Alumni, Employer, and Site Supervisor (AESS) Surveys School Counseling & Clinical Mental Health Counseling Programs Annual Report Summary, 2011

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1 School of Education Department of Human Services & Counseling Counselor Education Programs Alumni, Employer, and Site Supervisor (AESS) Surveys School Counseling & Clinical Mental Health Counseling Programs Annual Report Summary, 20

2 2 Table of Contents Introduction...3 School Counseling Program Surveys..4 Alumni Survey Results...4 Site Supervisor Survey Results.6 Employer Survey Results..6 Clinical Mental Health Counseling Program Surveys Alumni Survey Results...8 Site Supervisor Survey Results.9 Employer Survey Results..9 Future Program Goals and Actions 9 Appendix Samples Surveys & Quantitative Data. 0 School Counseling Employer Survey..0-2 School Counseling Alumni Survey.2-7 School Counseling Site Supervisor Survey 7-9 Clinical Mental Health Counseling Employer Survey 9-2 Clinical Mental Health Counseling Alumni Survey.2-26 Clinical Mental Health Counseling Site Supervisor Survey 26-28

3 3 Introduction Alumni, employers, and internship/practicum site-supervisors were surveyed from St. John s University s Counselor Education programs, including School Counseling and Clinical Mental Health Counseling. Traditionally, formal feedback on student performance was gathered regularly (twice a semester) from both practicum and internship supervisors, while feedback from alumni, employers and site supervisors was gathered in a less structured, informal manner, based on program changes or situations that warrant attention. The Alumni, Employer, & Site Supervisor (AESS) survey, launched in the fall of 20, marked the first formal effort to gather consistent feedback on our program. The surveys were launched between October and December of 20. Data was gathered and analyzed in January of 202. The AESS surveys were created in Survey Monkey. A copy of these surveys, along with the quantitative data, can be found in Appendix I. Specifically, six surveys were created: School Counseling Alumni Clinical Mental Health Counseling Alumni School Counseling Employers Clinical Mental Health Counseling Employers School Counseling Site Supervisors Clinical Mental Health Counseling Supervisors Alumni were mailed letters explaining the survey, and directing them to the online Alumni survey. The letter also encouraged them to forward a link to their employer with the online Employer survey. Finally, site supervisors of current students in Practicum and Internship were ed a letter explaining the survey, as well as a link to the online Site Supervisor survey. Response rates were generally low, although we are re-evaluating plans to gather feedback from alumni, employers and site supervisors. Specifically, response rates for each population were as follows: School Counseling Alumni = 22 Clinical Mental Health Counseling Alumni = School Counseling Employers = 4 Clinical Mental Health Counseling Employers = 0 School Counseling Site Supervisors = 0 Clinical Mental Health Counseling Supervisors = 2 Total Responses Received: 39 Results of the surveys are presented in this report, as well as recommendations for future program efforts.

4 4 School Counseling Program Surveys Alumni Survey Results Selection, Recommendation, and Satisfaction with STJ Program A majority of school counseling alumni stated that they would chose St. John s (STJ) University s Counseling program over again and that they would recommend STJ s Counseling program to a friend. A majority of school counseling alumni were either satisfied of highly satisfied with their program at STJ. Table outlines these results. Table Selection, Recommendation, and Satisfaction with STJ Program n = 22 Yes No Unsure Chose STJ over again 64% 4% 32% Recommend STJ to a friend 7% 5% 24% Satisfied Neutral Satisfaction with STJ Program 73% 4% 23% Alumni selected STJ s program based primarily on reputation (27%) and location (27%). Other reasons included recommendation of other (4%), registered with NYS (9%), and Other (23%). Reasons for other included: CACREP accreditation, ability to get provisionally certified, graduate assistantship, disliking another college program, and all of the above. Employment At the time of the survey, 50% of those surveyed had secured employment in school counseling, while 36% had not. This is likely due to the fact that the nearly half of the respondents graduates in 200 or later. Fourteen percent (4%) of those surveyed did not seek a position in school counseling upon graduation. The majority of alumni (82%) had applied either applied for and/or received their School Counseling Certification from the state of New York. The majority of those surveyed (54%) indicated that they had not yet established a specialty area, and only 5% had obtained the Nationally Certified Counselor (NCC) credential. Several expressed a desire to obtain their NCC, bilingual certification, and mental health counseling license. The majority of those surveyed (86%) belonged to both national and state professional counseling organizations including, ACA, ASCA, NYSSCA, NACADA, NACAC, APA, and others. On the job, approximately 27% of alumni felt that their primary duties were providing counseling (individual, group, couples, etc.), 9% indicated case management, 9% indicated administration (including supervision) and another 27% indicated Other duties, including classroom guidance, parent relations, and combinations of the above. The remaining respondents (27%) were not currently working in the field of counseling. Curriculum Alumni expressed great satisfaction with their school counseling curriculum. Alumni were asked to evaluate 7 program objectives. In all but four of these objectives, 77-95% of alumni indicated that the program was either very effective or effective in meeting the objectives. The four areas in which fewer alumni indicated effective/very effective responses were: History of the Counseling Profession (59%), Assessment (64%), Research (64%) and Evaluation (73%). It should be noted that while these four areas were lower than others, they still indicate that a majority of alumni feel the program is effectively meeting its objectives.

