Student Learning Outcomes/Biannual
Review Process Manual
Master’s Programs in Professional Counseling
Updated: Summer 2017
Student Learning Outcomes/Biannual Review Procedures
Students are required to complete a biannual review as a component of a comprehensive
evaluation process to assess student outcomes across three domains - knowledge, skills, and
professional practice. The documents for the biannual review are required to be completed
throughout the academic program beginning at new student orientation and ending at graduation.
Instructions and/or rubrics for each of its required components are provided in this manual.
NOTE: The Professional Practice Forms are required EACH SEMESTER that the student is
enrolled in APCE 612, 619, 614 or 691/2.
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Student progress and learning outcomes will also be evaluated based on grades, CPCE, and
assignments completed in 602/650 (Wellness/Self-care Plan), 657 (Personal Values
Assessment), and 673 (Psychosocial Assessment and Assessment Reflection Paper).
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The following several pages provide an outline of the SLO/Biannual Review components that
are required for submission per semester according to one’s year in their program.
FIRST YEAR
FALL SEMESTER
Due Date: As announced by the Professional Counseling Programs Coordinator
1. Biannual Review Cover Page (in Qualtrics)
2. Faculty Assessment Forms
These forms will be distributed in class by faculty. Students will complete the top portion
of the form (name, course information, advisor information, etc.). This form will be
returned to the instructor and subsequently completed and turned into the PC Program
administrative assistant, who will include each one in the respective student’s biannual
student review file.
*Students enrolled in SRM 600 or PSY 530 need to give a Faculty Assessment Form to
the instructor to complete and return to your advisor.
3. Student Learning Outcomes
Students are required to complete the Student Learning Outcome (SLO) measures,
which are presented in two parts.
A. Part One:
(a) The Wellness Plan (250 – 500 words) requires the student to develop a
plan for personal wellness outlining ways the student plans to engage in self-
care. Instructions for completing the Wellness Plan are provided in APCE
602 (Orientation to School Counseling) and/or APCE 650 (Orientation to
Clinical Counseling).
(b) The Counseling Profession Essay (200 words or less) requires students to
present a description of the counseling profession as compared and
contrasted to related fields (e.g., psychology or social work).
B. Part Two: A series of quizzes intended to measure learning in various
required courses. Students will be required to take the quizzes pertaining to
the courses they took during that Fall semester, and if applicable, the recent
Summer semester as well. Courses covered in SLO Part Two are APCE 558,
APCE 602, APCE 603, APCE 608, APCE 623, APCE 650, APCE 657, APCE
661, APCE 665, and APCE 673.
SPRING SEMESTER
Due Date: As announced by the Professional Counseling Programs Coordinator
1. Biannual Review Cover Page (in Qualtrics)
2. Faculty Assessment Forms
These forms will be distributed in class by faculty. Students will complete the top portion
of the form (name, course information, advisor information, etc.). This form will be
returned to the instructor and subsequently completed and turned into the PC Program
administrative assistant, who will include each one in the respective student’s biannual
student review file.
*Students enrolled in SRM 600 or PSY 530 need to give a Faculty Assessment Form to
the instructor to complete and return to your advisor.
3. Student Learning Outcomes
Students are required to complete the Student Learning Outcome (SLO) measures,
which are presented in two parts.
A. Part One:
(a) The Updated Wellness Plan (250 – 500 words) requires the student to
update their Fall plan for personal wellness outlining ways the student plans
to engage in self-care.
(b) The Professional Development Questions (500-700 words) will require
students to answer prompts pertaining to their plan for professional
development.
(c) The Advocacy Statement requires students to write an advocacy statement
that is comprised of two parts. Each student must (1) describe (in 50 words
or less) an example of how they have engaged in advocacy and (2) describe
(in 50 words or less) how they see their role as an advocate.
(d) Professional Practice Form rubric scores (applicable only to students
enrolled in Practicum I, Practicum II, or Internship).
B. Part Two: A series of quizzes intended to measure learning in various
required courses. Students will be required to take the quizzes pertaining to
the courses they took during that Spring semester. Courses covered in SLO
Part Two are APCE 558, APCE 602, APCE 603, APCE 608, APCE 623, APCE
650, APCE 657, APCE 661, APCE 665, and APCE 673.
SECOND YEAR
FALL SEMESTER
Due Date: As announced by the Professional Counseling Programs Coordinator
1. Biannual Review Cover Page (in Qualtrics)
2. Faculty Assessment Forms
These forms will be distributed in class by faculty. Students will complete the top portion
of the form (name, course information, advisor information, etc.). This form will be
returned to the instructor and subsequently completed and turned into the PC Program
administrative assistant, who will include each one in the respective student’s biannual
student review file.
*Students enrolled in SRM 600 or PSY 530 need to give a Faculty Assessment Form to
the instructor to complete and return to your advisor.
3. Student Learning Outcomes
Students are required to complete the Student Learning Outcome (SLO) measures,
which are presented in two parts.
A. Part One:
(a) The Updated Wellness Plan (250 – 500 words) requires the student to
update their previous plan for personal wellness outlining ways the student
plans to engage in self-care.
(b) The Research Integration Statement (100 words or less) requires students
to provide examples of how they will integrate research and evaluation into
their professional practice.
(c) Professional Practice Form rubric scores (applicable only to students
enrolled in Practicum I, Practicum II, or Internship).
B. Part Two: A series of quizzes intended to measure learning in various
required courses. Students will be required to take the quizzes pertaining to
the courses they took during that Fall semester, and if applicable, the recent
Summer semester as well. Courses covered in SLO Part Two are APCE 558,
APCE 602, APCE 603, APCE 608, APCE 623, APCE 650, APCE 657, APCE
661, APCE 665, and APCE 673.
SPRING SEMESTER
Due Date: As announced by the Professional Counseling Programs Coordinator
1. Biannual Review Cover Page (in Qualtrics)
2. Faculty Assessment Forms
These forms will be distributed in class by faculty. Students will complete the top portion
of the form (name, course information, advisor information, etc.). This form will be
returned to the instructor and subsequently completed and turned into the PC Program
administrative assistant, who will include each one in the respective student’s biannual
student review file.
*Students enrolled in SRM 600 or PSY 530 need to give a Faculty Assessment Form to
the instructor to complete and return to your advisor.
3. Student Learning Outcomes
Students are required to complete the Student Learning Outcome (SLO) measures,
which are presented in two parts.
A. Part One:
(a) The Updated Wellness Plan (250 – 500 words) requires the student to
update their previous plan for personal wellness outlining ways the student
plans to engage in self-care.
