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  • PROFESSIONAL PORTFOLIO MANUAL

    2018-2019

    Specialty Areas:

    Art Therapy

    Clinical Mental Health Counseling

    Co-Occurring Disorders Counseling

    Marriage and Family Therapy

    School Counseling

    Last updated: September 25, 2019

    Master of Arts degree in Adlerian Counseling and Psychotherapy

  • 2

    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

  • 3

    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

  • 4

    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.

  • 5

    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.

    https://www.livetext.com/c1_help/tools/visitor_pass/create_pass.html

  • 6

    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.

  • 7

    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:

  • 8

    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.

  • 9

    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

  • 10

    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: ___/___/____

  • 11

    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: ___/___/____

  • 12

    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: ___/___/____

  • 13

    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.

  • 14

    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.

  • 15

    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: ___/___/____

  • 16

    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: ___/___/____

  • 17

    Section III: Writing Competence

    Check the box below if each element is in the portfolio. Assess Section III for proficiency by

    checking an area in the rubric that corresponds with student’s course work.

    Showcases attachments that demonstrate academic writing (e.g., literature reviews) 1. Introduced: 511, 512 Reinforced: TBD Applied: Final Portfolio Review

    Professional documentation (e.g., clinical documentation, 504 plans, referrals, intervention plans, evaluation/assessment plans).

    Assessment Advanced (4) Proficient (3) Developing (2) Beginner (1)

    Context of and

    Purpose for

    Writing

    Demonstrates a

    thorough

    understanding of

    context, audience, and

    purpose that is

    responsive to the

    assigned task(s) and

    focuses all elements of

    the work.

    Demonstrates

    adequate

    consideration of

    context, audience,

    and purpose and a

    clear focus on the

    assigned task(s)

    (e.g., the task aligns

    with audience,

    purpose, and

    context).

    Demonstrates

    awareness of

    context,

    audience,

    purpose, and to

    the assigned

    tasks(s) (e.g.,

    begins to show

    awareness of

    audience's

    perceptions and

    assumptions).

    Demonstrates

    minimal attention

    to context,

    audience, purpose,

    and to the assigned

    tasks(s) (e.g.,

    expectation of

    instructor or self

    as audience).

    Critical

    Thinking

    (From Critical

    Thinking Value

    Rubric)

    Specific position

    (perspective,

    thesis/hypothesis) is

    imaginative, taking

    into account the

    complexities of an

    issue.

    Limits of position

    (perspective,

    thesis/hypothesis) are

    acknowledged.

    Others' points of view

    are synthesized within

    position (perspective,

    thesis/hypothesis).

    Specific position

    (perspective,

    thesis/hypothesis)

    takes into account

    the complexities of

    an issue.

    Others' points of

    view are

    acknowledged

    within position

    (perspective,

    thesis/hypothesis).

    Specific position

    (perspective,

    thesis/hypothesis)

    acknowledges

    different sides of

    an issue.

    Specific position

    (perspective,

    thesis/hypothesis)

    is stated, but is

    simplistic and

    obvious.

    Communication

    Through

    Writing

    Skillfully and

    intentionally

    communicates

    meaning to readers

    with clarity and

    fluency and is

    virtually error-free

    (uses correct spelling,

    punctuation,

    Uses language that

    generally conveys

    meaning to readers.

    The language has

    few errors.

    Uses language

    that generally

    conveys meaning

    to readers with

    clarity, although

    writing may

    include some

    errors.

    Uses language

    (incorrect spelling,

    punctuation,

    paragraph

    formation, word

    choice) that

    sometimes

    impedes meaning

    because of errors

    in usage.

  • 18

    paragraph formation,

    and word choice).

    Sources and

    Evidence

    Demonstrates skillful

    use of high-quality,

    credible, relevant

    sources to develop

    ideas that are

    appropriate for the

    discipline and genre of

    the writing; illustrates

    mastery of the subject,

    conveying the writer's

    understanding, and

    shaping the whole

    work.

    Demonstrates

    consistent use of

    credible, relevant

    sources to support

    ideas that are

    situated within the

    discipline and genre

    of the writing;

    explores ideas

    within the context of

    the discipline and

    shape the whole

    work.