5 5 Faculty & Campus Resources Alumni were asked to indicate their level of satisfaction with the program s faculty and campus resources. Ten of these questions pertained to faculty characteristics, while five pertained to campus resources. In all but one area of the faculty characteristics, 77-96% of alumni indicated that the faculty was either very effective or effective. The one in which fewer alumni indicated effective/very effective responses was Timeliness of Faculty Responses (68%), however it should be noted that this percentage still represents a majority of alumni. A majority of alumni indicated that campus resources were either very effective or effective. specifically class size (95%), classrooms (82%), technological resources (86%), availability of support services (77%), and quality of support services (72%). Practicum and Internship Alumni had an opportunity to evaluate their Practicum, Internship, and Internship 2 experiences in five areas. In four out of five areas, 82-96% of alumni indicated that they were either satisfied or very satisfied with their experience. The one area in which fewer alumni indicated satisfied/very satisfied responses was Placement (68-73%), however it should be noted that this percentage still represents a majority of alumni. Alumni also had an opportunity to comment on their practicum and internship experiences. Comments were overwhelmingly positive with the exception of the few suggestions noted below in Table 2. Table 2 Practicum and Internship Experiences & Suggestions Satisfaction with areas, Satisfaction Suggestions excluding placement with placement Practicum 82-96% 73% Faculty visit site more often; More help finding placement Internship 9-96% 68% Faculty visit site more often; Eliminate taping; More help finding placement Internship % 73% Faculty visit site more often; Eliminate taping Program Strengths and Suggestions Alumni had an opportunity to reply to two open-ended questions addressing ) strengths of the school counseling program, and 2) program suggestions or areas for improvement. Alumni overwhelmingly stated that program faculty and curriculum were the greatest strengths of the program. Regarding recommendations for improvement, alumni suggested more practical/hands on learning (i.e. letters of recommendation, college search process, etc.), more emphasis on special education/ieps, and more help with both internship placement and post-graduation employment. Demographic Respondents were primarily white females, who were fulltime students while at STJ. Graduation years varied from 997 to 20. Table 3 outlines the demographic breakdown of school counseling alumni respondents.

