Annual Program Evaluation: Counseling Programs 2017-2018

S o u t h e a s t M i s s o u r i S t a t e U n i v e r s i t y

D e p a r t m e n t o f E d u c a t i o n a l L e a d e r s h i p a n d C o u n s e l i n g

S c h o o l C o u n s e l i n g C a r e e r C o u n s e l i n g

M e n t a l H e a l t h C o u n s e l i n g

The Annual Program Evaluation is a way for the counseling program faculty to measure both student and overall program effectiveness. The key assessments that follow attempt to provide evidence that inform counseling faculty regarding progress as well as assist us in considering ways we might continue to develop and enhance the counseling programs. Submitted by: Janice Ward Ph.D., LPC, NCC, ACS, RPT-S

Introduction

The following program outcomes assist faculty in identifying key assessments in order to measure whether students in the program are meeting/exceeding expectations: Outcome 1: Students will demonstrate Discipline Specific Knowledge, Disposition, and Performance as required to maintain the programs as established by CACREP (MA in Mental Health, School, and Career Counseling) and CAEP (MA in School Counseling) accreditation standards in preparing entry-level professional counselor as outlined in the program objectives (see appendix).

Outcome 2: Students will demonstrate knowledge of the basic issues in nine core counseling areas, these are: human growth and development, social and cultural foundations, counseling theory, counseling skills, group work, career and lifestyle development, appraisal, research and program evaluation, and professional orientation and ethical issues.

Outcome 3: Students will demonstrate basic interviewing and counseling related skills.

Objective 4: Communication Skills: Students will demonstrate competence in oral and written communication.

Outcome 5: Critical Thinking: Students will demonstrate the ability to analyze issues and to apply theories to specific cases.

Outcome 6: Research Skills: Students will demonstrate the ability to do and consume research.

Outcome 7: Workplace and Graduate/Professional School Preparation: Students will demonstrate that they are prepared to succeed in the work place or graduate/professional school.

Table 1: Method of Assessment and Objective(s)

Method of Assessment Outcome (s) Addressed

Rationale for Using this Method to Address the Objective(s)

1

Student Clinical Site Evaluations

1 Site Satisfaction and Maintain national standards.

2 Student Evaluation of Practicum/Internship Supervisor

1 Maintain national standards.

3 University Faculty and Site Supervisor Student Evaluations

1,2,3,4,5,7 Provides information and data on the student’s knowledge, disposition, and performance as they are applied in the workplace.

4 Post-Graduate Counselor Surveys

1 Post-graduation success and Maintain national standards.

5 Supervisor and Employer Surveys

1 Post-graduation success and Maintain national standards.

6 CPCE 1,2,3,4,5,6,7 Nationally normed test of comprehensive counseling knowledge

7 Praxis II/MOCA 1,2,3,4,5,6,7 State normed test of comprehensive counseling knowledge 8 NCE 1,2,3,4,5,6,7 Nationally normed test of comprehensive counseling knowledge 9 Program completers 1,2,3,4,5,6,7 Graduation rates. 10 Recommendation for

Certification and/or Licensure

7 Post-graduation success

11 Counseling Dispositions

1,2,3,4,5 Provides information and data on the student’s knowledge, disposition, and performance as they proceed through the program (currently assessed in Counseling Skills, Practicums, and Internships, see Method of Assessment 3).

12 Portfolio and Oral Defense

1,2,3,4,5,6,7 Provides a measure of the student’s oral and written communication and literacy skills. Provides a measure of the student’s skills level accepted by the counseling profession.

13 Faculty to Student Ratios

1 Maintain national standards.

Analysis:

There have been several changes in the last three years with regards to the assessment report and collecting program data. Specifically, the counseling faculty has worked diligently to address inefficiencies and human error with the previously utilized collection of data through paper evaluations/surveys:

1. In 2013 we implemented a more efficient format for survey data through Google drive. This allowed us to input data more efficiently and keep immediate records of survey results for our assessment report. 2. While Google Drive was helpful in collecting and maintaining more efficiency with our program evaluations, there was concern regarding security. Because of this concern, all forms (i.e. evaluations, post graduate surveys) were adapted and transferred to a secure server so the overall program data could be accessed immediately and securely (2014). 3. In 2014-2015 faculty further investigated options to utilize pre-assessment and post-assessment tools to assess student knowledge at the beginning of the program and how student knowledge and skills shift near the end of the program. Options are currently under investigation by core counseling faculty. We are hoping to implement the new assessment in fall 2016 with a newly established cohort and have recently been working on curriculum mapping and identifying key assessments for the CACREP core areas and specialty areas (Fall 2016).

