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Student Learning Outcomes/Biannual

Review Process Manual

Master’s Programs in Professional Counseling

Updated: Summer 2017

Student Learning Outcomes/Biannual Review Procedures

Students are required to complete a biannual review as a component of a comprehensive

evaluation process to assess student outcomes across three domains - knowledge, skills, and

professional practice. The documents for the biannual review are required to be completed

throughout the academic program beginning at new student orientation and ending at graduation.

Instructions and/or rubrics for each of its required components are provided in this manual.

NOTE: The Professional Practice Forms are required EACH SEMESTER that the student is

enrolled in APCE 612, 619, 614 or 691/2.

******************************************************************************

Student progress and learning outcomes will also be evaluated based on grades, CPCE, and

assignments completed in 602/650 (Wellness/Self-care Plan), 657 (Personal Values

Assessment), and 673 (Psychosocial Assessment and Assessment Reflection Paper).

******************************************************************************

The following several pages provide an outline of the SLO/Biannual Review components that

are required for submission per semester according to one’s year in their program.

FIRST YEAR

FALL SEMESTER

Due Date: As announced by the Professional Counseling Programs Coordinator

1. Biannual Review Cover Page (in Qualtrics)

2. Faculty Assessment Forms

These forms will be distributed in class by faculty. Students will complete the top portion

of the form (name, course information, advisor information, etc.). This form will be

returned to the instructor and subsequently completed and turned into the PC Program

administrative assistant, who will include each one in the respective student’s biannual

student review file.

*Students enrolled in SRM 600 or PSY 530 need to give a Faculty Assessment Form to

the instructor to complete and return to your advisor.

3. Student Learning Outcomes

Students are required to complete the Student Learning Outcome (SLO) measures,

which are presented in two parts.

A. Part One:

(a) The Wellness Plan (250 – 500 words) requires the student to develop a

plan for personal wellness outlining ways the student plans to engage in self-

care. Instructions for completing the Wellness Plan are provided in APCE

602 (Orientation to School Counseling) and/or APCE 650 (Orientation to

Clinical Counseling).

(b) The Counseling Profession Essay (200 words or less) requires students to

present a description of the counseling profession as compared and

contrasted to related fields (e.g., psychology or social work).

B. Part Two: A series of quizzes intended to measure learning in various

required courses. Students will be required to take the quizzes pertaining to

the courses they took during that Fall semester, and if applicable, the recent

Summer semester as well. Courses covered in SLO Part Two are APCE 558,

APCE 602, APCE 603, APCE 608, APCE 623, APCE 650, APCE 657, APCE

661, APCE 665, and APCE 673.

SPRING SEMESTER














A. Part One:

(a) The Updated Wellness Plan (250 – 500 words) requires the student to

update their Fall plan for personal wellness outlining ways the student plans

to engage in self-care.

(b) The Professional Development Questions (500-700 words) will require

students to answer prompts pertaining to their plan for professional

development.

(c) The Advocacy Statement requires students to write an advocacy statement

that is comprised of two parts. Each student must (1) describe (in 50 words

or less) an example of how they have engaged in advocacy and (2) describe

(in 50 words or less) how they see their role as an advocate.

(d) Professional Practice Form rubric scores (applicable only to students

enrolled in Practicum I, Practicum II, or Internship).



the courses they took during that Spring semester. Courses covered in SLO

Part Two are APCE 558, APCE 602, APCE 603, APCE 608, APCE 623, APCE

650, APCE 657, APCE 661, APCE 665, and APCE 673.

SECOND YEAR

FALL SEMESTER














A. Part One:


update their previous plan for personal wellness outlining ways the student

plans to engage in self-care.

(b) The Research Integration Statement (100 words or less) requires students

to provide examples of how they will integrate research and evaluation into

their professional practice.

(c) Professional Practice Form rubric scores (applicable only to students




the courses they took during that Fall semester, and if applicable, the recent

Summer semester as well. Courses covered in SLO Part Two are APCE 558,

APCE 602, APCE 603, APCE 608, APCE 623, APCE 650, APCE 657, APCE

661, APCE 665, and APCE 673.

SPRING SEMESTER














A. Part One:


update their previous plan for personal wellness outlining ways the student

plans to engage in self-care.

(b) The Professional Development Questions (500 – 700 words) will require

students to answer prompts pertaining to their plan for professional

development.

(c) Professional Practice Form rubric scores (applicable only to students




the courses they took during that Spring semester. Courses covered in SLO



THIRD YEAR (and subsequent years)

FALL SEMESTER














A. Part One: Professional Practice Form rubric scores (applicable only to

students enrolled in Practicum I, Practicum II, or Internship). No other essay

questions required.



the courses they took during the Spring semester. Courses covered in SLO



SPRING SEMESTER














A. Part One: Professional Practice Form rubric scores (applicable only to

students enrolled in Practicum I, Practicum II, or Internship). No other essay

questions required.



the courses they took during the Spring semester. Courses covered in SLO



Faculty Assessment Form

Master’s Programs in Professional Counseling Faculty Assessment Form

Instructor: Please complete the following form for each student enrolled in your course and

return the form to the Professional Counseling Programs Administrative Assistant. This form is

due on the date that grades are due for the academic semester.

