Counseling& Student Personnel - College of Educationed.mnsu.edu/csp/2012-2015-entry-level-assessment-report.pdfPage | 5 2012-2015 CSP Program Assessment Final Report ! !!!!! Procedures

Counseling& Student Personnel MINNESOTA STATE UNIVERSITY MANKATO

Department Entry Level Program Assessment

2015

Contents

Summary ......................................................................................................................................... 3 Needs to be Met by the Program..................................................................................................... 4 Methodology ................................................................................................................................... 4

Participants.................................................................................................................................. 4 Instruments.................................................................................................................................. 4 Procedure .................................................................................................................................... 5

Preliminary Findings....................................................................................................................... 5 College Student Affairs................................................................................................................ 5

Mental Health Counseling ………….......................................................................................... 12 Professional School Counseling ................................................................................................ 18

Discussion ..................................................................................................................................... 24 College Student Affairs............................................................................................................. 24 Mental Health Counseling ........................................................................................................ 25 Professional School Counseling ............................................................................................... 25

Conclusion ..................................................................................................................................... 26 Appendix I: Email........................................................................................................................... 27 Appendix II: Sample of Alumni Survey......................................................................................... 28 Appendix III: Sample of Internship Supervisor Survey ................................................................. 34 Appendix IV: Sample of Employer Survey ................................................................................... 39

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2012-2015 CSP Program Assessment Final Report

Summary

The Department of Counseling and Student Personnel consists of three Master programs in the

areas of College Student Affairs, Mental Health Counseling and Professional School Counseling.

These programs have been CACREP accredited since 1986. In accordance with CACREP

requirements, the department conducts a comprehensive program review of these programs

every three years by surveying alumni, internship supervisors and employers associated

with them. This year the assessment was conducted during fall 2015.

During the fall of 2015, the alumni, internship supervisors and employers who hired CSP

graduates, received an email with a link inviting them to participate in the program review by

completing a survey.

This document provides preliminary results of this program evaluation. At this time, results have

not been disseminated as the department typically meets to discuss results in the fall semester as the

report cycle requirements for campus have been shifted to fall semester as well.

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Needs to be Met by the Program

In accordance with CACREP requirements, the department conducts a comprehensive

assessment of the three programs by surveying alumni, internship supervisors, and employers

associated with the programs every three years to determine their effectiveness of the three

preparation programs.

Methodology Participants The participants in the study included CSP alumni, internship supervisors, and employers who

were associated with the program during the years 2012-2015. The final sample included the

following: College Student Affairs alumni (N=13), Internship Supervisors (N=5), Employers

(N=1); Mental Health Counseling Alumni (N=8), Supervisors (N=17), Employers (N=12);

Professional School Counseling alumni (N=14), Internship Supervisors (N=9), Employers (N=2).

The alumni included former students who had graduated from the CSP Department

during the years 2012-2015.

Instruments The instruments included surveys for the alumni, internship supervisors, and employers in the

three programs: College Student Affairs, Mental Health Counseling and Professional School

Counseling, that were based on the 2009 CACREP competencies. The surveys used a Likert

scale that ranged from Unsatisfactory (1) to Proficient (4). See appendix II-IV for copies of the

survey.

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Procedures

During the fall of 2015, the alumni, internship supervisors, and employers who had hired

or served graduates of the CSP Department, received an email with a link to a survey

inviting them to participate in the program review by completing the survey. The survey

informed the participants that the process was confidential and anonymous.

Findings

The results of the evaluation based on the combined and individual responses of alumni,

internship supervisors, and employers will be presented for the three programs of

interest: College Student Affairs, Mental Health Counseling and Professional School

Counseling.

College Student Affairs The data for the College Student Affairs program will be described for the combined

group of alumni, internship supervisors, and employers.

The aggregated data for the College Student Affairs program across all three

respondent groups: alumni, internship supervisors, and employers indicated that the

means for 11 items were above 3.00, while the means for 14 items were below 3.00,

indicating that these were potential areas of improvement for the program.

The mean scores for combined responses of the alumni, internship supervisors,

and employers ranged from 2.67-3.52 (See Table 1). The responses indicated that the

strengths ability to apply and adhere to ethical and legal standards in student affairs and

college counseling (M=3.52), ability to understand, support, and advocate for

postsecondary student learning and development (M=3.47), skills in helping

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postsecondary students cope with personal and interpersonal problems, as well as skills

in crisis interventions in response to personal education and community crises (M=3.44),

and ability to collaborate with the postsecondary community to assist students, and uses

postsecondary community resources to improve student learning and development

(M=3.42).

The data also indicated that the areas of improvement included ability to

prepare a research proposal for a human subjects/institutional review board review

(M=2.67), ability to develop measureable outcomes for college counseling and student

development activities (M=2.67), ability to analyze and use multiple data sources,

including institutional data, to make decisions about improving differentiated student

programs (M=2.72), and knowledge of issues that affect student affairs practices (e.g.,

public policy, finance, governance, cultural contexts, international education, global

understanding (M=2.79).

