Clinical Mental Health Counseling Program Antioch University Seattle Outcomes Report 2014
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1 Introduction Clinical Mental Health Counseling Program Antioch University Seattle Outcomes Report 2014 The practice of evaluation complements program management by gathering necessary information for improving and accounting for program effectiveness. Counselor educators and faculty can no longer question whether to evaluate their programs; instead, the appropriate questions are: What is the best way to evaluate? What is being learned from the evaluation? And, How will lessons learned from evaluations be used to make counselor training and education more effective and accountable? By collecting the perspectives of all stakeholders the clinical mental health counseling (CMHC) program at Antioch University Seattle (AUS) seeks a culture of continuous improvement to the curricular learning experiences of students as well as to program quality toward training competent and ethical counseling professionals. Included in this report is an overview to: The MA in Clinical Mental Health Counseling at Antioch University Seattle The MA in CMHC Screening and Admission Process Retention and Graduation Rates Snap Shot of Current Students, Alumni, and CMHC Faculty The CMHC Program Evaluation Process Alumni Outcome Data Current Student Outcome Data The goal of the program evaluation process is to gather and report data illustrating a continuous commitment to improve the CMHC program in response to the needs of and experiences of our stakeholders as well as reflect an ever- changing and dynamic profession. MA in Counseling Overview The Clinical Mental Health Counseling (CMHC) program at Antioch University Seattle (AUS) awards a Masters of Arts degree in counseling with optional specialties in Art and Drama Therapy. Accredited by the Council of Accreditation for Counseling Related Education Programs (CACREP), the program meets the highest standards in counselor training and supervision with advanced competencies in multicultural counseling, evidence based practices, and clinical competencies. The CMHC program provides a structure and set of experiences to help students develop the intellectual and relational capacities needed to understand and work with others in the professional practice of counseling. These goals are accomplished through a combination of required course work, electives, practical
2 experience, and a supervised internship. This learning specialization is designed to meet the educational requirements for state licensure in Mental Health Counseling as well as the national curriculum standards described by the Council for Accreditation of Counseling and Related Educational Specializations (CACREP). Screening and Admission Since the mission of the CMHC program is to prepare competent and ethical counseling professionals to work in diverse settings with vulnerable individuals and families, a thoughtful screening process is the initial step in protecting the public, the profession, and the university. In general, the current screening and admission process includes: Assisting candidates with submitting a completed application file (see AUS-CMHC application process and requirements) Forward completed files to the department chair for an initial review of strengths/weakness of the candidate's written materials and level of recommendation regarding readiness for a group interview; Candidates recommended for a group interview are scheduled with two core faculty members for a 90-minute session (see attached group interview procedures). Note: there are circumstances when an individual interview session is provided (e.g. out-ofstate candidate); Interviewing core faculty recommend and rank candidates for full or conditional program acceptance as well as quarter of admission. Candidates where consensus was not reached are referred back to the department chair for a final review; Provide registration instruction to admitted students for the upcoming quarter and schedule a new student orientation (usually week eleven in the quarter prior); Assign faculty advisor and confirm registration in mandatory coursework for all new CMHC Students (e.g. Family of Origin/Multicultural Perspectives). During the academic year of , the CMHC program admitted 35 students and maintains an active enrollment of 132 students. Only the top qualified candidates are selected for admission into the programs. Annual enrollment projections are primarily based on available resources to adequately meet course requirements for all enrolled graduate students. Currently, the CMHC program is scheduled to offer 37 course sections capable of a maximum of 554 registrations for the fall of 2014 with a projected enrollment of 40 students for the academic year of Retention and Graduation The CMHC graduated 32 students this past academic year, and based on recent alumni data (see Alumni Report 2014) program, 87% will obtain counseling related employment within
3 6 months and 91% licensed as mental health counseling professionals. Of those licensed, 70% meet postmasters state requirements for an independent clinical license (LMHC) in less than two years. CMHC Program Average Enrollment Annual Admissions Number of Graduates Completion Rate Licensure Exam Pass Rate* % 94% 87% *See Alumni Report 2014 Current Student Snapshot Employment Rate* 78% Female 77% Caucasian 73% Heterosexual 60% Work Full time 61% take 2-3 courses per quarter 89% graduate in under 3.5 years with a 90% completion rate 132 average annual enrollment with 35 admits last year and 40 projected for 2014 Alumni Snapshot 87% employed within 6 months 91% licensed as mental health counselors 79% completed postmaster requirements in less than 2 yrs. 60% work in nonprofit organizations 84% report job satisfaction 73% have salaries between $44-74,000 Faculty Snapshot The CMHC program has 4 fulltime Core Faculty members, one part- time