Assessment System for Warner Counseling Preparation Programs

Conceptual frameworkCandidates’ Targeted ProficienciesCandidates’ Targeted Proficiencies AddressedSummary of Major Summative Assessments & Assessments at Transition Points

Conceptual framework We strive to prepare counselors who will empower their clients and students to create more rewarding and meaningful lives and relationships; to become more self-reflective, caring and compassionate persons; and, to contribute to the reform of the systems in which their lives are embedded. This mission is based on a contextual and ecological perspective of professional counseling that acknowledges the importance of personal development, while recognizing that individual lives are embedded in a variety of relationships and social systems.

More specifically, our school and community mental health counseling programs are characterized by the following principles and related program standards: A solid grounding in professional knowledge in counseling theory and practice:

Candidates should have a good understanding of the knowledge base of the field and the ability to put this knowledge into practice. Candidates should be able to develop their own integrative model of counseling and clinical supervision based on well-researched approaches.

The recognition of the counselor’s role as an agent of institutional change, social justice and personal empowerment: Candidates should be able to help students and clients understand and respond to broad problems and issues that are often the genesis of individual problems; help clients focus beyond individual counseling; connect them to community resources; advocate on their behalf; and, work collectively for social justice and school and/or community improvement in order to foster the healthy development of all students.

The recognition that human development, counseling and education occur in historical, cultural and social contexts: Candidates should understand that the fields of counseling and teaching are constituted by broader contexutal processes; that human development, counseling and education all involve processes that happen in a sociocultural and historical context; and, that the nature of development derives largely from the nature of those contextual forces.

An appreciation of the diversity of traditions, disciplines, practices and cultures that generate the wealth of counseling resources: Candidates should understand multicultural issues as they pertain to both the theory and practice of counseling, and recognize that multicultural awareness and competence are essential to the aims of social justice and community service.

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Candidates’ Targeted Proficiencies

Core Curriculum for Community Mental Health and School Counseling Students

1. Professional Orientation and Ethical Practice: An understanding of all of the following aspects of professional practice:

1a) History/Philosophy of the counseling profession

1b) Professional roles functions, and relationships with other human service providers, including strategies for interagency/interorganization collaboration and communications; 1c) Counselors' roles and responsibilities as members of an interdisciplinary emergency management response team during a local, regional, or nationalcrisis, disaster or other trauma-causing event 1d) Self-care strategies appropriate to the counselor role

1e) Counseling supervision models, practices, and processes

1f) Professional organizations including membership benefits, activities, services to members, and current issues 1g) Professional credentialing including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues 1h) The role and process of the professional counselor advocating on behalf of the profession 1i) Advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients 1j) Ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling

2. Social and Cultural Diversity studies that provide an understanding of the cultural context of relationships, issues, and trends in a multicultural society, including all of the following:

2a) Multicultural and pluralistic trends, including characteristics and concerns within and among diverse groups nationally and internationally 2b) Attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities designed to foster students’ understanding of self and culturally diverse clients 2c) Theories of multicultural counseling, identity development, and social justice

2d) Individual, couple, family, group, and community strategies for working with and advocating for diverse populations, including multicultural competencies 2e) Counselors’ roles in developing cultural self-awareness, promoting cultural social justice, advocacy and conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, or body 2f) Counselors’ roles in eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination

3. Human Growth and Development: studies that provide an understanding of the nature and

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needs of persons at all developmental levels and in multicultural contexts, including all of the following:

3a) Theories of individual and family development and transitions across the life span theories of individual and family development and transitions across the lifespan 3b) Effects of crises, disasters, and other trauma-causing events on persons of all ages

3c) Theories and models of individual, cultural, couple, family, and community resilience

3d) A general framework for understanding exceptional abilities and strategies for differentiated interventions 3e) Human behavior, including an understanding of developmental crises, disability, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior 3f) Theories and etiology of addictions and addictive behaviors, including strategies for prevention, intervention, and treatment 3g) Theories for facilitating optimal development and wellness over the life span

4. Career Development: studies that provide an understanding of career development and related life factors, including all of the following:

4a) Career development theories and decision-making models

4b) Career, avocational, educational, occupational and labor market information resources, and career information systems 4c) Career development program planning, organization, implementation, administration, and evaluation 4d) Interrelationships among and between work, family, and other life roles and factors, including the role of multicultural issues in career development 4e) Career and educational planning, placement, follow-up, and evaluation

4f) Assessment instruments and techniques relevant to career planning and decision making

4g) Career counseling processes, techniques, and resources, including those applicable to specific populations in a global economy

5. Helping Relationships: studies that provide an understanding of the counseling process in a multicultural society, including all of the following:

5a) An orientation to wellness and prevention as desired counseling goals

5b) Counselor characteristics and behaviors that influence helping processes

5c) Essential interviewing and counseling skills

5d) Counseling theories that provide the student with models to conceptualize client

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presentation and that help the student select appropriate counseling interventions. Students will be exposed to models of counseling that are consistent with current professional research and practice in the field so they begin to develop a personal model of counseling 5e) A systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions

5f) A general framework for understanding and practicing consultation

5g) Crisis intervention and suicide prevention models, including the use of psychological first aid strategies6. Group Work: studies that provide both theoretical and experiential understandings of group purpose, development, dynamics, theories, methods, skills, and other group approaches in a multicultural society, including all of the following: 6a) Principles of group dynamics, including group process components, developmental stage theories, group members’ roles and behaviors, and therapeutic factors of group work 6b) Group leadership or facilitation styles and approaches, including characteristics of various types of group leaders and leadership styles 6c) Theories of group counseling, including commonalities, distinguishing characteristics, and pertinent research and literature 6d) Group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness 6e) Direct experiences in which students participate as group members in a small group activity, approved by the program, for a minimum of 10 clock hours over the course of one academic term7. Assessment: studies that provide an understanding of individual and group approaches to assessment and evaluation in a multicultural society, including all of the following:

7a) Historical perspectives concerning the nature and meaning of assessment 7b) Basic concepts of standardized and nonstandardized testing and other assessment techniques, including norm-referenced and criterion-referenced assessment, environmental assessment, performance assessment, individual and group test and inventory methods, psychological testing, and behavioral observations 7c) Statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations 7d) Reliability (i.e., theory of measurement error, models of reliability, and the use of reliability information) 7e) Validity (i.e., evidence of validity, types of validity, and the relationship between reliability and validity) 7f) Social and cultural factors related to the assessment and evaluation of individuals, groups, and specific populations 7g) Ethical strategies for selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling8. Research and Program Evaluation: studies that provide an understanding of research methods, statistical analysis, needs assessment, and program evaluation, including all of the following: 8a) The importance of research in advancing the counseling profession

8b) Research methods such as qualitative, quantitative, single-case designs, action research, and

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outcome-based research 8c) Statistical methods used in conducting research and program evaluation 8d) principles, models, and applications of needs assessment, program evaluation, and the use of findings to effect program modifications 8e) The use of research to inform evidence-based practice

8F) ethical and culturally relevant strategies for interpreting and reporting theresults of research and/or program evaluation studies

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Candidates’ Targeted Proficiencies AddressedBelow, the reader will find two subsections that pertain to this particular section on addressing the targeted proficiencies detailed in the previous section. The first subsection, Candidates’ Targeted Proficiencies Addressed I: Common Core Classes, is a table that shows where targeted proficiencies are addressed in the core curriculum (i.e., curriculum that is shared by both school counseling M.S. students and community mental health counseling M.S. students. The second subsection, Candidates’ Targeted Proficiencies Addressed II: Program Specific Classes, includes targeted proficiencies that are met in program specific coursework (i.e., coursework that is exclusive to school counseling or community mental health counseling). Please note the “key” situated at the end of each table detailing the classes designed as numbers in the table).

Candidates’ Targeted Proficiencies Addressed I: Common Core Classes

Core Curriculum Classes* 1 2 3 4 5 6 7 8 9

1. Professional Orientation and Ethical Practice 1a History/philosophy 1b Professional roles X1c Counselors' roles X 1d Self-care strategies X X1e Counseling supervision X X1f Professional organizations X1g Professional credentialing 1h Role and process - advocating 1i Advocacy processes 1j Ethical standards X X X X

2. Social and Cultural Diversity 2a Multicultural trends X X 2b Attitudes and beliefs X X 2c Theories of multicultural counseling X 2d Multicultural competencies X 2e Self-awareness/social justice X X X 2f Eliminating bias, prejudice, discrimination X X X X X

3. Human Growth and Development 3a Theories of human development X 3b Theories of personality X X 3c Effects of crises/disasters X 3d Theories of resilience X X 3e Exceptional abilities X X 3f Human behavior X X

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3g Theories of addictions 3h Theories of optimal development X X

4. Career Development 4a Career development theories X 4b Career information X 4c Career development programs X 4d Influences on career development X 4e Career planning X 4f Career assessment instruments X X 4g Career counseling processes X

5. Helping Relationships 5a Orientation to wellness X X5b Counselor characteristics X X5c Counseling skills X X5d Counseling theories X 5e Systems perspective X X 5f Consultation practices 5g Crisis intervention/suicide prevention X X X

6. Group Work 6a Group dynamics X 6b Group leadership styles X 6c Theories of group counseling X 6d Group counseling models X 6e Direct experiences X

7. Assessment 7a Historical perspectives X 7b Basic concepts X 7c Statistical concepts X X 7d Reliability X X 7e Validity X X 7f Social and cultural factors X 7g Strategies for implementation X

8. Research and Program Evaluation 8a Importance of research X 8b Research methods X 8c Statistical methods X 8d Needs assessment X 8e Use of research to inform X 8f Ethical and cultural strategies X

*Core Curriculum Class Key

1= ED 486 Research Methods 2= ED 429 Theories of Human Development

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3= EDE 417 Crisis Counseling and Disaster Mental Health4= EDU 453 Counseling and Facilitating in Small Groups5= EDU 454 Career Counseling and Development6= EDU 457/460 Counseling Theory and Practice I & II7= EDU 470 Multicultural Perspectives in Counseling8= EDU 465 Assessment & Appraisal9= EDF 458 Counseling Practicum

Candidates’ Targeted Proficiencies Addressed II: Program Specific Classes

  Mental Health Core* School Core**

Program Specific Classes 1 2 3 4 5 1 2 3

Professional Orientation and Ethical Practice

History/Philosophy     X         X    Professional roles     X     X   X X XCounselors' roles               X X  Self-care strategies   X X     X   X   XCounseling supervision     X             XProfessional organizations     X     X   X   XProfessional credentialing     X   X X   X   XRole and process - Advocating     X     X   X X  Advocacy processes     X         X X  Ethical standards     X     X   X X XSocial and Cultural Diversity Multicultural trends   X                Attitudes and beliefs   X                Theories of multicultural counseling

                   

Multicultural competencies   X X              Self-awareness/social justice     X X X       X  Eliminating bias, prejudice, discrimination

    X   X     X X  

Human Growth and Development Theories of human development   X                Theories of personality                    Effects of crises/disasters                    Theories of resilience   X                Exceptional abilities               X X  

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Human behavior   X X              Theories of addictions         X       X  Theories of optimal development                    Career Development Career development theories                    Career information                    Career development programs                    Influences on career development                    Career planning                    Career assessment instruments                    Career counseling processes                    Helping Relationships Orientation to wellness         X          Counselor characteristics     X              Counseling skills     X              Counseling theories                    Systems perspective   X                Consultation practices     X           X  Crisis intervention/suicide prevention

                   

Group Work Group dynamics                    Group leadership styles                    Theories of group counseling                    Group counseling models                    Direct experiences                    Assessment Historical perspectives                    Basic concepts       X            Statistical concepts                    Reliability                    Validity                    Social and cultural factors                    Strategies for implementation                    Research and Program Evaluation Importance of research                    Research methods                    Statistical methods                    Needs assessment                    Use of research to inform                    Ethical and cultural strategies                    

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*Mental Health Core Class Key

1= EDU 439 Interpersonal Systems in Counseling and Human Development

2= EDU 472 Principles and Practices of Community Mental Health Counseling

3= EDU 466/473 Problem Identification and Intervention in Counseling I & II

4= EDU 474 Addictions Counseling and Prevention5= EDF 458 Supervised Internship in Community Mental

Health Counseling

** School Counseling Core Class Key

1= EDU 450 Introduction to School Counseling2= EDU 459 Contemporary Issues in School Counseling3= EDU 451/452 Supervised Internship in School Counseling

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The above graphic gives a snapshot of our process for assessing characteristics of program applicants. All of the assessment instruments used in this admissions process can be found in the Warner School Self-Study. The process depicted above applies to all applicants to the M.S. in Community Mental Health Counseling and the M.S. degrees in School Counseling. The multiple sourced data collected at this point serves as a baseline for future assessments.

Master’s Student Evaluation: 1. Characteristics of M.S. Program Applicants

Summary of Major Summative Assessments and Assessments at Transition Points

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After being admitted to their respective programs, master’s students from both the School Counseling and Community Mental Health Counseling programs are the subject of an ongoing, multipronged system of evaluation. For the first source of data, all students are evaluated in individual classes through the use of rubrics (included in the Self-Study) that reflect required outcomes for the 2009 CACREP standards. Our second source of data comes from biweekly faculty meetings that are used to discuss ongoing problems with student dispositions and academic challenges. If necessary, students may be given a remediation plan to correct problems that need immediate attention. The third source of data) comes at the annual review of students at which point, all students are evaluated using collective faculty input and the use of a formalized assessment instrument, which is included in the Self-Study.

Master’s Student Evaluations:2. Ongoing Systematic Evaluation

The First Milestone Assessment is designed to ensure that students are developmentally prepared to enter their first clinical experience, i.e., the Practicum in School Counseling or the Practicum in Community Mental Health Counseling. This point of assessment is designed to have a major cognitive component and a major dispositional component. For students in the M.S. in School Counseling track, the cognitive component is contained in the requirements for Introduction to School Counseling. Introduction to Counseling Theory and Practice I has elements of both dispositional and cognitive competency. This course is of particular importance in that students are asked to assume the role of both counselor and client, and under these conditions, dispositional issues are apt to arise. For students in the M.S. in Community Mental Health Counseling program, the major cognitive component of this evaluation is contained in the Problem Identification and Intervention in Counseling I class. As with the School Counseling students, Counseling Theory and Practice I serves a major gatekeeping role concerning issues of disposition and readiness for clinic. In all cases, students are reviewed in the biweekly faculty meeting.

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Master’s Student Evaluations: 3. First Milestone Assessment of Master’s Students

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Master’s Student Evaluation:4. Second Milestone Assessment of Master’s Students

The Second Milestone Assessment is designed to gather multiple sources of data to determine the student’s readiness and suitability to begin their internship work. Successful completion of Counseling Theory and Practice II indicates that students have assimilated the necessary didactic work related to basic counseling technique and that they have demonstrated adequate skill in simulation exercises to advance to internship. For Community Mental Health Counseling students, satisfactory completion of Problem Identification and Intervention II is a pre-requisite for admission to Internship in Community Mental Health Counseling. For master’s students in both tracks, the multiple data sources received from the various stakeholders in the Practicum are carefully considered before students are allowed to begin internship. All students are formally reviewed in late spring by the core faculty at which point all of the available data is used to determine the student’s suitability for internship work.

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The Third Milestone Assessment, conducted after students have completed their respective internship experiences, has as its main goal to assess students’ readiness to graduate from the program and begin their postgraduate professional experiences. It also allows faculty to patterns among individual degree programs regarding overall proficiencies of their graduates. For this assessment, multiple data points are utilized including comprehensive reviews by the internship site supervisor, university supervisor, and group supervisor. In addition, during the course of the internship, the clinical coordinator makes direct contact with the site supervisor on a regular basis to monitor the progress of the student. When the core faculty meets for their formal assessment of students in the annual spring review, each potential graduate is subjected to one last general screening process.

Master’s Student Evaluation:5. Third Milestone Assessment of Master’s Students

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Admissions EvaluationPersonal StatementWriting SampleTranscriptsReference LettersIndividual InterviewGroup InterviewCore Faculty Deliberation

Ongoing Evaluation for Duration of the Program

Class Evaluations Using 2009 Standard-Based RubricsBiweekly Faculty DiscussionsAnnual Review of Students

Milestone 1: Preclinical Evaluation

SC*: Theory & Practice I Introduction to SC

CMHC**: Theory & Practice I Problem Identification I

Core Faculty Deliberation

Milestone 2:Clinical Evaluation

SC: Theory & Practice II Practicum in SC

CMHC: Problem Identification II Practicum in CMHC

Core Faculty Deliberation

Milestone 3:Post-Clinical Cumulative

Evaluation

SC: Internship in SC I & IICMHC: Internship in CMHC I & II

Core Faculty Deliberation

M.S. School Counseling & M.S. Community Mental Health Counseling Student Evaluation Overview

*School Counseling**Community Mental Health Counseling