Please check the box in each row that best matches your observationally-based appraisal of the student: Engagement with Individual, Families, Groups, Organizations, and Communities: Establishes contact, builds rapport, forms working relationships, and invites a diverse array of clients, stakeholders, and/or community partners to participate in clinical services and/or administrative projects. Improvement Desired Competence Mastery Unable to introduce self, role and goals to clients Introduces self, role and goals to clients in a reasonably clear manner Introduces self, role and goals to clients clearly, concisely, and creatively Unable to assess Unable to establish rapport with clients; unable to discover the clients’ perspective Establishes rapport and trust with most clients; elicits the clients’ perspective Establishes rapport quickly, even with highly reluctant clients; elicits and clarifies clients’ needs, values, and strengths Unable to assess Unable to alter approach to different types ofclients; does not demonstrate cultural humility Recognizes the importance of difference and adjusts approach to different clients accordingly Quickly adjusts approach to fit a wide range of child clients, demonstrating high levels of creativity, responsiveness, and respect Unable to assess Fails to achieve an acceptable retention rate or level of engagement with mental health clients Achieves an acceptable retention rate or level of engagement with mental health clients Achieves an impressive retention rate and/or level of engagement with mental health clients Unable to assess Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to engagement? 1 2 3 4 5 Unable to Assess Not Proficient Competent Exceptional Mastery Assign a number to the nearest .50 increment: Unable to Assess Specific examples of student attainment for this competency (must contain supporting details particularly for scores above 4.0): Specific ways student could enhance or improve competency in this area (most contain supporting details particularly for scores 1.5 or below):
Please check the box in each row that best matches your observationally-based appraisal of the student: Consultation, Coordination, and Collaboration: Obtains information from a variety of collaterals, stakeholders, and/or other environmental sources, both formal and informal, and integrates into a coordinated service and/or project plan. Improvement Desired Competence Mastery Unable to establish rapport and trust with clients’ family members and/or natural supports; unable to discover their perspectives Establishes rapport and trust with most clients’ family members and/or natural supports; elicits their perspectives Establishes rapport and trust quickly, even with disengaged family members and/or natural supports; elicits their perspectives and cooperation Unable to assess Unable to exchange information appropriately with other providers including psychiatrists, nurses, psychologists, lawyers, probation officers, teachers, other treatment providers, landlords, employers, peer counselors etc. Appropriately exchanges information with other providers including psychiatrists, nurses, psychologists, lawyers, probation officers, teachers, other treatment providers, landlords, employers, peer counselors etc. Establishes a high level of effective collaboration with other providers including psychiatrists, nurses, psychologists, lawyers, probation officers, teachers, other treatment providers, landlords, employers, peer counselors etc. Unable to assess Unable to integrate information provided by collaterals into care plan Integrates information provided by collaterals into the assessment and care plan Organizes, analyzes, and applies information provided by collaterals to guide care Unable to assess Unable to influence collaterals and social systems with which mental health clients interact Provides effective collaboration and coordination with and advocacy services to environmental supports Provides strategic advocacy so mental health clients optimize support from and exchanges with environment Unable to assess Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to consultation, coordination, and collaboration? 1 2 3 4 5 Unable to Assess Not Proficient Competent Exceptional Mastery Assign a number to the nearest .50 increment: Unable to Assess Specific examples of student attainment for this competency (must contain supporting details particularly for scores above 4.0):
Specific ways student could enhance or improve competency in this area (most contain supporting details particularly for scores 1.5 or below): Please check the box in each row that best matches your observationally-based appraisal of the student: Assessment of Individuals, Families, Groups, Organizations, and Communities: Collects, analyzes, and applies relevant information to promote the effective delivery of clinical services and/or the effective execution of administrative and planning projects. Improvement Desired Competence Mastery Overlooks biological, cognitive, developmental, psychological, social, cultural, community, and/or spiritual factors relevant to mental health assessment Considers factors relevant to mental health assessment including biological, cognitive, developmental, psychological, social, cultural, community, and spiritual factors Selects the most critical factors relevant to mental health assessment on biological, cognitive, developmental, psychological, social, cultural, community, and spiritual levels Unable to assess Undervalues the client’s experience of poverty, oppression, disability, discrimination, and/or stigma Considers most relevant diversity factors including poverty, oppression, disability, discrimination, and/or stigma Thoughtfully includes subtle and/or interactive diversity factors that impact clients’ psychosocial well-being Unable to assess Unable to assess for clinical risks related to abuse, neglect, suicidality, or dangerousness Identifies indicators of all key clinical risks and assesses and consults appropriately Performs complex assessments related to clinical risks; mobilizes protective factors Unable to assess Difficulty identifying strengths, resilience, and protective factors in clients Often identifies strengths, resilience, and protective factors Always selects key strengths, resilience, and protective factors to affirm recovery Unable to assess Unable to organize, analyze, and communicate assessment information Organizes, analyzes, and communicates assessment information sufficiently Efficiently organizes, analyzes, and communicates assessment information with concision Unable to assess Unfamiliar with or improper use of DSM Able to consider appropriate differential diagnoses with consultation Demonstrates exceptionally discerning diagnostic skills Unable to assess Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to assessment? 1 2 3 4 5 Unable to Assess Not Proficient Competent Exceptional Mastery Assign a number to the nearest .50 increment: Unable to Assess
