Instructor: Office: Phone/voice mail: Office hours:

Transcription

1 Foundations of Clinical Mental Health Counseling (COUN 5655) Instructor: Office: Phone/voice mail: Office hours: Textbook & readings: Gerig, M. S. (2014). Foundations for clinical mental health counseling: An introduction to the profession (2 nd Ed.). Upper Saddle River, NJ: Prentice Hall, Inc. The instructor will also assign readings pertaining to mental health related issues which can be accessed from government and other websites. Course description: This course is intended to offer an introduction to the profession of clinical mental health counseling. You will be exposed to the historical, philosophical, societal, economic, and political dimensions of mental health counseling. The focus will be on fostering your knowledge and professional identity by increasing awareness of various roles and duties of professional mental health counselors as well as learning how they interact with professionals from other disciplines within the mental health field. The course provides an overview of the issues, needs, populations, skills, and models in mental health settings with an emphasis on prevention and wellness. You will also learn about the organization and administration of mental health services. Finally, you will learn about professional issues that are unique to clinical mental health counseling, including national recognition of the field, reimbursement, core provider status, and access to and practice privileges within managed care systems. The role of ethical and legal issues and racial, ethnic, socioeconomic status, development, gender, and religion in the context of clinical mental health counseling will also be discussed. Student learning outcomes: COUN 5655 Foundations of Clinical Mental Health Counseling 2009 CACREP Standards Standard # II-G-1-c Core Curricular Category Professional Orientation & Ethical Practice Standard counselors roles and responsibilities as members of an interdisciplinary emergency management response team during a local, regional, or national crisis, disaster or other trauma-causing event; Learning Activities & Experiences Psychological First Aid activity; Foundations of Clinical Mental Health Counseling Page 1

2 II-G-1-i II-G-1-j Professional Orientation & Ethical Practice Professional Orientation & Ethical Practice advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients; and ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling. ; Threaded Discussion ; Threaded Discussion II-G-2-e Social & Cultural Diversity counselors roles in developing cultural self-awareness, promoting cultural social justice, advocacy and conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, or body; and ; Threaded Discussion II-G-5-a Helping Relationships an orientation to wellness and prevention as desired counseling goals; II-G-5-g Helping Relationships crisis intervention and suicide prevention models, including the use of psychological first aid strategies. Application of psychological first aid activity; II-G-8-d Research & Program Evaluation principles, models, and applications of needs assessment, program evaluation, and the use of findings to effect program modifications; ; Communitybased program proposal project II-G-8-e Research & Program Evaluation the use of research to inform evidence-based practice; and SAMHSA evidencebased program proposal Standard # Clinical Mental Health Counseling CMHC-A-1 Foundations Standard Understands the history, philosophy, and trends in clinical mental health counseling Learning Activities & Experiences History of Mental Health Counseling assignment; CMHC-A-2 Foundations Understands ethical and legal considerations specifically Foundations of Clinical Mental Health Counseling Page 2

3 related to the practice of clinical mental health counseling Discussion board; CMHC-A-3 Foundations CMHC-A-4 Foundations CMHC-A-5 Foundations CMHC-A-7 Foundations CMHC-A-8 Foundations CMHC-A-9 Foundations CMHC-A-10 Foundations CMHC-B-1 Foundations Skills & Practices Understands the roles and functions of clinical mental health counselors in various practice settings and the importance of relationships between counselors and other professionals, including interdisciplinary treatment teams Knows the professional organizations, preparation standards, and credentials relevant to the practice of clinical mental health counseling Understands a variety of models and theories related to clinical mental health counseling, including the methods, models, and principles of clinical supervision Is aware of professional issues that affect clinical mental health counselors (e.g., core provider status, expert witness status, access to and practice privileges within managed care systems) Understands the management of mental health services and programs, including areas such as administration, finance, and accountability Understands the impact of crises, disasters, and other trauma-causing events on people Understands the operation of an emergency management system within clinical mental health agencies and in the community Demonstrates the ability to apply and adhere to ethical and legal standards in clinical mental health counseling Discussion board; Discussion board; Discussion board; CMHC-B-2 Foundations Skills & Practices Applies knowledge of public mental health policy, financing, and regulatory processes to improve service delivery Foundations of Clinical Mental Health Counseling Page 3

