1 Information: Assessment of tudent Performance in ubstance Abuse Counseling The practicum student is expected to gain experience in the following activities, develop basic attitudes, values, and ethics associated with the alcohol/drug abuse counselor, and possess knowledge basic to the alcohol/drug abuse field. A: Intake/creening Assessment kills B: Treatment/Counseling/Case Management C: Networking/Referral kills/consultation D: Communications/Reports/Record Keeping E: Administration/Organizational Participation F: Role in Client Education and Community Alcohol/Drug Abuse Education G: Individual Responsibility/Training/elf Development H: Values/Ethics/Attitudes A curriculum matrix illustrates the relationship between the Alcohol/Drug Abuse Counseling Certificate Program and the National Community upport kill tandards. A curriculum matrix illustrates the relationship of Core Functions of substance abuse counselors and the National Community upport kill tandards. The tudent Performance Evaluation tool contains both sets of tandards. Different settings will offer learning opportunities that emphasize different sets of skills. The agency supervisor may need to use the not applicable or not observed category occasionally. 1
2 PERFORMANCE EVALUATION KEY The key is based on C and has been adapted to relate to the student in a community college program. tudents in practicum experiences will be expected to perform at the minimal practice level. tudents who perform at an introductory level of performance may repeat the course. INTRODUCTORY LEVEL: The Level is based on the following performance levels. The tudent: 1. Is aware of the basic skills knowledge concepts of the skill standard/competency, but cannot apply it. 2. Develops some basic competency skills. 3. Is familiar with vocabulary, concepts, settings, and populations associated with the standard/competency. 4. Is aware of situations and problems that relate to the standard, but cannot apply skills. 5. Explores the human service setting, but is unable to demonstrate a commitment. 6. Rudimentary self-awareness of interpersonal dynamics. 7. Aware of ethical practices of performance. 8. Has identified goals for the practicum, but has difficulty in the implementation of goals. 9. Has completed requirements of the practicum placement. PRACTICE LEVEL: The Level is based on the following performance levels. The tudent: 1. Demonstrates practical application of standard/competency and related knowledge practice. 2. Develops intermediate competency of the standard. 3. Demonstrates that knowledge learned in the classroom has been transferred to the practicum situation. 4. Demonstrates selection of skills and knowledge appropriate to problem situations. 5. Demonstrates enhanced self-awareness at the interpersonal level. 6. Demonstrates professional/ethical practices of performance. 7. Demonstrates self-growth in supervision. Demonstrates self-assessment and self-growth in supervision. 8. Assembles components to a professional human service portfolio. 9. Demonstrates openness to receive feedback from others. 10. Has completed all the requirements of the practicum. PROFICIENT LEVEL: The Level contains all of the Level and the tudent: 1. Demonstrates skill mastery of standard/competency and related knowledge in practice. 2. Demonstrates self-improvement through consistent practice. 3. Demonstrates flexibility in transferring skill and knowledge to new situations. 4. erves as a role model and mentor to others. 5. Demonstrates ability to teach peers/co-workers. 6. Demonstrates ability to give feedback to staff/supervisors/participants. 7. Is viewed as competent by others in practice. 8. Demonstrates ability to solve workplace problems. REFINED LEVEL: The Refined Level contains the Level and the Level, and the tudent: 1. Demonstrates continuous improvement with practice. 2. Upgrades and refines technically mastered skills. 3. Develops an expertise in special areas of content/practice. 4. Demonstrates skills before peers. 5. Receives feedback from participants. 6. Achievement of exemplary outcomes with service participants. 7. elects specialized topics/knowledge skill areas of interest. 2
