SECTION I
THE LEARNING ENVIRONMENT: STRUCTURE AND EVALUATION THE ACADEMIC UNIT
M. For any calendar year, the number of credit hours delivered by noncore faculty must not exceed the number of credit hours delivered by core faculty.
In the 2013 calendar year, the number of credit hours delivered by Non-core counselor education faculty did not exceed the number of credit hours delivered by Core counselor education faculty. Core faculty delivered a total of 93 credit hours. Noncore faculty delivered a total of 81 credit hours. See Courses and Credit Hours table.
FACULTY AND STAFF
W. The academic unit has faculty resources of appropriate quality and sufficiency to achieve its mission and objectives. The academic unit has an identifiable core faculty who meet the following requirements:
1. Number at least three persons whose full-time academic appointments are in counselor education.
Counselor education employs six Core Faculty whose full-time appointments are in counselor education: Amy Milsom – tenured professor in school counseling, David Scott – tenured associate professor in clinical mental health counseling, Kristen Moran – tenure track assistant professor in school counseling, Corrine Sackett – tenure track assistant professor in clinical mental health counseling, Jerry Neal – senior lecturer in clinical mental health counseling, and Diane Stutey – lecturer in school counseling.
2. Have earned doctoral degrees in counselor education and supervision, preferably from a CACREP-accredited program, or have been employed as full-time faculty members in a counselor education program for a minimum of one full academic year before July 1, 2013.
All six of the Core counselor education faculty have earned doctoral degrees in counselor education. Four core faculty earned doctoral degrees from a CACREP-accredited program. See Core Faculty Credentials table.
4. Identify with the counseling profession through memberships in professional organizations (i.e., ACA and/or its divisions), as well as appropriate
certifications and/or licenses pertinent to the profession.
All of the Core counselor education faculty maintain strong identities with the counseling profession through many memberships in professional associations at the state, regional, and national level. All hold current certifications and licensures pertinent to the counseling profession. See Core Faculty Credentials table. 5. Engage in activities of professional organizations, including all of the
following:
a. development/renewal (e.g., appropriate professional meetings, conventions, workshops, seminars);
All Core counselor education faculty have actively participated in the last five years in professional development and renewal outside of the University,
attending state and national professional meetings, conferences, and workshops. See Core Faculty Professional Development table.
b. research and scholarly activity; and
All tenure track and tenured Core counselor education faculty demonstrate a record of continual research and scholarship via peer reviewed journal articles, book chapters, and books, as well as juried and invited conference presentations at the state, regional, and national level. See Core Faculty Scholarship table.
c. service and advocacy (e.g., program presentations, workshops, consultations, speeches, direct service).
All Core counselor education faculty serve the profession at the state and national level on an ongoing basis by serving as leaders in professional organizations, as journal and book reviewers, as conference proposal reviewers, and as consultants. See Core Faculty Service table.
6. Have the authority to determine program curricula within the structure of the institution’s policies and to establish the operational policies and procedures of the program.
recently moved from having spring and fall admissions options to a fall-only admission process.
Specifically, the Clemson University Faculty Manual states that the faculty is charged with creating the curriculum, setting requirements for degrees, determining when requirements have been met, and approving candidates for degrees. The School of Education’s Department of Leadership, Counselor Education and Human and Organizational Development (LCH), in which counselor education resides, has a set of bylaws that delineates an elected Curriculum Committee with representation from each program area. Committee responsibilities include review of proposals for course changes, new courses, and other curricular changes. The committee shall evaluate and make recommendations to the faculty on all academic requirements, courses, and curricula, and provide representation for interdisciplinary collegiate or university curriculum-related activities.
EVALUATION
AA. Program faculty members engage in continuous systematic program evaluation indicating how the mission, objectives, and student learning outcomes are measured and met. The plan includes the following:
Clinical mental health counseling (CMH) program faculty engage in continuous, systematic program evaluation as outlined below, both individually to address program-specific issues and in collaboration with school counseling and student affairs program faculty to discuss issues that affect multiple programs. The mission statement and objectives are reviewed every two years. The counselor education faculty (including student affairs) met on September 23, 2011 (see 9.23.11 EDC Mission and Objectives work) and most recently October 9, 2013 (see 10.9.13 EDC Minutes).
1. A review by program faculty of programs, curricular offerings, and characteristics of program applicants.
Each fall the CMH program faculty participate in a review of the program through the completion of a Program Response Report (see PRR 2012 and PRR 2013). In this report, faculty are asked to generate program goals and student learning outcomes based on their review of various types of data including:
perceptions of the program (applicants, graduates, site supervisors, and employers) - to identify program strengths and weaknesses
graduation rates and employment data - to determine factors that might lead students to be unsuccessful in the program or in finding jobs
the NCE - to compare Clemson student outcomes with state and/or national as well as to identify any subscale areas of strength or weakness that would suggest a need to examine curriculum and/or instruction
The CMH program faculty, in conjunction with the school counseling program, review curricular offerings twice a year when course schedules are being developed. The CMH program has a set sequence of courses that students are strongly encouraged to follow (full-and part-time options). The Program
Coordinator develops course schedules each semester based on which courses are needed to make the sequence work. Elective course enrollment is monitored and decisions are made with program faculty about how frequently to offer various elective courses or whether new courses are needed. Further, feedback from advisory board members is used to determine the relevance of the current curriculum.