Method of Assessment 1: Practicum/Internship Site Performance Scores Fall 2017 – spring

2018

Fall 2017 Performance Scores S# Site Name

Average Score from Students Final Mean Score St. 1 St. 2 St. 3 St. 4 St. 5 1 Bootheel Counseling Services 4.1 5 5 4.7 2 SEMO Training Clinic 5 5 5 4.9 5 4.98 3 SEMO Autism Center 3.4 3.4 4 New Vision Counseling 4.6 4.4 5 5 4.75 5 Community Counseling Center 5 5

Fall 2017 Performance Scores

S# Site Name

Average scores from students Final Mean Score

St. 1 St. 2 St. 3 1 Sikeston Junior High 5 5 2 A. J. Martin-East Prairie R-2 5 5 3 Advance RIV School District 4.3 4.3 4 Jackson Junior High School 5 5 5 5 Risco R-II 4.9 4.9 6 Franklin Elementary 4.8 4.8 7 Puxico Jr/Senior High 4.8 4.8 8 Poplar Bluff Junior High 5 5 9 Portageville Middle/High School 5 5

10 Chaffee R-2 JR/SR High School 5 5

Key:

Mental Health Counseling Sites School Counseling Sites

Spring 2018 Performance Scores S# Site Name

Average Score from Students Final Mean Score

St. 1 St. 2 St. 3 St. 4 St. 5 1 Bootheel Counseling Services 4.9 4 5 4.63 2 New Vision Counseling 4.1 3.9 4.9 4.8 4.4 3 One Accord Counseling 4.9 4.5 4.7 4 SEMO Training Clinic 5 3.3 4.15 5 Gibson Recovery Center 5 5 5 6 Community Counseling 4.6 4.6

Spring 2018 Performance Scores S# Site Name

Average scores from students Final Mean Score

St. 1 St. 2 St. 3 1 Portageville Elementary School 5 5 2 Risco R-II 4 4 3 Puxico High School 4.8 4.8 4 Advance 4.7 4.7 5 Poplar Bluff Junior High 5 4.7 4.9 6 Gideon School District 4 4 7 Sikeston 5 5 8 Franklin Elementary 4.9 4.9 9 Sikeston Alternative 4.5 4.5

Key:

Mental Health Sites School Counselling Sites

4.7

4.98

3.4

4.75

5

3

3.5

4

4.5

5

5.5

Bootheel Counseling Services SEMO Training Clinic SEMO Autism Center New Vision Counseling Community Counseling Center

Fina

l Mea

n Sc

ore

Practicum/ Internship Mental Health Counseling Site Performance Fall 2017

5 5

4.3

54.9

4.8 4.8

5 5 5

3.8

4

4.2

4.4

4.6

4.8

5

5.2

Sikeston JuniorHigh

A. J. Martin-East Prairie R-2

Advance RIVSchool District

Jackson JuniorHigh School

Risco R-II FranklinElementary

PuxicoJr/Senior High

Poplar BluffJunior High

PortagevilleMiddle/High

School

Chaffee R-2JR/SR High

School

Fina

l Mea

n Sc

ore

Practicum/ Internship School Counseling Site Performance Fall 2017

4

4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

5

BootheelCounseling Services

New VisionCounseling

One AccordCounseling

SEMO TrainingClinic

Gibson RecoveryCenter

CommunityCounseling

4.63

4.4

4.7

4.15

5

4.6

Fina

l Mea

n Sc

ore

Practicum/Internship Mental Health Counseling Site Performance Spring 2017

5

4

4.8 4.74.9

4

5 4.94.5

0

1

2

3

4

5

6

PortagevilleElementary

School

Risco R-II Puxico HighSchool

Advance Poplar BluffJunior High

Gideon SchoolDistrict

Sikeston FranklinElementary

SikestonAlternative

Fina

l Mea

n Sc

ore

Practicum/Internship School Counseling Site Performance Spring 2018

Sample feedback from students regarding their site experiences: Jackson Senior High school, Jackson, MO

• I have loved my placement at Jackson Senior High School, and I look forward to maximizing my experiences there for my internship next semester.

Bootheel Counseling Services, Sikeston, MO

• I am glad to have chosen Bootheel Counseling Services for practicum, and I look forward to returning for internship. Since it is such a large company with so many branches of integrated care (counseling services, psychiatric services, family medical clinic, community support programs, and home health care programs), the orientation process was extensive. It has been overwhelming to try to learn it all in one semester, but the staff is very welcoming and open to answering any questions that I had. I have had a variety of counseling experiences at Bootheel, working with individual clients as well as taking an active role in the DBT skills group. I would recommend this site to be used in the future for students completing practicum and internship.

Jackson Junior High School, Jackson, MO

• I could not have imagined my internship anywhere else honestly. I love the Junior High site. I was taken in from the very beginning and given ample opportunities for growth and development. My site supervisors Sara and Angel were amazing and answered all of my millions of questions. They trusted me from the very beginning and I very much appreciate that. What I love most about the Junior High is the support and team work from all school staff, everyone goes out of their way to help each other. The principal and assistant principal do a wonderful job keeping up on staff morale going out of way to make the junior high a wonderful place to work. I am so grateful for my experiences at the junior high and I am beyond excited to join this district next year.

