Program Evaluation Report M.S. in Rehabilitation Counseling Community Counseling Track

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1 Program Evaluation Report M.S. in Rehabilitation Counseling Community Counseling Track Department of Psychiatric Rehabilitation and Counseling Professions School of Health Related Professions University of Medicine and Dentistry of New Jersey Completed 2012

2 TABLE OF CONTENTS Program Overview and Background:... 3 Overview of Degree and Curriculum:... 6 Appropriateness of Program s Mission and Objectives:... 7 Content and Design of Academic Curriculum:... 9 Practicum and Internship Requirements and Supervision: Graduate Achievements: Recruitment and Retention of Students: Program Support and Resources: Overall Faculty Strength and Experience: Summary of Program Evaluation Results: Appendix A: Student Survey: Summary of Results Appendix B: Student Exit Survey: Summary of Results Appendix C: 2012 SHRP Student Learning Outcomes Report... Error! Bookmark not defined. Appendix D: Clinical Supervisor Survey: Summary of Results Appendix E:Rehabilitation Counseling Advisory Committee Memvbers Appendix F: PowerPoint: The Effect of Level of Counselor Education

3 UNIVERSITY OF MEDICINE & DENTISTRY OF NEW JERSEY SCHOOL OF HEALTH RELATED PROFESSIONS Department of Psychiatric Rehabilitation and Counseling Professions M.S. in Rehabilitation Counseling Community Counseling Track Program Overview and Background: The University of Medicine and Dentistry of New Jersey (UMDNJ) is New Jersey s public university of the health sciences. It is the largest such institution in the nation with more than 5400 students in eight schools on five campuses. Founded in 1970 by an act of the State Legislature as the College of Medicine and Dentistry of New Jersey, UMDNJ was created to consolidate and unify all the State s public programs in medical and dental education. Status as a freestanding university was granted in 1981 in recognition of UMDNJ s growth and development as a statewide system for health care. In 1978, the School of Health Related Professions (SHRP), then called the School of Allied Health Professions, became a separate entity within the University offering 11 certificate programs on the Newark Campus. SHRP applied in 1987 to the New Jersey Board of Higher Education to seek degree-granting authority and gained approval for the first bachelor s degree program in Today, SHRP is composed of 35 academic programs housed in nine departments. Degrees are offered at all levels including undergraduate with both the associate and bachelor degree and graduate including master s and doctoral degree programs. Many programs, particularly on the undergraduate level, are in partnership with other colleges and universities. The Department of Psychiatric Rehabilitation and Counseling Professions started in 1992 with the associate degree program in partnership with one community college. In the early days of the Department, there was one full time faculty, Dr. Ken Gill, now Department Chair, and four part-time faculty. The Department has grown to offer degrees at all levels, that is, the associate s, bachelor s, master s, and doctoral degrees. Currently, the Department has over 30 full time faculty. The name of the Department was changed in Fall, 2007 from the previous name of Department of Psychiatric Rehabilitation and Behavioral Health Care to the current name of Department of Psychiatric Rehabilitation and Counseling Professions, which more accurately reflects the Department s mission. In addition to academic programs, the Department operates or has a major role in a number of projects demonstrating best practices in psychiatric rehabilitation. These projects include: The Integrated Employment Institute: Provides education, training, and technical assistance to mental health providers on best practices in employment services for people with severe and persistent mental illness. 3

4 The Center for the Study and Promotion of Recovery: Conducts research on the study of recovery from serious mental illnesses, and provides workshops to promote wellness and recovery. UMDNJ - State Hospitals Evidence Based Practices Initiatives: The Department is a partner in the UMDNJ clinical affiliation with New Jersey s state hospitals, implementing psychiatric rehabilitation services. The Rehabilitation Counseling program started in July, 1999, with an initial class of 23 students, all employees of one of New Jersey s two state vocational rehabilitation agencies. The program was started in response to the need for qualified professional rehabilitation counselors in New Jersey. There had been no program in rehabilitation counseling in New Jersey from 1985, when a private university closed its program, to the start of our program. The establishment of the program was consistent with the UMDNJ mission of seeking to meet the needs of our diverse constituencies and improve the health and quality of life of the citizens of New Jersey and society at large. Rehabilitation counseling was a track within the M.S. in Psychiatric Rehabilitation until March, 2002, when the M.S. in Rehabilitation Counseling was approved as a separate degree. The program graduated its first class in May, The program received accreditation from the Council on Rehabilitation Education (CORE) as a Candidate for Accreditation effective September, After meeting the requirement concerning program graduates, the program received full accreditation status for an eight-year term effective September, CORE extended the term for an additional academic year, The program sought accreditation from the Council for Accreditation of Counseling and Related Educational Programs (CACREP) in the area of Community Counseling as part of enhancing opportunities for program graduates, particularly with regard to licensure in New Jersey. The program received CACREP accreditation for a two year term in January, 2010, with accreditation considered to be retroactive one year. Upon submission of a two year report in Fall, 2011, the program received an additional six year term of CACREP accreditation. Periodic program review and evaluation is required by the School of Health Related Professions (SHRP) Bylaws Section 3.1. The findings of such review and evaluation are reported to the Department Chair and to the SHRP Dean. Program evaluation to assess and review major elements and overall effectiveness of the program in relation to its mission and objectives is also an accreditation requirement. This report is intended to address these requirements. Per Department policy, the Program Director plans and implements program review and evaluation efforts. In addition to annual program evaluation efforts reported in the program s Annual Report to the Dean, the program conducts a major program evaluation every four years resulting in a Program Evaluation Report. The most recent Program Evaluation Report prior to this one was completed in Spring, Program 4

