Table of Contents - pfw.edu

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Unit Assessment System (UAS) 3.0 (Fall 2010 revision)

Counselor Education

Master’s Degrees In:

Marriage and Family Therapy &

School Counseling

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Table of Contents

Introduction to CE program………………………………………………………………… 3 Topic Page

Assessment System Description of Assessment System Design factors………………………………………………………………. 3 The assessment system………………………………………………………4 Rubric………………………………………………………………………..5 Assessments in the system Standards and competencies assessment………………………….….5 Faculty feedback form………………………………………………..6 Practicum performance evaluation……………...................................6 Internship performance evaluation……………………………………6 Guidance lesson assessment (student learning)…………………….…6

Candidate final program reflection……………………………………6 Comprehensive exam………………………………………………….7 Graduate survey……………………………………………………….7 Employer survey………………………………………………………7

Data from Key Assessments at Entry………………………………………………….7 Procedures for Ensuring Assessments Are Fair, Accurate, Consistent, and Free of Bias Fair……………………………………………………………………………..7 Accurate…………………………………………………………………….….8 Consistent……………………………………………………………………....8 Free of bias……………………………………………………………………...9

Policies and Procedures That Ensure That Data Are Regularly Collected, Compiled, Aggregated, Summarized, Analyzed, and Used to Make Improvements………9

Program review…………………………………………………………………10 Candidate review……………………………………………………………….11

History of changes made to courses, programs, and the unit in response to data gathered from the assessment system………………..………………………….12

Appendices Foundation of the Program

Program Objectives (linked to SOE CF) Mission Statements for Program and School Curriculum Check Sheets

Unit Assessment System Documents Program Objectives/CF by Courses Matrix Program Objectives/CF by All Standards Logic Model School Counseling Licensing Standards MFT Licensing Categories x AAMFT Core Competencies Matrix Curriculum Map: Matrix of School Counseling Standards x Course Curriculum Map: Matrix of AAMFT Core Competencies x Course Disposition Assessment Questions Graduate Survey Employer Survey

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The Counselor Education Program The Counselor Education program in the Department of Professional Studies, College of Education and Public Policy, is designed to train scholar-practitioners who demonstrate the best practices of their professions. The Master’s degree program consists of two specializations, the 54-credit Marriage and Family Therapy track and the 51-credit School Counseling track. The Marriage and Family Therapy track is designed to meet the educational requirements for the Indiana Licensed Marriage and Family Therapist (LMFT), and students may elect to take two additional classes for the Licensed Mental Health Counselor (LMHC). The program has been designed with COAMFTE and CACREP accreditation standards in mind for future accreditation. The School Counseling track is designed to meet the educational requirements for licensure as a school counselor in Indiana. It also was designed to reflect CACREP standards and the American School Counseling Association (ASCA) National Model.

Assessment System Description of the Assessment System (including the requirements and key assessments used at transition points)

Design factors in building the assessment system. Since professional licensure is the primary goal of our candidates, our program’s curriculum was designed to specifically address licensing requirements. In order to assess the effectiveness of the curriculum as well as the progress of individual candidates in the program, the faculty developed an assessment system that is integrated throughout the program. As data is needed for both licensing and accreditation, the assessment system addresses all of the following standards:

• IDOE/DPS School Counseling License Standards Licensing

• IPLA/Behavioral Health and Human Services Licensing Board’s LMFT License Requirements

• NCATE accreditation standards Accreditation

• CACREP accreditation standards • COAMFTE accreditation standards

• ASCA National Model National Models

• AAMFT Core Competencies

• CE Program Objectives Program/College Models

• SOE Conceptual Framework

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The assessments used in the Counselor Education program serve three primary purposes: candidate assessment, program assessment, and accreditation reporting. The first purpose is to provide a method for candidates and faculty to assess student growth and development over the three years of the program. The assessment system allows both candidates and faculty to evaluate candidate competencies in their respective licensing standards. There is a checkpoint midway through the program and another near graduation. A second purpose of the assessment system is for the CE program to assess its ability to train candidates in their licensing areas. Through data analysis and reflection the faculty look for areas of growth and respond as needed with changes to the curriculum and assessment system. The third purpose of assessment is to demonstrate our program’s ability to meet accreditation standards. Currently, the program is accredited through NCATE, but we have designed the assessment system to address CACREP and COAMFTE standards for future accreditation by these organizations. The assessment system. In attempting to design a system that more accurately assesses candidate ability, the Counselor Education Program’s Unit Assessment System 3.0 retired the use of portfolios and instead uses an automated data base to store faculty and supervisor ratings of student proficiencies for every course. First, a curriculum mapping took place in 2008-2009 which reviewed the curriculum in light of Indiana School Counseling Standards and standards for Other School Personnel (abbreviated as SS in the system) as well as the Core Competencies provided by the AAMFT (abbreviated as CC in the system). The faculty discussed situations where indicators either overlapped multiple courses or were absent from the curriculum and established a standard matrix of which SS/CC’s were assigned to which courses (see appendix). The School of Education’s conceptual framework was used to create disposition questions, which were also assigned to classes. Second, instructors in the CE program use the SS/CC’s indicators assigned to their courses to create course objectives. Instructors must use the indicators assigned to the course, but in consideration of academic freedom, they may add additional objectives as they see fit. Third, instructors develop assignments or learning projects to demonstrate student proficiencies in the course objectives. One assignment may cover multiple objectives or one objective may have multiple assessments, but there must be at least one assessment for each objective. Fourth, course assignments are assessed for grades based on the instructor’s criteria for grading. Then the objectives associated with the assignment are assessed using the standard rubric for the program. These rubric scores are then input by the instructor into the data management system. At the end of the course the instructor also rates the candidate on dispositions using the same rubric.

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The assessment system is designed to provide as much direct entry of data as possible, meaning that instructors and supervisors can enter information themselves through a web-based interface with the data management system. Working with a database consultant, automated data-input screens were developed. The system automatically identifies the instructor’s course; the candidates enrolled in the course; the school counseling standards, AAMFT core competencies, and dispositions assigned to the course; and knows which set of standards to use with which candidate.

Standards and Competencies Rubric

Based on data from this assignment, rate the student’s proficiency for each school counseling state standard or MFT Core Competency using the rubric below. The CE Program expects that most students who are on track developmentally will rate a “3” on this rubric.

5 4 3 2 1 NA Exceptional at Developmental

Level

Advanced at Developmental

Level

Mastered at Developmental

Level

Developing Toward

Developmental Level

Deficits at Developmental

Level

Not Applicable

Skills and understanding

are significantly

beyond developmental

level.

Performance similar to an experienced professional

Strong mastery of skills and

thorough understanding

of concepts

Understanding or proficiency of concepts or

skills evident at a basic level for a counselor or therapist at this

stage of development

Minor conceptual and skill errors are evident; still in the process of

developing proficiency

Significant remediation

needed; deficits in knowledge

or skills; minimal progress toward

proficiency

Unable to measure with given data;

did not observe in

use

Assessments in the system.

This is the heart of our assessment process. Using the AAMFT Core Competencies and the Indiana licensing standards for school counselors and other school personnel, the faculty determined which standards and competencies are taught in which courses (see appendix for curriculum map). Instructors then develop their course objectives from the assigned standards and competencies, and then create assignments that assess the candidate’s proficiency in the standard. Proficiency of the standard is then judged by the instructor and scored on a standardized rubric used for the entire program. The instructors then input the student’s scores directly into the data management system.

Standards and Competencies Assessment

In addition to assessing the standards and competencies, instructors assess students’ dispositions in every course. This data is also entered by the instructors directly into the data management system.

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Through this process, candidates are assessed on every standard or competency at least once in the program. Data in the system can be retrieved and analyzed at the individual, cohort, or specialty track levels.

This form is completed at the mid-program checkpoint (fall of the second year) by the faculty after reviewing the candidate’s data from an automated report generated by the data system for each student showing their rubric scores thus far in the program. The Faculty Feedback form is provided to the candidate along with possible suggestions for improvement. The candidate then may respond to the feedback on the form before returning it to their advisor.

Faculty Feedback Form

During the second year of the program all candidates participate in a practicum experience, either in our on-campus community mental health clinic or at an off-site extension of the clinic at a local school. School counselors take two semesters of practicum and the MFT students take three. The purpose of practicum is to have a low-client load, high-supervision experience to master essential counseling skills. The Practicum Performance Evaluation is based on the competencies and standards and proficiency is assessed by the supervisor using the standard program rubric and input directly into the data management system.

Practicum Performance Evaluation

Internship evaluations occur at mid-semester and end-of-semester checkpoints, for both the fall and spring semesters. MFT students use a form similar to the practicum evaluation based on AAMFT’s Core Competencies. School counseling students use a form similar to the practicum evaluation based on the Indiana licensing standards for school counselors and other school personnel and general counseling skills. Proficiency is assessed by both the faculty supervisor and the site supervisor using the standard program rubric and input directly into the data management system.

Internship Performance Evaluation

School counseling candidates complete a project in internship that assesses student learning in relation to guidance lessons. This project includes candidate reflections on three guidance lessons delivered over time in internship. The lesson is assessed after each lesson using our standard rubric and feedback is provided to the candidate. Final rubric scores are entered into the data management system by the faculty supervisor.

Guidance Lesson Assessment (student learning)

As a part of the previous portfolio process, the candidates wrote a final reflection on their experience in the program, answering several questions established in the portfolio instructions. The faculty determined that this assessment provided important qualitative program data and therefore this reflection is continued in the new system, although it is not scored nor used as part of the candidate’s performance assessment. These reflections are reviewed by the faculty in conjunction with reviewing quantitative data from other parts of the assessment system.

Candidate Final Program Reflection

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All candidates take a pass/fail, multiple choice, comprehensive exam at the end of their program. Passing rates are determined for each year for the exam based on 70% of the highest score on each section. Candidates that fail a section are allowed on retake. If the retake is failed, a remediation plan is developed between the faculty and the student (which has not yet been needed).

Comprehensive Exam

This short survey is administered to all graduates every three years. The same survey is used for both SC and MFT graduates. The survey is comprised of general questions about their work experience and their evaluation of how well the program met its objectives. It uses both Likert-scaled items and open-ended questions.

Graduate Survey

This short survey is sent every three years to employers known to have hired our graduates. The same survey is used for both SC and MFT graduates. The survey is comprised of general questions about our graduates’ work experience and the employer’s evaluation of how well the program met its objectives. It uses both Likert-scaled items and open-ended questions.

Employer Survey

Data from Key Assessments at Entry to Program The program uses the following points of data in the admittance process:

UGPA (minimum of 3.2/4.0) Three letters of recommendation Resume Candidate Goal Statement

Of these sources of data, only the UGPA is systematically collected by the university. Due to pragmatic instructional and clinical limitations and CACREP accreditation standards for student/faculty ratio, the program admits 26 students a year (13 in each track), approximately half of the average annual candidate pool. Procedures for Ensuring Assessments Are Fair, Accurate, Consistent, and Free of Bias Fair. Fairness is built into the system in several ways. First, the entire program’s curriculum was carefully and reflectively mapped according to the standards and indicators. This assured that all the indicators were adequately covered in the program, and where particular indicators were viewed by the faculty as especially important, the indicators are repeatedly assessed in multiple courses. Second, by linking the indicators to the course objectives and the course objectives to the course assignments, the candidate’s competencies in the standards are directly assessed as part of the learning process.

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In addition, by unlinking assignment grades from proficiency in the standards (rubric scores), it is possible for a candidate to academically achieve at one level (e.g., a low grade on a paper due grammar issues or to failure to cover specific questions stated in the assignment instructions) while demonstrating proficiency in a standard at another level (e.g., clearly demonstrating mastery-level knowledge of a clinical theory). With the development of this new performance-based system, the system is still too early to set parameters related to policies for completion of the program. We anticipate that a clear policy will evolve which articulates percentages of items (i.e., 80%) that must be at our definition for “mastery” or higher. On our comprehensive examination, the passing score is set at 70% of the highest score per section. This allows the test cutoff score to fluctuate based on different instructors or small changes in the curriculum. Finally, as our students graduate in June, our final review of indicators in January allows candidates time to demonstrate proficiencies in the standards prior to graduation. These arrangements will be derived on a case-by-case basis. Accurate. Due to the linkage between the standards, course objectives, and course assessments, accuracy is improved over the previous portfolio system. For example, when assessing performance skills, several lecture classes now use video or live demonstrations of implementing interventions. These demonstrations can be assessed by the instructor and rubric scores input into the data management system for the candidate’s proficiency. In addition, with two semesters of practicum and two semesters of internship for school counselors, and three semesters practicum and two or three semesters of internship for MFT’s, there are multiple opportunity for direct observation of candidate performance. In program faculty meetings regular discussions occur pertaining to aligning knowledge, skills, and dispositions, with appropriate assessment methods. Part-time faculty are mentored in this process and often provide new and creative ideas for assessing candidate performance. As the system matures and once we have a full three-year cohort cycle, we plan to correlate rubric means with candidate GPA as an additional way of assessing the system’s accuracy. Consistent. As the system is relatively new, determining consistency is a primary goal of the system. In order to accomplish this, multiple aspects have been built into the system to improve its reliability.