University Autism Center, Southeast Missouri State University

• I think this site could continue to be used by students, but recommend that less students be placed her to provide students with more opportunities to receive direct hours. I also think it would be helpful to more specifically outline what constitutes a direct hour.

Counselor Education Training Clinic, Southeast Missouri State University

• Great way to become familiar with the counseling process, but not go directly into the agency field. I believed it prepared me very well for future college clients.

• I had a great experience in Practicum. I had a lot of time for supervision and many different supervisors, which I think gave different insights, which helped. I would recommend this site to another student.

Franklin Elementary School, Cape Girardeau, MO

• Some of the staff were very supportive, while others weren't. There were times when teachers would not allow students to attend group or individual session because they "have better things for them to do." I feel a lot of the staff there weren't supportive nor do they think highly of a counselor role.

Analysis: Mental Health and School Counseling students rated sites high in Fall 16 and Spring 17. Practicum Orientation was held again this fall (2018) and all supervisors had access to the powerpoint on the Moodle page. This Orientation is well-received and the program plans to continue with the annual fall event that kicks off practicum. A goal is to get more site supervisors to attend. Method of Assessment 2: Practicum/Internship Supervisor Performance Scores Fall 2016 – spring 2017

Fall 2017 Performance Scores For Mental Health Counseling Internship Site Supervisor S# Supervisor Name Average Scores from students Final Mean Score

St.1 St. 2 St. 3 St. 4 1 Supervisor 1 4.00 4.00 2 Supervisor 2 5.00 5.00 5.00 3 Supervisor 3 4.70 4.70 4 Supervisor 4 4.10 5.00 5 Supervisor 5 5.00 5.00

3.003.203.403.603.804.004.204.404.604.805.00

Supervisor 1 Supervisor 2 Supervisor 3 Supervisor 4 Supervisor 5

4.00

5.00

4.70

5.00 5.00

Mea

n Sc

ore

Performace Scores for Mental Health Counseling Internship Site Supervisor-Fall 2017

Fall 2017 Performance Scores For School Counseling Internship Site Supervisor S# Supervisor Name Average Scores from students Final Mean Score

St.1 St. 2 St. 3 St. 4 1 Supervisor 1 1.00 1.00 2 Supervisor 2 3.40 3.40 3 Supervisor 3 5.00 5.00 5.00 4 Supervisor 4 5.00 5.00 5 Supervisor 5 4.40 4.40 6 Supervisor 6 5.00 5.00 7 Supervisor 7 5.00 5.00

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

4.50

5.00

Supervisor 1 Supervisor 2 Supervisor 3 Supervisor 4 Supervisor 5 Supervisor 6 Supervisor 7

1.00

3.40

5.00 5.00

4.40

5.00 5.00

Mea

n Sc

ore

Performance Scores for School Counseling Internship Site Supervisor-Fall 2017

Fall 2017 Performance Scores For Mental Health Counseling University Supervisor S# Supervisor Name Average Scores from students Final Mean Score

St.1 St. 2 St. 3 St. 4 1 Supervisor 1 4.00 5.00 4.10 4.40 4.38 2 Supervisor 2 5.00 5.00 5.00 5.00 5.00

Fall 2017 Performance Scores For School Counseling University Supervisor S# Supervisor Name Average Scores from students Final Mean Score

St.1 St. 2 St. 3 St. 4 1 Supervisor 1 5.00 5.00 5.00 5.00 5.00 2 Supervisor 2 4.40 5.00 5.00 5.00 4.85

4.00

4.20

4.40

4.60

4.80

5.00

Supervisor 1 Supervisor 2

4.38

5.00

Performance Scores for Mental Health Counseling University Supervisor-Fall 2017

4.75

4.80

4.85

4.90

4.95

5.00

Supervisor 1 Supervisor 2

5.00

4.85

Performance Scores for School Counseling Internship Site Supervisor-Fall 2017

Spring 2018 Performance Scores For Mental Health Counseling Internship Site Supervisor

S# Supervisor Name Average Scores from students Final Mean Score St. 1 St. 2 St. 3

1 Supervisor 1 5.00 5.00 2 Supervisor 2 4.30 3.80 5.00 4.37 3 Supervisor 3 5.00 5.00 4 Supervisor 4 5.00 5.00 5 Supervisor 5 4.00 5.00 6 Supervisor 6 4.90 4.90 7 Supervisor 7 5.00 4.40 4.90 4.77 8 Supervisor 8 5.00 5.00