The clinical mental health counseling program faculty review characteristics of program applicants annually every spring (the program has a February 1
application deadline) when they review program applications, conduct interviews, and make offers of admission into the program. Characteristics discussed
frequently include number of applicants as well as applicant ethnicity, age, gender, state of residence, academic backgrounds and performance, and other unique characteristics that applicants identify in their essays. The faculty make efforts to bring in a diverse student group each year.
2. Formal follow-up studies of program graduates to assess graduate perceptions and evaluations of major aspects of the program.
Alumni Surveys are conducted by Clemson’s Office of Institutional Effectiveness every two years. The first half of the survey contains questions focused on Clemson University and the Graduate School, but program faculty are able to provide input into the program specific questions that come at the end of the survey. Early fall 2013 they sent out surveys to alumni who graduated between December 2010 and May 2013. Limited data (N=9) are available at the time we submit this report, but we anticipate more responses will come in later in the semester. This survey was last conducted in 2011 with a response of N=6. Due to low response last time and slow response this year, we followed up by sending requests to our alumni Facebook group.
3. Formal studies of site supervisors and program graduate employers that assess their perceptions and evaluations of major aspects of the program. • Employer Surveys are sent out through the School of Education every one to two years,
but tracking CMH graduates’ employers has been challenging, as indicated above. Over the summer we were able to identify 20 employers of students who
graduated from 2010-2013 and received feedback from 12 (60%). Given decent response rates but low representation of our alumni, we are discussing ways to better track our CMH alumni so that we can more easily identify employers. • Feedback from site supervisors is gathered through our Advisory Committee, which is
4. Assessment of student learning and performance on professional identity, professional practice, and program area standards.
Assessment of student learning and performance on professional identity is monitored via data we collect through our student activities survey, in which we document CMH Student Memberships in professional organizations as well as CMH
Student Professional Involvement via attendance and involvement in professional activities. Professional identity is also monitored informally through reflection papers submitted in various courses, in which students often are asked to reflect on their professional goals as well as strengths and weaknesses.
Assessment of student learning and performance on professional practice is
monitored via our Professional Fitness Review (PFR) and via both the practicum and internship Site Supervisor Evaluation of Students. The PFR focuses mainly on ethical/professional behaviors while the Site Supervisor Evaluation focuses on both ethical/professional behavior as well as counseling skills. At any time during the semester when faculty or site supervisors express concerns about student performance or professionalism, the remediation process can be put into effect per the EDC Student Review and Retention guidelines.
Assessment of student learning and performance on program area standards is delineated in our CMH Comprehensive Assessment Plan. Each program area standard is mapped to one or more specific courses (see Program Area Standards section on p. 9 for details), and we use Livetext to manage and compile the data. Student artifacts are uploaded into LiveText and instructors complete rubric scoring based on the submitted artifact. Reports are run at the end of each semester, allowing faculty to examine both how many students scored at each level on the rubric as well as which students scored at the different levels. Detailed explanations of these assessments are provided in the Program Area Standards.
5. Evidence of the use of findings to inform program modifications. Evidence of the use of findings to inform program modifications is available by reviewing the Program Response Reports (see PRR 2012 and PRR 2013). In these reports, the faculty must indicate what data were reviewed, what they found, and what action was taken. The CMH Program Annual Report (see #6 below) also outlines program modifications and areas for further discussion.
6. Distribution of an official report that documents outcomes of the systematic program evaluation, with descriptions of any program modifications, to students currently in the program, program faculty, institutional
SECTION II
PROFESSIONAL IDENTITY KNOWLEDGE
G. Common core curricular experiences and demonstrated knowledge in each of the eight common core curricular areas are required of all students in the program.
1. PROFESSIONAL ORIENTATION AND ETHICAL PRACTICE—studies that provide an understanding of all of the following aspects of professional functioning:
c. 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;
This standard is addressed in the EDC 805 Clinical Mental Health Counseling course.
d. self-care strategies appropriate to the counselor role;
This standard is addressed in the EDC 805 Clinical Mental Health Counseling course.
3. HUMAN GROWTH AND DEVELOPMENT—studies that provide an understanding of the nature and needs of persons at all developmental levels and in multicultural contexts, including all of the following:
c. effects of crises, disasters, and other trauma-causing events on persons of all ages;
This standard is covered in the EDF 801 Human Growth and Development course.
d. theories and models of individual, cultural, couple, family, and community resilience;
This standard is covered in the EDF 801 Human Growth and Development course.
g. theories and etiology of addictions and addictive behaviors, including strategies for prevention, intervention, and treatment; and
5. HELPING RELATIONSHIPS—studies that provide an understanding of the counseling process in a multicultural society, including all of the following: g. crisis intervention and suicide prevention models, including the use of
psychological first aid strategies.
This standard is covered in the EDC 805 Clinical Mental Health Counseling course.