6 6 Table 3 Demographic breakdown of respondents (n=22) Gender Female 86% (n=8) Male 4% (n=3) Ethnicity White/non-Hispanic 7% Hispanic 9% (n=4) Other 0% (n=2) (n=5) Student Status Full-time 64% (n=4) Part-time 8% (n=4) Both 8% (n=4) Graduation Year Range: Median: 2009 Mode: 200 Site Supervisor Survey Results Site supervisors of school counseling students were surveyed to assess their satisfaction with the STJ program and students. Nine site supervisors responded to the survey, with some having supervised more than one STJ intern. Specifically, the respondents had supervised the following number and category of STJ students:2 One () Practicum student Four Internship students Ten (0) Internship 2 students One hundred percent (00%) of those surveyed stated that they would be just as likely (40%) or more likely (60%) to accept another intern from STJ. Skills and Knowledge Site supervisors were asked to evaluate the counseling skills and knowledge of STJ students in 9 areas. In 7 of those areas, 78-00% of site supervisors indicated that the STJ student was either effective or highly effective in demonstrating the skill or knowledge specific. In three of those 7 areas, 00% of site supervisors indicated that the STJ student was either effective or highly effective, including ) professional and ethical behavior, 2) openness to supervision, and 3) dependability and contentiousness. The two areas in which fewer site supervisors indicated effective/very effective responses were ) theory and relevant research (56%), and 2) use of evaluation data to improve counseling services (67%), however it should be noted that this percentage still represents a majority of site supervisors. Program Strengths and Suggestions Site supervisors had an opportunity to reply to two open-ended questions addressing ) strengths of the school counseling program, and 2) program suggestions or areas for improvement. Site supervisors cited students preparation, knowledge of counseling, use of skills, and dedication/hard work as the program s greatest strengths. Regarding recommendations for improvement, site supervisors expressed more instruction on NYC schools, community resources/referral, and special education services. Site supervisors also had an opportunity to provide any additional comments on STJ programs and students. Six respondents replied, and each commented on the high quality of their internship and/or practicum students. Employer Survey Results Employers of school counseling alumni were surveyed based on their satisfaction with the STJ alumni on the job site. Four employers responded to survey, which was forwarded to them by their STJ alumni employee. Three out of four supervisors stated that they would be more likely to hire another STJ alumni based on their experiences with the graduate of the STJ School Counseling program, while

7 7 one supervisor stated that they would be less likely. Specifically, STJ alumni were employed in the following positions as indicated by the employer: School Counselor Director of Guidance Assistant Director of Advisement (college level) Family Social Worker Skills and Knowledge Employers were asked to evaluate the counseling skills and knowledge of STJ alumni in 9 areas. In 4 of the 9 areas, 75% employers indicated that the STJ school counseling program graduate were either effective or very effective in demonstrating the specified skill or knowledge. The five areas in which fewer employers indicated effective/very effective responses were ) theory and relevant research (25%), 2) knowledge and skills in counseling (50%), 3) use of evaluation data to improve counseling services (25%), 4) knowledge of human development and application in counseling (50%), and 5) professional and ethical behavior (67%), however it should be noted that these percentages still represents a majority of employers. Program Strengths and Suggestions Employers had an opportunity to reply to two open-ended questions addressing ) strengths of the school counseling program, and 2) areas in which you believe the employee is deficient. Employers cited employees skills in consultation, multicultural issues, ethics, and collaboration as the program s greatest strengths. Employers expressed the need for data management and data analysis skills, inability to accept critical feedback, and lacking belief in all students ability to succeed as deficits in their employees Employers also had an opportunity to provide any additional comments on STJ programs and alumni, although none of the employers elected to provide additional comments.

8 8 Clinical Mental Health Counseling (CMHC) Program Surveys Alumni Survey Selection, Recommendation, and Satisfaction with STJ Program Unfortunately, only one CMHC alumni replied to the survey. The CMHC program is new to STJ and, at the time of the survey, we had only graduated one class (May 20) with five graduates. As our CMHC program grows, we hope to have a greater number of responses. Table 4 outlines the CHMC results pertaining to selection, recommendation, and satisfaction. Table 4 Selection, Recommendation, and Satisfaction with STJ Program n = Reason for choosing STJ Reputation of Program Chose STJ over again Definitely Yes Recommend STJ to a friend Definitely Yes Satisfaction with STJ Program Satisfied Employment The one alumna had secured employment as a mental health counselor since graduation. She indicated that her primary job duties involved case management. She had not yet secured licensure as a licensed mental health counselor, but had applied for a limited permit and expressed an interest in obtaining that credential in the future. Curriculum The alumna expressed great satisfaction with the CMHC curriculum, based on her evaluation of 8 program objectives. In all objectives, the alumna indicated that the program was either very effective or effective in meeting the objectives. Faculty & Campus Resources Alumni were also asked to indicate their level of satisfaction with the program s faculty and the campus resources. Ten of these questions pertained to faculty characteristics, while five pertained to campus facilities. In all areas of the faculty characteristics and campus resources, the alumna indicated that they were either very effective or effective. Internship Experience Alumni had an opportunity to evaluate their, Internship, Internship 2, and Internship 3 experiences in five areas. In all five areas, the alumna indicated that they were either satisfied or very satisfied with their experience. The alumna had an opportunity to comment on her internship experiences, where she praised both her on-site supervisor and faculty member s supervision. Program Strengths and Suggestions Alumni had an opportunity to reply to two open ended questions addressing ) strengths of the school counseling program, and 2) program suggestions or areas for improvement. The alumna praised the STJ faculty, curriculum, flexible program, and real-world experience as part of the program s strengths. The alumna recommended more sites for students to complete their internships.