4.00

4.10

4.20

4.30

4.40

4.50

4.60

4.70

4.80

4.90

5.00

Supervisor 1 Supervisor 2 Supervisor 3 Supervisor 4 Supervisor 5 Supervisor 6 Supervisor 7 Supervisor 8

5.00

4.37

5.00 5.00 5.00

4.90

4.77

5.00

Performance Scores for Mental Health Counseling Internship Supervisor-Spring 2018

Spring 2018 Performance Scores For School Counseling Insternship Site Supervisor

S# Supervisor Name Average Scores from students Final Mean Score St. 1 St. 2 St. 3

1 Supervisor 1 5.00 5.00 2 Supervisor 2 4.00 4.00 3 Supervisor 3 5.00 5.00 4 Supervisor 4 3.70 3.70 5 Supervisor 5 4.90 4.90 6 Supervisor 6 4.60 4.60 7 Supervisor 7 4.80 4.80 8 Supervisor 8 4.70 4.70 9 Supervisor 9 5.00 5.00

10 Supervisor 10 3.00 3.00

1.50

2.00

2.50

3.00

3.50

4.00

4.50

5.00

Supervisor1

Supervisor2

Supervisor3

Supervisor4

Supervisor5

Supervisor6

Supervisor7

Supervisor8

Supervisor9

Supervisor10

5.00

4.00

5.00

3.70

4.904.60

4.80 4.705.00

3.00

Performance Scores for School Counseling Internship Supervisor-Spring 2018

Spring 2018 Performance Scores Mental Health Counseling University Supervisor

S# Supervisor Name Average Scores from students Final Mean

Score St. 1 St. 2 St. 3

1 Supervisor 1 5.00 5.00 5.00

Sample feedback from students regarding their site supervisor experiences:

Supervisor 2

• _______ was and still is super great! Supervisor 8

• ____ has a wealth of knowledge to share about clients with co-occurring disorders and suicide prevention yet he is always open to learning new things. He is always available for questions and provides honest, constructive feedback.

Supervisor 1 • ____ has been an AMAZING Internship supervisor! She provides feedback as a

way to facilitate personal and professional growth and does not provide punitive feedback.

Supervisor 4 • ______ is a great supervisor. She has been very helpful and accommodating.

Supervisor 5 • This site experience was amazing!!!!!!!!! I learned a lot and had a very positive

experience. Supervisor 1

• I chose this site specifically so that I could have direct supervision from ____ Learning under her has been a privilege.

Supervisor 4 • She really helped me to open my eyes and see things from a new perspective.

When I had a problem she always helped me problem solve it, and gave some good alternative input as well.

Supervisor 6 • ________ has been nothing but helpful. She is always there when I need her, she

is always checking in and making sure I am doing OK and if I need any help. Analysis: Overall, site supervisor experiences were positive for students. Program faculty held the Practicum and Internship Supervision Orientation session again in Fall 2018 and supervisors are provided ongoing information on the Site Supervisor Moodle page.

Method of Assessment 3: Practicum/Internship Student Evaluations Fall 2017 Results

3

3.5

4

4.5

5

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Practicum/Internship Evaluations for Mental Health Counseling- Fall 2017 Midterm v. Final

Midterm Final

Midterm: N=23 Final: N= 22

3

3.5

4

4.5

5

5.5

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Mea

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Practicum/Internship Evaluations for School Counseling-Fall 2017 Midterm v. Final

Midterm Final

Midterm: N=15 Final: N= 16

Fall 2016 Midterm Comments Career Counseling

• ________ is doing a good job of slowing down in session to allow the client time to process information or feelings, as well as allowing himself time to work on conceptualization of client concerns before responding. Increased amounts of feeling reflections, timelier paraphrasing and summarization skills are evident. Monitor use of "okay" and "so" as well as continue to monitor vocal tone (directive stance maybe perceived by clients).

Mental Health Counseling • __________ strength is his engaging his clients and establishing a rapport with them. He

is working on being more concise in his paraphrases as well as consistently implementing feeling reflections.

• __________ puts forth great effort in her counseling and completing her work at BCS. She has been praised by other therapists at this agency who have had the opportunity to work with her in groups. _________ has a firm grasp on basic and necessary skills in counseling including paraphrasing, empathy, attending skills, genuineness, etc. Elizabeth needs to continue to develop goal setting and helping the client develop coping skills. __________ has excelled in documentation. She is open to suggestions and attempts to incorporate them into her skill set. An additional note, ________ had a client who had suicidal ideations after his intake with her. ________ had instructed the client the call the crisis line if suicidal ideations arise as part of his safety plan. The client followed the plan and even informed the crisis line worker his therapist had instructed him to call. I am very proud of __________ for her responsibility to this client and for her high ethical standards.

School Counseling • In addition to her skills with individual counseling, ______ also exhibits other skills that

will be very necessary with her success as a professional counselor. For example, she is good at directing group counseling sessions, as well as classroom management during guidance lessons.

