depth.
More reflection
needs to be done.
Reflection about growth lacking in
one or more areas.
Faculty: Score each core area and specialty area competency using the rubric above.
26
Core Program Competencies
PROFESSIONAL COUNSELING ORIENTATION AND ETHICAL PRACTICE
2.F.1.i - Ethical standards of professional counseling organizations and credentialing bodies,
and applications of ethical and legal considerations in professional counseling.
Courses: 521 (Values, Ethics and Legalities), 521.X, (Program Specific Ethics), Internship
Rating Category: _______________________
SOCIAL AND CULTURAL DIVERSITY
2.F.2.c – multicultural competencies
Courses: 523 (Multicultural Counseling), Intro to Field Experience, Internship
Rating Category: _______________________
HUMAN GROWTH AND DEVELOPMENT
2.F.3.f - Systemic and environmental factors that affect human development, functioning, and
behavior.
Courses: 504 (Abnormal Psychology & DSM-5), 505 (Developmental Psychology),
Internship
Rating Category: _______________________
CAREER DEVELOPMENT
2.F.4.b – Approaches for conceptualizing the interrelationships among and between work,
mental well-being, relationships, and other life roles and factors.
Courses: 511 (Foundations of Adlerian Psychology); 562 (Foundations of Career
Development), Internship
Rating Category: _______________________
COUNSELING AND HELPING RELATIONSHIPS
2.F.5.g – Essential interviewing, counseling, and case conceptualization skills.
27
Courses: 513 (Comparative Theories of Personality & Psychotherapy, 525 (Essential
Interviewing Skills), Internship
Rating Category: ________________________
GROUP COUNSELING AND GROUP WORK
2.F.6.b – Dynamics associated with group process and development
Courses: 532 (Group Psychotherapy and Counseling), Internship
Rating Category: ________________________
ASSESSMENT AND TESTING
2.F.7.e – Use of assessments for diagnostic and intervention planning purposes
Courses: 533 (Clinical Assessment), Practicum, Internship
Rating Category: ________________________
RESEARCH AND PROGRAM EVALUATION
2.F.8.e– Evaluation of counseling interventions and programs (program based)
Courses: 500 (Principles of Research), Internship
Rating Category: ________________________
Signature of evaluator: _________________________________Date: ___/___/____
28
Specialty Area Competencies
Art Therapy (CAAHEP)
History and Theory of Art Therapy
CAAHEP a.K.1 - Identify major contributors and contributions that shaped the field of Art
Therapy
Courses: 551 (Foundations of Art Therapy); 958 (Internship)
Rating Category: ________________________
Professional Orientation and Ethical Practice
CAAHEP b.K.2 - Recognize the ethical principles for practice of the American Art Therapy
Association and the Art Therapy Credentials Board, as well as those of related fields (e.g.,
American Counseling Association)
Courses: 521.5 (Ethical issues in Art Therapy); 551 (Foundations of Art Therapy); 958
(Internship)
Rating Category: ________________________
Materials and Techniques of Art Therapy Practice
CAAHEP c.K.1 - Describe theory of specific properties and effects of art processes and
materials informed by current research such as Expressive Therapies Continuum
Courses: 551 (Foundations of Art Therapy); 556 (Art Therapy Studio: Media Explorations);
958 (Internship)
Rating Category: ________________________
Creativity, Symbolism and Metaphor
CAAHEP d.A.1 - Demonstrate belief in the value of using art-making as a method for
exploring personal symbolic language
Courses: 551 (Foundations of Art Therapy); 556 (Art Therapy Studio: Media Explorations);
958 (Internship)
Rating Category: ________________________
Group Work
29
CAAHEP e.K.2 - Explain dynamics associated with group process and development
Courses: 553 (Group Art Therapy); 958 (Internship)
Rating Category: ________________________
Assessments
CAAHEP f.A.2 - Incorporate critical thinking skills when determining the role of assessment
in diagnosis and diagnosing in the field of Art Therapy
Courses: 555 (Art Therapy Assessment); 958 (Internship)
Rating Category: ________________________
Thesis or Culminating Project
CAAHEP g.S.2 - Complete the professional portfolio that is based on the successful
culmination of experience-based materials and reflective infromation that demonstrates
various dimensions of graduate students work, philosophy, academic and clinical skills and
attitudes. The portfolio will be a syntheis of professional growth and program specific learning
outcomes.
