University of Florida Counselor Education Program Assessment … · 2018-11-20 · University of...

University of Florida

Counselor Education

2017-2018

Program Assessment Report

This program report prepared by Sondra Smith, CACREP liaison for the 2017-2018 academic year. Preliminary data was reviewed on March 16, 2018. Program evaluation

discussed and approved September 10, 2018.

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TableofContentsDEMOGRAPHICS AND CHARACTERISTICS .......................................................................... 4

Applicants ................................................................................................................................... 4Students ....................................................................................................................................... 4Graduates .................................................................................................................................... 5

STUDENT DATA .......................................................................................................................... 5Key Performance Indicators (KPIs) ............................................................................................ 5

Core Master’s Level Counseling KPIs ................................................................................... 5Mental Health Counseling KPIs ........................................................................................... 11Marriage, Couple, and Family Counseling KPIs .................................................................. 14School Counseling KPIs ....................................................................................................... 16Counselor Education and Supervision Doctoral KPIs .......................................................... 18

Clinical Data ............................................................................................................................. 22Masters P&I Clinical Evaluations ......................................................................................... 22

Supervisors’ Evaluation of MH Students ......................................................................... 23Supervisors’ Evaluations MFC Students .......................................................................... 25Supervisors’ Evaluation of SC Students ........................................................................... 29

Doctoral P&I Clinical Evaluations ....................................................................................... 33FTCE Exam Results .................................................................................................................. 37Faculty Evaluation of Masters Students’ Academic Performance and Dispositions ................ 39Faculty Evaluation of Doctoral Students’ Academic Performance and Dispositions .............. 39Masters/EdS Students’ Self-Report of Annual Accomplishments ........................................... 40Doctoral Students’ Self-Report of Annual Accomplishments .................................................. 41

GRADUATE EXIT SURVEYS ................................................................................................... 43Mental Health Counseling Program Exit Survey Data ............................................................. 43Marriage and Family Counseling Program Exit Survey Data .................................................. 46School Counseling Program Exit Survey Data ......................................................................... 49Counseling and Counselor Education Doctoral Program Exit Survey Data ............................. 54

FOLLOW UP DATA .................................................................................................................... 55Alumni Survey Data ................................................................................................................. 55Employer Survey Data .............................................................................................................. 63

STUDENT EVALUATION OF PRACTICUM/INTERNSHIP SUPERVISORS AND PLACEMENT SITES ................................................................................................................... 66

Mental Health Counseling ........................................................................................................ 66

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Marriage and Family Counseling .............................................................................................. 67School Counseling .................................................................................................................... 69

RECOMMENDATIONS .............................................................................................................. 71

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Program Assessment Report 2017-2018 The 2017-2018 program assessment report is a summary of program data for the purpose of program evaluation and development. The report is based on the 2016 CACREP standards. Several sets of data are provided for the annual program assessment, including:

• Applicant, Student, and Graduate Demographics and Characteristics • Student Data including key performance indicators, clinical data, exam results, academic

and dispositional evaluation, and student self-report of accomplishments • Graduate Exits Surveys • Follow up Data including alumni and employer data • Student Evaluation of Practicum/Internship Supervisors and Placement Sites

DEMOGRAPHICS AND CHARACTERISTICS

Applicants

The UF counselor education program admits students once per year for the Mental Health (MH), Marriage and Family (MF), and School Counseling (SC) masters-specialist tracks and the Counseling and Counselor Education (CCE) doctoral program. Applications are reviewed by faculty in spring, and students enroll in the fall. Face-to face interviews are conducted in the spring of each year. Summary admission data for the masters-specialist programs is provided below: Applicants, Admitted Students, and Enrolled Students Applied Admitted Enrolled GPA Verbal Quantitative Mental Health 82 56 24 3.6 155 151 Marriage & Family 33 23 11 3.5 155 152 School 19 11 7 3.7 151 146 Counseling & Counselor Ed

29 11 7 3.6 152 149

Students Demographics for students enrolled in 2017-2018 are provided below:

Enrolled Student Demographic Data MH MF SC CCE M F M F M F M F American Indian Or Alaska Native 0 0 0 0 0 1 0 0 Asian 0 5 0 1 0 3 0 0 Black or African American 1 6 1 1 0 3 0 3 Hispanic 1 6 1 2 0 2 1 3 Native Hawaiian or Other Pacific Islander

0 0 0 0 0 0 0 0

5

White 6 33 4 12 0 12 8 12 Nonresident Alien 0 0 0 1 0 1 2 3 Two or more races 0 0 0 0 0 0 0 0 Race/Ethnicity Unknown 0 2 0 0 0 0 0 2 Total 8 52 6 17 0 22 11 23

Table includes only degree-seeking students Source: ESODBC data warehouse. BOG Student Instruction File (Updated Summer 2018) Graduates Graduate Data Summer

2017 Graduates

Fall 2017 Graduates

Spring 2018

Graduates

Completion Rate

Certification/ Licensure Exam Pass

Rate

Job Placement

Rate

Mental Health

6 11 2 100% 100% 95%

Marriage & Family

4 2 1 98% 100% 95%

School 1 2 3 98% 100% 95% Counseling & Counselor Ed

1 0 5 95% N/A 100%

STUDENT DATA

Students’ socialization and continuous improvement is monitored using the Counselor Education Program (CEP) Student Annual Evaluation Procedure. The CEP faculty meet as a group to discuss each student’s progress and complete the academic performance and dispositional evaluation form. Faculty also review student’s self-evaluation report. Key Performance Indicators (KPIs)

Core Master’s Level Counseling KPIs

KPI Course Measured

Assignment Summer 2017

Fall 2017 Spring 2018

1. Professional Counseling Orientation and Ethical Practice KPI 1.1 Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in

MHS 6720: Professional Identity &

Ethics

Ethical Guidelines/ Ethical Dilemma

E=100%

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professional counseling (2F.1i) MHS 7805/

MHS 7806/ SDS 7800:

Practicum in Counseling

Practicum Evaluation E=50% A=50%

E=86% A=14%

E=53% A=48%

MHS 7830/ SDS 7830:

Internship in Counseling

and Development

Internship Evaluation

E=94% A=6%

E=94% A=4%

E=71% A=29%

KPI 1.2 Self-care strategies appropriate to the counseling role (2F.1l)

MHS 6720: Professional Identity &

Ethics

Personal Strategy for Self Care Paper & Presentation

E=95%

MHS 7805/ MHS 7806/ SDS 7800:



E=86% A=14%

E=97% A=3%

MHS 7830/ SDS 7830:


and Development


E=65% A=35%

E=71% A=26% D=3%

E=82% A=18%

2. Social and Cultural Diversity KPI 2.1 Multicultural counseling competencies (2F.2c)

MHS6428: Multicultural Counseling

Personal Diversity Experiences

E=69% A=19% U=13%

E=100%

MHS 7805/ MHS 7806/ SDS 7800:



E=61% A=39%

E=59% A=41%

MHS 7830/ SDS 7830:


and Development


E=88% A=12%

E=85% A=15%

E=82% A=18%

KPI 2.2: The impact of heritage, attitudes, beliefs, understandings, and acculturative experiences

MHS6428: Multicultural Counseling

Personal Cultural Identity Paper

E=100%

E=100%

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on an individual’s views of others (2F.2d)

MHS 7805/ MHS 7806/ SDS 7800:


Practicum Evaluation A=100% E=58% A=25% D=7%

E=13% A=59% D=28%

MHS 7830/ SDS 7830:


and Development


E=65% A=35%

E=78% A=12% D=10%

E=50% A=50%

3. Human Growth and Development KPI 3.1 Theories of individual and family development across the lifespan (2F.3a)

MHS 6480: Developmental Counseling

Case Conceptualization Paper

E=39% A=61%

E=56% A=44%

MHS 7805/ MHS 7806/ SDS 7800:


Practicum Evaluation E=100% E=25% A=69% NA=6%

E=52% A=32% D=3%

NA=13%

MHS 7830/ SDS 7830:


and Development


E=55% A=42% NA=3%

E=72% A=6% D=3%

NA=19%

E=61% A=25%

NA=14%

KPI 3.2 Biological, neurological, and physiological factors that affect human development, functioning, and behavior (2F.3e)

MHS 6480: Developmental Counseling

Case Conceptualization Paper

E=39% A=61%

E=56% A=44%

MHS 7805/ MHS 7806/ SDS 7800:



E=25% A=69% D=6%

E=19% A=59% D=19% NA=3%

MHS 7830/ SDS 7830:



E=65% A=29% NA=6%

E=69% A=43% NA=8%

E=40% A=43% D=3%

NA=4%

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and Development

4. Career Development KPI 4.1 Approaches for conceptualizing the interrelationships among and between work, mental well-being, relationships, and other life roles and factors (2F.4b)

MHS 6340: Career

Development

Career Development Portfolio

E=39% A=61%

E=93% A=7%

MHS 7805/ MHS 7806/ SDS 7800:


Practicum Evaluation E=100% E=25% A=69% NA=6%

E=58% A=25% D=17%

MHS 7830/ SDS 7830:


and Development


E=65% A=32% NA=3%

E=70% A=19% D=3%

NA=8%

E=61% A=32% NA=7%

KPI 4.2 Strategies for assessing abilities, interests, values, personality and other factors that contribute to career development (2F.4e)

MHS 6340: Career

Development

Career Development Portfolio

E=39% A=61%

E=93% A=7%

MHS 7805/ MHS 7806/ SDS 7800:


Practicum Evaluation A=100% E=31% A=58%

NA=11%

E=13% A=52% D=29% NA=6%

MHS 7830/ SDS 7830:


and Development


E=55% A=33%

NA=12%

E=53% A=35% D=4%

NA=8%

E=63% A=22% D=4%

NA=11%

5. Counseling and Helping Relationships KPI 5.1 Essential interviewing, counseling, and case conceptualization skills (2F.5g)

MHS 5005: Introduction

to Counseling

Final Counseling Tape

E=100%

MHS 7805/ MHS 7806/ SDS 7800:


E=58% A=36% D=6%

E=49% A=25% D=26%

9


MHS 7830/ SDS 7830:


and Development


E=58% A=42%

E=65% A=26% D=9%

E=67% A=33%

KPI 5.2 Processes for aiding students in developing a personal model of counseling (2F.5n)

MHS 6401: Counseling

Theories

Theoretical Orientation Paper

E=86% A=14%

MHS 7805/ MHS 7806/ SDS 7800:



E=42% A=52% D=6%

E=59% A=27% D=7%

NA=7%

MHS 7830/ SDS 7830:


and Development


E=67% A=30% D=3%

E=67% A=30% D=3%

E=61% A=39%

6. Group Counseling and Group Work KPI 6.1 Approaches to group formation, including recruiting, screening, and selecting member (2F.6e)

MHS 6500: Group

Counseling

Group Design and Facilitation

E=67% A=33%

E=36% A=64%

MHS 7805/ MHS 7806/ SDS 7800:


or MHS 7830/ SDS

7830: Internship in Counseling

Practicum/Internship Evaluation

E=65% A=35%

E=82% A=15% D=3%

E=65% A=32% D=3%

KPI 6.2 Ethical and culturally relevant strategies for designing and facilitating groups (2F.6g)

MHS 6500: Group

Counseling

Group Design and Facilitation

E=67% A=33%

E=36% A=64%

MHS 7805/ MHS 7806/ SDS 7800:

Practicum in

Practicum/Internship Evaluation

E=94% A=6%

E=95% A=5%

E=71% A=29%

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Counseling or MHS

7830/ SDS 7830:


7. Assessment and Testing KPI 7.1 Methods of effectively preparing for and conducting initial assessment meetings (2F.7b)

MHS 6200: Assessment

in Counseling

Individual Assessment Report

E=42% A=58%

E=43% A=57%

MHS 7805/ MHS 7806/ SDS 7800:



E=42% A=53% D=5%

E=16% A=58% D=26%

MHS 7830/ SDS 7830:


and Development


E=58% A=42%

E=65% A=33% D=2%

E=78% A=22%

KPI 7.2 Procedures for assessing risk of aggression or danger to others, self-inflicted harm, or suicide (2F.7c)

MHS 6200: Assessment

in Counseling

Individual Assessment Report

E=43% A=57%

E=43% A=57%

MHS 7805/ MHS 7806/ SDS 7800:


Practicum Evaluation A=100% E=39% A=61%

E=58% A=19% D=23%

MHS 7830/ SDS 7830:


and Development


E=48% A=52%

E=67% A=23% D=10%

E=50% A=50%

8. Research and Program Evaluation

KPI 8.1 Evaluation of counseling interventions and programs (2F.8e)

MHS 7740: Research in Counseling

Research Proposal E=14% A=83% U=3%

MHS 7805/ MHS 7806/ SDS 7800:


E=11% A=61% D=20%

E=56% A=22% D=6%

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NA=8% NA=16%

MHS 7830/ SDS 7830:


and Development


E=46% A=32% D=3%

NA=19%

E=56% A=30% D=3%

NA=11%

E=20% A=55% D=5%

NA=20%

KPI 8.2 Analysis and use of data in counseling (2F.8i)