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Table 1: College Student Affairs Data Question Alumni

(N=13) Means

Supervisor (N=5) Mean

Employer (N=1) Mean

Aggregate Data (N=19) Mean

Ability to apply and adhere to ethical and legal standards in student affairs and college counseling

3.54 2.6 4

3.52

Understanding of the interrelationships among the educational, personal/social, and career roles and responsibilities of students and others in the learning community. .

3.38 3.4 3 3.37

Ability to understand, support, and advocate for postsecondary student learning and development.

3.54 3.4 3 3.47

Knowledge of issues that affect student affairs practice (e.g., public policy, finance, governance, cultural contexts, international education, global understanding).

2.77 2.8 3 2.79

Understanding of leadership, organization, and management practices that help institutions accomplish their missions.

3.00 2.8 3 2.95

Ability to participate in the design, implementation, management, and

2.46 2.6 3 2.82

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evaluation of student affairs programs, and is aware of various systems and environmental contexts that affect participants. Understanding of the psychological impact of crises, disasters, and other trauma-‐causing events on students, faculty, and institutions.

3.23 2 3 3.23

Ability to apply multicultural competencies to the practice of student affairs and college counseling.

2.92 3.2 2 2.95

Skills necessary to facilitate the academic, social, and career success of postsecondary students.

3.23 3.4 3 3.26

Skills in helping postsecondary students cope with personal and interpersonal problems, as well as skills in crisis intervention in response to personal, educational, and community crises.

3.54 3 4 3.44

Ability to use procedures for assessing and managing suicide risk.

2.83 3.33 N/A 2.93

General understanding of principles and models of biopsychosocial assessment and case conceptualization

3.00 3 N/A 3

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that lead to appropriate counseling for students in postsecondary education. Ability to participate in the design, implementation, and evaluation of programs that promote wellness, as well as prevention and intervention services for students in postsecondary education.

2.92 3 3 2.94

Ability to demonstrate how student learning and learning opportunities are influenced by the characteristics of both the student and the postsecondary environment.

3.31 3.2 2 3.21

Ability to analyze postsecondary student needs for appropriate learning and developmental opportunities.

3.15 3.6 3 3.26

Ability to collaborate with the postsecondary community to assist students, and uses postsecondary community resources to improve student learning and development.

3.38 3.6 3 3.42

Ability to apply multicultural competencies to serve postsecondary student populations.

2.92 3.2 2 2.95

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Ability to address multicultural counseling issues as they relate to student development and progress in postsecondary education (e.g., discrimination, power, privilege, oppression, values).

2.77 3.6 2 2.95

Ability to advocate for policies, programs, and services that are equitable and responsive to the unique needs of postsecondary students.

2.77 3.2 3 2.89

Ability to assess and interpret postsecondary student needs, recognizing uniqueness in culture, languages, values, backgrounds, and abilities.

3.08 3.75 3 3.22

Ability to analyze and use multiple data sources, including institutional data, to make decisions about improving differentiated student programs.

2.62 3.25 2 2.72

Ability to apply relevant research findings to inform the practice of student affairs and college counseling.

2.69 3 3 2.79

Ability to develop measurable outcomes for college counseling and student development activities.

2.46 3.25 3 2.67

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Ability to analyze and use data to enhance student affairs and college counseling programs.

2.75 3 2 2.82

Ability to prepare a research proposal for a human subjects/institutional review board review.

2.50 3.33 N/A 2.67

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Mental Health Counseling

The aggregated data for the Mental Health Counseling program across three

respondent groups: alumni, internship supervisors, and employers (N=37) indicated that

the means for 12 items were above 3.00 and are considered areas of strengths. Also,

means for 12 items were below 3.00 indicating that these were potential areas of

improvement for the program (see table 2). At this time, there were no responses for

internship supervisors. This is likely due to most of the internship supervisors are

employers as well.

The mean scores for the combined responses of alumni, internship supervisors,

and employers ranged from 2.62-3.35 (See Table 2). The data indicated that the strengths

of the program included the following: ability to apply and adhere to ethical and legal

standards in clinical mental health counseling (M=3.35), ability to recognize his or her

own limitations as a clinical mental health counseling and seek supervision or refer clients

when appropriate (M=3.30), ability to use procedures for assessing and managing suicide

risk (M=3.25), ability to apply current record-keeping standards related to clinical mental

health counseling (M=3.22) ability to promote optimal human development, wellness and

mental health through prevention, education, and advocacy activities (M=3.22), and

ability to appropriately use diagnostic tools including the current edition of the DSM, to

describe symptoms and clinical presentation of clients with mental and emotional

impairments (M=3.17).