8. RESEARCH AND PROGRAM EVALUATION—studies that provide an understanding of research methods, statistical analysis, needs assessment, and program evaluation, including all of the following:
a. the importance of research in advancing the counseling profession; This standard is covered in the EDL 839 Research in Educational Leadership
SECTION III
PROFESSIONAL PRACTICE
Professional practice, which includes practicum and internship, provides for the application of theory and the development of counseling skills under supervision. These experiences will provide opportunities for students to counsel clients who represent the ethnic and demographic diversity of their community.
SUPERVISOR QUALIFICATIONS AND SUPPORT
E. Supervision contracts for each student are developed to define the roles and responsibilities of the faculty supervisor, site supervisor, and student during practicum and internship.
As delineated in the course syllabi (see EDC 836 Practicum and EDC 846 Internship syllabi students enrolled in practicum and internship courses are required to complete a Field Experience Contract at the start of the semester. This contract outlines roles and responsibilities of students, site supervisors, and university supervisors as well as the activities the student will engage in throughout the semester. Each party must initial beside individual items that relate to him/her and sign on the final page.
PRACTICUM
F. Students must complete supervised practicum experiences that total a minimum of 100 clock hours over a minimum 10-week academic term. Each student’s practicum includes all of the following:
2. Weekly interaction that averages one hour per week of individual and/or triadic supervision throughout the practicum by a program faculty member, a student supervisor, or a site supervisor who is working in biweekly
consultation with a program faculty member in accordance with the supervision contract.
As outlined in the EDC 836 Practicum syllabus, students are required to participate in an average of 1 hour per week of individual/triadic supervision with the university
CLINICAL MENTAL HEALTH COUNSELING PROGRAM AREA Students who are preparing to work as clinical mental health counselors will
demonstrate the professional knowledge, skills, and practices necessary to address a wide variety of circumstances within the clinical mental health counseling context. In addition to the common core curricular experiences outlined in Section II.F, programs must provide evidence that student learning has occurred in the following domains:
The CMH Overall CACREP Matrix provides an overview of where each of the Program Area Standards is covered within the curriculum. Separate course matrices break down through which courses and assignments the standards are covered via the Condensed EDC 805 Matrix, Condensed EDC 816 Matrix, Condensed EDC 818 Matrix, Condensed EDC 821 Matrix, Condensed EDC 822 Matrix, Condensed EDC 823 Matrix, Condensed EDC 836 Matrix, Condensed EDC 846 Matrix, and Condensed CMH Final Exam Matrix. FOUNDATIONS
A. Knowledge
1. Understands the history, philosophy, and trends in clinical mental health counseling.
This standard is assessed in the EDC 805 Clinical Mental Health Counseling course through the EDC 805 Mid-Term Exam. For that assignment, students are required to read chapter 1 (Historical Overview) in the required text, participate in classroom discussion on the topic and then answer questions correctly (exceptional or competent) on the mid-term exam. The Standard is assessed via the EDC 805 Mid-Term Exam Rubric.
2. Understands ethical and legal considerations specifically related to the practice of clinical mental health counseling.
This standard is assessed in the EDC 805 Clinical Mental Health Counseling course through the EDC 805 Mid-Term Exam. For that assignment, students are required to read chapter 3 (Ethical and Legal Aspects of Counseling) in the required text, participate in classroom discussion on the topic and then answer questions correctly (exceptional or competent) on the mid-term exam. The Standard is assessed via the EDC 805 Mid-Term Exam Rubric.
This standard is also assessed in the CMH Final Exam Question 1. For that exam
3. 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.
This standard is assessed in the EDC 805 Clinical Mental Health Counseling course through the EDC 805 Assignment 1. For that assignment, students are required to select a CMH setting and interview a clinical mental health counselor. Questions and interview data gathered will include information on standard A3 and include a detailed description of the roles and functions of CMH counselors in these settings. Students are also
expected to create a professional portfolio about the setting and a presentation for the class. The Standard is assessed via the EDC 805 Assignment 1 Rubric.
4. Knows the professional organizations, preparation standards, and credentials relevant to the practice of clinical mental health counseling. This standard is assessed in the EDC 805 Clinical Mental Health Counseling course through the EDC 805 Mid-Term Exam. For that assignment, students are required to read chapter 2 (Professional Identity) in required the text, participate in classroom discussion on the topic and then answer questions correctly (exceptional or competent) on the mid-term exam. The Standard is assessed via the EDC 805 Mid-Term Exam Rubric.
5. Understands a variety of models and theories related to clinical mental health counseling, including the methods, models, and principles of clinical supervision.
This standard is assessed in the EDC 846 Clinical Mental Health Internship course through the EDC 846 Site Supervisor Evaluation of Students (item III.t). On that form, students are evaluated on their demonstrated understanding of counseling models and theories, and the principles of clinical supervision. The Standard is assessed via the EDC 846 Site Supervisor Evaluation of Students Rubric.
6. Recognizes the potential for substance use disorders to mimic and coexist with a variety of medical and psychological disorders.
7. 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).