9 9 Demographic The respondent was a white female, who was a fulltime student at STJ, graduating in 20. Site Supervisor Survey Site supervisors of CMCH students were surveyed to assess their satisfaction with the STJ program and students. Two site supervisors responded to the survey, with some having supervised more than one STJ intern. Specifically, the respondents had supervised the following number and category of STJ students: One () Internship student One () Internship 2 student Two Internship 3 students Both site supervisors surveyed stated that they would be more likely to accept another intern from STJ. Skills and Knowledge Site supervisors were asked to evaluate the counseling skills and knowledge of STJ students in 9 areas. In all areas, site supervisors indicated that the STJ student was either effective or highly effective in demonstrating the skill or knowledge specific. In over half of the areas (0), both site supervisors rated the STJ students as being highly effective. Program Strengths and Suggestions Site supervisors had an opportunity to reply to two open ended questions addressing ) strengths of the school counseling program, and 2) program suggestions or areas for improvement. One site supervisors cited students engagement and counseling skills, as well as their writing and documentation skills, as the program s greatest strengths. Regarding recommendations for improvement, one site supervisor expressed more instruction on addiction. Site supervisors also had an opportunity to provide any additional comments on STJ programs and students. While only one site supervisor responded, the response indicated the supervisor s impression of STJ interns when compared to other institutions. Specifically, the site supervisor stated, I work with interns from many programs and schools. The interns from St. John's are most well equipped clinically to work in this modality: inpatient drug and alcohol rehab. Employer Survey Unfortunately, none of the CHMC employers responded to the survey. As stated, as STJ graduates more CMHC students, we hope to improve our alumni and employer response rates. Future Program Goals and Actions The Counselor Education programs at STJ plan to distribute employer, alumni and site supervisor surveys are annually at regular intervals. Specifically, plans include surveying alumni (and their employers) six months post-graduation and two years post-graduation. Site supervisors will be sent program evaluations each summer, which will include their observations from both the fall and spring semesters, as well as summer for some CMHC site supervisors. The Counselor Education programs at STJ have set an internal goal of achieving 75% satisfaction and or effectiveness in all areas of program/student evaluations. Areas which receive less than 75% satisfaction or effectiveness ratings will be examined further to improve the experiences of alumni, site supervisors, and employers.

10 0 APPENDIX SAMPLE SURVEYS & QUANTATIVE DATA School Counseling Employer Survey - St. John's University (n=4) Thank you for taking a few minutes to complete the St. John's University School Counseling program employer survey. The following questions will be used to help us evaluate and improve our Counseling programs at St. John's University, as well as our services to students and employers. The survey should take approximately 0 minutes of your time. We would appreciate your honest and confidential feedback, such that we can have a holistic understanding of employer's experience and impressions. Questions about this survey can be directed to: Heather Robertson, PhD Assistant Professor, Human Services & Counseling Thank you in advance for your participation. What is the title/position of the St. John's University (STJ) school counseling graduate that you hired? School Counselor Other (please specify): 2. The M.Ed. in School Counseling program at STJ is NYS approved and requires that students demonstrate knowledge and skills in several areas of counseling. Beyond graduation it is important to know that these skills have translated to counselor effectiveness in the field. While effectiveness is a global concept that requires an integration of many knowledge and skill sets, we ask that you rate the effectiveness of your employee/supervisee, a STJ School Counseling graduate, to the extent that you are able, for each of the following knowledge/skill sets. Please leave any items blank that you feel are Not Applicable. Knowledge of theory and relevant research in the field Knowledge and skills in counseling Knowledge and skills in consultation Assessment or diagnostic skills Case management and referral skills Adequate Effective Effective Group counseling skills 2 Program development and evaluation Ability to use evaluation data to improve counseling services 2 2

