PCP to obtain information. NOTES: 2. Diagnose a main treatment concern based on presenting information and discuss rationale for diagnosis. Did not recognize a treatment concern. OR identified something other than Depression as treatment concern. Recognizes “Depression” as treatment focus. OR Recognizes Depression as treatment focus and over-diagnosis of client with Major Depressive D/O without seeing need to assess further for this diagnosis. Recognizes Depression as treatment issue AND limits diagnosis to Depression NOS (or DSM311) May recognize need to assess further for Maj. Dep. D/O. (or DSM 296.xx) Recognizes Depression NOS (or DSM311) as appropriate diagnosis given limited info presented in scenario. AND recognizes need to assess further for Maj. Dep. D/O. (or DSM 296.xx) AND Expressed concern for possible client trauma issue and need to assess further. IF identifies something other than depression, score 1 point and redirect client to use a diagnosis of depression for rest of case study. NOTES: 3. Identify and summarize a theoretical orientation and explain why it is a fit for this case. Did not identify a theoretical orientation OR was ambivalent on theoretical orientation OR identified an theoretical orientation but conceptualized inaccurate Identified a theoretical orientation but conceptualized the theory with some inaccuracy. OR rationale for identified theoretical orientation was very weak. Reasonably conceptualized theoretical orientation with reasonable rationale as to why treatment theory is best to use with client and presenting issue. Coherently states a theoretical orientation with good evidence and rationale for why this treatment theory is best for client and presenting issue. NOTES: 4. What assessment tools would you use (if any)and why. Does not discuss any assessment process. Simply states a need to assess client without clear idea of what is being assessed OR simply states no need to assess client without any clear reason to this Has reasonable idea on need to assess client for “diagnostic clarification” and/or “level of depression”, with a basic defined process, but may not have a specific tool(s) Coherently states need to assess either for “diagnostic clarification” or “level of depression”, what specific assessment tool(s) and process to be used.
Example: Treatment will seek to reduce depressive symptoms while increasing overall functioning NOTES: c. Two Treatment Objective Statements (i.e., measurable behavioral outcome statement on what the client will do, and based on above stated theoretical orientation.) Does not provide any treatment objectives; OR treatment objective(s) not related to stated goal; OR objectives are what the counselor will do and not what the client will do. Provides only one (or 1 good) measurable behavioral outcome objective statement; OR objective(s) is weakly related to goal statement; AND objective(s) is weakly associated with stated theoretical orientation. Provides two reasonably measurable behavioral outcome objective statements; AND reasonably tied to goal statement; OR reasonably tied to theoretical orientation. Provides two measureable behavioral outcome objective statements; AND concisely indicating what the client will do; and AND logically connected to goal statement; and AND based on stated theoretical orientation. Two Objectives (i.e., measurable outcome statement on what the client will do, based on above stated theoretical orientation) Example 1: (if CBT) Client will identify at least three cognitive thinking errors related to depressed feelings and demonstrate reframe of thinking errors in session. Example 2: (if CBT) Client will engage in a minimum 3 social support activities a week for 4 consecutive weeks NOTES: d. Intervention Strategy (i.e., What the counselor will do to bring about change based on theoretical orientation) Does not provide any stated intervention strategy statement. OR statement is on what the client will do and not what the counselor will do. Provides only one (or 1 good) intervention strategy on what the counselor will do; OR intervention(s) is weakly associated with stated objective(s) AND intervention(s) is weakly associated with stated theoretical orientation. Provides two reasonable intervention strategies on what the counselor will do; AND reasonably tied to respective objective statement; OR reasonably tied to theoretical orientation. Coherently provides two intervention strategies on what the counselor will do; AND is coherently tied to each respective objective statement; AND is coherently tied to stated theoretical orientation. Interventions (i.e., what the counselor will do, based on above stated theoretical orientation.) Example for above objective 1: (if CBT) Educate client on relationship between thinking errors and depressed feelings, and teach ABC reframing technique. Example for above objective 2: (if CBT) Aid client to utilize social supports and increase positive activities to reduce isolating behaviors.
