Master of Science in Mental Health Counseling Program ... · Master of Science in Mental Health...

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Master of Science in Mental Health Counseling Program Annual Report (2016-2017)

(10/11/2017)

Prepared by:

Richard C. Williams, Ph.D.

Counseling Program Coordinator

The Mental Health Counseling (MHC) Program was officially instated as a Master of Science

(M.S.) Program in the College of Education at UTEP beginning in the 2017 Fall term. This

represented a significant change from the program’s prior designation as a concentration under

the Masters of Education (M.Ed.) Program in Counseling which also has a concentration in

School Counseling. The change to the M.S. degree is more representative of the clinical

behavioral health focus of mental health counseling as compared to the school based guidance

and counseling focus of school counseling and offers a clearer distinction to potential applicants

of both programs.

For the past 3 years, the MHC program has been in the process of engaging in self-study to

evaluate itself and to prepare to apply for accreditation as a Clinical Mental Health Counseling

Specialty Program by the Council for the Accreditation of Counseling and Related Educational

Programs (CACREP). Through this self-study process, the MHC program identified and

modified various aspects of the program’s policies, procedures and documentation processes,

clinical training expectations, curriculum and pedagogy, student learning outcomes assessment

efforts, and community stakeholder engagement and advisement activities so as to be in

compliance with the standards for accreditation set forth by CACREP. This document

summarizes a number of those efforts.

Program Policies, Procedures and Documentation

A major effort toward meeting CACREP Standards regarding policies, procedures, and

documentation was the creation of the Mental Health Counseling Student Handbook that

delineates the manner in which the program functions in regards to students and provides a

concise description of what is expected of students to be successful in completing the MHC

degree. Imbedded in this document are descriptions of the program’s mission, goals and

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objectives; the courses required to complete the degree; course registration procedures; program

graduation requirements; grading standards; academic, professional, student growth, and ethical

standards; the procedure for addressing student issues that are problematic; accreditation,

certification, and licensure requirements; and a variety of forms that document the student’s

progress in meeting the program’s expectations. The handbook was collectively crafted by the

MHC program faculty who reviewed all aspects of how the program functioned. An example of

an outcome of that review was the development of a clear and accurate description of the

program’s policy and procedures regarding serious student issues related to professional fitness

to continue in the program (i.e. the Retention and Review policy and procedure).

Another significant modification of policies, procedures and documentation that stemmed from

the self-study involved changing the admissions procedure to a collective review and discussion

of all applications by all faculty. This change in procedure prompted the establishment of a

confidential electronic depository on a secure university server of applications available to all

faculty. An additional by-product of establishing this medium, was an enhanced awareness of

the need to maintain a program specific internal electronic database of applicants, students who

were admitted, and alumni. The establishment of this data base which is in progress now, is

anticipated to lead to easier student progress review and more timely recognition of students who

could benefit from advisement and also enhance future contact with program alumni.

Clinical Training Expectations

The CACREP Standards regarding professional clinical practice training specify that programs

should provide significant opportunities for students to engage in the provision of a wide range

of clinical mental health counseling services to actual clients while under high quality

supervision by faculty and agency site supervisors. The self-study revealed that the program

needed to make some substantive changes in order to meet these standards. One such change

was instituting the expectation that practicum students provide counseling for real clients in a

counseling agency setting. (Prior to 2014, practicum students completed role-play “practice”

counseling with peers on campus.) Another needed change was the implementation of a training

model that required practicum and internship sites to allow student counseling sessions with

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clients to be recorded (audio or video) so that students could provide work samples to their

practicum and internship faculty supervisors for feedback and evaluation. (Note: in lieu of

recordings, the sites could allow live observation by faculty supervisors.) To implement these

changes and to meet an additional CACREP Standard regarding administration of the clinical

training component, the MHC program appointed a faculty member to be the clinical coordinator

whose duties involved establishing and maintaining collaborative relationships with clinical

training agency sites and insuring that the CACREP clinical training standards were being met.

The clinical coordinator evaluated and negotiated with sites and added additional sites that met

the standards, created and implemented a systematic process for students to apply for practicum

and internship placements, created a Practicum and Internship Handbook for students and a Site

Supervisor Orientation Handbook for agency supervisors, provided site supervisor training,

developed a comprehensive system for evaluating the students’ clinical work and arranged for

electronic administration of the evaluations. The program faculty also participated with the

clinical coordinator in developing and implementing standardized assignments across the

practicum and internship courses.

Curriculum and Pedagogy

The self-study necessitated a thorough review of the content and pedagogy of program courses

so as to be in compliance with CACREP Standards regarding the knowledge and skills that

counseling students need to acquire to be competent professional counselors. This review

resulted in the specification of overall goals and objectives for the program and precise goals and

objectives for each course that are in alignment with the overall program goals and objectives.

The resulting course goals and objectives were then included on course syllabi along with

learning activities and measurement strategies to evaluate the degree to which the goals and

objectives are being met. The self-study also required the faculty to review the CACREP

Common Core Area standards and to specify which standards were going to be met in which

courses and to tie those standards to the goals and objectives for that course. Table 1 below

shows the mapping of goals, objectives, and standards and outcome measures that resulted.

When course syllabi exhibited gaps in the coverage of standards in courses, faculty modified or

adapted courses to include additional content and/or activities to insure all relevant content

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standards were being embraced. In some courses this involved revamping the syllabus to

incorporate additional content and/or modifying course instruction to include relevant learning

activities and applicable measurement strategies.