3 Northern Essex Community College Assessment of tudent Performance Certificate in Alcohol/Drug Abuse Counseling tudent: Agency: Date: The Assessment Form of tudent Performance in their Alcohol/Drug Abuse Practicum is based on the competencies, attitudes, and values that will be needed by the practitioner in the field of alcohol/drug abuse counseling. The student will be able to perform the following competencies: 1. Core Functions of A Counselors 2. Evaluation Form is Based on C (Community upport kill tandards) DIRECTION: Check the appropriate column on the right. Rate student according to the following criteria:,,, and Not Observed, if appropriate. C CORE FUNCTION UBTANCE ABUE COUNELOR A: INTAKE/CREENING/AEMENT KILL 2 Conduct an intake interview/determines eligibility for services 3 Recognize a polydrug abuse pattern 3 Recognize the client s drug history and its relationship to medical problems 3 Assess the attitude, feelings of the client on interviews 12 Observe client non-verbal behavior and record it accurately Understand the agency policy on admission/treatment 11 procedures 1 Understand the legal aspects of treatment in the facility 3 Understand the client problems, assesses strengths/weaknesses and identify immediate needs 6 Orientate the client to the facility and rules of the program 2 Use language and terminology the client can understand 3
4 C CORE FUNCTION UBTANCE ABUE COUNELOR B: TREATMENT/COUNELING/CAE MANAGEMENT/CRII INTERVENTION 3 Assess the individual needs of clients and direct services to meet the need 2 Establish a therapeutic relationship with the client 2 Use problem solving techniques in client services 5 Assist the client to understand the treatment process/determines plan of treatment. Intervene in client behaviors that do not lead to healthy 10 functioning patterns, support recovery 2 Assist client to have insight into their drug problems 3 Evaluate client feelings of depression or suicidal thoughts 10 Recognize crisis situations in alcohol/drug abuse 5 Participate in the writing of treatment plans for clients 2/5 Able to provide one-to-one counseling 6 Assist clients to cope with problems of daily living 5 Participate in group therapy sessions Demonstrate counseling techniques to elicit feelings, facilitate 5 self-understanding and motivate client to change behaviors 10 Cope with stressful client encounters 4 Understand case management techniques 8 Identify advocacy issues, support self advocacy 5 Uses various A treatment models 6 Teach basic life skills 5 Orientate the client to the goals of the treatment program 4
5 C CORE FUNCTION UBTANCE ABUE COUNELOR C: NETWORKING/REFERRAL KILL/ CONULTATION Understand and appreciate the role of consultants in the treatment of clients upport client to use AA elf Help Groups Identify community resources for the alcoholic/drug abuser Recognizes the continuum of care needed by substance abuse clients. or Not Observed 4 Perform follow-up of clients using all types of resources 7 Recognize own limitation in providing care and services and refer to appropriate staff resource 9 Prepares client for training/education experiences in the community. 4 Consult with other professionals C CORE FUNCTION UBTANCE ABUE COUNELOR D: COMMUNICATION/REPORT/ RECORD KEEPING 2 Communication is clear, concise and objective Write communications that are clear, concise, legible, and 2 objective 2/12 Complete client records and progress notes 2 Report validly about a client s status, uses appropriate terminology. 5 Reviews and interpret client records 12 Maintain accurate records and reports 3/12 Evaluate and write client reports in behavioral terms 2 Articulate about experience 2 Present a case history 5
6 C CORE FUNCTION UBTANCE ABUE COUNELOR E: ADMINITRATION/ORGANIZATIONAL PARTICIPATION 11 Understand organizational structure of the facility Demonstrate knowledge of aspects of the alcoholism/drug 11 treatment program such as budget, client payments, etc. C 4 CORE FUNCTION UBTANCE ABUE COUNELOR F: ROLE IN CLIENT EDUCATION AND COMMUNITY ALCOHOL/DRUG ABUE EDUCATION Recognize the scope and significance of alcohol/drug abuse in the population, groups at risk. 6 Teaches basic information transmission/prevention of HIV/AIDs, TB, TD. 6 Teach basic information about alcohol/drug abuse understands. 4 Understand alcohol/drug abuse education programs being used in the local school systems 4 ensitive to cultural differences among ethnically and racially diverse communities 9 Assist clients to explore vocational and career interests 6