• Rater consistency- all instructors and field supervisors will receive training in the assessment system as well as the standard rubric for the program. In addition, as part of the annual reporting process, a report will be generated that provides individual instructors and supervisors average ratings as well as a second report on course averages

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per year. This will allow the faculty to determine if a rater is scoring consistently higher or lower than their colleagues.

• Multiple raters- most of the items are rated more than once during the candidate’s time in the program, most likely with different raters at different points of development.

• Comparison assessments- over time, the system will be able to provide comparative data between rubric scores, GPA, comprehensive exam scores, and faculty and site supervisor ratings.

Free of Bias. In order to reduce potential bias, the system was based on the indicators for the standards. In addition, as instructors create objectives directly from the indicators, and assignments directly from the objectives, there is a systematic link between performance on course assignments and performance on the indicators. As many standards are rated more than once in the program, the candidates have multiple raters which further reduces the potential for bias. In cases where a candidate has not met the standard of “mastery” they are provided with a “second chance” of demonstrating competency in a manner negotiated with the faculty. To reduce bias on the final comprehensive exam the scoring is based on the curve set by each cohort. This allows the scoring adjust for poor questions or differences in the instructional experience of each cohort. Students registered with the campus Students with Disabilities Office are provided with approved compensations to assist with taking the exam. Policies and Procedures That Ensure That Data Are Regularly Collected, Compiled, Aggregated, Summarized, Analyzed, and Used to Make Improvements Previous generations of program UAS used many paper forms, surveys, and the collection of artifacts, all of which led to problematic issues of collection and analysis. In UAS 3.0 the majority of the system uses direct data input by the faculty and supervisors. This direct input at the course level ensures that data are regularly collected. In addition, to aid in tracking data input, the DMS has a pre-programmed function to alert the program director when data for a course have been put into the system. Every fall the CE program director and data manager compile and summarize the assessment data for review by the program faculty at the annual retreat. Built into the data management system are automated reports based on the specifications outlined below. At the fall retreat and following program meetings, data is reviewed by the program faculty and curricular and assessment system changes are discussed.

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Program Review. The following information outlines the various reports that are generated to assist in program review.

SS= Indiana School Counseling State Standards Key

CC= AAMFT Core Competencies

The focus of these reports is on the overall performance of candidates in the CE program to assess for programmatic changes.

Each August for the assessment retreat

Automated DMS Reports

1. Active cohorts and recent graduates (group cohort data) x averages of SS or CC and Dispositions. Example Standard 2006

Cohort 2007 Cohort

2008 Cohort

SS 1.1 mean score mean score mean score CC 1.1 mean score mean score mean score Disposition 1 mean score mean score mean score

2. G524/G525 Practicum cohort (group) data (averages) for past year x SS and CC items.

3. G550/G551 Internship cohort (group) data (averages) x SS and CC items, for each track, for past year.

4. Guidance lesson (student learning) data (SC candidates) x SS items for past year. 5. Course averages x SS and CC items for past year. 6. Instructor averages x SS and CC items for past year.

If Collected That Year:

1. Graduate Survey data- number returned, averages per item, comments 2. Employer Survey data- number returned, averages per item, comments

Types of Assessment Questions for Faculty to Answer

1. Are our graduates meeting state licensure standards or core competencies? 2. What areas of curricular improvement are indicated? 3. Was the assessment system able to answer these questions with accuracy and

consistency? 4. What areas of assessment system improvement are indicated?

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Candidate review. Early each fall (September) there is a midpoint assessment of all second year candidates. After the data reports are generated for each candidate the program faculty will meet to review the data as well as discuss observations of candidate performance in courses. Feedback will be given to the candidate on the Faculty Feedback form. The candidate may make comments on the faculty’s feedback, and if requested may meet with their faculty advisor for more detailed feedback. After the candidate returns the Faculty Feedback form, data from this form will be entered into the data management system by the data manager.

Automated DMS Reports 1. For 2nd

year candidates only: Per candidate (max~ 26 candidates), all SS or CC item scores x course, and an overall average item score.

After review is completed: 2. Faculty review and summarize all of the Faculty Feedback data for the review. This

summary is maintained by the program director.

Types of assessment questions for faculty to answer after the assessment 1. Was the assessment system able to discriminate candidates based on perceived

ability? 2. When the technology allows, what is the correlation of candidate rubric average with

GPA? 3. What steps need to be taken by the candidate or program to improve specific SS or

CC item scores? In January of the candidate’s final year, similar reports are generated as a final review of their performance. This allows the candidate six months (candidates graduate in June) to correct any deficiencies identified in the data. Standards for what defines a deficiency are yet to be developed

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History of changes made to courses, programs, and the unit in response to data gathered from the assessment system

Fall 2010 review. After piloting the new data system in the spring semester, the faculty noted several cumbersome aspects of the data entry process as well as the complexity of recording such a large data set. The faculty are currently reviewing options to reduce the number of data points without sacrificing the accuracy of the system. It should be noted that the comprehensive examination had sections re-written by current faculty and that only one of the 23 candidates who took the exam had to retake any sections (which she successfully passed on her second attempt). Data from the comprehensive continue to demonstrate a need to improve candidate abilities in the area of assessment and appraisal (EDUC G505) for all students and psychopharmacology (EDUC G563) for the MFT students. This was the first year that portfolios were not assessed as part of the graduation process.

Fall 2009 review. Throughout the 2008-09 year the faculty worked with a database programmer to develop the data gathering system. Several pilots were conducted with significant alterations over time. The data review of the previous system showed that students were struggling on several areas of the comprehensive exam and it was determined that these sections should be updated by current instructors of the courses. The portfolio review produced unremarkable results, as all students successfully passed. Continue development of electronic DMS

2008 and earlier After a two-year long redesign of the unit assessment system, in 2008 the CE program was preparing to launch UAS 2.0, with more freedom for candidates in preparing portfolios and an emphasis on demonstrating proficiencies beyond paper-writing skills. The reason for this change was frustration over the first assessment system’s lack of ability to truly discriminate performance differences between candidates (e.g., all candidates passed the portfolio with high scores, every year, from the inception of the system). In addition, as the original assessment system was added to over time to meet additional data needs for NCATE and the State of Indiana, the system had become unwieldy and poorly integrated as an integrated whole. However, after Drs. Burg and Utesch attended several sessions regarding performance-based assessment at the 2008 American Association for Marriage and Family Therapy national conference, it was decided to move away from portfolios altogether and to create a database system based on indicators for standards. Most of the faculty meetings for this year were dedicated to developing a conceptual framework and implementation system for such a model. Curriculum mapping began of the standard’s indicators and continued through the next year as revisions to courses were made in response to the mapping process. The old portfolio system was used as a temporary stopgap until the new system could be designed.

Program Objectives To demonstrate proficiency in Indiana licensing standards, students in the Counselor Education program will meet the following objectives:

1. Democracy and Community

: Students demonstrate an understanding of, and effectiveness in, working with issues of diversity such as moral, social, cultural, racial, sexual, political, and economic issues.

2. Habits of Mind

: Students demonstrate effective skills as a scholar-practitioner such as investigating, critiquing, evaluating, understanding the research base in their field, and the ability to assess their own work.

3. Pedagogy

: Students demonstrate the professional knowledge of assessment, theory, intervention, and treatment/educational planning in the areas of individual, couple, family, group, and preventive/educational intervention.

4. Knowledge

: Students demonstrate the content knowledge necessary to be effective counselors and therapists such as life-span development, family studies, the role of work, psychopathology and psychopharmacology.

5. Experience

: Students demonstrate their effective implementation of licensing standards through field experiences in diverse settings in practicum and internship.

6. Leadership

: Students will demonstrate a professional identity of being highly competent counselors and therapists through an understanding of the foundations of the field, ethics, legal issues, and licensing standards.

Program objectives and curricula are designed to meet the standards put forth by IPLA, IDOE-DPS, NCATE, CACREP, COAMFTE, and ASCA. Therefore, program objectives are the same for both cognate areas.

MISSION STATEMENT FOR THE COUNSELOR EDUCATION PROGRAM The mission of the IPFW counselor education program is to prepare professional counselors who will be self-reflective practitioners, applying methods of inquiry to inform their practice, and assuming places of leadership in the counseling profession.

IPFW SCHOOL OF EDUCATION MISSION STATEMENT To prepare professionals in teaching, counseling, and leadership who demonstrate the capacity and willingness to continuously improve schools and related entities so that they become more effective with their clients by: · Becoming more caring, humane, and functional citizens in a global, multicultural,

democratic society; · Improving the human condition by creating positive learning environments; · Becoming change agents by demonstrating reflective professional practice; · Solving client problems through clear, creative analyses; · Assessing client performance and creating and executing effective teaching, counseling,

and educational leadership by utilizing a variety of methodologies reflecting current related research;

· Utilizing interdisciplinary scholarship, demonstrating technological and critical literacy, and effectively communicating with all stakeholders.

IPFW SCHOOL OF EDUCATION CONCEPTUAL FRAMEWORK: A LEARNING AND LEADERSHIP MODEL

We in the School of Education are committed to the following conceptual framework for our program: 1. Effective educators, such as teachers, counselors, and administrators need to be part of a dynamic educational community as a model for the climate of community they hope to create. To do this, these educators need an understanding of the moral, cultural, social, political, and economic foundations of our society. Consequently, the SOE should foster a democratic, just, inclusive learning community among its students, faculty, and staff, and with all other stakeholders in the educational enterprise.

Democracy and Community

2. Effective educators realize that knowledge alone is not sufficient. They practice critical reflection in all endeavors. Within the context of a compassionate, caring community, educators foster habits of mind necessary to engage learners, such as investigating, inquiring, challenging, critiquing, questioning, and evaluating. Consequently, the SOE must integrate critical habits of mind in all aspects of the teaching/learning process.

Habits of Mind

3. Effective educators need to understand multiple approaches to pedagogy as well as the multiple roles of the teacher, such as facilitator, guide, role model, scholar, and motivator. Educators appreciate and are receptive to the diverse perspectives, modes of understanding, and social circumstances that they and their students bring to the educational setting. Consequently, the SOE needs to prepare educators to understand and use pedagogy creatively and thereby ensure active learning, conceptual understanding, and meaningful growth.

Pedagogy

4. Effective educators need to be well-grounded in the content which they expect to teach. Educators need to understand how knowledge is constructed, how the processes of inquiry are applied, how domains of knowledge are established, how disciplines can be integrated and most effectively communicated to their students. Educators also need understanding of themselves, of communities in which they intend to teach and of students. Consequently, the SOE should immerse educators in nurturing learning communities that deepen knowledge, and encourage on-going intellectual, emotional, and personal growth.

Knowledge

5. Effective educators learn their craft through experiences in actual educational settings. Through on-site campus activities and field-based experiences, students will observe and emulate exemplary teaching and learning. These educators will practice, collaborate, and interact with practitioners and their students. Consequently, the SOE must integrate field and/or clinical experiences that reflect the diversity of educators, students, and schools into all aspects of the curriculum, and help educators to assess and reflect on those experiences.

Experience

6. Effective educators are leaders. They have developed educational and social visions informed by historical and cultural perspectives. They strive to set the highest goals for themselves and inspire students to do likewise. Educators are enriched by the convergence of knowledge, theory and practice as they optimistically face the educational challenges of the twenty-first century. Consequently, the SOE must provide opportunities for educators to develop as leaders in their procession and in their communities.

Leadership

* “Educator” is broadly defined as pre-service teachers, administrators, and counselors.