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Table 1. Clinical Mental Health Counseling Specialty Goals, Objectives, and Outcomes Measures Mapping

MHC Program Goal #1:

Knowledge in Core Counseling Subject Areas

Objective

Core Foundational Knowledge

Primary Learning

Setting

Measurement/Evaluation

Data 1

(Completed before Practicum)

Measurement/Evaluation

Data 2*

(Completed during

Internship)

Relevant Common Core Area

Standard Measured

a. Become knowledgeable about

the counseling profession and

ethical practice in counseling

EDPC 5324 – Ethics,

Legal, and Professional

Issues in Counseling

Quiz/Final Exam Scores CPCE Professional

Orientation and Ethical

Practice Scale

2.F.1.i. Ethical standards of professional

counseling organizations and

credentialing bodies and applications of

ethical and legal considerations in

professional counseling

b. Become knowledgeable about

social and cultural diversity

EDPC 5346 – Counseling

Multicultural and Diverse

Populations

Quiz/Final Exam Scores CPCE Social and Cultural

Diversity Scale

2.F.2.a. Multicultural and pluralistic

characteristics within and among diverse

groups nationally and internationally

c. Become knowledgeable about

human growth and

development

EDPC 5317 – Human

Growth and Development

Quiz/Final Exam Scores CPCE Human Growth and

Development Scale

2.F.3.a. Theories of individual and

family development across the lifespan

d. Become knowledgeable about

career development

EDPC 5320 – Lifestyle

and Career Development

Quiz/Final Exam Scores CPCE Career Development

Scale

2.F.4.a. Theories and models of career

development, counseling, and decision

making

e. Become knowledgeable about

helping relationships,

counseling theories and the

counseling process from

individual and family system

perspectives

EDPC 5341 – Theories of

Counseling

EDPC 5339 – Techniques

of Counseling

EDPC 5360 -

Introduction to Marriage

and Family Therapy

Quiz/Final Exam Scores



CPCE Helping Relationships

Scale

2.F.5.a. Theories and models of

counseling

2.F.5.g. Essential interviewing,

counseling, and case conceptualization

skills

2.F.5.b. A systems approach to

conceptualizing clients

f. Become knowledgeable about

group work

EDPC 5338 – Group

Counseling

Quiz/Final Exam Scores CPCE Group Work Scale 2.F.6.b. Dynamics associated with group

process and development

g. Become knowledgeable about

assessment

EDPC 5335 – Principles

of Appraisal and

Assessment

Quiz/Final Exam Scores CPCE Assessment Scale 2.F.7.f. Use of assessments relevant to

academic /educational, career, personal,

and social development

h. Become knowledgeable about

research and program

evaluation

EDPC 5310 – Applied

Research Design

Quiz/Final Exam Scores CPCE Research and

Program Evaluation Scale

2.F.8.f. Qualitative, quantitative, and

mixed research designs

* Counselor Preparation Comprehensive Examination (CPCE)

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Knowledge, Development and Demonstration of Clinical Mental Health Counseling Skills and Practices

Objective Primary Learning

Setting

Evaluation Data 1

(timing varies)

Evaluation Data 2

(timing varies)

Relevant Specialty Area Standard

Measured

Specialty Foundations

a. Develop and demonstrate

foundational knowledge

regarding the provision of

mental health treatment

services including treatment

models, agency operations, and

the principles of clinical mental

health counseling

EDPC 5322 – Mental

Health Counseling

EDPC 5341 – Theories of

Counseling

EDPC 5322 - Mental Health

Case Study Scoring Rubric

(Completed in year 1)



5.C.1.b. Theories and models related to

clinical mental health counseling

Specialty Contextual Dimension

b. Develop and demonstrate skills

in addressing issues of

diversity and providing

advocacy

c. Develop and demonstrate skills

in clinical assessment,

evaluation, diagnosis,

treatment planning, and

intervention

EDPC 5322 – Mental

Health Counseling


Practicum

EDPC 5372/5373 –

Counseling Internship I/II

EDPC 5345 – Abnormal

Human Behavior


Practicum

EDPC 5372/5373 –





(Completed in year 1 or 2)

Student Evaluation Form –

for CMHC Practicum

/Internship

(Completed during

Practicum and Internship)

Student Evaluation Form –

for CMHC Practicum

/Internship

(Completed during

Practicum and Internship)

5.C.2.j. Cultural factors relevant to

clinical mental health counseling

5.C.2.d. Diagnostic process, including

differential diagnosis and the use of

current diagnostic classification systems,

including the Diagnostic and Statistical

Manual of Mental Disorders (DSM) and

the International Classification of

Diseases (ICD)

Specialty Practice

d. Develop and demonstrate skills

in clinical assessment,

evaluation, diagnosis,

treatment planning, and

intervention


Practicum

EDPC 5372/5373 –


Student Evaluation Form – for

CMHC Practicum /Internship

(Completed during Practicum

and Internship)

EDPC 5373 Case Study

Scoring Rubric

(Completed during Internship

II)

5.C.3.b. Techniques and interventions

for prevention and treatment of a broad

range of mental health issues

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Knowledge, Development and Demonstration of Clinical Mental Health Counseling Professional Dispositions

Objective Primary Learning

Setting

Evaluation Data 1

(completed at 12 credits, pre-

practicum, and pre-

graduation)

Evaluation Data 2

(completed during Practicum

and Internship)

Relevant Common Core Area

Standard

a. Develop and demonstrate

intrapersonal awareness and an

accurate understanding of the

basic motivations of self,

including the relationship

between personal beliefs,

thoughts, feelings, actions and

professional functioning

Across all courses and

especially during clinical

training

Counseling Program Student

Evaluation Form

1. EDPC 5371 Personal and

Professional Characteristics

and Potential for Growth

Scoring Rubric


only)

2. Student Evaluation Form –

for CMHC Practicum

/Internship

2.F.1.k. Strategies for personal and

professional self-evaluation and

implications for practice

b. Develop and demonstrate

emotional sensitivity,

interpersonal respect, and

professional decorum in all

professional interactions



training


Evaluation Form




Scoring Rubric


only)


CMHC Practicum/Internship




c. Develop and demonstrate

openness to personal and

professional growth in the

professional learning process



training


Evaluation Form




Scoring Rubric


only)






d. Develop and demonstrate

ethical responsibility, and the

attitudes, demeanor, and

maturity necessary to perform

the duties of a professional

counselor



training


Evaluation Form




Scoring Rubric


only)






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Student Learning Outcome Assessment

The CACREP Standards specify that there should be evidence of student learning to substantiate

that students have sufficiently learned the knowledge and skills required by the standards. The

standards require that there be multiple measures of learning and that measures be gathered at

multiple points in time as a student progresses through the program. Thus, the program needed to

identify key knowledge and skill indicators of student learning in courses and to determine a

strategy to measure the degree to which students demonstrated such learning. The program

faculty reviewed how they measured student learning, made needed modifications, and then

generated a systematic and consistent measurement plan in order to comply with the standards.