This standard is assessed in the EDC 805 Clinical Mental Health Counseling course through the EDC 805 Mid-Term Exam. For that assignment, students are required to read chapters 2 and 3 (Professional Identity; Ethical and Legal Aspects of Counseling) in the required text, participate in classroom discussion on the topic and then answer questions correctly (exceptional or competent) on the mid-term exam. The Standard is assessed via the EDC 805 Mid-Term Exam Rubric.
8. Understands the management of mental health services and programs, including areas such as administration, finance, and accountability. This standard is assessed in the EDC 805 Clinical Mental Health Counseling course through EDC 805 Assignment 1. For that assignment, students are required to select a CMH setting and interview a clinical mental health counselor. Questions and interview data gathered will include information on standard A8 and include a detailed description of the management of CMH services in these settings. Students are also expected to create a professional portfolio about the setting and a presentation for the class. The Standard is assessed via the EDC 805 Assignment 1 Rubric.
9. Understands the impact of crises, disasters, and other trauma-causing events on people.
This standard is assessed in the EDC 805 Clinical Mental Health Counseling course through the EDC 805 Final. For that assignment, students are required to read chapter 9 (Managing Suicide Risk, Crises, and Disasters) in the required text, participate in classroom discussion on the topic and then answer questions correctly (exceptional or competent) on the final exam. The Standard is assessed via the EDC 805 Final Rubric.
10. Understands the operation of an emergency management system within clinical mental health agencies and in the community.
This standard is assessed in the EDC 805 Clinical Mental Health Counseling course through EDC 805 Assignment 1. For that assignment, students are required to select a CMH setting and interview a clinical mental health counselor. Questions and interview data gathered will include information on standard A10 and include a detailed description of the emergency management system within the CMH setting. Students are also
B. Skills and Practices
1. Demonstrates the ability to apply and adhere to ethical and legal standards in clinical mental health counseling.
This standard is assessed in the EDC 836 Clinical Mental Health Practicum course through the EDC 836 Site Supervisor Evaluation of Students (item III.h). For that assignment, students are required to demonstrate ethical and legal practice in the
practicum setting. The Standard is assessed via the EDC 836 Site Supervisor Evaluation of Students Rubric.
2. Applies knowledge of public mental health policy, financing, and regulatory processes to improve service delivery opportunities in clinical mental health counseling.
This standard is assessed in the EDC 805 Clinical Mental Health Counseling course through EDC 805 Assignment 2. For that assignment, students are required to discuss various aspects of service delivery in a mental health agency and what mental health policies may be involved in providing services to this client. The students will be required to discuss any mental health public policies (local, state, and national levels), financing and regulatory processes that could affect the quality and accessibility of mental health services for the client. The Standard is assessed via the EDC 805 Assignment 2 Rubric.
COUNSELING, PREVENTION, AND INTERVENTION C. Knowledge
1. 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.
This standard is assessed in the EDC 805 Clinical Mental Health Counseling course through the EDC 805 Final. For that assignment, students are required to read chapter 8 (Consultation, Advocacy, and Evaluation) in the required text, participate in classroom discussion on the topic and then answer questions correctly (exceptional or competent) on the final exam. The Standard is assessed via the EDC 805 Final Rubric.
This standard is also covered in EDC 805 Assignment 2. For that assignment, students are required to discuss various aspects of prevention, intervention, consultation,
2. Knows the etiology, the diagnostic process and nomenclature, treatment, referral, and prevention of mental and emotional disorders.
This standard is assessed in the EDC 818 Psychopathology course through the EDC 818 Mid-Term Exam and EDC 818 Final Exam assignments. For these assignments, students are required to read selected chapters in the required text (Abnormal Psychology),
participate in classroom discussions on the topics and then answer questions correctly (exceptional, average or progressing) on both the mid-term and final exam. The Standard is assessed via the EDC 818 Mid-Term Exam Rubric and EDC 818 Final Exam Rubric.
3. Knows the models, methods, and principles of program development and service delivery (e.g., support groups, peer facilitation training, parent education, self-help).
This standard is assessed in the EDC 822 Addictions Counseling course through the EDC 822 Addiction Group Presentation assignment. For that assignment, students are required to develop plans for an addiction-related group they could possible facilitate sometime in the future. One part of that assignment is that they identify additional treatment
modalities (e.g., individual therapy, wellness programs, support groups, etc.) that they would recommend the participants seek out in addition to the group. The Standard is assessed via the EDC 822 Addiction Group Presentation Rubric.
4. Knows the disease concept and etiology of addiction and co-occurring disorders.
This standard is assessed in the EDC 822 Addictions Counseling course through the EDC 822 Recovery Group Attendance Paper assignment. For that assignment, students are required to attend a couple recovers group sessions, review specific articles and websites. Then, based on their experience in the meetings, websites reviewed online, and articles read for class, they will provide two-page discussion of their understanding of the disease
concept and the etiology of addiction. The Standard is assessed via the EDC 822
Recovery Group Attendance Paper assignment Rubric.
5. Understands the range of mental health service delivery—such as inpatient, outpatient, partial treatment and aftercare—and the clinical mental health counseling services network.
and Services; College and University Settings; EAP, Private Practice and Managed Care) in the required text, participate in classroom discussion on the topic and then answer questions correctly (exceptional or competent) on the mid-term exam. The Standard is assessed via the EDC 805 Mid-Term Exam Rubric.