(b) The Professional Development Questions (500 – 700 words) will require
students to answer prompts pertaining to their plan for professional
development.
(c) Professional Practice Form rubric scores (applicable only to students
enrolled in Practicum I, Practicum II, or Internship).
B. Part Two: A series of quizzes intended to measure learning in various
required courses. Students will be required to take the quizzes pertaining to
the courses they took during that Spring semester. Courses covered in SLO
Part Two are APCE 558, APCE 602, APCE 603, APCE 608, APCE 623, APCE
650, APCE 657, APCE 661, APCE 665, and APCE 673.
THIRD YEAR (and subsequent years)
FALL SEMESTER
Due Date: As announced by the Professional Counseling Programs Coordinator
1. Biannual Review Cover Page (in Qualtrics)
2. Faculty Assessment Forms
These forms will be distributed in class by faculty. Students will complete the top portion
of the form (name, course information, advisor information, etc.). This form will be
returned to the instructor and subsequently completed and turned into the PC Program
administrative assistant, who will include each one in the respective student’s biannual
student review file.
*Students enrolled in SRM 600 or PSY 530 need to give a Faculty Assessment Form to
the instructor to complete and return to your advisor.
3. Student Learning Outcomes
Students are required to complete the Student Learning Outcome (SLO) measures,
which are presented in two parts.
A. Part One: Professional Practice Form rubric scores (applicable only to
students enrolled in Practicum I, Practicum II, or Internship). No other essay
questions required.
B. Part Two: A series of quizzes intended to measure learning in various
required courses. Students will be required to take the quizzes pertaining to
the courses they took during the Spring semester. Courses covered in SLO
Part Two are APCE 558, APCE 602, APCE 603, APCE 608, APCE 623, APCE
650, APCE 657, APCE 661, APCE 665, and APCE 673.
SPRING SEMESTER
Due Date: As announced by the Professional Counseling Programs Coordinator
1. Biannual Review Cover Page (in Qualtrics)
2. Faculty Assessment Forms
These forms will be distributed in class by faculty. Students will complete the top portion
of the form (name, course information, advisor information, etc.). This form will be
returned to the instructor and subsequently completed and turned into the PC Program
administrative assistant, who will include each one in the respective student’s biannual
student review file.
*Students enrolled in SRM 600 or PSY 530 need to give a Faculty Assessment Form to
the instructor to complete and return to your advisor.
3. Student Learning Outcomes
Students are required to complete the Student Learning Outcome (SLO) measures,
which are presented in two parts.
A. Part One: Professional Practice Form rubric scores (applicable only to
students enrolled in Practicum I, Practicum II, or Internship). No other essay
questions required.
B. Part Two: A series of quizzes intended to measure learning in various
required courses. Students will be required to take the quizzes pertaining to
the courses they took during the Spring semester. Courses covered in SLO
Part Two are APCE 558, APCE 602, APCE 603, APCE 608, APCE 623, APCE
650, APCE 657, APCE 661, APCE 665, and APCE 673.
Faculty Assessment Form
Master’s Programs in Professional Counseling Faculty Assessment Form
Instructor: Please complete the following form for each student enrolled in your course and
return the form to the Professional Counseling Programs Administrative Assistant. This form is
due on the date that grades are due for the academic semester.
Program: Clinical Mental Health Counseling
Marriage, Couples, and Family Counseling/Therapy
School Counseling
Name of Student: Date:
Student Academic Advisor:
Name of Evaluator: Course(s):
N
/A
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Academic Ability
Written Expression
Verbal Expression
Flexibility
Initiative & Motivation
Commitment to Professional Development
Maturity
Ability to Accept Personal Responsibility
Interpersonal Skills
Professionalism
Openness & Ability to Utilize Feedback
Self-Awareness
Openness to New Ideas
Ability to Manage Personal Stress
Attention to Legal & Ethical Considerations
Clinical Skills
Emotional Regulation
This student should be:
Encouraged to continue in the program
Reviewed after another semester
Offered remedial assistance
Discouraged from continuing in the program
I do not know the student well enough to make a recommendation at this time.
Please include any additional comments on the reverse side of this form.
Professional Development Questions
Master’s Programs in Professional Counseling
PROFESSIONAL DEVELOPMENT QUESTIONS
Please complete the following form, and respond to the following questions in an attached
narrative. Please be prepared to copy and paste your narrative into Qualtrics (SLO Part I).
Program: Clinical Mental Health Counseling
Marriage, Couples, and Family Counseling/Therapy
School Counseling
Name: Date:
Advisor:
BEAR #: Address:
Phone:
ACA/ASCA Membership Number:
Member Since (i.e., year joined):
Personal/Professional Development Questions (Maximum of two typed pages total)
1. List all professional memberships (e.g., local, state, regional, national, CSI, etc.).
2. List professional development activities in which you have participated during the past year
(e.g., conference attendance, presentations and publications, community service, etc.).
3. List the professional development activities you plan to engage in during the next year.
4. Describe three (3) significant areas in which you have grown personally and professionally
this academic year.
5. Identify three (3) of your strengths as a future counselor.
6. Identify and describe three (3) areas you need to develop during the next year.
Professional Practice Evaluation Materials
Master’s Programs in Professional Counseling
SELF-SUPERVISION FORM
(To Be Completed During Practicum I, Practicum II, Family Practicum, and Internship)
Name: Date:
Number of Sessions: Supervisor:
Please use this form to assess your counseling skills each week. You should complete this form
while watching your session tapes and bring it to supervision each week. You must complete this
form on at least one client for three sessions and submit to your instructor as part of your
evaluation materials.
Identify Examples of Culturally Appropriate Attending Skills: (Include eye contact, posture, tone
of voice, amount of movement in session, mirroring, facial expressions, or bodily expression)
Identify Examples of Empathy & Influencing Skills: (Include paraphrasing, reflection of feeling or
meaning, summarization, clarifying and perception checking, pacing, focusing, staying with affect, counselor self
disclosure, immediacy, or confrontation)
Identify & Evaluate Any Specific Techniques Used:
Identify Your Areas of Strength (Identify a minimum of 2)
Identify Your Growth Areas (Identify a minimum of 2)
Master’s Programs in Professional Counseling
TREATMENT PLAN AND CASE CONCEPTUALIZATION
CMHC and MCFC/T Version
(To Be Completed During Practicum I, Practicum II/Family Practicum, and Internship)
Completion of this form: Use accompanying rubric to understand expectations of each
section in this form and use this rubric as a guideline for appropriate completion of this
form. Your instructor may have specific information they request in each section.