2010 Cohort AGENCY/MARRIAGE & FAMILY THERAPY CURRICULUM

CHECK SHEET Revised 6/09

1st Year 2010/2011 Grade Semester

EDUC G590 Research in Counseling and Guidance 3 FALL

EDUC G503 Counseling Theories and Techniques I: Humanistic and Existential 3

EDUC G504 Counseling Theories and Techniques II: Behavior and Family Systems 3 SPRING

EDUC G505 Individual Appraisal: Principles and Procedures 3

EDUC G563 Foundations of Mental Health Counseling 3 SUMMER I

EDUC G502 Professional Orientation and Ethics 3 SUMMER II

2nd Year 2011/2012

EDUC G524 Practicum in Counseling 3 FALL

EDUC G567 Introduction to Marriage and Family Counseling 3

EDUC G525 Advanced Counseling Practicum 3 SPRING

EDUC G590 Research in Counseling and Guidance (MFT) 3

EDUC G525 Advanced Counseling Practicum 3 SUMMER I

EDUC P514 Life Span Development: Birth/Death 3

EDUC G525 Advanced Counseling Practicum (continued) SUMMER II

EDUC G580 Topical Seminar in Counseling and Guidance 3 3rd Year 2012/2013

EDUC G532 Introduction to Group Counseling 3 FALL

EDUC G550 Internship in Counseling and Guidance 3

EDUC G551 Advanced Internship in Counseling 3 SPRING

EDUC G575 Multicultural Counseling 3

EDUC G570 Human Sexuality 3 SUMMER I

Comprehensive Exam/Final Portfolio Evaluation FOR LMHC ONLYEDUC G551 Advanced Internship in Counseling (Summer I and II) 3

(not required for graduation):

EDUC G552 Career Counseling: Theory and Practice 3 SUMMER II

2010 Cohort SCHOOL COUNSELING CURRICULUM

CHECK SHEET Revised 6/09

1st Year 2010/2011 Grade Semester

EDUC G590 Research in Counseling and Guidance 3 FALL

EDUC G503 Counseling Theories and Techniques I: Humanistic and Existential 3

EDUC G504 Counseling Theories and Techniques II: Behavior and Family Systems 3 SPRING

EDUC G505 Individual Appraisal: Principles and Procedures 3

EDUC K500 Exceptionalities and Ed. Psych. for School Counselors 3 SUMMER I

EDUC G502 Professional Orientation and Ethics 3 SUMMER II

2nd Year 2011/2012

EDUC G542 Organization and Development of Counseling Programs 3 FALL

EDUC G524 Practicum in Counseling 3

EDUC G562 School Counseling: Intervention, Consultation, and Program Development 3 SPRING

EDUC G525 Advanced Counseling Practicum 3

EDUC P514 Life Span Development: Birth/Death 3 SUMMER I

EDUC G552 Career Counseling: Theory and Practice 3 SUMMER II

3rd Year 2012/2013

EDUC G532 Introduction to Group Counseling 3 FALL

EDUC G550 Internship in Counseling and Guidance 3

EDUC G575 Multicultural Counseling 3 SPRING

EDUC G551 Advanced Internship in Counseling 3

EDUC P516 Adolescent Development 3 SUMMER I

Comprehensive Exam/Final Portfolio Evaluation

Counselor Education ProgramProgram Objectives/CF by Courses Alignment Matrix

Core Courses* Course has separate sections for MFT and SC MFT Only SC Only

Program Objective G502* G503 G504 G505 G524* G525* G532 G550* G551* G552 G570 G575 G590 P514 G563 G567 G580 G590mft P516 G542 G562 K505Demomcracy and Community X X X

Habits of Mind X XPedagogy X X X X X X X X X X XKnowledge X X X X X X XExperience X X X XLeadership X X X X X

Counselor Education ProgramProgram Objectives/CF by Standards Alignment Matrix

Standard Dem & Comm Habit of Mind Pedagogy Knowledge Experience Leadership

Conceptual FrameworkDemocracy & Community XHabits of Mind XPedogogy XKnowledge XExperience XLeadership X

DPS (SC license)SC 1 SC Knowledge & Skills X X XSC 2 Student Assistance Services X X XSC 3 Educational & Career Services X X XOSP 1 Students & Learning Process XOSP 2 Ed & Learn Systems & Org XOSP 3 Family & Community X XOSP 4 Assessment XOSP 5 Intervention X XOSP 6 Legal Issues XOSP 7 Ethics & Professionalism X

IPLA (MFT license)Theo Foundations of MFT XModels of MFT XIndividual Development XFamily Dev & Relations XClinical Problems XCollab w/ Other Disciplines XSexuality XGender & Sexual Orient XEthnicity, Race, SES, Cult XTherapy Techniques XBehavioral Research XLegal and Ethical XAppraisal & Assessment XPracticum & Internship X

Standard Dem & Comm Habit of Mind Pedagogy Knowledge Experience LeadershipAAMFTE Core CompetenciesAdmission to Treatment XClincal Assess & Diagnosis XTreatment Plan & Mangmnt XTherapeutic Interventions XLegal Issues Ethics & Stand XResearch & Program Eval X

CACREPProfessional Identity XSoc & Cultural Diversity XHuman Grwth & Dev XHelping Relations XGroup Work XAssessment XResearch and Prog Eval X

IN DOEContent Knowledge XProfessional Knowledge XStudent Learning XField Placement (performance) X

Counselor Education UAS 3.0 Logic Model Jan. 2009

Assessment What is Assessed Who

Completes When Completed

Rubric Where/ How Recorded

Data Format Output assessed

Standards and Competencies

1. All DOE and NCATE SC knowledge and performance standards 2. All AAMFT Core Competencies 3. NCATE Dispositions via CF 4. Technology 5. Program objectives

Course Instructors (All disposition and technology plus assigned SS and CC)

During every course

Standards Rubric (1-5)

Direct instructor entry via Blackboard

1-5 numerical DNO=99

Individual student numbers by student (T1 and T2), course and average per Q from course data only Cohort frequencies and averages per Q

Faculty Feedback Form

Formative progress

CE faculty Yr. 2 Fall tbd DMS- self input form Comments

1-5 Numerical Alpha

Individual report of scores per item with comments Cohort frequency per category

Practicum Performance Evaluation

Clinical Performance

Supervisor Mid and end of semester, each semester, Yr. 2 (G524, G525)

1-5 Likert,



Individual student numbers by assessment period and instructor, and average per Q overall Cohort averages per Q per semester and overall

Internship Performance Evaluation (SC &MFT versions)

Professional Performance per standard

Site Supervisor & University Supervisor

Mid and end of semester, each semester, Yr. 3 (G550, G551)

1-5 Likert,



Individual student numbers by assessment period and instructor, and average per Q overall By track: Cohort frequencies, cohort averages per Q per semester, and overall cohort averages.

Guidance Lesson Assessment (SC only)

DOE Student Learning

SC Internship instructor

By the end of internship (G551)

Guidance Lesson Assessment Rubric


Cohort frequency and average per category.

Comprehensive (SC & MFT versions)

DOE Content knowledge DOE Professional knowledge All Standards

Candidate Exit (G598) 70% of highest score per section, per cohort = pass

DMS- input by data manager

Pass, Retake, Remediate

Cohort frequency per category, by track Any number not eventually achieving passing.

Candidate Final Reflection

Summative program feedback

Candidate Portfolio Not scored Kept by advisor in hard copy

Used as qualitative feedback at fall UAS retreat

TO DO: Graduate Survey Graduates Every 3 years Frequency per question overall, by track Employer Survey Local

Employers Every 3 years Frequency per question overall, by track

Admission data GPA 3 Letters of rec Candidate letter Vitea

STANDARDS FOR SCHOOL SERVICES PROFESSIONALS LICENSING RULES 2002

The Standards for School Services Professionals are designed to serve as a core set of standards for all school services providers. These standards are not designed to serve as profession-specific standards in any school services area. Standard #1: Students and the Learning Process. School Services Professionals promote the success of all students by facilitating the academic, emotional, social, and physical development of the student and the quality and effectiveness of the learning environment. Performances School Services Professionals engage in and demonstrate a variety of prevention, intervention, and educational activities by means of: 1. Using effective communication skills (oral and written) with other educators, parents, and other support

and community social service agencies; 2. Collaboration with both internal and external publics; 3. Using effective instructional techniques with groups and individuals; 4. Protecting the rights and confidentiality of students, parents, and school personnel; 5. Recognizing a professional code of ethics which results in ethical decision making. Knowledge School Services Professionals have knowledge and understanding of: 1. Human growth and development and the impact of mental and physical disorders as related to students; 2. Student behavior and classroom management; 3. Student emotional, behavioral, and learning disabilities including biological bases of behavior; 4. Learning theory and instructional techniques; 5. Curriculum development and implementation in the schools; 6. The role of technology in promoting both student learning and professional growth; 7. Learning goals in a diverse and pluralistic society.

Standards for School Services Professionals – Licensing Rules 2002

(continued)

Dispositions School Services Professionals believe in and are committed to: 1. The dignity and worth of all students; 2. The proposition that all students can learn; 3. Sensitivity to the needs of all students; 4. The acceptance of different learning and teaching styles; 5. The importance of the teacher and student relationship; 6. The understanding that societal forces and family issues influence learning. Standard #2: Education and Learning Systems and Organizations. School Services Professionals understand the breadth and scope of education systems and learning organizations. They are able to facilitate processes and engage in practices that promote lifelong development and learning. Performances School Services Professionals demonstrate the ability to: 1. Practice collaborative approaches to the development of strategies that will lead to improved education

and learning systems and organizations; 2. Improve educational programs through decisions and actions based on assessment, data collection, and

empirical evidence; 3. Affirm the dignity and worth of all students by engaging in practices that value the contributions of all; 4. Operate educational programs efficiently within the economic parameters established by school

governance; 5. Communicate effectively with all stakeholders in an education environment; 6. Engage stakeholders in problem solving; 7. Practice positive interpersonal relations; 8. Promote the purpose of schooling and the goals of education and learning systems and organizations.


(continued)

Knowledge School Services Professionals have knowledge and understanding of: 1. The role and importance of schooling in a democratic society; 2. The implications of public support for school funding; 3. The establishment and maintenance of a safe and drug free environment in order to provide a positive

school climate; 4. The impact of interest groups on educational systems and schools; 5. The structure, governance, and organizational principles of schools; 6. The use of technology to facilitate learning and school management. Dispositions School Services Professionals believe in and are committed to: 1. Equitable treatment for all individuals; 2. Continuous self-evaluation and professional improvement; 3. Broad-based collaboration and cooperation; 4. The practice of professional, ethical, and positive human relations, communication, and interpersonal

skills. Standard #3: Family and Community. School Services Professionals work within the educational system to promote lifelong development and learning. They collaborate with families and work with community resources to respond to student needs. Performances School Services Professionals demonstrate the ability to: 1. Empower families to be involved in collaborative approaches to their children’s development; 2. Advocate for and protect the rights of students and their families; 3. Maintain positive working relationships with community-based agencies; 4. Work collaboratively with other professionals and programs to benefit students; 5. Communicate issues of families to other school personnel.


(continued)

Knowledge School Services Professionals have knowledge and understanding of: 1. Family systems and how they impact student growth; 2. Rights of parents and students; 3. Availability of local and extended agencies, services, and resources; 4. How to identify and work with various community service providers; 5. Diverse cultures and cultural factors which influence student and family relationships with schools; 6. Evolving social and demographic issues. Dispositions School Services Professionals believe in and are committed to: 1. Sensitivity to and appreciation of issues of diversity; 2. Respect for the needs of individual students and families; 3. Sensitivity to the issues, needs, and workings of community agencies; 4. Using positive approaches when working with students and families to resolve problems and achieve

solutions; 5. A proactive position toward programs which bring together families and community resources. Standard #4: Assessment. School Services Professionals understand formal and informal assessment techniques and the theory and research upon which administration, application, and interpretation of such techniques are based. A variety of assessment techniques are employed within the specific area of competence of the professional as appropriate for the given situation. Performances School Services Professionals demonstrate the ability to: 1. Develop an assessment plan designed to assess students within their area of competence; 2. Administer assessment instruments in an appropriate manner; 3. Interpret results of assessment in a manner understandable to diverse populations; 4. Apply results of assessment to curriculum, placement, and intervention decisions and plans.


(continued)

Knowledge School Services Professionals have knowledge and understanding of: 1. A variety of approaches to assessment and are firmly grounded in a theoretical orientation within which

student problems may be conceptualized and assessed; 2. Standards for assessment as required for their specific area of competence; 3. Technical properties of assessment instruments including validity, reliability, test development, scoring

scales, norms, and comparability of instruments within their area of competence; 4. Appropriate uses of assessment instruments, results, and interpretations based on knowledge from test

materials, research, and standards for assessment; 5. Issues related to assessment of students from diverse cultural and linguistic backgrounds and individuals

with disabilities; 6. Rights of individuals in assessment situations. Dispositions School Services Professionals believe in and are committed to: 1. Recognizing the limits of their area of competence and referring or seeking consultation when necessary; 2. Appreciating the limits of assessment instruments and the appropriate uses and interpretations of results

obtained through assessment; 3. Valuing the need for multiple forms of assessment in evaluating students. Standard #5: Intervention. School Services Professionals understand intervention and prevention options available to address the needs of students and the theory and research upon which such interventions are based. Interventions are employed as appropriate within the professional’s area of competence. Performances School Services Professionals demonstrate the ability to: 1. Develop and implement intervention strategies for individuals, groups, and systems; 2. Evaluate interventions before, during, and following implementation with individuals, groups, and

systems; 3. Use appropriate interviewing and counseling skills; 4. Collaborate with other professionals to determine and address needs of individuals, groups, and systems;


(continued)

5. Work effectively with parents and others to determine and address needs of students, families, and

communities; 6. Determine and address the needs of individuals, groups, and systems in conflict and crisis situations; 7. Assist others in accessing school and community resources. Knowledge School Services Professionals have knowledge and understanding of: 1. A variety of theoretical approaches to intervention and have mastered at least one theoretical orientation

within which student problems may be conceptualized and interventions may be developed and implemented;

2. Group processes, dynamics, and patterns of behavior and the theory and research related to individual

interactions within groups; 3. Theory and research related to consultation service delivery, models, processes, and roles within the

relationship; 4. The impact of crises on individuals, groups, and systems, as well as current best practice in developing,

implementing, and evaluating crisis intervention plans; 5. The nature of conflict between individuals and groups and techniques to prevent and resolve conflict as

related to the learning environment; 6. School and community resources which may be accessed or developed to provide assistance to students; 7. Procedures to determine needs of individuals, groups, and communities, and strategies to develop

interventions based on needs; 8. Evaluation procedures for programs and interventions. Dispositions School Services Professionals believe in and are committed to: 1. Valuing and respecting all persons; 2. Exploring a range of prevention and intervention strategies designed to maintain the educational

opportunities for all students; 3. Recognizing the limits of their expertise and referring or seeking consultation within the schools; 4. Respecting the role, knowledge, expertise, and contribution of other professionals within the schools.