Program: Clinical Mental Health Counseling

Marriage, Couples, and Family Counseling/Therapy

School Counseling

Name of Student: Date:

Student Academic Advisor:

Name of Evaluator: Course(s):

N

/A

Wel

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xpec

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s

Bel

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E

xpec

tati

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s

Mee

ts

Exp

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Ab

ove

E

xpec

tati

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s

Ou

tsta

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ing/

Wel

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ove

E

xpec

tati

on

s

Academic Ability

Written Expression

Verbal Expression

Flexibility

Initiative & Motivation

Commitment to Professional Development

Maturity

Ability to Accept Personal Responsibility

Interpersonal Skills

Professionalism

Openness & Ability to Utilize Feedback

Self-Awareness

Openness to New Ideas

Ability to Manage Personal Stress

Attention to Legal & Ethical Considerations

Clinical Skills

Emotional Regulation

This student should be:

Encouraged to continue in the program

Reviewed after another semester

Offered remedial assistance

Discouraged from continuing in the program

I do not know the student well enough to make a recommendation at this time.

Please include any additional comments on the reverse side of this form.

Professional Development Questions


PROFESSIONAL DEVELOPMENT QUESTIONS

Please complete the following form, and respond to the following questions in an attached

narrative. Please be prepared to copy and paste your narrative into Qualtrics (SLO Part I).

Program: Clinical Mental Health Counseling

Marriage, Couples, and Family Counseling/Therapy

School Counseling

Name: Date:

Advisor:

BEAR #: Address:

Phone:

ACA/ASCA Membership Number:

Member Since (i.e., year joined):

Personal/Professional Development Questions (Maximum of two typed pages total)

1. List all professional memberships (e.g., local, state, regional, national, CSI, etc.).

2. List professional development activities in which you have participated during the past year

(e.g., conference attendance, presentations and publications, community service, etc.).

3. List the professional development activities you plan to engage in during the next year.

4. Describe three (3) significant areas in which you have grown personally and professionally

this academic year.

5. Identify three (3) of your strengths as a future counselor.

6. Identify and describe three (3) areas you need to develop during the next year.

Professional Practice Evaluation Materials


SELF-SUPERVISION FORM

(To Be Completed During Practicum I, Practicum II, Family Practicum, and Internship)

Name: Date:

Number of Sessions: Supervisor:

Please use this form to assess your counseling skills each week. You should complete this form

while watching your session tapes and bring it to supervision each week. You must complete this

form on at least one client for three sessions and submit to your instructor as part of your

evaluation materials.

Identify Examples of Culturally Appropriate Attending Skills: (Include eye contact, posture, tone

of voice, amount of movement in session, mirroring, facial expressions, or bodily expression)

Identify Examples of Empathy & Influencing Skills: (Include paraphrasing, reflection of feeling or

meaning, summarization, clarifying and perception checking, pacing, focusing, staying with affect, counselor self

disclosure, immediacy, or confrontation)

Identify & Evaluate Any Specific Techniques Used:

Identify Your Areas of Strength (Identify a minimum of 2)

Identify Your Growth Areas (Identify a minimum of 2)


TREATMENT PLAN AND CASE CONCEPTUALIZATION

CMHC and MCFC/T Version

(To Be Completed During Practicum I, Practicum II/Family Practicum, and Internship)

Completion of this form: Use accompanying rubric to understand expectations of each

section in this form and use this rubric as a guideline for appropriate completion of this

form. Your instructor may have specific information they request in each section.

Name: Date:

Course Enrolled: Supervisor:

Client Pseudonym: Age:

Introduction:

Presenting Concern:

Background Information:

Client Strengths:

Hypotheses:

Counselor Observations (e.g., Larger System & Developmental Perspective):

Assessment Information (if applicable):

DSM 5 Diagnosis:

Prognosis:

Interventions:

Case Conceptualization & Treatment Plan Scoring Rubric (CMHC & MCFC/T version) (To Be Completed During Practicum I, Practicum II/Family Practicum, and Internship)

Counselor-in-Training: Date:

Evaluator: Course Enrolled:

Rating Scale: 5 = Exceptional (skills and understanding significantly beyond counselor developmental level) 4 = Outstanding (strong mastery of skills and thorough understanding of concepts 3 = Mastered Basic Skills (understanding of skills/competence evident) 2 = Developing (minor conceptual errors; in process of developing) 1 = Deficits (deficits in knowledge/skills; significant remediation needed)

5 4 3 2 1 N/A

Introduction Provides a clear, thorough introduction

to the client that provides information

regarding client diversity. Descriptions

set the context for problem understanding.

Provides a clear introduction to the client that provides some information regarding client

diversity. Descriptions are useful for problem

understanding.

Provides basic identifying

information about the client and some

information regarding diversity. Descriptions

lack sufficient detail for problem

understanding.