NOTES: 6. Describe your course of treatment. Does not provide any course of treatment Course of treatment is given in very general of terms; OR course of treatment is inconsistent with stated theoretical orientation. OR course of treatment is inconsistent with presenting issue, stated goals, objectives, and interventions; INCLUDES 1-2 of below: Assessing psychsocial hx and presenting symptoms; Any other assessment (test) process; Establishing Rapport; Developing treatment plan with client; Aspects of implementing treatment plan; Expected treatment progress. Course of treatment is given in reasonable terms with some inconsistency based on stated theoretical orientation, AND/OR inconsistency in logic based on presenting issue, stated goal, objectives, and interventions; INCLUDES 3-4 of below: Assessing psychsocial hx and presenting symptoms; Any other assessment (test) process; Establishing Rapport; Developing treatment plan with client; Aspects of implementing treatment plan; Expected treatment progress. Coherently provides a course of treatment consistently formulated on client presentation, identified treatment issue, goals, objectives and interventions, and grounded in stated theoretical perspective. INCLUDES ALL: Assessing psychsocial hx and presenting symptoms; Any other assessment (test) process; Establishing Rapport; Developing treatment plan with client; Aspects of implementing treatment plan; Expected treatment progress. NOTES:
Appendix F MA Mental Health Curriculum Map and Chart Associating Courses with Gate Categories Program Learning Outcomes Gate 1: Admission CO601 CO610 CO 622 CO 624 CO 625 CO 655 CO 660 CO 675 CO 680 Gate 2 CO 700 CO 705 CO 706 CO 715 CO 720 CO 725 CO 730 Gate 3 1 Demonstrate mastery of clinical skills in individual and group settings at an accomplished level, including an ability to articulate the theoretical foundations upon which these skills are built. Direct Assessed Direct 2 Practice professional behavior that maintains appropriate professional boundaries, conforms to ethical standards, and reflects respect and sensitivity for persons from diverse backgrounds. Introduced Assessed Direct Assessed Indirect & Direct Direct Assessed Direct 3 Practices theoretical/theological integration, which is demonstrated in a maturing biblically grounded theological understanding of God and persons, along with an informed theoretical perspective of the counseling role. Introduced Assessed Indirect Direct Introduced Assessed Direct Assessed Direct Assessed Direct 4 Identifies self as a professional counselor. Direct Assessed Indirect Assessed Direct
PLOs (2012-2013) Former Degree Plan Goals Gate Policy Categories Courses by Gate Categories Required Elective 1. Demonstrate mastery of clinical skills in individual and group settings at an accomplished level, including an ability to articulate the theoretical foundations upon which these skills are built. Apply relevant truths discovered through the behavioral sciences, informed by biblical theological studies, to enhance their counseling practice. Demonstrates mastery of adequate clinical skills Demonstrates appropriate use of self CO601 CO655 CO660 CO675 CO680 CO700 CO705 CO706 CO715 CO720 CO725 CO520 CO600 CO611 CO618 CO623 CO626 CO627 CO672 CO708 CO735 CO740 2. Practice professional behavior that maintains appropriate professional boundaries, conforms to ethical standards, and reflects respect and sensitivity for persons from diverse backgrounds. Conducts themselves in a professional manner appropriate to the setting. Maintains appropriate professional boundaries. Demonstrates humble respect for persons of diverse opinions CO610 CO700 CO705 CO706 CO730 3. Practices integration, which is demonstrated in a maturing biblically grounded theological understanding of God and persons, along with an informed theoretical perspective of the counseling role. Integrates personal faith, and ethical practice to facilitate their work with clients. Understands Scripture as foundation to the practice of counseling. Understands theology as foundational to the practice of counseling. Practices integration Manifests maturing spiritual formation CO601 CO622 CO660 CO515 CO526 CO615 CO616 CO620 CO621 CO626 CO654
Appendix J MA Mental Health Graduating Student Survey 2013 Evaluation Report: M.A. Graduating Student Survey 2012 N=17, n=14 (82%) Question n or Mean % or SD Question n or Mean % or SD 1. On which campus did you complete the majority of your work? 6. How many children do you have? Mean = .79 SD = 1.05 Asbury Cluster Education 0 0 0 children 8 0.57 Florida 5 0.36 1 child 2 0.14 Kentucky 9 0.64 2 children 3 0.21 Online Courses 0 0.00 3 children 1 0.07 2. What is your gender 7. In which geographical area did you spend most of your time growing up? Female 8 0.57 Midwest 0 0.00 Male 6 0.43 Northeast 3 0.21 3. What is your age? Mean = 33.29 SD = 9.96 Southeast 10 0.71 4. What was your marital status upon entering Seminary? Southwest 0 0.00 Single; Never-Married 6 0.43 Western 1 0.07 Married 6 0.43 Outside U.S.A. 0 0.00 Divorced/Single 0 0.00 8. What is your intended area of ministry? Divorced/Remarried 0 0.00 Chaplaincy 0 0.00