11 Career counseling and development Knowledge about human development and application for counseling sensitivity/knowledge/skills in order to act as social advocate for clients of a variety of cultural backgrounds Professional, ethical behavior Knowledge of professional standards and implications for practice Approach toward clients that communicates a belief that they are capable of development and can productively work toward agreed upon goals for their betterment Personal and professional behaviors that promote self growth, including seeking new learning opportunities Interpersonal behaviors that promote collaboration with peers, supervisors, staff, and community members Openness/responsiveness to supervision Dependability and conscientiousness Adequate Effective Effective Leadership skills 2 3. What knowledge and/or skill areas do you believe are strengths of this employee/supervisee? 4. What knowledge and/or skill areas do you believe are deficient in the employee/supervisee? 5. Please indicate the STRENGTHS of the School Counseling Program at STJ as you have experienced them through working with this School Counseling Program graduate.. 6. Given your impression of the preparation of this employee/supervisee, how likely would you be to recommend that your organization employ other graduates from STJ School Counseling Program?

12 2 More likely: 3 Just as likely: 0 Less likely: 7. If you have additional comments about the employee or program, please share them here. School Counseling Alumni Survey - St. John's University (n = 22) Thank you for taking a few minutes to complete the St. John's University School Counseling program alumni survey. The following questions will be used to help us evaluate and improve our Counseling programs at St. John's University. The survey should take approximately 0 minutes of your time. We would appreciate your honest and confidential feedback, such that we can have a holistic understanding of our alumni's experience and impressions. Questions about this survey can be directed to: Heather Robertson, PhD Assistant Professor, Human Services & Counseling Thank you in advance for your participation.. What was your primary reason for choosing to attend the School Counseling Program at St. John's University? Reputation of the Program: 6 Location: 6 Registered and approved with New York State: 2 Recommendation of faculty, colleague, friend: 3 Other: 5 2. If you could choose a counseling program over again, would you choose to attend St. John'S University? Definitely Yes: 0 Probably Yes: 4 Maybe/Unsure: 7 Definitely No: 3. Would you recommend the School Counseling Program at St. John's University to others looking for a master s degree program in school counseling? Definitely yes:0 Probably yes: 5 Maybe/Unsure: 5 Definitely no: 4. Have you become employed as a school counselor or counseling professional after completing your degree at St. John's University? Yes: No: 8 I did not seek a counseling position after graduation: 2 I was already employed in a counseling position: If yes, please specify type of position below: 5. Please indicate the primary activity of your job (i.e., what you spend most of your time doing each month): Counseling (individual, group, couples, family): 6 Case Management: 2 Administrative Activities (including supervision): 2 Training (conducting workshops or other preventive interventions): 0 NA not working in the counseling field:6

13 3 Other: 6 6. Have you established a counseling specialty (e.g., substance abuse, family therapy, play therapy, etc.)? Yes: 4 No: 2 NA - not working in the counseling field: 6 7. To what professional organizations (e.g., ACA, ASCA, NYSSCA) do you belong? 8. Have you obtained and/or applied for your NYS School Counseling certification? Yes: 8 No: 4 9. Are you a Nationally Certified Counselor (NCC)? Yes, I am a NCC: Yes, I am a Board-Eligible NCC: 0 No, I am not a NCC: What other certifications or licenses you have obtained?. Other certifications/licenses you plan to obtain? 2. The next section asks you to assess how effective the program was in meeting its objectives. Please circle a number that represents your assessment ranging from very ineffective () to very effective. In providing knowledge to help you develop the requisite professional skills for working in a school counseling work setting. In providing knowledge and skills in applying a diverse range of research based intervention strategies. In providing the skills necessary for developing culturally appropriate intervention plans based upon a knowledge of client variables including ethnicity, religion, socioeconomic levels, gender, sexual orientation, and disability status. Developing the knowledge necessary to demonstrate professional behavior consistent with the ethical guidelines of the school counseling profession. In providing knowledge of human development and its applications for counseling. In providing the knowledge and skills to conduct career counseling and assist clients in career exploration. In providing knowledge and skills in counseling and consultation processes. () Adequate (3) Effective Effective