Provides basic information about the client; however, there

is insufficient detail regarding client

diversity.

Missing, incorrect, or significant problems in

describing the client and diversity.

Presenting Concern

Provides a clear, comprehensive, and

accurate description of the client’s presenting

concerns. This includes a description of the

client’s concern using language.

Provides a clear description of the client’s presenting

concerns using unbiased language.

Provides a clear description of the clients presenting

concerns; however, this description lacks sufficient description.

The description of the client’s presenting concerns contains minor conceptual

problems and lacks clarity. Some use of

biased language.

The description of the client’s presenting concerns is lacking

detail, inaccurate, or contains biased

language.

5 4 3 2 1 N/A

Background Information

Provides a clear and comprehensive

summary of recent and past events related to

presenting concerns that provides insight into the client conceptualization.

Provides a detailed summary of recent and

past events that provides a thoughtful conceptualization of client’s presenting

concerns.

Provides a clear summary of recent and past events; however,

this summary lacks sufficient information and connection to the

client’s presenting concerns.

The summary provides minimal or insufficient

background information and lacks a clear connection to

conceptualization.

The summary does not contain significant

information and did not identify significant

events related to conceptualization.

Client Strengths A comprehensive overview of individual, relational, and spiritual

strengths, resources and resiliency that have clinical relevance.

A detailed description that highlights

individual, relational, and spiritual strengths

and resources.

A clear description of individual, relational,

and spiritual strengths, with some lacking clinical relevance.

A brief, underdeveloped

description of client strengths.

A summary of strengths that contains

significant problems with identifying

relevant strengths (e.g., poor choice,

insufficient number).

Hypotheses Provides a comprehensive, systemic set of

hypotheses regarding relational patterns and/or presenting

concerns incorporating a theoretical prospective

for these hypotheses. Hypotheses are

sufficiently supported.

Provides a detailed description of

hypotheses regarding relational patters

and/or presenting concerns

incorporating a theoretical prospective for these hypotheses. Sufficient support is provided for most

hypotheses.

Provides a clear description of basic

hypotheses regarding presenting concerns that lacks detail and without a theoretical

prospective for hypotheses.

Provides vague, unclear, or

unsupported hypotheses regarding

relational patterns, theoretical prospective

or presenting concerns.

Provides a vague, unsupported, blaming,

or one-sided description of

hypotheses regarding presenting problems without theoretical

prospective.

5 4 3 2 1 N/A Counselor Observations; (e.g., Larger System & Developmental Perspective)

A comprehensive overview of the client’s

system (e.g., school, community, family,

peers, etc.) and a developmental

perspective that demonstrates a

sophisticated understanding of

diversity issues and how they impact

presenting concerns.

A detailed overview of the client’s system

(e.g., school, community, family,



general understanding of



A basic overview of the client’s system

(e.g., school, community, family,


perspective that demonstrates a basic

understanding of diversity issues.

A vague, unclear, or unsupported

overview of the client’s system and a

developmental perspective that does

not demonstrate a clear understanding of diversity issues.

An insufficient, unclear overview of the client’s system

and a developmental perspective and/or failure to recognize

diversity issues.

Assessment Information (if applicable)

Provides a comprehensive

overview of any formal assessments used with

the client (i.e. Beck Depression Inventory) with a comprehensive

explanation of the relevance to the client’s


Provides a clear, detailed overview of

any formal assessments used with

the client with some explanation of the relevance to the

client’s presenting concerns.

Provides a detailed overview of any formal assessments used with the client with minimal

attention paid to the relevance of the

information to the client’s presenting

concerns.

Provides a vague overview of any formal

assessment information used with

little to no attention paid to the relevance of the information to

the client’s presenting concern.

Provides an inaccurate or insufficient

overview of any formal assessment

information with no connection made to

the presenting problem.

DSM 5 Diagnosis

Provides a DSM 5 diagnosis with

comprehensive support from presenting

concerns and client behaviors.

Provides an appropriate DSM 5

Diagnosis with some support from

presenting concerns and client behaviors.

Provides a DSM 5 Diagnosis with little

support from presenting concerns and client behaviors.

Provides a diagnosis with little to no support from

presenting concerns and client behaviors.


diagnosis that is unsupported.

5 4 3 2 1 N/A

Prognosis Provides a clear, detailed prognosis that aligns with diagnosis, presenting concerns, and treatment goals.

Provides an appropriate prognosis

that aligns with diagnosis, presenting

concerns, and treatment goals; lacks

some detail.

Provides an appropriate prognosis that aligns with one or more of the following: diagnosis, presenting

concerns, or treatment goals.

Provides a prognosis with little attention to detail or connection to diagnosis, presenting

concerns, or treatment concerns.


prognosis with no connection made to

the diagnosis, presenting concerns, or treatment goals.

Interventions Provides a clear, detailed explanation of

appropriate interventions that aligns

with diagnosis, presenting concerns, and treatment goals.

Provides an appropriate

explanation of interventions that

aligns with diagnosis, presenting concerns, and treatment goals;

lacks some detail.