    Demonstrates an

    attempt to use

    credible and/or

    relevant sources

    to support ideas

    that are

    appropriate for

    the discipline and

    genre of the

    writing; uses

    appropriate and

    relevant content

    to develop and

    explore ideas

    through most of

    the work.

    Demonstrates an

    attempt to use

    sources to support

    ideas in the

    writing in some

    parts of the work.

    APA and

    Grammar (if

    applicable)

    Research topic or

    hypothesis is clearly

    defined;

    Thoughts are

    developed in logical

    manner, transitions are

    used, and critical

    thinking is

    demonstrated;

    All sources are

    appropriate and

    properly cited;

    Format follows all

    APA rules.

    Free of grammar and

    syntax errors.

    All elements of an

    advanced paper are

    present, but some

    are not consistently

    utilized (ex: some

    transitions may be

    missing, critical

    thinking may be

    limited, a source

    may not be directly

    related to research

    project or may be

    improperly cited,

    there may be a few

    APA errors).

    Free of grammar and

    syntax errors.

    One or more

    aspects of an

    advanced paper

    is/are missing, or

    all are

    inconsistently

    present.

    Grammar and/or

    syntax errors are

    present but do

    not interfere with

    the reader’s

    ability to follow

    the argument.

    Two or more

    aspects of an

    advanced paper

    are missing, or all

    are inconsistently

    present.

    Grammar and/or

    syntax errors

    interfere with the

    reader’s ability to

    follow the

    argument.

    Level of proficiency: ___________________________

    Feedback:

    Signature of evaluator: __________________________________ Date: ___/___/____

  • 19

    Section IV: Practicum and Internship

    Check the box below if each element is in the portfolio. Assess Section IV for proficiency by

    checking an area in the rubric that corresponds with student’s practicum and experience.

    Attachments: documents verifying liability insurance, background check (if applicable).

    A description of where one conducted their practicum and internship.

    Name/s of supervisor/s, resume/vitas of supervisor/s

    Type of clients seen (most challenging and successful cases and explain why)

    Log of hours, daily activity logs (as needed for Practicum and Internship)

    Supervisor evaluations, contracts; informed consent forms for supervision (if applicable)

    Statement of growth and experience (Appendix B).

    Advanced Proficient Developing Beginner or N/A

    Format of

    Portfolio

    Aesthetically pleasing.

    Organized. Conveys an

    appealing and creative format.

    Neatly

    organized.

    Not clearly

    organized.

    Missing one or more required

    elements; not organized.

    Description of

    experience:

    includes

    challenges and

    successes

    Detailed description of

    practicum and/or internship site

    with description of clients seen.

    Show intentionality in the array

    and choice of learning activities.

    Description

    and

    attention to

    detail is

    adequate.

    Needs more work on

    description of site

    and clients seen.

    Missing information and/or poorly

    written.

    OR

    N/A at the time of this assessment

    Logs,

    signatures,

    documentation

    Logs are detailed, all signatures

    are present, log of activities are

    present.

    All

    required

    elements

    are present.

    Included, but not in

    depth to demonstrate

    learning activities.

    Logs are incomplete and poorly

    done.

    OR

    N/A at the time of this assessment

    Reflection

    (Appendix B) Includes all elements outlined in

    Appendix B written in-depth

    with self-reflection.

    Includes

    information

    from

    Appendix

    B.

    Missing information

    from Appendix B.

    Missing information and/or poorly

    written.

    OR

    N/A at the time of this assessment

    Level of proficiency: ___________________________

    Feedback:

    Signature of evaluator: __________________________________ Date: ___/___/____

  • 20

    Section V: Professional Development

    Check the box below if each element is in the portfolio. Assess Section V for proficiency by

    checking an area in the rubric that corresponds with student’s demonstration of professional

    development.

    Copy of supporting materials verifying membership in professional organizations (student membership to NASAP is free).

    Summary of other professional activities (i.e., workshop/conference brochures) and how these experiences add to your professional preparation.

    Participation in other related professional activities, subscriptions to professional journals, publications, presentations (if applicable).

    Advanced Proficient Developing Beginner or N/A

    Format of

    Portfolio

    Aesthetically pleasing.