4 opportunities in clinical mental health counseling CMHC-C-1 Counseling, Prevention & Intervention - Describes the principles of mental health, including prevention, intervention, consultation, education, and advocacy, as well as the operation of programs and networks that promote mental health in a multicultural society Discussion board; Advocacy assignment; CMHC-C-3 Counseling, Prevention & Intervention - Knows the models, methods, and principles of program development and service delivery (e.g., support groups, peer facilitation training, parent education, self-help) Discussion board; CMHC-C-5 Counseling, Prevention & Intervention - Understands the range of mental health service delivery such as in-patient, out-patient, partial treatment and aftercare and the clinical mental health counseling services network. Discussion board; CMHC-C-6 Counseling, Prevention & Intervention - Understands the principles of crisis intervention for people during crises, disasters, and other trauma-causing events Application of Psychological First Aid assignment; CMHC-C-8 Counseling, Prevention & Intervention - Recognizes the importance of family, social networks, and community systems in the treatment of mental and emotional disorders Discussion board; CMHC-C-9 Counseling, Prevention & Intervention - 9. Understands professional issues relevant to the practice of clinical mental health counseling Discussion board; CMHC-D-3 Counseling, Prevention & Intervention Skills & Practices Promotes optimal human development, wellness, and mental health through prevention, education, and advocacy activities Advocacy assignment; Foundations of Clinical Mental Health Counseling Page 4

5 CMHC-E-1 Diversity & Advocacy CMHC-E-2 Diversity & Advocacy CMHC-F-2 Diversity & Advocacy - Skills & Practices CMHC-I-2 Research & Evaluation - Understands how living in a multicultural society affects clients who are seeking clinical mental health counseling services Understands the effects of racism, discrimination, sexism, power, privilege, and oppression on one s own life and career and those of the client Advocates for policies, programs, and services that are equitable and responsive to the unique needs of clients Knows models of program evaluation for clinical mental health programs program proposal program proposal Advocacy assignment; program proposal CMHC J-1 Research & Evaluation Skills & Practices Applies relevant research findings to inform the practice of clinical mental health counseling program proposal CMHC J-2 Research & Evaluation Skills & Practices Develops measurable outcomes for clinical mental health counseling programs, interventions, and treatments program proposal CMHC J-3 Research & Evaluation Skills & Practices Analyzes and uses data to increase the effectiveness of clinical mental health counseling interventions and programs program proposal Course structure: This is a hybrid course meaning that a small portion of the course is spent in direct face-to-face contact with the professor and your classmates while the majority is spent completing Internet-based and related activities. The class meets in person on 3 dates. When the class meets in person, it will consist of lecture and discussion activities as well as small group exercises. It is important that you participate in discussions when given the opportunity to do so by the instructor as well as be open to discussing issues and working constructively on projects with your classmates. This course is a microcosm of the real world, which involves learning how to work and deal Foundations of Clinical Mental Health Counseling Page 5