MHS 7740: Research in Counseling

Research Proposal E=14% A=83% U=3%

MHS 7805/ MHS 7806/ SDS 7800:



E=8% A=58% D=20%

NA=14%

E=55% A=29% D=7%

NA=9%

MHS 7830/ SDS 7830:


and Development


E=25% A=55% D=20%

E=19% A=46% D=16%

NA=19%

E=32% A=46% D=4%

NA=18%

Mental Health Counseling KPIs 1. Foundations

KPI Course Measured


Fall 2017

Spring 2018

KPI 1.1 Theories and models related to clinical mental health counseling (5C.1b)


in Community

Settings

Therapeutic Program using the Community as a

Client Model

E=97% A=3%

MHS 7805: Practicum in

Mental Health

Counseling

Practicum Evaluation

E=100% E=50% A=33%

NA=17%

E=55% A=36% D=9%

MHS 7830: Internship in Counseling

and Development


E=69% A=25% NA=6%

E=50% A=17% D=8%

NA=25%

E=56% A=22%

NA=22%

2. Contextual Dimensions

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KPI 2.1 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) (5C.2d)

MHS 6071: Diagnosis

and Treatment of

Mental Disorders

Final Case Study E=76% A=24%

E=33% A=44%

NR=22%


Mental Health

Counseling


NA=100% E=83% A=17%

E=9% A=82% NA=9%


and Development


E=69% A=25% D=6%

E=33% A=58% D=8%

E=56% A=33%

NA=11%

KPI 2.2: Cultural factors relevant to clinical mental health counseling (5C.2j)


in Community

Settings

Therapeutic Program using the Community as a

Client Model

E=97% A=3%


Mental


A=100% E=100% E=36% A=64%

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Health Counseling


and Development


E=69% A=31%

E=75% A=17% D=8%

E=56% A=44%

3. Practice KPI 3.1 Intake interview, mental status evaluation, biopsychosocial history, mental health history, and psychological assessment for treatment planning and caseload management (5C.3a)

MHS 6071: Diagnosis

and Treatment of

Mental Disorders

Final Case Study E=76% A=24%

E=33% A=44%

NR=22%


Mental Health

Counseling


E=50% A=50%

E=50% A=33% D=17%

E=27% A=55% D=18%


and Development


E=56% A=44%

E67% A=25% D=8%

E=67% A=33%

KPI 3.2 Techniques and interventions for prevention and treatment of a broad range of mental health issues (5C.3b)


in Community

Settings

Case Conceptualization

with a Community

Client

E=100%

14


Mental Health

Counseling


E=50% A=50%

E=50% A=33% D=17%

E=18% A=82%


and Development


E=75% A=19% D=6%

E=75% A=17% D=8%

E=56% A=44%

Marriage, Couple, and Family Counseling KPIs 1. Foundations

KPI Course Measured



KPI 1.1 Theories and models of family systems and dynamics (5F.1b)


to Family Counseling

Theory Presentation E=100% E=100%


Marriage, Couple, and

Family Counseling


E=50% A=50%

E=60% D=20% N/A=20

%


and Development


E=80% A=20%

E=67% A=33%

E=80% A=20%

2. Contextual Dimensions KPI 2.1 Structures of marriages, couples, and families (5F.2b)



Family Narrative Interview

E=100% E=100%



Family Counseling


E=25% A=75%

E=20% A=40% D=40%

MHS 7830: Internship in


E=60% A=40%

E=100% E=60% A=40%

15

Counseling and

Development

KPI 2.2: Family assessments, including diagnostic interviews, genograms, family mapping, mental diagnostic status examinations, symptom inventories, and psychoeducational and personality assessments (5F.2c)



Family Genogram Paper

E=79% A=21%

E=78% A=22%



Family Counseling


E=75% A=25%

E=20% A=80%


and Development


E=100% E=100% E=80% A=20%

3. Practice KPI 3.1 Techniques and interventions of marriage, couple, and family counseling (5F.3c)



Theory Presentation E=79% A=21%

E=78% A=22%




E=25% A=75%

A=60% D=20%

NA=20%

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Family Counseling


and Development


E=60% A=40%

E=67% A=33%

E=60% A=40%

KPI 3.2 Conceptualizing and implementing treatment, planning, and intervention strategies in marriage, couple, and family counseling (5F.3d)



Family Assessment and Treatment Plan

E=79% A=21%

E=78% A=22%



Family Counseling


A=75% NA=25%

A=60% D=40%


and Development


E=60% A=40%

E=100% E=80% A=20%

School Counseling KPIs 1. Foundations

KPI Course Measured


Fall 2017

Spring 2018

KPI 1.1 Models of school counseling programs (5G.1b)

SDS 6620: Organization and Administration

of School Counseling Programs

Professional School

Counseling Program

E=95% A=5%

SDS 7800: Practicum in

School Counseling


A=50% D=50%

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SDS 7830: Internship in

Counseling and Development


E=60% A=40%

E=67% A=33%

2. Contextual Dimensions KPI 2.1 School counselor roles in consultation with families, P-12 and postsecondary school personnel, and community agencies (5G.2b)

SDS 6436: Family-School

Intervention

Family-Teacher

Consultation Case Study


School Counseling


E=25% A=75%




E=40% A=40% D=10%

NA=10%

E=16% A=84%

KPI 2.2: Competencies to advocate for school counseling roles (5G.2f)



Professional School

Counseling Program

E=95% A=5%


School Counseling


A=100%




E=100% E=67% A=33%

3. Practice

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KPI 3.1 Design and evaluation of school counseling programs (5G.3b)



Professional School

Counseling Program

E=95% A=5%


School Counseling


A=100%




E=20% A=80%

A=100

KPI 3.2 Core curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies (5G.3c)



Large Group

Counseling/ Guidance

Unit

E=95% A=5%


School Counseling


A=100%




E=60% A=30% D=10%

E=67% A=33%

Counselor Education and Supervision Doctoral KPIs

KPI Course Measured



1. Counseling and Consultation

19

KPI 1.1 Integration of theories relevant to counseling (6B.1b)

MHS 7407: Advanced

Counseling Theory

Theory and Integration

Paper


and Development/ MHS 7805: Advanced

Counseling Practicum

Advanced Practicum/ Internship Evaluation

E=100% E=100%

KPI 1.2 Evidence-based counseling practices (6B.1d)

MHS 7407: Advanced

Counseling Theory

Theory and Integration

Paper


and Development/ MHS 7805: Advanced

Counseling Practicum

Advanced Practicum/ Internship Evaluation

A=100% E=100%

2. Supervision KPI 2.1 Roles and relationships related to clinical supervision (6B.2c)

MHS 7610: Practicum in Counseling Supervision

Supervision Theory Paper

A=100%

MHS 7840: Internship in Counselor Education/ MHS 6938:

Counseling Case Study

of Client (Case

analysis)

A=100% A=100%

20

Advanced Supervision Practicum

KPI 2.2: Assessment of supervisees’ developmental level and other relevant characteristics (6B.2f)

MHS 7610: Practicum in Counseling Supervision

Supervision Theory Paper

A=100%

MHS 7840: Internship in Counselor Education/ MHS 6938: Advanced

Supervision Practicum

Counseling Case Study

of Client (Case

analysis)

A=100% A=100%

3. Teaching KPI 3.1 Roles and responsibilities related to educating counselors (6B.3a)

SDS 6936: Seminar in Counselor Education

Teaching Philosophy

E=83% A=17%

MHS 7840: Internship in Counselor Education

Teaching Evaluation

A=100%

KPI 3.2 Pedagogy and teaching methods relevant to counselor


Teaching Philosophy

E=83% A=17%

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education (6.B.3.b) MHS 7840:

Internship in Counselor Education

Teaching Evaluation

A=100%

4. Research and Scholarship KPI 4.1 Professional writing for journal and newsletter publication (6B.4h)


Manuscript E=50% A=50%

MHS 7730: Advanced

Counseling Research

Research Proposal

E=100%

KPI 4.2 Professional conference proposal preparation (6B.4i)


Conference Proposal

E=50% A=50%


List of Conference Presentation

(s) in E-Portfolio

A=100%

5. Leadership and Advocacy KPI 5.1 Theories and skills of leadership (6B.5a)


Leadership Experience Reflection

E=100%


Leadership Philosophy

Statement in E-Portfolio

A=100%

KPI 5.2 Leadership and leadership development


Leadership Experience Reflection

E=100%

22

in professional organizations (6B.5b)


List of Leadership Experiences

in E-Portfolio

A=100%

Clinical Data

Masters P&I Clinical Evaluations Host Counselors (field-based supervisors) evaluate the candidate on the Site Host End-of-Term Report Form and university-based supervisors evaluate candidate performance on a Group Supervisor End-of-Term Report Form and an Individual Supervisor End-of-Term Report Form at the completion of the practicum and internship experiences. The program faculty revised the individual, group, and site-host supervisor forms in 2009 to create one unifying assessment instrument. The new End-of-Term Report form features an alignment of the Florida Department of Education and Council for the Accreditation of Counseling and Related Educational Programs (CACREP) standards and serves as a culminating evaluation of candidates' skills in practice.

23

Supervisors’ Evaluation of MH Students

Rubric : CACREP-CMHC

MeanStandard Deviation




Domain: Foundations. 1. Demonstrates the ability to apply and adhere to ethical and legal standards in clinical mental health counseling. CACREP-CMHC-2009.B.1

2.35 0.68 3.56 0.50 3.59 0.60 3.88 0.32

Domain: Foundations. 2. Applies knowledge of public mental health policy, financing, and regulatory processes to improve service delivery opportunities in clinical mental health counseling. CACREP-CMHC-2009.B.2

2.06 0.24 2.67 0.75 3.10 0.70 3.45 0.66

Domain: Counseling, Prevention, and Intervention. 1. Uses the principles and practices of diagnosis, treatment, referral, and prevention of mental and emotional disorders to initiate, maintain, and terminate counseling. CACREP-CMHC-2009.D.1

2.24 0.42 2.78 0.63 3.24 0.73 3.65 0.48

Domain: Counseling, Prevention, and Intervention. 2. Applies multicultural competencies to clinical mental health counseling involving case conceptualization, diagnosis, treatment, referral, and prevention of mental and emotional disorders. CACREP-CMHC-2009.D.2

2.24 0.42 3.00 0.82 3.29 0.75 3.59 0.49

Domain: Counseling, Prevention, and Intervention. 3. Promotes optimal human development, wellness, and mental health through prevention, education, and advocacy activities. CACREP-CMHC-2009.D.3 2.18 0.38 3.00 0.50 3.59 0.69 3.71 0.57

Domain: Counseling, Prevention, and Intervention. 4. Applies effective strategies to promote client understanding of and access to a variety of community resources. CACREP-CMHC-2009.D.4 2.07 0.25 2.63 0.48 3.50 0.79 3.71 0.57

Domain: Counseling, Prevention, and Intervention. 5. Demonstrates appropriate use of culturally responsive individual, couple, family, group, and systems modalities for initiating, maintaining, and terminating counseling. CACREP-CMHC-2009.D.5

2.18 0.38 2.67 0.82 3.24 0.64 3.65 0.59

Domain: Counseling, Prevention, and Intervention. 6. Demonstrates the ability to use procedures for assessing and managing suicide risk. CACREP-CMHC-2009.D.6

2.18 0.38 2.88 0.60 3.18 0.78 3.53 0.50

Domain: Counseling, Prevention, and Intervention. 7. Applies current record-keeping standards related to clinical mental health counseling. CACREP-CMHC-2009.D.7

2.24 0.42 3.13 0.60 3.59 0.60 3.71 0.57

Domain: Counseling, Prevention, and Intervention. 8. Provides appropriate counseling strategies when working with clients with addiction and co-occurring disorders. CACREP-CMHC-2009.D.8 2.06 0.24 2.50 0.50 3.27 0.75 3.31 0.61

Domain: Counseling, Prevention, and Intervention. 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. CACREP-CMHC-2009.D.9

2.24 0.42 3.33 0.47 3.65 0.68 3.76 0.42

Domain: Diversity and Advocacy. 1. Maintains information regarding community resources to make appropriate referrals. CACREP-CMHC-2009.F.1

2.06 0.24 2.75 0.66 3.29 0.67 3.59 0.60

Domain: Diversity and Advocacy. 2. Advocates for policies, programs, and services that are equitable and responsive to the unique needs of clients. CACREP-CMHC-2009.F.2

2.00 0.00 2.43 0.49 3.20 0.65 3.67 0.62

Domain: Diversity and Advocacy. 3. Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make them culturally appropriate for diverse populations. CACREP-CMHC-2009.F.3

2.18 0.38 2.78 0.42 3.41 0.60 3.59 0.49

Domain: Assessment. 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. CACREP-CMHC-2009.H.1