Faculty who taught courses that were identified as measuring student learning outcomes tied to

standards were asked to identify a performance activity to be graded by a scoring rubric and/or to

specify a test that evaluates relevant student learning outcomes (see Table 1 for the specific

measures as identified in the Evaluation Data columns). In many cases this required modification

of existing quizzes or exams to include coverage of the content required by a specific standard.

To evaluate skills learning, assignments needed to involve demonstration of specific skills tied to

standards and measurement rubrics needed to evaluate performance of those skills. This resulted

in the creation of a number of new assignments and rubrics for various courses. There also

needed to be a logical progression of knowledge and skills attainment and coordination of

learning activities from course to course (e.g. from Practicum to Internship I to Internship II

where a number of skill learning outcomes are measured). To accomplish these tasks, faculty

members collaborated with each other and the program coordinator and maintained an admirable

level of flexibility in developing and agreeing to the use of common assignments and

measurement rubrics when teaching the clinical courses.

A decision was also made during the development of the program’s student learning outcome

assessment plan to adopt as an additional measurement tool, the Counselor Preparation

Comprehensive Examination (CPCE), a nationally administered comprehensive examination that

is keyed to the CACREP Common Core Areas. The CPCE allows the MHC program to

consistently evaluate student content knowledge in the 8 areas covered in the CACREP

Standards through an external measure that is not specific to the MHC program curriculum. The

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CPCE is administered during students’ next to last semester in the program after they have

completed all relevant content knowledge courses. Students must obtain a passing score on the

CPCE to graduate. Illustration 1 shows the aggregate average CPCE scores for the MHC

program at UTEP and compares them to the USA average scores for each semester of the 2016-

2017 academic year. The UTEP scores exceeded the national average for every scale for every

semester except for the Spring 2017 where the USA scores were just slightly higher on the

Career Development scale and on the Assessment Scale.

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Illustration 1. Average CPCE Scores UTEP and USA 2016-2017

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Student learning outcome data for the Summer 2016, Fall 2016, and Spring 2017 terms is shown

in Table 2. The MHC program students met or exceeded the standards compliance benchmark

score for every goal/objective and CACREP Standard for each term except as follows:

(a) Goal 1.g./Standard 2.F.7.f./CPCE Assessment Scale/Spring 17. (This measure involves

understanding the use of assessments relevant to academic /educational, career, personal, and

social development.)

(b) Goal 2.d/Standard 5.C.3.b/Case Study Rubric/Fall16. (This measure involves the ability to

formulate case conceptualizations and treatment plans and describe those in a written study of a

case for which the student was the counselor.)

For these 2 measures, student performance only approached meeting the standards benchmark

compliance score. However, there was no identifiable pattern of MHC student deficits in

meeting these standards.

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Table 2. Student Learning Outcomes Evaluation Summer 16, Fall 16, Spring 17

MHC Program Goal #1: Knowledge in Core Counseling Subject Areas

Pro

gra

m

Go

al/

Ob

ject

ive

CA

CR

EP

Sta

nd

ard

Ter

m

Mea

sure

1

ED

PC

Co

urs

e

Mea

n S

core

Com

pli

an

ce*

Mea

sure

2**

ED

PC

Co

urs

e

Ra

tio

of

Mea

ns

UT

EP

/U.S

.

Com

pli

an

ce*

**

1.a 2.F.1.i. Su16 X X X X CPCE-PrOrEth 5372 1.02 Exceeds

1.a 2.F.1.i. Fa16 Exam 5324 X X CPCE-PrOrEth 5372 1.27 Exceeds

1.a 2.F.1.i. Sp17 Exam 5324 88 Meets CPCE-PrOrEth 5372 1.11 Exceeds

1.b 2.F.2.a. Su16 X X X X CPCE-CultDiv 5372 1.12 Exceeds

1.b 2.F.2.a. Fa16 Exam 5346 86 Meets CPCE-CultDiv 5372 1.20 Exceeds

1.b 2.F.2.a. Sp17 X X X X CPCE-CultDiv 5372 1.11 Exceeds

1.c 2.F.3.a. Su16 Exam 5317 89 Meets CPCE-HGD 5372 1.05 Exceeds

1.c 2.F.3.a. Fa16 Exam 5317 85 Meets CPCE-HGD 5372 1.22 Exceeds

1.c 2.F.3.a. Sp17 Exam 5317 81 Meets CPCE-HGD 5372 1.21 Exceeds

1.d. 2.F.4.a. Su16 Exam 5320 90 Exceeds CPCE-Career 5372 0.99 Meets

1.d. 2.F.4.a. Fa16 Exam 5320 X X CPCE-Career 5372 1.09 Exceeds

1.d. 2.F.4.a. Sp17 X X X X CPCE-Career 5372 0.95 Meets

1.e. 2.F.5.a. Su16 X X X X CPCE-HelpRel 5372 0.98 Meets

1.e. 2.F.5.a. Fa16 Exam 5341 82 Meets CPCE-HelpRel 5372 1.12 Exceeds

1.e. 2.F.5.a. Sp17 Exam 5341 90 Exceeds CPCE-HelpRel 5372 1.05 Exceeds

1.e. 2.F.5.g. Su16 Exam 5339 95 Exceeds CPCE-HelpRel 5372 0.98 Meets

1.e. 2.F.5.g. Fa16 Exam 5339 88 Meets CPCE-HelpRel 5372 1.12 Exceeds

1.e. 2.F.5.g. Sp17 Exam 5339 96 Exceeds CPCE-HelpRel 5372 1.05 Exceeds

X= Missing or Not Applicable because course was not offered that term.