5 Evaluation Reports are submitted to the Department Chair and the SHRP Dean and are also reviewed by the program s Advisory Committee. The Program Director is responsible for developing and implementing the Program Evaluation Plan with input from Department administration, other Department Committees, and the Advisory Committee. The components of the Program Evaluation Plan are summarized in the chart below. Program Evaluation Component CRC exam results Program Annual Report evaluating objectives related to mission SHRP learning outcomes report Clinical supervisor evaluation of program preparation for internship (most clinical supervisors are also employers) Graduate Committee on Admissions and Academic Standing and Progress (CAASP) evaluation of student progress SHRP Satisfactory Academic Progress reports Graduate Curriculum Committee curriculum review Advisory Committee: Periodic review of mission statement and objectives and of program evaluation reports Student feedback on each course Peer evaluation system for faculty teaching Student Survey of overall experience Student exit survey form CACREP self-study documents CORE Annual Report CORE survey of students, graduates, and employers Other program evaluation components Frequency Annual request for report from CRCC Annual Report submitted in September Annually - Report submitted in January End of internship End of fall and spring semesters End of each semester When accreditation standards are revised or new courses are submitted for approval or specific questions or concerns about the curriculum Semi-annual meetings End of each semester Ongoing Participation assessed in June Every 2-4 years Annually at end of internship Bi-annually Annually In connection with program site visit Names of current students, graduates and employers submitted to CORE To be determined as unique opportunities arise: Example: Van Houtte study and PowerPoint on evaluation of DVRS counselors 5

6 Overview of Degree and Curriculum: The M.S. in Rehabilitation Counseling is offered at two UMDNJ campuses, the campus in Scotch Plains, which serves Northern and Central New Jersey and the New York City area, and the Stratford campus, which serves Southern New Jersey and Eastern Pennsylvania including the Philadelphia area. Completing the M.S. in Rehabilitation Counseling requires 51 credits. All courses have been approved by the Department s Curriculum Committee and SHRP s Committee on Course and Curriculum Review (CCCR). The degree can be completed in two years on a full-time basis or three years on a part-time basis. This includes attendance in the summer semester as certain courses are offered only in this semester. The course of study includes: 27 credits - Counseling core 12 credits Specialized counseling courses 9 credits - Counseling practice including practicum and internship 3 credits Elective Specific courses required to complete the degree are listed below. Each course is three credits unless otherwise noted. Core Counseling Courses PSRT 5102 Counseling Techniques I PSRT 5323 Theories of Counseling and Personality PSRT 5103 Human Growth and Development PSRT 5242 Group Methods PSRT 5313 Foundations of the Counseling Profession PSRT 5315 Evaluation and Assessment PSRT 5320 Social and Cultural Diversity Issues PSRT 5201 Career Development Theory PSRT 5030 Statistical and Research Methods 27 Credits Specialized Courses in Counseling Individuals with Disabilities PSRT 5310 Psychopathology PSRT 5132 Medical Aspects of Disabilities PSRT 5123 Community Counseling and Resources PSRT 5403 Career Counseling and Consultation Clinical Practice PSRT 6011 Practicum in Counseling PSRT 6012 Internship in Counseling (6 credits) 12 Credits 9 Credits Elective 3 Credits The elective is selected from graduate level courses in advanced practice. Examples of electives include the following: 6

7 PSRT 5101 Seminar in Principles and Practices of Psychiatric Rehabilitation PSRT 5252 Addictions and Mental Illness PSRT 4015 Wellness and Recovery PSRT 4261 Developmental Disabilities PSRT 4271 Role of Families in Rehabilitation PSRT 5051 Seminar in Evidence-based and Emerging Practices Appropriateness of Program s Mission and Objectives: The mission of the M.S. program in Rehabilitation Counseling, Community Counseling Track is to educate individuals to be socially responsible counseling professionals who will work competently, creatively and collaboratively with and within the community in an environment of diversity so that persons in the community including those with disabilities are empowered to pursue career and other personally important goals with success and satisfaction. We also seek to address New Jersey s ongoing needs to prepare counselors with specialized expertise in providing counseling in community settings for people with disabilities of all types, including psychiatric, physical and developmental. The increased availability of counselors with this expertise is expected to benefit persons with disabilities as well as their families and communities by providing community-based counseling services that will enable such individuals to enhance their quality of life including their ability to live independently, get and keep employment, gain an education, and form social relationships and networks. Additionally, students are prepared to consider the community as a client and deliver needed direct and indirect services in this context. To prepare students to address these needs, the program curriculum emphasizes development of critical thinking, provision of counseling services in an environment of diversity, and adherence to ethical standards. The mission of the program is consistent with that of UMDNJ and SHRP in serving both the individual and the community Objectives for the M.S. program in Rehabilitation Counseling, Community Counseling Track include: 1. Preparing at the master s degree level highly qualified counselors prepared to work in a variety of community settings including working with persons from diverse populations including persons with disabilities. 2. Increasing the supply of qualified professionals with special expertise in counseling persons with disabilities to provide community-based counseling services for New Jersey and the surrounding region. UMDNJ is the only university in New Jersey offering graduate counseling education in this specialization seeking to address the long-standing shortage of master s level counseling practitioners with this expertise to serve communities in New Jersey. This includes increasing the supply of qualified practitioners throughout the state by offering the degree regionally at two campuses. 3. Evaluating and improving curriculum and other program elements to assure that standards of the Council for Accreditation of Counseling and Related Educational 7