The data also indicated that the areas of growth included ability to apply

knowledge of public mental health policy, financing, and regulatory processes to

improve service delivery opportunities in clinical mental health counseling (M=2.62),

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ability to analyze and use data to increase the effectiveness of clinical mental health

counseling interventions and programs (M=2.64), and the ability to develop measurable

outcomes for clinical mental health counseling programs, interventions, and treatments

(M=2.69).

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Table 2: Mental Health Counseling Data Question

Alumni (N=8) Mean

Employer (N=12)

Supervisor (N=17)

Aggregate Data (N=37)

Ability to apply and adhere to ethical and legal standards in clinical mental health counseling.

3.38 3.17 3.47 3.35

Ability to apply knowledge of public mental health policy, financing, and regulatory processes to improve service delivery opportunities in clinical mental health counseling.

2.63 2.58 2.65 2.62

Ability to use the principles and practices of diagnosis, treatment, referral, and prevention of mental and emotional disorders to initiate, maintain, and terminate counseling.

3.13 3.25 3.00 3.11

Ability to apply multicultural competencies to clinical mental health counseling involving case conceptualization, diagnosis, treatment, referral, and prevention of mental and emotional disorders.

2.88 2.92 3.06 2.97

Ability to promote optimal human development, wellness, and mental health through prevention, education, and advocacy activities.

3.00 3.33 3.25 3.22

Ability to apply effective strategies to promote client

2.88 3.33 3.12 3.13

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understanding of and access to a variety of community resources. Ability to demonstrate appropriate use of culturally responsive individual, couple, family, group, and systems modalities for initiating, maintaining, and terminating counseling.

2.88 3.00 3.12 3.03

Ability to use procedures for assessing and managing suicide risk

3.25 3.17 3.31 3.25

Ability to apply current record-‐keeping standards related to clinical mental health counseling.

3.25 3.17 3.24 3.22

Ability to provide appropriate counseling strategies when working with clients with addiction and co-‐occurring disorders.

2.71 3.00 2.82 2.86

Ability to recognize his or her own limitations as a clinical mental health counselor and to seek supervision or refer clients when appropriate.

3.50 3.00 3.41 3.30

Ability to maintain information regarding community resources to make appropriate referrals.

2.88

3.00 3.00 2.97

Ability to advocate for policies, programs, and services that are equitable and responsive to the unique needs of clients.

2.71

3.08 2.65 2.81

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Ability to modify counseling systems, theories, techniques, and interventions to make them culturally appropriate for diverse populations.

3.00

3 3.12 3.06

Ability to select appropriate comprehensive assessment interventions to assist in diagnosis and treatment planning, with an awareness of cultural bias in the implementation and interpretation of assessment protocols.

2.50

3.08 2.75 2.81

Skill in conducting an intake interview, a mental status evaluation, a biopsychosocial history, a mental health history, and a psychological assessment for treatment planning and caseload management.

3.13

3.25 3.06 3.11

Ability to screen for addiction, aggression, and danger to self and/or others, as well as co-‐occurring mental disorders.

3.00

3.25 2.88 3.03

Ability to assess a client’s stage of dependence, change, or recovery to determine the appropriate treatment modality and placement criteria within the continuum of care.

2.38

3.00 2.88 2.81

Ability to apply relevant research 2.88 2.67 3.13 2.92

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findings to inform the practice of clinical mental health counseling. Ability to develop measurable outcomes for clinical mental health counseling programs, interventions, and treatments.

2.38

2.73 2.81 2.69

Ability to analyze and use data to increase the effectiveness of clinical mental health counseling interventions and programs.

2.38

2.64 2.79 2.64

Ability to appropriately use diagnostic tools, including the current edition of the DSM, to describe the symptoms and clinical presentation of clients with mental and emotional impairments.

3.00

3.42 3.06 3.17

Ability to conceptualize an accurate multi-‐axial diagnosis of disorders presented by a client and discuss the differential diagnosis with collaborating professionals.

2.75

3.08 2.94 2.94

Ability to differentiate between diagnoses and developmentally appropriate reactions during crises, disasters, and other trauma-‐causing events.

2.88

2.82 2.76 2.81

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Professional School Counseling

The aggregated data for the Professional School Counseling program across the three respondent

groups: alumni, supervisors and employers (N=25) indicated that the means for 17 items were

above 3.00 and are considered areas of strengths. Also, means for 12 items were below 3.00

indicating that these were potential areas of improvement for the program (see table 3).

The mean scores for the combined responses of alumni, internship supervisors, and

employers ranged from 2.68-3.56 (See Table 3). The data indicated that the strengths of the

program included the following: ability to apply and adhere to ethical and legal standards in

school counseling (M=3.56), ability to demonstrate self-awareness, sensitivity to others, and the

skills needed to relate to diverse individuals, groups, and classrooms (M=3.48), ability to

recognize his or her limits as a school counseling and to seek supervision/consultation or refer

clients when appropriate (M=3.45), ability to articulate, model, and advocate for an appropriate

school counselor identify and program (M=3.24), ability to demonstrate multicultural

competencies in relation to diversity, equity, and opportunity in student learning and

development (M=3.28), and ability to advocate for the learning and academic experiences

necessary to promote the academic, career, and personal/social development of students

(M=3.24).

