MALONE UNIVERSITY ASSESSMENT ANNUAL REPORT CARD. Counseling and Human Development Counselor Education

Transcription

1 Program Name: Counselor Education Assessed by: Dr. Susan Steiner Director, Department of Counseling and Human Development Date/Cycle of Assessment: Reporting cycle of Summer 2013 through Summer 2014 Mission Statement: Built on Malone s Foundational Principles, the graduate programs in Counseling and Human Development provide knowledge, practice and skills through educational and clinical experiences developing professional counselors as intentional practitioners who advocate for client/student growth and development. Program Goals: Prepare and empower students to become advocates, who practice with multicultural competence, a holistic understanding of human nature, and as problem solvers in collaboration and consultation with others. Encourage the development of proactive and reflective practitioners, grounded in sound theory and techniques, with an ability to utilize technology. Assist students in understanding the interface between personal faith and one s practice and that people have a spiritual dimension that needs valued, nurtured, and accessed for continued growth and development. Exhibit professional competencies including modeling a professional manner in all settings, demonstrating honed intrapersonal and interpersonal skills, practicing with integrity in an ethical and legal manner, and meeting standards for state licensure and certifications.

2 MALONE UNIVERSITY ASSESSMENT ANNUAL REPORT CARD Department: Counseling and Human Development Program: Counselor Education Assessed by: Dr. Susan Steiner Time Period Covered: Summer 2013 through Summer Semester 2014 Submission Date: January 16, 2015 Program Intended Learning Outcomes (PILO) 1. Student will demonstrate the acquisition of initial counseling skills foundational to the counseling process. Means of Program Assessment & Criteria for Success The data collected allows faculty to assess the individual student as well as the program s effectiveness in preparing future counselors. Feedback of the student s performance is given during the course as a final grade. If a student does not achieve a minimum of 80% on this assessment, this student will be asked to discuss remediation with the instructor (and/or Program Director) and a behavioral plan put in place for subsequent skill building courses (i.e. Adolescent Counseling, Children s Counseling, Psychodiagnostics) to ensure that the student s performance for other videotaped exercises demonstrates the skills expected for that experience. Summary of Data Collected RESULTS: The Counseling Skills Acquisition Assessment is administered in COUN 564. Based on data collected from Spring 2014 and Summer 2014 (semesters when the course is offered). All students achieved or surpassed the required 80% or higher on this key assessment. Use of Results Deficiencies in student performance in skills in subsequent courses have not been noticed. No changes have been made. 2. Students will collect and review data from clinical counseling literature and formulate their findings in a logical and clear writing manner. The program as a whole will use the aggregated data to evaluate each specific domain related to counseling skill development. Each domain will be assessed to determine if at least 85% of students are achieving the expected 80% individual threshold. For all domains that are below 85%, a plan will be developed to remediate this issue. The domains will be assessed in the immediate semester following each section of COUN 564: Theories and Techniques II. The Research Literature Review evaluates the investigative, logic, and writing skills counselors use to understand the literature in their respective field. During the course Techniques of Research (EDUC 510) students perform a literature review to demonstrate their understanding of the use of literature in the field of counseling. This literature review is evaluated by the course instructor. RESULTS: Fall 2013 Data indicated that clinical (4) and school (2) counseling students struggled with the areas of Review of Literature: synthesis and critique scoring below the 80% expectation. However, all reported students surpassed the All graduate counseling students write a topical research paper in their first course in the program. Historically, the transition to APA style writing has been the most