7 C CORE FUNCTION UBTANCE ABUE COUNELOR G: INDIVIDUAL REPONIBILITY/TRAINING/ ELF DEVELOPMENT DEMONTRATE 7 Awareness of personal limitations and willingness to seek assistance 7 Accept rules and regulations of the agency 7 Display initiative to learn 7 Accomplish assignments 7 Demonstrate independence in assignments 7 erve as a role model for clients 7 good grooming and appropriate dress 7 Identify personal problems and handle them appropriately 7 Accept appropriate supervision from staff/agency supervisor 2 Establish effective interpersonal relations with staff 2/7 Cooperate with all members of the staff in client assignments 7 Be honest in relationships 7 Demonstrate sense of responsibility 7 Develop a human service portfolio 7
8 C CORE FUNCTION UBTANCE ABUE COUNELOR H: VALUE/ETHIC/ATTITUDE 1 Appreciate the human rights of clients 1 Recognize the individuality of each client 1 Display a non-judgmental acceptance of client Recognize that all behavior is meaningful, purposeful, and can 5 be understood Respect confidentiality of all client records and client 3 communication 2 Be empathetic toward the client 7 how a commitment to the field Develop a code of ethics consistent with working with 3 alcoholic clients/drug abusers how awareness of the special concerns of females, 1 adolescents, and the elderly with problems of alcohol/drug abuse 7 standards of professional and ethical conduct 8
9 NORTHERN EEX COMMUNITY COLLEGE HUMAN ERVICE AOCIATE DEGREE COMMUNITY UPPORT HUMAN ERVICE PRACTITIONER CERTIFICATE ALCOHOL/DRUG ABUE COUNELING CERTIFICATE DIRECT UPPORT CERTIFICATE upervisor s Grade Recommendation It is requested that you record below the semester grade which you recommend be given to your student. Please take into consideration the criteria used in the tudent Assessment Form, the content of daily logs and specific assignments given to the student in your agency. Please return this tudent Assessment to the Faculty upervisor, Northern Essex Community College, Elliott treet, Haverhill, MA so that this recommendation may be used to help determine semester grades for the student. Thank you for your interest and cooperation. I recommend that tudent s Name Be given a grade of Grade For the Fall/pring emester of Year igned: Agency: Date: 9
10 GRADING YTEM: NORTHERN EEX COMMUNITY COLLEGE Letter grades are used at the college, and each has a numeric range and associated Quality Point Value. The Quality Point Value is based on a 0.00 to 4.0 range, with an A grade having the highest value of 4.0. Grades are used to represent the quality of work done in a course and knowledge earned, as based on the individual instructors standards and course objectives. The Quality Point Value is used to determine the numeric average of semester course work or of cumulative courses and grades to date. uch a computation is known as the Quality Point Average (QPA) of the grades earned to date. The Quality Point Value of a grade in combination with a credits attempted scale, is used to establish the college s tandards of Academic Progress. The grades presently in use by the college are: GRADE QP VALUE NUMERIC RANGE/COMMENT A Achievement at the level of excellence Distinction A B B B C Achievement at level of quality. Consistent With entry to the Human ervice field C C D Indicates some level of achievement, but not at the level required for successful entry into the field. D F or less Failure; no credits earned FN 0.00 Non Participation failure grade assigned by Instructor FW 0.00 Failure due to withdrawal from course 10
11 NORTHERN EEX COMMUNITY COLLEGE AEMENT OF TUDENT PERFORMANCE trengths of tudent: Limitations of tudent: Grade Recommended: ee: Grading ystem NECC upervisor: Official Title of upervisor in Agency Date: 11
Montana School Counseling Program Montana School Counselor Association 2004 www.mtschoolcounselor.org Foreword In June 2001, The Montana Board of Public Education published a revision of the Accreditation
COLUMBIA School of SOCIAL WORK Make waves. Move mountains. Change lives. 2014-2015 STUDENT Handbook CSSW Student Handbook 2014-2015 The Columbia University School of Social Work Student Handbook 2014-2015
BSN STUDENT HANDBOOK Revised March 2009 INTRODUCTION The Bachelor of Science in Nursing Program is designed for registered nurses who desire a baccalaureate degree in nursing. It provides career mobility
School Counselor Field Experience Practicum Manual Field Experience for the School Counseling Practicum (CNDV 5390) Spring and Fall 2015 *The Field Experience and Practicum Manual are subject to revisions.