• _______ is excellent at demonstrating her disposition skills with students and is working on figuring out how to set more realistic expectations for herself and increase confidence in her abilities.

Fall 2016 Finals Comments

Career Counseling

• _______ has done a great job this semester incorporating skills and experimenting with creative techniques with students in career counseling. _______ displays a more relaxed stance in sessions and appears to be better able to quickly develop rapport with the students he works with. Suggestions include monitoring directive stance/use of

confrontation when appropriate with students without damaging rapport. During Internship, further development of theory and interventions which are reflective of REBT and Social Cognitive approaches.

Mental Health Counseling

• _________ is making expected progress in completing clinical documentation and with counseling skills development at this point in the semester.

• _________ has shown much growth in her skills this semester! She has become more comfortable in session with the use of silence, confrontation and pointing out inconsistencies in clients' statements/behaviors. I think she will continue to improve on these and more advanced level skills during Internship and begin to hone in on a defined theory.

School Counseling • _________ has done a great job this semester. She shows an active commitment to

becoming a school counselor through her research and implementation of various creative activities during guidance, as well as researching theory and appropriate interventions for individual sessions. Her ability to provide an empathetic, non-judgmental stance with her students is highly developed at this stage of counseling skills.

• _________ has been a joy to work with! She is very professional, and is also very caring

and compassionate towards our students! She also has very high expectations for our students, and she encourages them to reach goals! She is awesome!

Spring 2018 Results

3

3.5

4

4.5

5

5.5

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Practicum/Internship Evaluations for Mental Health Counseling- Fall 2017 Midterm v. Final

Midterm Final

Midterm: N=22 Final: N= 09

3.63.8

44.24.44.64.8

55.2

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Mea

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ores

Practicum/Internship Evaluations for School Counseling-Spring 2018 Midterm v. Final

Midterm Final

Midterm: N=18 Final: N= 15

Spring 2017 Midterm Comments Mental Health Counseling

• Lots of questions about her falls. Lots of fairly strong confrontation. Too much counselor talk time when giving perception of daughter, and again at end during closing. "creating a narrative" Be sure she can follow some of the terms you are using with her.

• ________ is very conscientious and a pleasure to work with. She genuinely cares about her clients and that shows through. ______ is very eager to learn and apply her new skills. She is very thorough, efficient and timely in her reporting.

School Counseling • A joy to work with and strong leadership roles. She is continuing to work on

implementing, demonstrating, and identifying her theory as she works with her clients. • _______ is doing a great job developing as a school counselor. Her students seem to feel

comfortable with her and trust that she is there to help them. It is apparent that she is doing all she can to learn the ins and outs of school counseling and transitioning into the role from a classroom teacher.

Spring 2017 Finals Comments Career Counseling

• _______ has progressed nicely throughout his time as an intern. He continues to refine his style of counseling relevant to his chosen theory and actively seeks out ways to implement techniques which match client concerns in a creative way. He has a more directive approach overall, yet I believe this works well for many clients and students as he also maintains an empathetic, non-judgmental stance with this more directive approach.

Mental Health Counseling • This past semester _______ has been challenged to grow and work with some of the

more complex cases and he has handled those cases very well. He is learning to adapt his client's insight and goals into a manageable short term course of therapy. He has faced a couple of ethical dilemmas that were more complex and worked through the process very effectively. His documentation and meeting Center deadlines is at a level 5. He is developing into to an excellent clinician and connects with each client and he has had some challenging cases.

• I have enjoyed supervising ______ and watching him grow as a counselor and professional. He has always accepted new challenges and has been willing to go the extra mile. I have received many positive comments about him and his work from other peers and supervisors in Gibson Recovery Center. He has been a wonderful addition to our team throughout the past year.

School Counseling • Looking forward to seeing how _______ continues to develop and invest in the students

she is working with. Her compassion for the students she works with is evident. She is working to separate work related concerns from home life.

• I really wish that school counseling students were trained on all aspects of what a school counselor does instead of being so focused on counseling theories, individual counseling and group counseling. This is only a small part of what a high school counselor does. We have immersed _______ into the world of a high school counselor and she has been absolutely fabulous. There has been nothing that she can't handle. She catches on quickly and is confident in her own abilities. She has surpassed all of my expectations. Cape Central is getting a great counselor for next year.

• I have been so impressed with ______ all year. I am thrilled that she will be working for our district next year. We are lucky to add her to the school counseling team.

Analysis: Growth overall is noted with students in the program. Supervisor feedback demonstrates the challenges of internship and that students rose to the challenge when confronted with difficult cases.

Method of Assessment 4: Counseling Program – Post Graduate Survey Results Fall 2016

General Questions Fall 2017 Average Scores N=4 1. In the Counseling Program at Southeast Missouri State University I gained a basic understanding of what my roles of a counselor will entail.