3 3. Students will demonstrate the capacity to acquire and utilize the dispositions consistent with professional counseling in the areas of clinical and intrapersonal/interperson al functioning. The data collected allows faculty to assess the individual student as well as the program s effectiveness in preparing future counselors. Feedback of the student s performance is given during the course as one of the final grades. If a student does not achieve a minimum of 80% on this literature review, this student will be asked to discuss a behavioral plan put in place to ensure that the student s performance for other written assignments demonstrate the skills expected. The program as a whole will use the aggregated data to evaluate each specific rubric domain related to the research literature review. Each domain will be assessed to determine if at least 85% of students are achieving the expected 80% individual threshold. For all domains that are below 80%, a plan will be developed to remediate this issue. This data is evaluated annually for the previous academic year s offerings. The domains of the Review and Retention Rubric (clinical astuteness, intrapersonal insight/dispositions, interpersonal skills, and professional dispositions) are meant to examine the performance and readiness of the student in areas beyond pure academic ability typically addressed by graded assignments. The desired outcome is to increase the student s awareness that specific nonacademic skills are expected as part of the development of a counseling professional. The evaluation form is structured so the evaluator rates the student on specific behaviors or attitudes identified within the domain. Students enrolled in designated classes (Foundations of Clinical Counseling, Foundations of School Counseling, Theories and Techniques of Counseling I & II, Group Dynamics/Processing/Counseling, Marriage and Family Counseling, Addictions Counseling, Counseling 80% threshold for the indicators for Review of Literature (cited). 100% of all reported students met the indicators in Writing Mechanics and Format Compliance w/ APA. Spring 2014 Data indicated that clinical (1) and school (1) counseling students struggled with all indicators in the course not achieving the 80% threshold in any area. RESULTS: During the reporting cycle of Fall 2013 through Summer 2014, 100% of the 60 students as reported on 96 Review and Retention Rubrics received scores of three or above in each on each of the dispositions prevalent concern. several interventions and tutorials were implemented to assist them in becoming competent in APA style writing. The data indicates the interventions and tutorials are working. Opportunities to increase their competency in the ability to synthesize and critique the review of scholarly literature will be intentionally constructed. Students, who receive a score of less than three on any of the dispositions, a remediation conference is held between the student and his/her academic advisor. Examination of subsequent Review & Retention Rubrics reveals that the majority of students respond positively to the remediation and do not receive additional low scores for the remainder of their program. No remediation was required in

4 Children, Adolescent Counseling, and Psychodiagnostics, Multicultural Counseling and Advocacy, Abnormal Psychology, Treatment Plans, Practicum, Clinical and School Internships) will be evaluated by the course instructors in the following Developmental Domains: clinical astuteness, intrapersonal insight/dispositions, interpersonal skills, and professional dispositions in the Review and Retention Rubric. this reporting cycle. 4. Students will demonstrate requisite counseling skills in an external practicum setting with actual clientele indicating a readiness to practice as a professional counselor. All domains on the Review and Retention Rubric will be evaluated for trends of students entering and progressing through the program. Any domain consistently falling below a mean of 3.0 will be reviewed and action steps taken. The Requisite Counseling Skills Assessment evaluates the core counseling skills necessary for counselors preparing to complete the academic training. Counselors-intraining acquire, demonstrate, and strengthen counseling and human relation skills through the provision of highly structured and supervised individual and group counseling services. During the course Counseling Practicum (COUN 630), taken toward the end of the students coursework, students perform a minimum of 40 hours of direct counseling services with actual clients in a designated non-campus setting and utilize videotaping to demonstrate their development of their counseling skills. As a summative evaluation in the course, the students perform a final videotape and written self-critique of their work. The tape and their selfcritique are evaluated by the course instructor and by the Practicum site supervisor using the attached rubric. The data collected allows faculty to assess the individual student as well as the program s effectiveness in preparing future counselors. Feedback of the student s performance is given during the course as a final grade. If a student does not achieve a minimum of 85% on this assessment, this student will RESULTS: During this Assessment Cycle, of Fall 2013, Spring 2014, Summer 2014, 100% of the Practicum students achieved the required 80% or higher grade on the Requisite Counseling Skills Assessment. Based on data from previous years, additional emphasis was placed on reflecting and probing for meaning and client movement in appropriate and related courses. The use of this tool has demonstrated the consistency of skill performance by students when compared to the Counseling Skills Acquisition Assessment. The additional emphasis instituted will continue.