2.18 0.38 2.43 0.49 3.21 0.56 3.29 0.59

Domain: Assessment. 2. Demonstrates skill in conducting an intake interview, a mental status evaluation, a biopsychosocial history, a mental health history, and a psychological assessment for treatment planning and caseload management. CACREP-CMHC-2009.H.2

2.18 0.38 2.75 0.66 3.35 0.76 3.59 0.60

Domain: Assessment. 3. Screens for addiction, aggression, and danger to self and/or others, as well as co-occurring mental disorders. CACREP-CMHC-2009.H.3

2.18 0.38 2.75 0.43 3.20 0.54 3.53 0.62

Site Host (End)Group Individual Site Host (Mid)

Total evaluations submitted : 60, 17 (Group Supervisor), 9 (Individual Supervisor), 34 (Field-Based "site host" Supervisor)Rating: 1= Unsatisfactory, 2= Developing, 3= Accomplished, 4= Exceptional

Mental Health Counseling Master's/Specialist (n=20)2017-2018 Program Completers

Intern Evaluation (Practicum)

24










Domain: Assessment. 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. CACREP-CMHC-2009.H.4

2.00 0.00 2.60 0.49 3.36 0.61 3.79 0.41

Domain: Research and Evaluation. 1. Applies relevant research findings to inform the practice of clinical mental health counseling. CACREP-CMHC-2009.J.1

2.06 0.24 2.67 0.67 3.35 0.68 3.69 0.58

Domain: Research and Evaluation. 2. Develops measurable outcomes for clinical mental health counseling programs, interventions, and treatments. CACREP-CMHC-2009.J.2

2.06 0.24 2.67 0.47 3.08 0.64 3.29 0.59

Domain: Research and Evaluation. 3. Analyzes and uses data to increase the effectiveness of clinical mental health counseling interventions and programs. CACREP-CMHC-2009.J.3

2.06 0.24 2.25 0.43 3.40 0.80 3.57 0.62

Domain: Diagnosis. 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. CACREP-CMHC-2009.L.1

2.18 0.38 2.78 0.79 2.86 0.52 3.53 0.50

Domain: Diagnosis. 2. Is able to conceptualize an accurate multi-axial diagnosis of disorders presented by a client and discuss the differential diagnosis with collaborating professionals. CACREP-CMHC-2009.L.2 2.19 0.39 3.00 0.71 3.18 0.57 3.23 0.58

Domain: Diagnosis. 3. Differentiates between diagnosis and developmentally appropriate reactions during crises, disasters, and other trauma-causing events. CACREP-CMHC-2009.L.3 2.18 0.38 2.75 0.43 3.56 0.61 3.81 0.39

Out of 20 completers, 3 completers did not have data in LiveText:1 completer took MHS7805 0856 in Fall 2016. No placement was created. Therefore, no evaluation for practicum.1 completer was assessed with MFC evaluation (See Additional Table)1 completer took MHS7610 Pract Couns Supervis Fall 2015. No data in LT or EAS

25

Supervisors’ Evaluations MFC Students

Rubric: CACREP-MCFC





Domain: Foundations. 1. Demonstrates the ability to apply and adhere to ethical and legal standards in marriage, couple, and family counseling. CACREP-MCFC-2009.B.1

2.00 0.00 4.00 0.00 4.00 0.00 4.00 0.00

Domain: Foundations. 2. Demonstrates the ability to select models or techniques appropriate to couples’ or families’ presenting problems. CACREP-MCFC-2009.B.2

2.00 0.00 2.00 0.00 4.00 0.00 4.00 0.00

Domain: Counseling, Prevention, and Intervention. 1. Uses preventive, developmental, and wellness approaches in working with individuals, couples, families, and other systems such as premarital counseling, parenting skills training, and relationship enhancement. CACREP-MCFC-2009.D.1

2.00 0.00 2.00 0.00 4.00 0.00 4.00 0.00

Domain: Counseling, Prevention, and Intervention. 2. Uses systems theory to conceptualize issues in marriage, couple, and family counseling. CACREP-MCFC-2009.D.2

2.00 0.00 2.00 0.00 4.00 0.00 4.00 0.00

Domain: Counseling, Prevention, and Intervention. 3. Uses systems theories to implement treatment, planning, and intervention strategies. CACREP-MCFC-2009.D.3

2.00 0.00 2.00 0.00 4.00 0.00 4.00 0.00

Domain: Counseling, Prevention, and Intervention. 4. Demonstrates the ability to use procedures for assessing and managing suicide risk. CACREP-MCFC-2009.D.4

2.00 0.00 2.00 0.00 3.00 0.00 4.00 0.00

Domain: Counseling, Prevention, and Intervention. 5. Adheres to confidentiality responsibilities, the legal responsibilities and liabilities of clinical practice and research, family law, record keeping, reimbursement, and the business aspects of practice. CACREP-MCFC-2009.D.5

2.00 0.00 3.00 0.00 4.00 0.00 4.00 0.00

Domain: Counseling, Prevention, and Intervention. 6. Demonstrates the ability to recognize his or her own limitations as a marriage, couple, and family counselor and to seek supervision or refer clients when appropriate. CACREP-MCFC-2009.D.6

2.00 0.00 3.00 0.00 4.00 0.00 4.00 0.00

Domain: Diversity and Advocacy. 1. Demonstrates the ability to provide effective services to clients in a multicultural society. CACREP-MCFC-2009.F.1

2.00 0.00 2.00 0.00 4.00 0.00 4.00 0.00

Domain: Diversity and Advocacy. 2. Maintains information regarding community resources to make appropriate referrals. CACREP-MCFC-2009.F.2

2.00 0.00 2.00 0.00 4.00 0.00 4.00 0.00

Domain: Diversity and Advocacy. 3. Advocates for policies, programs, and services that are equitable and responsive to the unique needs of couples and families. CACREP-MCFC-2009.F.3

2.00 0.00 2.00 0.00 4.00 0.00 #DIV/0! #DIV/0!

Domain: Diversity and Advocacy. 4. Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make them culturally appropriate for diverse couples and families. CACREP-MCFC-2009.F.4

2.00 0.00 2.00 0.00 4.00 0.00 4.00 0.00

Domain: Assessment. 1. Applies skills in interviewing, assessment, and case management for working with individuals, couples, and families from a system’s perspective. CACREP-MCFC-2009.H.1

2.00 0.00 3.00 0.00 4.00 0.00 4.00 0.00

Domain: Assessment. 2. Uses systems assessment models and procedures to evaluate family functioning. CACREP-MCFC-2009.H.2

2.00 0.00 2.00 0.00 0.00 0.00 4.00 0.00

Domain: Assessment. 3. Determines which members of a family system should be involved in treatment. CACREP-MCFC-2009.H.3 2.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Domain: Research and Evaluation. 1. Applies relevant research findings to inform the practice of marriage, couple, and family counseling. CACREP-MCFC-2009.J.1

2.00 0.00 2.00 0.00 0.00 0.00 4.00 0.00

Domain: Research and Evaluation. 2. Develops measurable outcomes for marriage, couple, and family counseling programs, interventions, and treatments. CACREP-MCFC-2009.J.2

2.00 0.00 2.00 0.00 0.00 0.00 0.00 0.00

Domain: Research and Evaluation. 3. Analyzes and uses data to increase the effectiveness of marriage, couple, and family counseling interventions and programs. CACREP-MCFC-2009.J.3

2.00 0.00 2.00 0.00 0.00 0.00 4.00 0.00

Data reflect 1 completer who was assessed with a different evaluation.

Group Individual Site Host (Mid) Site Host (End)




26

Rubric: CACREP-MCFC






2.67 0.47 3.00 0.82 3.50 0.50 3.67 0.47


2.17 0.37 2.67 0.47 3.17 0.69 3.50 0.50


2.67 0.47 3.00 0.82 3.50 0.76 3.67 0.47


2.00 0.00 2.67 0.47 3.50 0.76 3.67 0.47


2.17 0.37 2.33 0.47 2.83 0.69 3.67 0.47


2.67 0.47 2.67 0.47 3.20 0.75 3.17 0.37


2.50 0.50 2.33 0.47 3.60 0.49 4.00 0.00


2.33 0.47 3.33 0.94 3.33 0.75 3.83 0.37


2.50 0.50 3.00 0.82 3.67 0.47 3.83 0.37


2.17 0.37 3.00 0.00 2.67 0.75 3.33 0.47


2.17 0.37 3.00 0.00 2.80 0.75 3.00 0.63


2.33 0.47 3.00 0.82 3.17 0.69 3.67 0.47

Domain: Assessment. 1. Applies skills in interviewing, assessment, and case management for working with individuals, couples, and families from a system’s perspective. CACREP-MCFC-2009.H.1 2.33 0.47 2.67 0.47 3.17 0.69 3.83 0.37


2.00 0.00 2.00 0.00 2.83 0.69 3.50 0.50



2.00 0.00 2.67 0.47 3.33 0.94 3.33 0.47


2.33 0.47 0.00 0.00 2.40 0.49 3.00 0.63



Marriage and Family Counseling (n=6)2017-2018 Program Completers


27

Rubric: CACREP-MCFC







Marriage and Family Counseling (n=6)2017-2018 Program Completers



2.33 0.47 2.00 0.00 2.80 0.75 3.40 0.49

28

Rubric: CACREP-MCFC






3.67 0.47 0.00 0.00 3.83 0.37 4.00 0.00


3.83 0.37 0.00 0.00 3.83 0.37 3.67 0.47


3.83 0.37 0.00 0.00 3.67 0.47 3.83 0.37


4.00 0.00 0.00 0.00 3.67 0.47 3.83 0.37


3.83 0.37 0.00 0.00 3.50 0.50 3.83 0.37


3.50 0.50 0.00 0.00 3.67 0.47 3.67 0.47


3.67 0.47 0.00 0.00 3.83 0.37 3.83 0.37


3.83 0.37 0.00 0.00 3.67 0.47 3.83 0.37


3.83 0.37 0.00 0.00 3.83 0.37 4.00 0.00


3.67 0.47 0.00 0.00 3.40 0.49 3.80 0.40

Domain: Diversity and Advocacy. 3. Advocates for policies, programs, and services that are equitable and responsive to the unique needs of couples and families. CACREP-MCFC-2009.F.3 3.67 0.47 0.00 0.00 3.80 0.40 3.80 0.40


3.50 0.50 0.00 0.00 3.67 0.47 3.83 0.37

Domain: Assessment. 1. Applies skills in interviewing, assessment, and case management for working with individuals, couples, and families from a system’s perspective. CACREP-MCFC-2009.H.1 3.50 0.50 0.00 0.00 3.67 0.47 3.83 0.37


3.33 0.47 0.00 0.00 3.50 0.50 3.67 0.47



3.50 0.50 0.00 0.00 3.67 0.47 3.67 0.47


3.67 0.47 0.00 0.00 3.40 0.49 3.60 0.49



Intern Evaluation (Internship)2017-2018 Program Completers

Marriage and Family Counseling (n=6)

29

Supervisors’ Evaluation of SC Students

Rubric: CACREP-MCFC






Total evaluations submitted : 18, 6 (Group Supervisor), 0 (Individual Supervisor), 12 (Field-Based "site host" Supervisor)

Rating: 1= Unsatisfactory, 2= Developing, 3= Accomplished, 4= Exceptional

Intern Evaluation (Internship)2017-2018 Program Completers

Marriage and Family Counseling (n=6)

Domain: Research and Evaluation. 3. Analyzes and uses data to

increase the effectiveness of marriage, couple, and family

counseling interventions and programs. CACREP-MCFC-2009.J.33.50 0.50 0.00 0.00 3.40 0.49 3.40 0.49

30

Rubric: CACREP-SC





Domain: Foundations. 1. Demonstrates the ability to apply and adhere to ethical and legal standards in school counseling. CACREP-SC-2009.B.1, FL-TLC-FEAPS-2012.6a

3.3 0.47 3.0 0.00 3.5 0.50 3.8 0.37

Domain: Foundations. 2. Demonstrates the ability to articulate, model, and advocate for an appropriate school counselor identity and program. CACREP-SC-2009.B.2

3.3 0.47 2.5 0.50 2.7 0.94 3.7 0.47

Domain: Counseling, Prevention, and Intervention. 1. Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms. CACREP-SC-2009.D.1, FL-TLC-FEAPS-2012.2d, FL-TLC-FEAPS-2012.2e, FL-TLC-FEAPS-2012.2f

3.3 0.47 3.0 0.00 3.3 0.47 4.0 0.00

Domain: Counseling, Prevention, and Intervention. 2. Provides individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students. CACREP-SC-2009.D.2, FL-TLC-FEAPS-2012.1b, FL-TLC-FEAPS-2012.1c, FL-TLC-FEAPS-2012.2b

3.3 0.47 3.0 0.00 2.7 0.94 3.5 0.50

Domain: Counseling, Prevention, and Intervention. 3. Designs and implements prevention and intervention plans related to the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development. FL-TLC-FEAPS-2012.1f, FL-TLC-FEAPS-2012.3e, CACREP-SC-2009.D.3