6 with other people. Thus, your small group experiences can be productive or counter-productive based on how your particular group deals with issues at hand. The content of the online portion of the course is presented in modules which contain topic-specific material to be covered during a particular time period. For each module, you will read the information contained on the Foundations of Clinical Mental Health Counseling website and complete any assigned activities associated with a module. Some of these activities will entail responding to questions pertaining to the module material and/or readings, while other activities will include searching websites that contain information/resources and using discussion boards to spark discussions relating to the material for a particular week. Make it a goal to complete the module and any associated discussion board activities or assignments by (or prior to) the date listed on the course outline (which can be found later in this syllabus). Procrastination is the primary culprit of unsuccessful online experiences. Course notes for the online portion of the course will be available by accessing the Foundations of Clinical Mental Health Counseling website through D2L (i.e., MTSU s portal to university-related materials. Plan on spending 2-3 hours/week completing course activities. You will be expected to keep up with the readings and contribute to class discussions on an electronic discussion board. Each module will have specific instructions for readings, outside activities, and directions for class discussion and/or written reactions. Your input and reactions are very important to the success of the class. IT IS VERY IMPORTANT THAT YOU CHECK YOUR UNIVERSITY ACCOUNT WITHIN THE FOUNDATIONS OF CLINICAL MENTAL HEALTH COUNSELING WEBSITE AT LEAST THREE TIMES PER WEEK AS THIS IS THE PRIMARY METHOD BY WHICH THE INSTRUCTOR COMMUNICATES WITH STUDENTS. (NOTE: University addresses have automatically been entered into the course website by the Office of Information Technology and these are the addresses that must be used for the course. The instructor will not use any other address for communication purposes.) If at any time you feel you are having trouble keeping up, contact your professor immediately so the problem can be addressed expediently. Evaluation of coursework/class participation: 1. Attendance. Given that this class only meets in person three times, it is important that you attend all of the campus class meetings. Indeed, small group work and classroom discussions are an important part of this class, thus you are expected to attend class to contribute to its success. Attendance accounts for approximately 10% of your grade. The breakdown of credit for attendance is as follows: Attended three complete class sessions 20 points Attended two complete class sessions 10 points Attended one or less complete class sessions 0 points If you miss more than one hour of a class on a day that the class meets in person, you will not be given credit for attending that day s class. If you must miss a class for an extenuating circumstance or university-sponsored event (e.g., attending a sporting event as a member of an MTSU sports team), you may make up the points by writing five (5) 2-page reviews of journal articles to be selected by the instructor. Reviews must conform to the following guidelines: Foundations of Clinical Mental Health Counseling Page 6

7 1 inch margins on all four sides of paper Times New Roman font 12-point character size Double-spaced Title and reference pages do not count as part of the 2-page requirement! You must write ALL 5 article reviews to be eligible to receive make-up points. You may only earn makeup points once (i.e., for one missed or partially missed class). Grading will be based on clarity, addressing the questions as outlined in the guidelines (available from The instructor), and quality of reasoning and analysis. 2. Class participation. Discussion board activities can be found with the module materials on a week-toweek basis. You are required to post a response to a discussion board question AND respond to the response of a classmate at least five times throughout the course of the semester (i.e., post five sets of responses on the discussion board). In order to receive credit for class participation, YOU WILL NEED TO DEPOSIT COPIES OF YOUR RESPONSES IN THE APPROPRIATE DROP BOXES OF THE FOUNDATIONS OF CLINICAL MENTAL HEALTH COUNSELING WEBSITE IN ADDITION TO POSTING YOUR RESPONSES TO THE DISCUSSION BOARD within the time frame specified by The instructor. Whenever you deposit a copy of your response in the drop box, please use this specific format for the title of your file: John Doe (i.e., your name) Module 1 (or whatever module number the question pertains to that day) discussion board response e.g., John Doe Module 1 discussion board response IMPORTANT: Simply writing a few words or a sentence and posting this to the discussion board does not constitute proper participation (e.g., I agree with what Ernie said. ). If it is apparent to the instructor that you are merely posting a response for the sake of earning participation points and have not really thought about the issue at hand, then you will not receive credit for participation. The instructor is looking for well reasoned thoughts, opinions, positions, and/or arguments pertaining to the question or the responses of your classmates. Discussion Board Scoring Rubric 5 points 0 points Discussion board responses: are made in time for others to read and respond deliver information that is full of thought, insight, and analysis Discussion board responses: may not be made in time for others to read and respond are rudimentary and superficial; there is little evidence of insight or analysis Foundations of Clinical Mental Health Counseling Page 7