core faculty member, and one Teaching Faculty position. They are advanced clinicians in the field, active participants in the profession, contributing citizens to the AUS community, and seek to uphold the science- practitioner model of reflective inquiry, experiential learning, social justice, and professional ethical conduct. In a climate of diminished resources, the faculty (Core and Teaching) support student research, encourage professional inclusion, teach additional coursework to meet the increased enrollment requirements, and fulfill the necessary program needs (see Appendix A: Faculty Workload and Program Sustainability). Program Evaluation Annual program reviews are designed as a process in which program directors, faculty, the director of assessment and the AUS Outcomes committee, and all academic, student and institutional support departments collaborate to use data as a means for fostering student learning and improving program effectiveness. The descriptions and flow chart below
4 outline the interrelationship between student learning assessment and the accountability bridge to program evaluation. This accountability is not only a review of student learning outcomes by faculty, students, and departmental leadership, but also community stakeholders as represented in the program advisory council. Designed to inform and guide the MHC in program development, a specific task is to review student- learning outcomes for identifying gaps and proposing program adjustments. Stake Holders Student Learning Assessment Program Evaluation The M.A. Counseling degree with a specialization in Clinical Mental Health Counseling at AUS utilizes a comprehensive database to track current and previous students. To ensure that identified communities of interest have a voice in the continuous development of the curriculum and program, outcomes assessment surveys have been developed to give communities of interest the opportunity to offer feedback. These include, but are not limited to, community mental health and youth- serving agencies and their consumers; prospective, current, and previous students; state and national professional organizations in the field of mental health; and AUS, including its administrators and faculty. In the quest to collect evidence to the extent which student learning outcomes are being met, the results of the alumni and current survey recently administered are reviewed in the following pages.
5 Clinical Mental Health Counseling Antioch University Seattle Alumni Survey Results 2014 During spring quarter, 2014, the CMHC specialization administered an Alumni Survey of CMHC graduates. At total of 49 alumni responded completely to the survey. The survey provided respondents with the opportunity to assess key aspects of the CMHC specialization regarding their instructional and supervisory experiences. It was composed of three sections: (1) demographics; (2) post- master s professional development; and, (3) program and faculty evaluation. Program and faculty evaluations are indicated on a five- point Likert scale ranging from 1, poor, to 5, excellent. Alumni were also asked to provide narrative feedback regarding the most valuable aspects of their educational experience as well as areas where the CMHC program might be improved. The results of the survey are listed below in response to each question. Finally, qualitative data was collected and analyzed utilizing the constant comparative method. Graduation Data Years to Graduate Courses per quarter 50% 11% 39.00% % 16% 61% 1 to 2 2 to 3 3 to 4 Employment Status while Enrolled Time Span from Graduation to Employment 52% 25% 23% Not employed Part- time (up to 20 hours) Full- time (21 to 40 hours) 9% 13% Within 1 month 17% 61% 2 to 3 months 3 to 6 months 6 or more months State Licensure Status Completion Time Postmasters Requirements 9% 39% 52% LMHC (Fully Licensed) LMHC- A (Still aquiring postmasters) 25% 6% 69% 1 to 2 years 3 to 4 years 4 or more years
6 Earnings as a LMHC 16% 19% 19% 19% 10% 7% 10% Less than $15-19,000 $25-29,000 $30-34,000 $35-39,000 $40-44,000 $45-49,000 $50-74,000 Job Satisfaction as a CMHC 10% 6% Very Satisgied 36% 19% Satisgied Neutral 29% Somewhat Satisgied Not Satisgied Description of Employment Non- progit Organization/ Community Mental Health Industry or Business 37% 47% Federal/State/Local organization 3% 7% 13% 3% For- progit hospital or Clinic College or University Private Practice/Self Employed
7 Program Preparation Data Overall Program Effectiveness Social Justice Quality of the clinical program Professional Preparation Fulgilling program mission Program Rigor Effective leader and change agent Ethical Practice Multicultural Sensitivity Professional/ Personal Wellness Core Faculty Effectiveness Faculty Support Core Faculty Instruction/ Training Faculty Qualigications for Teaching Mentoring and Advising Infusion of Multiculturalism Interest in Student Development Qualitative Program Results of Alumni Narrative Thematic Raw Narrative Data Excerpts Multicultural Competencies Self Awareness Theory to Practice Post Graduate Preparation Two things stood out to me. The first was the emphasis on cultural knowledge and the second was how students were encouraged to increase their awareness of the differences in privilege that exist in our society. Antioch might well have been the best thing I ever did for my personal growth. the constant opportunity to examine myself and my life. The focus on selfexploration as a necessary component of learning. My greatest time of growth was when I was simultaneously enrolled in practicum and theories. The combination of practice and classroom learning helped me learn in powerful ways. I felt there was not any training or support in the steps following graduation like getting a job, supervision or going into a private practice. More workshops or electives for building a private practice or networking with licensed therapists who want to supervise/mentor LMHCAs.