The data also indicated areas of growth for the program including the following: ability to

design and implement prevention and intervention plans related to the effects of (a) atypical

growth and development, (b) heath and wellness, (c) language, (e) multicultural issues, and (f)

factors of resiliency on student learning and development (M=2.68), ability to select appropriate

assessment strategies that can be used to evaluate a student’s academic career, and

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personal/social development (M=2.68), ability to analyze assessment information in a manner

that produces valid inferences when evaluating the needs of individual students and assessing the

effectiveness of educational programs (M=2.68), and the ability to implement differentiated

instructional strategies to promote student academic, career, and personal/social development

(M=2.79).

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Table 3. Professional School Counseling Alumni

Means (N=14)

Supervisor Means (N=9)

Employer Means (N=2)

Aggregate Data Means

(N=25)

1. Ability to apply and adhere to ethical and legal standards in school counseling.

3.36 3.78 4 3.56

2. Ability to articulate, model, and advocate for an appropriate school counselor identity and program.

3.00 3.44 4 3.24

3. Ability to demonstrate self-‐awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms.

3.36 3.56 4 3.48

4. Ability to provide individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students.

3.07 3.33 3 3.16

5. Ability to design and implement prevention and intervention plans related to the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development.

2.29 3.11 3.50 2.68

6. Ability to use procedures for assessing and managing suicide risk and at-‐risk behavior.

2.71 3.17 3 2.86

7. Ability to recognize his or her limitations as a school counselor and to

3.36 3.63 3.50 3.45

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seek supervision/consultation or refer clients when appropriate. 8. Ability to demonstrate multicultural competencies in relation to diversity, equity, and opportunity in student learning and development.

3.14 3.33 4.00 3.28

9. Ability to advocate for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students.

3.00 3.56 3.50 3.24

10. Ability to advocate for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations.

2.86 3.33 3.50 3.12

11. Ability to engage parents, guardians, and families to promote the academic, career, and personal/social development of students.

2.64 3.00 3.50 2.83

12. Ability to assess and interpret students’ strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities.

2.93 3.25 4.00 3.12

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

2.43 3.00 3.50 2.68

14. Ability to analyze assessment information

2.50 2.83 3.50 2.68

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in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs. 15. Ability to make appropriate referrals to school and/or community resources.

3.07 3.25 4.00 3.21

16. Ability to assess barriers that impede students’ academic, career, and personal/social development.

3.00 3.44 3.50 3.20

17. Ability to apply relevant research findings to inform the practice of school counseling.

2.79 3.17 3.00 2.91

18. Ability to develop measurable outcomes for school counseling programs, activities, interventions, and experiences.

2.71 3.17 3.50 2.91

19. Ability to analyze and use data to enhance school counseling programs.

2.79 3.00 3.50 2.91

20. Ability conduct programs designed to enhance student academic development.

2.79 3.00 3.50 2.92

21. Ability to implement strategies and activities to prepare students for a full range of postsecondary options and opportunities.

3.07 3.40 3.50 3.19

22. Ability to implement differentiated instructional strategies to promote student academic, career, and personal/social

2.57 3.00 3.50 2.79

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development. 23. Ability to work with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school.

3.00 3.22 4.00 3.16

24. Ability to locate resources in the community that can be used in the school to improve student achievement and success.

2.71 3.33 4.00 3.00

25. Ability to consult with teachers, staff, and community-‐based organizations to promote student academic, career, and personal/social development.

2.93 3.44 4.00 3.20

26. Use of peer helping strategies in the school counseling program.

2.64 3.57 3.50 3.00

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

2.92 3.00 3.50 3.00

28. Ability to participate in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program.

2.93 2.88 3.50 2.96

29. Ability to plan and present school-‐counseling-‐related educational programs for use with parents and teachers (e.g., parent education programs,

2.71 2.88 3.50 2.83

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materials used in classroom guidance and advisor/advisee programs for teachers).

Discussion

The results of the program evaluation provide important insights into the

effectiveness of the College Student Affairs, Mental Health Counseling, and

Professionals School Counseling programs. Overall, the data indicates that the CSP

program is very effective in preparing professionals in the areas of college student

affairs, mental health counseling and professional school counseling. These results

will now be discussed separately for the three programs of interests: college student

affairs, mental health counseling and school counseling.

College Student Affairs

The strengths of the College Student Affairs program included preparing students to

be able to adhere to ethical and legal standards within the area of student affairs.

