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Counseling, MA

Overview: 

The Counseling Program at the University of Arizona is a 60-credit master’s level program, which prepares students with a solid grounding to become Certified Rehabilitation Counselors, Certified School Counselors, and Licensed Professional Counselors (LPC).  All programs are accredited by CACREP. Upon graduation, students will possess all of the skills required to work in a variety of counseling settings and to engage in professional relationships that empower diverse population groups including children, adolescents, adults, and individuals with disabilities. Depending on their area of emphasis they may work in school, rehabilitation, or mental health settings.

Expected Learning Outcomes: 

By completion of the M.A. program in Counseling, a student will:

  • Demonstrate the breadth and depth of content knowledge in counseling, mental health, and his/her chosen specialization.
  • Identify the influences of culture, gender, sexual orientation, aging, and disability differences on one’s worldview, and integrate this knowledge into clinical practice.
  • Articulate a personal theory of counseling based on consideration of existing counseling theories and considering one’s worldview and beliefs about how people change..
  • Demonstrate ethical decision-making and personal responsibility that is consistent with established ethical standards in counseling, mental health, and their chosen specialization.
  • Communicate a basic understanding of the counseling relationship and demonstrate appropriate clinical skills.
  • Articulate and demonstrate professional identity as a counselor.
Assessment Activities: 

Assessment Activities

Outcome 1

Knowledge of Counseling

Outcome 2 Cultural Awareness

Outcome 3 Personal Counseling Theory

Outcome 4 Ethics & Ethical Decision Making

Outcome 5 Counseling Relationship

Outcome 6 Professional Identity

Counseling Position Paper (SERP506)Final Paper (SERP565)

 

 

 

 

 

 

x

Counseling theory paper (SERP 525)

x

x

x

 

 

 

 

Updated Philosophy paper (SERP 593)

 x

x

x

 

 

 

Worldview paper (SERP 545)

x

 

x

 

 

 

Group Proposal (SERP 547)

 

x

 

 

x

x

Ethics paper (SERP 588)

 

x

 

x

 

 

Internship Evaluation
(SERP 593)

x

x

x

x

x

x

Counselor Interview Assignment (SERP525)

 

 

x

 

 

 

x

Professional Examinations (CRC or Praxis) x x x x x x

 

Assessment Findings: 

Assessment Activities Results*

 

*Rubrics for the assessment activities are provided in an attachment.

 

Counseling Position Paper SERP506 (Fall 15): M = 18.95/20, SD = 1.52, N=21

Final Paper SERP565 (Fall 2015): M=57/60, SD = 3.90, N=39.

Counseling Theory Paper SERP525 (Fall 15): M=94.33/100, SD= 5.69, N = 32;  (section 2) M=91.5/100, SD = 23.67, N=16

Updated Theory Paper SERP594: Fall15: M=28.2/30, SD = 1.03, N=6, Spring16: m+27.8/30, SD = 1.17, N=6

Group Proposal SERP547 (Spring 16): M = 93.4./100, SD = 3.73, N = 17; (section 2) M=93.57/100, SD = 3.71, N = 28

Worldview Paper SERP545 (Spring 15): M=47.36/50, SD = 2.23, N=28

Ethics Papers SERP588 (Fall 14): Paper 1: M = 90.1/100  N=29; SD=6.34; (section 2) M=88.5/100, N=20

2014-2015 Internship Evaluation Form Mean Ratings (Range 1 (low) to 5 (high)

Item

Outcome #

Mean Rating

1. Professional in attire and appearance.

6

4.68

2. Functioned without close supervision and approached problems proactively and/or creatively.

1, 6

4.55

3. Dependable, a reliable team member, flexible in meeting worksite needs.

6

4.71

4. Received and implemented constructive feedback.

4,5,6

4.50

5. Provided constructive feedback in an appropriate manner.

4,5,6,

4.38

6. Demonstrated growth [increased skill and knowledge] and increasing independence.

1,4,5,6

4.59

7. Completed total number of hrs/days in a timely manner and as scheduled.

6

4.64

8. Developed positive relationships with all agency staff, and with community service or resource providers.

6

4.53

9. Communicated about and developed a plan of action to avoid incidents of tardiness and absence.

6

4.56

10. Demonstrated knowledge of professional organizations and their standards and credentials.

6

4.40

11. Adhered to exemplary ethical and legal standards.

5

4.73

 12. Maintained confidentiality of all site staff and of all those served including verbal, electronic, and print media and asked Supervisor when in doubt.

5,6

4.81

13. Interacted with peers, site staff and all agency levels, and as an agency representative within the community, in a professional, respectful and cooperative manner.

6

4.67

14. Used technology in the role of counselor.

6

4.65

15. Demonstrated proper boundaries and comportment toward site staff and those served; and can verbally report violations to Site Supervisor when necessary.

5,6

4.75

16. Recognized own counseling imitations and sought supervision &/or referred individuals as indicated.

5,6

4.36

17. Aware of professional issues: Scope of provider status, expert witness status, disclosure guidelines, scope of privilege.