    Organized. Conveys an

    appealing and creative

    format.

    Neatly organized. Not clearly organized.

    Missing one or more

    required elements; not

    organized.

    Evidence of

    Professional

    Development

    Demonstrates active

    participation in a variety of

    professional development

    activities that add to

    student’s preparation in

    specialty area.

    Demonstrates active

    participation in

    professional

    development

    activities that add to

    student’s preparation

    in specialty area.

    Demonstrates

    participation in

    professional

    development activities.

    Demonstrates membership

    with no participation in

    professional development.

    Reflection Reflection and critical

    thinking is done sufficiently

    in depth.

    Reflection and

    critical thinking is

    done sufficiently.

    Reflection included

    but not in-depth. More

    reflection needs to be

    done.

    Reflection about growth

    lacking in one or more

    areas.

    Level of proficiency: ___________________________

    Feedback:

    Signature of evaluator: __________________________________ Date: ___/___/____

  • 21

    Section VI: Service Activities

    Check the box below if each element is in the portfolio. Assess Section VI for proficiency by

    checking an area in the rubric that corresponds with student’s demonstration of Service

    Activities.

    Evidence of social interest and contribution to the community.

    Evidence of experiences and learning that occurs within and/or outside the formal academic program, such as participation in community and volunteer activities.

    Advanced Proficient Developing Beginner or N/A

    Format of

    Portfolio

    Aesthetically pleasing.

    Organized. Conveys an

    appealing and creative

    format.

    Neatly

    organized.

    Not clearly

    organized.

    Missing one or more required

    elements; not organized.

    Evidence of

    Social Interest

    and

    contribution to

    community

    Demonstrates a strong

    commitment to social

    interest through active

    contributions to the

    community in a variety of

    settings.

    Demonstrates a

    commitment to

    social interest

    through active

    contributions to

    the community.

    Demonstrates

    social interest

    through

    contributions to the

    community.

    Demonstrates little to no social

    interest through contributions to

    the community.

    Reflection Reflection of learning

    experience is done

    sufficiently in depth.

    Reflection of

    learning

    experience is

    done sufficiently.

    Reflection included

    but not in-depth.

    More reflection

    needs to be done.

    Reflection about growth lacking in

    one or more areas.

    Level of proficiency: ___________________________

    Feedback:

    Signature of evaluator: __________________________________ Date: ___/___/____

  • 22

    Section VII: Adlerian Theory

    Check the box below if each element is in the portfolio. Assess Section VII for proficiency by

    checking an area in the rubric that corresponds with student’s evidence of understanding of

    Adlerian Theory in the following categories:

    Adlerian view of human nature;

    Adlerian view of the counseling relationship;

    Adlerian view: Psychology of Use;

    Adlerian approach to intervention;

    Adlerian view of the impact of cultural and social conditions.

    Advanced Proficient Developing Beginner or N/A

    View of Human

    Nature Ability to compare and

    contrast the Adlerian view of

    human nature with those of

    other theories.

    Ability to explain the

    Adlerian view of human

    nature, including social

    embeddedness and

    teleology.

    Ability to

    describe the

    Adlerian view of

    human nature,

    including social

    embeddedness

    and teleology.

    Cannot describe the

    Adlerian view of human

    nature

    The Counseling

    Relationship Able to apply the Socratic

    Method in the counseling

    relationship.

    Ability to identify the

    Adlerian view of the

    counseling relationship.

    Ability to

    describe the

    counseling

    relationship.

    Cannot describe the

    counseling relationship.

    Psychology of

    Use

    Ability to synthesize an

    individual’s line of

    movement, purpose of

    symptomatic behavior, and/or

    development of lifestyle.

    Ability to identify an

    individual’s line of

    movement and purpose

    of symptomatic

    behavior.

    Ability to

    describe an

    individual’s line

    of movement.

    Cannot describe the

    development of an

    individual’s line of

    movement.

    Approach to

    Intervention

    Ability to select interventions

    in the view of one’s

    development, and the

    significance of contribution

    and courage.

    Can justify the selection

    of interventions in the

    view of one’s

    development.

    Can describe the

    selection of

    interventions.

    Does not demonstrate

    ability to select

    interventions.

