Clinical Mental Health Counseling
Master’s Program
Three-Year Systematic Program
Evaluation Report
2011, 2012, 2013
Department of Counseling
302 Buchtel Common
Akron, OH 44325-5007
Completed February, 2014
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Introduction
This report is written to comply with the Council for the Accreditation of Counseling and Related
Educational Programs (CACREP, 2009) standard I.AA which states that every accredited counseling
program must distribute an official report that documents outcomes of a systematic program evaluation,
with descriptions of any program modifications, to students currently in the program, program faculty,
institutional administrators, personnel in cooperating agencies (e.g., employers, site supervisors), and the
public.
The purposes for this systematic program evaluation report are specific to the Clinical Mental Health
Master’s Program (CMHC) and include, but are not limited to, objective and well-rounded faculty
reflection about program strengths and areas for improvement, program-related transparency with
stakeholders (e.g., students, graduates and employers), and communication about the program’s status
with institutional administrators.
The data compiled for this systematic program evaluation report was drawn from calendar years 2011,
2012 and 2013 (i.e., Spring 2011, Summer 2011, Fall 2011, Spring 2012, Summer 2012, Fall 2012,
Spring 2013, Summer 2013, and Fall 2013 semesters).
Throughout this program evaluation period there were three core CMHC program faculty: Dr. Sandy
Perosa, Dr. Varunee Faii Sangganjanavanich and Dr. Robert Schwartz. Note that during Summer 2013
Dr. Sandy Perosa retired as Professor of Counselor Education and Supervision. This program evaluation
report is submitted by the current core CMHC faculty members, Dr. Varunee Faii Sangganjanavanich
and Dr. Robert Schwartz, however the program feedback, updates and accomplishments achieved during
this period included participation from Dr. Sandy Perosa. Program students and faculty wish to
communicate their gratitude for the participation of our retired colleague.
Accreditation Standards Monitoring and Evaluation Data
CACREP Section I. Evaluation
AA. Program faculty members engage in continuous systematic program evaluation
indicating how the mission, objectives, and student learning outcomes are measured
and met.
Throughout this three-year period program faculty engaged in continuous assessment of program
strengths and areas for improvement. This occurred through regular faculty conversations, meetings,
informal forums with students, formal student/graduate/supervisor/employer surveys, and feedback from
professionals in the field. The program evaluation data obtained lead to three years of in-depth program
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reflection and updates including but not limited to the following areas: content published in the student
handbook, program curricula, program resources and marketing information (e.g., program brochures
and websites), and training requirements and resources (e.g., practicum and internship). The data
obtained during the program evaluation process, and the program updates resulting from faculty
program reflection, are presented here.
AA.1. A review by program faculty of programs, curricular offerings, and
characteristics of program applicants.
Program Application, Enrollment and Graduation Data
Program Applicant, Admission, and Active (Matriculated) Student Summary:
Semester à
Spring
2011
Fall
2011
Spring
2012
Fall
2012
Spring Fall
2013
2013
Total Applicants
29
65
27
60
41
68
Total Admitted
22
26
20
34
24
27
Cumulative Total
Active (Matriculated)
29
41
43
43
77
70
% Admitted
76
40
74
57
59
40
Program faculty were pleased with the high application rate throughout this program evaluation period.
This trend resulted in a more selective admission process, and consequently a slightly lower admission
percentage rate over time semester-by-semester (i.e., comparable Spring semesters versus comparable
Fall semesters). Program faculty also noted a significant increase in active (matriculated) students
throughout the program evaluation period. This increase, coupled with the recent retirement of one core
program faculty member, will be addressed with administration to help prevent undue strain on faculty
resources and to maintain quality assurance during students’ education and training.
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Program Applicants (Note that applicants may apply to the CMHC program Fall and Spring
semesters):
Calendar Year 2011 (Spring 2011 and Fall 2011 Semesters) = 94 Applicants
Sex à 75 = Female, 9 = Male
Race à 73 = Euro-American/White,12 = African American/Black, 2 = Hispanic
American/Latino, 7 = Other
Age à 1 = < 20 years, 55 = 21-25 years, 18 = 26-30 years, 6 = 31-35 years, 4 = 36-40 years,
5 = 41-45 years, 3 = 46-50 years, 2 = 51-55 years, 3 = 56-60 years
Calendar Year 2012 (Spring 2012 and Fall 2012 Semesters) = 87 Applicants
Sex à 71 = Female, 16 = Male
Race à 77 = Euro-American/White, 7 = African American/Black, 1 = Hispanic
American/Latino, 2 = Other
Age à 0 = < 20 years, 53 = 21-25 years, 12 = 26-30 years, 8 = 31-35 years, 4 = 36-40 years,
5 = 41-45 years, 5 = 46-50 years, 1 = 51-55 years, 0 = 56-60 years
Calendar Year 2013 (Spring 2013 and Fall 2013 Semesters) = 109 Applicants
Sex à 81 = Female, 28 = Male
Race à 88 = Euro-American/White, 11 = African American/Black, 2 = Hispanic
American/Latino, 8 = Other
Age à 1 = < 20 years, 69 = 21-25 years, 14 = 26-30 years, 11 = 31-35 years, 4 = 36-40 years,
5 = 41-45 years, 4 = 46-50 years, 1 = 51-55 years, 0 = 56-60 years
Program faculty noted that application rates were consistent semester-by-semester (i.e., comparable
Spring semesters versus comparable Fall semesters) throughout the program evaluation period, with an
increased application rate during the final two semesters. During all semesters applications exceeded
maximum number of admissions possible for program quality assurance purposes. A range of diversity
was noted regarding sex, race and age of applicants, however the majority of applicants were EuroAmerican/White females aged 21-30 years.