5,6

4.40

18. Drew from and applied current and relevant resources/ research to inform, and meet service-provision needs.

1

4.50

19. Demonstrated tact, self-awareness, sensitivity to others, and an ability to relate to diverse populations.

1,2,6

4.55

20. Used strategies reflecting sensitivity to culture (diversity, equity), learning styles, developmental stage, gender, special needs, and socio-economic backgrounds.

2

4.64

21. Demonstrated the ability to use educational, vocational, personal and social information to facilitate decision-making, and prepare individuals for future personal, interpersonal, educational, or vocational opportunities.

5,6

4.48

22. Implemented program principles/strategies designed to enhance the progress and development of others.

3

4.50

23. Suggested, advocated for and implemented prevention and intervention plans [developmental issues, health & wellness, communication/language, resiliency, motivation, current status versus goals, etc.]

3

4.35

24. Provided effective individual and group counseling and guidance to promote personal, interpersonal, professional development.

1,5

4.57

25. Provided effective small group counseling [psycho-educational, psychotherapeutic, task, peer-led] and guidance to promote learning and eliminate/minimize barriers.

5

4.53

26. Understood the range mental health services network: Inpatient, day programs, partial care, outpatient, intensive outpatient, aftercare, etc.

6

4.38

27. Made appropriate community referrals for needed resources/services for individuals and their families, via agency-updated referral information, to promote understanding and seamless access.

1,4,6

4.34

28. Identified symptoms or indicators for co-occurring conditions, substance disorders, personality, mood, aggression, danger to self/others, persistently and acutely disabled.

1

4.17

29. Analyzed assessment data resulting in valid inferences when evaluating needs and the effectiveness of implemented treatments or programs.

1,5

4.14

30. Demonstrated ability to assess and manage: intake interview [includes taking history], suicide risk, psychosocial and medical status, mental status, service planning, discharge planning.

1,5

4.33

31. Selected and appropriately used assessment strategies/tools [DSM, Adult Recovery Teams, Child-Family Teams, psychometrics, IEP meetings, etc.] to evaluate presentation; progress; career, personal, and social development.

1

4.29

32. For mental/behavioral conditions: Applied knowledge regarding stages of dependence, stages of change, and stages of recovery to implement the appropriate treatment modality and placement criteria within the care continuum.

1

4.25

33. Participated in conferences and consultations reflecting principles & competencies in prevention, education, learning, diagnosis, treatment, referrals, etc. throughout the service continuum.

1,6

4.36

34. Understood roles and responsibilities in trauma or crisis or disaster preparation/response as needed and via drills.

1,6

4.29

35. Understood how services/programs [& policy], entitlements, and accountability/ regulations; and administration and finance interact in service delivery opportunities.

1,6

4.63

 

Assessment Findings: 

Both specializations in the Counseling program use national examinations to assess the knowledge of students. This is part of the graduation requirement and is typically completed in the student’s last semester in the program. In Spring 2016, we also piloted an assessment aligned with our accrediting association's standards for each program. Initial data were collected, and we will revise the examination going forward based on this pilot administration.

The Praxis Exam (5421: Professional School Counseling) was taken by 17 students this academic year.  The mean score was 174.59.  ETS does not publish percentiles for scores on this exam, but the highest passing score required by any of the 21 states that uses the Praxis as part of its certification process is 156.  We also have mean scores on the subtests, which allow us to examine our curriculum for any areas in which our students are less proficient. Means are as follows: Foundations (20 possible): 16.75; Delivery (48 possible): 39.08, Management (13 possible): 13.42; and Accountability (24 possible): 18.42.

In May 2016, graduating students were asked to take the new Counseling Standards Assessments as a pilot.  They were aware that their scores would not affect their status in any way.  The average score of 11 school counseling students who took it was 75.8%, with a range from 66.6% to 81.7%. For the Rehabilitation and Mental Health student, 9 students took the assessment and earned an average score of 74.9% with a range from 71.4% to 82.7%.

The CRC Exam (Certified Rehabilitation Counselor) exam provides only Pass/Fail Scores.  Of 18 students who took the exam this year, 15 passed. The students who did not pass successfully demonstrated their skills in an oral exam.

Change in Response to Findings: 

The faculty reviewed these findings at a faculty meeting in September  2016.  The lower scores on the Ethics research paper (SERP588) were noted, and we believe that is related to the fact that this task is a formal research paper.  Therefore, the Ethics course will add a lesson on writing research papers, and we will also invite our library liaison to come to our student orientation to provide an overview of services available to students.

We also noted that the pass rate for the CRC exam was not what we expect. Feedback from students who did not pass was that there were many questions relatead to Vocational Planning.  We now have a new instructor for that course who has revamped the course to be more effective in preparing students..

 

 

 

 

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PDF icon Rubrics used in assessment activities181.48 KB
Updated date: Wed, 09/14/2016 - 11:14