supervision or refer clients when appropriate. CMHC F.3 Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make them culturally appropriate for diverse populations. Supervisor Evaluation Form Supervisor Evaluation Form CMHC H.2 Demonstrates skill in conducting an intake interview, a mental status evaluation, a biopsychosocial history, a mental health history, and a psychological assessment for treatment planning and caseload management. Supervisor Evaluation Form Supervisor Evaluation Form CMHC H.3 Screens for addiction, aggression, and danger to self and/or others, as well as co-occurring mental disorders. Supervisor Evaluation Form Supervisor Evaluation Form CMHC J.1 Applies relevant research findings to inform the practice of clinical mental health counseling. Supervisor Evaluation Form Supervisor Evaluation Form CMHC J.3 Analyzes and uses data to increase the effectiveness of clinical mental health counseling interventions and programs. Supervisor Evaluation Form Supervisor Evaluation Form CMHC L.1 Demonstrates appropriate use of diagnostic tools, including the current edition of the DSM, to describe the symptoms and clinical presentation of clients with mental and emotional impairment. Supervisor Evaluation Form Supervisor Evaluation Form CMHC L.2 Is able to conceptualize an accurate multi-axial diagnosis of disorders presented by a client and discuss the differential diagnosis with collaborating individuals. Supervisor Evaluation Form Supervisor Evaluation Form CMHC L.3 Differentiates between diagnosis and developmentally appropriate reactions during crisis, disasters, and other events. Supervisor Evaluation Form Supervisor Evaluation Form Through practicum experiences and group discussion students will also gain insight of learned theological assumptions and biblical foundation and integration into the practice of professional counseling CO 706 Counseling Internship CMHC B.1 Demonstrates the ability to apply and adhere to ethical and legal standards in clinical mental health counseling. Supervisor Evaluation Form for CO705, 706 Supervisor Evaluation Form for CO705, 706 CMHC C.7 Knows the principles, models, and Supervisor Evaluation Supervisor Evaluation
concepts such as internalized oppression & institutional racism, as well as the historical & current political climate regarding immigration, poverty, & welfare CMHC F.3 Students Demonstrate the ability to modify counseling systems, theories, techniques, & interventions to make them culturally appropriate for diverse populations. GATE 1: Admissions Applicants will submit an essay in response to the prompt: Counselors of faith have at least two sources of information that they can draw upon to counsel others. Imagine a continuum where #1 represents the position of “using Bible only” and #5 represents the position of “using psychological studies only.” Where would you currently place yourself on this continuum? Why? Applicant Evaluation Rubric Applicants will submit an essay in response to the prompt: Describe how relating to persons who are different from you [race, gender, age, economic, sexual orientation] has impacted you. Applicant Evaluation Rubric Applicants will submit an essay in response to the prompt: Discuss your career goals and how this degree helps you move toward them. Applicant Evaluation Rubric Gate 2: Successful completion of Gate 2 provides faculty approval to enroll in field placement when all academic requirements are fulfilled. Student will complete a portfolio that includes written documents that address PLOs Gate 2.3 Evaluation Rubric Gate 2.3 Evaluation Rubric Gate 2.3 Evaluation Rubric Gate 2.3 Evaluation Rubric Students will participate in an interview with a departmental faculty member and an interviewer invited by the department. Gate 2.3 Evaluation Rubric Gate 2.3 Evaluation Rubric Gate 2.3 Evaluation Rubric Gate 2.3 Evaluation Rubric Gate 3: Assessment during students’ final semester prior to graduation. Student will complete a portfolio that includes written documents that address PLOs Gate 2.3 Evaluation Rubric Gate 2.3 Evaluation Rubric Gate 2.3 Evaluation Rubric Gate 2.3 Evaluation Rubric Students will participate in an interview with a departmental faculty member and an interviewer invited by the department. Gate 2.3 Evaluation Rubric Gate 2.3 Evaluation Rubric Gate 2.3 Evaluation Rubric Gate 2.3 Evaluation Rubric Students will respond to a case study that they receive 30 Case Study rubrics Case Study rubrics Case study rubrics
Appendix L MA in Mental Health Counseling PLOs and Gate 1, 2, 3 Artifacts MAMF PLOs Gate Policy Categories Gate 1: Admission Referral Letter Questions Gate 1: Admission Essays Questions Gate 1: Admissions Group Interview Questions Gate 2 & 3 Artifacts and Faculty Evaluation of Candidate Performance During Gate 2 or 3 Interview 1. Demonstrate mastery of clinical skills in individual and group settings at an accomplished level, including an ability to articulate the theoretical foundations upon which these skills are built. Demonstrates mastery of adequate clinical skills Does not take over another when tension arises in their relationship. Easily gives up their perspective when tension arises in their relationship. Withdraws from another when conflict or tension arises in their relationship. Manages his/her anxiety that might otherwise interfere with relationships or job performance. Discuss the kind of person that would make you the most uncomfortable if that person were assigned to you as a client? Why? What would that other person experience that would clue him/her into your distress? Some people run away from the problems of others. Other people never met a problem that they didn’t feel obligated to fix. Pretend that there is a continuum in the room that runs from 1 to 5, and imagine where you would fall on that continuum if #1 was “running away” from others’ problems and #5 was feeling responsible to attend to every problem that someone you know is having. Why did your place yourself there. How do you react when your interpersonal relationships are in conflict or filled with tension? Gate 2 & 3 Peer Feedback Forms Gate 2 & 3 Candidate Self-evaluations Gate 2: Faculty observation from classroom experiences Gate 3 Case Vignette presentation Gate 3: Internship Supervisor evaluation form Gate 2: Professional Development Plan Gate 3: Reflection on Implementation of Professional Development Plan Demonstrates appropriate use of self Can identify his/her strengths. Can identify Describe the characteristics that you possess that you believe are consistent with being a good Gate 2 & 3 performance during interview/faculty assessment based on professional judgment