3.2 0.37 2.5 0.50 2.6 0.80 3.2 0.69

Domain: Diversity and Advocacy. 1. Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development. FL-TLC-FEAPS-2012.2h, CACREP-SC-2009.F.1, FL-TLC-FEAPS-2012.3d

3.3 0.47 3.0 0.00 3.5 0.50 3.8 0.37

Domain: Diversity and Advocacy. 2. Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students. FL-TLC-FEAPS-2012.2c, CACREP-SC-2009.F.2

3.3 0.47 3.5 0.50 3.3 0.47 3.7 0.47

Domain: Diversity and Advocacy. 3. Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations. CACREP-SC-2009.F.3

3.3 0.47 2.5 0.50 3.0 0.82 3.7 0.47

Domain: Diversity and Advocacy. 4. Engages parents, guardians, and families to promote the academic, career, and personal/social development of students. CACREP-SC-2009.F.4, FL-TLC-FEAPS-2012.4e

3.3 0.47 2.0 0.00 2.5 0.87 3.8 0.40

Domain: Assessment. 1. Assesses and interprets students’ strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities. CACREP-SC-2009.H.1, FL-TLC-FEAPS-2012.4a

3.3 0.47 2.0 0.00 2.7 0.75 3.6 0.49

Domain: Assessment. 2. Selects appropriate assessment strategies that can be used to evaluate a student’s academic, career, and personal/social development. CACREP-SC-2009.H.2, FL-TLC-FEAPS-2012.1d, FL-TLC-FEAPS-2012.4b, FL-TLC-FEAPS-2012.4c

3.3 0.47 3.0 0.00 2.8 0.69 3.5 0.50

Domain: Assessment. 3. Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs. FL-TLC-FEAPS-2012.3j, FL-TLC-FEAPS-2012.3i, FL-TLC-FEAPS-2012.4f, FL-TLC-FEAPS-2012.3h, CACREP-SC-2009.H.3

3.3 0.47 2.0 0.00 2.5 0.50 3.2 0.40

Domain: Assessment. 4. Makes appropriate referrals to school and/or community resources. CACREP-SC-2009.H.4

3.2 0.37 3.0 0.00 2.4 0.49 3.3 0.47

Domain: Assessment. 5. Assesses barriers that impede students’ academic, career, and personal/social development. FL-TLC-FEAPS-2012.4d, CACREP-SC-2009.H.5

3.3 0.47 2.0 0.00 2.8 0.90 3.3 0.75

Domain: Research and Evaluation. 1. Applies relevant research findings to inform the practice of school counseling. CACREP-SC-2009.J.1, FL-TLC-FEAPS-2012.5b

3.3 0.47 2.5 0.50 3.0 0.82 3.7 0.47

Domain: Research and Evaluation. 2. Develops measurable outcomes for school counseling programs, activities, interventions, and experiences. CACREP-SC-2009.J.2

3.0 0.00 2.5 0.50 2.8 0.69 3.5 0.50

Domain: Research and Evaluation. 3. Analyzes and uses data to enhance school counseling programs. FL-TLC-FEAPS-2012.1e, CACREP-SC-2009.J.3 3.3 0.47 2.0 0.00 2.4 0.80 3.0 0.58

Domain: Academic Development. 1. Conducts programs designed to enhance student academic development. FL-TLC-FEAPS-2012.4a, CACREP-SC-2009.L.1 3.2 0.37 2.0 0.00 2.6 0.80 3.0 0.58



Intern Evaluation (Practicum)2017-2018 Program Completers

School Counseling and Guidance Master's/Specialist (n=6)

31

Rubric: CACREP-SC





Domain: Foundations. 1. Demonstrates the ability to apply and adhere to ethical and legal standards in school counseling. CACREP-SC-2009.B.1, FL-TLC-FEAPS-2012.6a

4.0 0.00 0.0 0.00 4.0 0.00 3.8 0.37

Domain: Foundations. 2. Demonstrates the ability to articulate, model, and advocate for an appropriate school counselor identity and program. CACREP-SC-2009.B.2

3.7 0.47 0.0 0.00 3.7 0.47 3.8 0.37

Domain: Counseling, Prevention, and Intervention. 1. Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms. CACREP-SC-2009.D.1, FL-TLC-FEAPS-2012.2d, FL-TLC-FEAPS-2012.2e, FL-TLC-FEAPS-2012.2f

3.7 0.47 0.0 0.00 3.8 0.37 3.8 0.37

Domain: Counseling, Prevention, and Intervention. 2. Provides individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students. CACREP-SC-2009.D.2, FL-TLC-FEAPS-2012.1b, FL-TLC-FEAPS-2012.1c, FL-TLC-FEAPS-2012.2b

3.8 0.37 0.0 0.00 3.7 0.47 3.7 0.47

Domain: Counseling, Prevention, and Intervention. 3. Designs and implements prevention and intervention plans related to the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development. FL-TLC-FEAPS-2012.1f, FL-TLC-FEAPS-2012.3e, CACREP-SC-2009.D.3

3.7 0.47 0.0 0.00 3.3 0.47 3.5 0.50

Domain: Diversity and Advocacy. 1. Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development. FL-TLC-FEAPS-2012.2h, CACREP-SC-2009.F.1, FL-TLC-FEAPS-2012.3d

4.0 0.00 0.0 0.00 4.0 0.00 3.8 0.37

Domain: Diversity and Advocacy. 2. Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students. FL-TLC-FEAPS-2012.2c, CACREP-SC-2009.F.2

3.5 0.50 0.0 0.00 3.7 0.47 3.8 0.37

Domain: Diversity and Advocacy. 3. Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations. CACREP-SC-2009.F.3

3.8 0.37 0.0 0.00 3.3 0.47 3.8 0.37

Domain: Diversity and Advocacy. 4. Engages parents, guardians, and families to promote the academic, career, and personal/social development of students. CACREP-SC-2009.F.4, FL-TLC-FEAPS-2012.4e

3.8 0.37 0.0 0.00 3.3 0.47 3.5 0.50

Domain: Assessment. 1. Assesses and interprets students’ strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities. CACREP-SC-2009.H.1, FL-TLC-FEAPS-2012.4a

3.5 0.50 0.0 0.00 3.3 0.47 3.7 0.47

Domain: Assessment. 2. Selects appropriate assessment strategies that can be used to evaluate a student’s academic, career, and personal/social development. CACREP-SC-2009.H.2, FL-TLC-FEAPS-2012.1d, FL-TLC-FEAPS-2012.4b, FL-TLC-FEAPS-2012.4c

3.5 0.50 0.0 0.00 3.7 0.47 3.8 0.37

Domain: Assessment. 3. Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs. FL-TLC-FEAPS-2012.3j, FL-TLC-FEAPS-2012.3i, FL-TLC-FEAPS-2012.4f, FL-TLC-FEAPS-2012.3h, CACREP-SC-2009.H.3

3.2 0.37 0.0 0.00 3.2 0.37 3.7 0.47

Domain: Assessment. 4. Makes appropriate referrals to school and/or community resources. CACREP-SC-2009.H.4

3.2 0.37 0.0 0.00 3.5 0.50 3.8 0.37

Domain: Assessment. 5. Assesses barriers that impede students’ academic, career, and personal/social development. FL-TLC-FEAPS-2012.4d, CACREP-SC-2009.H.5

3.0 0.00 0.0 0.00 3.3 0.47 3.8 0.37

Domain: Research and Evaluation. 1. Applies relevant research findings to inform the practice of school counseling. CACREP-SC-2009.J.1, FL-TLC-FEAPS-2012.5b

3.2 0.37 0.0 0.00 3.5 0.50 3.8 0.37

Domain: Research and Evaluation. 2. Develops measurable outcomes for school counseling programs, activities, interventions, and experiences. CACREP-SC-2009.J.2

3.0 0.00 0.0 0.00 3.7 0.47 3.7 0.47

Domain: Research and Evaluation. 3. Analyzes and uses data to enhance school counseling programs. FL-TLC-FEAPS-2012.1e, CACREP-SC-2009.J.3 3.2 0.37 0.0 0.00 2.8 0.69 3.5 0.50

Domain: Academic Development. 1. Conducts programs designed to enhance student academic development. FL-TLC-FEAPS-2012.4a, CACREP-SC-2009.L.1 3.2 0.37 0.0 0.00 3.3 0.47 3.5 0.50



School Counseling and Guidance Master's/Specialist (n=6)2017-2018 Program CompletersIntern Evaluation (Internship)

32

Rubric: CACREP-SC







School Counseling and Guidance Master's/Specialist (n=6)2017-2018 Program CompletersIntern Evaluation (Internship)

Domain: Academic Development. 2. Implements strategies and activities to

prepare students for a full range of postsecondary options and opportunities.

CACREP-SC-2009.L.23.8 0.37 0.0 0.00 3.5 0.50 3.5 0.50

Domain: Academic Development. 3. Implements differentiated instructional

strategies that draw on subject matter and pedagogical content knowledge

and skills to promote student achievement. FL-TLC-FEAPS-2012.3g, FL-TLC-

FEAPS-2012.3c, CACREP-SC-2009.L.3, FL-TLC-FEAPS-2012.3f, FL-TLC-FEAPS-

2012.3b

3.2 0.37 0.0 0.00 3.2 0.75 3.4 0.80

Domain: Collaboration and Consultation. 1. Works with parents, guardians,

and families to act on behalf of their children to address problems that affect

student success in school. FL-TLC-FEAPS-2012.5c, CACREP-SC-2009.N.13.7 0.47 0.0 0.00 3.2 0.37 3.3 0.47

Domain: Collaboration and Consultation. 2. Locates resources in the

community that can be used in the school to improve student achievement

and success. CACREP-SC-2009.N.23.3 0.47 0.0 0.00 3.5 0.50 3.7 0.47

Domain: Collaboration and Consultation. 3. Consults with teachers, staff, and

community-based organizations to promote student academic, career, and

personal/social development. FL-TLC-FEAPS-2012.5e, CACREP-SC-2009.N.33.3 0.47 0.0 0.00 3.3 0.75 3.4 0.49

Domain: Collaboration and Consultation. 4. Uses peer helping strategies in the

school counseling program. CACREP-SC-2009.N.4 3.7 0.47 0.0 0.00 3.5 0.50 3.7 0.47

Domain: Leadership. 1. Participates in the design, implementation,

management, and evaluation of a comprehensive developmental school

counseling program. FL-TLC-FEAPS-2012.2a, FL-TLC-FEAPS-2012.1a, CACREP-

SC-2009.P.1

3.7 0.47 0.0 0.00 3.4 0.49 3.0 0.00

Domain: Leadership. 2. Plans and presents school-counseling-related

educational programs for use with parents and teachers (e.g., parent

education programs, materials used in classroom guidance and

advisor/advisee programs for teachers). CACREP-SC-2009.P.2, FL-TLC-FEAPS-

2012.2g, FL-TLC-FEAPS-2012.2i

3.8 0.37 0.0 0.00 3.2 0.69 3.7 0.47

Domain: Continuous Improvement. 1. Demonstrates the ability to recognize

his or her limitations as a school counselor and to seek supervision or refer

clients when appropriate. CACREP-SC-2009.D.5, FL-TLC-FEAPS-2012.5d, FL-TLC-

FEAPS-2012.5a

3.5 0.50 0.0 0.00 3.3 0.47 3.3 0.47

33

Doctoral P&I Clinical Evaluations

Rubric: CACREP-MCFC






4.00 0.00 4.00 0.00 0.00 0.00 0.00 0.00


3.00 0.00 3.00 0.00 0.00 0.00 0.00 0.00


3.00 0.00 3.00 0.00 4.00 0.00 0.00 0.00


4.00 0.00 4.00 0.00 0.00 0.00 0.00 0.00


3.00 0.00 3.00 0.00 4.00 0.00 4.00 0.00


3.00 0.00 3.00 0.00 4.00 0.00 4.00 0.00


4.00 0.00 4.00 0.00 4.00 0.00 4.00 0.00


4.00 0.00 4.00 0.00 0.00 0.00 0.00 0.00


3.00 0.00 3.00 0.00 4.00 0.00 4.00 0.00


3.00 0.00 3.00 0.00 4.00 0.00 4.00 0.00


3.00 0.00 3.00 0.00 0.00 0.00 0.00 0.00


3.00 0.00 3.00 0.00 0.00 0.00 0.00 0.00

Domain: Assessment. 1. Applies skills in interviewing, assessment, and case management for working with individuals, couples, and families from a system’s perspective. CACREP-MCFC-2009.H.1

3.00 0.00 3.00 0.00 4.00 0.00 4.00 0.00


3.00 0.00 3.00 0.00 4.00 0.00 4.00 0.00

Domain: Assessment. 3. Determines which members of a family system should be involved in treatment. CACREP-MCFC-2009.H.3

3.00 0.00 3.00 0.00 4.00 0.00 4.00 0.00


4.00 0.00 4.00 0.00 0.00 0.00 0.00 0.00

2017-2018 Program CompletersIntern Evaluation (Internship)


Total evaluations submitted in LiveText: 4, 1 (Group Supervisor), 1 (Individual Supervisor), 2 (Field-Based "site host" Supervisor)


Counseling Education PhD (n=6)

34

Rubric: CACREP-MCFC





2017-2018 Program CompletersIntern Evaluation (Internship)


Total evaluations submitted in LiveText: 4, 1 (Group Supervisor), 1 (Individual Supervisor), 2 (Field-Based "site host" Supervisor)


Counseling Education PhD (n=6)


3.00 0.00 3.00 0.00 0.00 0.00 0.00 0.00


4.00 0.00 4.00 0.00 0.00 0.00 0.00 0.00

Out of a total of 6 completers of Counselor Education PhD, 1 was evaluated using MFC CACREP standards and 3 were assessed using MHC CACREP standards. Two completers did not have data for final evaluations in LiveText or EAS.