Students are prepared in the ability to understand support and advocate for post-

secondary student learning and development as well as have the skills to help

postsecondary students cope with personal and interpersonal problems including

crisis interventions. The students were prepared to collaborate with the postsecondary

community to assist students, and use community resources to improve student

learning and development.

The areas of improvement for this program include providing better preparation

in developing a research proposal for institutional board review, creating measureable

outcomes for college counseling and student development activities, and analyzing and

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using multiple data sources to make decisions about improving differentiated student

programs. Another area of growth included preparation in the knowledge of issues that

affect student affairs practices.

Mental Health Counseling The strengths of the Mental Health Counseling program included preparing

professionals who understood the ethical and legal issues related to Mental Health

Counseling and who were well prepared in the use of diagnostic tools to describe

symptoms and clinical presentation of clients. They were prepared to initiate,

maintain, and terminate counseling, promote human development, wellness and

mental health through prevention, education, and advocacy activities. Furthermore,

students were prepared in record keeping standards for the profession and had the

ability to recognize his or her own limits and seek supervision or referral when

appropriate.

The areas of improvement for the program include better preparing students in

the areas of use of analyzing and using data to increase the effectiveness of

interventions and programs, ability to assess stages of dependence, change, or recovery

to determine appropriate treatment modality or placement criteria within the continuum

of care. In addition a growth opportunity for the program would be to develop

measurable outcomes for programs, interventions, and treatments as well as apply

knowledge of public mental health policy, financing, and regulatory processes to

improve services delivery.

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Professional School Counseling The strengths of the Professional School Counseling program included preparing

students who demonstrated the ability to adhere to ethical and legal standards, they

demonstrated self-awareness, sensitivity to others, and the skills needed to related to

diverse individuals, groups, and classrooms. They were able to recognize their limits and

see supervision when appropriate. The students of the program were able to advocate for

the profession and for learning and academic experiences essential for student

development. In addition they demonstrated and understand multicultural competencies

related to student learning and development.

The areas of improvement for this program included better preparing students

designing and implementing prevention and intervention plans, selecting appropriate

assessment strategies, analyzing assessment information, and implementing

differentiated instructional strategies.

Conclusion

It is evident from this program evaluation that that the three programs, College Student

Affairs, Mental Health Counseling, and Professional School Counseling prepare

students effectively. It is obvious that alumni, internship supervisors, and employers

feel that students are well prepared within their identified CSP program. The results

will be disseminated in the fall of 2016. At that time, a plan will be developed to

address the areas of improvements for each track.

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Appendix I: Email

Good Afternoon, The Department of Counseling and Student Personnel (CSP) at Minnesota State University, Mankato regularly collects data about the CSP program by surveying graduates, their internship supervisors, and their employers. As a graduate, your evaluation of the program is central to our program improvement efforts. To complete the survey, please go the following link: <<LINK>>> Your feedback will remain completely anonymous and will be used solely for the purpose of program development and accreditation review. Thank you in advance for your assistance with our program evaluation and improvement efforts. Sincerely, Casey Baker, Doctoral Student Sent on behalf of: Jacqueline Lewis, Ph.D. Professor and Chair Program Coordinator, College Student Affairs Program Minnesota State University, Mankato Department of Counseling and Student Personnel 107 Armstrong Hall Mankato, MN 56001 Phone: 507 389-5657

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Appendix II: Sample of Alumni Survey

College Student Affairs Alumni Survey The Department of Counseling and Student Personnel (CSP) at Minnesota State University, Mankato regularly collects follow-up data on CSP graduates. As part of our efforts to follow up with CSP alumni, we collect data from surveys of our graduates, their internship supervisors, and their current employers. As a recent graduate of the College Student Affairs program, your evaluation of the program is central to our program improvement efforts. We are especially interested in your assessment of the CSP department’s effectiveness in preparing Student Affairs practitioners, as well as the strengths of our program and areas in need of improvement. Your feedback will remain completely anonymous and will be used solely for the purpose of program development and accreditation review. Thank you in advance for your assistance with our program evaluation and improvement efforts. Please feel free to contact the department at 507-389-2423 if you have questions or concerns about our programs or the follow-up survey. Date of graduation from MSU: __________ Gender: ________________________________________ What is your racial or ethnic identification? _______________________________________ Current Employment: ________________________________________________________________________________ Which area of Student Affairs do you work? (If you do not currently work in Student Affairs, please skip this question). ___Residential Life ___Admissions ___Advising ___Multicultural Affairs ___Judicial Affairs ___Career Development ___International Student Programs ___Counseling ___Financial Aid ___First-year Experience ___LGBT Center ___Student Activities or Student Leadership ___Other____________________________

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How many years have you been employed in your current position? ________________________________________ Is your institution public or private?

_______ Public _______ Private For questions 1-25, please evaluate your own performance in each area listed at the time of your graduation from MSU -using the performance scale below:

0

No opportunity to evaluate

1 Unsatisfactory

Did not understand or perform concepts underlying the core area or its components.