(continued)

Standard #6: Legal Issues. School Services Professionals are aware of and have an understanding of local, state, and federal laws that affect schools and the educational process. Performances School Services Professionals: 1. Advocate for and promote the rights and privacy of children and families; 2. Demonstrate professionalism in working relationships with community agencies; 3. Engage in activities which allow for collaboration with other staff and agencies to benefit students; 4. Maintain accurate and appropriate documentation for procedural accuracy. Knowledge School Services Professionals have knowledge and understanding of: 1. State laws and administrative rules that impact students and schools; 2. Federal laws and regulations that impact students and schools; 3. The Family Educational Rights and Privacy Act; 4. Civil and criminal liability laws as related to students and schools. Dispositions School Services Professionals believe in and are committed to: 1. Protecting the legal rights of students through enforcing state statutes related to child abuse; 2. Protecting the privacy rights of students and families through adherence to the Federal Education and

Privacy Act; 3. Recognition of personal limitations in interpreting education and public health laws.


(continued)

Standard #7: Ethics and Professionalism. School Services Professionals conduct themselves in an ethical and professional manner. Performances School Services Professionals demonstrate: 1. The ability to articulate ethical standards and beliefs; 2. The application of ethical principles to ethical dilemmas; 3. Continual professional growth through personal study, in-service training, and participation in

professional associations. Knowledge School Services Professionals have knowledge and understanding of: 1. Ethical standards of their respective professions; 2. Laws and regulations regarding confidentiality and release of student information; 3. The strength and limitations of their training and experience; 4. Continuing education opportunities. Dispositions School Services Professionals believe in and are committed to: 1. The right of each student to be treated with respect and dignity; 2. The proposition that all students deserve the best service that can be offered; 3. The student’s right of choice and responsibility for decisions; 4. Continuing personal and professional growth and development; 5. Exercising professional judgment and conviction even in the presence of personal and professional risk; 6. The professional practice in which they are competent.

STANDARDS FOR SCHOOL COUNSELING PROFESSIONALS LICENSING RULES 2002

The Standards for School Counseling Professionals are an extension of the core standards for School Service Professionals. Individuals seeking licensure in School Counseling must meet both the core set of standards for School Services Professionals and the Standards for School Counseling Professionals. The Standards for School Counseling Professionals reflect the uniqueness of school counseling and the roles and functions of the school counselor. Standard #1 School Counseling Professionals are leaders who promote educational success for all students by developing and managing school counseling programming related to academic, career, social, and emotional growth. School Counseling Professionals use facilitative, consultative, and collaborative leadership skills to provide a certainty of educational opportunities for all students. Dispositions School Counseling Professionals believe in and are committed to: 1. The proposition that all students can reach their potential; 2. The worth of students of all racial, ethnic, and cultural groups; 3. Advocacy for all students; 4. Professional identity, professional growth, and ethical practice; 5. The value of cooperation; 6. Their leadership role in systemic change; 7. The importance of data in decision-making; 8. Continuous school improvement; 9. A safe school environment. Knowledge School Counseling Professionals have knowledge and understanding of: 1. Change theory and educational reform; 2. School counseling as it relates to the total educational program; 3. Lifespan growth and development; 4. Ethnicity and culture and their relationship to the learning environment; 5. Self as a change agent within the school community; 6. Effective skills in leadership, program and resource management, and classroom management;

Standards for School Counseling Professionals – Licensing Rules 2002

(continued)

7. Facilitation, collaboration, and consultation; 8. The process of collection, analysis, and utilization of data in decision-making; 9. Current literature, research, and resources, such as laws, ethical standards, and position statements related

to school counseling, continuous school improvement, and safe schools; 10. Effective and ethical use of technology and its implications in academic, career, and social development. Performances School Counseling Professionals demonstrate the ability to: 1. Develop, manage, and evaluate the school counseling program in the context of the community culture

and the total educational program; 2. Promote positive relationships among the various cultural and ethnic groups in the school community; 3. Evaluate, select, and use appropriate technology; 4. Model and practice advocacy for all students; 5. Promote teaching, learning, and behavioral strategies that reach all students; 6. Analyze, interpret, and utilize data for decision-making; 7. Recognize the need for improvement, identify improvement strategies, and facilitate a change process; 8. Foster the application of developmentally appropriate policies, programs, and procedures; 9. Team and collaborate with other educators, community leaders, and parents for the good of students; 10. Establish and maintain a professional identity; 11. Continually improve their knowledge and skills; 12. Use current literature, research, and resources, such as laws, ethical standards, and position statements, to

promote school counseling programming; 13. Convene and facilitate an advisory group; 14. Provide school counseling services which are appropriately balanced among leadership, student assistance

services, and educational and career services.


(continued)

Standard #2 School Counseling Professionals collaboratively design, coordinate, implement, and evaluate student assistance services. Dispositions School Counseling Professionals believe that: 1. Student assistance services must be provided in accordance with the highest ethical standards as defined

by the profession; 2. Healthy physical, emotional, and social development support academic achievement; 3. Prevention, assessment, intervention, and referral are components of a comprehensive school counseling

program; 4. School services professionals, working collaboratively, positively influence the wellness of students and

the school environment; 5. Family, culture, and community impact the educational process and thus can be mobilized to improve

achievement; 6. Mental health problems and at-risk behaviors, such as substance abuse, interfere with healthy physical,

emotional, and social development as well as achievement; 7. Consideration of ethnic and cultural diversity is essential to student assistance. Knowledge School Counseling Professionals have knowledge and understanding of: 1. Ethical standards as defined by the profession; 2. Physical, emotional, and social development throughout the life span; 3. Current counseling theories and techniques and their appropriate application; 4. Current treatments available to address mental health problems and at-risk behaviors such as substance

abuse; 5. Mental health and substance abuse conditions and their impact on the educational process; 6. The impact of family dynamics on development and achievement; 7. The dynamics of and appropriate interventions with various cultural and ethnic groups and with special

populations in the school community;


(continued)

8. Strategies for supporting the development and maintenance of a safe and positive climate within

the school; 9. Theories and research related to the learning process. Performances School Counseling Professionals demonstrate the ability to: 1. Provide student assistance services in an ethical manner; 2. Provide services from a multicultural perspective; 3. Use current literature, research, and resources, such as laws, standards, and position statements, to

provide student assistance services; 4. Implement prevention programming to support healthy physical, social, emotional, and academic

development for all students; 5. Develop and implement a crisis management plan; 6. Coordinate student assistance services using a team approach and supervise the provision of those

services; 7. Utilize systemic approaches to recruit family, school, cultural, and community support for student

wellness and achievement; 8. Identify and intervene with individuals exhibiting at-risk behaviors, including people affected by

alcohol and/or drug use; 9. Assess the physical, emotional, and social level of individuals and make and follow up on referrals

as appropriate; 10. Implement individual and group counseling strategies; 11. Consult effectively with students, school staff, families, and others; 12. Maintain a current referral list of community resources and assist individuals and families to

access those resources.


(continued)

Standard #3 School Counseling Professionals collaboratively design, coordinate, implement, and evaluate education and career services. Dispositions School Counseling Professionals believe that: 1. The purpose of education includes preparing students for employment, developing responsible

citizenship, and creating lifelong learners; 2. All students deserve assistance with academic, career, social, and emotional development; 3. Productive educational and career development occurs when students are supported by families,

educators, and communities that have high expectations; 4. All students deserve knowledge of all educational and career options; 5. All careers and educational opportunities are valuable; 6. All students must receive educational content that will prepare them for a wide range of

occupational choices; 7. All students need a balance of education and enriching activities such as community service,

leisure, and the arts. Knowledge School Counseling Professionals have knowledge and understanding of: 1. The development, coordination, and evaluation of educational and career curricula, advisement,

and mentoring services; 2. The involvement of all educators and of community members in the collaborative development

and delivery of educational and career services; 3. Educational content and opportunities at all levels (pre-K through 16+); 4. Career opportunities, labor market trends, and global economics; 5. Multicultural and diversity issues in education and career development, such as individual and

institutional racism, classism, and sexism; 6. Methods for helping all students recognize and utilize their personal career interests, aptitudes, and

preferences;

7. Methods for helping all students develop educational and career goals and specific plans for reaching those goals;

8. Learning styles and learning strategies and their application to educational achievement; Standards for School Counseling Professionals – Licensing Rules 2002

(continued)

9. Employability and academic success skills, such as personal management and team building; 10. The effective use of technology in educational and career services. Performances School Counseling Professionals demonstrate the ability to: 1. Involve all educators and community members in the collaborative development and

delivery of educational and career services; 2. Develop, coordinate, and evaluate effective educational and career curricula; 3. Develop, coordinate, and evaluate advisement and mentoring services; 4. Analyze the strengths and needs of students from diverse populations and provide

unbiased, developmentally appropriate career and educational services; 5. Insure educational opportunities at all developmental levels; 6. Help students and families understand career opportunities, labor market trends, and

global economics; 7. Help students and families understand a variety of educational opportunities and how to

prepare for them; 8. Increase student awareness of the relationship among personal interests, values, and

talents and their application to educational and career choices; 9. Help students recognize and utilize their personal career interests, aptitudes, and

preferences; 10. Help all students develop educational and career goals and specific plans for reaching

those goals; 11. Assess learning styles and serve as a consultant in the application of teaching/learning

strategies to enhance educational achievement; 12. Utilize technology in the effective delivery of educational and career services; 13. Discern and teach employability skills at all level;

14. Develop, coordinate, implement, and evaluate educational and career services in an

ethical manner as defined by the profession.

AAMFT Core Competencies x Licensing Standards Chart The following table identifies the link between AAMFT Core Competencies and Indiana LMFT Licensure Standards. After each Core Competency is a letter corresponding with one of the thirteen LMFT Licensure headings. The key is provided below. COAMFT Core

Competencies

Indiana LMFT

Standards 1.1.1 A 1.1.2 B 1.1.3 L 1.1.4 L 1.2.1 I 1.2.2 F 1.2.3 F 1.3.1 M 1.3.2 M 1.3.3 L 1.3.4 M 1.3.5 L 1.3.6 J 1.3.7 J 1.3.8 F 1.3.9 J 1.4.1 M 1.5.1 L 1.5.2 L 1.5.3 L 2.1.1 ACDGHE 2.1.2 EK 2.1.3 EK 2.1.4 EM 2.1.5 EM 2.1.6 KI 2.1.7 KM 2.2.1 JF 2.2.2 F 2.2.3 EJ 2.2.4 M 2.2.5 K 2.3.1 KME 2.3.2 C 2.3.3 J 2.23.4 M 2.3.5 L 2.3.6 D 2.3.7 M

2.3.8 C 2.3.9 J 2.4.1 M 2.4.2 BE 2.4.3 IKM 2.4.4 J 2.5.1 FJ 3.1.1 BEJK 3.1.2 L 3.1.3 K 3.1.4 EFK 3.2.1 ME 3.3.1 B 3.3.2 EM 3.3.3 BE 3.3.4 B 3.3.5 B 3.3.6 J 3.3.7 F 3.3.8 F 3.3.9 J 3.4.1 BJ 3.4.2 BEJ 3.4.3 M 3.4.4 L 3.4.5 J 3.5.1 F 3.5.2 FL 3.5.3 L 3.5.4 J 4.1.1 BIK 4.1.2 BK 4.2.1 J 4.2.2 J 4.3.1 BM 4.3.2 HIM 4.3.3 J 4.3.4 J 4.3.5 J 4.3.6 BJ 4.3.7 J 4.3.8 J 4.3.9 BEJ 4.3.10 BEJ 4.3.11 EJ 4.3.12 J 4.4.1 BEJ 4.4.2 J

4.4.3 JM 4.4.4 J 4.4.5 JM 4.4.6 CDM 4.5.1 F 4.5.2 FJ 4.5.3 ABM 5.1.1 L 5.1.2 L 5.1.3 L 5.1.4 L 5.2.1 L 5.2.2 L 5.2.3 L 5.2.4 E 5.3.1 L 5.3.2 L 5.3.3 L 5.3.4 JL 5.3.5 L 5.3.6 L 5.3.7 L 5.3.8 K 5.3.9 L 5.3.10 L 5.4.1 L 5.4.2 L 5.5.1 L 5.5.2 L 5.5.3 L 5.5.4 L 6.1.1 K 6.1.2 K 6.1.3 KL 6.2.1 K 6.3.1 KL 6.3.2 KL 6.3.3 K 6.3.4 K 6.4.1 K 6.5.1 K

KEY Headings found in the LMFT Licensure Board’s Form III, Verification of Marriage and Family Therapy Coursework

A. Theoretical Foundations of MFT :

B. Major Models of Family Therapy C. Individual Development D. Family Development and Family Relations E. Clinical Problems F. Collaboration with Other Disciplines G. Sexuality H. Gender and Sexual Orientation I. Issues of Ethnicity, Race, Socioeconomic Status, and Culture J. Therapy Techniques K. Behavioral Research that Focuses on the Interpretation and Application of

Research Data. L. Legal, Ethical, and Professional Standards and Issues in the Practice of Marriage

and Family Therapy. M. Appraisal and Assessment for Individual or Interpersonal Disorder or

Dysfunction.