35






Domain: Foundations. 1. Demonstrates the ability to apply and adhere to ethical and legal standards in clinical mental health counseling. CACREP-CMHC-2009.B.1

4.00 0.00 0.00 0.00 3.33 0.47 3.33 0.47

Domain: Foundations. 2. Applies knowledge of public mental health policy, financing, and regulatory processes to improve service delivery opportunities in clinical mental health counseling. CACREP-CMHC-2009.B.2

4.00 0.00 0.00 0.00 4.00 0.00 3.50 0.50

Domain: Counseling, Prevention, and Intervention. 1. Uses the principles and practices of diagnosis, treatment, referral, and prevention of mental and emotional disorders to initiate, maintain, and terminate counseling. CACREP-CMHC-2009.D.1

4.00 0.00 0.00 0.00 3.67 0.47 3.67 0.47

Domain: Counseling, Prevention, and Intervention. 2. Applies multicultural competencies to clinical mental health counseling involving case conceptualization, diagnosis, treatment, referral, and prevention of mental and emotional disorders. CACREP-CMHC-2009.D.2

4.00 0.00 0.00 0.00 3.33 0.47 3.33 0.47

Domain: Counseling, Prevention, and Intervention. 3. Promotes optimal human development, wellness, and mental health through prevention, education, and advocacy activities. CACREP-CMHC-2009.D.3 4.00 0.00 0.00 0.00 4.00 0.00 4.00 0.00

Domain: Counseling, Prevention, and Intervention. 4. Applies effective strategies to promote client understanding of and access to a variety of community resources. CACREP-CMHC-2009.D.4

4.00 0.00 0.00 0.00 3.33 0.47 3.67 0.47

Domain: Counseling, Prevention, and Intervention. 5. Demonstrates appropriate use of culturally responsive individual, couple, family, group, and systems modalities for initiating, maintaining, and terminating counseling. CACREP-CMHC-2009.D.5

4.00 0.00 0.00 0.00 3.33 0.47 3.67 0.47

Domain: Counseling, Prevention, and Intervention. 6. Demonstrates the ability to use procedures for assessing and managing suicide risk. CACREP-CMHC-2009.D.6

4.00 0.00 0.00 0.00 3.33 0.47 3.67 0.47

Domain: Counseling, Prevention, and Intervention. 7. Applies current record-keeping standards related to clinical mental health counseling. CACREP-CMHC-2009.D.7

4.00 0.00 0.00 0.00 3.33 0.47 3.67 0.47

Domain: Counseling, Prevention, and Intervention. 8. Provides appropriate counseling strategies when working with clients with addiction and co-occurring disorders. CACREP-CMHC-2009.D.8 4.00 0.00 0.00 0.00 3.00 0.00 3.33 0.47

Domain: Counseling, Prevention, and Intervention. 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. CACREP-CMHC-2009.D.9

4.00 0.00 0.00 0.00 4.00 0.00 3.67 0.47

Domain: Diversity and Advocacy. 1. Maintains information regarding community resources to make appropriate referrals. CACREP-CMHC-2009.F.1

4.00 0.00 0.00 0.00 3.33 0.47 3.67 0.47

Domain: Diversity and Advocacy. 2. Advocates for policies, programs, and services that are equitable and responsive to the unique needs of clients. CACREP-CMHC-2009.F.2

4.00 0.00 0.00 0.00 3.67 0.47 3.67 0.47

Domain: Diversity and Advocacy. 3. Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make them culturally appropriate for diverse populations. CACREP-CMHC-2009.F.3

4.00 0.00 0.00 0.00 3.67 0.47 3.67 0.47

Domain: Assessment. 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. CACREP-CMHC-2009.H.1

4.00 0.00 0.00 0.00 3.50 0.50 3.67 0.47

Domain: Assessment. 2. Demonstrates skill in conducting an intake interview, a mental status evaluation, a biopsychosocial history, a mental health history, and a psychological assessment for treatment planning and caseload management. CACREP-CMHC-2009.H.2

4.00 0.00 0.00 0.00 3.67 0.47 3.67 0.47

Domain: Assessment. 3. Screens for addiction, aggression, and danger to self and/or others, as well as co-occurring mental disorders. CACREP-CMHC-2009.H.3

4.00 0.00 0.00 0.00 3.33 0.47 3.67 0.47

Counseling Education PhD (n=6)2017-2018 Program CompletersIntern Evaluation (Internship)



36






Counseling Education PhD (n=6)2017-2018 Program CompletersIntern Evaluation (Internship)

Total evaluations submitted : 8, 2 (Group Supervisor), 0 (Individual Supervisor), 6 (Field-Based "site host" Supervisor)



Domain: Assessment. 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.

CACREP-CMHC-2009.H.4

4.00 0.00 0.00 0.00 3.33 0.47 3.67 0.47

Domain: Research and Evaluation. 1. Applies relevant research findings

to inform the practice of clinical mental health counseling. CACREP-

CMHC-2009.J.14.00 0.00 0.00 0.00 3.33 0.47 3.33 0.47

Domain: Research and Evaluation. 2. Develops measurable outcomes for

clinical mental health counseling programs, interventions, and

treatments. CACREP-CMHC-2009.J.24.00 0.00 0.00 0.00 3.33 0.47 3.33 0.47

Domain: Research and Evaluation. 3. Analyzes and uses data to increase

the effectiveness of clinical mental health counseling interventions and

programs. CACREP-CMHC-2009.J.3 4.00 0.00 0.00 0.00 3.33 0.47 3.33 0.47

Domain: Diagnosis. 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.

CACREP-CMHC-2009.L.14.00 0.00 0.00 0.00 3.00 0.00 3.50 0.50

Domain: Diagnosis. 2. Is able to conceptualize an accurate multi-axial

diagnosis of disorders presented by a client and discuss the differential

diagnosis with collaborating professionals. CACREP-CMHC-2009.L.24.00 0.00 0.00 0.00 3.00 0.00 3.50 0.50

Domain: Diagnosis. 3. Differentiates between diagnosis and

developmentally appropriate reactions during crises, disasters, and

other trauma-causing events. CACREP-CMHC-2009.L.3 4.00 0.00 0.00 0.00 3.67 0.47 3.67 0.47

Out of a total of 6 completers of Counselor Education PhD, 1 was evaluated using MFC CACREP standards and 3 were assessed using MHC CACREP standards. Two

completers did not have data for final evaluations in LiveText or EAS.

37

FTCE Exam Results

Results of the Florida Teacher Certification Exam (FTCE) are included below for the School Counseling and Guidance and Professional Education exams below. Results of the General Knowledge examinations also are available. Students in school counseling must pass the FTCE prior to graduation, so pass rates for program completers are effectively 100%.

38

University of Florida Competency Report DOE Code 304 – School Counseling and Guidance 2017 - 2018 Completers - First Attempt

Guidance and Counseling PK-12 (18)

Institution Statewide

Competency Area Range of Items

Average Number Correct

Average Percent Correct



01 Knowledge of counseling 30 27.33 91.11% 24.07 80.22%

02 Knowledge of activities and programs for addressing current concerns

17 15.67 92.16% 14.36 84.45%

03 Knowledge of student assessment 10 10.00 100.0% 8.32 83.19%

04 Knowledge of career development and postsecondary opportunities

10 8.50 85.00% 8.08 80.81%

05 Knowledge of consultation, collaboration, and coordination

10-11 9.83 90.91% 9.10 84.04%

06 Knowledge of professional, ethical, and legal considerations

8-9 7.33 89.58% 6.98 85.20%

07 Knowledge of academic advisement 7 5.83 83.33% 6.11 87.35%

08 Knowledge of research, program evaluation, and follow-up

7 6.33 90.48% 5.93 84.76%

09 Knowledge of appropriate technology 6 4.83 80.56% 5.06 84.37%

10 Knowledge of social and cultural diversity 12 10.83 90.28% 9.90 82.46%

Number of Students included for Institution Totals: 6 Number of Students included for Statewide Totals: 210

Statewide averages are based on the last 12 months or the period (June 1, 2017 ~ May 31, 2018).

Professional Education (83)

Institution Statewide

Competency Area Range of Items





01 Knowledge of instructional design and planning 20-22 16.60 77.59% 15.97 74.60%

02 Knowledge of appropriate student-centered learning environments

16-18 14.80 85.08% 12.73 73.09%

03 Knowledge of instructional delivery and facilitation through a comprehensive understanding of subject matter

20-22 16.40 76.82% 15.74 73.60%

04 Knowledge of various types of assessment strategies for determining impact on student learning

15-17 12.40 76.89% 11.82 73.15%

05 Knowledge of relevant continuous professional improvement

13-14 11.00 80.88% 10.24 74.80%

39

Faculty Evaluation of Masters Students’ Academic Performance and Dispositions

N = 78 Academic Performance Standards

Effort S = 100% Knowledge of the Professional Literature S = 100% Mastery of Material S = 100% Meets Deadlines S = 100% Oral Communication Skills S = 100% Research Skills S = 100% Writing Skills S = 100% Dispositions

Awareness of effect on others NI = 1.3% Emotional Maturity and Stability S = 100% Ethical S = 100% Motivated to learn and grow, and engaged S = 100% Openness to Feedback S = 100% Professional NI = 1.3% Respectful of Cultural Differences S = 100% Self-Awareness S = 100%

Faculty Evaluation of Doctoral Students’ Academic Performance and Dispositions

N = 30 Academic Performance Standard

Effort U = 3.3% Knowledge of the Professional Literature S = 100% Mastery of Material S = 100% Meets Deadlines NI = 3.3%

U = 3.3% Oral Communication Skills S = 100% Research Skills S = 100% Writing Skills S = 100% Dispositions

40

Awareness of effect on others S = 100% Emotional Maturity and Stability S = 100% Ethical S = 100% Motivated to learn and grow, and engaged S = 100% Openness to Feedback S = 100% Professional NI = 3.3%

U = 3.3% Respectful of Cultural Differences S = 100% Self-Awareness S = 100%

Masters/EdS Students’ Self-Report of Annual Accomplishments N = 60

Question Response

Involvement in research in the past year 17% Yes, 83% No Conference proposal accepted/presented 6.7% Yes, 93.3% No Leadership & Advocacy Experiences in the past year 80% Yes, 20% No Attended professional development in the past year 52% Yes, 48% No Had an assistantship in the past year 13% Yes, 87% No

Leadership Experience (beyond membership) Chi Sigma Iota Beta Chapter—Multiple committees Alachua County Crisis Center—Trainer Certified Group Fitness Instructor University of Florida Athletic Association—Head usher Gators for Equal Opportunity—Vice President UF Rock Climbing Club—Head coach Florida Society of the Social Sciences—Secretary and multiple committees UF Social Justice Summit—Marketing committee UF Housing and Residential Education—Crisis Intervention Consultant Guardian ad Litem Projects for Haiti Church group leader Director of Fiat Center Conference Presentations Total number of conference presentations: 9 Conferences presented at: Stetson Gender & Sexual Diversity Conference ACA LGBTQ Symposium in Washington D.C. American Mental Health Counselors Association Conference in Orlando, Florida Association of Humanistic Counseling Conference in St. Petersburg, Florida American College Counseling Association Conference in Charlotte, North Carolina 2018 Traumatology Symposium in Orlando, Florida University of Florida’s 13th Annual Conference of the Social Sciences in Gainesville, Florida

41

University of Florida’s 2018 COE Research Symposium in Gainesville, Florida University of Florida Social Justice Summit: For the Gator Good in Gainesville, Florida Honors and Awards Chi Sigma Iota International Counseling Honors Society, Outstanding Entry-Level Student 2017 Kent Batchelder Scholarship Award 2017 Chi Sigma Iota National Counseling Honor Society, Outstanding Service to Chapter Fall 2016 Dr. Hannelore Wass Scholarship for Fall 2018 Volunteer of the Year award-Alachua County Crisis Center Bette and Paul Riker Scholarship College of Education 2018-19 Scholarship Kent Batchelder School Counselor Scholarship 2018-2019 Doctoral Students’ Self-Report of Annual Accomplishments N = 20