5.00

2. I have knowledge of the basic foundational theories of counseling. 5.00

3. I have begun to establish my own personal theory of counseling. 4.5 4. I understand certain limitations within myself and feel comfortable referring clients. 5.00

5. I am confident in my abilities to demonstrate effective counseling skills. 5.00

6. I am confident in my ability to plan, implement, and facilitate a group counseling program. 5.00

7. I am knowledgeable about lifespan development. 5.00 8. I am committed to learning and understanding cultures different from my own. 5.00

9. I recognize that I may have prejudices and biases towards specific cultural orientations that may lead me to refer clients. 5.00

10. I possess the skills necessary to provide career counseling. 4.50 11. I am capable of evaluating the needs of my clients. 5.00 12. I am confident in my ability to gather and understand current research. 5.00

13. I am confident in my ability to conduct a research project. 5.00 14. I am confident in my ability to operate within the ACA code of ethics. 5.00

15. I am capable of implementing appropriate micro and macro level crisis intervention strategies. 5.00

16. I am confident in my ability to work collaboratively with other mental health professionals in an interdisciplinary environment. 5.00

Degree/ Focus Related Questions

Mental Health Counselor N=4

1. My practicum and internship experiences adequately prepared me for my work in a mental health counseling setting.

5.00

2. I am knowledgeable about various community agencies and the services that they provide.

4.00

3. I am confident in my ability to diagnose and treat clients. 5.00

4. I am confident in my ability to understand systems theory and its impact on overall mental health.

5.00

General Questions Fall 2016 Average Scores N=5 1. In the Counseling Program at Southeast Missouri State University I gained a basic understanding of what my roles of a counselor will entail.

4.20

2. I have knowledge of the basic foundational theories of counseling. 4.20

3. I have begun to establish my own personal theory of counseling. 4.40

4. I understand certain limitations within myself and feel comfortable referring clients. 4.20

0

1

2

3

4

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6

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Mea

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Mental Health Counseling Program - Graduate Survey Results Fall 2016

5. I am confident in my abilities to demonstrate effective counseling skills. 3.80

6. I am confident in my ability to plan, implement, and facilitate a group counseling program. 3.80

7. I am knowledgeable about lifespan development. 4.00 8. I am committed to learning and understanding cultures different from my own. 4.60

9. I recognize that I may have prejudices and biases towards specific cultural orientations that may lead me to refer clients. 4.00

10. I possess the skills necessary to provide career counseling. 3.80 11. I am capable of evaluating the needs of my clients. 4.60 12. I am confident in my ability to gather and understand current research. 4.40

13. I am confident in my ability to conduct a research project. 3.60 14. I am confident in my ability to operate within the ACA code of ethics. 4.40

15. I am capable of implementing appropriate micro and macro level crisis intervention strategies. 3.80

16. I am confident in my ability to work collaboratively with other mental health professionals in an interdisciplinary environment.

4.20

Degree/ Focus Related Questions

School Counselor N=5

1. My practicum and internship experiences adequately prepared me for my role as a school counselor.

3.80

2. I have an understanding of the importance of the Comprehensive Counseling Program in order to increase the capacity of the learning environment.

4.00

3. I am confident in my ability to identify the prominent issues that affect schools and students.

4.20

4. I am capable of understanding and implementing the Comprehensive Counseling Program.

4.00

5. I am confident in my ability to provide services that have a positive impact on P-12 student achievement.

4.20

Comments Mental Health Counseling

• I just wish that we were more prepared to navigate the licensure process immediately following graduation. I think we could have covered in a few hours the process such as where to get the application paperwork, where to go for fingerprints, how to fill out the forms, transcript sending and etcetera. Otherwise, I think that the program was exceptionally well designed and the faculty are the best in the business.

Analysis: Overall, post-graduates indicated that they were prepared as a result of completing their program area. However, there were areas noted that were scored in the high three to low four range including: conducting research, facilitating group counseling, and implementing crisis intervention strategies. In these areas, faculty could consider providing more tangible opportunities as well as examples for students to increase competency. Also noted in the comments section were a lack of focus regarding completing post-graduate application paperwork for Mental Health students. Faculty should consider covering the state licensure paperwork process more explicitly in the final internship to address this concern.