Courses: 512 (Introduction to Professional Writing); 957 (Practicum); 604 (Portfolio Defense)
Rating Category: ________________________
Human Growth and Development
CAAHEP h.K.1 - Examine theoretical and biopsychosocial roots of developmental crises,
trauma, disabilities, addictions, and exceptionality on development across the lifespan
Courses: 505 (Developmental Psychology); 552 (Art Therapy with Children & Adolescents);
958 (Internship)
Helping Relationships
CAAHEP i.S.1 - Utilize art materials and processes within the context of building the
therapeutic relationship
Courses: 551 (Foundations of Art Therapy); 537 (Advanced Counseling Skills); 958
(Internship)
Rating Category: ________________________
30
CAAHEP i.S.3 - Demonstrate case conceptualization skills
Courses: 957 (Practicum); 958 (Internship)
Rating Category: ________________________
Psychopathology and Diagnosis
CAAHEP j.S.2 - Exhibit a basic understanding of art-based indicators of mental
disorders/psychopathology in patient/client artwork
Courses: 504 (Abnormal Psychology); 555 (Art Therapy Assessment); 958 (Internship)
Rating Category: ________________________
Psychological and Counseling Theories
CAAHEP k.A.1 - Recognize the implications of applying theoretical foundations to
therapeutic practice
Courses: 511 (Foundation of Art Therapy); 537 (Advanced Counseling Skills); 958
(Internship)
Rating Category: ________________________
Appraisal and Evaluation
CAAHEP l.S.1 - Apply risk assessment strategies and tools (danger to self, others)
Courses: 533 (Clinical Assessment); 555 (Art Therapy Assessment), 958 (Internship)
Rating Category: ________________________
Research
CAAHEP m.K.3 - Describe art-based research methodologies as related to art therapy
Courses: 500 (Research); 604 (Portfolio Defense)
Rating Category: ________________________
Social and Cultural Diversity
31
CAAHEP n.S.2 - Multicultural counseling competencies: Make use of experiential learning
activites (e.g. a cultural genogram) designed to explore and develop student cultural and social
self-awareness including self-assessment of attitudes, beliefs , and acculturative experiences
Courses: 551 (Foundations of Art Therapy); 558 (Multicultural Art Therapy); 958 (Internship)
Rating Category: ________________________
Studio Art
CAAHEP o.A.1 - Display connections to a personal creative process and artist identity
Courses: 551 (Foundations of Art Therapy); 556 (Art Therapy Studio: Media Explorations);
604 (Portfolio Defense)
Rating Category: ________________________
Specializations
CAAHEP p.S.1 - Demonstrate advanced knowledge of a well-defined, specialized area of
clinical or community-based practice
Courses: 557.x (Special Topics in Art Therapy); 958 (Internship)
Rating Category: ________________________
Career Development
CAAHEP q.S.2 - Use approaches for assessing the relationship between career development
and client match in terms of lifestyle, life roles and mental health factors
Courses: 511 (Foundations of Adlerian Psychology); 562 (Career Development); 958
(Internship)
Rating Category: ________________________
Signature of evaluator: _________________________________Date: ___/___/____
32
Clinical Mental Health Counseling (CACREP)
CMHC FOUNDATIONS
5.C.1.b – Theories and Models Related to Clinical Mental Health Counseling
Courses: 503 (Introduction to the Counseling Profession), 513 (Comparative Theories of
Personality & Psychotherapy), 537 (Advanced Approaches to Counseling & Psychotherapy
Skills)
Rating Category: ________________________
CMHC CONTEXTUAL DIMENSIONS
5.C.2.d – Diagnostic process, including differential diagnosis and the use of current diagnostic
classification systems, including the Diagnostic and Statistical Manual of Mental Disorders
(DSM) and the International classification of Diseases (ICD)
Courses: 504 (Abnormal Psychology & DSM-5), 533 (Clinical Assessment), 937 (Practicum
in Mental Health Counseling)
Rating Category: ________________________
CMHC PRACTICE
5.c.3.e - Strategies to advocate for persons with mental health issues.
Courses: 503 (Introduction to the Counseling Profession), 523 (Multicultural Counseling),
938 (Internship in Mental Health Counseling)
Rating Category: ________________________
Signature of evaluator: _________________________________Date: ___/___/____
33
Co-Occurring Disorders Counseling (CACREP)
ADDICTIONS FOUNDATIONS
5.A.1.b Theories and models of addiction related to substance use as well as behavioral and
process addictions.