5 be asked to discuss remediation with the instructor (and/or Program Director) and a behavioral plan put in place for him/her prior to entering Internship I in Clinical Counseling (COUN 685) to ensure that the student s performance for further counseling sessions demonstrate the skills expected for that experience. 5. Students will demonstrate skills, knowledge, and dispositions consistent with the professional identity of a professional counselor in an internship within an external setting. The program as a whole will use the aggregated data to evaluate each specific domain related to counseling skill development. Each domain will be assessed to determine if at least 85% of students are achieving the expected 85% individual threshold as established in #2 above. For all domains that are below 85%, a plan will be developed to remediate this issue. The domains will be assessed in the immediate semester following each section of Counseling Practicum (e.g. a section of the course offered in Spring, Term I will be evaluated in the following Fall semester). The Internship Supervision Evaluation is a combination of a quantitative and narrative tool meant to evaluate the student s knowledge, skills, and dispositions relative to professional clinical counseling. At the end of each semester of Internship, the site supervisor for the Internship and the Faculty for the Internship Seminar will independently complete the Internship Supervision Evaluation for the student s performance. These forms will be compared for differences that indicate possible deficits in the student s demonstrated knowledge, skills, and dispositions. Any student determined to be deficit in any area will be engaged in a planning process that will address the weak areas. RESULTS: Data for COUN 683/684 and COUN 685/686 for Spring 2014 has been submitted and will be addressed as soon as the TK-20 report is received back. The final school counseling assessment was altered to reflect all CACREP skill standards. The Site Supervisor Evaluation also was altered to reflect CACREP standards. The Clinical Counseling assessments were previously aligned. Aggregated data about the preparedness of students for the internship experience will be monitored through the use of the Internship Supervision Evaluation. The evaluation will allow faculty to get feedback on how ready students

6 6. Clinical Coun. ONLY Students will successfully pass the clinical counselor licensure examination, National Counselor Examination. 7. School Coun. ONLY Students will successfully pass the school counselor licensure examination, Praxis II. in the internship were for this experience. Any student perceived as lacking will have remediation by the faculty of the Internship Seminar and the Department Director if necessary. As a whole, the department will evaluate what may have hindered the student from performing more adequately and evaluate any experiences that other students may need that would allow for better success for all future students. Aggregated scores on the School Counseling Site Supervisor Evaluation of the Intern will yield at or above 4.0 of a 5.0 scale. Aggregated scores on the Clinical Counseling Site Supervisor Evaluation of the Intern will yield at or above 4.0 of a 5.0 scale. Clinical Counseling Only As part of the licensure process in Ohio, students have to complete an examination to be licensed as a Professional Counselor (PC). The current examination is the National Counselor Examination (NCE) produced through the National Board of Certified Counselors. The results of this examination are sent to the Ohio Counselor, Social Worker, and Marriage and Family Therapist Board for consideration to be a licensed professional counselor. The passage of this examination indicates that the student has mastered the requisite knowledge for licensure within Ohio and, therefore, the ability to practice counseling under appropriate supervision. Total passage rates and each sub-category on the NCE will be evaluated to ensure that students are achieving at 85% overall in each area. Any subcategory not meeting the 85% threshold will be addressed with appropriate action steps taken. School Counseling Only As part of the licensure process in Ohio, students have to complete an examination to be licensed as a Professional Counselor (PC). The current examination is the Praxis II: School Guidance and Counseling produced through the Educational Testing Services. The passage of this RESULTS: Regarding the 2013Assessment Cycle, 22 of 24 (92%) of our clinical students passed the NCE on their initial attempt. RESULTS: During this 2013-Spring, and Summer Assessment Cycle, 100% of our School Counseling students passed the PRAXIS II. In January 2014, the new licensure Faculty consistently evaluates the eight content areas assessed by the NCE to adjust course curriculum as necessary. New study materials were purchased to assist the students in preparing for the new assessment. Student study groups are using

7 examination indicates that the student has mastered the requisite knowledge for licensure within Ohio and, therefore, the ability to practice school counseling. The results of this examination are sent to the Ohio Department of Education who forwards the results annually to Malone as part of the criteria for being licensed as a professional school counselor. Due to the recent initiation of the Ohio Assessment for Educators 040 (School Counselors) definitive data is still be compiled. assessment, OAE 040 was instituted. Four of six students passed the assessment on the initial attempt. the new materials.