8 Programs (CACREP) in the area of Community Counseling and of the Council on Rehabilitation Education (CORE) continue to be met. 4. Increasing awareness of the M.S. program in Rehabilitation Counseling, Community Counseling Track in the counseling community as well as in the larger New Jersey community and surrounding regions to recruit and enroll adequate numbers of students. 5. Developing certificate programs and/or courses to meet the needs of counseling professionals who wish to upgrade their qualifications and credentials in various areas of specialization. 6. Providing a career ladder for individuals who have obtained a bachelor s degree related to human services and are interested in completing professional preparation as a counselor. 7. Seeking funding including grants to assist students with tuition. 8. Expanding affiliations to provide students with a variety of counseling practice opportunities in the community. 9. Developing faculty practice with an emphasis on community service. The program mission statement and Objective 1 were revised to include student preparation to provide services in an environment of diversity. These changes were made to address CACREP conditions to include pluralism in our mission and objectives. Program mission and objectives are reviewed annually in the program s Annual Report. Input from the Department Chair is obtained as part of the preparation of the Report. This Report is submitted to the SHRP Dean, who also reviews and comments on program mission and objectives. As part of this program evaluation, program mission and objectives were reviewed by the Rehabilitation Counseling Advisory Committee, which includes agency representatives, current students, program graduates, persons with disabilities, and family members. Advisory Committee members concurred that the mission and objectives are appropriate for the program. They commented that the objectives addressed a variety of areas including counselor preparation, addressing community needs, funding for students, career ladders for those already in the field, program affiliations, and community service. A list of Advisory Committee members is at the end of this report. Program mission and objectives are made widely available through inclusion in the following documents: Program s Student Handbook; Program web site at Practicum Handbook; 8

9 Internship Handbook; and Internship Supervisors Handbook. Content and Design of Academic Curriculum: Content and design of the academic curriculum were assessed in the following ways: Review of status of recommendations from the 2008 Program Evaluation Report. Review of course syllabi by the Department s Curriculum Committee for conformance with accreditation standards and with SHRP and Department standards for course syllabi. Review of SHRP Learning Outcomes Report External review through the Clinical Supervisor Survey and the CACREP self-study and site visit process for program accreditation in Community Counseling. Curriculum evaluation in the Student Exit Survey and the Student Survey. Student evaluations of each course at the end of the course. Evaluation study of the effectiveness of the curriculum for work outcomes. Review of status of recommendations from the 2008 Program Evaluation Report: Listed below are the recommendations from the 2008 report and the outcome for each recommendation. Recommendation: PSRT 5103, Human Growth and Development, will be offered earlier in the curriculum. Outcome: This was implemented in Summer, 2009 so that students now take this course in the first year of the program during the summer semester. Recommendation: PSRT 5242, Group Methods, will be offered immediately before the practicum and internship so that students remain familiar with this material as they undertake group leadership in these clinical experiences. Outcome: This was implemented in Summer, 2009 so that students now take this course in the summer semester before starting the practicum and internship. Recommendation: Revision of PSRT 5123, Community Counseling and Resources, and PSRT 5403, Career Counseling and Consultation, to include a sequence on consultation. Outcome: This was implemented in the Spring, 2009 semester. Recommendation: The elective course will be moved from the summer semester to the spring semester, when a greater variety of electives is available. There will be increased availability of electives in psychiatric rehabilitation so that students interested in specialization in this area can more easily register for these courses. As part of implementing this, PSRT 5101, Seminar in Principles and Practices of Psychiatric Rehabilitation will be offered in both the fall and spring semesters. Outcome: The change in when the elective is taken was implemented in Spring Since most students select PSRT 4251, Mental Illness and Substance Abuse, as their elective, there has not been sufficient demand to offer PSRT 5101, Seminar in Principles and Practices of Psychiatric Rehabilitation twice per year. Students who wish to take an elective in psychiatric rehabilitation have the option of taking PSRT 5051, Seminar in Evidence based and Promising Practices as their elective. 9