2 Basic

Understood concepts in the core area and attempted to implement elements. However, implementation is not always achieved or successful.

3

Satisfactory

Understood and demonstrated knowledge and skills underlying the core area or its components and generally implemented them well.

4 Proficient

Understood and demonstrated specific understanding of knowledge and skills included in the core area and implemented elements at a consistently high level; already shows attributes of accomplished practice.

FOUNDATIONS Please evaluate:

1. Your ability to apply and adhere to ethical and legal standards in student affairs and college

counseling.

Unsatisfactory Basic Satisfactory Proficient

0 1 2 3 4

2. Your understanding of the interrelationships among the educational, personal/social, and career

roles and responsibilities of students and others in the learning community.


0 1 2 3 4

3. Your ability to understand, support, and advocate for postsecondary student learning and

development.


0 1 2 3 4

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4. Your knowledge of issues that affect student affairs practice (e.g., public policy, finance, governance, cultural contexts, international education, global understanding).

Unsatisfactory Basic Satisfactory

Proficient 0 1 2 3 4

5. Your understanding of leadership, organization, and management practices that help institutions

accomplish their missions.


0 1 2 3 4

6. Your ability to participate in the design, implementation, management, and evaluation of student

affairs programs, and is aware of various systems and environmental contexts that affect participants.



7. Your understanding of the psychological impact of crises, disasters, and other trauma-causing

events on students, faculty, and institutions.


0 1 2 3 4

COUNSELING, PREVENTION, AND INTERVENTION Please evaluate:

8. Your ability to apply multicultural competencies to the practice of student affairs and college

counseling.


0 1 2 3 4

9. Your skills necessary to facilitate the academic, social, and career success of postsecondary

students.


0 1 2 3 4

10. Your skills in helping postsecondary students cope with personal and interpersonal problems, as

well as skills in crisis intervention in response to personal, educational, and community crises.

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0 1 2 3 4

11. Your ability to use procedures for assessing and managing suicide risk.



12. Your general understanding of principles and models of biopsychosocial assessment and case

conceptualization that lead to appropriate counseling for students in postsecondary education.


0 1 2 3 4

13. Your ability to participate in the design, implementation, and evaluation of programs that promote

wellness, as well as prevention and intervention services for students in postsecondary education.


0 1 2 3 4

DIVERSITY AND ADVOCACY Please evaluate:

14. Your ability to demonstrate how student learning and learning opportunities are influenced by the

characteristics of both the student and the postsecondary environment.


0 1 2 3 4

15. Your ability to analyze postsecondary student needs for appropriate learning and developmental

opportunities.


0 1 2 3 4

16. Your ability to collaborate with the postsecondary community to assist students, and uses

postsecondary community resources to improve student learning and development.


0 1 2 3 4

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17. Your ability to apply multicultural competencies to serve diverse postsecondary student populations.



18. Your ability to address multicultural counseling issues as they relate to student development and

progress in postsecondary education (e.g., discrimination, power, privilege, oppression, values).


0 1 2 3 4

19. Your ability to advocate for policies, programs, and services that are equitable and responsive to

the unique needs of postsecondary students.


0 1 2 3 4

ASSESSMENT Please evaluate:

20. Your ability to assess and interpret postsecondary student needs, recognizing uniqueness in

culture, languages, values, backgrounds, and abilities.


0 1 2 3 4

21. Your ability to analyze and use multiple data sources, including institutional data, to make

decisions about improving differentiated student programs.


0 1 2 3 4

RESEARCH AND EVALUATION Please evaluate:

22. Your ability to apply relevant research findings to inform the practice of student affairs and college

counseling.


0 1 2 3 4

23. Your ability to develop measurable outcomes for college counseling and student development

activities.

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0 1 2 3 4

24. Your ability to analyze and use data to enhance student affairs and college counseling programs.



25. Your ability to prepare a research proposal for a human subjects/institutional review board review.



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Appendix III: Sample of Internship Supervisor Survey

Mental Health Counseling Internship Supervisor Survey The Department of Counseling and Student Personnel (CSP) at Minnesota State University, Mankato regularly collects follow-up data on CSP graduates. As part of our efforts to follow up with CSP alumni, we collect data from surveys of our graduates, their internship supervisors, and their current employers. As an internship supervisor of one of our graduates of the Mental Health Counseling program, your evaluation of the program is central to our program improvement efforts. We are especially interested in your assessment of the CSP department’s effectiveness in preparing Mental Health Counselors, as well as the strengths of our program and areas in need of improvement. Your feedback will remain completely anonymous and will be used solely for the purpose of program development and accreditation review. Thank you in advance for your assistance with our program evaluation and improvement efforts. Please feel free to contact the department at 507-389-2423 if you have questions or concerns about our programs or the follow-up survey. What is the name of your agency or office? __________________________________________________________ Is your agency or office privately funded or publicly funded?