areas for growth. Possesses appropriate Can see how his/her life experiences influences his/her ministry. counselor. How do you see these characteristics functioning in a counseling session? Describe and discuss aspects of yourself that may prove to be hindrances to your capacity to counsel another person. How might these characteristics show up when you are counseling another person? 2. Practice professional behavior that maintains appropriate professional boundaries, conforms to ethical standards, and reflects respect and sensitivity for persons from diverse backgrounds. Maintains appropriate professional boundaries. Demonstrates a level of appropriate to the setting. Demonstrates a respect for others' boundaries. Demonstrates ability to accurately interpret others' interpersonal cues. Describe how relating to persons who are different from you [race, gender, age, economic, sexual has impacted you. Faculty observation of candidate performance during Gate 2 & 3 interview Demonstrates humble respect for persons of diverse opinions View of others is free from cultural, gender, or racial stereotypes. Is able to engage others' respectfully when disagreements arise. Seeks out the perspectives of those who may hold different views than his/her view. What issues of diversity are you most uncomfortable with? How does your discomfort show up in your thoughts, feelings, and behaviors? Gate 2 Essay 2 – Diversity: Develop a 600-word essay that discusses how your interaction with persons who are different from you has impacted who you are today. Compare who you are today with who you were at the time you entered your counseling program in terms of how persons who are different from you [e.g., ethnicity, culture, economics, gender, sexual orientation, etc.] have impacted your personal growth and professional development. Use of references is strongly encouraged.
Gate 3: Gate 3 Integration Essay 1). State your theory of choice to counseling (contemporary); 2). Review your theory of counseling by engaging scholarly literature in a manner that extends your demonstrated knowledge base past a simple book/article review. 3). Provide evidence of a biblical, faith/theological based approach to the understanding of the whole person and their human condition;(in other words, show evidence of integration of psychology and the bible, theology/faith in your writing) 4). Provide some conclusions and recommendations that are logical and reasonable; that clearly state the advantages and limitations of the position you presented. 5). Include APA formatted reference list. 5-7 pages in length 3. Practices integration, which is demonstrated in a maturing biblically grounded theological understanding of God and persons, along with an informed theoretical perspective of the counseling role. Practices integration Believes that psychology is a valuable component of effective counseling for Christians. Believes that the Bible is the only resource required for effective counseling. Shows an interest in how theological Counselors of faith have at least two sources of that they can draw upon to counsel others. Imagine a continuum where #1 represents the position of “using Counselors of faith have at least two sources of information that they can draw upon to counsel others. Imagine that #1 represents the position of “Bible only” and #5 represents the position of “psychological studies only”. Where would you place yourself on that continuum? Why? Gate 2 & 3: Updated Rule of Life Gate 2 Essay 1 - Integration: Review the integration paper that you prepared for CO601 or CO600. If you applied to one of the counseling degree programs in Fall 2012 or after that semester, you may update your Integration essay from your application material. Develop a 900 word [about 3 pages] essay that
resources can inform counseling practice. Bible only” and #5 represents the position of “using studies only.” Where would you currently place yourself on this discusses how your understanding of the integration of theology and counseling has evolved, grown, and/or changed since you began your counseling program. This paper should include a clear statement of the current theoretical position from which you intent to counsel. Use of citations and scholarly references is strongly encouraged. 4. Identifies self as a professional counselor. Manifests maturing spiritual formation Participates in Christian practices that deepen his/her spiritual life. Others would identify this person as one who is maturing in his/her faith. Regularly participates in a faith community. Discuss your career goals and how this degree helps you to move toward them Gate 2 Essay 3 – Professional Identity: Develop a 600-word essay that discusses to degree to which you embrace a professional identity as a licensed professional counselor. Begin by using a 1 to 5 scale to rate the degree to which you have embraced a professional identity with 1 being “I do not hold to his professional identity at all” and 5 being “I fully embrace this professional identity.” In what ways have you gained clarity over the course of your degree program about what this professional identity means to you today? Use of references is strongly encouraged. Appendix M