* Standards Compliance: Approaches = Score of 70-79; Meets = Score of 80-89; Exceeds = Score of 90-100.

** Counselor Preparation Comprehensive Examination (CPCE) Scales: PrOrEth = Professional Orientation

and Ethical Practice; CultDiv = Social and Cultural Diversity; HGD = Human Growth and Development;

Career = Career Development; HelpRel = Helping Relationships; Group = Group Work; Assess =

Assessment; Research = Research and Program Evaluation.

*** Standards Compliance: Approaches = Ratio of .80-.89; Meets = Ratio of .90-.99; Exceeds = Ratio of 1.00

or above.

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MHC Program Goal #1: Knowledge in Core Counseling Subject Areas (continued)

Pro

gra

m

Go

al/

Ob

ject

ive

CA

CR

EP

Sta

nd

ard

Ter

m

Mea

sure

1

ED

PC

Co

urs

e

Mea

n S

core

Com

pli

an

ce*

Mea

sure

2**

ED

PC

Co

urs

e

Ra

tio

of

Mea

ns

UT

EP

/U.S

.

Com

pli

an

ce*

**

1.e. 2.F.5.b. Su16 Exam 5360 100 Exceeds CPCE-HelpRel 5372 0.98 Meets

1.e. 2.F.5.b. Fa16 X X X X CPCE-HelpRel 5372 1.12 Exceeds

1.e. 2.F.5.b. Sp17 Exam 5360 94 Exceeds CPCE-HelpRel 5372 1.05 Exceeds

1.f. 2.F.6.b. Su16 Exam 5338 97 Exceeds CPCE-Group 5372 1.03 Exceeds

1.f. 2.F.6.b. Fa16 X X X X CPCE-Group 5372 1.17 Exceeds

1.f. 2.F.6.b. Sp17 Exam 5338 98 Exceeds CPCE-Group 5372 1.12 Exceeds

1.g. 2.F.7.f. Su16 X X X X CPCE-Assess 5372 0.96 Meets

1.g. 2.F.7.f. Fa16 Exam 5335 92 Exceeds CPCE-Assess 5372 1.17 Exceeds

1.g. 2.F.7.f. Sp17 X X X X CPCE-Assess 5372 0.88 Approaches

1.h. 2.F.8.f. Su16 Exam 5310 93 Exceeds CPCE-

Research 5372 1.04 Exceeds

1.h. 2.F.8.f. Fa16 Exam 5310 85 Meets CPCE-


1.h. 2.F.8.f. Sp17 Exam 5310 82 Meets CPCE-




** Counselor Preparation Comprehensive Examination (CPCE) Scales: PrOrEth = Professional Orientation

and Ethical Practice; CultDiv = Social and Cultural Diversity; HGD = Human Growth and Development;

Career = Career Development; HelpRel = Helping Relationships; Group = Group Work; Assess =

Assessment; Research = Research and Program Evaluation.

*** Standards Compliance: Approaches = Ratio of .80-.89; Meets = Ratio of .90-.99; Exceeds = Ratio of 1.00

or above.

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MHC Program Goal #2: Knowledge, Development and Demonstration of Clinical Mental Health Counseling Skills and Practices

Program

Goal/

Ob

jecti

ve

CA

CR

EP

Sta

nd

ard

Term

Measu

re 1

ED

PC

Cou

rse

Mean

Score

Com

pli

an

ce*

Measu

re 2

ED

PC

Cou

rse

Mean

Score

Com

pli

an

ce*/*

*

Measu

re 3

ED

PC

Cou

rse

Mean

Score

Com

pli

an

ce**

Measu

re 4

**

ED

PC

Cou

rse

Mean

Score

Com

pli

an

ce**

2.a. 5.C.1.b. Su16

Case

Study

Rubric

5322 97 Exceeds X X X X X X X X X X X X

2.a. 5.C.1.b. Fa16 X X X X Exam 5341 82 Meets X X X X X X X X

2.a. 5.C.1.b. Sp17

Case

Study

Rubric

5322 97 Exceeds Exam 5341 90 Exceeds X X X X X X X X

2.b. 5.C.2.j. Su16 Exam 5322 96 Exceeds

Cl Eval

Rubric

Item 7

5371 3.5 Meets

Cl Eval

Rubric

Item 7

5372 3.4 Meets

Cl Eval

Rubric

Item 7

5373 4 Exceeds

2.b. 5.C.2.j. Fa16 X X X X

Cl Eval

Rubric

Item 7

5371 4.3 Exceeds

Cl Eval

Rubric

Item 7

5372 3.5 Meets

Cl Eval

Rubric

Item 7

5373 3.9 Meets

2.b. 5.C.2.j. Sp17 Exam 5322 92 Exceeds

Cl Eval

Rubric

Item 7

5371 3.6 Meets

Cl Eval

Rubric

Item 7

5372 4.5 Exceeds

Cl Eval

Rubric

Item 7

5373 4.2 Exceeds

2.c. 5.C.2.d. Su16 X X X X

Cl Eval

Rubric

Item 14

5371 3.9 Meets

Cl Eval

Rubric

Item 14

5372 3.2 Meets

Cl Eval

Rubric

Item 14

5373 3.8 Meets

2.c. 5.C.2.d. Fa16 Exam 5345 92 Exceeds

Cl Eval

Rubric

Item 14

5371 4 Exceeds

Cl Eval

Rubric

Item 14

5372 3.9 Meets

Cl Eval

Rubric

Item 14

5373 3.9 Meets

2.c. 5.C.2.d. Sp17 Exam 5345 87 Meets

Cl Eval

Rubric

Item 14

5371 3.8 Meets

Cl Eval

Rubric

Item 14

5372 4.1 Exceeds

Cl Eval

Rubric

Item 14

5373 4.6 Exceeds

2.d 5.C.3.b. Su16

Case

Study

Rubric

5373 86 Meets

Cl Eval

Rubric

Item 2

5371 3.4 Meets

Cl Eval

Rubric

Item 2

5372 3.2 Meets

Cl Eval

Rubric

Item 2

5373 3.8 Meets

2.d 5.C.3.b. Fa16

Case

Study

Rubric

5373 74 Approaches

Cl Eval

Rubric

Item 2

5371 3.8 Meets

Cl Eval

Rubric

Item 2

5372 3.7 Meets

Cl Eval

Rubric

Item 2

5373 4 Exceeds

2.d 5.C.3.b. Sp17

Case

Study

Rubric

5373 84 Meets

Cl Eval

Rubric

Item 2

5371 3.8 Meets

Cl Eval

Rubric

Item 2

5372 4.3 Exceeds

Cl Eval

Rubric

Item 2

5373 4.3 Exceeds



** Standards Compliance: Approaches = Score of 2.0-2.9; Meets = Score of 3.0-3.9; Exceeds = Score of 4.0-5.0

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MHC Program Goal #3: Knowledge, Development and Demonstration of Clinical Mental Health Counseling Professional Dispositions