8 make connections to previous or current content or to real-life situations contain rich and fully developed ideas, connections, or applications contribute few ideas, connections, or applications may be off topic Each SET of responses that is deemed worthy of credit is worth 5 points and you will be required to post responses a minimum of five times by the specified due dates over the course of the semester (you may, and are encouraged, to participate more than the minimal five times). You may only accumulate 5 points per discussion topic/activity, although in some cases you may end up posting more than one response to a particular topic/activity/module. (NOTE: The instructor does not award partial credit to students who post a response to a discussion board question, but do not respond to the response of a classmate. In order to receive discussion board credit you must post a response to a discussion board question AND respond to the response of a classmate within the time frame specified by the instructor.) Class participation via responding to discussion questions accounts for approximately 10% of your grade. Class participation points will be assigned as follows: 25 points if you deposit into the drop box 5 sets of discussion board postings within the specified time frame and the instructor deems your postings worthy of credit. 20 points if you deposit into the drop box 4 sets of discussion board postings within the specified time frame and The instructor deems your postings worthy of credit 15 points if you deposit into the drop box 3 sets of discussion board postings within the specified time frame and The instructor deems your postings are worthy of credit. 10 points if you deposit into the drop box 2 sets of discussion board postings within the specified time frame and The instructor deems your posting is worthy of credit. 0 points if you deposit into the drop box 1 or less sets of discussion board postings or if The instructor deems that your postings are not worthy of credit. 3. s. There will be two (2) 40-point exams which account for approximately 25% of your grade. The exams are multiple-choice and are non-cumulative. Each exam will cover lecture material and module readings. The exams can be accessed on the Foundations of Clinical Mental Health Counseling website. Please record your answers to the test questions on a separate sheet as you are taking an exam so in the event the instructor cannot obtain your score, the instructor can simply request that you send a copy of the submitted answers. s are typically available to take starting at 6:00 a.m. on a Saturday and must be taken with all answers submitted prior to 11:00 p.m. the following day. You may take the exam any time during this time period. You will have a limited amount of time (100 minutes) to take an exam online. Once the 100 minute time period has elapsed, you will no longer be able to submit answers, thus keep track of how much time you have left as you take the test. In addition, once you start a test you cannot stop half way through and finish it later so plan accordingly. The instructor will you the days and times exams are available for completion. Click on Grades on the course menu each time you take an exam to ensure your score was properly recorded by D2L. Foundations of Clinical Mental Health Counseling Page 8

9 The instructor does not schedule special times for individual students to take exams unless there are extenuating circumstances. In addition, students who are unable to take an exam online due to technological difficulties or whose scores do not appear/register properly under Grades after taking an exam may submit their answers to the instructor by , but must do so within 24 hours of the posted ending time for the exam (i.e., 11:00 p.m. on Sunday). 4. Class assignments: a. SAMHSA evidence-based program assignment In order to become more familiar with state-of-theart interventions/programs that have been implemented in mental health agencies across the United States, you will be required to review Substance Abuse and Mental Health Administration (SAMHSA) evidence-based programs and develop your own program to address a mental health need in your community. This assignment will account for approximately 10% of your grade (30 points). The grading rubric and instructions for the assignment can be found on the course website. (30 points) b. Advocacy assignment You will read an article pertaining to social justice advocacy and answer a series of questions pertaining to the article. In addition, you will be required to write a 1 2 page advocacy letter to an organization in support of some issue which affects/impacts clients. This assignment will account for approximately 5% of your grade (10 points). Instructions for the assignment can be found on the course website. c. program proposal You and your classmates will work in small groups to develop a comprehensive proposal for a new community-based counseling program. Specifically, you will identify a problem which needs to be addressed in a community (e.g., Murfreesboro, Nashville, McMinnville, Shelbyville) and devise methods of addressing this problem through the development and implementation of a community-based program. Your group will make a formal presentation of your program toward the end of the semester. This assignment will account for approximately 30% of your grade. (100 points) The grading rubric and instructions for the assignment can be found on the course website. 1. Written product: 65 points 2. Oral presentation: 10 points 3. Average rating received from fellow group members: 25 points 100 points d. Research paper - You will be required to write a page research paper on a topic relating to the field of mental health, in general, or counseling/mental health counseling, in particular. Papers must conform to the following guidelines: 1 inch margins on all four sides of paper Times New Roman font 12-point character size Double-spaced Foundations of Clinical Mental Health Counseling Page 9