Name: Date:
Course Enrolled: Supervisor:
Client Pseudonym: Age:
Introduction:
Presenting Concern:
Background Information:
Client Strengths:
Hypotheses:
Counselor Observations (e.g., Larger System & Developmental Perspective):
Assessment Information (if applicable):
DSM 5 Diagnosis:
Prognosis:
Interventions:
Case Conceptualization & Treatment Plan Scoring Rubric (CMHC & MCFC/T version) (To Be Completed During Practicum I, Practicum II/Family Practicum, and Internship)
Counselor-in-Training: Date:
Evaluator: Course Enrolled:
Rating Scale: 5 = Exceptional (skills and understanding significantly beyond counselor developmental level) 4 = Outstanding (strong mastery of skills and thorough understanding of concepts 3 = Mastered Basic Skills (understanding of skills/competence evident) 2 = Developing (minor conceptual errors; in process of developing) 1 = Deficits (deficits in knowledge/skills; significant remediation needed)
5 4 3 2 1 N/A
Introduction Provides a clear, thorough introduction
to the client that provides information
regarding client diversity. Descriptions
set the context for problem understanding.
Provides a clear introduction to the client that provides some information regarding client
diversity. Descriptions are useful for problem
understanding.
Provides basic identifying
information about the client and some
information regarding diversity. Descriptions
lack sufficient detail for problem
understanding.
Provides basic information about the client; however, there
is insufficient detail regarding client
diversity.
Missing, incorrect, or significant problems in
describing the client and diversity.
Presenting Concern
Provides a clear, comprehensive, and
accurate description of the client’s presenting
concerns. This includes a description of the
client’s concern using language.
Provides a clear description of the client’s presenting
concerns using unbiased language.
Provides a clear description of the clients presenting
concerns; however, this description lacks sufficient description.
The description of the client’s presenting concerns contains minor conceptual
problems and lacks clarity. Some use of
biased language.
The description of the client’s presenting concerns is lacking
detail, inaccurate, or contains biased
language.
5 4 3 2 1 N/A
Background Information
Provides a clear and comprehensive
summary of recent and past events related to
presenting concerns that provides insight into the client conceptualization.
Provides a detailed summary of recent and
past events that provides a thoughtful conceptualization of client’s presenting
concerns.
Provides a clear summary of recent and past events; however,
this summary lacks sufficient information and connection to the
client’s presenting concerns.
The summary provides minimal or insufficient
background information and lacks a clear connection to
conceptualization.
The summary does not contain significant
information and did not identify significant
events related to conceptualization.
Client Strengths A comprehensive overview of individual, relational, and spiritual
strengths, resources and resiliency that have clinical relevance.
A detailed description that highlights
individual, relational, and spiritual strengths
and resources.
A clear description of individual, relational,
and spiritual strengths, with some lacking clinical relevance.
A brief, underdeveloped
description of client strengths.
A summary of strengths that contains
significant problems with identifying
relevant strengths (e.g., poor choice,
insufficient number).
Hypotheses Provides a comprehensive, systemic set of
hypotheses regarding relational patterns and/or presenting
concerns incorporating a theoretical prospective
for these hypotheses. Hypotheses are
sufficiently supported.
Provides a detailed description of
hypotheses regarding relational patters
and/or presenting concerns
incorporating a theoretical prospective for these hypotheses. Sufficient support is provided for most
hypotheses.
Provides a clear description of basic
hypotheses regarding presenting concerns that lacks detail and without a theoretical
prospective for hypotheses.
Provides vague, unclear, or
unsupported hypotheses regarding
relational patterns, theoretical prospective
or presenting concerns.
Provides a vague, unsupported, blaming,
or one-sided description of
hypotheses regarding presenting problems without theoretical
prospective.
5 4 3 2 1 N/A Counselor Observations; (e.g., Larger System & Developmental Perspective)
A comprehensive overview of the client’s
system (e.g., school, community, family,
peers, etc.) and a developmental
perspective that demonstrates a
sophisticated understanding of
diversity issues and how they impact
presenting concerns.
A detailed overview of the client’s system
(e.g., school, community, family,
peers, etc.) and a developmental
perspective that demonstrates a
general understanding of
diversity issues and how they impact
presenting concerns.
A basic overview of the client’s system
(e.g., school, community, family,
peers, etc.) and a developmental
perspective that demonstrates a basic
understanding of diversity issues.
A vague, unclear, or unsupported
overview of the client’s system and a
developmental perspective that does
not demonstrate a clear understanding of diversity issues.
An insufficient, unclear overview of the client’s system
and a developmental perspective and/or failure to recognize
diversity issues.
Assessment Information (if applicable)
Provides a comprehensive
overview of any formal assessments used with
the client (i.e. Beck Depression Inventory) with a comprehensive
explanation of the relevance to the client’s
presenting concerns.
Provides a clear, detailed overview of
any formal assessments used with
the client with some explanation of the relevance to the
client’s presenting concerns.
Provides a detailed overview of any formal assessments used with the client with minimal
attention paid to the relevance of the
information to the client’s presenting
concerns.
Provides a vague overview of any formal
assessment information used with
little to no attention paid to the relevance of the information to
the client’s presenting concern.
Provides an inaccurate or insufficient
overview of any formal assessment
information with no connection made to
the presenting problem.
DSM 5 Diagnosis
Provides a DSM 5 diagnosis with
comprehensive support from presenting
concerns and client behaviors.
Provides an appropriate DSM 5
Diagnosis with some support from
presenting concerns and client behaviors.
Provides a DSM 5 Diagnosis with little
support from presenting concerns and client behaviors.
Provides a diagnosis with little to no support from
presenting concerns and client behaviors.
Provides an inaccurate or insufficient
diagnosis that is unsupported.
5 4 3 2 1 N/A
Prognosis Provides a clear, detailed prognosis that aligns with diagnosis, presenting concerns, and treatment goals.
Provides an appropriate prognosis
that aligns with diagnosis, presenting
concerns, and treatment goals; lacks
some detail.
Provides an appropriate prognosis that aligns with one or more of the following: diagnosis, presenting
concerns, or treatment goals.
Provides a prognosis with little attention to detail or connection to diagnosis, presenting
concerns, or treatment concerns.
Provides an inaccurate or insufficient
prognosis with no connection made to
the diagnosis, presenting concerns, or treatment goals.
Interventions Provides a clear, detailed explanation of
appropriate interventions that aligns
with diagnosis, presenting concerns, and treatment goals.