They will also cover this standard in EDC 805 Assignment 1 by providing information on the range of mental health services at their selected location. Through the assignment 1 presentations, the students will learn about numerous mental health settings and the range of service delivery options. The students are also required to bring in referral information on their respective mental health setting. The Standard is assessed via the EDC 805 Assignment 1 Rubric.
6. Understands the principles of crisis intervention for people during crises, disasters, and other trauma-causing events.
This standard is assessed in the EDC 805 Clinical Mental Health Counseling course through the through the EDC 805 Final. For that assignment, students are required to read chapter 9 (Managing Suicide Risk, Crises, and Disasters) in the required text, participate in classroom discussion on the topic and then answer questions correctly (exceptional or competent) on the final exam. The Standard is assessed via the EDC 805 Final Rubric.
7. Knows the principles, models, and documentation formats of biopsychosocial case conceptualization and treatment planning.
This standard is assessed in the EDC 821 Psychodiagnostics course through the EDC 821 Clinical Case Report assignment. For that assignment, students are required to submit a comprehensive case report including biopsychosocial assessment information, case conceptualization, and treatment planning. The Standard is assessed via the EDC 821 Clinical Case Report Rubric.
8. Recognizes the importance of family, social networks, and community systems in the treatment of mental and emotional disorders.
9. Understands professional issues relevant to the practice of clinical mental health counseling.
This standard is assessed in the EDC 805 Clinical Mental Health Counseling course through the through the EDC 805 Mid-Term Exam. For that assignment, students are required to read chapter 2 (Professional Identity) in the required text, participate in classroom discussion on the topic and then answer questions correctly (exceptional or competent) on the mid-term exam. The Standard is assessed via the EDC 805 Mid-Term Exam Rubric.
D. Skills and Practices
1. Uses the principles and practices of diagnosis, treatment, referral, and prevention of mental and emotional disorders to initiate, maintain, and terminate counseling.
This standard is assessed in the EDC 821 Psychodiagnostics course through the EDC 821 Clinical Case Report assignment. For that assignment, students are required to submit a comprehensive case report including biopsychosocial assessment information, diagnostic summary, case conceptualization, treatment planning and necessary referrals. The
Standard is assessed via the EDC 821 Clinical Case Report Rubric.
2. Applies multicultural competencies to clinical mental health counseling involving case conceptualization, diagnosis, treatment, referral, and prevention of mental and emotional disorders.
This standard is assessed in the EDC 821 Psychodiagnostics course through the EDC 821 Clinical Case Report assignment. For that assignment, students are required to submit a comprehensive case report including biopsychosocial assessment information, case conceptualization, and treatment planning. Students are instructed to provide a discussion of multicultural issues related to the case. The Standard is assessed via the EDC 821 Clinical Case Report Rubric.
3. Promotes optimal human development, wellness, and mental health through prevention, education, and advocacy activities.
4. Applies effective strategies to promote client understanding of and access to a variety of community resources.
This standard is assessed in the EDC 836 Clinical Mental Health Practicum and EDC 846 Clinical Mental Health Internship course through the EDC 836/846 Site Supervisor Evaluation of Student (item III.i) assignment. For that assignment, students are required to demonstrate applied knowledge in helping clients understand and use community resources. The Standard is assessed via the EDC 836/846 Site Supervisor Evaluation of Student Rubric.
5. Demonstrates appropriate use of culturally responsive individual, couple, family, group, and systems modalities for initiating, maintaining, and terminating counseling.
This standard is assessed in the EDC 816 Introduction to Marriage, Couples, and Family Counseling course through the EDC 816 Case Study assignment. For that assignment, students are required to write a paper that will incorporate a demonstration of their understanding of an appropriate cultural sensitivity to their clients within all phases of counseling. The Standard is assessed via the EDC 816 Case Study Rubric.
6. Demonstrates the ability to use procedures for assessing and managing suicide risk.
This standard is assessed in the EDC 805 Clinical Mental Health Counseling course through the EDC 805 Final. For that assignment, students are required to read chapter 9 (Managing Suicide Risk, Crises, and Disasters) in the required text, participate in classroom discussion on the topic and then answer questions correctly (exceptional or competent) on the final exam. The Standard is assessed via the EDC 805 Final Rubric.
7. Applies current record-keeping standards related to clinical mental health counseling.
This standard is assessed in the EDC 823 Advanced Counseling Skills course through the EDC 823 Assignment 6. For that assignment, students are required to research, evaluate, and practice writing case notes. Case notes will be required for each role-play session completed in this class. Case notes will be reviewed by instructor and discussed in class. The Standard is assessed via the EDC 823 Assignment 6 Rubric.
8. Provides appropriate counseling strategies when working with clients with addiction and co-occurring disorders.
This standard is assessed in the EDC 822 Addictions Counseling course through the EDC 822 Addiction Group Presentation assignment. For that assignment, students are required to develop plans for an addiction-related group they could possible facilitate sometime in the future. One part of that assignment is that they must identify one evidence based approach and/or technique that would be applicable to working with their identified population and their stage of dependence, abuse, or misuse. The Standard is assessed via the 822 Addiction Group Presentation Rubric.