10 Recommendation: Introduction of more information on motivational interviewing in PSRT 5102, Counseling Techniques I. Outcome: This was implemented before the Report was issues in Students also receive additional practice in motivational interviewing in PSRT 6012, Internship in Counseling. Recommendation: Introduction of more material about families in PSRT 5242, Group Methods, to be implemented in Summer, Outcome: Additional material about families has been included in this course including material on family psychoeducation, an evidence-based practice. Recommendation: Expansion of the unit on school to work transition in PSRT 5403, Career Counseling and Consultation. Outcome: This was implemented in Spring, Recommendation: Addition material on learning disabilities to be added in PSRT 5310, Psychosocial Aspects of Disabilities. Outcome: This was implemented in Summer, Recommendation: Increased material on working with clients from a variety of models. Material on this topic has been augmented in PSRT 6012, Internship in Counseling, including a new text which presents information on using cognitive, behavioral, solution-focused, and transtheoretical (motivational interviewing) approaches. Outcome: This was implemented in Spring, Accreditation Standards Related to Curriculum: The Department s Curriculum Committee has the responsibility of working with the Program Director and course instructors to assure all accreditation standards as well as SHRP and Department standards are met. The program is currently preparing for reaccreditation by CORE including a site visit in Spring, As part of preparation for the CORE Self-Study document, the Curriculum Committee reviewed all courses in light of revised CORE standards. The review process consisted of a Committee member interviewing faculty who most recently taught the course to assess how each standard relevant to the course was addressed. Additionally, each course was assessed with regard to new CORE requirements for inclusion of ethics, diversity, and critical thinking in each course. As a result of these reviews, it was concluded that all CORE standards from Section C related to curriculum are met. The program received CACREP accreditation in Community Counseling in January, 2010, following the submission of a Self-Study in Spring, 2009, and a site visit in Fall, The CACREP accreditation report indicated there were no conditions related to curriculum, and the program met all CACREP curriculum standards. Student Learning Outcomes: SHRP has instituted a system to assess student learning outcomes. For , three areas were evaluated. These were Professional Competencies, Communication, and Ethics and Jurisprudence. The program met objectives for all areas. The 2012 Report for Assessment of Student Learning is in Appendix E. SHRP has recently revised the format for assessing student learning outcomes. The revised format will go into effect in January, The Curriculum Committee has agreed to review the program s plan for assessing student learning 10

11 outcomes and to assist in developing and implementing data collection methods to assess outcomes. Program graduates responding to the Graduate Survey expressed generally high satisfaction with the knowledge and skills gained in the program. With regard to overall knowledge of the field, 90% of respondents indicated ratings of much better or better as compared to other practitioners with similar education and experience. All specific curriculum areas also received high ratings, ranging from 70% to 95% of responses, indicating preparation that was much better or better. Clinical Supervisor Survey: Clinical supervisors responding to the Clinical Supervisors Survey were favorable in their evaluation of the preparation of students for the practicum and internship experiences. All were very satisfied (85.7%) or satisfied (14.3%) with the overall effectiveness of the program in preparing students for entry level counseling positions in the community. Most (66.7%) rated students as much better prepared as compared to students with similar educational preparation from other programs. Complete results of this survey are in Appendix D. Student Surveys: Two student surveys were conducted in Spring One was an Exit Survey of students completing the internship. The other was a Student Survey in which all students were invited to participate to assess their overall experience in the program and with SHRP and UMDNJ. The results of both surveys were reviewed with the Rehabilitation Counseling Advisory Committee for their comments and input. Results from the Student Exit Survey indicated that all students thought that the program adequately prepared them for an entry level position in counseling. Most students (92%) were satisfied with their overall experience in the program and would recommend the program to other interested students. A review of specific areas of the curriculum included in the survey indicated that a majority of students rated all areas of the curriculum except for Family counseling approaches as preparing them very well or preparing them well. Areas in which all students indicated they were prepared very well or prepared well included Psychopathology, Psychiatric rehabilitation, Adjustment to disability, Planning a group, leading a group, Using assessment information in planning, Counseling persons with disabilities, Basic counseling skills, Advanced counseling skills, Obtaining client informed consent, and Quality of individual supervision. Addition information about approaches to family counseling has been included in the curriculum, particularly in PSRT 5242, Group Methods. The results of the Student Exit Survey are in Appendix B. The Student Survey of current students was conducted in Spring This survey was intended to gather information about student s overall experience in the program, with SHRP and with UMDNJ. It included questions assessing the quality of SHRP and UMDNJ services from the standpoint of the student. A total of 47 students participated in this survey. This represents over 70% of current students. Reflecting the demographics of our student body, most participants (80.9%) were part-time students, and most (66.6%) were employed either full time or part time. Most students (95.8%) strongly agreed or agreed that the program emphasizes quality education. Ratings of other aspects of the program 11