Domain 1: Admission to Treatment- All interactions between clients and therapist up to the point when a therapeutic contract is established.

Number Subdomain Competence 1.1.1 Conceptual Understand systems concepts, theories, and techniques that are

foundational to the practice of marriage and family therapy 1.1.2 Conceptual Understand theories and techniques of individual, marital, couple, family,

and group psychotherapy 1.1.3 Conceptual Understand the behavioral health care delivery system, its impact on the

services provided, and the barriers and disparities in the system. 1.1.4 Conceptual Understand the risks and benefits of individual, marital, couple, family, and

group psychotherapy. 1.2.1 Perceptual Recognize contextual and systemic dynamics (e.g., gender, age,

socioeconomic status, culture/race/ethnicity, sexual orientation, spirituality, religion, larger systems, social context).

1.2.2 Perceptual Consider health status, mental status, other therapy, and other systems involved in the clients’ lives (e.g., courts, social services).

1.2.3 Perceptual Recognize issues that might suggest referral for specialized evaluation, assessment, or care.

1.3.1 Executive Gather and review intake information, giving balanced attention to individual, family, community, cultural, and contextual factors.

1.3.2 Executive Determine who should attend therapy and in what configuration (e.g., individual, couple, family, extrafamilial resources).

1.3.3 Executive Facilitate therapeutic involvement of all necessary participants in treatment. 1.3.4 Executive Explain practice setting rules, fees, rights, and responsibilities of each party,

including privacy, confidentiality policies, and duty to care to client or legal guardian.

1.3.5 Executive Obtain consent to treatment from all responsible persons. 1.3.6 Executive Establish and maintain appropriate and productive therapeutic alliances with

the clients. 1.3.7 Executive Solicit and use client feedback throughout the therapeutic process.

1.3.8 Executive Develop and maintain collaborative working relationships with referral resources, other practitioners involved in the clients’ care, and payers.

1.3.9 Executive Manage session interactions with individuals, couples, families, and groups. 1.4.1 Evaluative Evaluate case for appropriateness for treatment within professional scope of

practice and competence. 1.5.1 Professional Understand the legal requirements and limitations for working with

vulnerable populations (e.g., minors). 1.5.2 Professional Complete case documentation in a timely manner and in accordance with

relevant laws and policies. 1.5.3 Professional Develop, establish, and maintain policies for fees, payment, record keeping,

and confidentiality.

Domain 2: Clinical Assessment and Diagnosis– Activities focused on the identification of the issues to be addressed in therapy.

Number Subdomain Competence 2.1.1 Conceptual Understand principles of human development; human sexuality; gender

development; psychopathology; psychopharmacology; couple processes; and family development and processes (e.g., family, relational, and system dynamics).

2.1.2 Conceptual Understand the major behavioral health disorders, including the epidemiology, etiology, phenomenology, effective treatments, course, and prognosis.

2.1.3 Conceptual Understand the clinical needs and implications of persons with comorbid disorders (e.g., substance abuse and mental health; heart disease and depression).

2.1.4 Conceptual Comprehend individual, marital, couple and family assessment instruments appropriate to presenting problem, practice setting, and cultural context.

2.1.5 Conceptual Understand the current models for assessment and diagnosis of mental health disorders, substance use disorders, and relational functioning.

2.1.6 Conceptual Understand the strengths and limitations of the models of assessment and diagnosis, especially as they relate to different cultural, economic, and ethnic groups.

2.1.7 Conceptual Understand the concepts of reliability and validity, their relationship to assessment instruments, and how they influence therapeutic decision making.

2.2.1 Perceptual Assess each clients’ engagement in the change process. 2.2.2 Perceptual Systematically integrate client reports, observations of client behaviors, client

relationship patterns, reports from other professionals, results from testing procedures, and interactions with client to guide the assessment process.

2.2.3 Perceptual Develop hypotheses regarding relationship patterns, their bearing on the presenting problem, and the influence of extra-therapeutic factors on client systems.

2.2.4 Perceptual Consider the influence of treatment on extra-therapeutic relationships. 2.2.5 Perceptual Consider physical/organic problems that can cause or exacerbate

emotional/interpersonal symptoms. 2.3.1 Executive Diagnose and assess client behavioral and relational health problems

systemically and contextually. 2.3.2 Executive Provide assessments and deliver developmentally appropriate services to

clients, such as children, adolescents, elders, and persons with special needs.

2.3.3 Executive Apply effective and systemic interviewing techniques and strategies. 2.3.4 Executive Administer and interpret results of assessment instruments. 2.3.5 Executive Screen and develop adequate safety plans for substance abuse, child and

elder maltreatment, domestic violence, physical violence, suicide potential, and dangerousness to self and others.

2.3.6 Executive Assess family history and dynamics using a genogram or other assessment instruments.

2.3.7 Executive Elicit a relevant and accurate biopsychosocial history to understand the context of the clients’ problems.

2.3.8 Executive Identify clients’ strengths, resilience, and resources. 2.3.9 Executive Elucidate presenting problem from the perspective of each member of the

therapeutic system. 2.4.1 Evaluative Evaluate assessment methods for relevance to clients’ needs. 2.4.2 Evaluative Assess ability to view issues and therapeutic processes systemically. 2.4.3 Evaluative Evaluate the accuracy and cultural relevance of behavioral health and

relational diagnoses. 2.4.4 Evaluative Assess the therapist-client agreement of therapeutic goals and diagnosis. 2.5.1 Professional Utilize consultation and supervision effectively.

Domain 3: Treatment Planning and Case Management– All activities focused on directing the course of therapy and extra-therapeutic activities. Number Subdomain Competence 3.1.1 Conceptual Know which models, modalities, and/or techniques are most effective for

presenting problems. 3.1.2 Conceptual Understand the liabilities incurred when billing third parties, the codes

necessary for reimbursement, and how to use them correctly. 3.1.3 Conceptual Understand the effects that psychotropic and other medications have on

clients and the treatment process. 3.1.4 Conceptual Understand recovery-oriented behavioral health services (e.g., self-help

groups, 12-step programs, peer-to-peer services, supported employment). 3.2.1 Perceptual Integrate client feedback, assessment, contextual information, and diagnosis

with treatment goals and plan. 3.3.1 Executive Develop, with client input, measurable outcomes, treatment goals, treatment

plans, and after-care plans with clients utilizing a systemic perspective. 3.3.2 Executive Prioritize treatment goals. 3.3.3 Executive Develop a clear plan of how sessions will be conducted. 3.3.4 Executive Structure treatment to meet clients’ needs and to facilitate systemic change. 3.3.5 Executive Manage progression of therapy toward treatment goals. 3.3.6 Executive Manage risks, crises, and emergencies. 3.3.7 Executive Work collaboratively with other stakeholders, including family members,

other significant persons, and professionals not present. 3.3.8 Executive Assist clients in obtaining needed care while navigating complex systems of

care. 3.3.9 Executive Develop termination and aftercare plans. 3.4.1 Evaluative Evaluate progress of sessions toward treatment goals. 3.4.2 Evaluative Recognize when treatment goals and plan require modification. 3.4.3 Evaluative Evaluate level of risks, management of risks, crises, and emergencies. 3.4.4 Evaluative Assess session process for compliance with policies and procedures of

practice setting. 3.4.5 Professional Monitor personal reactions to clients and treatment process, especially in

terms of therapeutic behavior, relationship with clients, process for explaining procedures, and outcomes.

3.5.1 Professional Advocate with clients in obtaining quality care, appropriate resources, and services in their community.

3.5.2 Professional Participate in case-related forensic and legal processes. 3.5.3 Professional Write plans and complete other case documentation in accordance with

practice setting policies, professional standards, and state/provincial laws.

3.5.4 Professional Utilize time management skills in therapy sessions and other professional meetings.

Domain 4: Therapeutic Interventions– All activities designed to ameliorate the clinical issues identified. Number Subdomain Competence 4.1.1 Conceptual Comprehend a variety of individual and systemic therapeutic models and

their application, including evidence-based therapies and culturally sensitive approaches.

4.1.2 Conceptual Recognize strengths, limitations, and contraindications of specific therapy models, including the risk of harm associated with models that incorporate assumptions of family dysfunction, pathogenesis, or cultural deficit.

4.2.1 Perceptual Recognize how different techniques may impact the treatment process. 4.2.2 Perceptual Distinguish differences between content and process issues, their role in

therapy, and their potential impact on therapeutic outcomes. 4.3.1 Executive Match treatment modalities and techniques to clients’ needs, goals, and

values. 4.3.2 Executive Deliver interventions in a way that is sensitive to special needs of clients

(e.g., gender, age, socioeconomic status, culture/race/ethnicity, sexual orientation, disability, personal history, larger systems issues of the client).

4.3.3 Executive Reframe problems and recursive interaction patterns. 4.3.4 Executive Generate relational questions and reflexive comments in the therapy room. 4.3.5 Executive Engage each family member in the treatment process as appropriate. 4.3.6 Executive Facilitate clients developing and integrating solutions to problems. 4.3.7 Executive Defuse intense and chaotic situations to enhance the safety of all

participants. 4.3.8 Executive Empower clients and their relational systems to establish effective

relationships with each other and larger systems. 4.3.9 Executive Provide psychoeducation to families whose members have serious mental

illness or other disorders. 4.3.10 Executive Modify interventions that are not working to better fit treatment goals. 4.3.11 Executive Move to constructive termination when treatment goals have been

accomplished. 4.3.12 Executive Integrate supervisor/team communications into treatment. 4.4.1 Evaluative Evaluate interventions for consistency, congruency with model of therapy

and theory of change, cultural and contextual relevance, and goals of the treatment plan.

4.4.2 Evaluative Evaluate ability to deliver interventions effectively. 4.4.3 Evaluative Evaluate treatment outcomes as treatment progresses. 4.4.4 Evaluative Evaluate clients’ reactions or responses to interventions. 4.4.5 Evaluative Evaluate clients’ outcomes for the need to continue, refer, or terminate

therapy. 4.4.6 Evaluative Evaluate reactions to the treatment process (e.g., transference, family of

origin, current stress level, current life situation, cultural context) and their impact on effective intervention and clinical outcomes.

4.5.1 Professional Respect multiple perspectives (e.g., clients, team, supervisor, practitioners from other disciplines who are involved in the case).

4.5.2 Professional Set appropriate boundaries, manage issues of triangulation, and develop collaborative working relationships.

4.5.3 Professional Articulate rationales for interventions related to treatment goals and plan, assessment information, and systemic understanding of clients’ context and dynamics.

Domain 5: Legal Issues, Ethics, and Standards– All aspects of therapy that involve statutes, regulations, principles, values, and mores of MFTs.

Number Subdomain Competence 5.1.1 Conceptual Know state, federal, and provincial laws and regulations that apply to the

practice of marriage and family therapy. 5.1.2 Conceptual Know professional ethics and standards of practice that apply to the practice

of marriage and family therapy. 5.1.3 Conceptual Know policies and procedures of the practice setting. 5.1.4 Conceptual Understand the process of making an ethical decision. 5.2.1 Perceptual Recognize situations in which ethics, laws, professional liability, and

standards of practice apply. 5.2.2 Perceptual Recognize ethical dilemmas in practice setting. 5.2.3 Perceptual Recognize when a legal consultation is necessary. 5.2.4 Perceptual Recognize when clinical supervision or consultation is necessary. 5.3.1 Executive Monitor issues related to ethics, laws, regulations, and professional

standards. 5.3.2 Executive Develop and assess policies, procedures, and forms for consistency with

standards of practice to protect client confidentiality and to comply with relevant laws and regulations.

5.3.3 Executive Inform clients and legal guardian of limitations to confidentiality and parameters of mandatory reporting.

5.3.4 Executive Develop safety plans for clients who present with potential self-harm, suicide, abuse, or violence.

5.3.5 Executive Take appropriate action when ethical and legal dilemmas emerge. 5.3.6 Executive Report information to appropriate authorities as required by law. 5.3.7 Executive Practice within defined scope of practice and competence. 5.3.8 Executive Obtain knowledge of advances and theory regarding effective clinical

practice. 5.3.9 Executive Obtain license(s) and specialty credentials. 5.3.10 Executive Implement a personal program to maintain professional competence. 5.4.1 Evaluative Evaluate activities related to ethics, legal issues, and practice standards. 5.4.2 Evaluative Monitor attitudes, personal well-being, personal issues, and personal

problems to insure they do not impact the therapy process adversely or create vulnerability for misconduct.

5.5.1 Professional Maintain client records with timely and accurate notes. 5.5.2 Professional Consult with peers and/or supervisors if personal issues, attitudes, or beliefs

threaten to adversely impact clinical work. 5.5.3 Professional Pursue professional development through self-supervision, collegial

consultation, professional reading, and continuing educational activities. 5.5.4 Professional Bill clients and third-party payers in accordance with professional ethics,

relevant laws and polices, and seek reimbursement only for covered services.

Domain 6: Research and Program Evaluation– All aspects of therapy that involve the systematic analysis of therapy and how it is conducted effectively.