Courses: 516 (Foundations of Addictions and Co-Occurring Disorders), 585 (Integrative
Seminar – COD), 988 (Internship)
Rating Category: ________________________
ADDICTIONS CONTEXTUAL DIMENSIONS
5.A.2.i. Diagnostic process, including differential diagnosis and the use of current diagnostic
classification systems, including the Diagnostic and Statistical Manual of Mental Disorders
(DSM) and the International Classification of Diseases (ICD)
Courses: 504 (abnormal Psychology & DSM-5), 583 (Case Management for Co-
Occurring Disorders), 987 (Practicum in Co-Occurring Disorders)
Rating Category: ________________________
ADDICTIONS PRACTICE
5.A.3.d. Techniques and interventions related to substance abuse and other addictions.
Courses: 525 (Essential Interviewing Skills), 584 (Best Practices in Co-Occurring Disorders),
988 (Internship in Co-Occurring Disorders)
Rating Category: ________________________
Signature of evaluator: _________________________________Date: ___/___/____
34
Marriage, Couples, And Family (CACREP)
5.F.1.b theories and models of family systems and dynamics
Courses: 541 (Theories of Family Therapy), 543 (Family Therapy), 948 (Internship in
Marriage and Family Therapy)
Rating Category: ________________________
5.F.2.c family assessments, including diagnostic interviews, genograms, family mapping,
mental diagnostic status examinations, symptom inventories, and psychoeducational and
personality assessments
Courses: 541 (Theories of Family Therapy), 542 (Couples Counseling), 948 (Internship in
Marriage and Family Therapy)
Rating Category: ________________________
5.F.3.b fostering family wellness
Courses: 511 (Foundations of Adlerian Psychology), 543 (Family Therapy), 947 ( Practicum
in Marriage and Family Therapy)
Rating Category: ________________________
Signature of evaluator: _________________________________Date: ___/___/____
35
School Counseling (MN BOT)
A. The school counselor must understand: the need for student advocacy, including crisis
intervention, suicide prevention and intervention, violence prevention, conflict and
disciplinary resolution and mediation, and how to mediate conflict and intervene effectively in
conflict management and disciplinary prevention and intervention situations.
Courses: 503 (Introduction to the Counseling Profession), 521.1 (Values, Ethics, & Legalities
in School Counseling), 575 (Clinical Issues in School Counseling)
570 (Foundations of 21st Century School Counseling) for those who started prior to July 2018
Rating Category: ________________________
B. A school counselor understands how children, youth, and adults learn and develop and
provides learning opportunities that support their intellectual, social, and personal
development.
Courses: 505 (Developmental Psychology), 544 (Counseling Children and Adolescents), 572
(Counseling Exceptional Children)
Rating Category: ________________________
C. School counselor understands how students differ in their approaches to counseling and
guidance and creates instructional and counseling opportunities that are adapted to students
from diverse cultural backgrounds and with exceptionalities.
Courses: 523 (Multicultural Counseling), 572 (Counseling Exceptional Children)
Rating Category: ________________________
D. A school counselor understands and uses a variety of instructional and counseling strategies
to encourage student development of critical thinking, problem solving, and performance
skills.
Courses: 572 (Counseling Exceptional Children), 573 (Advanced School Counseling Skills),
574 (Career Development in Schools)
Rating Category: ________________________
36
E. A school counselor applies the understanding of individual and group motivation and
behavior to create a counseling and learning environment that encourages positive social
interaction, active engagement in learning, and self-motivation. The school counselor must
understand: 1. Interpersonal dynamics in individual and group counseling settings; 2.
classroom guidance dynamics; 3. motivational and learning characteristics, classroom
guidance, and mental health curricula; and 4. the applicaiton of counseling, human
development, and the career theories to the classroom setting.
Courses: 525 (Essential Inteviewing Skills), 571 (Group Counseling in Schools), 573
(Advanced School Counseling Skills), 574 (Career Development in Schools)
Rating Category: ________________________
F. A school counselor uses knowledge of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and supportive interaction in
the classroom.
Courses: 523 (Multicultural Counseling), 525 (Essential Interviewing Skills), Internship
Rating Category: ________________________
G. A school counselor plans and manages counseling and guidance instruction based upon
knowledge of subject matter, students, the community, and guidance curriculum goals.