    Cultural and

    Social

    Conditions Demonstrates an application

    of how cultural and social

    conditions uniquely impact

    the well-being of individuals.

    Can explain how

    cultural and social

    conditions uniquely

    impact the well-being

    of individuals.

    Can explain how

    cultural and

    social conditions

    impact the well-

    being of

    individuals.

    Does not explain how

    cultural and social

    conditions impact the well-

    being of individuals.

    Level of proficiency: ___________________________

    Feedback:

    Signature of evaluator: __________________________________ Date: ___/___/____

  • 23

    Section VIII: Multicultural, Social Justice, and Advocacy Competencies

    Check the box below if each element is addressed in the portfolio. Assess Section VIII for

    proficiency by checking an area in the rubric that corresponds with student’s evidence of

    understanding and application of multicultural, social justice, and advocacy work in one’s

    specialty area.

    See LiveText Portfolio for assignment details.

    Counselor Self Awareness

    Client Worldview

    Counseling Relationship

    Counseling and Advocacy Interventions

    Advanced

    4

    Proficient

    3

    Developing

    2

    Beginner

    1

    Knowledge

    Cultural self-

    awareness

    Articulates insights into

    own cultural rules and

    biases (e.g. seeking

    complexity; aware of how

    one’s experiences have

    shaped these rules, and how

    to recognize and respond to

    cultural biases, resulting in

    a shift in self-description.)

    Recognizes new

    perspectives about own

    cultural rules and

    biases (e.g. not looking

    for sameness;

    comfortable with the

    complexities that new

    perspectives offer.)

    Identifies own cultural

    rules and biases (e.g.

    with a strong

    preference for those

    rules shared with own

    cultural group and

    seeks the same in

    others.)

    Shows minimal

    awareness of own

    cultural rules and

    biases (even those

    shared with own

    cultural group(s)) (e.g.

    uncomfortable with

    identifying possible

    cultural differences

    with others.)

    Knowledge

    Knowledge of

    cultural worldview

    frameworks

    Demonstrates sophisticated

    understanding of the

    complexity of elements

    important to members of

    another culture in relation

    to its history, values,

    politics, communication

    styles, economy, or beliefs

    and practices.

    Demonstrates adequate

    understanding of the

    complexity of elements

    important to members

    of another culture in

    relation to its history,

    values, politics,

    communication styles,

    economy, or beliefs

    and practices.

    Demonstrates partial

    understanding of the

    complexity of elements

    important to members

    of another culture in

    relation to its history,

    values, politics,

    communication styles,

    economy, or beliefs

    and practices.

    Demonstrates surface

    understanding of the

    complexity of elements

    important to members

    of another culture in

    relation to its history,

    values, politics,

    communication styles,

    economy, or beliefs

    and practices.

    Skills

    Empathy

    Interprets intercultural

    experience from the

    perspectives of own and

    more than one worldview

    and demonstrates ability to

    act in a supportive manner

    that recognizes the feelings

    of another cultural group.

    Recognizes intellectual

    and emotional

    dimensions of more

    than one worldview

    and sometimes uses

    more than one

    worldview in

    interactions.

    Identifies components

    of other cultural

    perspectives but

    responds in all

    situations with own

    worldview.

    Views the experience

    of others but does so

    through own cultural

    worldview.

    Skills

    Verbal and

    nonverbal

    communication

    Articulates a complex

    understanding of cultural

    differences in verbal and

    nonverbal communication

    (e.g., demonstrates

    Recognizes and

    participates in cultural

    differences in verbal

    and nonverbal

    communication and

    Identifies some cultural

    differences in verbal

    and nonverbal

    communication and is

    aware that

    Has a minimal level of

    understanding of

    cultural differences in

    verbal and nonverbal

    communication; is

  • 24

    understanding of the degree

    to which people use

    physical contact while

    communicating in different

    cultures or use

    direct/indirect and

    explicit/implicit meanings)

    and is able to skillfully

    negotiate a shared

    understanding based on

    those differences.

    begins to negotiate a

    shared understanding

    based on those

    differences.

    misunderstandings can

    occur based on those

    differences but is still

    unable to negotiate a

    shared understanding.

    unable to negotiate a

    shared understanding.