10 Title and reference pages do not count as part of the pages so the actual number of pages will be something like This assignment will account for approximately 20% of your grade. (60 points) The grading rubric and instructions for completing the assignment can be found on the course website. NOTE: One-quarter of the possible points that can be earned for a given assignment will be deducted each day that an assignment is turned in late. Grading system: There are a total of RECALCULATE POINTS AND GRADING SCALE BELOW GIVEN THAT COMMUNITY- BASED PROPOSAL IS NOW WORTH 158 POINTS! points that can be earned in this course. There is no opportunity to earn extra credit! The following grading scale will be used to calculate students scores as follows: A A B B B C C C D D D- 193 and below F Counseling dispositions: Students in the Professional Counseling program are required to demonstrate program dispositions (i.e., being collaborative, ethical, professional, reflective, self-directed, and critical-thinking students) in this class and in all other academic and professional endeavors. Information regarding demonstration of these dispositions may be communicated to program faculty and used as a component of the faculty s continuous evaluation of student progress. (See Professional Counseling Program Handbook for details.) Reasonable accommodations for students with disabilities: If you have a documented disability as described by Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act (ADA) and would like to request academic and/or physical accommodations, please contact John Harris, Director, Disabled Student Services, KUC 120 ( ) Foundations of Clinical Mental Health Counseling Page 10

11 as soon as possible. Course requirements will not be waived, but reasonable accommodations may be provided as appropriate. Resources for success in graduate school: James A. Walker Library Distance learning librarian: Amy York University Writing Center University College (previously Continuing Education & Distance Learning ) Academic misconduct policies Help desk (contact for D2L-related computer/access problems) Test security Test security is important. You MAY NOT share the contents of exams with anyone - in paper or electronic form - including online exam sharing sites. Students who engage in this practice may be subject to dismissal from the university. Course Outline: Course Outline to Complete Activities Topic Readings The clinical mental health counselor and the community counseling model (Module #1 read and complete associated activities by 1/19/14) (NOTE: Generally speaking, readings that are listed on a particular date should be read prior to that date. Some of the readings can be found on government and other websites and can be accessed by simply clicking on the name of the site link (links are underlined below). Other readings are posted on the Foundations website.) Gerig (Chapter 3) Report of the Surgeon General s Conference on Children s Mental Health: A National Action Agenda Comprehensive Program Development in Mental Health Counseling Program Planning for Mental Health Promotion Foundations of Clinical Mental Health Counseling Page 11

12 Watch video interview of Brayan Bunyi, Department of Children s Services (Meet in person) Orientation to course Dyadic encounters and introductions Clinical mental health counseling: Past, present & future (Topic #1 - The instructor s in-class lecture) Gerig (Chapter 1 & 2) The President s New Freedom Commission on Mental Health (pages 1 11; just skim the rest) The American Mental Health Counselors Association: Reflection on 30 Historic Years Listen to History of Mental Health Counseling interview with James Messina & answer questions pertaining to the interview (found on website) Look over American Mental Health Counselors Association website Outreach to vulnerable populations / crisis counseling (NOTE: Crisis counseling will also be covered in greater detail at the end of the semester) (Module #2 read and complete associated activities by 2/1/14) Systems of Care: Principles & Practice Watch video interview of India Rogers, The Domestic Violence Center Small groups should notify The instructor of their chosen topic for the community-based program proposal. In addition, each member of a group should decide which area of the proposal they will complete and the group leader should Preventive education (Module #3 read and complete associated activities by 2/8/14) Systems of Care: Tennessee Model Watch video interview of Lyndsey Godwin, Planned Parenthood Review SAMHSA s National Registry of Evidence-based Programs and Practices (review 5 programs that look interesting to you pertaining to children or adults; see SAMHSA assignment directions on course website - Foundations of Clinical Mental Health Counseling Page 12

13 notify the instructor who has been assigned to which areas. Due 2/8/14 for details on how to look for NREBPP information) Optional (especially if you are interested in working with children and adolescents): Check out Blueprints for Healthy Youth Development (which is similar to the NREBPP website) Client advocacy (Module #4 - read and complete associated activities by 2/15/14) Review American Counseling Association Advocacy Competencies Review Comprehensive Program Development in Mental Health Counseling (article from Module 1) Review Program Planning for Mental Health Promotion (article from Module 1) (Meet in person) SAMHSA evidence-based programs assignment Due 2/22/14 Small groups should continue consulting with one another and start preliminary work on the community-based proposal. This is typically the time when the weak link in the group makes his/her presence known. DON T BE THE WEAK LINK IN YOUR GROUP! Clinical mental health counseling & the counseling process (Topic #2; The instructor s inclass lecture on 2/22/14) Counseling stages & skills Clinical mental health counselor as social change agent (Module #5 read and complete associated Gerig (Chapter 9) Watch video interview of Cindy Sneed, The Next Door (NOTE: There are two videos of Cindy Foundations of Clinical Mental Health Counseling Page 13