Question Response

Involvement in research in the past year 76% Yes, 23% No Conference proposal accepted/presented 62.5% Yes, 37.5% No Teaching Experiences in the past year 68% Yes, 31% No Supervision Experiences in the past year 56% Yes, 44% No Leadership & Advocacy Experiences in the past year 94% Yes, 6% No Counseling/Consultation Experiences in the past year 75% Yes, 25% No Attended professional development in the past year 75% Yes, 25% No Had an assistantship in the past year 50% Yes, 50% No

Publications Total number of publications: 24 Journal Publications: Cancer, Impact factor Therapeutic Innovation & Regulatory Science Journal of Counseling and Development Mentoring and Tutoring The Qualitative Report International Journal of Play Therapy International Handbook on Marriage and Family Therapy Journal for Creativity in Mental Health MedEd Publish The Journal for Specialists in Group Work Published Chapters: In J. Watson (Ed.), Clinical Mental Health Counseling. Washington D.C.: Sage. 2018 In Luke, M., & Goodrich, K. (Eds.), Group Work Experts Share Their Favorite Activities for Supervision (Vol. 1 and 2)

42

In Luke, M., & Goodrich, K. (Eds.), Group Work Experts Share Their Favorite Activities for Supervision (Vol. 2) In Tan, Kok-Yang. (Ed.), Colorectal Cancer in the Elderly Leadership Experience (beyond membership) Alachua County Crisis Center—Trainer Spiritual and Religious Values—Committee Florida Mental Health Counseling Association—Research committee TRIO—Director Chi Sigma Iota Beta Chapter—Multiple committees Association for Assessment & Research in Counseling (AARC)—Multiple committees FACES –Social Media Committee Chair American Society on Aging—LAIN council member Conference Presentations Total number of conference presentations: 44 Conference presented at: 13th Annual Conference of the Social Sciences (UF) 13th International Interdisciplinary Conference on Clinical Supervision, Garden City, NY 2018 AHC National Conference 2018 Traumatology Symposium in Orlando, Florida 2nd International Aging & Geriatric Conference in San Diego, CA 3rd Annual Gender and Sexual Diversity Conference, Stetson University, Deland, FL ACA Illuminate Conference, Grand Hyatt Hotel, Washington, DC American College Counseling Association, Charlotte, North Carolina American Counseling Association annual conference in Atlanta, Georgia American Counseling Association Illuminate Washington, D.C. American Mental Health Counselors Association in Orlando, Florida American Society of Aging in Chicago, IL Association for Adult Development and Aging Conference, New York, NY Association for Counselor Education & Supervision (ACES) Conference in Chicago, IL Association for Counselor Education and Supervision annual conference in Chicago, Florida Association for Humanistic Counseling Conference in St. Petersburg, Florida Association for Specialists in Group Work (ASGW) Biannual Conference Florida Counseling Association convention in Orlando, Florida Florida Society for the Social Sciences (F3S) 12th Annual Conference, University of Florida, Gainesville, FL International Association of Marriage and Family Counselors in New Orleans, LA Social Justice Summit, University of Florida, Gainesville, FL Stronger Than Stigma chapter at the University of Florida, Gainesville, FL University of Florida 3rd Annual College of Education Research Symposium, Gainesville, FL University of Florida Diversity Symposium. Gainesville, FL University of Florida National Alliance on Mental Illness, Gainesville, FL. University of Florida’s 2018 COE Research Symposium in Gainesville, Florida Honors and Awards

43

Holmes Scholar 2017 FCA Member of the Year 2017 Award 2017 UF College of Education Outstanding Doctoral Student Award 2017 UF Alec Courtelis Award Outstanding Graduate Professional Practice Award 2018 Ten Years of PACE Service Award 2018 Evelyn L. Wenzel Memorial Scholarship 2018 CSI Beta Chapter Outstanding Doctoral Student 2018 J. Ed and Betty B. Price Scholarship

GRADUATE EXIT SURVEYS Mental Health Counseling Program Exit Survey Data Summer 2017 – Spring 2018 N= 18

Q3.1 Use the following 4 point scale to rate your level of satisfaction for each of the following aspects of your program. Mark NA if the prompt does not apply to your program.

Question Highly Dissatisfie

d

Dissatisfied Satisfied Highly

Satisfied N/A

1. The overall quality of my counselor education program 61% (11) 39% (7)

2. Feedback and guidance provided by College of Education instructors related to program and career advising

17% (3) 61% (11) 22% (4)

3. Opportunities provided to counsel/teach/interact with student/clients of diverse backgrounds and abilities

17% (3) 50% (9) 33.5% (6)

4. Opportunities provided during my internship to practice and demonstrate newly learned skills

5% (1) 33.5% (6) 61.5% (11)

5. Quality of feedback provided during my internship from my site host

61% (11) 39% (7)

6. Quality of feedback provided during my internship from my individual supervisor

5% (1) 39% (7) 50% (9) 5% (1)

7. Quality of feedback provided during my internship from my group supervisor

11% (2) 50% (9) 39% (7)

8. Availability of current technologies in College of Education classrooms

11% (2) 17% (3) 56% (10) 11% (2) 5% (1)

44

9. Availability of current UF library/Internet resources for counselors

5.5% (1) 61% (11) 33.5% (6)

10. Availability of classes to complete my program in a timely manner

17% (3) 50% (9) 33% (6)

Q4.2 Upon completion of this program I feel prepared to… Question Strongly

Disagree Disagree Agree Strongly Agree

1. Employ a variety of counseling strategies to assist clients in achieving their goals

5.5% (1) 61% (11) 33.5% (6)

2. Improve my practice through personal goal setting and reflection 55.5%

(10) 44.5% (8)

3. Behave ethically and conduct myself professionally in the field 55.5%

(10) 44.5% (8)

4. Establish counseling environments characterized by equity, mutual respect, and democratic values that include and engage all clients

33.5% (6) 66.5% (12)

5. Design counseling interventions that meet clients' diverse needs and backgrounds

5% (1) 22.5% (4) 44.5% (8) 28% (5)

6. Work collaboratively and cooperatively with colleagues 44.5% (8) 55.5% (10)

Q4.3 I now have the ability to work with clients/families from diverse background (including

race, ethnicity, gender, socio-economic status, language, and special needs) by… Question Strongly


1. Using a variety of counseling techniques based on the needs of clients 5% (1) 5% (1) 33.5% (6) 55.5% (10)

2. Using a variety of strategies to accommodate all client 5% (1) 11% (2) 33% (6) 50% (9)

3. Selecting models or techniques appropriate to improve service delivery 5.5% (1) 5.5% (1) 39 % (7) 50% (9)

Q4.4 I feel prepared to base my practice on…

45

Question Strongly Disagree Disagree Agree Strongly

Agree 1. Established ethical principles of the profession 72% (13) 28% (5)

2. Research-based practices 17% (3) 61% (11) 22% (4)

Q5.2 As a graduate of this University of Florida program in Mental Health Counseling, I am prepared to…


Agree No

Response 1. Use diagnosis, treatment, and prevention of mental disorders to initiate, maintain, and terminate counseling

17% (3) 17% (3) 66% (12)

2. Promote wellness and mental health through prevention, education, and advocacy

17% (3) 17% (3) 66% (12)

3. Apply multicultural competencies to individual, couple, family, and group modalities

28.5% (5) 5.5% (1) 66% (12)

4. Apply current record-keeping standards 5.5% (1) 17% (3) 11.5% (2) 66% (12)

5. Demonstrate the ability to use procedures for assessing suicide risk

5.5% (1) 11.5% (2) 17% (3) 66% (12)

6. Use assessment models and procedures for evaluating family functioning with awareness of cultural bias

5.5% (1) 28.5% (5) 66% (12)

7. Demonstrate the ability to modify practices to make them culturally appropriate for diverse groups

33.5% (6) 66.5% (12)

8. Apply relevant research to inform the practice of appropriate program management

11.5% (2) 17% (3) 5.5% (1) 66% (12)

9. Develop measurable outcomes for counseling programs, interventions, and treatments

11.5% (2) 17% (3) 5.5% (1) 66% (12)

10. Use a variety of types of data to guide and evaluate counseling programs and interventions

11.5% (2) 11.5% (2) 11% (2) 66% (12)

46

Marriage and Family Counseling Program Exit Survey Data Fall 2017 – Spring 2018 N = 9

Q3.1 Use the following 4-point scale to rate your level of satisfaction for each of the following

aspects of your program. Mark N/A if the prompt does not apply to you or your program. Question Highly

Dissatisfied

Dissatisfied

Satisfied Highly Satisfied

N/A No Respons

e 1. The overall quality of my counselor education program 55% (5) 45% (4)


11% (1) 22.5% (2) 44% (4) 22.5% (2)


12% (1) 66.% (6) 22.% (2)


55% (5) 33% (3) 12% (1)


22% (2) 45%(4) 33% (3)


12% (1) 66% (6) 22% (2)


55% (5) 45% (4)


12% (1) 33% (3) 33% (3) 22% (2)


22% (2) 55% (5) 11% (1) 12% (1)

47


55% (5) 44% (4)

Q4.2 Upon completion of this program I feel prepared to…

Question Strongly Disagree

Disagree Agree Strongly Agree

No Response

1. Employ a variety of counseling strategies to assist clients in achieving their goals

66.5%

(6) 33.5%

(3)

2. Improve my practice through personal goal setting and reflection

45% (4) 55% (5)

3. Behave ethically and conduct myself professionally in the field

12% (1) 88% (8)

4. Establish counseling environments characterized by equity, mutual respect, and democratic values that include and engage all clients

12% (1) 88% (8)

5. Design counseling interventions that meet clients' diverse needs and backgrounds

77.5%

(7) 22.5%

(2)

6. Work collaboratively and cooperatively with colleagues

22.5% (2)

77.5% (7)

Q4.3 I now have the ability to work with clients/families from diverse background (including race, ethnicity, gender, socio-economic status, language, and special needs) by… Question Strongly

Disagree Disagree Agree Strongly

Agree No

Response 1. Using a variety of counseling techniques based on the needs of clients

77.5%

(7) 22.5%

(2)

2. Using a variety of strategies to accommodate all client

77.5% (7)

22.5% (2)

48

3. Selecting models or techniques appropriate to improve service delivery

77.5% (7)

22.5% (2)

Q4.4 I feel prepared to base my practice on… Question Strongly


Agree No

Response 1. Established ethical principles of the profession

12% (1) 88% (8)

2. Research-based practices 44.5% (4) 55% (5)

Q6.2 As a graduate of this University of Florida program in Marriage and Family Counseling, I

am prepared to… Question Strongly


Agree No Response

1. Utilize wellness approaches with individuals, couples, and families

55% (5) 45% (4)

2. Use systems theory to conceptualize issues in marriage, couple, and family counseling

66.5% (6) 33.5% (3)

3. Use systems theories to implement treatment, planning, and intervention strategies

55% (5) 5% (4)

4. Provide developmentally appropriate and culturally responsive group interventions

12% (1) 55% (5) 33% (3)

5. Demonstrate the ability to use procedures for assessing suicide risk

77.5% (7) 22.5%

(2)

6. Use assessment models and procedures for evaluating family functioning

12% (1) 66% (6) 22% (2)

7. Demonstrate the ability to modify practices to make them culturally appropriate for diverse groups

12% (1) 55% (5) 33% (3)

49

8. Apply relevant research to inform the practice of appropriate program management

12% (1) 66% (6) 22% (2)

9. Develop measurable outcomes for counseling programs, interventions, and treatments

88% (8) 12% (1)

10. Use a variety of types of data to guide and evaluate counseling programs and interventions

12% (1) 66% (6) 12% (1)

School Counseling Program Exit Survey Data Summer 17, Fall 17, Spring 18 N= 11

Q3.1 Use the following 4 point scale to rate your level of satisfaction for each of the following aspects of your program. Mark NA if the prompt does not apply to your program.

Question Highly Dissatisfied

Dissatisfied Satisfied Highly

Satisfied N/A

1. The overall quality of my counselor education program 0 0 37% (4) 63% (7) 0


0 0 46% (5) 54% (6) 0


0 0 10%(1) 90% (10) 0


0 0 19% (2) 81% (9) 0


0 0 37% (4) 63% (7) 0


0 0 19% (2) 81% (9) 0


0 0 19% (2) 81% (9) 0

50


0 10% (1) 53% (6) 37% (4) 0


0 10%(1) 37% (4) 53% (6) 0


10%(1) 0 37% (4) 53% (2) 0

Q7.2-1. Foundations. Upon completion of this program I feel prepared to… Question Strongly


No Response

1. Demonstrate the ability to apply and adhere to ethical and legal standards in school counseling.

0 0 0 19% (2)

81% (9)

2. Demonstrate the ability to articulate, model, and advocate for an appropriate school counselor identity and program.

0 0 10% (1) 9% (1)

81% (9)

Q7.6-2. Counseling. Upon Completion of this program, I fee prepared to….


Agree No

Response 2.1. Demonstrate self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms.