Number Subdomain Competence 6.1.1 Conceptual Know the extant MFT literature, research, and evidence-based practice. 6.1.2 Conceptual Understand research and program evaluation methodologies, both

quantitative and qualitative, relevant to MFT and mental health services. 6.1.3 Conceptual Understand the legal, ethical, and contextual issues involved in the conduct

of clinical research and program evaluation. 6.2.1 Perceptual Recognize opportunities for therapists and clients to participate in clinical

research. 6.3.1 Executive Read current MFT and other professional literature. 6.3.2 Executive Use current MFT and other research to inform clinical practice. 6.3.3 Executive Critique professional research and assess the quality of research studies

and program evaluation in the literature. 6.3.4 Executive Determine the effectiveness of clinical practice and techniques. 6.4.1 Evaluative Evaluate knowledge of current clinical literature and its application. 6.5.1 Professional Contribute to the development of new knowledge.

School Counseling Standards by Courses

School Counseling Standard #1 School Counseling Professionals are leaders who promote educational success for all students by developing and managing school counseling programming related to academic, career, social, and emotional growth. School Counseling Professionals use facilitative, consultative, and collaborative leadership skills to provide a certainty of educational opportunities for all students.

Num Area Indicator N= G502 G503 G504 G505 G524 G525 G532 G550 G551 G542 G552 G562 G570 G575 G580 G590 K500 P514 P516

1.1 Knowledge Change theory and educational reform

2 X X

1.2 Knowledge School counseling as it relates to the total educational program

2 X X

1.3 Knowledge Lifespan growth and development

2 X X

1.4 Knowledge Ethnicity and culture and their relationship to the learning environment

1 X

1.5 Knowledge Self as a change agent within the school community

1 X

1.6 Knowledge Effective skills in leadership, program and resource management, and classroom management

1

X

1.7 Knowledge Facilitation, collaboration, and consultation

1 X

1.8 Knowledge The process of collection, analysis, and utilization of data in decision-making

1 X

1.9 Knowledge Current literature, research, and resources, such as laws, ethical standards, and position statements related to school counseling, continuous school improvement, and safe schools

1

X

1.10 Knowledge Effective and ethical use of technology and its implications in academic, career, and social development

1

X

1.1 Performance Develop, manage, and evaluate the school counseling program in the context of the community culture and the total educational program

2

X X

1.2 Performance Promote positive relationships among the various cultural and ethnic groups in the school community

3

X X X


1.3 Performance Evaluate, select, and use appropriate technology

1 X

1.4 Performance Model and practice advocacy for all students

2 X X

1.5 Performance Promote teaching, learning, and behavioral strategies that reach all students

3 X X X

1.6 Performance Analyze, interpret, and utilize data for decision-making

1 X

1.7 Performance Recognize the need for improvement, identify improvement strategies, and facilitate a change process

1

X

1.8 Performance Foster the application of developmentally appropriate policies, programs, and procedures

1

X

1.9 Performance Team and collaborate with other educators, community leaders, and parents for the good of students

2

X X

1.10 Performance Establish and maintain a professional identity

2 X X

1.11 Performance Continually improve their knowledge and skills

2 X X

1.12 Performance Use current literature, research, and resources, such as laws, ethical standards, and position statements, to promote school counseling programming

1

X

1.13 Performance Convene and facilitate an advisory group

1 X

1.14 Performance Provide school counseling services which are appropriately balanced among leadership, student assistance services, and educational and career services

2

X X

School Counseling Standard #2 School Counseling Professionals collaboratively design, coordinate, implement, and evaluate student assistance services.


2.1 Knowledge Ethical standards as defined by the profession

1 X

2.2 Knowledge Physical, emotional, and social development throughout the life span

2 X X

2.3 Knowledge Current counseling theories and techniques and their appropriate application

3 X X X

2.4 Knowledge Current treatments available to address mental health problems and at-risk behaviors such as substance abuse

1

X

2.5 Knowledge Mental health and substance abuse conditions and their impact on the educational process

1

X

2.6 Knowledge The impact of family dynamics on development and achievement

2 X X

2.7 Knowledge The dynamics of and appropriate interventions with various cultural and ethnic groups and with special populations in the school community

2

X X

2.8 Knowledge Strategies for supporting the development and maintenance of a safe and positive climate within the school

2

X X

2.9 Knowledge Theories and research related to the learning process

1 X

2.1 Performance Provide student assistance services in an ethical manner

1 X

2.2 Performance Provide services from a multicultural perspective

1 X

2.3 Performance Use current literature, research, and resources, such as laws, standards, and position statements, to provide student assistance services

1

X

2.4 Performance Implement prevention programming to support healthy physical, social, emotional, and academic development for all students

1

X


2.5 Performance Develop and implement a crisis management plan

1 X

2.6 Performance Coordinate student assistance services using a team approach and supervise the provision of those services

2

X X

2.7 Performance Utilize systemic approaches to recruit family, school, cultural, and community support for student wellness and achievement

3

X X X

2.8 Performance Identify and intervene with individuals exhibiting at-risk behaviors, including people affected by alcohol and/or drug use

2

X

X

2.9 Performance Assess the physical, emotional, and social level of individuals and make and follow up on referrals as appropriate

3

X X X

2.10 Performance Implement individual and group counseling strategies

3 X X X

2.11 Performance Consult effectively with students, school staff, families, and others

2 X X

2.12 Performance Maintain a current referral list of community resources and assist individuals and families to access those resources

2

X X

School Counseling Standard #3 School Counseling Professionals collaboratively design, coordinate, implement, and evaluate education and career services.


3.1 Knowledge The development, coordination, and evaluation of educational and career curricula, advisement, and mentoring services

1

X

3.2 Knowledge The involvement of all educators and of community members in the collaborative development and delivery of educational and career services

1

X

3.3 Knowledge Educational content and opportunities at all levels (pre-K through 16+)

1 X

3.4 Knowledge Career opportunities, labor market trends, and global economics

1 X

3.5 Knowledge Multicultural and diversity issues in education and career development, such as individual and institutional racism, classism, and sexism

1

X

3.6 Knowledge Methods for helping all students recognize and utilize their personal career interests, aptitudes, and preferences

1

X

3.7 Knowledge Methods for helping all students develop educational and career goals and specific plans for reaching those goals

1

X

3.8 Knowledge Learning styles and learning strategies and their application to educational achievement

1 X

3.9 Knowledge Employability and academic success skills, such as personal management and team building

1 X

3.10 Knowledge The effective use of technology in educational and career services

1 X

3.1 Performance Involve all educators and community members in the collaborative development and delivery of educational and career services

2

X X

3.2 Performance Develop, coordinate, and evaluate effective educational and career curricula

1 X


3.3 Performance Develop, coordinate, and evaluate advisement and mentoring services

2 X X

3.4 Performance Analyze the strengths and needs of students from diverse populations and provide unbiased, developmentally appropriate career and educational services

1

X

3.5 Performance Insure educational opportunities at all developmental levels

2 X X

3.6 Performance Help students and families understand career opportunities, labor market trends, and global economics

1

X

3.7 Performance Help students and families understand a variety of educational opportunities and how to prepare for them

2

X X

3.8 Performance Increase student awareness of the relationship among personal interests, values, and talents and their application to educational and career choices

1

X

3.9 Performance Help students recognize and utilize their personal career interests, aptitudes, and preferences

1

X

3.10 Performance Help all students develop educational and career goals and specific plans for reaching those goals

1

X

3.11 Performance Assess learning styles and serve as a consultant in the application of teaching/learning strategies to enhance educational achievement

1

X

3.12 Performance Utilize technology in the effective delivery of educational and career services

1 X

3.13 Performance Discern and teach employability skills at all level

1 X

3.14 Performance Develop, coordinate, implement, and evaluate educational and career services in an ethical manner as defined by the profession

2

X X

School Services Professionals Standards by Courses

School Services Professionals Standard #1 Students and the Learning Process. School Services Professionals promote the success of all students by facilitating the academic, emotional, social, and physical development of the student and the quality and effectiveness of the learning environment.


1.1 Knowledge Human growth and development and the impact of mental and physical disorders as related to students

4

X X X X

1.2 Knowledge Student behavior and classroom management

1 X

1.3 Knowledge Student emotional, behavioral, and learning disabilities including biological bases of behavior

1 X

1.4 Knowledge Learning theory and instructional techniques

1 X

1.5 Knowledge Curriculum development and implementation in the schools

1 X

1.6 Knowledge The role of technology in promoting both student learning and professional growth

1 X

1.7 Knowledge Learning goals in a diverse and pluralistic society

1 X

1.1 Performance Using effective communication skills (oral and written) with other educators, parents, and other support and community social service agencies

2

X X

1.2 Performance Collaboration with both internal and external publics

2 X X

1.3 Performance Using effective instructional techniques with groups and individuals

2 X X

1.4 Performance Protecting the rights and confidentiality of students, parents, and school personnel

1 X

1.5 Performance Recognizing a professional code of ethics which results in ethical decision making

1 X

School Services Professionals Standard #2 Education and Learning Systems and Organizations. School Services Professionals understand the breadth and scope of education systems and learning organizations. They are able to facilitate processes and engage in practices that promote lifelong development and learning.


2.1 Knowledge The role and importance of schooling in a democratic society

1 X

2.2 Knowledge The implications of public support for school funding

1 X

2.3 Knowledge The establishment and maintenance of a safe and drug free environment in order to provide a positive school climate

1

X

2.4 Knowledge The impact of interest groups on educational systems and schools

1 X

2.5 Knowledge The structure, governance, and organizational principles of schools

1 X

2.6 Knowledge The use of technology to facilitate learning and school management

1 X

2.1 Performance Practice collaborative approaches to the development of strategies that will lead to improved education and learning systems and organizations

2

X X

2.2 Performance Improve educational programs through decisions and actions based on assessment, data collection, and empirical evidence

2

X X

2.3 Performance Affirm the dignity and worth of all students by engaging in practices that value the contributions of all

1

X

2.4 Performance Operate educational programs efficiently within the economic parameters established by school governance

1

X

2.5 Performance Communicate effectively with all stakeholders in an education environment

2 X X

2.6 Performance Engage stakeholders in problem solving

2 X X

2.7 Performance Practice positive interpersonal relations

4 X X X X

2.8 Performance Promote the purpose of schooling and the goals of education and learning systems and organizations

1

X

School Services Professionals Standard #3 Family and Community. School Services Professionals work within the educational system to promote lifelong development and learning. They collaborate with families and work with community resources to respond to student needs.


3.1 Knowledge Family systems and how they impact student growth

1 X

3.2 Knowledge Rights of parents and students 1 X

3.3 Knowledge Availability of local and extended agencies, services, and resources

1 X

3.4 Knowledge How to identify and work with various community service providers

1 X

3.5 Knowledge Diverse cultures and cultural factors which influence student and family relationships with schools

1

X

3.6 Knowledge Evolving social and demographic issues

1 X

3.1 Performance Empower families to be involved in collaborative approaches to their children’s development

1 X

3.2 Performance Advocate for and protect the rights of students and their families

2 X X

3.3 Performance Maintain positive working relationships with community-based agencies

2 X X

3.4 Performance Work collaboratively with other professionals and programs to benefit students

2 X X

3.5 Performance Communicate issues of families to other school personnel

2 X X

School Services Professionals Standard #4 Assessment. School Services Professionals understand formal and informal assessment techniques and the theory and research upon which administration, application, and interpretation of such techniques are based. A variety of assessment techniques are employed within the specific area of competence of the professional as appropriate for the given situation.


4.1 Knowledge A variety of approaches to assessment and are firmly grounded in a theoretical orientation within which student problems may be conceptualized and assessed

1

X

4.2 Knowledge Standards for assessment as required for their specific area of competence

1 X

4.3 Knowledge Technical properties of assessment instruments including validity, reliability, test development, scoring scales, norms, and comparability of instruments within their area of competence

1

X

4.4 Knowledge Appropriate uses of assessment instruments, results, and interpretations based on knowledge from test materials, research, and standards for assessment

1

X

4.5 Knowledge Issues related to assessment of students from diverse cultural and linguistic backgrounds and individuals with disabilities

1

X

4.6 Knowledge Rights of individuals in assessment situations

1 X

4.1 Performance Develop an assessment plan designed to assess students within their area of competence

1 X

4.2 Performance Administer assessment instruments in an appropriate manner

1 X

4.3 Performance Interpret results of assessment in a manner understandable to diverse populations

1 X

4.4 Performance Apply results of assessment to curriculum, placement, and intervention decisions and plans

1 X

School Services Professionals Standard #5 Intervention. School Services Professionals understand intervention and prevention options available to address the needs of students and the theory and research upon which such interventions are based. Interventions are employed as appropriate within the professional’s area of competence.