W I L M I N G T O N U N I V E R S I T Y COLLEGE OF EDUCATION Student Handbook Master of Education School Counseling 2012-2013 ( 302) 655-5400 W I L M U. E D U Dear Master of Education in School Counseling
NATIONAL UNIVERSITY SCHOOL PSYCHOLOGY MASTER of SCIENCE DEGREE With PUPIL PERSONNEL SERVICES (SCHOOL PSYCHOLOGY) CREDENTIAL School Psychology Program Handbook 2013-2014 2 Table of Contents School Psychology
DEPARTMENT OF HEALTH SCIENCES LEHMAN COLLEGE, CUNY STUDENT HANDBOOK HEALTH EDUCATION & PROMOTION GRADUATE PROGRAM MA Health Education & Promotion MS Ed Pre K-12 Health Teacher Prepared by, Dr. Craig Demmer
Student Services Providers Recommended Practices & Procedures Manual School Social Work Illinois State Board of Education May 2007 FOREWORD A key priority of the Illinois State Board of Education is to
Master of Science in Nursing Preceptor Handbook for Faculty, Preceptors, and Students Nursing Education This manual is organized around the Scope and Practice for Academic Nurse Educators, Nurse Educator
Master of Science in Nursing Education The Master of Science degree is a competency-based program that prepares graduates to be educators in diverse settings: hospitals, community agencies, schools, industry
Master Degree Programs for Educators Living and Working Overseas Traditional Class Setting C. Louis Cedrone International Education Center 100 State Street Framingham, MA 01701 508.626.4964 www.framingham.edu
Program Handbook 2015-2016 MUST 17 College of Education and Human Services Department of Curriculum & Foundations The Teacher as a Responsive, Reflective Professional: A Partner in Learning Table of Contents
MASTER OF SCIENCE IN NURSING PROGRAM Department Chairperson: TBA Graduate Program Faculty: Jochebed Ade-Oshifogun, Rosemary Ricks-Saulsby, Juanita Holliman, Monique Germain, Patricia Prendergast, Shakirudeen
NEPAB Nursing Education Program Approval Board Standards for Alberta Nursing Education Programs Leading to Initial Entry to Practice as a Registered Nurse January 2013 Approved by the College and Association
LSI YW00 Youth Work National Occupational Standards Introduction Youth Work National Occupational Standards Introduction Contents: Suite Overview...2 Glossary......8 Functional Map.11 List of Standards..15
Value the child. Educate the person. Change the world. Pacific Oaks College Academic Catalog 2010-2011 School of Education Master of Arts Programs -- April 2011 Addendum -- One s work may be finished some
RN-BSN Student Handbook 2014-2015 Goodwin College One Riverside Drive East Hartford, CT 06118 860.528.4111 www.goodwin.edu 1 WELCOME Dear Registered Nurse Student: Welcome to Goodwin College and the Bachelor
FVCC NURSING PROGRAM Information Packet 2015-16 http://www.fvcc.edu/nursing.html Nursing Program Assistant Cathy Fabel Flathead Valley Community College 777 Grandview Drive BC 102 (Broussard Center) Kalispell,
GUIDE TO THE CLINICAL PSYCHOLOGY PROGRAM Clark University A Companion to the Doctoral Student Handbook 2015-2016 Revised August 2015 The clinical psychology program is accredited by the American Psychological
and Mission Information technology is a dynamic discipline that addresses the use of computing and I n t r o d u c t i o n information technology in business, education, government, and other organizations.
Oregon Framework for Teacher and Administrator Evaluation and Support Systems Revised for 2014 2015 State Guidelines for ESEA Waiver & SB 290 OREGON DEPARTMENT OF EDUCATION 255 Capitol St, NE, Salem, OR
Bachelor of Science in Business Management The Bachelor of Science in Business Management is a competencybased program that enables leaders and managers in organizations to earn a Bachelor of Science degree.
Ph.D. in Clinical Psychology Course Catalog 2011-2012 Accreditation University of the Cumberlands is accredited to award baccalaureate, master s, and doctoral degrees by the Commission on Colleges of the
qé~åüéêë=~åç=pìééçêí=pí~ññ tçêâáåö= qçöéíüéê= pí~åç~êçë=~åç=dìáçéäáåéë Acknowledgments The Department of Education appreciates the efforts of all who have contributed to the development of this document.
Bachelor of Science in Marketing Management The Bachelor of Science in Marketing Management is a competencybased program that enables marketing and sales professionals to earn a Bachelor of Science degree.