Courses: 571 (Group Counseling in Schools), 573 (Advanced School Counseling Skills), 574
(Career Development in Schools)
Rating Category: ________________________
H. A school counselor understands and uses formal and informal assessment strategies to
evaluate and ensure continuous intellectual, social, and physical development of the learner.
The school counselor must understand: the theoretical basis for educational, career, and other
assessment techniques and interpretation for which they are appropriately trained.
Courses: 570 (Foundations of 21st Century School Counseling), 573 (Foundations of School
Counseling), 574 (Career Development in Schools), 575 (Clinical Issues in School
Counseling)
Rating Category: ________________________
37
I. A school counselor is a reflective practitioner who continually evaluates the effects of
choices and actions on others and who actively seeks opportunities to grow professionally.
Courses: 500 (Principles of Research), 503 (Introduction to the Counseling Profession), 978
(Internsip in School Counseling), 977 (Practicum in School Counseling)
570 (Foundations of 21st Century School Counseling) for students who started prior to July
2018
Rating Category: ________________________
J. A school counselor communicates and interacts with parents or guardians, families, school
colleagues, and the community to support student learning and well-being.
Courses: 511 (Foundations of Adlerian Psychology), 521.1 (Values, Ethics, and Legalities in
School Counseling), 544 (Counseling Children and Adolescents)
Rating Category: ________________________
K. The school counselor demonstrates through pre-practicum and practicum experiences the
ability to provide educational counseling services to students.
Courses: 977 (Practicum in School Counseling), 978 (Internship in School Counseling),
Rating Category: ________________________
Signature of evaluator: _________________________________Date: ___/___/____
38
Section X: Professional Documentation
Check the box below if each element is in the portfolio. Assess Section X for proficiency by
checking an area in the rubric that corresponds with student’s demonstration of meeting the
below requirements.
Resume
Letters of recommendation
List of professional references
4 - Advanced 3 - Proficient 2 - Developing 1 – Beginner or N/A
Format of
Portfolio
Aesthetically pleasing.
Organized. Conveys an
appealing and creative
format.
Neatly
organized.
Not clearly
organized.
Missing one or more required
elements; not organized.
Professional
Documents
Attachments are appropriate
and professional.
Demonstrated excellent
editing and attention to
detail.
Attachments are
appropriate and
professional.
Attachments are
questionable.
Attachments are not professional
or appropriate.
Feedback:
Signature of evaluator: __________________________________ Date: ___/___/____
39
Appendix A
1) Statement of Emerging Professional Identity and Goals:
1. Introduce yourself and write about your journey in choosing the professional field of
counseling.
2. The impact of cultural identity(s), values, and experiences that led you to consider a
career in mental health.
3. What is your view of social justice and advocacy in your profession?
4. State your present interest and goals for graduate study, as well as your plans for utilizing
your degree.
5. What are your thoughts about how people change?
6. What counseling settings and or populations do you think you are interested in serving?
Why?
7. What skills do you believe you already possess that will help you in this field?
8. What skills do you hope to gain from this program?
2) Action Plan:
1. Based on what you learned in your Foundations course, evaluate the strengths and
growing edges you bring to graduate study.
2. Describe and/or outline a concrete action plan for meeting the goals of your graduate
study and other learning and professional experiences. For example, outline planned
courses on a semester by semester basis.
3. The statement should also include a plan for other learning and professional experiences
that you intend to pursue as part of your overall preparation: e.g., professional
memberships, credentialing requirements, ongoing professional development outside the
classroom, community involvement, areas of interest you may pursue in research papers,
reading, etc.
40
Appendix B
While enrolled in your practicum course, add a reflection of your growth in your portfolio. This
portfolio submission is partial fulfillment of requirements for moving on to Internship. This
reflection should discuss growth and gains toward achieving the program objectives (use the core
program competencies and specialty area competencies n this manual).
1) Select three (3) objectives of your choice that you feel are your strengths at this time, and
answer the following for each objective:
a. What have you learned in this area?
b. What learning experiences were particularly meaningful?
c. Which of the competencies, experiences, and skills relative to this objective do you
consider most valuable?
d. In what settings do you plan to use this objective.
2) Select three (3) additional objectives of your choice that you feel you can work on or
growing edges at this time, and answer the following for each objective:
a. What have you learned in this area?
b. What additional information do you need to increase your competence in this area?
c. Briefly outline a plan to achieve your desired competency level.
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