Program

Goal/

Ob

jecti

ve

CA

CR

EP

Sta

nd

ard

Term

Measu

re 1

ED

PC

Cou

rse

Mean

Score

Com

pli

an

ce*

Measu

re 2

ED

PC

Cou

rse

Mean

Score

Com

pli

an

ce*

Measu

re 3

ED

PC

Cou

rse

Mean

Score

Com

pli

an

ce*

Measu

re 4

ED

PC

Cou

rse

Mean

Score

Com

pli

an

ce*

3.a. 2.F.1.k. Su16

Growth

Rubric

Item 1

5371 4 Exceeds

Cl Eval

Rubric

Item 6

5371 3.9 Meets

Cl Eval

Rubric

Item 6

5372 3.4 Meets

Cl Eval

Rubric

Item 6

5373 4.4 Exceeds

3.a. 2.F.1.k. Fa16

Growth

Rubric

Item 1

5371 4.5 Exceeds

Cl Eval

Rubric

Item 6

5371 4.2 Exceeds

Cl Eval

Rubric

Item 6

5372 3.9 Meets

Cl Eval

Rubric

Item 6

5373 4.1 Exceeds

3.a. 2.F.1.k. Sp17

Growth

Rubric

Item 1

5371 4.3 Exceeds

Cl Eval

Rubric

Item 6

5371 4.4 Exceeds

Cl Eval

Rubric

Item 6

5372 4.9 Exceeds

Cl Eval

Rubric

Item 6

5373 4.4 Exceeds

3.b. 2.F.1.k. Su16

Growth

Rubric

Item 3

5371 3.9 Meets

Cl Eval

Rubric

Item 6

5371 3.9 Meets

Cl Eval

Rubric

Item 6

5372 3.4 Meets

Cl Eval

Rubric

Item 6

5373 4.4 Exceeds

3.b. 2.F.1.k. Fa16

Growth

Rubric

Item 3

5371 4.5 Exceeds

Cl Eval

Rubric

Item 6

5371 4.2 Exceeds

Cl Eval

Rubric

Item 6

5372 3.9 Meets

Cl Eval

Rubric

Item 6

5373 4.1 Exceeds

3.b. 2.F.1.k. Sp17

Growth

Rubric

Item 3

5371 4.4 Exceeds

Cl Eval

Rubric

Item 6

5371 4.4 Exceeds

Cl Eval

Rubric

Item 6

5372 4.9 Exceeds

Cl Eval

Rubric

Item 6

5373 4.4 Exceeds

3.c. 2.F.1.k. Su16

Growth

Rubric

Item 7

5371 4.2 Exceeds

Cl Eval

Rubric

Item 6

5371 3.9 Meets

Cl Eval

Rubric

Item 6

5372 3.4 Meets

Cl Eval

Rubric

Item 6

5373 4.4 Exceeds

3.c. 2.F.1.k. Fa16

Growth

Rubric

Item 7

5371 4.7 Exceeds

Cl Eval

Rubric

Item 6

5371 4.2 Exceeds

Cl Eval

Rubric

Item 6

5372 3.9 Meets

Cl Eval

Rubric

Item 6

5373 4.1 Exceeds

3.c. 2.F.1.k. Sp17

Growth

Rubric

Item 7

5371 4.4 Exceeds

Cl Eval

Rubric

Item 6

5371 4.4 Exceeds

Cl Eval

Rubric

Item 6

5372 4.9 Exceeds

Cl Eval

Rubric

Item 6

5373 4.4 Exceeds

3.d. 2.F.1.k. Su16

Growth

Rubric

Item 6

5371 4.1 Exceeds

Cl Eval

Rubric

Item 6

5371 3.9 Meets

Cl Eval

Rubric

Item 6

5372 3.4 Meets

Cl Eval

Rubric

Item 6

5373 4.4 Exceeds

3.d. 2.F.1.k. Fa16

Growth

Rubric

Item 6

5371 4.6 Exceeds

Cl Eval

Rubric

Item 6

5371 4.2 Exceeds

Cl Eval

Rubric

Item 6

5372 3.9 Meets

Cl Eval

Rubric

Item 6

5373 4.1 Exceeds

3.d. 2.F.1.k. Sp17

Growth

Rubric

Item 6

5371 4.4 Exceeds

Cl Eval

Rubric

Item 6

5371 4.4 Exceeds

Cl Eval

Rubric

Item 6

5372 4.9 Exceeds

Cl Eval

Rubric

Item 6

5373 4.4 Exceeds


* Standards Compliance: Approaches = Score of 2.0-2.9; Meets = Score of 3.0-3.9; Exceeds = Score of 4.0-5.0

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Community Stakeholder Data

CACREP Standards require that programs involve relevant stakeholders (e.g. counselor

education program faculty, current and former students, and personnel in cooperating agencies)

in the development of program goals and objectives and in systematic follow-up studies of how

well the program is meeting its stated goals and objectives. The self-study review process

necessitated that the MHC program establish a process to collaborate with stakeholders and to

access their assessment of the program’s attainment of its professional counselor education

mission as embodied in the programs goals and objectives.