00.5

11.5

22.5

33.5

44.5

5

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Mea

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School Counseling Program - Graduate Survey Results Fall 2016

Method of Assessment 5: Supervisor/Employer Evaluation Results 2016

General Questions Fall 2015 Mean Scores N=5

1. Has a basic understanding of the duties of a counselor. 4.40 2. Has knowledge of the basic foundational theories of counseling. 4.40 3. Has established an integrated personal theory of counseling. 3.60 4. Has an understanding of personal limitations as a counselor. 4.20 5. Has demonstrated effective counseling skills. 3.80 6. Has demonstrated ability to plan and implement a group counseling program. 3.20 7. Has demonstrated abilities to facilitate group counseling. 3.00 8. Has applicable knowledge on human lifespan development and developmental theory. 3.60 9. Has demonstrated a commitment to learning and understanding diversity issues. 4.40 10. Has shown recognition of awareness of possible prejudices and biases. 4.20 11. Has demonstrated ability necessary to provide career counseling. 3.60 12. Has demonstrated the capability of evaluating the needs of clients. 4.20 13. Has demonstrated ability to obtain and understand current research. 3.60 14. Has demonstrated ability to conduct research. 3.00

Degree/Focus Related Questions

Mental Health Counselor

1. Has demonstrated adequate preparation for work in a mental health counseling setting. 4.20

2. Has demonstrated knowledge of various community agencies and the services provided. 3.80

3. Has demonstrated ability to diagnose and treat clients. 3.60 4. Has demonstrated ability to work in an interdisciplinary environment. 4.40

General Questions Fall 2015 Mean Scores N=2

1. Has a basic understanding of the duties of a counselor. 5.00 2. Has knowledge of the basic foundational theories of counseling. 5.00 3. Has established an integrated personal theory of counseling. 4.50 4. Has an understanding of personal limitations as a counselor. 5.00 5. Has demonstrated effective counseling skills. 5.00 6. Has demonstrated ability to plan and implement a group counseling program. 5.00 7. Has demonstrated abilities to facilitate group counseling. 4.50 8. Has applicable knowledge on human lifespan development and developmental theory. 4.50 9. Has demonstrated a commitment to learning and understanding diversity issues. 4.50 10. Has shown recognition of awareness of possible prejudices and biases. 4.50 11. Has demonstrated ability necessary to provide career counseling. 5.00 12. Has demonstrated the capability of evaluating the needs of clients. 4.50

13. Has demonstrated ability to obtain and understand current research. 4.50 14. Has demonstrated ability to conduct research. 4.50

Degree/Focus Related Questions

School Counselor

1. Has demonstrated adequate preparation for role as a school counselor. 5.00

2. Has understanding of the importance of consulting in order to increase the capacity of the learning environment. 5.00

3. Has demonstrated a current knowledge of prominent issues that affect schools and students. 5.00

4. Has demonstrated understanding of the Comprehensive Guidance Program. 5.00

Additional Comments:

• As a graduate of the program as well as an employer of graduates from the program I believe strongly in the counseling program. Areas of need for more development that I have seen over the past few years is understanding community mental health and also their group skills are weak. They have a great understanding of group proves but many have no group experience.

• The students’ interpersonal skill with clients has been good and grows across the time they are placed here.

Analysis: Overall, supervisor/employers indicated that program graduates were prepared as a result of completing their program area. However, there were areas of concern noted such as struggling with justifying diagnoses; facilitating groups; and a lack of interest in conducting research.

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

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Mea

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ores

Supervisor/Employer Evaluationfor Mental Health Counseling

Results - Fall 2016

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

5

5.1

1. Ha

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Mea

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ores

Supervisor/Employer Evaluationfor School Counseling

Results - Fall 2016

Method of Assessment 6: Counselor Preparation Comprehensive Examination (CPCE)

Core Area – 2016-2017 Mean Mean National Comp. Fall

(2016) National Mean

Diff. Stand. Dev.

Spring (2017)

National Mean Diff.

Stand. Dev.

N= 9 289 12 289 Human Growth & Development 12.2 11.65 .55 2.79 10.2 11.65 -1.45 2.79

Social & Cultural Diversity 11.8 10.44 1.36 2.65 9.3 10.44 -1.14 2.65 Helping Relationships 10.9 12.23 -1.33 2.77 12.1 12.23 -.13 2.77

Group Work 12 10.97 1.03 2.84 11.3 10.97 .33 2.84 Career Development 9.8 9.35 .54 2.56 8.4 9.35 -.95 2.56

Assessment 10.3 10.65 -.35 2.23 9.9 10.65 -.75 2.23 Research & Program Evaluation 11.1 11.16 -.06 3.17 9.5 11.16 -1.66 3.17

Professional Orientation & Ethical Practice 11.2 11.42 -.22 2.51

10.1 11.42 -1.32 2.51

Total 89.3 87.87 1.43 16.65 80.8 87.87 -7.07 16.65 Analysis: In fall 2016 students scored above the national mean by 1.43. In spring of 2017, however, students scored on an average of seven points less than the national comparison group. It is important to note that four of the 12 students that completed the CPCE in spring of 2017 took 3-4 years to complete their degree. We encourage students to complete their degree in a timelier manner (2-3 years) as recalling the content can be more challenging (as noted by the overall mean scores being lower than typical for our students. The scores indicate overall that students in our counseling programs are knowledgeable in all of the CACREP core areas, but had difficulty in this cohort.