Specific examples of student attainment for this competency (must contain supporting details particularly for scores above 4.0): Specific ways student could enhance or improve competency in this area (most contain supporting details particularly for scores 1.5 or below): Please check the box in each row that best matches your observationally-based appraisal of the student: Intervention Planning: Develops clinical and/or administrative project goals that include input from clients, multiple stakeholders, and/or information sources. Identifies specific, measurable, and achievable goals and integrates the best available evidence and/or knowledge. Improvement Desired Competence Mastery Unable to establish goals that are relevant to the client system or systems; may impose personal or majority values Identifies goals that match the values, interests, and needs of clients, stakeholders, and/or other sources Consistently establishes goals that are highly relevant to clients, stakeholders, and/or other sources Unable to assess Identifies goals that are vague, difficult to measure, and/or unattainable; fails to identify goals Identifies goals that are mostly specific, measurable, and /or achievable Consistently selects goals that are specific, measurable, and achievable Unable to assess Does not understand and/or is uninterested in identifying intervention approaches supported by evidence; relies solely on intuition Emerging ability to consider best practices and high quality evidence when developing the intervention plan with clients Critically appraises and applies the best available knowledge from research and/or practice wisdom to guide the intervention plan Unable to assess Only able to identify intervention goals for the individual mental health client Considers intervention goals for the client’s family or natural support system and/or other providers Thoughtfully constructs multiple level intervention goals for the individual client, his/her support system, interacting service systems, and community Unable to assess Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to intervention planning? 1 2 3 4 5 Unable to Assess Not Proficient Competent Exceptional Mastery Assign a number to the nearest .50 increment: Unable to Assess
Specific examples of student attainment for this competency (must contain supporting details particularly for scores above 4.0): Specific ways student could enhance or improve competency in this area (most contain supporting details particularly for scores 1.5 or below): Please check the box in each row that best matches your observationally-based appraisal of the student: Intervention Implementation and Evaluation: Executes activities and interventions consistent with the intervention plan in a thoughtful, sequenced, and responsive manner. Modifies activities, pacing, methods, and/or goals so as to increase the likelihood of reaching the intended outcome(s). Improvement Desired Competence Mastery Unable or unwilling to execute activities that support goal acquisition and fit the context Selects activities, techniques, and/or intervention methods that generally support goal acquisition and fit the context Selects the best available and most relevant activities, techniques, and methods to promote recovery Unable to assess Unable to provide evidence-based intervention of any kind Able to provide motivational or interviewing and brief supportive or interventions Provides advanced evidence-supported intervention for common, co-occurring mental health diagnoses and problems Unable to assess Does not respond to client system resource needs Provides information about related benefits, programs, resources, and makes referrals to assist clients Advocates, coordinates, and facilitates utilization of comprehensive benefits and services as needed Unable to assess Does not gather feedback or establish or review indicators; does not modify approach Periodically gathers feedback from key sources, reviews basic indicators, modifies approach, and discusses Consistently elicits feedback from key sources, reviews key indicators, synthesizes, adjusts and collaborates Unable to assess Demonstrates impatience or lack of persistence with the intervention process; imposes change on client Usually demonstrates patience and persistence with the intervention process; matches clients’ stage of change Consistently demonstrates high levels of patience and persistence with the intervention process Unable to assess Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to implementation and evaluation? 1 2 3 4 5 Unable
Assign a number to the nearest .50 increment: Unable to Assess Specific examples of student attainment for this competency (must contain supporting details particularly for scores above 4.0): Specific ways student could enhance or improve competency in this area (most contain supporting details particularly for scores 1.5 or below): Please check the box in each row that best matches your observationally-based appraisal of the student: Written and Verbal Communication Skills: Communicates orally and in writing in an organized, complete, and timely manner. Delivers communication in an effective manner given its purpose and context. Improvement Desired Competence Mastery Verbal communication is late, absent, disorganized, incomplete, aggressive, or delivered ineffectively Verbal communication is mostly timely, organized, complete, assertive, and effective Verbal communication skillfully presents information in a complete, organized, concise, and persuasive manner Unable to assess Written work is not completed to standard and requires excessive amounts of time and multiple revisions Completes written work in a reasonably efficient and complete manner Written work is exceptional in its quality, clarity, comprehensiveness, brevity, and timeliness Unable to assess Unresponsive to email or phone calls Responds to communication from others in a timely manner Consistently responds to communication from others in a timely and complete manner Unable to assess Electronic communication lacks judgment or respect for client system privacy Utilizes electronic sources of communication appropriately with respect to client system and agency context Utilizes electronic sources of communication in an efficient, thoughtful, and ethical way to promote coordinated work Unable to assess Unable to adapt communication style according to purpose, situation, or context; may lack diplomacy and/or cultural or age-related proficiency diplomacy and/or cultural proficiency Often adapts style and delivery of communication to fit a diverse array of persons, situations, and contexts Consistently demonstrates superior diplomacy, and/or effectiveness Unable to assess Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to communication?