12 yielding totals of 90% or higher responding with answers of strongly agree or agree. Included faculty are interested in my success, faculty are enthusiastic about teaching, faculty are experts in their command of course content, faculty seem to have sufficient time for teaching, faculty are available for consultation/advisement, and theoretical instruction is of high quality. Over 90% of students strongly agreed or agreed that attending this program will help in their careers. With regard to other services, a majority of students rated the following services as excellent or good: Availability of information about the program, admissions process and orientation, online library resources, and counseling-related journals online in the library. Computer laboratory facilities were viewed as excellent or good by 42% of students while Information technology services were rated as excellent or good by 27% of students. It should be noted that computer equipment in the Scotch Plains computer laboratory has recently been replaced. Additionally, the platform for on-line courses has been changed this year from Angel to Moodle. Students had a number of complaints about areas of the Scotch Plains campus such as lack of a cafeteria and temperature in the classrooms. The Associate Dean of the Scotch Plains campus, who is also responsible for Information Technology, is aware of these issues. Complete survey results and the survey form are in Appendix A. On-line courses: The Department has sought to increase the courses available to students seeking licensure in New Jersey who need an additional nine credits beyond the 51 credit degree. Currently, both on-line and on-campus electives are available for this purpose. The program has received a number of inquiries about the availability of a course in clinical supervision now that educational requirements have been implemented in New Jersey for clinical supervisors providing supervision to those seeking the Licensed Professional Counselor (LPC) credential. To meet this demand, a new on-line course, PSRT6000, Fundamentals of Clinical Supervision, was developed. The course has been approved by the Department s Curriculum Committee and by SHRP s Committee on Course and Curriculum Review. It is expected this course will be taught for the first time in Summer The Department has been developing several existing courses to on-line format. This includes PSRT 5123, Community Counseling and Resources, PSRT 5132, Medical Aspects of Disability, PSRT 5313, Foundations of the Counseling Profession, and PSRT 5403, Career Counseling and Consultation. Three faculty members have been assigned to develop these courses for on-line delivery. It is expected these courses will be ready for the academic year and will be offered if there is adequate demand. Student evaluation of courses: Students evaluate each course at its termination. An online format was implemented for this evaluation in order to give students more time to formulate thoughtful and comprehensive replies. However, the on-line format resulted in low rates of return for most courses. Therefore, the program has returned to in-class distribution of evaluation forms, except for on-line courses. Feedback from course evaluations is made available to faculty who taught the course as well as the Program Director and the Department Chair. This feedback is also used as an indicator of the need for Curriculum Committee review of the syllabus. 12

13 Evaluation Study of Effectiveness of Curriculum for Work Outcomes: Dr. Elizabeth Van Houtte conducted a study entitled The Effect of Level of Counselor Education on Clients Receiving Service in the Public Vocational Rehabilitation System in New Jersey to assess work outcomes for clients of New Jersey Division of Vocational Services (DVRS) rehabilitation counselors before, during and after the counselors studies for the degree. Most of our first graduating class were DVRS counselors. The study was based on existing data that DVRS routinely collects about clients, services provided, and outcomes. The study showed that education of DVRS counselors had a positive effect on client outcomes including a higher percentage of clients who had successful rehabilitation with competitive employment, service time decrease, total expenditures decrease, and increase in client earnings. All these outcomes represented significant differences with positive outcomes occurring upon the counselors entering graduate school and improving even further after attainment of the graduate degree. The study included 14 program graduates and 3180 clients. According to the author, no other study has compared student/counselor to themselves pre, during and after graduate school. The study clearly demonstrates the effectiveness of the program curriculum as related to work outcomes in a state vocational rehabilitation agency. See Appendix F for a PowerPoint presentation about this study. Recommendations: As a result of this program evaluation, the following recommendations were made: Curriculum assessment efforts need to focus more on evaluating student outcomes. The Curriculum Committee has agreed to review the program s plan for assessing student learning outcomes and to assist in development of methods for data collection. This review will begin in September, Complete Self-study for CORE accreditation by November, Implement new on-line course for clinical supervision, PSRT 6000, Fundamentals of Clinical Supervision, in Summer, 2013, to increase electives for those seeking licensure and to meet New Jersey licensure standards for those interested in clinical supervision. Implement on-line courses in specialized areas of the curriculum as needed to meet demand. Practicum and Internship Requirements and Supervision: Effectiveness of practicum and internship instruction was assessed in the following ways: Review of program practicum and internship clinical affiliations. Review of status of recommendations from the 2008 Program Evaluation Report. Review of the course syllabi for PSRT 6011, Practicum in Counseling, and PSRT 6011, Internship in Counseling, by the Department s Curriculum Committee for conformance with new CORE accreditation standards and with SHRP and Department standards for course syllabi. External review through the Clinical Supervisor Survey and the CACREP accreditation process. Input of Master s Level CAASP Committee on student progress review procedures. 13