9. Demonstrates the ability to recognize his or her own limitations as a clinical mental health counselor and to seek supervision or refer clients when appropriate.
This standard is assessed in the EDC 846 Clinical Mental Health Internship course through the EDC 846 Site Supervisor Evaluation of Student (III.n & 1.j) assignment. For that assignment, students are required to demonstrate applied knowledge by seeking supervision and making appropriate referrals. The Standard is assessed via the EDC 846 Site Supervisor Evaluation of Student Rubric.
DIVERSITY AND ADVOCACY E. Knowledge
1. Understands how living in a multicultural society affects clients who are seeking clinical mental health counseling services.
This standard is assessed in the EDC 821 Psychodiagnostics course through the EDC 821 Clinical Case Report. For that assignment, students are required to submit a
comprehensive case report including biopsychosocial assessment information, case conceptualization, and treatment planning. Students are instructed to provide a discussion of multicultural issues related to the case. The Standard is assessed via the EDC 821 Clinical Case Report Rubric.
2. Understands the effects of racism, discrimination, sexism, power, privilege, and oppression on one’s own life and career and those of the client.
power, privilege, and oppression, including how those issues affected their own development. The Standard is assessed via the CMH Final Exam Rubric.
3. Understands current literature that outlines theories, approaches, strategies, and techniques shown to be effective when working with specific populations of clients with mental and emotional disorders.
This standard is assessed in the EDC 818 Psychopathology course through EDC 818 Assignment 1. For that assignment, students are required to select a theoretical base, critically examine current and relevant research on how the selected theory can be effective when working with mental and emotional disorders. Each class, students will give general explanations of the etiology and treatment options. Through the review of relevant research, the students will also present the current literature that outlines the theory, approaches, strategies and techniques shown to be effective with mental and emotional disorders. The students will also prepare an annotated bibliography containing all of the group’s research articles. The Standard is assessed via the EDC 818 Assignment 1 Rubric.
4. Understands effective strategies to support client advocacy and influence public policy and government relations on local, state, and national levels to enhance equity, increase funding, and promote programs that affect the practice of clinical mental health counseling.
This standard is assessed in the EDC 805 Clinical Mental Health Counseling course through the EDC 805 Assignment 2. For this assignment, students are required to discuss strategies to support client advocacy and influence public policy and government
relations at the local, state, and national levels in question 4 of the assignment (Question 4. After gathering and reviewing all of the information to answer the questions above, provide the steps YOU would take to help this client…through advocacy, education, influencing public policy and government relations. Examples could be taking an active role in a state, or national, counseling association to work on improving mental health services in rural areas). The Standard is assessed via the EDC 805 Assignment 2 Rubric.
5. Understands the implications of concepts such as internalized oppression and institutional racism, as well as the historical and current political climate regarding immigration, poverty, and welfare.
This standard is assessed in the CMH Final Exam Advocacy Question. For that question, students are required to describe their reasons for choosing their particular Advocacy Project (implemented in field experience). Students are asked to include in this description their understanding of concepts such as internalized oppression and institutional racism, and the historical and current political climate regarding
project. Students are also required to speak to how their Advocacy Project combats the following societal issues: racism, discrimination, sexism, power, privilege, and
oppression, including how this process affected their development with respect to these issues. The Standard is assessed via the CMH Final Exam Rubric.
6. Knows public policies on the local, state, and national levels that affect the quality and accessibility of mental health services.
This standard is assessed in the EDC 805 Clinical Mental Health Counseling course EDC 805 Assignment 2. For this assignment, students are required to discuss any mental health public policies (local, state, and national levels), financing and regulatory processes that could affect the quality and accessibility of mental health services for the client. The Standard is assessed via the EDC 805 Assignment 2 Rubric.
F. Skills and Practices
1. Maintains information regarding community resources to make appropriate referrals.
This standard is assessed in the EDC 805 Clinical Mental Health Counseling course through the EDC 805 Assignment 1. For that assignment, students are required to select a CMH setting and interview a clinical mental health counselor. Questions and interview data gathered will include information on standard F1 and include a portfolio with information (i.e. contact info) about the site. The student is also required to create and distribute to their classmates a “Referral Information Sheet” that contains contact and types of services provided by the MH site. Students are encouraged to collect and maintain all of the referral information to use once they are professional counselors. The Standard is assessed via the EDC 805 Assignment 1 Rubric.
2. Advocates for policies, programs, and services that are equitable and responsive to the unique needs of clients.
3. Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make them culturally appropriate for diverse
populations.
This standard is assessed in the CMH Final Exam Question 1. For that question, students are required to conceptualize a case from their theoretical framework and relevant
techniques, while also ensuring cultural appropriateness in their approach with that client. The Standard is assessed via the CMH Final Exam Rubric.
ASSESSMENT G. Knowledge
1. Knows the principles and models of assessment, case conceptualization, theories of human development, and concepts of normalcy and
psychopathology leading to diagnoses and appropriate counseling treatment plans.