    Attitudes

    Curiosity

    Asks complex questions

    about other cultures, seeks

    out and articulates answers

    to these questions that

    reflect multiple cultural

    perspectives.

    Asks deeper questions

    about other cultures

    and seeks out answers

    to these questions.

    Asks simple or surface

    questions about other

    cultures.

    States minimal interest

    in learning more about

    other cultures.

    Attitudes

    Openness

    Initiates and develops

    interactions with culturally

    different others. Suspends

    judgment in valuing her/his

    interactions with culturally

    different others.

    Begins to initiate and

    develop interactions

    with culturally

    different others.

    Begins to suspend

    judgment in valuing

    her/his interactions

    with culturally

    different others.

    Expresses openness to

    most, if not all,

    interactions with

    culturally different

    others. Has difficulty

    suspending any

    judgment in her/his

    interactions with

    culturally different

    others, and is aware of

    own judgment and

    expresses a willingness

    to change.

    Receptive to

    interacting with

    culturally different

    others. Has difficulty

    suspending any

    judgment in her/his

    interactions with

    culturally different

    others, but is unaware

    of own judgment.

    Reference: Intercultural Knowledge and Competence VALUE Rubric ([email protected])

    Level of proficiency: ___________________________

    Feedback:

  • 25

    Signature of evaluator: __________________________________ Date: ___/___/____

    Section IX: Program Competencies

    Assess Section IX for proficiency by evaluating each competency using the rating category that

    corresponds with student’s demonstration of meeting each competency. Evaluate each

    competency (relevant to specialty) below the table. Competencies are organized by 1) Core

    Competencies and 2) Program Specialty Area.

    Students: After reviewing the objectives and competencies for your program, consider 1) how

    you can demonstrate you have met each one, and 2) how the program objectives and

    competencies complement your career goals. How have you demonstrated your knowledge, skill,

    and attitude (self-reflection) in your work and experiences throughout the program. Add as much

    information (e.g., artifacts) as you feel you need in order to demonstrate how you meet each one.

    Although the learning competencies can be found throughout the curriculum, we included key

    courses in which they are taught.

    The below rubric is used to assess all programs.

    4 - Advanced 3 - Proficient 2 - Developing 1 – Beginner or N/A

    Organization Neatly organizes artifacts

    and presentation of portfolio.

    Neatly

    organized.

    Not clearly

    organized.

    Missing one or more required

    elements; not organized.

    Integration Exceptional incorporation of

    artifacts and additional

    information. Evidence

    directly related to

    competency (evaluate

    below).

    Artifacts and

    additional

    information

    present in

    portfolio.

    Some artifacts and

    additional

    information present

    in portfolio.

    Missing some

    information.

    More than half of the competency

    areas are not addressed with an

    artifact.

    Reflection

    Reflection shows in-depth

    critical analysis of growth

    Reflection and

    critical thinking

    about each

    element is

    present.

    Reflection included

    but not in-depth.

    More reflection

    needs to be done.

    Reflection about growth lacking in

    one or more areas.

    Faculty: Score each core area and specialty area competency using the rubric above.

  • 26

    Core Program Competencies

    PROFESSIONAL COUNSELING ORIENTATION AND ETHICAL PRACTICE

    2.F.1.i - Ethical standards of professional counseling organizations and credentialing bodies,

    and applications of ethical and legal considerations in professional counseling.

    Courses: 521 (Values, Ethics and Legalities), 521.X, (Program Specific Ethics), Internship

    Rating Category: _______________________

    SOCIAL AND CULTURAL DIVERSITY

    2.F.2.c – multicultural competencies

    Courses: 523 (Multicultural Counseling), Intro to Field Experience, Internship

    Rating Category: _______________________

    HUMAN GROWTH AND DEVELOPMENT

    2.F.3.f - Systemic and environmental factors that affect human development, functioning, and

    behavior.

    Courses: 504 (Abnormal Psychology & DSM-5), 505 (Developmental Psychology),

    Internship

    Rating Category: _______________________

    CAREER DEVELOPMENT

    2.F.4.b – Approaches for conceptualizing the interrelationships among and between work,

    mental well-being, relationships, and other life roles and factors.