14 activities prior to 3/1/14) Sneed: CindySneed & CindySneed2; watch CindySneed2 for this module in which she discusses services offered at The Next Door) Department of HHS Administration for Children & Families (review information pertaining to adoption & foster care, child abuse & neglect, and disabilities) TennCare 101 presentation (review the basics of TennCare) #1 3/8/14 (Covers CMHC: Past, Present & Future + Modules 1, 2, 3, 4 & 5. Client Advocacy and Managed Care material is not included on this exam. EXAM IS TAKEN ONLINE) Managed care (Module #6 read and complete associated activities prior to 3/8/14) Gerig (Chapter 10) Review Volunteer State Health Plan (BCBS managed care organization for TennCare) and AmeriChoice (United Healthcare managed care organization for TennCare) Watch video interview of Dan Hoyle, Pathfinders Alcohol & Drug Treatment Facility Monitoring the Future: National Results on Adolescent Drug Use Spring break Advocacy assignment Due 3/22/14 Identify topic for research paper & develop preliminary outline for what will be covered in the paper Managing a human services program, community needs assessment & program evaluation (Module #7 read and complete associated activities prior to 3/22/14) Gerig (Chapter 8) Watch video of Karen York, Alive Hospice Foundations of Clinical Mental Health Counseling Page 14

15 Small groups will The instructor a document which demonstrates what has been completed on the community-based program proposal up to this point in time (i.e., draft). The proposal should be half-way done! If members of a group are working separately on their sections of the proposal, then please send your portion to your small group leader who will then send one document to The instructor for review). Due 3/29/14 Ethical and legal issues in clinical mental health counseling: Part I (Module #8 read and complete associated activities prior to 3/29/14) Gerig (Chapters 5 & 6) Review American Counseling Association Code of Ethics (2005) Review American Mental Health Counselors Association Code of Ethics (2010) Gather sources for research paper and start writing a preliminary draft Ethical and legal issues in clinical mental health counseling: Part II (Module #9 read and complete associated activities prior to 4/5/14) Gerig (Chapters 5 & 6) Review American Counseling Association Code of Ethics (2005) Review American Mental Health Counselors Association Code of Ethics (2010) Listen to the Assessing Suicidal Clients podcast Work environments of clinical mental health counselors (Module #10) Gerig (Chapter 7) Watch video interview of Christopher Hastings, Cedar Grove Residential Treatment Center (Meet in Person) program proposals Due 4/19/14 program proposal presentations Foundations of Clinical Mental Health Counseling Page 15

16 Research paper Due Crisis counseling (Module #11) Gerig (Chapters 11 & 12) Review American Association of Suicidology website Review American Red Cross Disaster Services Training Watch video interview of Cindy Sneed, The Next Door (NOTE: Watch CindySneed as opposed to CindySneed2 for this module) #2 (Covers Client Advocacy + Modules 6, 7, 8, 9, 10 & 11. EXAM IS TAKEN ONLINE) Foundations of Clinical Mental Health Counseling Page 16