Provides an appropriate
explanation of interventions that
aligns with diagnosis, presenting concerns, and treatment goals;
lacks some detail.
Provides an appropriate
explanation of interventions that aligns with one or
more of the following: diagnosis, presenting
concerns, or treatment goals.
Provides an explanation or list of
interventions with little attention to detail
or connection to diagnosis, presenting
concerns, or treatment concerns.
Provides an inaccurate or insufficient list of
interventions with no connection made to
the diagnosis, presenting concerns, or treatment goals.
Overall Conceptualization: Quality of Assessment
The overall report integrates all available
information into a sophisticated,
consistent, and clinically relevant
conceptualization. The focus and goals for treatment is clearly
articulated.
The overall report integrates available information into a clinically relevant conceptualization.
Most areas are clear and consistent. The
conceptualization provides a clear focus
and goals for treatment.
The overall report integrates information
into a clinically relevant
conceptualization. The conceptualization provides a general
focus for treatment; however, it is lacking a
clear, detailed focus and goals.
The overall report contains minor problems with integration and
consistency across domains. The
conceptualization does not provide a single, clear focus and goals
for treatment.
The overall report contains significant
problems with integration, clarity,
and consistency. There is little to no
clear focus or goals for treatment.
Additional Comments:
TREATMENT PLAN AND CASE CONCEPTUALIZATION
School Counseling Version
(To Be Completed During Practicum I, Practicum II, and Internship)
Completion of this form: Use accompanying rubric to understand expectations of each section in this form and use this rubric
as a guideline for appropriate completion of this form. Your instructor may have specific information they request in each
section.
Name: Date:
Course Enrolled: Supervisor:
Student Pseudonym: Age:
Introduction:
Presenting Concerns:
Background Information:
Student Strengths:
Hypotheses:
School Counselor Observations (e.g., Larger System & Developmental Perspective):
Specific, Measurable, Attainable, Realistic, and Timely (SMART) Treatment Goals:
1)
2)
3)
Interventions (already implemented or anticipated):
Outcomes (already evidenced or anticipated):
Case Conceptualization & Treatment Plan Scoring Rubric – School Counseling
(To be completed during Practicum II, and Internship)
School Counselor-in-Training: Date:
Evaluator: Course Enrolled:
Rating Scale:
5 = Outstanding (skills and understanding significantly beyond counselor developmental level) 4 = Mastery (strong mastery of skills and thorough understanding of concepts) 3 = Expected Basic Skills (understanding of skills/competence evident) 2 = Developing (minor conceptual errors; in process of developing) 1 = Deficits (deficits in knowledge/skills; significant remediation needed)
5 4 3 2 1 N/A
Introduction Provides a clear, concise introduction to the
student and the school environment.
Descriptions set the context for understanding
the problem.
Provides a clear introduction to the
student and the school environment
that is useful for understanding the
problem. Descriptions lack some detail.
Provides basic identifying
information about the student and some
information regarding school environment.
Descriptions lack sufficient detail for understanding the
problem.
Provides basic information about the
student. However, there is insufficient detail regarding the school environment.
Missing, incorrect, or significant problems
in describing the student and the
school environment.
5 4 3 2 1 N/A
Presenting Concerns
Provides a clear, comprehensive, and
accurate description of the student’s presenting concerns using unbiased language. Connection to
impact on optimal development is made.
Provides a clear description of the
student’s presenting concerns using
unbiased language. Connection to optimal
development lacks clarity.
Provides a description of the student’s
presenting concerns. However, this
description lacks sufficient clarity.
The description of the student’s presenting
concerns contains minor conceptual
problems and lacks clarity; some use of
biased language.
The description of the student’s presenting concerns is lacking
detail, inaccurate, or contains biased
language.
Background Information
Provides a clear and comprehensive summary of recent and past events
related to presenting concerns that includes
multiple data points and stakeholder perspectives. Diversity is also discussed.
Provides a detailed summary of recent
and past events that provides a thoughtful conceptualization of student’s presenting
concerns and includes some data points.
Provides a clear summary of recent
and past events. However, this
summary lacks sufficient information and connection to the student’s presenting
concerns.
The summary provides minimal or
insufficient background
information and lacks a clear connection to
conceptualization.
The summary does not contain significant
information and did not identify
significant events related to
conceptualization.
Student Strengths
A comprehensive overview of individual,
academic, career, personal/social, and
system-related strengths and resources that have
relevance to the conceptualization.
A detailed description that highlights
individual, academic, career,
personal/social, and system-related strengths and
resources.
A clear description of individual, academic,
career, personal/social, and
system-related strengths and
resources that lacks some relevance to the
conceptualization.
A brief, underdeveloped
description of student strengths.
A summary of strengths that
contains significant problems with
identifying relevant strengths (e.g., poor choice, insufficient
number).
Hypotheses Provides comprehensive, systemic hypotheses related to presenting concerns. Hypotheses
incorporate a theoretical prospective and are
sufficiently supported.
Provides a detailed description of
hypotheses regarding presenting concerns and incorporates a
theoretical prospective for these
hypotheses. Sufficient
Provides a clear description of basic
hypotheses regarding presenting concerns that lacks detail and does not incorporate
a theoretical prospective for
hypotheses.
Provides vague, unclear, or
unsupported hypotheses regarding presenting concerns
or theoretical prospective.
Provides a vague, unsupported,
blaming, or one-sided description of
hypotheses regarding presenting concerns without theoretical
prospective.
5 4 3 2 1 N/A
support is provided for most hypotheses.
School Counselor Observations (e.g., Larger System & Developmental Perspective)
A comprehensive overview of the student’s
system (e.g., school, community, family, peers, community, legislative or policy
issues.) and a developmental
perspective that demonstrates a
sophisticated understanding of
diversity issues and how they impact presenting
concerns.
A detailed overview of the student’s
system (e.g., school, community, family, peers, community, legislative or policy
issues.) and a developmental
perspective that demonstrates a
general understanding of
diversity issues and how they impact
presenting concerns.
A basic overview of the student’s system
(e.g., school, community, family, peers, community, legislative or policy
issues.) and a developmental
perspective that demonstrates a basic
understanding of diversity issues.
A vague, unclear, or unsupported
overview of the student’s system and
a developmental perspective that does
not demonstrate a clear understanding of diversity issues.
An insufficient, unclear overview of the student’s system and a developmental perspective and/or failure to recognize
diversity issues.
“SMART” Treatment Goals
Provides clear, concise, and professionally worded “SMART”
treatment goals that align with presenting
concerns as well as models for school
counseling practice.