_______ County/State _______ Private ______ Other (Please Specify) _______________________ What is the location of your agency? ___Rural (population of 1 -- 2,499 people) ___Urban Cluster (population of 2,500 -- 50,000) ___Urban Areas (population of 50,000 or more) What population(s) does your agency serve? _____________________________________________________________________________________________________ How many MSU Mental Health Counseling interns have you supervised? ______________________________

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For questions 1-24, please evaluate interns’ performance in each area listed using the performance scale below:

0


1 Unsatisfactory


2 Basic


3

Satisfactory


4 Proficient


FOUNDATIONS Please evaluate the intern’s:

1. Ability to apply and adhere to ethical and legal standards in clinical mental health counseling.



2. Ability to apply knowledge of public mental health policy, financing, and regulatory processes to

improve service delivery opportunities in clinical mental health counseling.


0 1 2 3 4

COUNSELING, PREVENTION, AND INTERVENTION Please evaluate the intern’s:

3. Ability to use the principles and practices of diagnosis, treatment, referral, and prevention of

mental and emotional disorders to initiate, maintain, and terminate counseling.


0 1 2 3 4

4. Ability to apply multicultural competencies to clinical mental health counseling involving case

conceptualization, diagnosis, treatment, referral, and prevention of mental and emotional disorders.


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0 1 2 3 4

5. Ability to promote optimal human development, wellness, and mental health through prevention,

education, and advocacy activities.


0 1 2 3 4

6. Ability to apply effective strategies to promote client understanding of and access to a variety of

community resources.


0 1 2 3 4

7. Ability to demonstrate appropriate use of culturally responsive individual, couple, family, group,

and systems modalities for initiating, maintaining, and terminating counseling.


0 1 2 3 4

8. Ability to use procedures for assessing and managing suicide risk.



9. Ability to apply current record-keeping standards related to clinical mental health counseling.



10. Ability to provide appropriate counseling strategies when working with clients with addiction and

co-occurring disorders.


0 1 2 3 4

11. Ability to recognize his or her own limitations as a clinical mental health counselor and to seek

supervision or refer clients when appropriate.


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0 1 2 3 4

DIVERSITY AND ADVOCACY Please evaluate the intern’s:

12. Ability to maintain information regarding community resources to make appropriate referrals.



13. Ability to advocate for policies, programs, and services that are equitable and responsive to the unique needs of clients.



14. Ability to modify counseling systems, theories, techniques, and interventions to make them culturally

appropriate for diverse populations.


0 1 2 3 4

ASSESSMENT

15. Ability to select appropriate comprehensive assessment interventions to assist in diagnosis and treatment planning, with an awareness of cultural bias in the implementation and interpretation of assessment protocols.



16. Skill in conducting an intake interview, a mental status evaluation, a biopsychosocial history, a

mental health history, and a psychological assessment for treatment planning and caseload management.



17. Ability to screen for addiction, aggression, and danger to self and/or others, as well as co-

occurring mental disorders.


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0 1 2 3 4

18. Ability to assess a client’s stage of dependence, change, or recovery to determine the appropriate

treatment modality and placement criteria within the continuum of care.


0 1 2 3 4

RESEARCH AND EVALUATION Please evaluate the intern’s:

19. Ability to apply relevant research findings to inform the practice of clinical mental health

counseling.


0 1 2 3 4

20. Ability to develop measurable outcomes for clinical mental health counseling programs,

interventions, and treatments.


0 1 2 3 4

21. Ability to analyze and use data to increase the effectiveness of clinical mental health counseling

interventions and programs.


0 1 2 3 4

DIAGNOSIS Please evaluate the intern’s:

22. Ability to appropriately use diagnostic tools, including the current edition of the DSM, to describe

the symptoms and clinical presentation of clients with mental and emotional impairments.


0 1 2 3 4

23. Ability to conceptualize an accurate multi-axial diagnosis of disorders presented by a client and

discuss the differential diagnosis with collaborating professionals.


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0 1 2 3 4

24. Ability to differentiate between diagnoses and developmentally appropriate reactions during crises,

disasters, and other trauma-causing events.


0 1 2 3 4

Appendix IV: Sample of Employer Survey

School Counseling Employer Survey The Department of Counseling and Student Personnel (CSP) at Minnesota State University, Mankato regularly collects follow-up data on CSP graduates. As part of our efforts to follow up with CSP alumni, we collect data from surveys of our graduates, their internship supervisors, and their current employers. As an employer or supervisor of a recent graduate of the Professional School Counseling program, your evaluation of the program is central to our program improvement efforts. We are especially interested in your assessment of the CSP department’s effectiveness in preparing School Counseling practitioners, as well as the strengths of our program and areas in need of improvement. Your feedback will remain completely anonymous and will be used solely for the purpose of program development and accreditation review. Please return your completed evaluation in the postage-paid envelope provided. Thank you in advance for your assistance with our program evaluation and improvement efforts. Please feel free to contact the department at 507-389-2423 if you have questions or concerns about our programs or the follow-up survey. What is the size of your school?