14 Review of Practicum Handbook, Internship Handbook, and Internship Supervisors Handbook. Review of clinical supervisor training. Student evaluations: practicum and internship courses at the end of each course, practicum and internship agency experience, and quality of clinical supervision at the end of each of these clinical experiences. The Student Exit Survey. Availability of qualified clinical supervisors. Clinical Affiliations: At present, the program has clinical affiliations with over 50 community agencies in New Jersey, Pennsylvania, New York, and Delaware that provide services to individuals with disabilities. Clinical affiliations include five state vocational rehabilitation agencies and many agencies that provide counseling services including psychiatric rehabilitation for individuals with mental illness residing in the community. The number and geographic range of placements afford students a wide choice of community settings serving individuals with disabilities in which practicum and internship experiences can be completed. The program continues to add agency affiliates as new community agency settings which meet program criteria for affiliation are identified. Review of status of recommendations from the 2008 Program Evaluation Report: Listed below are the recommendations from the 2008 report and the outcome for each recommendation. Recommendation: As mentioned earlier, students now take PSRT 5242, Group Methods, in the semester before starting the practicum and internship sequence so that skills in this area can be applied more effectively in these clinical experiences. Outcome: This was implemented in Summer, Recommendation: As indicated in the section on Academic Curriculum, additional information including a new text has been added to PSRT 6012, Internship in Counseling to provide students with more instruction about using different models in counseling clients. Outcome: This was implemented in Spring, Recommendation: Students who do not complete a group experience as part of the internship project will have revised requirements, starting Spring, 2009, to report group experiences. Outcome: This was implemented in Spring 2009 with the requirement that all students lead a group and report on this experience as part of the internship. Starting in Summer, 2010, this requirement was augmented to require students to plan and lead a group based on the Boston University approach to skills teaching. Students receive initial instruction in developing this type of group as part of PSRT 5242, Group Methods, taken in the summer before the practicum/internship sequence. This approach proved to be very successful both in preparing students to lead groups and in increasing agency awareness of psychiatric rehabilitation practices. As a result of this, Dr. Oursler and students presented workshops at two conferences in 2010, one regional conference and one national conference as listed below: 14

15 Putting Psychiatric Rehabilitation into Practice: University-Agency Partnership, October 18, 2010, National Council on Rehabilitation Education/ Council of State Administrators of Vocational Rehabilitation/ Rehabilitation Services Administration 2010 Conference, Arlington, VA Curriculum Based Skills Teaching: Preparing Clients for Employment, July 19, 2010, 2010 Northeast Rehabilitation Association Annual Training Conference, New York City Accreditation Standards Related to Practicum and Internship: The Curriculum Committee reviewed course syllabi for PSRT 6011, Practicum in Counseling, and PSRT 6012, Internship in Counseling with respect to new CORE standards for practicum and internship (Section D). The review showed that all standards for this section are met. Additionally, the syllabi for these courses met all Department and SHRP standards. External Review: The CACREP Self-study and site visit, both completed in 2009, also addressed practicum and internship standards. The CACREP report indicated no conditions for the practicum and internship as all CACREP standards relevant to these clinical experiences were met. The program strives to meet both CORE and CACREP standards for the practicum and internship experiences and adheres to the stricter of the two accrediting bodies standards. As described in the section on Content and Design of Academic Curriculum in this report, results of the Clinical Supervisor Survey showed that agency clinical supervisors were favorable in their evaluation of the preparation of students for the practicum and internship experiences with all very satisfied (85.7%) or satisfied (14.3%) with the overall effectiveness of the program in preparing students for entry level counseling positions in the community and most (66.7%) rating students as much better prepared as compared to students with similar educational preparation from other programs. Complete results of this survey are in Appendix D. Student Exit Survey: As noted earlier in this report, results from the Student Exit Survey indicated that all students thought that the program adequately prepared them for an entry level position in counseling. A review of specific areas in the survey related to the practicum and internship indicated that all students rated as prepared very well or prepared well in basic and advanced counseling skills, counseling persons with disabilities, planning a group and leading a group, using assessment information in planning, obtaining client informed consent, and quality of individual supervision. The results of the Student Exit Survey are in Appendix B. Master s Level CAASP: The Masters Level Committee on Academic Affairs and Student Progress (CAASP) reviews the academic progress of all students before they are approved to start the practicum and internship sequence. Students who do not meet standards are advised in writing of deficiencies and needed steps to address them. This procedures for student progress reviews has been effective procedure in assuring students are ready to start these clinical experiences. Additionally, the CAASP is consulted when students display inadequate knowledge and skill or other problematic 15