8 Clinical Mental Health Counseling Antioch University Seattle Current Student Survey Results 2014 During spring quarter, 2014, the CMHC specialization administered both the Current Student and Alumni Surveys. A total of 69 current students and 49 alumni responded completely to the surveys. Respondents were asked to assess key aspects of the CMHC specialization regarding their instructional and supervisory experiences. It was composed of three sections: (1) demographics; and (2) program and faculty evaluation. Program and faculty evaluations were indicated on a five- point Likert scale ranging from 1, poor, to 5, excellent. Respondents were also requested to provide narrative feedback regarding the most valuable aspects of their educational experience as well as areas where the CMHC program might be improved. The results of each survey are listed below in response to each question as well as qualitative data analyzed utilizing the constant comparative method. Demographics Gender Identification 18% 2% Female 78% Male Transgender Other Ethnicity 15% 2% 4% 77% African American American Indian Biracial/ Multiracial Caucasion Prefer not to answer Sexual Orientation Academic Status 73% 16% 11% Bisexual Gay/Lesbian Heterosexual 60% 4% 6% 30% F/T w/o employment F/T w/ employment P/T w/o employment P/T w/ employment
9 Program Perceptions Overall Program Quality Quality of the clinical program Clinical skills for Fulgilling program beginning mission practice 4 Program Rigor Social Justice Preparation Leadership Ethical Practice Multiculturalism Wellness Faculty Effectiveness Core Faculty Adjunct Faculty Faculty Qualigications
10 Support from Faculty Mentoring and Advising Infusion of Multiculturalism Interest in Student Development Qualitative Program Results of Current Student Narrative Thematic Raw Narrative Data Excerpts Faculty Competence They bring in current experiences and examples that are useful and inspiring. Also, it seems, because they are practicing counselors, they are current on the very changing field. The intimate relationships I ve been able to form with my teachers. The knowledge of the faculty both core and adjunct has been the best part of this program. The intended roles and advisor-student relationship could be made more clear. Advisors are wearing too many hats. Too many classes taught by adjunct faculty. Value of Training Experiences Self Awareness Multicultural Competence Early practice therapy with classmates, then pre-internship practicum, all with excellent feedback from instructors who took the time to watch videos and read our case notes. Learning about self and how to be with others and self, not, what do I say, what technique to use? Working through my personal history regarding family & gender. The deep focus on multicultural competence as evidenced by some degree of coverage, sometimes extensive, in every single class. In learning multicultural perspectives, the pervasive sense of victimhood comes at the expense of strength assessments and personal empowerment. The various multicultural elements have been a complete waste.
11 Appendix A: CMHC Faculty Workload toward Program Sustainability Student Support Program Procedures Program Evaluation Service Periodic Program Plan Review Student Review of Progress Course Readiness for clinical Training (e.g. practicum and internship) Academic support and follow- up with Corrective Action Plans Assistance and student support in grievance procedures Graduation credit review Attendance at Informational Sessions Participation in Program screening processes (e.g. interviews) Participation with New Student Orientation Internship support and site visit collaboration with student, supervisor and university Program Design in meeting state and national standards of clinical mental health practice (e.g. course offerings, sequence, prerequisites) Program and Student Evaluation procedures (e.g. site supervisor evaluations, endorsement policies) New Course development (e.g. Trauma and crisis) New program development (e.g. certificate programs) Student support for licensure (e.g. exam readiness) Student support services Coordination with Registrars office with update and changes to evaluation and maintenance of student academic records Adopting program policy to meeting shifting needs related to graduate counselor preparation Collection of various data elements (see CMHC Assessment Plan) Preparation and dissemination of an annual report to program stakeholders (e.g. web posting) as well as periodic accreditation self studies (CACREP) Coordinating program advisory council (e.g. biannual meetings). Integration of program profile outcomes between accreditation requirements (CACREP) and AU policy. Serve as Course Liaisons in support of faculty teaching activities (core, teaching, and adjunct) related to pedagogy and student narrative evaluations University MA Faculty Meetings CMHC Faculty Meetings Faculty Assembly Academic Council Executive Grievance Outcomes Faculty Search Professional Membership and presentations at the American Counseling Association Membership and presentation at the Washington Counseling Association Membership and presentation at the Jungian Society Community Clinical Practice (one day a week)
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