Provides appropriate “SMART” treatment goals that align with presenting concerns as well as models for
school counseling practice; lacks some
detail.
Provides appropriate “SMART” treatment goals that align with
at least one of the following: presenting concerns or models
for school counseling practice.
Provides treatment goals that are not “SMART” or lack
sufficient detail or connection to
presenting concerns or models for school counseling practice.
Provides an inaccurate or
insufficient list of “SMART” treatment goals; no connection made to presenting concerns or models
for school counseling practice.
5 4 3 2 1 N/A
Interventions (already implemented or anticipated)
Provides a clear, detailed explanation of
appropriate interventions that aligns with
presenting concerns, treatment goals, and
models for school counseling practice.
Provides appropriate explanation of
interventions that aligns with presenting
concerns, treatment goals, and models for
school counseling practice; lacks some
detail.
Provides appropriate explanation of
interventions that aligns with at least
one of the following: presenting concerns, treatment goals, or models for school
counseling practice.
Provides an explanation or list of
interventions with little attention to
detail or connection to presenting
concerns, treatment goals, or models for school counseling
practice.
Provides an inaccurate or
insufficient list of interventions with no connection made to
presenting concerns, treatment goals, or models for school
counseling practice.
Outcomes (already evidenced or anticipated)
Provides a clear, detailed description of outcomes
that align with presenting concerns, student
strengths, treatment goals, and interventions.
Provides appropriate description of
outcomes that aligns with presenting
concerns, treatment goals, and
interventions; lacks some detail.
Provides appropriate description of
outcomes that aligns with at least one of
the following: presenting concerns, treatment goals, or
interventions.
Provides description of outcomes with little attention to detail or
connection to presenting concerns, treatment goals, or
interventions.
Provides an inaccurate or insufficient
description of outcomes with no
connection made to the presenting
concerns, treatment goals, or
interventions.
Overall Conceptualization: Quality of Assessment
The overall report integrates all available
information into a sophisticated, consistent,
and professionally relevant
conceptualization. The focus and goals for treatment is clearly
articulated and appropriate for a school
setting.
The overall report integrates available information into a
professionally relevant
conceptualization. Most areas are clear and consistent. The
conceptualization provides a clear focus
and goals for treatment.
The overall report integrates
information into a professionally
relevant conceptualization.
The conceptualization provides a general
focus for treatment. However, it is lacking a clear, detailed focus
and goals.
The overall report contains minor problems with integration and
consistency across domains. The
conceptualization does not provide a
single, clear focus and goals for treatment.
The overall report contains significant
problems with integration, clarity,
and consistency. There is little to no clear focus or goals
for treatment.
ADDITIONAL COMMENTS:
Professional Counseling Programs
Bi-Annual Student Evaluation Rubrics
University of Northern Colorado
Professional Counseling Programs
Bi-Annual Review Rubrics
Name:______________________________________________________________________
Advisor:____________________________________________________________________
Fall Semester First Year: _________Year
The Following Items are Due last Friday in November:
• Bi-Annual Review Cover Page
• Faculty Review Forms
• Wellness Plan
• Counseling Profession Essay
Students are required to describe (in 200 words or less) the counseling profession in a typed essay. This description must compare and
contrast the counseling profession to related fields (i.e., psychology and social work).
University of Northern Colorado
School of Applied Psychology and Counselor Education
APCE 602 & APCE 650
Wellness/Self-Care Plan
The ACA Task Force on Counselor Wellness and Impairment (2003) recommended all counselors-in-training, counselors, counselor
educators, and supervisors develop a holistic wellness (self-care) plan to help guard against the potential negative impact of
counseling hurting clients. The purpose of this assignment is for students to develop a practical, individualized self-care/wellness plan
to follow throughout their counselor training programs and work in the counseling field following graduation.
Instructions: Each student will develop a personal self-care/wellness plan that he/she can implement throughout his/her counselor
training program and post-graduation. This self-care/wellness plan should address the areas of physical, emotional, cognitive, social,
and spiritual wellness and include strategies that can be implemented daily, weekly, monthly, and/or yearly. Students are encouraged
to be creative in the development of their self-care/wellness plans.
Please consider the following in the completion of this assignment:
• Identify specific, achievable goals to address each domain of wellness (i.e. physical, emotional, cognitive, social, and spiritual)
o Consider what you will do routinely (daily, weekly, monthly) to promote wellness
o Consider what you will do during “tough times” (e.g., when you being feeling the personal and professional impact of
this work on your daily life)
• What areas of wellness do you need to focus more time and energy?
• What specific strategies will you implement during your training program?
• How will your wellness plan change post-graduation?
Evaluation: Evaluation of this assignment is based on the completion and utility of the wellness plan. Students must address all areas
of wellness and identify routine and non-routine (e.g., those implemented during “tough times”) wellness strategies.
A copy of this plan will be kept in your academic file. It is the instructors’ hope that you will continue to review, modify, and
implement this wellness/self-care plan throughout your training program and professional career as a counselor.
Resources:
http://www.counseling.org/wellness_taskforce/index.htm
Wellness Plan Rubric
Below Expectations Meets Expectations Exceeds Expectations
Wellness and Self-Care Plan
Created During First Semester
and Updated Each Semester
Fails to adequately
describe/define a self-care plan
addressing the required
domains; or wellness plan is
impractical (e.g., one or more
strategies are not feasible); or
Adequately defines a self-care
plan addressing at least the
required domains; and wellness
plan is practical and actionable
(e.g., easily implemented); and
is clearly defined; and uses
In addition to meeting
expectations, the wellness and
self-care plan is a
comprehensive and well defined
plan with clear goals that can be
used to evaluate effective
ill-defined (e.g., strategies are
unclear or poorly defined); or
use of informal language;
strategies for self-care cannot be
implemented daily, weekly,
monthly, or lacks both routine
and high stress level strategies
to promote wellness.
sophisticated language with no
prominent grammatical or
typographical errors; and
strategies can be implemented
daily, weekly, and monthly; and
describes both routine and high
stress level strategies to
promote wellness.
implementation and feasible
actionable plan; and used
sophisticated language without
grammatical and typographical
errors; and describes both
routine and high stress level
strategies to promote wellness.
Counseling Profession Essay Rubric
Below Expectations Meets Expectations Exceeds Expectations
Accuracy re: counseling
profession
Inaccurate or vague response
that does not capture key aspects
of the profession.
Generally hits one or more
defining aspects of the
counseling profession. No
glaring inaccuracies.