    Courses: 511 (Foundations of Adlerian Psychology); 562 (Foundations of Career

    Development), Internship

    Rating Category: _______________________

    COUNSELING AND HELPING RELATIONSHIPS

    2.F.5.g – Essential interviewing, counseling, and case conceptualization skills.

  • 27

    Courses: 513 (Comparative Theories of Personality & Psychotherapy, 525 (Essential

    Interviewing Skills), Internship

    Rating Category: ________________________

    GROUP COUNSELING AND GROUP WORK

    2.F.6.b – Dynamics associated with group process and development

    Courses: 532 (Group Psychotherapy and Counseling), Internship

    Rating Category: ________________________

    ASSESSMENT AND TESTING

    2.F.7.e – Use of assessments for diagnostic and intervention planning purposes

    Courses: 533 (Clinical Assessment), Practicum, Internship

    Rating Category: ________________________

    RESEARCH AND PROGRAM EVALUATION

    2.F.8.e– Evaluation of counseling interventions and programs (program based)

    Courses: 500 (Principles of Research), Internship

    Rating Category: ________________________

    Signature of evaluator: _________________________________Date: ___/___/____

  • 28

    Specialty Area Competencies

    Art Therapy (CAAHEP)

    History and Theory of Art Therapy

    CAAHEP a.K.1 - Identify major contributors and contributions that shaped the field of Art

    Therapy

    Courses: 551 (Foundations of Art Therapy); 958 (Internship)

    Rating Category: ________________________

    Professional Orientation and Ethical Practice

    CAAHEP b.K.2 - Recognize the ethical principles for practice of the American Art Therapy

    Association and the Art Therapy Credentials Board, as well as those of related fields (e.g.,

    American Counseling Association)

    Courses: 521.5 (Ethical issues in Art Therapy); 551 (Foundations of Art Therapy); 958

    (Internship)

    Rating Category: ________________________

    Materials and Techniques of Art Therapy Practice

    CAAHEP c.K.1 - Describe theory of specific properties and effects of art processes and

    materials informed by current research such as Expressive Therapies Continuum

    Courses: 551 (Foundations of Art Therapy); 556 (Art Therapy Studio: Media Explorations);

    958 (Internship)

    Rating Category: ________________________

    Creativity, Symbolism and Metaphor

    CAAHEP d.A.1 - Demonstrate belief in the value of using art-making as a method for

    exploring personal symbolic language

    Courses: 551 (Foundations of Art Therapy); 556 (Art Therapy Studio: Media Explorations);

    958 (Internship)

    Rating Category: ________________________

    Group Work

  • 29

    CAAHEP e.K.2 - Explain dynamics associated with group process and development

    Courses: 553 (Group Art Therapy); 958 (Internship)

    Rating Category: ________________________

    Assessments

    CAAHEP f.A.2 - Incorporate critical thinking skills when determining the role of assessment

    in diagnosis and diagnosing in the field of Art Therapy

    Courses: 555 (Art Therapy Assessment); 958 (Internship)

    Rating Category: ________________________

    Thesis or Culminating Project

    CAAHEP g.S.2 - Complete the professional portfolio that is based on the successful

    culmination of experience-based materials and reflective infromation that demonstrates

    various dimensions of graduate students work, philosophy, academic and clinical skills and

    attitudes. The portfolio will be a syntheis of professional growth and program specific learning

    outcomes.

    Courses: 512 (Introduction to Professional Writing); 957 (Practicum); 604 (Portfolio Defense)

    Rating Category: ________________________

    Human Growth and Development

    CAAHEP h.K.1 - Examine theoretical and biopsychosocial roots of developmental crises,

    trauma, disabilities, addictions, and exceptionality on development across the lifespan

    Courses: 505 (Developmental Psychology); 552 (Art Therapy with Children & Adolescents);

    958 (Internship)

    Helping Relationships

    CAAHEP i.S.1 - Utilize art materials and processes within the context of building the

    therapeutic relationship

    Courses: 551 (Foundations of Art Therapy); 537 (Advanced Counseling Skills); 958

    (Internship)

    Rating Category: ________________________

  • 30

    CAAHEP i.S.3 - Demonstrate case conceptualization skills

    Courses: 957 (Practicum); 958 (Internship)