Provides an appropriate

explanation of interventions that aligns with one or

more of the following: diagnosis, presenting

concerns, or treatment goals.

Provides an explanation or list of

interventions with little attention to detail

or connection to diagnosis, presenting

concerns, or treatment concerns.

Provides an inaccurate or insufficient list of

interventions with no connection made to

the diagnosis, presenting concerns, or treatment goals.

Overall Conceptualization: Quality of Assessment

The overall report integrates all available

information into a sophisticated,

consistent, and clinically relevant

conceptualization. The focus and goals for treatment is clearly

articulated.

The overall report integrates available information into a clinically relevant conceptualization.

Most areas are clear and consistent. The

conceptualization provides a clear focus

and goals for treatment.

The overall report integrates information

into a clinically relevant

conceptualization. The conceptualization provides a general

focus for treatment; however, it is lacking a

clear, detailed focus and goals.

The overall report contains minor problems with integration and

consistency across domains. The

conceptualization does not provide a single, clear focus and goals

for treatment.

The overall report contains significant

problems with integration, clarity,

and consistency. There is little to no

clear focus or goals for treatment.

Additional Comments:

TREATMENT PLAN AND CASE CONCEPTUALIZATION

School Counseling Version

(To Be Completed During Practicum I, Practicum II, and Internship)

Completion of this form: Use accompanying rubric to understand expectations of each section in this form and use this rubric

as a guideline for appropriate completion of this form. Your instructor may have specific information they request in each

section.

Name: Date:

Course Enrolled: Supervisor:

Student Pseudonym: Age:

Introduction:

Presenting Concerns:

Background Information:

Student Strengths:

Hypotheses:

School Counselor Observations (e.g., Larger System & Developmental Perspective):

Specific, Measurable, Attainable, Realistic, and Timely (SMART) Treatment Goals:

1)

2)

3)

Interventions (already implemented or anticipated):

Outcomes (already evidenced or anticipated):

Case Conceptualization & Treatment Plan Scoring Rubric – School Counseling

(To be completed during Practicum II, and Internship)

School Counselor-in-Training: Date:

Evaluator: Course Enrolled:

Rating Scale:

5 = Outstanding (skills and understanding significantly beyond counselor developmental level) 4 = Mastery (strong mastery of skills and thorough understanding of concepts) 3 = Expected Basic Skills (understanding of skills/competence evident) 2 = Developing (minor conceptual errors; in process of developing) 1 = Deficits (deficits in knowledge/skills; significant remediation needed)

5 4 3 2 1 N/A

Introduction Provides a clear, concise introduction to the

student and the school environment.

Descriptions set the context for understanding

the problem.

Provides a clear introduction to the

student and the school environment

that is useful for understanding the

problem. Descriptions lack some detail.

Provides basic identifying

information about the student and some

information regarding school environment.

Descriptions lack sufficient detail for understanding the

problem.

Provides basic information about the

student. However, there is insufficient detail regarding the school environment.

Missing, incorrect, or significant problems

in describing the student and the

school environment.

5 4 3 2 1 N/A

Presenting Concerns

Provides a clear, comprehensive, and

accurate description of the student’s presenting concerns using unbiased language. Connection to

impact on optimal development is made.

Provides a clear description of the

student’s presenting concerns using

unbiased language. Connection to optimal

development lacks clarity.

Provides a description of the student’s

presenting concerns. However, this

description lacks sufficient clarity.

The description of the student’s presenting

concerns contains minor conceptual

problems and lacks clarity; some use of

biased language.

The description of the student’s presenting concerns is lacking

detail, inaccurate, or contains biased

language.

Background Information

Provides a clear and comprehensive summary of recent and past events

related to presenting concerns that includes

multiple data points and stakeholder perspectives. Diversity is also discussed.

Provides a detailed summary of recent

and past events that provides a thoughtful conceptualization of student’s presenting

concerns and includes some data points.

Provides a clear summary of recent

and past events. However, this

summary lacks sufficient information and connection to the student’s presenting

concerns.

The summary provides minimal or

insufficient background

information and lacks a clear connection to

conceptualization.

The summary does not contain significant

information and did not identify

significant events related to

conceptualization.

Student Strengths

A comprehensive overview of individual,

academic, career, personal/social, and

system-related strengths and resources that have

relevance to the conceptualization.

A detailed description that highlights

individual, academic, career,

personal/social, and system-related strengths and

resources.

A clear description of individual, academic,

career, personal/social, and

system-related strengths and

resources that lacks some relevance to the

conceptualization.

A brief, underdeveloped

description of student strengths.

A summary of strengths that

contains significant problems with

identifying relevant strengths (e.g., poor choice, insufficient

number).

Hypotheses Provides comprehensive, systemic hypotheses related to presenting concerns. Hypotheses

incorporate a theoretical prospective and are

sufficiently supported.

Provides a detailed description of

hypotheses regarding presenting concerns and incorporates a

theoretical prospective for these

hypotheses. Sufficient

Provides a clear description of basic

hypotheses regarding presenting concerns that lacks detail and does not incorporate

a theoretical prospective for

hypotheses.

Provides vague, unclear, or

unsupported hypotheses regarding presenting concerns

or theoretical prospective.

Provides a vague, unsupported,

blaming, or one-sided description of

hypotheses regarding presenting concerns without theoretical

prospective.

5 4 3 2 1 N/A

support is provided for most hypotheses.

School Counselor Observations (e.g., Larger System & Developmental Perspective)

A comprehensive overview of the student’s

system (e.g., school, community, family, peers, community, legislative or policy

issues.) and a developmental


sophisticated understanding of

diversity issues and how they impact presenting

concerns.

A detailed overview of the student’s

system (e.g., school, community, family, peers, community, legislative or policy



general understanding of



A basic overview of the student’s system

(e.g., school, community, family, peers, community, legislative or policy


perspective that demonstrates a basic

understanding of diversity issues.

A vague, unclear, or unsupported

overview of the student’s system and

a developmental perspective that does

not demonstrate a clear understanding of diversity issues.

An insufficient, unclear overview of the student’s system and a developmental perspective and/or failure to recognize

diversity issues.

“SMART” Treatment Goals

Provides clear, concise, and professionally worded “SMART”

treatment goals that align with presenting

concerns as well as models for school

counseling practice.

Provides appropriate “SMART” treatment goals that align with presenting concerns as well as models for

school counseling practice; lacks some

detail.

Provides appropriate “SMART” treatment goals that align with

at least one of the following: presenting concerns or models

for school counseling practice.

Provides treatment goals that are not “SMART” or lack

sufficient detail or connection to

presenting concerns or models for school counseling practice.

Provides an inaccurate or

insufficient list of “SMART” treatment goals; no connection made to presenting concerns or models

for school counseling practice.

5 4 3 2 1 N/A

Interventions (already implemented or anticipated)

Provides a clear, detailed explanation of

appropriate interventions that aligns with

presenting concerns, treatment goals, and

models for school counseling practice.

Provides appropriate explanation of

interventions that aligns with presenting

concerns, treatment goals, and models for

school counseling practice; lacks some

detail.

Provides appropriate explanation of

interventions that aligns with at least

one of the following: presenting concerns, treatment goals, or models for school


Provides an explanation or list of

interventions with little attention to

detail or connection to presenting

concerns, treatment goals, or models for school counseling

practice.

Provides an inaccurate or

insufficient list of interventions with no connection made to

presenting concerns, treatment goals, or models for school


Outcomes (already evidenced or anticipated)

Provides a clear, detailed description of outcomes

that align with presenting concerns, student

strengths, treatment goals, and interventions.

Provides appropriate description of

outcomes that aligns with presenting

concerns, treatment goals, and

interventions; lacks some detail.

Provides appropriate description of

outcomes that aligns with at least one of

the following: presenting concerns, treatment goals, or

interventions.

Provides description of outcomes with little attention to detail or

connection to presenting concerns, treatment goals, or

interventions.


description of outcomes with no

connection made to the presenting

concerns, treatment goals, or

interventions.

Overall Conceptualization: Quality of Assessment

The overall report integrates all available

information into a sophisticated, consistent,

and professionally relevant

conceptualization. The focus and goals for treatment is clearly

articulated and appropriate for a school

setting.

The overall report integrates available information into a

professionally relevant

conceptualization. Most areas are clear and consistent. The

conceptualization provides a clear focus

and goals for treatment.

The overall report integrates

information into a professionally

relevant conceptualization.

The conceptualization provides a general

focus for treatment. However, it is lacking a clear, detailed focus

and goals.

The overall report contains minor problems with integration and

consistency across domains. The

conceptualization does not provide a

single, clear focus and goals for treatment.

The overall report contains significant

problems with integration, clarity,

and consistency. There is little to no clear focus or goals

for treatment.

ADDITIONAL COMMENTS:

Professional Counseling Programs

Bi-Annual Student Evaluation Rubrics

University of Northern Colorado


Bi-Annual Review Rubrics

Name:______________________________________________________________________

Advisor:____________________________________________________________________

Fall Semester First Year: _________Year

The Following Items are Due last Friday in November:

• Bi-Annual Review Cover Page

• Faculty Review Forms

• Wellness Plan

• Counseling Profession Essay

Students are required to describe (in 200 words or less) the counseling profession in a typed essay. This description must compare and

contrast the counseling profession to related fields (i.e., psychology and social work).


School of Applied Psychology and Counselor Education

APCE 602 & APCE 650

Wellness/Self-Care Plan

The ACA Task Force on Counselor Wellness and Impairment (2003) recommended all counselors-in-training, counselors, counselor

educators, and supervisors develop a holistic wellness (self-care) plan to help guard against the potential negative impact of

counseling hurting clients. The purpose of this assignment is for students to develop a practical, individualized self-care/wellness plan

to follow throughout their counselor training programs and work in the counseling field following graduation.

Instructions: Each student will develop a personal self-care/wellness plan that he/she can implement throughout his/her counselor

training program and post-graduation. This self-care/wellness plan should address the areas of physical, emotional, cognitive, social,

and spiritual wellness and include strategies that can be implemented daily, weekly, monthly, and/or yearly. Students are encouraged

to be creative in the development of their self-care/wellness plans.

Please consider the following in the completion of this assignment:

• Identify specific, achievable goals to address each domain of wellness (i.e. physical, emotional, cognitive, social, and spiritual)

o Consider what you will do routinely (daily, weekly, monthly) to promote wellness

o Consider what you will do during “tough times” (e.g., when you being feeling the personal and professional impact of

this work on your daily life)

• What areas of wellness do you need to focus more time and energy?

• What specific strategies will you implement during your training program?

• How will your wellness plan change post-graduation?

Evaluation: Evaluation of this assignment is based on the completion and utility of the wellness plan. Students must address all areas

of wellness and identify routine and non-routine (e.g., those implemented during “tough times”) wellness strategies.

A copy of this plan will be kept in your academic file. It is the instructors’ hope that you will continue to review, modify, and

implement this wellness/self-care plan throughout your training program and professional career as a counselor.

Resources:

http://www.counseling.org/wellness_taskforce/index.htm

Wellness Plan Rubric

Below Expectations Meets Expectations Exceeds Expectations

Wellness and Self-Care Plan

Created During First Semester

and Updated Each Semester

Fails to adequately

describe/define a self-care plan

addressing the required

domains; or wellness plan is

impractical (e.g., one or more

strategies are not feasible); or

Adequately defines a self-care

plan addressing at least the

required domains; and wellness

plan is practical and actionable

(e.g., easily implemented); and

is clearly defined; and uses

In addition to meeting

expectations, the wellness and

self-care plan is a

comprehensive and well defined

plan with clear goals that can be

used to evaluate effective

ill-defined (e.g., strategies are

unclear or poorly defined); or

use of informal language;

strategies for self-care cannot be

implemented daily, weekly,

monthly, or lacks both routine

and high stress level strategies

to promote wellness.

sophisticated language with no

prominent grammatical or

typographical errors; and

strategies can be implemented

daily, weekly, and monthly; and

describes both routine and high

stress level strategies to

promote wellness.

implementation and feasible

actionable plan; and used

sophisticated language without

grammatical and typographical

errors; and describes both

routine and high stress level

strategies to promote wellness.

Counseling Profession Essay Rubric


Accuracy re: counseling

profession

Inaccurate or vague response

that does not capture key aspects

of the profession.

Generally hits one or more

defining aspects of the

counseling profession. No

glaring inaccuracies.

Provides a clear and

comprehensive overview of key

defining aspects of the

counseling profession

Compare / contrast with

psychology/social work

Either compares or contrasts but

does not do both and/or contains

substantial inaccuracies.

Compares and contrasts

counseling to both social work

and psychology. No glaring

inaccuracies.

Provides a critical examination

of the similarities and

differences among the

profession.

Writing Informal language (e.g., 1st

person, contractions) and

substantial grammatical errors

and/or typographical errors.

Or disregards word limit

significantly (i.e., > 10%)

Appropriate for graduate school

as evidenced by attention to

grammar and formal writing

style. 200 words of less.

Clear and concise writing.

Transitions among ideas. Varied

sentence structure. Few to no

grammatical mistakes. 200

words or less.




Name:______________________________________________________________________

Advisor:____________________________________________________________________

Spring Semester First Year: _________Year

The Following Items are Due first Friday in April:



• Updated Wellness Plan

• Personal/Professional Development Questions (Maximum of 2 typed pages total)

List all professional memberships (e.g., local, state, regional, national, CSI, etc.).

List professional development activities in which you have participated during the past year (e.g., conference attendance, presentations

and publications, community service, etc.).

List the professional development activities you plan to engage in during the next year.

Describe 3 significant areas in your personal/professional development that you have grown this academic year.

Identify 3 of your strengths as a future counselor.

Identify and describe 3 areas you need to develop during the next year.

Identify up to 3 ways you currently engage in self-care.

• Advocacy Statement

Students are required to write an advocacy statement that is comprised of two parts. Each student must (1) describe (in 50 words or

less) an example of how he/she has engaged in advocacy and (2) describe (in 50 words or less) how he/she sees her/his role as an

advocate.

• Professional Practice Forms

*if in Practicum I, Practicum II, or Family Practicum, or Internship


Wellness and Self Care Plan



Fails to adequately


addressing the required domains;

or wellness plan is impractical

(e.g., one or more strategies are

not feasible); or ill-defined (e.g.,

strategies are unclear or poorly

defined); or use of informal

language; strategies for self-care

cannot be implemented daily,

weekly, monthly, or lacks both







(e.g., easily implemented); and is

clearly defined; and uses







stress level strategies to promote

wellness.



self-care plan is comprehensive

and well defined with clear goals

that can be used to evaluate

effective implementation and

feasible actionable plan; and

used sophisticated language

without grammatical and




wellness.

