South University Savannah Campus Clinical Mental Health Counseling Annual Report

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1 June 2013 June Clinical Mental Health Counseling Mission Statement The Master of Arts in Clinical Mental Health Counseling is designed to provide advanced and broad training for South University graduate students regarding theories, principles, and dynamic applications in the field of clinical mental health counseling. Students develop the skills necessary to engage in effective assessment and treatment practices, achieve competence for ethical, legal, and professional issues, and understand the significance and utility of research to the field. Faculty members are dedicated to maintaining high teaching standards, developing intellectual curiosity, advancing critical thinking, and engaging in service to the University, community, and profession. The program promotes an understanding and appreciation of individual and cultural diversity, instills an awareness of the need for ongoing education beyond graduation, and prepares those pursuing a doctoral degree in the field through granting the terminal master s degree. Clinical Mental Health Program Objectives Students will demonstrate knowledge, comprehension, synthesis, and application of the major theories comprising the foundation of counseling from a historical and contemporary perspective. Students will demonstrate an awareness and comprehension of the normal and abnormal mechanisms of change within individuals across the lifespan. Graduates will demonstrate an ability to properly identify, assess, conceptualize, diagnose, and treat mental disorders in the context of the accepted diagnostic nomenclature. Students will gain an understanding and appreciation of the contributions of quantitative and qualitative research and the synergy among the theoretical, clinical and scientific components of the field. Students will explore and understand the impact of their personal view as it relates to their world view and the multidimensional nature of cultural influences as a Counselor Educator. Students will develop effective verbal and written communication skills necessary to interface with various constituents including clients, treatment teams, and public entities. Student will demonstrate an appropriate level of professional development as evidenced by the knowledge and understanding of pertinent ethical and legal principles in the profession, in addition to current/emerging issues in the field. Students will achieve an appreciation and level of proficiency concerning the knowledge, skills, and competencies deemed appropriate for use in the profession as identified by the ongoing need for education and training beyond graduation. 1

2 Total Students ClMHC PC Clinical Track Clinical General Track Program Outcomes Quality of the Program (as reflected in achieved national accreditation or national peer comparisons) Productivity of the Program (as reflected in enrollments and degree completions) Course-level Student Success (as reflected in quality control, withdrawal/failure rates, student ratings) Program Overview June 2013 (Summer Quarter) - June (Spring Quarter) 1. Number of student in Counseling Program Number of admissions Number of graduates Number of graduates employed in mental health field (April 2013 March ) 30/ /21 10/11 5. Annual persistence rates 85% 82% 91% NA 6. Average salary for students employed in the field $37,677 NA NA NA 7. Number of students in practicum/internship placements Number of placement sites available to students 59 NA NA NA 9. Number of students passed their Clinical Case Conceptualization 36/39 20/23 11/11 5/5 (includes retakes) 10. First time pass rates for Clinical Case Conceptualization 82% 78% 91% 75% 11. Number of students passed the CPCE (includes retakes) 30/38 13/19 13/14 4/5 12. First time pass rates for CPCE 66% 63% 71% 60% 13. Number of students who passed the preliminary CPCE 20/24 20/24 NA NA (60 is considered passing for preliminary CPCE) 14. First time pass rates for preliminary CPCE 83% 83% NA NA 15. Number of students passing the NCE on campus (includes retakes) 16/22 73% 2

3 Average Scores Average Scores August & October 2013 SUSAV CPCE mean 79 - National CPCE Exit Examination mean 87 (SD 14.7) 14.0 South University - Savannah CPCE Scores August & October C1 C2 C3 C4 C5 C6 C7 C SUSAV Mean National February & May SUSAV CPCE mean 77 - National CPCE Exit Examination mean 86 (SD 15.2) South University - Savannah CPCE Scores February & May C1 C2 C3 C4 C5 C6 C7 C SUSAV Mean National Human Growth and Development (C1), Social and Cultural Foundations (C2), Helping Relationships (C3), Group Work (C4), Career and Lifestyle Development (C5), Appraisal (C6), Research and Program Evaluation (C7), and Professional Orientation and Ethics (C8) 3