Counseling Program Advisory Council - During the 2017 Spring term, the Counseling

Program established and met with the Counseling Program Advisory Council to initiate an

ongoing discussion of various stakeholder views regarding how well the program’s current

training of professional counselors is meeting community, agency, and employer needs. In

addition the program sought to identify potential enhancements to the program from the

stakeholder’s perspectives. The council members included university and agency clinical

directors, agency program directors, school district directors of guidance, and program alumni

who were asked to offer their input regarding skills that they would like to see students learning

that would enhance practice in their agencies/school districts. The following eclectic mix of

ideas were generated regarding learning areas that would enhance MHC program student

performance at agencies and sites: taking initiative and professionalism, data analysis, clinical

micro-skills, CBT/CPT, policy, trauma informed care, early onset schizophrenia, diagnosis,

conflict resolution between employees, and referrals. These topics offered valuable information

for the MHC program to consider as courses are continually developed and updated.

Site Supervisors/Employers – Agency site supervisors (who are also representative of

major employers of MHC program graduates) for the 2016-2017 academic year were sent a Site

Supervisor Survey which was created by the program to examine the supervisor/employer

perceptions of MHC program students who participated in practicum and internship placements

at their respective agencies. This survey queried supervisors regarding their evaluation of MHC

clinical students’ content knowledge, clinical skills, professionalism, and interpersonal qualities.

It also asked about supervisor satisfaction regarding interactions with program faculty and their

willingness to recommend the MHC program to potential students and their willingness to hire

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MHC program graduates. The results of the Site Supervisor Survey (2017) are presented in

Table 3. Overall, site supervisors rated the MHC students as average to above average in all

content knowledge and skills areas with some areas slightly stronger than others (e.g. knowledge

and skills in individual, group, and multi-cultural counseling were rated higher than other

counseling approaches). Of additional note, students were evaluated above average in their

ability to understand and apply ethical and legal principles and in their professionalism.

Supervisors also rated their interactions with MHC program faculty above average. They rated

the likelihood of hiring MHC program students above average and their rating of the likelihood

of recommending the MHC program to potential students approached a “well above average”

score. The supervisors written comments were highly complementary of the MHC program.

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Table 3. Mental Health Counseling Program Site Supervisor Survey (2017)

Mental Health Counseling Program Site Supervisor Survey – 2017 Results (N=8, 62% Response Rate)

Instructions: Please complete the following survey based on your perception of the most recent CMHC student(s) you have supervised. N

ot

Ap

pli

cab

le

Well

Belo

w

Average =

1

Belo

w

Average =

2

Average =

3

Ab

ove

Average =

4

Well

Ab

ove

Average =

5

Mean

Items Frequency of Response

1. Quality of oral and written communication skills. 0 0 0 1 5 2 4.1

2. Ability to use technology in the delivery of counseling services. 0 0 0 1 5 2 4.1

3. Ability to identify the developmental problems and issues of clients across the life span. 0 0 0 2 6 0 3.8

4. Ability to recognize problems of clients from diverse backgrounds. 0 0 0 2 4 2 4.0

5. Ability to distinguish the characteristics of normal and abnormal behavior in diagnosis and treatment planning. 0 0 0 2 6 0 3.8

6. Ability to understand the nature and scope of the counseling profession. 0 0 0 0 8 0 4.0

7. Adequacy of understanding of the theories related to the following:

a. Individual counseling 0 0 0 3 6 1 4.0

b. Group counseling 1 0 0 1 6 0 3.9

c. Couples/family counseling 4 0 0 1 3 0 3.8

d. Career counseling 4 0 0 1 3 0 3.8

e. Crisis Intervention 0 0 0 4 4 0 3.5

f. Multicultural Counseling 0 0 0 3 3 2 3.9

8. Adequacy of skills related to the following:

a. Individual counseling 0 0 0 1 6 1 4.0

b. Group counseling 1 0 0 1 6 0 3.9

c. Couples/family counseling 3 0 0 3 2 0 3.4

d. Career counseling 4 0 0 2 2 0 3.5

e. Crisis Intervention 0 0 0 4 4 0 3.5

f. Multicultural Counseling 0 0 0 3 3 2 3.9

10. Demonstration of skills to assess and diagnose persons with a variety of characteristics, problems, and behaviors. 0 0 0 3 5 0 3.6

11. Demonstration of skills to counsel persons with a variety of characteristics, problems, and behaviors. 0 0 0 2 6 0 3.8

12. Competency to interpret results from a variety of assessment instruments. 0 0 0 4 3 1 3.6

13. Knowledge of and ability to use basic research and evaluation methods. 1 0 0 2 4 1 3.9

14. Ability to understand and apply the ethical and legal principles of the profession of counseling. 0 0 0 1 5 2 4.1

15. Satisfaction with the overall quality of the professionalism of the MHC student(s). 0 0 0 0 6 2 4.3

16. Satisfaction with the overall quality of the knowledge base of the MHC student(s). 0 0 0 1 7 0 3.9

17. Satisfaction with the overall quality of the clinical skills of the MHC student(s). 0 0 0 1 7 0 3.9

18. Satisfaction with the overall quality of the interpersonal qualities of the MHC student(s). 0 0 0 0 6 2 4.3

19. Satisfaction with the frequency of interactions with MHC Program faculty supervisors regarding the MHC student(s) 0 0 0 1 6 1 4.0

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ADDITIONAL INFORMATION

23. Total number of MHC Program students you have supervised over time:

24. Total number of graduate students from any program/discipline you have supervised over time:

25. Please indicate your work setting(s) and the populations your agency serves: (check all that apply)

Setting Population

__0___a. Private Practice in Mental Health __6___a. Children and/or Adolescents

__4___b. Public Mental Health Agency __3___b. Families and/or Couples

__1___c. Private Mental Health Agency __6___c. Individual Adults, non-geriatric

______d. Inpatient Hospital __4___d. Individual Adults, geriatric

______e. Correctional/Forensic __1___e. Other: (specify) Women and Children

__3___f. Drug/Alcohol Facility

______g. Elementary or Secondary School

__1___h. College or University

__4___i. Other: (specify) Non-profit Domestic Violence and Sexual Assault, Inpatient Crisis Unit

20. Satisfaction with the quality of interactions with MHC Program faculty supervisors regarding the MHC student(s) 0 0 0 1 5 2 4.1