This standard is assessed in the EDC 821 Psychodiagnostics course through the EDC 821 Clinical Case Report assignment. For that assignment, students are required to submit a comprehensive case report including biopsychosocial assessment information, case conceptualization, and treatment planning. The Standard is assessed via the EDC 821 Clinical Case Report Rubric.
2. Understands various models and approaches to clinical evaluation and their appropriate uses, including diagnostic interviews, mental status
examinations, symptom inventories, and psychoeducational and personality assessments.
This standard is assessed in the EDC 821 Psychodiagnostics course through the EDC 821 Clinical Case Report assignment. For that assignment, students are required to submit a comprehensive case report including biopsychosocial assessment information, evidence of mental status exam, diagnostic interview, case conceptualization, and treatment planning. Students are instructed to provide a discussion of multicultural issues related to the case. The Standard is assessed via the EDC 821 Clinical Case Report Rubric.
3. Understands basic classifications, indications, and contraindications of commonly prescribed psychopharmacological medications so that
This standard is assessed in the EDC 805 Clinical Mental Health Counseling course through both the EDC 805 Mid-Term Exam and final exam assignments. For these assignments, students are required to read selected chapters in the required text (Basic
Psychopharmacology for Counselors and Psychotherapists), participate in classroom
discussions on the topic and then answer questions correctly (exceptional or competent) on both the mid-term and final exam. The Standard is assessed via the EDC 805 Mid-Term Exam Rubric.
4. Identifies standard screening and assessment instruments for substance use disorders and process addictions.
This standard is assessed in the EDC 822 Addictions Counseling course through the EDC 822 Addiction Group Presentation assignment. For that assignment, students are required to develop plans for an addiction-related group they could possible facilitate sometime in the future. One part of that assignment is that they must explain the diagnostic
requirements for the attendees as well as the screening and assessment tools they would use to assess and diagnosis their clients. The Standard is assessed via the 822 Addiction Group Presentation Rubric.
H. Skills and Practices
1. Selects appropriate comprehensive assessment interventions to assist in diagnosis and treatment planning, with an awareness of cultural bias in the implementation and interpretation of assessment protocols.
This standard is assessed in the CMH Final Exam Question 1. For that exam question, students are required to describe their diagnostic impressions from a case study using the DSM-IV-TR or DSM-V, including how they would assess the given client and her system to come to a diagnostic conclusion. The student is also required to discuss the comprehensive assessment interventions or tools they used in the process of diagnosing and treatment planning. Finally, students are required discuss their cultural awareness and sensitivity in their description of the assessment, limiting potential bias. The Standard is assessed via the CMH Final Exam Rubric.
2. Demonstrates skill in conducting an intake interview, a mental status evaluation, a biopsychosocial history, a mental health history, and a
3. Screens for addiction, aggression, and danger to self and/or others, as well as co-occurring mental disorders.
This standard is assessed in the EDC 846 Clinical Mental Health Internship course through the EDC 846 Site Supervisor Evaluation of Student (III.r) assignment. For that assignment, students are required to demonstrate applied knowledge in screening for addiction, co-occurring disorders, and threat of harm. The Standard is assessed via the EDC 846 Site Supervisor Evaluation of Student Rubric.
4. Applies the assessment of a client’s stage of dependence, change, or recovery to determine the appropriate treatment modality and placement criteria within the continuum of care.
This standard is assessed in the EDC 822 Addictions Counseling course through the EDC 822 Addiction Group Presentation assignment. For that assignment, students are required to develop plans for an addiction-related group they could possible facilitate sometime in the future. One part of that assignment is that they identify who would be appropriate to attend the group based on their level of abuse, dependence, or recovery. They also are asked (see D8 above) to identify one evidence based approach and/or technique that would be applicable to working with their identified population and their stage of dependence, abuse, or misuse. The Standard is assessed via the 822 Addiction Group Presentation Rubric.
RESEARCH AND EVALUATION I. Knowledge
1. Understands how to critically evaluate research relevant to the practice of clinical mental health counseling.
This standard is assessed in the EDC 805 Clinical Mental Health Counseling course through the EDC 805 Assignment 3. For that assignment, students are required to choose a mental health related issue that people may face sometime during their lifespan and prepare a professional poster that provides information about the mental health issue. The student will be required to critically evaluate and present relevant research on the topic in this poster presentation. Research evaluation will focus on possible etiologies, presenting issues, treatment approaches (analyze data to provide support for effective counseling interventions and programs) and possible outcomes for the issue chosen. The Standard is assessed via the EDC 805 Assignment 3 Rubric.
evaluating and discussing at least four relevant research articles that support their interventions. Finally, students are required to base their intervention proposal for this case study in relevant research, and describe how this will inform their work with this client. For the advocacy question, students are required, in their description of their Advocacy Project (completed during their field experience), to incorporate a minimum of six resources, including at least four peer-reviewed journal articles. The Standard is assessed via the CMH Final Exam Rubric.
2. Knows models of program evaluation for clinical mental health programs. This standard is assessed in the EDC 805 Clinical Mental Health Counseling course through the EDC 805 Final. For that assignment, students are required to read chapter 8 (Consultation, Advocacy, and Evaluation) in the required text, participate in classroom discussion on the topic and then answer questions correctly (exceptional or competent) on the Final exam. The Standard is assessed via the EDC 805 Final Rubric.
