Program Assessment Summary Report Form Program being assessed. CDC
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Previous Action Plan.
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Summary of results of previous Action Plan.
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Semester and year of program assessment. fall 2015 State program student learning outcome addressed.
PSLO 1: Identify components of the Human Services Delivery System, including the roles of the various members of the service delivery team, client assessment/referral process, and the history of the human services field.
List courses from which the assessment data is gathered.
PSY 102
List participating faculty and their academic department.
Mareve VanVoorhis, Program Chair, Chris St. Germain, Kathy Rafferty, Sarita Green-Pesante and Maritza Vasquez-Reyes (all P/T Faculty)
Number of sections involved in this program assessment.
5
Number of students involved in this program assessment.
77 completed the assessment
State the specific question(s) asked and/or the method of assessment.
Students will apply the components of the client-centered counseling process to one’s personal life.
Describe the method used to answer the question and/or measure the method of assessment.
Students identified an issue/problem/concern that they wanted to work on. They met with two other group members (aka: the treatment team) once a week for eight weeks. The team helped each student identify a long term goal and some short term goals to help them move towards the larger goal. Each week, the students would respond to 3 questions using a scale to accurately describe their progress as well as 1 question that was a short answer. (Attached).
Later in the semester, the students learned about the client-change scale and looked back on their journal entries and assessed the impact of their behavior towards reaching their goal.
Narrative summary of results.
Summary of conclusions drawn.
Out of the 8 weeks, the highest level of motivation came in week 2. The lowest level was week 8. 57% of Mareve VanVoorhis’s students were motivated (main campus, day section and the only F/T Instructor). 39% of Kathy Rafferty’s class were motivated (main campus, evening section), 44% of Chris St Germain’s class were motivated (DS, evening class), 55% of Sarita Green-Pesante’s class were motivated (main campus, 8 am class) and 55% of Maritza Vasquez-Reyes (DS, 8 am class)
Action Plan for improvement.
After calculating the information, it was determined that having the F/T Instructor being available on campus seemed to make a slight difference. Several of Mareve VanVoorhis’s students would enter into conversations about their goal outside of the classroom setting. In general, students were able to identify the client change scale and wrote how working with other students in the classroom helped them to stay motivated. Each classroom Instructor processed with their students the importance of being able to understand how this instrument which they practiced on themselves can assist in client assessment. Focus will continue in future PSY 102 classes on this instrument to measure change.
Resources needed to implement action plan.
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Attach or paste supporting documentation of results (graphs, tables, etc.).
☐Documentation is attached
☒Documentation is pasted below Notes
Course Assessment Activity Interviewing and Counseling (PSY 102)
Fall 2015
Faculty Lead: Mareve VanVoorhis, Human Services program Chair
Adjunct Instructors: Chris St. Germain, Kathy Rafferty, Sarita Green-Pesante and Maritza Vasquez-Reyes
SLO to be assessed:
1. Apply the components of the client-centered counseling process to one’s personal life.
Relevant Program Outcomes:
1. Demonstrate application of the client-centered counseling process.
2. Employ the concept and components of a therapeutic milieu
3. Identify components of the Human Services Delivery System which includes client assessment.
Brief description of the project:
Individually, each student will identify an issue, problem or life pattern that they would like to change in their life and record that into a journal. Students will then meet with three to four other students in the class who will become their support teams. Each student will share what they have identified as an issue, problem or life pattern and identify an ideal goal. The team
will assist each of their members in identifying short term goals which will help them reach the larger goal. This will be recorded in their journal along with a weekly self- assessment
(questions and scale are attached). Students will meet once a week for 8 weeks with their support team to discuss how they are progressing (or not) with their goal.
Later in the semester the students will learn about the client change scale (page 243 in their PSY 102 textbook). After 8 weeks the Instructor will have students reflect back on their journal and use the change scale as an assessment measure. The Client Change Scale will help the student evaluate where they were in the change process. Level 1 is denial, level 2 is partial examination, level 3 is acceptance and recognition, but no change, level 4 is the creation of a new solution and level 5 is transcendence. The Client Change Scale should help the student to determine the impact of their behavior and assess whether other skills and support were necessary to achieve their goal. The scale illustrates how people move through the various levels of change.
The Instructor will process this activity with the entire class upon completion of the 8 weeks in terms of the student’s ability to work toward change. Were they able to identify the stage they were in when they were there? How did it feel to work with others towards a goal?
Empathic confrontation is an important skill for students to learn because ultimately counselors need to help clients feel supported while they are trying to change behavior.
The journals will be collected by the end of the semester so that data can be examined.
These questions are to be answered weekly in your journals.
Please use the following scale:
1 – Absolutely Not True 2 – Somewhat Not True 3 – Neither True nor False 4 – Somewhat True
5 – Absolutely True
1. I was motivated to work on changing my identified issue/problem/concern this week.________
2. I took steps to help change my identified issue/problem/concern this week.________
3. I identified positive progress with my identified issue/problem/concern this week.________
4. Please provide additional comments (for example, what experiences helped or hindered your progress this week? How has meeting your class groups helped or hindered your progress this week?)
PSY 102
Assessment Activity Questions
Please use the following scale when recording your weekly responses:
1 – Absolutely Not True 2 – Somewhat Not True 3 – Neither True nor False 4 – Somewhat True
5 – Absolutely True
1. I was motivated to work on changing my identified issue/problem/concern this week ____
2. I took steps to help change my identified issue/problem/ concern this week ____
3. I identified positive progress with my identified issue/problem/concern this week ____
4. Please provide additional comments (for example, what experiences helped or hindered your progress this week? How has meeting with your class groups helped or hindered your progress this week?)
Interviewing and Counseling (PSY 102) Fall 2015
This activity will be used to collect data for assessment purposes for PSY 102. No identifying information will be used. If you have any questions or concerns about this project, please contact Professor Mareve VanVoorhis, Human Services Program Chair, at 845-431-8354.
Part 1:
Individually, each of you will identify an issue, problem or life pattern that you would like to change in their life and state that into a journal (a separate notebook than the other required journal). This should be a large enough issue that you can work on it over time. Students will then meet with three to four other students in the class who will become their support teams.
Each student will share what they have identified as an issue, problem or life pattern and identify an ideal goal (what would you like to see happen?) The team will help each of their members identify short term goals which will help them reach the larger goal (again, this will be recorded in their journal). Each student will meet once a week for 8 weeks with their support team to discuss how they are progressing (or not) with their goal.
Part 2:
After 8 weeks of this exercise, your Instructor will give additional instructions.
Part 3:
Journals will be collected and not returned so please don’t purchase an expensive notebook.
You can even recycle an old notebook if you want to.