21. Likelihood you would consider hiring MHC Program students should you have job openings at your agency. 0 0 0 1 5 2 4.1

22. Likelihood you would recommend the MHC Program to people seeking a graduate degree in the helping professions. 0 0 0 0 3 5 4.6

Supervision Experience

Number of

Supervisees

MHC Program

Number of

Supervisees

Any Program

Respondent 1 2 5

Respondent 2 75 50

Respondent 3 2 2

Respondent 4 22 5

Respondent 5 10 10

Respondent 6 25 200

Respondent 7 2 2

Respondent 8 2 2

of 25 26. Please provide any written comments regarding your experiences with MHC students, UTEP Counseling faculty, and/or the MHC program

Pleasant experience with student intern as well as professors, helpful information has been disseminated from UTEP counseling faculty, student is

professional and professional, has a good quantity of knowledge and is always looking to increase her experience.

I believe the students come with good work ethic, willingness to learn ad apply their skills and a firm understanding of the counseling profession. The

faculty are very helpful in placing students. I believe the MHC program is definitely headed in the right direction towards becoming CACREP

accredited.

MHC students have display a variety of qualities during their internship at CASFV like professionalism, flexibility, compassionate and passionate for

the work we do with our clients. The knowledge they have acquire at the MHC program has facilitated their therapeutic work at CASFV.

I had a wonderful experience in supervising my last student from UTEP as she demonstrated advanced counseling and oral skills. I was very pleased

with her dedication and passion for the profession.

Great experiences with all the MHC students and great rapport and communication with the faculty.

Family Service has hosted students from this program over the past 3 decades. The program is at its best state ever. Students are well prepared and

well supervised. Program staff communicates with me frequently and visit the agency. Pleased with the relationship and where the program is

going.

Student is very knowledgeable on the 12 core functions of counseling and communication skills needed to engage clients in treatment, great work!

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Alumni - The MHC program created and distributed an Alumni Survey to all graduates

who had received the M.Ed. in Counseling - MHC Concentration since 2013. This survey

queried alumni regarding their experiences in the MHC program regarding content knowledge

gained, clinical skills they learned, involvements with program faculty and supervisors,

satisfaction with instruction and clinical training, and their progress toward obtaining licensure

and employment. The results of the Alumni Survey (2017) are presented in Table 4. Overall, the

MHC program alumni who responded to the survey were very complementary of their

educational experiences with most responses designated as “agree” or “strongly agree” on most

items. Alumni were very satisfied with the knowledge and skills they gained in the areas of

individual, group, and crisis intervention counseling. Satisfaction with their acquired knowledge

and skills in other areas of counseling varied with the area of career counseling being the lowest.

Regarding their experiences in developing constructive relationships with other students and

faculty, the program graduates were always strongly positive. The alumni were very satisfied

with the quality of instruction they received and very strongly positive about their practicum and

internship experiences and the quality of clinical supervision the program provided them and

they would recommend the program to prospective students. They also were strong in their

evaluation of how well the program prepared them academically to obtain their professional

goals and acquire licensure.

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Table 4. Mental Health Counseling Program Alumni Survey (2017)

Mental Health Counseling Program Alumni Survey – 2017 Results (N=19, 19% Response Rate)

Instructions: Please complete the following survey based on your experiences as a student in the MHC Program.

Str

on

gly

Dis

agre

e =

1

Dis

agre

e =

2

Neu

tral

= 3

A

gre

e =

4

Str

on

gly

A

gre

e =

5

Mean

Items

1. The program provided me with opportunities to develop my oral and written communication skills. 0 0 0 8 11 4.6

2. The program provided me an understanding of the use of technology in the delivery of counseling services. 0 2 7 7 3 3.6

3. As a result of the program, I am able to identify the developmental problems and issues of persons across the life span. 0 0 1 7 11 4.5

4. As a result of the program, I am able to recognize problems of clients from diverse backgrounds. 1 0 1 9 8 4.2

5. As a result of the program, I am able to distinguish the characteristics of normal and abnormal behavior in diagnosis and treatment planning. 0 0 1 6 12 4.6

6. As a result of the program, I understand the nature and scope of the Counseling profession. 0 0 0 5 14 4.7

7. As a result of the program, I have a satisfactory understanding of the theories related to the following:

a. Individual Counseling 0 0 0 2 17 4.9

b. Group Counseling 0 1 0 5 13 4.6

c. Couples/Family Counseling 0 0 4 9 6 4.1

d. Career Counseling 3 2 6 4 4 3.2

e. Crisis Intervention 0 0 0 11 8 4.4

f. Multicultural Counseling 1 2 3 7 6 3.8

8. As a result of the program, I can apply concepts and skills related to the following:

a. Individual Counseling 0 0 1 3 15 4.7

b. Group Counseling 0 1 1 6 11 4.4

c. Couples/Family Counseling 0 0 4 12 3 4.0

d. Career Counseling 2 3 6 4 4 3.3

e. Crisis Intervention 0 1 1 11 6 4.2

f. Multicultural Counseling 1 1 3 6 8 4.0

9. As a result of the program, I have the skills to assess and diagnose clients with a variety of characteristics, problems, and behaviors. 0 0 1 8 10 4.5

10. As a result of the program, I have the necessary skills to counsel clients with a variety of characteristics, problems, and behaviors. 0 0 1 9 9 4.4

11. As a result of the program, I am competent to interpret results from a variety of assessment instruments. 0 1 2 9 7 4.2

12. As a result of the program, I learned and can use basic research and evaluation methods. 0 0 4 8 7 4.2

13. As a result of the program, I understand and can apply concepts of the ethical and legal principles of the profession of Counseling. 0 0 1 10 8 4.4

14. The University of Texas at El Paso library facilities and resources were adequate for my inquiry, study and research. 0 1 3 7 8 4.2