16 situations during the practicum and internship that cannot be resolved by the course instructor and clinical supervisors. Review of Handbooks: Program faculty including instructors for the clinical experiences review the various handbooks including the Practicum Handbook, Internship Handbook, and Internship Supervisors Handbook on an annual basis. All clinical supervisors replied in the Clinical Supervisors survey that they were very satisfied with the information provided in the practicum and internship handbooks. Clinical Supervisor Training: Practicum course instructors review on an annual basis the content of the required Clinical Supervisors Training, which all new clinical supervisors must complete with these instructors before starting clinical supervision with students. Since the last report, several changes have been made to improve this training. The training has been lengthened from a half day to a full day, and new clinical supervisors are given a book on clinical supervision. The requirement for a professional Disclosure Statement was implemented in the academic year. The training was updated this past academic year, , to include more content on multicultural aspects of clinical supervision. Clinical supervisors in the Clinical Supervisors Survey reported they were either very satisfied (71.4%) or satisfied with the training for clinical supervisors. Student evaluations: Students evaluate their practicum and internship experiences in several ways. One is the course evaluation process at the end of each course as is done for all Department courses. Additionally, at the end of each of these clinical experiences, students evaluate their experiences in the practicum using the Student Evaluation of Practicum Agency form and their experiences in the internship agency using the Student Evaluation of Internship Agency form. Both forms include the student s evaluation of the quality of individual and group clinical supervision as well as a question about whether the student would recommend the agency to a future student. These evaluations are given directly to the faculty member responsible for the practicum or internship. Student evaluations of practicum and internship agencies have indicated high satisfaction with these experiences and with clinical supervision. These evaluations are also used to identify any issues with agencies which may need faculty follow-up as well as to evaluate ways to improve practicum and internship experiences in the future. Student Exit Survey: Students at the conclusion of the internship also completed the Student Exit Survey, which included questions about their evaluation of their preparation in the program including preparation related to the practicum and internship experiences. All students rated the quality of individual supervision as preparing them very well or well, while 92.3% of students rated the quality of group supervision as preparing them well or very well. Additionally, all students reported they were prepared well or very well in basic and advanced counseling skills, counseling persons with disabilities, and planning and leading a group. All these topics are a focus of the practicum and internship experiences. Qualified clinical supervisors: The program has available a sufficient number of qualified clinical supervisors who have a master s degree and are Certified Rehabilitation 16

17 Counselors (CRC s). This includes both agency and faculty clinical per program standards. Several clinical supervisors are program graduates. Although there is an adequate supply, program graduates have expressed interest in coursework for preparation in clinical supervision. Two new courses in clinical supervision were developed during the academic year and have received approval from both the Department s Curriculum Committee and the SHRP CCCR. One course, PSRT 6000, Fundamentals of Clinical Supervision, an online course which is expected to be taught for the first time in Summer, 2013, and PSRT 6400, Seminar in Clinical Supervision. PSRT 6400 is designed for doctoral level students and will be taught on-campus. The availability of coursework in clinical supervision is expected to increase the pool of those interested in becoming clinical supervisors for students in the program. Recommendations: As a result of this program evaluation, the following recommendations were made: There needs to be increased focus on assessing the practicum and internship experiences in terms of outcomes. Complete Self-study for CORE accreditation including Section D on practicum and internship by November, Teach new clinical supervision courses, either on-line or on-campus, as needed. Graduate Achievements: Graduate achievements including employment and professional credentials were assessed using the following information: Review of status of recommendations from the 2008 Program Evaluation Report. Employment of graduates and projected future needs. Pass rate on the Certified Rehabilitation Counselor examination. Counselor licensure in New Jersey. Continuing participation of program graduates related to program activities. Review of status of recommendations from the 2008 Program Evaluation Report: Listed below are the recommendations from the 2008 report and the outcome for each recommendation. Recommendation: The Department has made the decision to apply for CACREP accreditation in community counseling. Outcome: In preparation for this, a consultant was engaged in Spring Application will be made in Spring, If this accreditation is attained, the program would maintain both CORE and CACREP accreditation. The program attained CACREP accreditation in January, 2010, following a site visit in October, Pre CACREP policy, accreditation is considered effective from January, The program has continued to maintain CORE accreditation. CORE extended the program s current term of accreditation for an additional year until , due to the implementation of new CORE standards in Recommendation: A Rehabilitation Counseling faculty member, Bill Green, has been appointed by the Governor to serve on the New Jersey Professional Counselors Examiners Committee. 17

18 Outcome: Prof. Green continues to serve on the Committee and was recently elected Committee Chair. Recommendation: The program s curriculum was submitted in December, 2007, to the New Jersey Professional Counselors Examiners Committee for review in relation to Licensed Professional Counselor curriculum qualifications. A response is pending. Outcome: We continue to work with the Committee on curriculum approval now that the program has CACREP accreditation. Recommendation: It is essential to continue to maintain contact with employers regarding their requirements and their perceptions of program graduates. An important resource in maintaining current information about employer needs and requirements is the Rehabilitation Counseling Advisory Committee. It is important for the program to continue to receive ongoing input from this source as well as other sources as part of assuring the program meets employer needs. Outcome: The Advisory Committee continues to meet on a regular basis and to review program elements on both the undergraduate and graduate level. The undergraduate program is a feeder for the M.S. in Rehabilitation Counseling. Employers continue to contact the program directly with significant numbers of job openings for graduates. Employment of Graduates and Projected Future Needs: A review of information about program graduates employment over the past three years indicates high levels of employment with employment approaching 100% within three months of graduation. Most program graduates are employed in either government or non-profit agencies. The program sends annual employment follow-up surveys to all graduates who have received Rehabilitation Services Administration scholarships, which includes most graduates. It is recommended that the employment follow-up process be expanded to include all graduates with graduates who have not received RSA scholarships surveyed at less frequent intervals. There is a high unmet need for qualified rehabilitation counselors in New Jersey with projected need for 200 rehabilitation counselors per year (projection by New Jersey Department of Labor). There continues to be a severe shortage of qualified professional rehabilitation counselors as indicated both by input from Rehabilitation Counseling Advisory Committee members who are employers and by information from national sources such as the Rehabilitation Services Administration. UMDNJ is the only university in New Jersey and the Philadelphia area offering a degree in this area and one of two universities in the New York City area offering this degree. The program receives frequent inquiries from employers about availability of program graduates to fill job openings. Notices of job openings are posted on the Department s web site at Pass Rate on the Certified Rehabilitation Counselor (CRC) Examination: Information obtained from the Commission on Rehabilitation Counselor Certification (CRCC) indicated that those who take the Certified Rehabilitation Counselor (CRC) examination while still students do substantially better than those who take the examination after 18