4 Average Scores Average Scores August 2013 SUSAV Preliminary CPCE mean 71 - National CPCE Non-Exit Examination mean 77 (SD 12.8) South University - Savannah Preliminary CPCE Scores March 2, 2013 C1 C2 C3 C4 C5 C6 C7 C SUSAV Mean National February SUSAV Preliminary CPCE mean 73 - National CPCE Non-Exit Examination mean 82 (SD 11.6) South University - Savannah Preliminary CPCE Scores February C1 C2 C3 C4 C5 C6 C7 C SUSAV Mean National Human Growth and Development (C1), Social and Cultural Foundations (C2), Helping Relationships (C3), Group Work (C4), Career and Lifestyle Development (C5), Appraisal (C6), Research and Program Evaluation (C7), and Professional Orientation and Ethics (C8) 4

5 Comprehensive Case Conceptualizations 1. Number of students who passed their Comprehensive Case Conceptualizations and what is entailed: The second part of the exit examination entails students producing comprehensive clinical reports on case studies that are assessed across the following categories: evaluation and assessment, diagnosis and treatment planning, and clinical practice. Criterion reviewed includes accuracy, comprehensiveness, critical thinking, individualized, and mechanics of the case conceptualization report. Students show evidence of improvement for critical thinking and analytical problem-solving skills. In assessing each comprehensive case conceptualization component the degree of accuracy, comprehensiveness, critical thinking, individualized, and mechanics of writing the assessment is reviewed for the following sections: Section 1: Evaluation & Assessment: entails identifying precipitating problems or symptoms, comprehensive psychosocial assessment, and identifying individual and relationship functioning; Section 2: Diagnosis & Treatment Planning: entails the integrating client assessment and observational data to formulate a conceptualization and utilizing that information to formulate a differential diagnosis on a multiaxial system before developing a treatment plan and Section 3: Clinical Practice: entails determining and identifying other services that could address client needs, identify and discuss applicable ethical and legal issues, and finally determining the practitioners scope of practice parameters. The comprehensive case conceptualization evaluation tool is a rubric that measure accuracy, comprehensiveness, critical thinking, individualized and mechanics basis for the three areas of the case conceptualization are assessed across five levels of competence. This comprehensive assessment (accuracy, comprehensiveness, critical thinking, individualized, and mechanics) detailed in the rubrics assess Section 1: Evaluation and Assessment correlates directly to the successful application of the following core classes: CNS6535 Clinical Mental Health Appraisal I, CNS6161 Counseling Techniques, and CNS8100 Preliminary Clinical Evaluation. The comprehensive assessment of Section 2: Diagnosis and Treatment Planning correlates to the successful application of CNS 6051 Diagnostics of Psychopathology and Treatment and CNS 6161 Counseling Techniques. The comprehensive assessment of Section 3: Clinical Practice is reflective of the effective application of CNS6313 Professional Orientation and Ethics and CNS6425 Clinical Mental Health Counseling. 5

6 Average Scores Average Scores October 19, 2013 SUSAV NCE mean score (N=12) - National Non-CACREP mean score (SD 17.0) South University - Savannah NCE Results October 19, 2013 HG&D S&CD HR GW CD Ass R&PE PO&EP Non-CACREP SUSAV Mean Non-CACREP National April 12, SUSAV NCE mean score 100 (N=10) - National Non-CACREP mean score (SD 17.5) South University - Savannah NCE Results April 12, HG&D S&CD HR GW CD Ass R&PE PO&EP Non-CACREP SUSAV Mean Non-CACREP National Human Growth and Development (HG&D), Social and Cultural Diversity (S&CD), Helping Relationships (HR), Group Work (GW), Career Development (CD), Assessment (Ass), Research and Program Evaluation (R&PE), and Professional Orientation and Ethical Practice (PO&EP) 6