Professional Development Questions Rubric

Below Expectations Meets Expectations Exceeds Expectation

Prompt 1 Not yet a member of

professional organizations

Member of one or more

counseling-related professional

organizations

Actively involved (beyond

membership) in a professional

organization.

Prompt 2 Has yet to attend a counseling

related professional

development opportunity.

Attended 1 or more counseling


development opportunities.

Attended 1 or more professional

development opportunities that

reflect a substantial time

commitment (> 1 day) or

professional development

engagement relates specifically

to areas identified for growth in

a previous response to prompt 6

of this set of questions.

Prompt 3 Failed to provide an example of

professional development plans

or plans are not related to the

counseling profession.

Provides one or more concrete

examples of related professional

development plans for the

coming year above and beyond

course work.

Provides examples of

professional goals that are

clearly tied to personalized

learning objectives that

supplement his/her graduate

studies. More specific than

attendance of a general

conference (e.g., CCA; CSCA).

Prompt 4 Failed to provide 3 areas of

growth or the areas were vague

and/or superficial (e.g., improve

my counseling skills).

Provides concrete descriptions

of 3 areas of growth related to

development as a counselor.

Provides descriptions of 3 areas

of growth one or more of which

has a systemic or cultural

component.

Prompt 5 Failed to provide 3 strengths or

the strengths were not connected

to role as a future counselor or

strengths were undercut by

explaining how they are really a

weakness.

Provided a concrete description

of 3 strengths related to


Provided a description of 3

strengths and in doing so

crossed multiple areas of

development (e.g., skills and

self awareness).

Prompt 6 Failed to provide 3 areas for Provided a concrete description Provided a description of 3

development or areas were

unrelated to development as a

counselor.

of 3 areas for development

related to the counseling

profession.

areas for development, one or

more of which demonstrates self

awareness and includes a

significant challenge to work

toward.

Advocacy Statement Rubric


Part 1 Fails to provide a concrete

example or the example is not

related to advocacy. Advocacy

is defined consistent with Trusty

and Brown’s 2005 summary of

the related literature “as

identifying unmet needs and

taking actions to change the

circumstances that contribute to

the problem or inequity.”

Provides a concrete example of

advocacy that is relevant to the

counseling profession (e.g.,

advocacy for profession, a

population, and services).

Advocacy is defined consistent

with Trusty and Brown’s 2005

summary of the related

literature “as identifying unmet

needs and taking actions to

change the circumstances that

contribute to the problem or

inequity.”

Advocacy engagement example

is exceptional as evidenced by a

significant time commitment to

or outcome as a result of work.

Advocacy is defined consistent

with Trusty and Brown’s 2005

summary of the related

literature “as identifying unmet

needs and taking actions to

change the circumstances that

contribute to the problem or

inequity.”

Part 2 Vague or superficial description

of role as an advocate or

response demonstrates not

understanding the term

advocacy applied to the

counseling profession and/or

conceptualization of the role is

clearly self-serving.

Developmentally appropriate

response such as engagement is

within the scope of what he/she

can competently do at this point

in his/her training. Example

reflects an altruistic disposition.

Provides an integrated response

that captures multiple aspects of

advocacy (e.g., for profession

and a specific population) or is

particularly well defined and

sophisticated.








substantial grammatical errors

or typographical errors.

Or disregards word limit

significantly (i.e., > 10%)


style. 200 words of less.

grammatical mistakes. 200

words or less.




Name:______________________________________________________________________

Advisor:____________________________________________________________________

Fall Semester Second Year: _________Year

The Following Items are Due last Friday in November:




• Research Integration Statement

Students are required to describe (in 100 words or less) an example of how they have integrated research into his/her

professional practice.








Fails to adequately




impractical (e.g. one or more


ill-defined (e.g. strategies are



strategies for self-care cannot

be implemented daily, weekly,






required domains; and

wellness plan is practical and

actionable (e.g. easily

implemented); and is clearly

defined; and uses sophisticated

language with no prominent

grammatical or typographical

errors; and strategies can be


and monthly; and describes

both routine and high stress

level strategies to promote

wellness.



self-care plan is

comprehensive and well

defined with clear goals that

can be used to evaluate

effective implementation and

feasible actionable plan; and

used sophisticated language

without grammatical and




promote wellness.

Research Integration Statement Below Expectations Meets Expectations Exceeds Expectations

Student was unable to

demonstrate through the use of

examples or experiences how

they have integrated research

into his/her professional

practice.

Student used one example to

demonstrate how they have

integrated research into his/his

professional practice.

Student used two or more

examples to demonstrate how

they have integrated research

into his/his professional

practice.

Self Supervision Form Rubric Below Expectations Meets Expectations Exceeds Expectations

Culturally Appropriate

Attending Skills

Student identified few attending

skills & was unable to explain

cultural appropriateness of

skills.

Student identified two attending

skills used in session &

explained the cultural

appropriateness of each.