17 Simple Holistic Rubric for Written Assignments/Projects (SAMHSA Assignment & Research Paper) Category Characteristics of Written Assignment/Project* Score Approximately Equates to Target/Outstanding Exceptionally well written Excellent integration, synthesis and/or analysis of ideas Professional/high quality Comprehensive and coherent Logical flow and sequencing of ideas; excellent transitions from point to point Includes all required elements Very clear and specific Provides ample citations and examples to support positions taken in written product Excellent sentence structure No (or very few) grammatical errors Mastery of APA style (when required by professor) Follows directions 9 10 A Marginal/Acceptable Well written Good integration, synthesis and/or analysis of ideas Reasonably professional/high quality Includes most required elements Largely comprehensive and coherent Reasonably good flow/sequencing of ideas; may have a few unclear transitions Lacks some clarity and/or specificity Provides citations and examples to support most positions taken in written product Good sentence structure Some grammatical errors, but does not detract from overall quality of written product Good use of APA style (when required by professor); some minor errors Simplistically written Descent presentation of ideas, but little effort to integrate, synthesize and/or analyze ideas Lacks polish /marginal quality Superficial presentation of ideas Lacks logical flow/sequencing of ideas; weak transitions Lacks many required elements Lacks much clarity and/or specificity Lacks citations and examples to support some key positions taken in written product Fairly good sentence structure, but awkward phrasing detracts from written product Several grammatical errors, but does not seriously detract from quality of written product Several errors in use of APA style (when required by professor) Follows directions (or nearly all of the directions) 8 7 B C Unacceptable Poorly written 6 and D or F * It is possible that some, but not all, of the characteristics associated with a particular category will be Numerous writing errors below demonstrated by the student Difficult on to a understand written assignment/project. The professor will make a determination as to which category (i.e., Target/Outstanding, Lacks structure Marginal/Acceptable or Unacceptable) most closely approximates the Very unclear and/or non-specific quality of the student s assignment/project. Very little flow or logical sequencing of ideas; transitions confusing or unclear The professor may opt to equate Lacks nearly rubric all required scores elements to grades in whatever way he or she deems appropriate. Suggested Very few citations and examples to support most key positions taken in rubric score-to-grade equivalents are listed in the table above. written product Poor sentence structure seriously detracts from written product Grammatical errors seriously detract from quality of written product Does not use APA style or makes a substantial number of errors in use of APA style (when required by professor) Foundations of Clinical Mental Does not Health follow directions Counseling (or many directions) Page 17

18 SAMHSA Evidence-Based Programs Assignment Rubric Conversion Chart Rubric Score: Equates to: 9 or points points points 6 and below 0 points Research Paper Rubric Conversion Chart Rubric Score Average: Equates to: 9 or points points points 6 and below 0 points Simple Holistic Rubric for Skills & Practices ( Program Proposal written portion) Category Characteristics of Skill/Practice* Score Approximately Equates to Target/Outstanding Professional/high quality demonstration of skill/practice Excellent application of theories, strategies, techniques, ideas, etc. Integrates and effectively uses many key ideas/bits of information/data, etc. in relation to demonstration of skill/practice Includes key and/or required elements Very clear, specific and/or precise Excellent problem-solving and/or decision-making in relation to demonstration of skill/practice 9 10 A Foundations of Clinical Mental Health Counseling Page 18

19 High level of consistency in demonstration of skill/practice Marginal/Acceptable Reasonably professional high quality demonstration of skill/practice Good application of theories, strategies, techniques, ideas Integrates and uses key ideas/bits of information/data, etc. in relation to demonstration of skill/practice Includes most key and/or required elements Mostly clear, specific and/or precise Good problem-solving and/or decision-making in relation to demonstration of skill/practice Consistent demonstration of skill/practice Demonstration of skill/practice lacks polish Fair application of theories, strategies, techniques, ideas, etc. May use some key ideas/bits of information/data, etc., but does not integrate them/use them in a holistic way when demonstrating skill/practice (i.e., does not consistently demonstrate how ideas/information/data are connected in a meaningful way) Lacks many key and/or required elements Lacks much clarity, specificity and/or precision Marginal/simplistic problem-solving and/or decision-making in relation to demonstration of skill/practice Lacks consistency in demonstration of skill/practice Unacceptable Poor demonstration of skill/practice Poor application of theories, strategies, techniques, ideas, etc. Uses very few key ideas/bits of information/data or integrate them when demonstrating skill/practice (i.e., does not demonstrate how ideas/information/data are connected in a meaningful way) Very few key and/or required elements demonstrated Very unclear, unspecific and imprecise Very little or no problem-solving/poor decision-making in relation to demonstration of skill/practice Very little or no consistency in demonstration of skill/practice and below B C D or F * It is possible that some, but not all, of the characteristics associated with a particular category will be demonstrated by the student on a skills/practice key assignment/activity. The professor will make a determination as to which category (i.e., Target/Outstanding, Marginal/Acceptable or Unacceptable) most closely approximates the quality of the student s assignment/activity. The professor may opt to equate rubric scores to grades in whatever way he or she deems appropriate. Suggested rubric score-to-grade equivalents are listed in the table above. Program Proposal Rubric Conversion Chart (Written portion) Rubric Score Average: Equates to: 9 or points points points Foundations of Clinical Mental Health Counseling Page 19