14 4 () Adequate (3) Effective Effective In providing knowledge and skills in client assessment In providing knowledge and skills in group work In providing knowledge and skills in research & program evaluation. In providing the knowledge and skills to use evaluation data to improve my counseling. In providing the knowledge and skills to use evaluation data to improve other aspects of my professional responsibilities. In providing knowledge of the history of the counseling profession and the skills for navigating current political, institutional, and societal contexts. In assisting you to develop an appreciation for the importance of social advocacy in the professional role of counselors. In expecting you to communicate to clients a belief that they are capable of development and can productively work toward agreed upon goals for their betterment. In assisting you to engage in personal and professional behaviors that promote self growth and student learning, including intellectual curiosity, enthusiasm, reflection, and responsible behavior. In assisting you to develop or refine interpersonal behaviors that promote and foster collaborations with peers, supervisors, staff, and community members. 3. How satisfied were you with the following aspects of your program of study? () Neutral (3) Satisfied Satisfied The teaching competence of the full time faculty The teaching competence of the adjunct faculty The commitment of the faculty to teaching Faculty responsiveness to student concerns Fairness of faculty in evaluation of student performance

15 5 () Neutral (3) Satisfied Satisfied Availability of academic advisor Quality of academic advising Quality and timeliness of communication about program policies and procedures Academic level and rigor of courses 9 0 Relevance of curriculum to your professional duties Class size (i.e., number of students in courses) Classrooms in which courses were taught Technological resources available for learning Availability of support services of St. John's (e.g., counseling, financial aid, library, etc.) Quality of support services of St.John's (e.g., counseling, financial aid, library, etc.) 4. Please rate the following aspects of your practicum experience: () Neutral (3) Satisfied Satisfied Site selection process Appropriateness of site Quality of supervision offered by faculty member in class Quality of supervision offered by faculty member in individual supervision Quality of supervision offered by site supervisor Comments about your practicum experience. 6. Please rate the following aspects of your Internship I experience: () Neutral (3) Satisfied Satisfied Site selection process Appropriateness of site Quality of supervision offered by faculty member in class 0 6 4

16 6 Quality of supervision offered by faculty member in individual supervision () Neutral (3) Satisfied Satisfied Quality of supervision offered by site supervisor Comments about your Internship I experience. 8. Please rate the following aspects of your Internship II experience: () Neutral (3) Satisfied Satisfied Site selection process Appropriateness of site Quality of supervision offered by faculty member in class Quality of supervision offered by faculty member in individual supervision Quality of supervision offered by site supervisor Comments about your Internship II experience. 20. Please elaborate on differences in satisfaction in the categories above based upon your different internship settings (if applicable): 2. Please rate your overall satisfaction with the School Counseling program at St. John's University. Please rate your overall satisfaction with the School Counseling program at St. John's University. () Neutral (3) Satisfied Satisfied What do you see as the strengths of the School Counseling Program at St. John's University? 23. How would you recommend that the School Counseling Program be changed or improved? 24. During your time in the counseling program, were you Full time student: 4 Part time student: 4 Both: What is your gender? Male: 3 Female: 8 Transgender: What is your ethnicity? African American, non Hispanic: 0 American Indian or Alaskan Native:

17 7 Asian or Pacific Islander: 0 Hispanic: 4 White, non Hispanic: 5 Multiracial: 0 Other: 27. When (month & year) did you graduate from St. John's School Counseling program? School Counseling Site Supervisor Survey - St. John's University (n=0) Thank you for taking a few minutes to complete the St. John's University School Counseling program site supervisor survey. The following questions will be used to help us evaluate and improve our Counseling programs at St. John's University, as well as our services to students, site supervisors and employers. The survey should take approximately 0 minutes of your time. We would appreciate your honest and confidential feedback, such that we can have a holistic understanding of site supervisor's experience and impressions. Questions about this survey can be directed to: Heather Robertson, PhD Assistant Professor, Human Services & Counseling Thank you in advance for your participation.. What is the title/position of the St. John's University (STJ) school counseling student that you worked with? If you have worked with more than one STJ School Counseling student, or the same student for multiple semesters, please check all that apply. Practicum Student: Internship I Student: 4 Internship II Student: 6 Don't Know/Don't Remember: 0 2. The M.Ed. in School Counseling program at STJ is NYS approved and requires that students demonstrate knowledge and skills in several areas of counseling. It is important to know if these skills have translated to student's effectiveness in the field. While effectiveness is a global concept that requires an integration of many knowledge and skill sets, we ask that you rate the effectiveness of your STJ School Counseling student(s), to the extent that you are able, for each of the following knowledge/skill sets. Please leave any items blank that you feel are Not Applicable. If you have had several STJ school counseling students, please provide your average impression of their skills. Knowledge of theory and relevant research in the field Knowledge and skills in counseling Knowledge and skills in consultation Assessment or diagnostic skills Adequate Effective Effective Case management and

18 8 referral skills Adequate Effective Effective Group counseling skills Program development and evaluation Ability to use evaluation data to improve counseling services Career counseling and development Knowledge about human development and application for counseling Multicultural sensitivity/knowledge/skills in order to act as social advocate for clients of a variety of cultural backgrounds Professional, ethical behavior Knowledge of professional standards and implications for practice Approach toward clients that communicates a belief that they are capable of development and can productively work toward agreed upon goals for their betterment Personal and professional behaviors that promote self growth, including seeking new learning opportunities Interpersonal behaviors that promote collaboration with peers, supervisors, staff, and community members Openness/responsiveness to supervision

19 9 Dependability and conscientiousness Adequate Effective Effective Leadership skills What knowledge and/or skill areas do you believe are strengths of STJ School Counseling Program and/or students? 4. What knowledge and/or skill areas do you believe are deficient STJ's School Counseling programs and/or students? 5. Given your impression of the preparation of this student(s), how likely would you be to recommend that your organization accept other interns from STJ School Counseling Program? More likely: 6 Just as likely: 4 Less likely: 0 6. If you have additional comments about the intern or program, please share them here. CMHC Employer Survey - St. John's University (n = 0) Thank you for taking a few minutes to complete the St. John's University Mental Health Counseling program employer survey. The following questions will be used to help us evaluate and improve our Counseling programs at St. John's University, as well as our services to students and employers. The survey should take approximately 0 minutes of your time. We would appreciate your honest and confidential feedback, such that we can have a holistic understanding of employer's experience and impressions. Questions about this survey can be directed to: Heather Robertson, PhD Assistant Professor, Human Services & Counseling Thank you in advance for your participation. What is the title/position of the St. John's University (STJ) mental health counseling graduate that you hired? Mental Health Counselor Other (please specify) 2. The M.Ed. in Mental Health Counseling program at STJ is NYS approved and requires that students demonstrate knowledge and skills in several areas of counseling. Beyond graduation it is important to know that these skills have translated to counselor effectiveness in the field. While effectiveness is a global concept that requires an integration of many knowledge and skill sets, we ask that you rate the effectiveness of your employee/supervisee, a STJ Mental Health Counseling graduate, to the extent that you are able, for each of the following knowledge/skill sets. Please leave any items blank that you feel are Not Applicable. Knowledge of theory and relevant research in the field Adequate Effective Effective Knowledge and skills in counseling Knowledge and skills in

20 20 consultation Adequate Effective Effective Assessment or diagnostic skills Case management and referral skills Group counseling skills Program development and evaluation Ability to use evaluation data to improve counseling services Career counseling and development Knowledge about human development and application for counseling Multicultural sensitivity/knowledge/skills in order to act as social advocate for clients of a variety of cultural backgrounds Professional, ethical behavior Knowledge of professional standards and implications for practice Approach toward clients that communicates a belief that they are capable of development and can productively work toward agreed upon goals for their betterment Personal and professional behaviors that promote self growth, including seeking new learning opportunities Interpersonal behaviors that promote collaboration with peers, supervisors,

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