0 0 0 19%(2)

81% (9)

2.2. Provide Individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students.

0 0 0 19% (2)

81% (9)

2.3 Design and implement prevention and intervention plans related to the effects of (a) atypical growth and developments, (b) health and

0 0 9.5% (1) 9.5%(1)

81% (9)

51

wellness, (c) language, (d) ability level, (e ) multicultural issues, and (f) factors of resiliency on student learning and development. 2.4 Demonstrate the ability to use procedures for assessing and managing suicide risk. 0 0 9.5% (1) 9.5% (1)

81% (9)

Q7.10 – 3. Diversity/Advocacy. Upon completion of this program, I feel prepared to… Question Strongly


No Response

3.1 Demonstrate multicultural competencies in relation s to diversity, equity, and opportunity in student learning and development.

0 0 9.5% (1) 9.5% (1)

81% (9)

3.2 Advocate for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students.

0 0 0 19% (2)

81% (9)

3.3 Advocate for the school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations.

0 0 0 19%(2)

81% (9)

3.4. Engage parents, guardians, and families to promote the academic, career, and personal/social development of students.

0 0 0 19% (2)

81% (9)

Q7.14 -4. Assessment. Upon completion of this program, I feel prepared to… Question Strongly


No Response

4.1 Assess and interpret students’ strengths and needs, recognizing uniqueness in

0 0 9.5% (1) 9.5% (1)

81% (9)

52

cultures, languages, values, backgrounds, and abilities.

4.2 Select appropriate assessment strategies that can be used to evaluate a student’s academic, career, and personal/social development.

0 0 9.5% (1) 9.5% (1)

81% (9)

4.3 Analyze assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs.

0 0 9.5% (1) 9.5% (1)

81% (9)

4.4 Make appropriate referrals to school and or community resources. 0 0 0 19% (2)

81% (9)

4.5 Assess barriers that impede students’ academic, career, and personal/social development.

0 0 9.5% (1) 9.5% (1)

81% (9)

Q7.18 – 5 Research/Evaluation. Upon completion of this program, I feel prepared to… Question Strongly


No Response

5.1 Apply relevant research findings to inform the practice of school counseling.

0 0 0 19% (2)

81% (9)

5.2 Develop measurable outcomes for school counseling programs, activities, interventions, and experiences.

0 0 9.5% (1) 9.5% (1)

81% (9)

5.3 Analyze and uses data to enhance school counseling programs.

0 0 0 19% (2)

81% (9)

Q7.22 – 6 Academic Development. Upon completion of this program, I feel prepared to… Question Strongly


No Response

6.1 Conduct programs designed to enhance student academic development

0 0 9.5% (1) 9.5% (1)

81% (9)

53

6.2 Implement strategies and activities to prepare students for a full range of postsecondary options and opportunities.

0 0 9.5% (1) 9.5% (1)

81% (9)

6.3 Draw on subject matter and pedagogical content knowledge and skills to promote student achievement.

0 0 9.5% (1) 9.5% (1)

81% (9)

Q7.26 – 7 Collaboration/Consultation. Upon completion of this program, I feel prepared… Question Strongly


No Response

7.1 Works with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school.

0 0 0 10% (1)

90% (10)

7.2 Locates resources in the community that can be used in the school to improve student achievement and success.

0 0 0 10% (1)

90% (10)

7.3 Consults with teachers, staff, and community-based organizations to promote student academic, career, and personal/social development.

0 0 0 10% (1)

90% (10)

7.4 Uses peer helping strategies in the school counseling program. 0 10%(1) 0 0

90% (10)

7.5 Uses referral procedures with helping agents in the community (e.g. mental health centers, businesses, service groups) to secure assistance for students and their families.

0 0 0 10% (1)

90% (10)

Q7.30 -8. Leadership. Upon completion of this program, I feel prepared… Question Strongly


No Response

8.1 participate in the design, implantation, management, and evaluation of a comprehensive developmental school counseling program.

0 0 10% (1) 0

90% (10)

54

8.2 Plan and present school-counseling-related educational programs for use with parents and teachers (e.g. parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers).

0 0 10% (1) 0

90% (10)

Counseling and Counselor Education Doctoral Program Exit Survey Data Spring 17 N= 3

Q3.1 - Part I. Faculty and Resources. Use the following 4-point scale to rate your level of satisfaction for each of the following aspects of your program. Mark not applicable (N/A) if the prompt does not apply to you or your program.

Highly Dissatisfied

Dissatisfied Satisfied Highly Satisfied

N/A

The overall quality of my counselor education program

0 0 0 3 0

Feedback and guidance provided by College of Education instructors related to program and career advising

0 0 2 1 0

Opportunities provided to counsel/teach/interact with student/clients of diverse backgrounds and abilities

0 0 1 2 0

Opportunities provided during my internship to practice and demonstrate newly learned skills

0 0 1 2 0

Quality of feedback provided during my internship from my site host

0 1 1 1 0

55

Quality of feedback provided during my internship from my individual supervisor

0 1 0 2 0

Quality of feedback provided during my internship from my group supervisor

0 0 1 1 1

Availability of current technologies in College of Education classrooms

0 1 1 1 0

Availability of current UF library/Internet resources for counselors

0 0 1 2 0

Availability of classes to complete my program in a timely manner.

0 1 0 2 0

FOLLOW UP DATA Alumni Survey Data In Spring 2018, alumni surveys were distributed to all alumni in the database to obtain a prospective of the program across time. Beginning in the Spring 2019, a survey of alumni will be conducted every academic year that will encompass graduates from the past three years.

Age of Alumni Range 21-71+ Mean 35.5 Frequency 31-40 Total Responses 213

Selected Gender Male 51 Female 160 Other 1 Total Responses 212

Selected Race/Ethnicity White/Caucasian 162 Hispanic 22 Black/Non-Hispanic 14 Asian/ Pacific Islander 8

56

Are you currently licensed or certified? (check all that apply) - Selected Choice LMFT 7 LMHC, LPC 47 School Certification 46 None 48 Other 27

Mixed Racial 4 Other 2 Comment on Other Greek, Caucasian not equal to white Total Responses 213

Program area/major from which you graduated: (check all that apply) Counseling and Counselor Education (doctoral program)

24

Marriage, Couples, and Family Counseling 24 Marriage, Couples, and Family Counseling Mental Health Counseling

4

Marriage, Couples, and Family Counseling Mental Health Counseling, Counseling and Counselor Education (doctoral program)

9

Mental Health Counseling 69 Mental Health Counseling Counseling and Counselor Education (doctoral program)

2

Mental Health Counseling School Counseling

69

Mental Health Counseling School Counseling Counseling and Counselor Education (doctoral program)

4

School Counseling 49 School Counseling Counseling and Counselor Education (doctoral program)

5

Total Responses 213

57

LMHC, LPC LMFT

8

LMHC, LPC LMFT School Certification

1

LMHC, LPC School Certification

8

LMFT Other

2

LMHC, LPC Other

12

LMHC, LPC School Certification Other

1

None Other

1

School Certification Other

5

Descriptive Text of Other: ASC, Administrator/Supervisor, Associate License, BCBA, CCC, NCC, Certified NBCC, Chiropractic Physician, In Progress for Licensure, DCMHC, Equine Assisted Psychotherapy, Retired, LAPC, Licensed Attorney, Licensed Clinical Social Worker, LPCA, Nurse Practitioner, CCMHC, NCSC, PPS, PSY, Psychologist, Pupil Personal Services, Registered Play Therapist, Vice President of Student Affairs

Total Responses 214 Are you a Nationally Certified Counselor or Nationally Certified School Counselor through the National Board for Certified Counselors? (Select all that apply) NCC 61 NCC and NCSC 4 NCSC 2 Neither 141

In what state are you currently licensed or school certified? AL 3 GA 10 NC 9 TX 3 NA or Retired 8 AZ 1 KY 2 NY 4 UT 1 Total Responses 157 CA 3 MD 1 NJ 1 VA 4 CO 1 MA 2 PA 4 WA 1 FL 104 MT 1 TN 2 WY 1

58

Total Responses 208

Are you currently working toward licensure or certification? - Selected Choice LMFT 4 LMHC/LPC 21 LMHC/LPC LMFT

2

LMHC/LPC School Certification

1

School Certification 2 None 145 Other 11 Text Description of Other Retired, Already licensed, Neurology,

Physician’s Assistant Total Responses 191

Have you taken the National

Clinical Mental Health Counseling Examination (NCMHCE)? Yes 7 No 17 Total Responses 24

Have you passed the National Clinical Mental Health Counseling Examination

(NCMHCE)? Yes 7 Total Responses 7

How many times did you take the National Clinical Mental Health Counseling Examination (NCMHCE) before you passed it? - Selected Choice

Once 6 Other 1 Total Responses 7

Have you taken the National Counselor Examination (NCE)? No 112 Yes 97

Have you passed the National Counselor Examination (NCE)? Yes 96

How many times did you take the National Counselor Examination (NCE) before you passed it? - Selected Choice

Once 89 Twice 1 Other 1 Total Responses 209

59

Are you a member of any professional counseling organizations? If yes, please list them. -

Selected Choice Yes 112 No 86 Are you a member of any professional counseling organizations? If yes, please list them. -

Yes - Text AACC, AAMFT, ACA, ACES, EMDRIA, ISST-D, CSI, AMCD, IAMFC, SACES,

ASERVIC, ALGBTIC, CSJ, FCA, TCA, NBCC, FAPT, APT, IAAOC, Imago, VCA, WACES, WCA, ASGW, National Association for Diversity Officers in Higher Education,

CASC, ACCA, AERA, Alabama Counseling Association, ASSOC, Association for Creativity in Counseling, Association for counselor education and supervision, APA, NAADAC,

FCACD, HSCA, VSCA, Cobb School Counselor Association, GSCA, NYSSCA, Association of Independent Psychotherapists, Brevard Association of Independent

Psychotherapists, VAMCD, MR-EB, Employee Assistance Program, Equine Assisted Growth and Learning Association, FL Infant Association, IAEDP, International Association

of Rehabilitation Professionals, LPCANC, NACADA, NACE, NARACES, PA IMH Association, Orange County School Counselor Association, Retired

Do you hold any leadership positions in any professional counseling organizations? If yes, please list them. - Yes - Text

Aces, ASGW President Elect, Awards Chair, Board of Director for Mental Health Coalition of North Central Florida, Credential Application Reviewer NCDA, Education Committee

Standards Compliance Review Board, Past President of Local IARP Chapter, Former Chapter President of NYAMFT, Immediate past president WACES. MR-EB-ACA President-Elect, VAMCD Secretary, IAMFC Emerging Leader, Past national president of AMHCA, PAST

PRESIDENT KY COUNSELORS ASSOC. PAST CHAIR SOUTHERN REGION ACA ETC. Treasurer, Chi Sigma Iota International (Executive Board), Past President FMHCA & AMHCA. AMHCA representative to ACA-GC, Steering Committee, Cross-Cultural Counseling for Education Conference for Research, Action, and Change, Past President Past President VCA, Secretary for the Association of Creativity in Counseling.

Total Responses: 198

In regard to your current employment, what is your Job Title? Academia School Setting

School Setting Clinical Work Clinical Setting Retired

Other Total Responses: 194

What was your initial, post-graduation starting salary?

10,000 – 15,000 9 15,001 – 20,000 18 20,001 – 25,000 8 25,001 -30,000 25

60

30,001 – 35,000 34 35,001 – 40,000 39 40,001 – 45,000 20 45,001 -50,000 7 50,001 – 55,000 6 55,001 -60,000 6 60,001 -65,000 9 65,001 -70,000 3 70,001 + 3 Total Responses 187

What is Your Current Salary?