3. Knows evidence-based treatments and basic strategies for evaluating counseling outcomes in clinical mental health counseling.
This standard is assessed in the EDC 846 Clinical Mental Health Internship course through the EDC 846 Site Supervisor Evaluation of Student (item III.t) assignment. For that assignment, students are required to demonstrate applied knowledge of evaluating outcomes. The Standard is assessed via the EDC 846 Site Supervisor Evaluation of Student Rubric.
J. Skills and Practices
1. Applies relevant research findings to inform the practice of clinical mental health counseling.
2. Develops measurable outcomes for clinical mental health counseling programs, interventions, and treatments.
This standard is assessed in the EDC 846 Clinical Mental Health Counseling Internship course through the EDC 846 Recorded Counseling Session assignment. For that
assignment, students are required to present a recorded counseling session demonstrating measurable treatments and interventions. The Standard is assessed via the EDC 846 Recorded Counseling Session Rubric.
3. Analyzes and uses data to increase the effectiveness of clinical mental health counseling interventions and programs.
This standard is assessed in the EDC 805 Clinical Mental Health Counseling course through the EDC 805 Assignment 3. For that assignment, students are required to choose a mental health related issue that people may face sometime during their lifespan and prepare a professional poster that provides information about the mental health issue. The student will be required to critically evaluate and present relevant research on the topic in this poster presentation. Research evaluation will focus on possible etiologies, presenting issues, treatment approaches (analyze data to provide support for effective
counseling interventions and programs) and possible outcomes for the issue chosen. The
Standard is assessed via the EDC 805 Assignment 3 Rubric.
This standard is also assessed in the EDC 846 Clinical Mental Health Internship course through the EDC 846 Site Supervisor Evaluation of Student (item III.v) assignment. For that assignment, students are required to demonstrate applied knowledge of effective interventions. The Standard is assessed via the EDC 846 Site Supervisor Evaluation of Student Rubric.
DIAGNOSIS K. Knowledge
1. Knows the principles of the diagnostic process, including differential
diagnosis, and the use of current diagnostic tools, such as the current edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM).
2. Understands the established diagnostic criteria for mental and emotional disorders, and describes treatment modalities and placement criteria within the continuum of care.
This standard is assessed in the EDC 821 Psychodiagnostics course through the EDC 821 Clinical Case Report. For that assignment, students are required to submit a
comprehensive case report including biopsychosocial assessment information, case conceptualization, and treatment planning. The Standard is assessed via the EDC 821 Clinical Case Report Rubric.
3. Knows the impact of co-occurring substance use disorders on medical and psychological disorders.
This standard is assessed in the EDC 821 Psychodiagnostics course through the EDC 821 Clinical Case Report assignment. For that assignment, students are required to submit a comprehensive case report including biopsychosocial assessment information, case conceptualization, and treatment planning. Students are instructed to provide a discussion of co-occurring disorders. The Standard is assessed via the EDC 821 Clinical Case Report Rubric.
4. Understands the relevance and potential biases of commonly used diagnostic tools with multicultural populations.
This standard is assessed in the EDC 821 Psychodiagnostics course through the EDC 821 Clinical Case Report assignment. For that assignment, students are required to submit a comprehensive case report including biopsychosocial assessment information, case conceptualization, and treatment planning. Students are instructed to provide a discussion of multicultural issues related to the case. The Standard is assessed via the EDC 821 Clinical Case Report Rubric.
This standard is also assessed in the CMH Final Exam Question 1. For that exam
5. Understands appropriate use of diagnosis during a crisis, disaster, or other trauma-causing event.
This standard is assessed in the EDC 821 Psychodiagnostics course through the EDC 821 Clinical Case Report assignment. For that assignment, students are required to submit a comprehensive case report including biopsychosocial assessment information, case conceptualization, and treatment planning. Students provide rationale for diagnosis following the differential diagnosis guidelines in the DSM. The Standard is assessed via the EDC 821 Clinical Case Report Rubric.
L. Skills and Practices
1. Demonstrates appropriate use of diagnostic tools, including the current edition of the DSM, to describe the symptoms and clinical presentation of clients with mental and emotional impairments.
This standard is assessed in the EDC 821 Psychodiagnostics course through the EDC 821 Clinical Case Report assignment. For that assignment, students are required to submit a comprehensive case report including biopsychosocial assessment information, case conceptualization, and treatment planning. The Standard is assessed via the EDC 821 Clinical Case Report Rubric.
2. Is able to conceptualize an accurate multi-axial diagnosis of disorders
presented by a client and discuss the differential diagnosis with collaborating professionals.
This standard is assessed in the EDC 821 Psychodiagnostics course through the EDC 821 Clinical Case Report assignment. For that assignment, students are required to submit a comprehensive case report including biopsychosocial assessment information, case conceptualization, diagnostic summary and treatment planning. Students write the report as if sending to collaborating professionals. The Standard is assessed via the EDC 821 Clinical Case Report Rubric.
3. Differentiates between diagnosis and developmentally appropriate reactions during crises, disasters, and other trauma-causing events.