    Rating Category: ________________________

    Psychopathology and Diagnosis

    CAAHEP j.S.2 - Exhibit a basic understanding of art-based indicators of mental

    disorders/psychopathology in patient/client artwork

    Courses: 504 (Abnormal Psychology); 555 (Art Therapy Assessment); 958 (Internship)

    Rating Category: ________________________

    Psychological and Counseling Theories

    CAAHEP k.A.1 - Recognize the implications of applying theoretical foundations to

    therapeutic practice

    Courses: 511 (Foundation of Art Therapy); 537 (Advanced Counseling Skills); 958

    (Internship)

    Rating Category: ________________________

    Appraisal and Evaluation

    CAAHEP l.S.1 - Apply risk assessment strategies and tools (danger to self, others)

    Courses: 533 (Clinical Assessment); 555 (Art Therapy Assessment), 958 (Internship)

    Rating Category: ________________________

    Research

    CAAHEP m.K.3 - Describe art-based research methodologies as related to art therapy

    Courses: 500 (Research); 604 (Portfolio Defense)

    Rating Category: ________________________

    Social and Cultural Diversity

  • 31

    CAAHEP n.S.2 - Multicultural counseling competencies: Make use of experiential learning

    activites (e.g. a cultural genogram) designed to explore and develop student cultural and social

    self-awareness including self-assessment of attitudes, beliefs , and acculturative experiences

    Courses: 551 (Foundations of Art Therapy); 558 (Multicultural Art Therapy); 958 (Internship)

    Rating Category: ________________________

    Studio Art

    CAAHEP o.A.1 - Display connections to a personal creative process and artist identity

    Courses: 551 (Foundations of Art Therapy); 556 (Art Therapy Studio: Media Explorations);

    604 (Portfolio Defense)

    Rating Category: ________________________

    Specializations

    CAAHEP p.S.1 - Demonstrate advanced knowledge of a well-defined, specialized area of

    clinical or community-based practice

    Courses: 557.x (Special Topics in Art Therapy); 958 (Internship)

    Rating Category: ________________________

    Career Development

    CAAHEP q.S.2 - Use approaches for assessing the relationship between career development

    and client match in terms of lifestyle, life roles and mental health factors

    Courses: 511 (Foundations of Adlerian Psychology); 562 (Career Development); 958

    (Internship)

    Rating Category: ________________________

    Signature of evaluator: _________________________________Date: ___/___/____

  • 32

    Clinical Mental Health Counseling (CACREP)

    CMHC FOUNDATIONS

    5.C.1.b – Theories and Models Related to Clinical Mental Health Counseling

    Courses: 503 (Introduction to the Counseling Profession), 513 (Comparative Theories of

    Personality & Psychotherapy), 537 (Advanced Approaches to Counseling & Psychotherapy

    Skills)

    Rating Category: ________________________

    CMHC CONTEXTUAL DIMENSIONS

    5.C.2.d – Diagnostic process, including differential diagnosis and the use of current diagnostic

    classification systems, including the Diagnostic and Statistical Manual of Mental Disorders

    (DSM) and the International classification of Diseases (ICD)

    Courses: 504 (Abnormal Psychology & DSM-5), 533 (Clinical Assessment), 937 (Practicum

    in Mental Health Counseling)

    Rating Category: ________________________

    CMHC PRACTICE

    5.c.3.e - Strategies to advocate for persons with mental health issues.

    Courses: 503 (Introduction to the Counseling Profession), 523 (Multicultural Counseling),

    938 (Internship in Mental Health Counseling)

    Rating Category: ________________________

    Signature of evaluator: _________________________________Date: ___/___/____

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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: ________________________

  • 36

    E. A school counselor applies the understanding of individual and group motivation and

    behavior to create a counseling and learning environment that encourages positive social

    interaction, active engagement in learning, and self-motivation. The school counselor must

    understand: 1. Interpersonal dynamics in individual and group counseling settings; 2.

    classroom guidance dynamics; 3. motivational and learning characteristics, classroom

    guidance, and mental health curricula; and 4. the applicaiton of counseling, human

    development, and the career theories to the classroom setting.