15. During the program, I developed a constructive working relationship with one or more Counseling faculty members. 0 0 1 3 15 4.7

16. During the program, I developed constructive relationship with other students in the Counseling program. 0 0 1 1 17 4.8

17. The Counseling faculty were instrumental in:

a. Helping me to achieve my academic goals. 0 0 0 5 14 4.7

b. Helping me achieve my professional goals. 0 1 0 9 9 4.4

c. Helping me achieve my personal goals. 0 1 0 6 12 4.5

18. I am satisfied with the overall quality of the instruction I received from Counseling faculty. 0 1 0 13 5 4.2

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ADDITIONAL INFORMATION

23. Graduation Year:

2017: 9 2016: 4 2015: 3 2014: 1 2013: 2

Degree Conferral Term: Fall: 4 Spring: 12 Summer: 3

24. Gender: Male: 2 Female: 17

25. Current Age: 20 – 24: 2 25 – 27: 5 28 – 30: 6 31 – 35: 2 36 – 40: 1 41 – 50: 0 51 – 60: 1 Over 60: 1

Average Age: 31.7

26. a. Have you taken the NCE? Yes: 8 No: 11

b. If yes, have you passed the NCE? Yes: 8 No: 0

c. Do you have the NCC credential? Yes: 3 No: 5

27. a. Are you a Licensed Professional Counselor? Yes: 3 No: 5

b. If licensed, in what state(s)? TX Only: 2 TX and NM: 1

EMPLOYMENT INFORMATION

29. a. Are you currently employed? Yes: 14 No: 4 Missing: 1 b. If employed, are you employed primarily in a human services field? Yes: 12 No: 2

c. If employed in any human services job, what is the status of your employment? Full-time: 8 Part-time: 4

30. If employed in a human services field, indicate your work setting(s) and the populations with whom you are working: (check all that apply)

Setting Population __1___a. Private Practice in Mental Health __8___a. Children and/or Adolescents

__1___b. Public Mental Health Agency __2___b. Families and/or Couples __1___c. Private Mental Health Agency __6___c. Individual Adults, non-geriatric

__1___d. Inpatient Hospital __2___d. Individual Adults, geriatric

__1___e. Correctional/Forensic __2___e. Other: (specify) Crisis, Autism

__4___f. Drug/Alcohol Facility __1___g. Elementary or Secondary School

__2___h. College or University

__2___i. Other: (specify) ABA, Autism

19. I am satisfied with the overall quality of the clinical supervision I received from the Counseling faculty. 0 1 0 5 13 4.6

20. My practicum and internship experiences adequately prepared me for professional practice. 0 1 2 3 13 4.5

21. The Counseling program prepared me academically to obtain a license in the state I work in or hope to work in. 0 1 3 4 11 4.3

22. Based on my experience, I would recommend the Counseling program to prospective students. 0 1 0 6 12 4.5

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Program Modifications Based on Data Review

A number of modifications to the MHC program were created and are in the process of being

implemented following review and analysis of the Community Stakeholder Data (i.e. Advisory

Council input, Site Supervisors Survey, and Alumni Survey) described above. Examples of

program modifications related to specific CACREP Standards resulting from the data review

process include:

1. Career Development Standards (CACREP Standard 2.F.4.a) – Review of aggregate

student learning outcomes on the Student Learning Outcomes Evaluation 2017 table (Table 2)

revealed that student performance on the Career Development scale of the CPCE met the

benchmark for this standard twice and exceeded the benchmark only once in the past 3

administrations of the exam. In addition, supervisors completing the Site Supervisor Survey

(Table 3) rated student understanding of the theories of career counseling and adequacy of

career counseling skills slightly lower than other counseling areas (i.e. individual counseling and

group counseling). Alumni who completed the Alumni Survey (Table 4) rated their

understanding of career theories and their ability to apply career counseling skills as the lowest

of all counseling areas, at barely above average. This course has been frequently taught by

adjunct instructors who may not have been consistent in their coverage of the content expected to

be learned and in the development of applied skills. In addition, not all adjunct instructors were

consistent in their use of the electronic learning platform (i.e. Blackboard) for the course. After

faculty discussion of the results, it was decided to require all adjunct instructors to use

Blackboard as a component of their instruction. In addition faculty discussed the need for both

individual and group mentoring for adjunct faculty who will teach this class in the future. This

effort is in the process of being implemented.

2. Helping Relationships Standards (Systems Approaches) (CACREP Standard 2.F.5.b) –

Review of the Site Supervisor Survey (Table 3) regarding supervisors’ ratings of student

understanding of couples/family counseling theories and adequacy of couples/family counseling

skills were relatively low compared to other counseling areas (i.e. individual counseling and

group counseling). Alumni evaluations on the Alumni Survey (Table 4) of their learning of

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couples/family counseling theories and their learning of couples/family counseling skills was

also relatively lower than other counseling areas even though it was above average. After

discussion of these results, it was decided that faculty teaching the required Introduction to

Marriage and Family course would include more practical application assignments/activities in

the course. This effort is in the process of being implemented.

3. Mental Health Counseling Specialty Practice Standards (Treatment Planning and

Intervention) (CACREP Standard 5.C.3.b) - Review of aggregate student learning outcomes on

the Student Learning Outcomes Evaluation 2017 table (Table 2) revealed that students’ ability to

assess, diagnose, plan and implement treatment interventions, usually met or exceeded standards

on a number of measures of those specialty standards. However, for one measurement period

over the past year, the average student score on one measure only approached, but did not meet

standards. This measure is based on student performance on a formal written case study of a

client who they counseled during their practicum/internship. This is a capstone project that

results in a presentation of the case to the faculty and other students. To insure that students are

meeting standards in this area, faculty discussed and agreed to expect students to demonstrate

competency in all aspects of the written case study in order to receive a score that meets

standards. The faculty agreed that students should be required to re-submit the case-study until

standards are met prior to approving them for graduation and to provide them tutorial feedback

to assist in this endeavor. This effort is in the process of being implemented.

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