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Basic Rubric

General statement regarding student outcomes for completing the program.

CQI Policy

These objectives are specific for SOPC

Attached is the current Readiness for Practicum form.

Outcomes of the Course:•   To learn leadership functions by participation in an experiential group.  The group dynamics include these developmental stages: initial stage, transitional stage, working stage, and termination. •   To identify the characteristics of each stage, to recognize group norms, to trace their development, and to discuss their impact.•   To understand the therapeutic forces at work in groups.•   To understand and develop sharp observations of subtleties in the group.  •   To develop a repertoire of leader interventions and techniques and a sense of when their use is appropriate. •   To develop knowledge and expertise concerning more difficult group members, e.g., monopolist or patient in the group, as well as appropriate leadership interventions. •   To develop a personal understanding of the ethics involved in group leadership.•   To develop perspective on the age, ethnic, cultural background, and gender differences that affect group performance.•   Finally, to understand the process of terminating group and how to making group process a learning experience for group members.Licensure Standards Assessed (if applicable)Knowledge Outcomes:   The course is for graduate students in Counseling.   It combines emphases on theory and practice of group leadership.  Through readings and experience in the group, students will be able to integrate current theories of group leadership along with actual interventions and techniques.   Knowledge of group formation, therapeutic power of the group, group process, leadership style, developmental stages of group and characteristics of each stage.      .   Skill Outcomes:Ability  to run psychotherapy groups with diverse cliental population and develop cultural sensitivity.  Learn ways to deal therapeutically with many forms of resistance leaders encounter.  Ability to reach for each group member and help them use the power of the group in a positive direction.Have an understanding of the dynamics involved in group therapy, its limitations and ethical issues involved in group work. Attitudinal Outcomes (if appropriate):Have a balance perspective of the difficulties group members may experience in the process of self-disclosure, interaction and change.  Have a  clear vision  of the mechanisms involved in human interaction and be able to utilize it in a therapeutic manner.

Outcomes of the Course:Understand Carl Roger and its theory applied to variety of clientele populations and its core dimensions, genuineness, positive regards, empathy, positive regards   Skill Outcomes: Students develop basic therapeutic skills such as listening skills and paraphrasingEmpathyReflection of feelingRespectCongruenceGenuineOpen questions vs closedMinimal Encourages to talk Ability to develop therapeutic relationship with resistant clientsStudents develop basic therapeutic skills of Carl Rogers such as listening skills and paraphrasingEmpathyReflection of feelingRespectCongruenceGenuineOpen questions vs closedMinimal Encourages to talk Ability to develop therapeutic relationship with resistant clientsUnderstand Carl Roger and its theory applied to variety of cliental populationsSkill Outcomes:Students will demonstrate proficiency in:Understanding Carl Rogers theory - Humanistic Paraphrasing clients’ statementsAttending behavior with client Reflection of feelingSummarization of feelingReflection of ContentSummarization of ContentClosure – how to end a sessionDocumentation of the sessionsAttitudinal Outcomes:Students will develop an increased comfort with and understanding of their professional role as they integrate the relevant knowledge and skills from this course.Behavioral Outcomes:Students will be more capable in their professional roles.  Have a better understanding of themselves as who they are in this process of becoming a future counselors.   

Skill Outcomes:To recognize how the counselor in training’s attitudes and beliefs impact their ethical and professional responsibility. To illustrate application of the ACA and ASCA Codes of Ethics with utilization of an ethical decision making model To recognize the importance of a counselor’s professional role and functions to include responsibility and client welfare.To recognize the need to use institutional and agency policy, supervision and consultation as well as state law and regulation when confronted with ethical dilemma’s.

Knowledge Outcomes•   To demonstrate an understanding of the ethical and legal principles of profession-al mental health and school counseling practice and to develop the ability to rec-ognize, articulate and resolve ethical dilemmas.•   To demonstrate the steps in an ethical decision making process.•   To identify potential hazards and consequences of unethical practice.•   To recognize the role of supervision and what is required for successful consulta-tion in mental health and school settings.•   To discuss several critical issues and concerns for clients and  to be able to identi-fy appropriate intervention strategies.•   To identify the benefits of membership in professional organizations.

Heather Harris - CCP 617 Input for core learning outcomes:Outcomes of the Course:Knowledge Outcomes:•   To understand normal developmental and family life cycles stresses and how these might impact students at school.•   To gain an awareness of the range of assessment instruments for children in need, and how to administer them.•   To understand different types of support a school can offer to students in need, including prevention, intervention and post-vention.•   To understand student learning disorders including emotional issues affecting student achievement and their treatment. •   To gain awareness of the prevention and treatment of substance abuse, physical and sexual abuse and violence in PreK-12 students.•   To develop techniques for communicating and working with families and school and community personnel.•   To develop knowledge of the criminal justice system with particular reference to the juvenile justice system and organizations.•   To develop knowledge of federal and state laws and regulations addressing the legal rights of students and families.•   To develop knowledge of state-of-the-art diagnostic instruments; procedures for testing and interpreting results.Skill Outcomes:•   To train school counselors/educators to think in terms of normal development and to look for stressors that can derail normal development.•   To train school counselors/educators to carefully assess a student from both a systems and an individual development perspective to determine the most effective course of intervention.•   To develop more advanced knowledge and understanding of ways to support students, whether it’s by involving outside agencies, or by direct intervention.Attitudinal Outcomes:•   To develop comfort with conceptualizing a student in context of his/her greater social support network.•   To experience careful diagnostic assessment as a natural and logical precursor to intervention.•   To experience insight and understanding of the notion of intervening at the point of greatest need, based on a Maslow-type of hierarchy.Behavioral Outcomes:•   Individuals who take this course will have a fundamental understanding of how to assess a child and at which point to intervene most effectively in his/her life.•   To expand the repertoire of school counselors beyond the scope of individual counseling to encompass prevention, intervention with agencies, and possible post-vention techniques.