10,000 – 25,000 18 25,001 -50,000 51 50,001 – 75,000 52 75,001 + 50 Total Responses 171

Please indicate your evaluation of each of the following general aspects of the program: General Aspects

Poor Fair Average Good Excellent

Curriculum 1 4 9 71 103 Academic Knowledge Taught

2 0 12 48 126

Professional Skills

2 2 15 57 112

Field Based Experiences

1 2 19 48 118

Site Varieties 0 4 24 63 97 Site Supervisor

1 5 21 57 103

Campus Supervisor

1 4 24 52 104

Group Supervision

0 4 18 58 101

Instruction Effectiveness

1 1 14 62 108

Faculty Competence

2 2 6 49 127

61

Faculty Availability

1 9 17 52 108

Academic Advisement

2 12 25 50 97

Resources 0 4 24 74 85 In Course Supervision

1 3 26 59 96

Faculty Mentorship

4 6 15 49 113

In Program Evaluations

2 6 36 68 73

Program Duration

0 2 24 73 87

Total Responses

190

Please evaluate your preparation in each of the following areas in the programs: Area Poor Fair Average Good Excellent

Ethics and Legal Issues

1 3 16 47 91

Theories 0 2 12 45 99 Small Group 1 4 18 51 83 Multiculturalism 4 11 23 42 83 Career 2 7 28 53 67 Development 0 3 20 56 78 Assessment 5 6 28 62 57 Consultation 4 8 31 58 56 Crisis Intervention 7 11 24 54 59 Family 1 6 26 55 68 Program Evaluation 6 8 35 58 49 Research/Statistics 2 10 35 48 62 Credentialing 5 4 35 40 71 Prof. Organizations 3 4 38 45 67 Scholarly Examination of Theories

1 0 4 10 35

Methods of Evaluation 1 2 5 21 20 Theories of Supervision

1 1 5 18 24

Clinical Supervision Skills

1 1 4 13 30

62

Supervision Development Opportunities

1 1 5 17 24

Supervisee Development

1 2 5 18 23

Modalities/Technology in Supervision

1 1 15 16 15

Remediation and Gatekeeping

2 3 7 23 13

Supervision Ethics 2 2 5 14 26 Cultural Relevance in Supervision

3 1 8 15 22

Responsibilities in Counselor Ed

1 1 7 13 25

Pedagogy 0 3 9 14 22 Models of Development

2 2 9 19 15

Counselor Edu Evaluation

3 3 7 17 18

Online Approaches 8 5 9 7 8 Gatekeeping in Teaching

3 7 6 16 13

Assessment of Learning

4 3 8 20 12

Cultural Relevance in Teaching

4 3 7 15 18

Quant/Qual Research Designs

0 3 5 14 27

Data Analyses Methods

1 4 6 16 21

Qualitative Design 4 2 5 16 21 Research Question 3 1 5 10 30 Professional Writing 5 0 7 14 23 Conference Proposal Prep

5 1 9 11 21

Grant Funding 10 4 11 13 9 Ethics in Research 4 4 7 11 22 Leadership Theories 3 3 10 11 20 Leadership Development

3 3 13 8 20

Leadership in Counselor Edu

2 5 7 12 21

Accreditation Knowledge

3 7 6 9 23

63

Consultation Leadership

3 5 6 18 15

Advocacy 1 1 8 14 25 Models for Advocacy 1 0 11 20 17 Ethics in Leadership/Advocacy

2 3 8 16 19

Total Responses 160 Employer Survey Data In Spring 2018, employer surveys were distributed to alumni to forward to their employers. A survey of employers is conducted every academic year.

1. What is the title of the graduate's position at your Adjunct Lecturer Owner/Therapist Dean of Students Student Assistant Professor TT

Professional School Counselor

Director Supervisor

Board Certified Behavior Analyst

Professor Education Training Specialist

Supervisor, Guidance Services

Brain Power Coordinator

Research Director Elementary School Counselor

Vice President

Coordinator of Retention Services

School Counselor Human Services Counselor

Total Number of Respondents: 28/48

Counselor Senior Lecturer LPC Creative Director Staff Therapist Owner/Sole Provider

2. How long has the graduate worked at your organization?

Choices Number of Responses 0 – 5 Years 13 5.1 – 10 Years 4 10.1 – 20 Years 10 20.1 + 1 Total Responses 37/48

3. What is their area of specialization? (check all that apply)

Choices Number of Responses Counselor Ed and Supervision 1 Marriage Couple and Family Counseling 6 Mental Health Counseling 9 School Counseling 8 Mental Health Counseling, Counselor Ed, Marriage and Family Counseling

4

Total Responses 28/48

64

4. What degree did the graduate earn from the University of Florida? (check all that apply)

Choices Number of Responses Doctoral 6 Master’s/Education Specialist 20 Masters/Edu Specialist/ Doctoral Degree 2 Total Responses 28/48

In regard to current employment, what is the graduate's Primary Clientele? (check all that apply) - Selected Choice

Choices Number of Responses Adults Couples Families 1 Children and Adolescents 7 College Students 2 College Students and Adults 1 college students, adults, couples, families, Counselor Education Students

7

Children, Family, Adults, Adolescents, Couples, Adolescents

5

Other Community, Teaching, Not practicing Total Responses 26/48

In regard to current employment, what are the graduate's Primary Job Functions?

(check all that apply) - Selected Choice Choices Number of Responses

Consultation 10 Supervision 10 Counselor Training 8 Family Counseling 6 Individual Counseling 13 Consultation 5 Couples Counseling 4 Group Counseling 6 Other 3 Comments on Other: Counselor Advocacy, teaching/training

graphic design Lead on a demonstration site project - coaching and support to our provider community Educating public, developing programs, assisting with grants, strengthening programs, internship program teaching

65

Total Responses 29/48

Please assess the graduate's competency in the following areas: Content Area NA Good Excellent Total

Responses Ethical and legal issues in counseling 3 0 14 17 Theories of counseling 3 2 12 17 Small group dynamics and counseling 4 1 12 17 Large group dynamics and counseling 4 2 11 17 Multicultural counseling 5 1 11 17 Career and lifestyle counseling 7 2 8 17 Human growth and development 5 2 10 17 Assessment and testing 5 3 9 17 Consultation 6 2 9 17 Crisis intervention/counseling 5 1 11 17 Trauma counseling 7 2 8 17 Family involvement/counseling 4 2 10 17 Program evaluation 5 1 11 17 Research and statistics 8 4 5 17 Professional credentialing 7 2 8 17 Professional organizations 7 1 9 17 Diagnosis 5 2 10 17 Case planning/management 5 2 10 17 Individual counseling 5 0 12 17 Child and adolescent counseling 5 1 11 17 Couples/marriage counseling 9 2 6 17 Counseling persons with special needs 8 1 8 17 Addictions/chemical dependence counseling

10 1 6 17

Please assess the graduate's competency in the following areas:

Domain NA Fair Average Good Excellent Total Responses

Counseling 0 0 1 1 4 6 Supervision 1 0 1 0 4 6 Teaching 0 0 1 0 5 6 Research 0 0 1 1 4 6 Leadership 0 0 1 0 5 6

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STUDENT EVALUATION OF PRACTICUM/INTERNSHIP SUPERVISORS AND PLACEMENT SITES Mental Health Counseling Evaluation of University Supervisor Fall 2017-Spring 2018 N = 2 Strongly


Agree The University Supervisor (e.g., Individual Supervisor) developed a productive relationship with my Field-based Supervisor (i.e., Site Host) to support me.

100% (2)

Supervision experiences with my University Supervisor contributed to enhancing my knowledge and skills about providing school/clinical services and improved my performance.

50% (1) 50% (1)

My University Supervisor worked closely with me to identify areas of professional growth as part of my internship experience.

50% (1) 50% (1)

Supervision experiences with my University Supervisor were sufficient IN NUMBER to provide relevant feedback on my performance.

100% (2)

Supervision experiences with my University Supervisor were sufficient IN DEPTH to provide relevant feedback on my performance.

100% (2)

The University Supervisor made me comfortable to bring up issues and concerns encountered during my internship.

50% (1) 50% (1)

The University Supervisor answered my questions and responded to my concerns to my satisfaction.

50% (1) 50% (1)

The University Supervisor evaluated me fairly. 50% (1) 50% (1) How would you rate the University Supervisor? 50% (1) 50% (1)

Evaluation of Field-Based Supervisor Fall 2017-Spring 2018 N = 2 Strongly


Agree The Field-Based Supervisor provided scaffolded support for me to gradually assume responsibility for providing services.

100% (2)

67

The Field-Based Supervisor provided feedback on my assigned responsibilities that helped me improve my performance.

50% (1) 50% (1)

The Field-Based Supervisor made me comfortable to bring up issues and concerns encountered during my internship.

50% (1) 50% (1)

The Field-based Supervisor demonstrated professional practices and expectations consistent with what I learned in the program.

100% (2)

The Field-based Supervisor demonstrated ethical practices consistent with what I learned in the program.

50% (1) 50% (1)

The Field-based Supervisor used technology to enhance service delivery and improve student/client outcomes.

100% (2)

I recommend my program use this Field-Based Supervisor for future interns.

100% (2)

Evaluation of Placement Site Fall 2017-Spring 2018 N = 2 Strongly


Agree The placement provided opportunities to interact with other professionals and gain broader knowledge of the setting.

50% (1) 50% (1)

The placement provided opportunities for me to connect with caregivers/families through communication, conferences, and other events.

50% (1) 50% (1)

The internship site climate was positive and productive.

50% (1) 50% (1)

Technology was readily available to use with students/clients to engage and enhance services and outcomes.

100% (2)

Marriage and Family Counseling Evaluation of University Supervisor Fall 2017 N = 1 Strongly


Agree The University Supervisor (e.g., Individual Supervisor) developed a productive relationship

100% (1)

68

with my Field-based Supervisor (i.e., Site Host) to support me. Supervision experiences with my University Supervisor contributed to enhancing my knowledge and skills about providing school/clinical services and improved my performance.

100% (1)


100% (1)


100% (1)


100% (1)


100% (1)


100% (1)

The University Supervisor evaluated me fairly. 100% (1) How would you rate the University Supervisor? 100% (1)

Evaluation of Field-Based Supervisor Fall 2017 N = 1 Strongly



100% (1)


100% (1)


100% (1)


100% (1)


100% (1)

69


100% (1)


100% (1)

Evaluation of Placement Site Fall 2017 N = 1 Strongly



100% (1)


100% (1)


100% (1)


100% (1)

School Counseling Evaluation of University Supervisor Fall 2017 N = 1 Strongly


Agree The University Supervisor (e.g., Individual Supervisor) developed a productive relationship with my Field-based Supervisor (i.e., Site Host) to support me.

100% (1)

Supervision experiences with my University Supervisor contributed to enhancing my knowledge and skills about providing school/clinical services and improved my performance.

100% (1)


100% (1)


100% (1)

70


100% (1)


100% (1)


100% (1)

The University Supervisor evaluated me fairly. 100% (1) How would you rate the University Supervisor? 100% (1)

Evaluation of Field-Based Supervisor Fall 2017 N = 1 Strongly



100% (1)


100% (1)


100% (1)


100% (1)


100% (1)


100% (1)


100% (1)

Evaluation of Placement Site Fall 2017 N = 1 Strongly



100% (1)

71


100% (1)


100% (1)


100% (1)

RECOMMENDATIONS

Review of Admissions, Demographics, and Graduation data indicates most students progress through the M.Ed.-Ed.S. programs and the doctoral program at expected rates. Enrollment of students in each program has declined by a few students overall in the last few years, but has remained within an expected range, and within the scope of the program’s resources (e.g., faculty-student ratio). Of particular concern, however, is the rate of enrollment in the school counseling program. Increasing enrollment rates in our school counseling program will be a primary focus for 2018-2019 admissions and recruitment. To facilitate recruitment and admissions, program faculty is planning an Open House event for the fall of 2018. This open house event is intended to acquaint prospective students to the program and to recruit a strong and diverse pool of admissions candidates. Regarding time to degree, a cohort model was developed for all programs and initiated in 2017-2018. The integration of the cohort model to the doctoral cohort involved revised/added doctoral courses (e.g., adding a second supervision course, modifying the counselor education internship course to have two distinct counselor education internship courses, adding an applied research course). With one full year of the cohort model now behind us for both the master’s/educational specialist and doctoral programs, we anticipate improved time to degree for students in all program areas. At the Ed.S. level, our cohort model is designed to have students complete in 2.5 years. Our doctoral program is designed to be completed in three years. The revised/added doctoral courses (e.g., adding a second supervision course, modifying the counselor education internship course to have two distinct counselor education internship courses, adding an applied research course).

Findings of our recent program surveys show moderate to high levels of satisfaction with the program, with some clear areas for improvement (e.g., better technology, improved advising, and increased emphasis on counseling diverse clients). During a time of program transition (e.g., new cohort model), students have reported a need for increased communication about program expectations and activities. Over this past year, faculty have made substantial efforts to create a climate of support and adequate advising and instructional resources. Frequent track advising meetings are held and planned for the upcoming year. In addition, faculty have offered multiple community-meeting events to disseminate information to students, address their concerns, and discuss program improvement efforts. Throughout this past year, we have put an advising structure in place to improve students’ satisfaction. For the next school year, we have planned increased advising

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meeting, community meetings, frequent news and information dissemination through the program listserv, improved website management, and many other structural improvements to the communication between faculty and students.

Student outcome data, including exam results and student performance evaluations

indicate that students are progressing well through counselor preparation and are well prepared for counseling roles at graduation.

Clinical data continues to show an adequate to high level of quality of field-based

clinical preparation of CED students at the entry-level and doctoral level. Program improvements for this year include increasing university to site communication and site host involvement. In the 2017-2018 academic year, two separate site host information events were held. In addition, we are in process of vetting several new clinical sites. Response rates are lower on the evaluation of supervisors’ ratings. For the upcoming year, students will be asked to complete these ratings as part of their practicum and internship paperwork at the end of term. We are also working to bring most of our P&I documentation online (e.g., counseling logs on LiveText).

Efforts also are on-going to recruit a diverse faculty. We anticipate hiring 2-3 new faculty

during the next year. For fall 2018, we were able to hire one new tenure-track faculty member and two clinical faculty (on a one-year appointment) to facilitate the instructional delivery of the program.

University of Florida Counselor Education Program Assessment … · 2018-11-20 · University of...

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