Provides a clear and
comprehensive overview of key
defining aspects of the
counseling profession
Compare / contrast with
psychology/social work
Either compares or contrasts but
does not do both and/or contains
substantial inaccuracies.
Compares and contrasts
counseling to both social work
and psychology. No glaring
inaccuracies.
Provides a critical examination
of the similarities and
differences among the
profession.
Writing Informal language (e.g., 1st
person, contractions) and
substantial grammatical errors
and/or typographical errors.
Or disregards word limit
significantly (i.e., > 10%)
Appropriate for graduate school
as evidenced by attention to
grammar and formal writing
style. 200 words of less.
Clear and concise writing.
Transitions among ideas. Varied
sentence structure. Few to no
grammatical mistakes. 200
words or less.
University of Northern Colorado
Professional Counseling Programs
Bi-Annual Review Rubrics
Name:______________________________________________________________________
Advisor:____________________________________________________________________
Spring Semester First Year: _________Year
The Following Items are Due first Friday in April:
• Bi-Annual Review Cover Page
• Faculty Review Forms
• Updated Wellness Plan
• Personal/Professional Development Questions (Maximum of 2 typed pages total)
List all professional memberships (e.g., local, state, regional, national, CSI, etc.).
List professional development activities in which you have participated during the past year (e.g., conference attendance, presentations
and publications, community service, etc.).
List the professional development activities you plan to engage in during the next year.
Describe 3 significant areas in your personal/professional development that you have grown this academic year.
Identify 3 of your strengths as a future counselor.
Identify and describe 3 areas you need to develop during the next year.
Identify up to 3 ways you currently engage in self-care.
• Advocacy Statement
Students are required to write an advocacy statement that is comprised of two parts. Each student must (1) describe (in 50 words or
less) an example of how he/she has engaged in advocacy and (2) describe (in 50 words or less) how he/she sees her/his role as an
advocate.
• Professional Practice Forms
*if in Practicum I, Practicum II, or Family Practicum, or Internship
Below Expectations Meets Expectations Exceeds Expectations
Wellness and Self Care Plan
Created During First Semester
and Updated Each Semester
Fails to adequately
describe/define a self-care plan
addressing the required domains;
or wellness plan is impractical
(e.g., one or more strategies are
not feasible); or ill-defined (e.g.,
strategies are unclear or poorly
defined); or use of informal
language; strategies for self-care
cannot be implemented daily,
weekly, monthly, or lacks both
routine and high stress level
strategies to promote wellness.
Adequately defines a self-care
plan addressing at least the
required domains; and wellness
plan is practical and actionable
(e.g., easily implemented); and is
clearly defined; and uses
sophisticated language with no
prominent grammatical or
typographical errors; and
strategies can be implemented
daily, weekly, and monthly; and
describes both routine and high
stress level strategies to promote
wellness.
In addition to meeting
expectations, the wellness and
self-care plan is comprehensive
and well defined with clear goals
that can be used to evaluate
effective implementation and
feasible actionable plan; and
used sophisticated language
without grammatical and
typographical errors; and
describes both routine and high
stress level strategies to promote
wellness.
Professional Development Questions Rubric
Below Expectations Meets Expectations Exceeds Expectation
Prompt 1 Not yet a member of
professional organizations
Member of one or more
counseling-related professional
organizations
Actively involved (beyond
membership) in a professional
organization.
Prompt 2 Has yet to attend a counseling
related professional
development opportunity.
Attended 1 or more counseling
related professional
development opportunities.
Attended 1 or more professional
development opportunities that
reflect a substantial time
commitment (> 1 day) or
professional development
engagement relates specifically
to areas identified for growth in
a previous response to prompt 6
of this set of questions.
Prompt 3 Failed to provide an example of
professional development plans
or plans are not related to the
counseling profession.
Provides one or more concrete
examples of related professional
development plans for the
coming year above and beyond
course work.
Provides examples of
professional goals that are
clearly tied to personalized
learning objectives that
supplement his/her graduate
studies. More specific than
attendance of a general
conference (e.g., CCA; CSCA).
Prompt 4 Failed to provide 3 areas of
growth or the areas were vague
and/or superficial (e.g., improve
my counseling skills).
Provides concrete descriptions
of 3 areas of growth related to
development as a counselor.
Provides descriptions of 3 areas
of growth one or more of which
has a systemic or cultural
component.
Prompt 5 Failed to provide 3 strengths or
the strengths were not connected
to role as a future counselor or
strengths were undercut by
explaining how they are really a
weakness.
Provided a concrete description
of 3 strengths related to
development as a counselor.
Provided a description of 3
strengths and in doing so
crossed multiple areas of
development (e.g., skills and
self awareness).
Prompt 6 Failed to provide 3 areas for Provided a concrete description Provided a description of 3
development or areas were
unrelated to development as a
counselor.
of 3 areas for development
related to the counseling
profession.
areas for development, one or
more of which demonstrates self
awareness and includes a
significant challenge to work
toward.
Advocacy Statement Rubric
Below Expectations Meets Expectations Exceeds Expectations
Part 1 Fails to provide a concrete
example or the example is not
related to advocacy. Advocacy
is defined consistent with Trusty
and Brown’s 2005 summary of
the related literature “as
identifying unmet needs and
taking actions to change the
circumstances that contribute to
the problem or inequity.”
Provides a concrete example of
advocacy that is relevant to the
counseling profession (e.g.,
advocacy for profession, a
population, and services).
Advocacy is defined consistent
with Trusty and Brown’s 2005
summary of the related
literature “as identifying unmet
needs and taking actions to
change the circumstances that
contribute to the problem or
inequity.”
Advocacy engagement example
is exceptional as evidenced by a
significant time commitment to
or outcome as a result of work.
Advocacy is defined consistent
with Trusty and Brown’s 2005
summary of the related
literature “as identifying unmet
needs and taking actions to
change the circumstances that
contribute to the problem or
inequity.”
Part 2 Vague or superficial description
of role as an advocate or
response demonstrates not
understanding the term
advocacy applied to the
counseling profession and/or
conceptualization of the role is
clearly self-serving.
Developmentally appropriate
response such as engagement is
within the scope of what he/she
can competently do at this point
in his/her training. Example
reflects an altruistic disposition.
Provides an integrated response
that captures multiple aspects of
advocacy (e.g., for profession
and a specific population) or is
particularly well defined and
sophisticated.
Writing Informal language (e.g., 1st
person, contractions) and
Appropriate for graduate school
as evidenced by attention to
Clear and concise writing.
Transitions among ideas. Varied
sentence structure. Few to no
substantial grammatical errors
or typographical errors.
Or disregards word limit
significantly (i.e., > 10%)
grammar and formal writing
style. 200 words of less.
grammatical mistakes. 200
words or less.
University of Northern Colorado
Professional Counseling Programs
Bi-Annual Review Rubrics
Name:______________________________________________________________________
Advisor:____________________________________________________________________
Fall Semester Second Year: _________Year
The Following Items are Due last Friday in November:
• Bi-Annual Review Cover Page
• Faculty Review Forms
• Updated Wellness Plan
• Research Integration Statement
Students are required to describe (in 100 words or less) an example of how they have integrated research into his/her
professional practice.
• Professional Practice Forms
*if in Practicum I, Practicum II, or Family Practicum, or Internship
Wellness Plan Rubric
Below Expectations Meets Expectations Exceeds Expectations
Wellness and Self Care Plan
Created During First Semester
and Updated Each Semester
Fails to adequately
describe/define a self-care plan
addressing the required
domains; or wellness plan is
impractical (e.g. one or more
strategies are not feasible); or
ill-defined (e.g. strategies are
unclear or poorly defined); or
use of informal language;
strategies for self-care cannot
be implemented daily, weekly,
monthly, or lacks both routine
and high stress level strategies
to promote wellness.
Adequately defines a self-care
plan addressing at least the
required domains; and
wellness plan is practical and
actionable (e.g. easily
implemented); and is clearly
defined; and uses sophisticated
language with no prominent
grammatical or typographical
errors; and strategies can be
implemented daily, weekly,
and monthly; and describes
both routine and high stress
level strategies to promote
wellness.
In addition to meeting
expectations, the wellness and
self-care plan is
comprehensive and well
defined with clear goals that
can be used to evaluate
effective implementation and
feasible actionable plan; and
used sophisticated language
without grammatical and
typographical errors; and
describes both routine and high
stress level strategies to
promote wellness.
Research Integration Statement Below Expectations Meets Expectations Exceeds Expectations
Student was unable to
demonstrate through the use of
examples or experiences how
they have integrated research
into his/her professional
practice.
Student used one example to
demonstrate how they have
integrated research into his/his
professional practice.
Student used two or more
examples to demonstrate how
they have integrated research
into his/his professional
practice.
Self Supervision Form Rubric Below Expectations Meets Expectations Exceeds Expectations
Culturally Appropriate
Attending Skills
Student identified few attending
skills & was unable to explain
cultural appropriateness of
skills.
Student identified two attending
skills used in session &
explained the cultural
appropriateness of each.
Student identified more than
two attending skills used in
session & explained the cultural
appropriateness of each.
Empathy & Influencing Skills Student noted few examples of
empathy and influence & was
unable to identify specific skills.
Student noted two examples of
empathy and influence & was
able to identify specific skills
for each.
Student noted more than two
examples of empathy and
influence & was able to identify
specific skills for each.
Techniques Student did not identify or
evaluate any techniques used.
Student identified and evaluated
techniques used in session.
Student identified and evaluated
techniques used in session &
offered additional ideas on
further techniques to incorporate
in future sessions.
Areas of Strength Student did not identify a
minimum of two areas of
strength.
Student identified a minimum of
two areas of strength.
Student identified more than
two areas of strength.
Areas for Growth Student did not identify a
minimum of two areas of
growth.
Student identified a minimum of
two areas of growth.
Student identified at least two
areas of growth & offered
approaches to manage these
areas.
University of Northern Colorado
Professional Counseling Programs
Bi-Annual Review Rubrics
Name:______________________________________________________________________
Advisor:____________________________________________________________________
Spring Semester Second Year: _________Year
The Following Items are due last Friday in November:
• Bi-Annual Review Cover Page
• Faculty Review Forms
• Updated Wellness Plan
• Personal/Professional Development Questions (Max of 2 typed pages total)
List all professional memberships (e.g., local, state, regional, national, CSI, etc.).
List professional development activities in which you have participated during the past year (e.g., conference attendance, presentations
and publications, community service, etc.).
List the professional development activities you plan to engage in during the next year.
Describe 3 significant areas in your personal/professional development that you have grown this academic year.
Identify 3 of your strengths as a future counselor.
Identify and describe 3 areas you need to develop during the next year.
Identify up to 3 ways you currently engage in self-care.
• Professional Practice Forms
*if in Practicum I, Practicum II, or Family Practicum, or Internship
Wellness Plan Rubric
Below Expectations Meets Expectations Exceeds Expectations
Wellness and Self Care Plan
Created During First Semester
and Updated Each Semester
Fails to adequately
describe/define a self-care plan
addressing the required
domains; or wellness plan is
Adequately defines a self-care
plan addressing at least the
required domains; and wellness
plan is practical and actionable
In addition to meeting
expectations, the wellness and
self-care plan is comprehensive
and well defined with clear
impractical (e.g. one or more
strategies are not feasible); or
ill-defined (e.g. strategies are
unclear or poorly defined); or
use of informal language;
strategies for self-care cannot
be implemented daily, weekly,
monthly, or lacks both routine
and high stress level strategies
to promote wellness.
(e.g. easily implemented); and
is clearly defined; and uses
sophisticated language with no
prominent grammatical or
typographical errors; and
strategies can be implemented
daily, weekly, and monthly; and
describes both routine and high
stress level strategies to
promote wellness.
goals that can be used to
evaluate effective
implementation and feasible
actionable plan; and used
sophisticated language without
grammatical and typographical
errors; and describes both
routine and high stress level
strategies to promote wellness.
Professional Development Questions Rubric
Below Expectations Meets Expectations Exceeds Expectation
Prompt 1 Not yet a member of
professional organizations
Member of one or more
counseling-related professional
organizations
Actively involved (beyond
membership) in a professional
organization.
Prompt 2 Has yet to attend a counseling
related professional
development opportunity.
Attended 1 or more counseling
related professional
development opportunities.
Attended 1 or more professional
development opportunities that
reflect a substantial time
commitment (> 1 day) or
professional development
engagement relates specifically
to areas identified for growth in
a previous response to prompt 6
of this set of questions.
Prompt 3 Failed to provide an example of
professional development plans
Provides one or more concrete
examples of related professional
Provides examples of
professional goals that are
or plans are not related to the
counseling profession.
development plans for the
coming year above and beyond
course work.
clearly tied to personalized
learning objectives that
supplement his/her graduate
studies. More specific than
attendance of a general
conference (e.g., CCA; CSCA).
Prompt 4 Failed to provide 3 areas of
growth or the areas were vague
and / or superficial (e.g.,
improve my counseling skills).