Method of Assessment 7: Praxis II and MOCA

Academic Year 16-17 Major Praxis MOCA Combined School Counselor No longer available *86% (6/7)

Major MOSCPA 1st time pass rate

School Counselor *100% (5/5)

Academic Year 15-16 Major Praxis MOCA Combined School Counselor *75% (3/4) *92% (11/12) 88% (14/16)

Major MOSCPA

School Counselor *86% (12/14)

Academic Year 14-15 Major Praxis MOCA Combined School Counselor *0% (0/2) *50% (1/2) 25% (1/4)

*First-time pass rate reported Analysis: The overall students who completed the content exam MOCA in academic year 16-17, performed about the same as the previous year students. The state pass rate for both Fall 2016 and Spring 2017 was 77% so our students were above this rate.

Method of Assessment 8: National Counselor Exam (NCE)

Year Attempted Passed Pass Rate 2016-2017 April 7(MH)

1 (SC) 5 (MH) 1 (SC)

71% 100%

October 6 (MH) 2 (SC)

6 (MH) 1(SC)

100% 50%

Total 16 13 81% 2015-2016 April 5 (MH)

5 (SC) 5 (MH) 4 (SC)

100% 80%

October 2 (MH) 2 (MH) 100% Total 12 11 92% 2014-2015 April 6 (total)

3 (SC) 3 (MH)

6 (total) 3 (SC)

3 (MH)

100%

October 8 8 100% Total 100%

Analysis: The NCE is a nationally normed exam that students are required to take and pass in order to be recommended for counselor licensure in the state of Missouri (and across the nation). Over the last several academic years, students have performed well on the NCE, which indicates knowledge competency in the core CACREP areas.

Method of Assessment 9: Program Completers

Graduation 13-14 14-15 15-16 16-17 Students that took and passed the CPCE 11 18 25 16 Students that graduated with an MA in School Counseling 6 9 18 8

Students that graduated with MA in Community Counseling/Mental Health

4 9 7 13

Students that graduated with MA in Career Counseling 1 0 1 0

Analysis: Program completers have increased slightly over the last two academic years.

Method of Assessment 10: Recommendation for Certification/Licensure

Number Recommended Fall 2013 Spring 2014

14-15 15-16 16-17

National Certified Counselor (NCC)

6 4 14 11 13

Provisional School Counselor

3 4 2 (’15 not included)

4 2

School Counselor 8 8 4 15 12 Provisional Psychological Examiner

0 3 1 4 0

Psychological Examiner 1 4 2 7 8

Analysis: Faculty make appropriate endorsements for Certification and Licensure based on meeting national and state requirements (state and national content exams, performance exams, and successful completion of course requirements through degree completion). Method of Assessment 11: Counseling Dispositions ***Please view Method of Assessment 3, counselor dispositions are currently assessed in Counseling Skills, Practicums, and Internships

Method of Assessment 12: Portfolio and Oral Defense

Year Attempted Passed Pass Rate Spring 2017 9 9 100% Fall 2016 12 12 100% Spring 2016 25 25 100% Fall 2015 2 2 100% Spring 2015 10 10 100% Fall 2014 11 11 100% Spring 2014 9 9 100% Total 100%

Analysis: Historically students have done well when they reach the culmination of their program. The Portfolio and Oral Defense is an opportunity for students to demonstrate their overall knowledge

and skill integration with their clients through presenting a clinical tape that represents their counseling theory, a written transcript of the sessions (verbatim), and their theory position paper.

Method of Assessment 13: Faculty to Student Ratios

Faculty to Student Ratios

Fall 2015 Spring 2016 Summer 2016

Fall 2016 Spring 2017

Full-Time Faculty FTE (12 cr) 9 Sum

5.25 4.5 4.25 4.25 4.5

Full-Time Student (12 cr) 9 Sum

40

42.25

40.6 42.5 40.75

Faculty/Student – 1 to X

7.6 9.4 9.6 10 9.05

Analysis: Under the 2009 CACREP standards our program is required that counseling programs Faculty to Student Ratios do not exceed 1 to 10. Therefore the Faculty to student ratios will be monitored to verify adherence to national standards. (CACREP Standard reads: I.N. Institutional data reflect that the ratio of full-time equivalent (FTE) students to FTE faculty should not exceed 10:1.) The FTE student faculty ratio was calculated by determining the overall credit hours generated by students and the full-time faculty represented. For example, the FTE calculated in the fall of 2016 was 10:1. The calculation to determine the ratio: Total number of students enrolled in counseling courses for summer of 2016: 170*3(credit hours) 12=42.5/4.25 (Full-time faculty) =10:1. Currently, our program will be shifting our curriculum to the 2016 CACREP standards where the maintenance of FTE has shifted from 10:1 to 12:1.