Student identified more than

two attending skills used in

session & explained the cultural

appropriateness of each.

Empathy & Influencing Skills Student noted few examples of

empathy and influence & was

unable to identify specific skills.

Student noted two examples of

empathy and influence & was

able to identify specific skills

for each.

Student noted more than two

examples of empathy and

influence & was able to identify

specific skills for each.

Techniques Student did not identify or

evaluate any techniques used.

Student identified and evaluated

techniques used in session.

Student identified and evaluated

techniques used in session &

offered additional ideas on

further techniques to incorporate

in future sessions.

Areas of Strength Student did not identify a

minimum of two areas of

strength.

Student identified a minimum of

two areas of strength.

Student identified more than

two areas of strength.

Areas for Growth Student did not identify a

minimum of two areas of

growth.

Student identified a minimum of

two areas of growth.

Student identified at least two

areas of growth & offered

approaches to manage these

areas.




Name:______________________________________________________________________

Advisor:____________________________________________________________________

Spring Semester Second Year: _________Year

The Following Items are due last Friday in November:




• Personal/Professional Development Questions (Max of 2 typed pages total)
















Fails to adequately











and well defined with clear






strategies for self-care cannot

be implemented daily, weekly,




(e.g. easily implemented); and

is clearly defined; and uses








promote wellness.

goals that can be used to

evaluate effective










Prompt 1 Not yet a member of

professional organizations



organizations



organization.



development opportunity.



development opportunities.







to areas identified for growth in

a previous response to prompt 6

of this set of questions.






professional goals that are





course work.

clearly tied to personalized

learning objectives that

supplement his/her graduate

studies. More specific than

attendance of a general

conference (e.g., CCA; CSCA).



and / or superficial (e.g.,

improve my counseling skills).

Provides concrete descriptions

of 3 areas of growth related to





component.


the strengths were not

connected to role as a future

counselor or strengths were

undercut by explaining how

they are really a weakness.





strengths and in doing so

crossed multiple areas of

development (e.g., skills and

self awareness).

Prompt 6 Failed to provide 3 areas for



counselor.




profession.


areas for development one or

more of which demonstrates

self awareness and includes a


toward.


Name:______________________________________________________________________

Advisor:____________________________________________________________________

Fall or Spring Semester Third Year (and all subsequent semesters): ____________Semester____________Year

The Following Items are due last Friday in November or the first Friday in April:




• Personal/Professional Development Questions (Max of 2 typed pages total)









• Professional Practice Forms *if in Practicum I, Practicum II, or Family Practicum, or Internship






Fails to adequately












(e.g. easily implemented); and is

clearly defined; and uses






and well defined with clear

goals that can be used to

evaluate effective




strategies for self-care cannot be










wellness.








Prompt 1 Not yet a member of professional

organizations.



organizations.



organization.


related professional development

opportunity.


related professional development

opportunities.







to areas identified for growth in a

previous response to prompt 6 of

this set of questions.









course work.


professional goals that are clearly

tied to personalized learning

objectives that supplement

his/her graduate studies. More

specific than attendance of a

general conference (e.g., CCA;

CSCA).



and / or superficial (e.g., improve

Provides concrete descriptions of

3 areas of growth related to





my counseling skills). component.


the strengths were not connected

to role as a future counselor or

strengths were undercut by

explaining how they are really a

weakness.





strengths and in doing so crossed

multiple areas of development

(e.g., skills and self awareness).

Prompt 6 Failed to provide 3 areas for



counselor.




profession.

Provided a description of 3 areas

for development one or more of

which demonstrates self

awareness and includes a


toward.

APCE 657

Reflection Paper or Exam Essay Question

The course instructor (faculty) teaching APCE 657 will require students to complete either a reflection paper or exam essay question

assessing/reflecting where each student will reflect/consider her/his values and personal characteristics that positively and negatively

affect her/his work as a counselor.

For example:

When answering the following two questions, consider providing examples of how your personal values or characteristics might

impact your work as a counselor.

1) Describe 3 personal values or characteristics that will negatively impact your work as a counselor. Explain.

2) Describe 3 personal values or characteristics that will positively impact your work as a counselor. Explain.

Reflection Paper or Essay Exam

Question


Prompt 1 Did not list or describe three

personal values or listed three

items that were not personal

values and was inadequate in

their description.

Did not explain on how any

items or values listed would

negatively impact student’s

work as a counselor.

Listed and adequately described

three values and adequately

described how they negatively

impact student’s work as a

counselor.

Listed and in detail described

three values and described

specifically how each would

negatively impact student’s

work as a counselor.

Prompt 2 Did not list or describe three

personal values or listed three

items that were not personal

Listed and adequately described

three values and adequately

described how they positively

Listed and in detail described

three values and described

specifically how each would

values and was inadequate in

their description.

Did not explain on how any

items or values listed would

positively impact student’s work

as a counselor.

impact student’s work as a

counselor.

positively impact student’s work

as a counselor.



substantial grammatical errors or

typographical errors.




style.




grammatical mistakes.

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