Provides concrete descriptions
of 3 areas of growth related to
development as a counselor.
Provides descriptions of 3 areas
of growth one or more of which
has a systemic or cultural
component.
Prompt 5 Failed to provide 3 strengths or
the strengths were not
connected to role as a future
counselor or strengths were
undercut by explaining how
they are really a weakness.
Provided a concrete description
of 3 strengths related to
development as a counselor.
Provided a description of 3
strengths and in doing so
crossed multiple areas of
development (e.g., skills and
self awareness).
Prompt 6 Failed to provide 3 areas for
development or areas were
unrelated to development as a
counselor.
Provided a concrete description
of 3 areas for development
related to the counseling
profession.
Provided a description of 3
areas for development one or
more of which demonstrates
self awareness and includes a
significant challenge to work
toward.
Bi-Annual Review Rubrics
Name:______________________________________________________________________
Advisor:____________________________________________________________________
Fall or Spring Semester Third Year (and all subsequent semesters): ____________Semester____________Year
The Following Items are due last Friday in November or the first Friday in April:
• Bi-Annual Review Cover Page
• Faculty Review Forms
• Updated Wellness Plan
• Personal/Professional Development Questions (Max of 2 typed pages total)
List all professional memberships (e.g., local, state, regional, national, CSI, etc.).
List professional development activities in which you have participated during the past year (e.g., conference attendance, presentations
and publications, community service, etc.).
List the professional development activities you plan to engage in during the next year.
Describe 3 significant areas in your personal/professional development that you have grown this academic year.
Identify 3 of your strengths as a future counselor.
Identify and describe 3 areas you need to develop during the next year.
Identify up to 3 ways you currently engage in self-care.
• Professional Practice Forms *if in Practicum I, Practicum II, or Family Practicum, or Internship
Wellness Plan Rubric
Below Expectations Meets Expectations Exceeds Expectations
Wellness and Self Care Plan
Created During First Semester
and Updated Each Semester
Fails to adequately
describe/define a self-care plan
addressing the required
domains; or wellness plan is
impractical (e.g. one or more
strategies are not feasible); or
ill-defined (e.g. strategies are
unclear or poorly defined); or
Adequately defines a self-care
plan addressing at least the
required domains; and wellness
plan is practical and actionable
(e.g. easily implemented); and is
clearly defined; and uses
sophisticated language with no
prominent grammatical or
In addition to meeting
expectations, the wellness and
self-care plan is comprehensive
and well defined with clear
goals that can be used to
evaluate effective
implementation and feasible
actionable plan; and used
use of informal language;
strategies for self-care cannot be
implemented daily, weekly,
monthly, or lacks both routine
and high stress level strategies
to promote wellness.
typographical errors; and
strategies can be implemented
daily, weekly, and monthly; and
describes both routine and high
stress level strategies to promote
wellness.
sophisticated language without
grammatical and typographical
errors; and describes both
routine and high stress level
strategies to promote wellness.
Professional Development Questions Rubric
Below Expectations Meets Expectations Exceeds Expectation
Prompt 1 Not yet a member of professional
organizations.
Member of one or more
counseling-related professional
organizations.
Actively involved (beyond
membership) in a professional
organization.
Prompt 2 Has yet to attend a counseling
related professional development
opportunity.
Attended 1 or more counseling
related professional development
opportunities.
Attended 1 or more professional
development opportunities that
reflect a substantial time
commitment (> 1 day) or
professional development
engagement relates specifically
to areas identified for growth in a
previous response to prompt 6 of
this set of questions.
Prompt 3 Failed to provide an example of
professional development plans
or plans are not related to the
counseling profession.
Provides one or more concrete
examples of related professional
development plans for the
coming year above and beyond
course work.
Provides examples of
professional goals that are clearly
tied to personalized learning
objectives that supplement
his/her graduate studies. More
specific than attendance of a
general conference (e.g., CCA;
CSCA).
Prompt 4 Failed to provide 3 areas of
growth or the areas were vague
and / or superficial (e.g., improve
Provides concrete descriptions of
3 areas of growth related to
development as a counselor.
Provides descriptions of 3 areas
of growth one or more of which
has a systemic or cultural
my counseling skills). component.
Prompt 5 Failed to provide 3 strengths or
the strengths were not connected
to role as a future counselor or
strengths were undercut by
explaining how they are really a
weakness.
Provided a concrete description
of 3 strengths related to
development as a counselor.
Provided a description of 3
strengths and in doing so crossed
multiple areas of development
(e.g., skills and self awareness).
Prompt 6 Failed to provide 3 areas for
development or areas were
unrelated to development as a
counselor.
Provided a concrete description
of 3 areas for development
related to the counseling
profession.
Provided a description of 3 areas
for development one or more of
which demonstrates self
awareness and includes a
significant challenge to work
toward.
APCE 657
Reflection Paper or Exam Essay Question
The course instructor (faculty) teaching APCE 657 will require students to complete either a reflection paper or exam essay question
assessing/reflecting where each student will reflect/consider her/his values and personal characteristics that positively and negatively
affect her/his work as a counselor.
For example:
When answering the following two questions, consider providing examples of how your personal values or characteristics might
impact your work as a counselor.
1) Describe 3 personal values or characteristics that will negatively impact your work as a counselor. Explain.
2) Describe 3 personal values or characteristics that will positively impact your work as a counselor. Explain.
Reflection Paper or Essay Exam
Question
Below Expectations Meets Expectations Exceeds Expectations
Prompt 1 Did not list or describe three
personal values or listed three
items that were not personal
values and was inadequate in
their description.
Did not explain on how any
items or values listed would
negatively impact student’s
work as a counselor.
Listed and adequately described
three values and adequately
described how they negatively
impact student’s work as a
counselor.
Listed and in detail described
three values and described
specifically how each would
negatively impact student’s
work as a counselor.
Prompt 2 Did not list or describe three
personal values or listed three
items that were not personal
Listed and adequately described
three values and adequately
described how they positively
Listed and in detail described
three values and described
specifically how each would
values and was inadequate in
their description.
Did not explain on how any
items or values listed would
positively impact student’s work
as a counselor.
impact student’s work as a
counselor.
positively impact student’s work
as a counselor.
Writing Informal language (e.g., 1st
person, contractions) and
substantial grammatical errors or
typographical errors.
Appropriate for graduate school
as evidenced by attention to
grammar and formal writing
style.
Clear and concise writing.
Transitions among ideas. Varied
sentence structure. Few to no
grammatical mistakes.
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