    Courses: 525 (Essential Inteviewing Skills), 571 (Group Counseling in Schools), 573

    (Advanced School Counseling Skills), 574 (Career Development in Schools)

    Rating Category: ________________________

    F. A school counselor uses knowledge of effective verbal, nonverbal, and media

    communication techniques to foster active inquiry, collaboration, and supportive interaction in

    the classroom.

    Courses: 523 (Multicultural Counseling), 525 (Essential Interviewing Skills), Internship

    Rating Category: ________________________

    G. A school counselor plans and manages counseling and guidance instruction based upon

    knowledge of subject matter, students, the community, and guidance curriculum goals.

    Courses: 571 (Group Counseling in Schools), 573 (Advanced School Counseling Skills), 574

    (Career Development in Schools)

    Rating Category: ________________________

    H. A school counselor understands and uses formal and informal assessment strategies to

    evaluate and ensure continuous intellectual, social, and physical development of the learner.

    The school counselor must understand: the theoretical basis for educational, career, and other

    assessment techniques and interpretation for which they are appropriately trained.

    Courses: 570 (Foundations of 21st Century School Counseling), 573 (Foundations of School

    Counseling), 574 (Career Development in Schools), 575 (Clinical Issues in School

    Counseling)

    Rating Category: ________________________

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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: ___/___/____

  • 38

    Section X: Professional Documentation

    Check the box below if each element is in the portfolio. Assess Section X for proficiency by

    checking an area in the rubric that corresponds with student’s demonstration of meeting the

    below requirements.

    Resume

    Letters of recommendation

    List of professional references

    4 - Advanced 3 - Proficient 2 - Developing 1 – Beginner or N/A

    Format of

    Portfolio

    Aesthetically pleasing.

    Organized. Conveys an

    appealing and creative

    format.

    Neatly

    organized.

    Not clearly

    organized.

    Missing one or more required

    elements; not organized.

    Professional

    Documents

    Attachments are appropriate

    and professional.

    Demonstrated excellent

    editing and attention to

    detail.

    Attachments are

    appropriate and

    professional.

    Attachments are

    questionable.

    Attachments are not professional

    or appropriate.

    Feedback:

    Signature of evaluator: __________________________________ Date: ___/___/____

  • 39

    Appendix A

    1) Statement of Emerging Professional Identity and Goals:

    1. Introduce yourself and write about your journey in choosing the professional field of counseling.

    2. The impact of cultural identity(s), values, and experiences that led you to consider a career in mental health.

    3. What is your view of social justice and advocacy in your profession? 4. State your present interest and goals for graduate study, as well as your plans for utilizing

    your degree.

    5. What are your thoughts about how people change? 6. What counseling settings and or populations do you think you are interested in serving?

    Why?

    7. What skills do you believe you already possess that will help you in this field? 8. What skills do you hope to gain from this program?

    2) Action Plan:

    1. Based on what you learned in your Foundations course, evaluate the strengths and growing edges you bring to graduate study.

    2. Describe and/or outline a concrete action plan for meeting the goals of your graduate study and other learning and professional experiences. For example, outline planned

    courses on a semester by semester basis.

    3. The statement should also include a plan for other learning and professional experiences that you intend to pursue as part of your overall preparation: e.g., professional

    memberships, credentialing requirements, ongoing professional development outside the

    classroom, community involvement, areas of interest you may pursue in research papers,

    reading, etc.

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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.

    Introduction: DefinitionPurposeCreating and Editing Your PortfolioSharing Your PortfolioPortfolio Structure and OutlineReflectionsIndividual TouchpointsProfessional Portfolio Touchpoint EvaluationsTouchpoint #1 Evaluation:Touchpoint #2 Evaluation:Touchpoint #3 Evaluation:

    Evaluation of PortfolioEvaluation Timeframe by SpecialtyPortfolio Defense

    Professional Portfolio Rubrics by SectionSection I: IntroductionSection II: Evolving Professional PhilosophySection III: Writing CompetenceSection IV: Practicum and InternshipSection V: Professional DevelopmentSection VI: Service ActivitiesSection VII: Adlerian TheorySection VIII: Multicultural, Social Justice, and Advocacy CompetenciesSection IX: Program CompetenciesSection X: Professional Documentation

    Appendix AAppendix B