7 80% 70% Graduate Survey Responses N = 54 Graduate Survey 60% 50% 40% 30% 20% Exceeded Expectations Met Expectations Did NOT Meet Expectations 10% 0% with the university with the faculty with your coursework with your practicum and internship experience Do you have your state license? Do you have an associate license in your state? Have you taken the National Counselor Exam (NCE)? Did you take the NCE on campus? Have you passed the NCE? No Yes Are you employed in a counseling related field? Are you a member of a professional organization? 0% 20% 40% 60% 80% 100% 7

8 Program Changes In 2013 Dr. Delaney introduced the Inter-Cohort Process Group based on students feedback from their Group Counseling Course s IDEA surveys. Students reported benefiting from more informal groups where students could feel comfortable in processing their experiences in the counseling program. Inter-Cohort Process Groups have been conducted each quarter with topics such as Stress Management and Tips for Professionalism. Groups have been led by current and former graduate students which has offered the leaders an opportunity for professional development. In January, we held our first Town Hall Meeting. Dr. Klock-Powell, Program Director, presented our first Annual Report with data compiled in the process in developing our Self-Study for CACREP accreditation. Students expressed interested in employment and persistence rates, saying this was information that they had not received before. Dr. Delaney took the opportunity to address all of the students in their varying placement in the program to discuss field placement expectations with an emphasis on keeping appropriate documentation as evidence of professionalism. In 2013 the Preliminary Didactic Evaluation course, where the CPCE is given at first as a practice exam continues to evolve. Officers in the LPCA-GA student chapter organized peer-led study sessions with small but consistent attendance of between 5 9 students. Students report that the study sessions have been helpful. In June, Dr. Kay Nelson was hired on part-time exclusively in the CMHC program. Dr. Nelson had previously shared her teaching talents between Counseling and the undergraduate program in Psychology. Dr. Nelson s expertise includes Career Counseling, Multiculturalism, and Lifespan. Faculty Activities Dr. Klock-Powell, Program Director, conducted professional development workshops in the community this past year. The presentation Changes to the DSM 5 What Clinicians Need to be Aware of presented for the Coastal Chapter of GAMFT in Savannah, Georgia in September 2013 was so popular she was asked to present it on campus for the Clinical and Professional Development Seminar and at Coastal State Prison for their mental health staff. In January, Dr. Klock-Powell presented on Ethics and Documentation for the South Georgia Association for Play Therapy. Dr. Delaney, Clinical Coordinator, continues to offer continuing education in Fall and Spring Quarters to Site Supervisors to help them become Certified Professional Counseling Supervisors (CPCS) recognized by the State of Georgia. In October, 2013 he provided his services to the Liberty County School District s Military Student Transitional program. Dr. Delaney s services included: counseling, psycho-educational training and life skills coaching to children of active duty military service members. 8

9 Dr. Payne, Core Faculty, has been very busy this year as well. In November, 2013 he presented at the Site Supervisor Training on campus Is Assessment and Measurement in Supervision Necessary? In October, 2013 he had a poster presentation Does racial matching in supervision matter? at ACES in Denver, Colorado. He also published the following article: Payne, J. H., Smith, S. D., Tuchfeld, B., & Suprina, J. S. (2013) Relationship development between racially matched and non-matched counselor supervisors and practicum supervisees: Preliminary findings. The Practitioner Scholar: Journal of Counseling and Professional Psychology, 2, Student Activities The LPCA-GA Student Chapter on campus continues to grow. Members of the club participated in various social activities such as movies and cookouts. The officers organized community service activities including a toy drive around the holidays. There were also opportunities for clinically based service opportunities this past year. Students participated in the Poverty Simulation organized by Step Up Savannah as well as facilitating Teen Maze at South Effingham High School. 9

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