________ 400 or less _______ 400-800 _______ 800 or more What is the location of your school? ___Rural (population of 1 -- 2,499 people) ___Urban Cluster (population of 2,500 -- 50,000) ___Urban Areas (population of 50,000 or more) Is your institution public or private?

_______ Public _______ Private What grade levels do you serve? _____________________________________________________________________________________________________

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What is your job title? _______________________________________________________________________________ How many MSU Professional School Counseling graduates have you hired? ___________________________________ For questions 1-29, please evaluate the employee’s performance in each area listed using the performance scale below:

0


1 Unsatisfactory


2 Basic


3

Satisfactory


4 Proficient


FOUNDATIONS Please evaluate the employee’s:

1. Ability to apply and adhere to ethical and legal standards in school counseling.


0 1 2 3 4

2. Ability to articulate, model, and advocate for an appropriate school counselor identity and program.


0 1 2 3 4

COUNSELING, PREVENTION, AND INTERVENTION Please evaluate the employee’s:

3. Ability to demonstrate self-awareness, sensitivity to others, and the skills needed to relate to diverse

individuals, groups, and classrooms.


0 1 2 3 4

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4. Ability to provide individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students.



5. Ability to design and implement prevention and intervention plans related to the effects of (a) atypical

growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development.



6. Ability to use procedures for assessing and managing suicide risk.


0 1 2 3 4

7. Ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients

when appropriate.


0 1 2 3 4

DIVERSITY AND ADVOCACY Please evaluate the employee’s:

8. Ability to demonstrate multicultural competencies in relation to diversity, equity, and opportunity in

student learning and development.


0 1 2 3 4

9. Ability to advocate for the learning and academic experiences necessary to promote the academic,

career, and personal/social development of students.


0 1 2 3 4

10. Ability to advocate for school policies, programs, and services that enhance a positive school climate

and are equitable and responsive to multicultural student populations.

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0 1 2 3 4

11. Ability to engage parents, guardians, and families to promote the academic, career, and personal/social

development of students.


0 1 2 3 4

ASSESSMENT Please evaluate the employee’s:

12. Ability to assess and interpret students’ strengths and needs, recognizing uniqueness in cultures,

languages, values, backgrounds, and abilities.


0 1 2 3 4

13. Ability to select appropriate assessment strategies that can be used to evaluate a student’s academic,

career, and personal/social development.


0 1 2 3 4

14. Ability analyze assessment information in a manner that produces valid inferences when evaluating the

needs of individual students and assessing the effectiveness of educational programs.


0 1 2 3 4

15. Ability to make appropriate referrals to school and/or community resources.


0 1 2 3 4

16. Ability to assess barriers that impede students’ academic, career, and personal/social development.


0 1 2 3 4

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RESEARCH AND EVALUATION Please evaluate the employee’s:

17. Ability to apply relevant research findings to inform the practice of school counseling.


0 1 2 3 4

18. Ability to develop measurable outcomes for school counseling programs, activities, interventions, and

experiences.


0 1 2 3 4

19. Ability to analyze and use data to enhance school counseling programs.


0 1 2 3 4

ACADEMIC DEVELOPMENT Please evaluate the employee’s:

20. Ability conduct programs designed to enhance student academic development.


0 1 2 3 4

21. Ability to implement strategies and activities to prepare students for a full range of postsecondary

options and opportunities.


0 1 2 3 4

22. Ability to implement differentiated instructional strategies that draw on subject matter and pedagogical

content knowledge and skills to promote student achievement.


0 1 2 3 4

COLLABORATION AND CONSULTATION Please evaluate the employee’s:

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23. Ability to work with parents, guardians, and families to act on behalf of their children to address

problems that affect student success in school.


0 1 2 3 4

24. Ability to locate resources in the community that can be used in the school to improve student

achievement and success.


0 1 2 3 4

25. Ability to consult with teachers, staff, and community-based organizations to promote student

academic, career, and personal/social development.


0 1 2 3 4

26. Use of peer helping strategies in the school counseling program.


0 1 2 3 4

27. Use of referral procedures with helping agents in the community (e.g., mental health centers,

businesses, service groups) to secure assistance for students and their families.


0 1 2 3 4

LEADERSHIP Please evaluate the employee’s:

28. Ability to participate in the design, implementation, management, and evaluation of a comprehensive

developmental school counseling program.


0 1 2 3 4

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



Documents

Counseling& Student Personnel - College of Educationed.mnsu.edu/csp/2012-2015-entry-level-assessment-report.pdfPage | 5 2012-2015 CSP Program Assessment Final Report ! !!!!! Procedures