5.1 Knowledge A variety of theoretical approaches to intervention and have mastered at least one theoretical orientation within which student problems may be conceptualized and interventions may be developed and implemented

4

X X X X

5.2 Knowledge Group processes, dynamics, and patterns of behavior and the theory and research related to individual interactions within groups

1

X

5.3

Knowledge Theory and research related to consultation service delivery, models, processes, and roles within the relationship

1

X

5.4 Knowledge The impact of crises on individuals, groups, and systems, as well as current best practice in developing, implementing, and evaluating crisis intervention plans

1

X

5.5 Knowledge The nature of conflict between individuals and groups and techniques to prevent and resolve conflict as related to the learning environment

1

X

5.6 Knowledge School and community resources which may be accessed or developed to provide assistance to students

1

X

5.7 Knowledge Procedures to determine needs of individuals, groups, and communities, and strategies to develop interventions based on needs

1

X

5.8 Knowledge Evaluation procedures for programs and interventions

1 X

5.1 Performance Develop and implement intervention strategies for individuals, groups, and systems

3 X X X

5.2 Performance Evaluate interventions before, during, and following implementation with individuals, groups, and systems

3

X X X


5.3 Performance Use appropriate interviewing and counseling skills

2 x X

5.4 Performance Collaborate with other professionals to determine and address needs of individuals, groups, and systems

2

X X

5.5 Performance Work effectively with parents and others to determine and address needs of students, families, and communities

2

X X

5.6 Performance Determine and address the needs of individuals, groups, and systems in conflict and crisis situations

2

X X

5.7 Performance Assist others in accessing school and community resources

1 X

School Services Professionals Standard #6 Legal Issues. School Services Professionals are aware of and have an understanding of local, state, and federal laws that affect schools and the educational process.


6.1 Knowledge State laws and administrative rules that impact students and schools

2 X X

6.2 Knowledge Federal laws and regulations that impact students and schools

2 X X

6.3 Knowledge The Family Educational Rights and Privacy Act

2 X X

6.4 Knowledge Civil and criminal liability laws as related to students and schools

1 X

6.1 Performance Advocate for and promote the rights and privacy of children and families

2 X X

6.2 Performance Demonstrate professionalism in working relationships with community agencies

2 X X

6.3 Performance Engage in activities which allow for collaboration with other staff and agencies to benefit students

2 X X

6.4 Performance Maintain accurate and appropriate documentation for procedural accuracy

2 X X

School Services Professionals Standard #7 Ethics and Professionalism. School Services Professionals conduct themselves in an ethical and professional manner.


7.1 Knowledge Ethical standards of their respective professions

1 X

7.2 Knowledge Laws and regulations regarding confidentiality and release of student information

1 X

7.3 Knowledge The strength and limitations of their training and experience

1 X

7.4 Knowledge Continuing education opportunities

1 X

7.1 Performance The ability to articulate ethical standards and beliefs

1 X

7.2 Performance The application of ethical principles to ethical dilemmas

1 X

7.3 Performance Continual professional growth through personal study, in-service training, and participation in professional associations

2

X X

Total number of indicators assessed per course

Num G502 G503 G504 G505 G524 G525 G532 G550 G551 G542 G552 G562 G570 G575 G580 G590 K500 P514 P516

SC 1

SC 2

SC 3

OSP 1

OPS 2

OSP 3

OSP 4

OSP 5

OSP 6

OSP 7

Total

Domain 1: Admission to Treatment- All interactions between clients and therapist up to the point when a therapeutic contract is established. AAMFT Core Competencies by MFT Courses

Num Sub domain Competence

N= G502 G503 G504 G505 G524 G525 G532 G550 G551

G552 G563 G567 G570 G575 G580 G590 G590 MFT P514

1.1.1 Conceptual Understand systems concepts, theories, and techniques that are foundational to the practice of marriage and family therapy

2 X X

1.1.2 Conceptual Understand theories and techniques of individual, marital, couple, family, and group psychotherapy

6 X X X X X X

1.1.3 Conceptual Understand the behavioral health care delivery system, its impact on the services provided, and the barriers and disparities in the system.

2 X X

1.1.4 Conceptual Understand the risks and benefits of individual, marital, couple, family, and group psychotherapy.

3 X X X

1.2.1 Perceptual Recognize contextual and systemic dynamics (e.g., Gender, age, socioeconomic status, culture/race/ethnicity, sexual orientation, spirituality, religion, larger systems, social context).

3

X X X

1.2.2 Perceptual Consider health status, mental status, other therapy, and other systems involved in the clients’ lives (e.g., courts, social services).

1 X

1.2.3 Perceptual Recognize issues that might suggest referral for specialized evaluation, assessment, or care.

1 X

1.3.1 Executive Gather and review intake information, giving balanced attention to individual, family, community, cultural, and contextual factors.

4 X X X X

1.3.2 Executive Determine who should attend therapy and in what configuration (e.g., individual, couple, family, extrafamilial resources).

4 X X X X

1.3.3 Executive Facilitate therapeutic involvement of all necessary participants in treatment.

4 X X X X

1.3.4 Executive Explain practice setting rules, fees, rights, and responsibilities of each party, including privacy,

4 X X X X


N= G502 G503 G504 G505 G524 G525 G532 G550 G551

G552 G563 G567 G570 G575 G580 G590 G590 MFT P514

confidentiality policies, and duty to care to client or legal guardian.

1.3.5 Executive Obtain consent to treatment from all responsible persons.

4 X X X X

1.3.6 Executive Establish and maintain appropriate and productive therapeutic alliances with the clients.

4 X X X X

1.3.7 Executive Solicit and use client feedback throughout the therapeutic process.

4 X X X X

1.3.8 Executive Develop and maintain collaborative working relationships with referral resources, other practitioners involved in the clients’ care, and payers.

4 X X X X

1.3.9 Executive Manage session interactions with individuals, couples, families, and groups.

4 X X X X

1.4.1 Evaluative Evaluate case for appropriateness for treatment within professional scope of practice and competence.

4 X X X X

1.5.1 Professional Understand the legal requirements and limitations for working with vulnerable populations (e.g., minors).

1 X

1.5.2 Professional Complete case documentation in a timely manner and in accordance with relevant laws and policies.

4 X X X X

1.5.3 Professional Develop, establish, and maintain policies for fees, payment, record keeping, and confidentiality.

4 X X X X

Domain 2: Clinical Assessment and Diagnosis– Activities focused on the identification of the issues to be addressed in therapy.


N= G502 G503 G504 G505 G524 G525 G532 G550 G551

G552 G563 G567 G570 G575 G580 G590 G590 MFT P514

2.1.1 Conceptual Understand principles of human development; human sexuality; gender development; psychopathology; psychopharmacology; couple processes; and family development and processes (e.g., family, relational, and system dynamics).

3 X X X

2.1.2 Conceptual Understand the major behavioral health disorders, including the epidemiology, etiology, phenomenology, effective treatments, course, and prognosis.

3 X X X

2.1.3 Conceptual Understand the clinical needs and implications of persons with comorbid disorders (e.g., substance abuse and mental health; heart disease and depression).

2 X X

2.1.4 Conceptual Comprehend individual, marital, couple and family assessment instruments appropriate to presenting problem, practice setting, and cultural context.

1 X

2.1.5 Conceptual Understand the current models for assessment and diagnosis of mental health disorders, substance use disorders, and relational functioning.

1 X

2.1.6 Conceptual Understand the strengths and limitations of the models of assessment and diagnosis, especially as they relate to different cultural, economic, and ethnic groups.

1 X

2.1.7 Conceptual Understand the concepts of reliability and validity, their relationship to assessment instruments, and how they influence therapeutic decision making.

2 X X

2.2.1 Perceptual Assess each clients’ engagement in the change process.

4 X X X X

2.2.2 Perceptual Systematically integrate client reports, observations of client

4 X X X X


N= G502 G503 G504 G505 G524 G525 G532 G550 G551

G552 G563 G567 G570 G575 G580 G590 G590 MFT P514

behaviors, client relationship patterns, reports from other professionals, results from testing procedures, and interactions with client to guide the assessment process.

2.2.3 Perceptual Develop hypotheses regarding relationship patterns, their bearing on the presenting problem, and the influence of extra-therapeutic factors on client systems.

4 X X X X

2.2.4 Perceptual Consider the influence of treatment on extra-therapeutic relationships.

4 X X X X

2.2.5 Perceptual Consider physical/organic problems that can cause or exacerbate emotional/interpersonal symptoms.

4 X X X X

2.3.1 Executive Diagnose and assess client behavioral and relational health problems systemically and contextually.

4 X X X X

2.3.2 Executive Provide assessments and deliver developmentally appropriate services to clients, such as children, adolescents, elders, and persons with special needs.

4 X X X X

2.3.3 Executive Apply effective and systemic interviewing techniques and strategies.

4 X X X X

2.3.4 Executive Administer and interpret results of assessment instruments.

1 X

2.3.5 Executive Screen and develop adequate safety plans for substance abuse, child and elder maltreatment, domestic violence, physical violence, suicide potential, and dangerousness to self and others.

4 X X X X

2.3.6 Executive Assess family history and dynamics using a genogram or other assessment instruments.

4 X X X X

2.3.7 Executive Elicit a relevant and accurate biopsychosocial history to understand the context of the clients’ problems.

4 X X X X

2.3.8 Executive Identify clients’ strengths, resilience, and resources.

4 X X X X


N= G502 G503 G504 G505 G524 G525 G532 G550 G551

G552 G563 G567 G570 G575 G580 G590 G590 MFT P514

2.3.9 Executive Elucidate presenting problem from the perspective of each member of the therapeutic system.

4 X X X X

2.4.1 Evaluative Evaluate assessment methods for relevance to clients’ needs.

4

X

X

X

X

2.4.2 Evaluative Assess ability to view issues and therapeutic processes systemically.

4 X X X X

2.4.3 Evaluative Evaluate the accuracy and cultural relevance of behavioral health and relational diagnoses.

4 X X X X

2.4.4 Evaluative Assess the therapist-client agreement of therapeutic goals and diagnosis.

4 X X X X

2.5.1 Professional Utilize consultation and supervision effectively.

4 X X X X

Domain 3: Treatment Planning and Case Management– All activities focused on directing the course of therapy and extra-therapeutic activities.


N= G502 G503 G504 G505 G524 G525 G532 G550 G551

G552 G563 G567 G570 G575 G580 G590 G590 MFT P514

3.1.1 Conceptual Know which models, modalities, and/or techniques are most effective for presenting problems.

1

X

3.1.2 Conceptual Understand the liabilities incurred when billing third parties, the codes necessary for reimbursement, and how to use them correctly.

1 X

3.1.3 Conceptual Understand the effects that psychotropic and other medications have on clients and the treatment process.

1 X

3.1.4 Conceptual Understand recovery-oriented behavioral health services (e.g., self-help groups, 12-step programs, peer-to-peer services, supported employment).

1 X

3.2.1 Perceptual Integrate client feedback, assessment, contextual information, and diagnosis with treatment goals and plan.

4 X X X X

3.3.1 Executive Develop, with client input, measurable outcomes, treatment goals, treatment plans, and after-care plans with clients utilizing a systemic perspective.

4 X X X X

3.3.2 Executive Prioritize treatment goals. 4 X X X X

3.3.3 Executive Develop a clear plan of how sessions will be conducted.

4 X X X X

3.3.4 Executive Structure treatment to meet clients’ needs and to facilitate systemic change.

4

X X

X

X

3.3.5 Executive Manage progression of therapy toward treatment goals.

4 X X X X

3.3.6 Executive Manage risks, crises, and emergencies.

4 X X X X

3.3.7 Executive Work collaboratively with other stakeholders, including family members, other significant persons, and professionals not present.

4 X X X X

3.3.8 Executive Assist clients in obtaining needed care while navigating complex systems of care.

4 X X X X

3.3.9 Executive Develop termination and 4 X X X X


N= G502 G503 G504 G505 G524 G525 G532 G550 G551

G552 G563 G567 G570 G575 G580 G590 G590 MFT P514

aftercare plans.

3.4.1 Evaluative Evaluate progress of sessions toward treatment goals.

4 X X X X

3.4.2 Evaluative Recognize when treatment goals and plan require modification.

4 X X X X

3.4.3 Evaluative Evaluate level of risks, management of risks, crises, and emergencies.

4 X X X X

3.4.4 Evaluative Assess session process for compliance with policies and procedures of practice setting.

4 X X X X

3.4.5 Evaluative Monitor personal reactions to clients and treatment process, especially in terms of therapeutic behavior, relationship with clients, process for explaining procedures, and outcomes.

4 X X X X

3.5.1 Professional Advocate with clients in obtaining quality care, appropriate resources, and services in their community.

4 X X X X

3.5.2 Professional Participate in case-related forensic and legal processes.

4 X X X X

3.5.3 Professional Write plans and complete other case documentation in accordance with practice setting policies, professional standards, and state/provincial laws.

4 X X X X

3.5.4 Professional Utilize time management skills in therapy sessions and other professional meetings.

4 X X X X

Domain 4: Therapeutic Interventions– All activities designed to ameliorate the clinical issues identified.


N= G502 G503 G504 G505 G524 G525 G532 G550 G551

G552 G563 G567 G570 G575 G580 G590 G590 MFT P514

4.1.1 Conceptual Comprehend a variety of individual and systemic therapeutic models and their application, including evidence-based therapies and culturally sensitive approaches.

3 X X X

4.1.2 Conceptual Recognize strengths, limitations, and contraindications of specific therapy models, including the risk of harm associated with models that incorporate assumptions of family dysfunction, pathogenesis, or cultural deficit.