20 6 and below 0 points Foundations of Clinical Mental Health Counseling Page 20

21 Rubric for Oral Presentation Portion of Community-Based Program Proposal Scoring procedure: The instructor assigns points for each category below pertaining to your oral presentation. You should speak for approximately 5 minutes. Student name: : Category Unacceptable 6 and below Marginal/Acceptable 7 or 8 Target/Outstanding 9 or 10 Presentation Frequently referred to and read directly from notes and/or PowerPoint, which detracted from presentation; was not well-prepared Referred to and read directly from notes and/or PowerPoint from time to time, but did not detract from presentation; could have been better prepared Did not read word-forword from notes and/or PowerPoint presentation; was well-prepared Oral communication Did not speak clearly, correctly, and/or confidently for much of the presentation; made several errors which detracted significantly from the presentation Spoke clearly, correctly, and confidently for much of the presentation, but made several errors which detracted somewhat from the presentation Spoke clearly, correctly, and confidently for nearly the entire presentation; few errors Eye contact Made poor eye contact with audience Maintained fairly good eye contact, but not with entire audience Maintained very good eye contact with entire audience Interest Did not present material in an informative, interesting and/or engaging manner Presented material in an informative manner, but lacked interest and/or engagement of audience Presented material in an interesting, engaging and informative manner Audio/visual Did not make use of audio/visual aids or use of audio/visual aids did not enhance presentation Made some use of audio/visual aids which somewhat enhanced presentation Made effective use of audio/visual aids which enhanced presentation Response to questions Answered few, if any, questions posed by classmates and/or professor in a clear and accurate manner Answered most questions posed by classmates and/or professor in a clear and accurate manner Answered questions posed by classmates and/or professor in a clear and accurate manner Average rubric rating: Foundations of Clinical Mental Health Counseling Page 21

22 Program Proposal Oral Presentation Rubric Conversion Chart Average Rubric Score: Equates to: points points points points 6.99 and below 0 points Community-Based Program Proposal Group Member Rating Scale Directions: Rate each fellow group member (using separate rating forms for each person) on the items below using the following scale: Strongly Agree Agree Neutral Disagree Strongly Disagree Your ratings of your classmates WILL NOT affect the grade you and your group receive on the written and oral portions of the project. In addition, The instructor WILL NOT disclose your ratings to your fellow group members. Your name: Name of fellow group member you are rating: Rating Item 1. Your classmate participated in the initial discussions of the project (in person and/or online) to get the project going. 2. Your classmate contributed creative and/or useful ideas that enhanced the project. Foundations of Clinical Mental Health Counseling Page 22

23 3. Your classmate suggested solutions to problems with the project (in person and/or online) as they occurred. 4. Your classmate showed strong, yet democratic leadership (in person and/or online) during the development and construction of the project (i.e., did not try to take over the project). 5. Your classmate did not exhibit problematic behavior (e.g., negative reactions, arguing, complaining, etc.) throughout the course of the project. 6. Your classmate made him or herself available (in person and/or online) to work on the group project. 7. Your classmate did his or her fair share of the work on this project. 8. Overall, your classmate was essential to the development, construction and/or presentation of your group project. For The instructor: Average rating: Program Proposal Group Member Rating Conversion Chart Average Score: Equates to: 4.25 and above 25 points points points points points Foundations of Clinical Mental Health Counseling Page 23

24 The instructor reserves the right to modify the contents of this syllabus, if needed. Foundations of Clinical Mental Health Counseling Page 24