19 graduating. However, the overall pass rate overall has consistently been above the national average since 2005 as indicated in the table below. It should be noted that there is duplication of students and graduates in the period from , due to the way that CRCC reports data. Data from are for examinations given in a paper and pencil format. The more recent data are for examinations administered in a computer-based testing format. The ongoing success of students in passing the examination is an indicator of the strength of the curriculum in preparing students for this national examination. Faculty continue to urge students to take the CRC examination before graduating from the program. Report Date 10/08-7/11 10/08-3/10 10/05-4/08 Certified Rehabilitation Counselor Examination Results Students Percent Graduates Percent All Percent National Passing Passing Passing Passing Passing Pass Rate 24/28 86% 14/18 78% 38/46 83% 70% 15/15 100% 8/11 73% 23/26 88% 71% 10/10 100% 5/7 71% 15/17 88% 75% Counselor Licensure in New Jersey: A major area of dissatisfaction and concern for program graduates noted in the 2008 data from program graduates was the lack of unification of the counseling field in New Jersey, particularly in the area of counselor licensure. Our program reflects the philosophy that counseling is one profession sharing a body of core knowledge and skills within which there are areas of specialization. New Jersey is one of only five states with separate licensure for professional counselors and for rehabilitation counselors. This was causing difficulty for many program graduates who could not obtain the Licensed Professional Counselor (LPC) credential, the preferred credential for employers. Additionally, prospective students lost interest in applying for the program after asking if they could qualify for the LPC credential with this degree. The decline in student applications was having a significant effect on the program, particularly with regard to the Stratford campus. The lack of interest in the Licensed Rehabilitation Counselor (LRC) credential is reflected in the number of LRC s, about 80, as compared to the number of LPC s, about 3,000. The Department took the following steps to address this situation: A change in New Jersey LPC regulations allowed for any program with CACREP accreditation to meet the educational requirements for the LPC. The program successfully attained CACREP accreditation in January, The Professional Counselor Examiners Committee has subsequently recognized the program as meeting educational requirements for the LPC. In February, 2011, Dr. Ken Gill, Department Chair, testified at the Red Tape Commission, chaired by New Jersey s Lt. Governor, about the need for unification 19

20 of counselor licensure. The need for this change was confirmed by the Lt. Governor. Dr. Janice Oursler has worked with the boards of the New Jersey Counseling Association (NJCA) and the New Jersey Rehabilitation Association (NJRA) to develop support for a change in the licensure law to single licensure. Both boards support this change as do the American Counseling Association (ACA) and the American Rehabilitation Counselors Association (ARCA). A bill for single licensure has been introduced in the State Assembly. UMDNJ Government Affairs has been providing assistance in efforts to have this bill enacted into law. Program graduates are now reporting that they are experiencing success in attaining the Licensed Associate Counselor (LAC) credential. The LAC represents that educational requirements have been met and is the first step toward attainment of the LPC, which requires supervised clinical experience in a setting acceptable to the Professional Counselors Examiners Committee. Additionally, applications for the program, in particular, for the Stratford campus have substantially increased with a number of prospective students stating that they learned about the program from the CACREP web site. Continuing participation of program graduates related to program activities: Program graduates have continued to maintain participation in the program in a variety of ways. There are two program graduates, one from Scotch Plains and one from Stratford, who are members of the Rehabilitation Counseling Advisory Committee. Program graduates have also become clinical supervisors for the practicum and internship experiences. For example, five program graduates are expected to be clinical supervisors for the academic year. Two program graduates were clinical supervisors in , and three were clinical supervisors in Additionally, a program graduate has been an adjunct instructor for PSRT 5315, Evaluation and Assessment, at the Stratford campus. Efforts are made to bring program graduates back to campus by holding professional activities on campus. For example, the spring 2012 conference of the New Jersey Rehabilitation Association (NJRA) was held at the Scotch Plains campus. Board meetings of NJRA are held on the Scotch Plains campus. The current President of NJRA is a program graduate. Recommendations: As a result of this program evaluation, the following recommendations were made: Continue to work with interested parties to amend the New Jersey counselor licensure law to eliminate separate licensure for rehabilitation counselors and to unify the counseling profession in New Jersey with single licensure, the Licensed Professional Counselor. Expand follow-up survey of program graduates work settings to include all graduates. 20

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