3 X X X

4.2.1 Perceptual Recognize how different techniques may impact the treatment process.

5 X X X X X

4.2.2 Perceptual Distinguish differences between content and process issues, their role in therapy, and their potential impact on therapeutic outcomes.

4 X X X X

4.3.1 Executive Match treatment modalities and techniques to clients’ needs, goals, and values.

4 X X X X

4.3.2 Executive Deliver interventions in a way that is sensitive to special needs of clients (e.g., gender, age, socioeconomic status, culture/race/ethnicity, sexual orientation, disability, personal history, larger systems issues of the client).

5 X X X X X

4.3.3 Executive Reframe problems and recursive interaction patterns.

2 X X

4.3.4 Executive Generate relational questions and reflexive comments in the therapy room.

4 X X X X

4.3.5 Executive Engage each family member in the treatment process as appropriate.

4 X X X X

4.3.6 Executive Facilitate clients developing and integrating solutions to problems.

4 X X X X

4.3.7 Executive Defuse intense and chaotic situations to enhance the safety of all participants.

4 X X X X

4.3.8 Executive Empower clients and their 4 X X X X


N= G502 G503 G504 G505 G524 G525 G532 G550 G551

G552 G563 G567 G570 G575 G580 G590 G590 MFT P514

relational systems to establish effective relationships with each other and larger systems.

4.3.9 Executive Provide psychoeducation to families whose members have serious mental illness or other disorders.

4

X

X

X

X

4.3.10 Executive Modify interventions that are not working to better fit treatment goals.

4 X X X X

4.3.11 Executive Move to constructive termination when treatment goals have been accomplished.

4 X X X X

4.3.12 Executive Integrate supervisor/team communications into treatment.

4 X X X X

4.4.1 Evaluative Evaluate interventions for consistency, congruency with model of therapy and theory of change, cultural and contextual relevance, and goals of the treatment plan.

1 X

4.4.2 Evaluative Evaluate ability to deliver interventions effectively.

5 X X X X X

4.4.3 Evaluative Evaluate treatment outcomes as treatment progresses.

4 X X X X

4.4.4 Evaluative Evaluate clients’ reactions or responses to interventions.

4 X X X X

4.4.5 Evaluative Evaluate clients’ outcomes for the need to continue, refer, or terminate therapy.

4 X X X X

4.4.6 Evaluative Evaluate reactions to the treatment process (e.g., transference, family of origin, current stress level, current life situation, cultural context) and their impact on effective intervention and clinical outcomes.

4 X X X X

4.5.1 Professional Respect multiple perspectives (e.g., clients, team, supervisor, practitioners from other disciplines who are involved in the case).

4 X X X X

4.5.2 Professional Set appropriate boundaries, manage issues of triangulation, and develop collaborative working relationships.

4 X X X X

4.5.3 Professional Articulate rationales for interventions related to treatment

4 X X X X


N= G502 G503 G504 G505 G524 G525 G532 G550 G551

G552 G563 G567 G570 G575 G580 G590 G590 MFT P514

goals and plan, assessment information, and systemic understanding of clients’ context and dynamics.

Domain 5: Legal Issues, Ethics, and Standards– All aspects of therapy that involve statutes, regulations, principles, values, and mores of MFTs.


N= G502 G503 G504 G505 G524 G525 G532 G550 G551

G552 G563 G567 G570 G575 G580 G590 G590 MFT P514

5.1.1 Conceptual Know state, federal, and provincial laws and regulations that apply to the practice of marriage and family therapy.

1 X

5.1.2 Conceptual Know professional ethics and standards of practice that apply to the practice of marriage and family therapy.

1 X

5.1.3 Conceptual Know policies and procedures of the practice setting.

1 X

5.1.4 Conceptual Understand the process of making an ethical decision.

1 X

5.2.1 Perceptual Recognize situations in which ethics, laws, professional liability, and standards of practice apply.

1 X

5.2.2 Perceptual Recognize ethical dilemmas in practice setting.

5 X X X X X

5.2.3 Perceptual Recognize when a legal consultation is necessary.

5 X X X X X

5.2.4 Perceptual Recognize when clinical supervision or consultation is necessary.

4 X X X X

5.3.1 Executive Monitor issues related to ethics, laws, regulations, and professional standards.

4 X X X X

5.3.2 Executive Develop and assess policies, procedures, and forms for consistency with standards of practice to protect client confidentiality and to comply with relevant laws and regulations.

4 X X X X

5.3.3 Executive Inform clients and legal guardian of limitations to confidentiality and parameters of mandatory reporting.

4 X X X X

5.3.4 Executive Develop safety plans for clients who present with potential self-harm, suicide, abuse, or violence.

4 X X X X

5.3.5 Executive Take appropriate action when ethical and legal dilemmas emerge.

4 X X X X

5.3.6 Executive Report information to appropriate authorities as required by law.

4 X X X X


N= G502 G503 G504 G505 G524 G525 G532 G550 G551

G552 G563 G567 G570 G575 G580 G590 G590 MFT P514

5.3.7 Executive Practice within defined scope of practice and competence.

4 X X X X

5.3.8 Executive Obtain knowledge of advances and theory regarding effective clinical practice.

5 X X X X X X

5.3.9 Executive Obtain license(s) and specialty credentials.

0

5.3.10 Executive Implement a personal program to maintain professional competence.

0

5.4.1 Evaluative Evaluate activities related to ethics, legal issues, and practice standards.

1 X

5.4.2 Evaluative Monitor attitudes, personal well-being, personal issues, and personal problems to insure they do not impact the therapy process adversely or create vulnerability for misconduct.

0

5.5.1 Professional Maintain client records with timely and accurate notes.

4 X X X X

5.5.2 Professional Consult with peers and/or supervisors if personal issues, attitudes, or beliefs threaten to adversely impact clinical work.

4 X X X X

5.5.3 Professional Pursue professional development through self-supervision, collegial consultation, professional reading, and continuing educational activities.

0

5.5.4 Professional Bill clients and third-party payers in accordance with professional ethics, relevant laws and polices, and seek reimbursement only for covered services.

0

Domain 6: Research and Program Evaluation– All aspects of therapy that involve the systematic analysis of therapy and how it is conducted effectively.


N= G502 G503 G504 G505 G524 G525 G532 G550 G551

G552 G563 G567 G570 G575 G580 G590 G590 MFT P514

6.1.1 Conceptual Know the extant MFT literature, research, and evidence-based practice.

1 X

6.1.2 Conceptual Understand research and program evaluation methodologies, both quantitative and qualitative, relevant to MFT and mental health services.

1 X

6.1.3 Conceptual Understand the legal, ethical, and contextual issues involved in the conduct of clinical research and program evaluation.

1

X

6.2.1 Perceptual Recognize opportunities for therapists and clients to participate in clinical research.

1 X

6.3.1 Executive Read current MFT and other professional literature.

1 X

6.3.2 Executive Use current MFT and other research to inform clinical practice.

1 X

6.3.3 Executive Critique professional research and assess the quality of research studies and program evaluation in the literature.

1 X

6.3.4 Executive Determine the effectiveness of clinical practice and techniques.

1 X

6.4.1 Evaluative Evaluate knowledge of current clinical literature and its application.

1 X

6.5.1 Professional Contribute to the development of new knowledge.

0

Total number of competencies assessed per course

Domain G502 G503 G504 G505 G524 G525 G532 G550 G551 G552 G563 G567 G570 G575 G580 G590 G590 MFT P514

1 2 3 3 0 12 12 2 12 12 2 3 1 0 1 1 0 0 1 2 0 0 0 7 18 18 0 18 18 0 3 0 1 0 0 1 1 1 3 1 0 0 0 19 19 0 19 19 0 2 0 0 0 0 0 1 0 4 0 5 5 0 19 19 3 19 19 0 0 3 0 1 2 0 1 0 5 8 1 1 0 12 12 1 12 12 0 0 1 0 0 1 0 1 0 6 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 4 5 0

Total 11 9 9 7 80 80 6 80 80 2 8 5 1 2 4 5 9 2

Counselor Education Assessment of Student Disposition

The following questions were derived through from School of Education’s Conceptual Framework in order to asses both disposition and the framework.

1. Student demonstrates tolerance of people of diverse backgrounds; works well with, and demonstrates respect to peers, instructors, and supervisors; and engages in fostering an inclusive, positive, learning community (e.g., cohort, class, supervision group). (Democracy and Community)

2. Student demonstrates critical reflection by engaging in: investigating, inquiring,

challenging, critiquing, and questioning; student seeks to understand his/her personal strengths and growth areas; and takes initiative and responsibility for his/her own learning. (Habits of Mind).

3. Student is motivated to understand how to creatively and adaptively implement

theory and best practices in counseling/therapy (Pedagogy). 4. Student demonstrates knowledge of the essential background “content” as related

to counseling/therapy (e.g., theory, human development, group process), and demonstrates an openness to life-long professional development (Knowledge).

5. Student critically reflects on his/her performance (in class, practicum, or

internship); demonstrates an eagerness to master the best practices of the profession; and demonstrates desire to be a scholarly practitioner (Experience).

6. Student has high professional goals; submits professional work (e.g., goes beyond

minimum expectations); inspires and motivates others; optimistically faces challenges; demonstrates professional conduct; shows a commitment to the profession; and demonstrates confidence (Leadership).

IPFW Counselor Education Program Graduate Survey Name (optional) Date

1. Which program did you graduate from? a. School Counseling b. MFT

2. Your graduation year? 3. Are you still working in your degree area? 4. Are you working:

a. Full time b. Part-time

5. Approximate annual income: a. ___ Less than $20,000 b. ___ $20,000 to $30,000 c. ___ $30,000 to $40,000 d. ___ $40,000 to $50,000 e. ___ $50,000 to $60,000 f. ___ More than $60,000

6. Have you obtained, or are working toward any other degrees since your

counseling Master’s at IPFW? a. Yes b. No c. If yes, what degree and discipline________

7. Are you licensed in your degree area?

a. Yes b. No

8. To what degree did the Counselor Education Program prepare you for your current job?

9. How could you have been better prepared by our program to meet your career?

Please rate the Counselor Education program’s ability to train you in the following program objectives:

5= Significant strength of the program 4= Strength of the program 3= 2= Limitation of the program 1= Significant limitation of the program

10. Students demonstrate an understanding of, and effectiveness in, working with

issues of diversity such as moral, social, cultural, racial, sexual, political, and economic issues.

11. Students demonstrate effective skills as a scholar-practitioner such as

investigating, critiquing, evaluating, understanding the research base in their field, and the ability to assess their own work.

12. Students demonstrate the professional knowledge of assessment, theory,

intervention, and treatment/educational planning in the areas of individual, couple, family, group, and preventive/educational intervention.

13. Students demonstrate the content knowledge necessary to be effective counselors

and therapists such as life-span development, family studies, the role of work, psychopathology and psychopharmacology.

14. Students demonstrate their effective implementation of licensing standards

through field experiences in diverse settings in practicum and internship. 15. Students demonstrate a professional identity of being highly competent

counselors and therapists through an understanding of the foundations of the field, ethics, legal issues, and licensing standards.

IPFW Counselor Education Program Graduate Employer Survey

Name (optional) Agency or School (optional)

1. My review refers to graduates from the: a. School counseling track b. Marriage and Family Therapy/Mental Health Counseling Track

Excellent Good Poor 5 4 3 2 1

2. The training and preparation of IPFW counselors 3. The competence of IPFW counseling graduates at their jobs. 4. The ability of IPFW counseling graduates to meet licensing standards 5. The IPFW counseling graduate’s professionalism 6. The possibility of your site hiring another IPFW counseling graduate in the future. 7. The possibility of your site accepting an IPFW counseling intern

Please rate the Counselor Education program’s ability to train graduates in the following program objectives:

5= Significant strength of the program 4= Strength of the program 3= 2= Limitation of the program 1= Significant limitation of the program

1. Students demonstrate an understanding of, and effectiveness in, working with

issues of diversity such as moral, social, cultural, racial, sexual, political, and economic issues.

2. Students demonstrate effective skills as a scholar-practitioner such as

investigating, critiquing, evaluating, understanding the research base in their field, and the ability to assess their own work.

3. Students demonstrate the professional knowledge of assessment, theory,

intervention, and treatment/educational planning in the areas of individual, couple, family, group, and preventive/educational intervention.

4. Students demonstrate the content knowledge necessary to be effective counselors

and therapists such as life-span development, family studies, the role of work, psychopathology and psychopharmacology.

5. Students demonstrate their effective implementation of licensing standards through field experiences in diverse settings in practicum and internship.

6. Students demonstrate a professional identity of being highly competent

counselors and therapists through an understanding of the foundations of the field, ethics, legal issues, and licensing standards.

(open ended) 8. In general, what are the strengths of IPFW counseling graduates? 9. How could the IPFW counseling program improve their graduates’ training? 10. Please list any professional development workshops or courses you would like to

see offered by the IPFW Counselor Education program. 11. Additional comments: Thank you for your time in completing this survey. If you would like to contact us about the program, please contact us at James Burg, Ph.D., Program Director, [email protected] Amy Nitza, Ph.D., School Counseling Coordinator, [email protected] Bill Utesch, Ph.D., Marriage and Family Therapy Coordinator, [email protected]

mailto:[email protected]�

