Transcript
Page 1: PROFESSIONAL PORTFOLIO MANUAL 2018-2019 · Professional Portfolio Touchpoint Evaluations ... portfolio associated with your program (e.g., School Counseling, Clinical Mental Health

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.

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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: ___/___/____

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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: ___/___/____

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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: ___/___/____

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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: ___/___/____

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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: ___/___/____

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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

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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 ([email protected])

Level of proficiency: ___________________________

Feedback:

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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.

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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.

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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: ___/___/____

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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

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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: ________________________

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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

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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: ___/___/____

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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: ___/___/____

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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: ___/___/____

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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: ___/___/____

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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: ________________________

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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: ________________________

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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: ___/___/____

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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: ___/___/____

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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.

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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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