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Program Admissions (Note that applicants are admitted to the CMHC program Fall and Spring
semesters):
Calendar Year 2011 (Spring 2011 and Fall 2011 Semesters) = 48 Admissions
Sex à 36 = Female, 12 = Male
Race à 39 = Euro-American/White, 4 = African American/Black, 2 = Hispanic
American/Latino, 3 = Other
Age à 1 = < 20 years, 49 = 21-25 years, 14 = 26-30 years, 5 = 31-35 years, 4 = 36-40 years,
4 = 41-45 years, 0 = 46-50 years, 1 = 51-55 years, 3 = 56-60 years
Calendar Year 2012 (Spring 2012 and Fall 2012 Semesters) = 54 Admissions
Sex à 47 = Female, 7 = Male
Race à 51 = Euro-American/White, 2 = African American/Black, 0 = Hispanic
American/Latino, 1 = Other
Age à 0 = < 20 years, 32 = 21-25 years, 8 = 26-30 years, 5 = 31-35 years, 2 = 36-40 years,
3 = 41-45 years, 3 = 46-50 years, 1 = 51-55 years, 0 = 56-60 years
Calendar Year 2013 (Spring 2013 and Fall 2013 Semesters) = 51 Admissions
Sex à 42 = Female, 9 = Male
Race à 42 = Euro-American/White, 5 = African American/Black, 0 = Hispanic
American/Latino, 4 = Other
Age à 1 = < 20 years, 31 = 21-25 years, 7 = 26-30 years, 5 = 31-35 years, 2 = 36-40 years,
2 = 41-45 years, 3 = 46-50 years, 0 = 51-55 years, 0 = 56-60 years
Program faculty noted that admission rates were fairly consistent semester-by-semester (i.e., comparable
Spring semesters versus comparable Fall semesters) throughout the program evaluation period, with a
slight increase in the admission rate during the final two semesters (consistent with the increased
application rate). Despite an ever-present administrative desire to grow the program for reputability,
financial, and other reasons, program faculty have attempted to maintain a steady pool of high-quality
students for program quality assurance purposes. A range of diversity was noted regarding sex, race and
age of applicants, however the majority of student admissions were Euro-American/White females aged
21-30 years (consistent with the application pool).
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AA.2. Formal follow-up studies of program graduates to assess graduate
perceptions and evaluations of major aspects of the program.
Program faculty routinely conduct formal follow-up studies for both current students toward the end of
their program (i.e., exit survey) and program graduates/alumni (annually). New online follow-up exit
and graduate alumni surveys were developed separately during this program evaluation period in order
to better assess key perceptions and evaluations of major aspects of the program. Although alternative
surveys were used prior to and during the first year of this program evaluation period, only new survey
data will be reported here because the former surveys were deemed by program faculty to be outdated
and less helpful for program improvement purposes.
Current Student Exit Survey Results (N=34):
Ratings are scored using a Likert-Type scale ranging from 1 (Very Dissatisfied) to 5 (Very
Satisfied). Higher scores equate to a higher level of student satisfaction.
Statistic Min Value Max Value Mean Statistic Min Value Max Value Mean Ethics & Professional Orientaton Research & Program Evaluation Assessment & Testing Human Growth & Development 2 5 3.91 2 5 3.71 2 5 4.06 Individual Counseling Theory Group Counseling Theory Multicultural Counseling Career Counseling 2 5 4.38 3 5 4.38 3 5 4.44 3 5 4.32 2 5 4.18 Core Course Survey Data: Program faculty noted that during this program evaluation period ratings in
all core course areas averaged between “Somewhat Satisfied” and “Satisfied.” For six of the eight core
course areas ratings averaged between “Satisfied” and “Very Satisfied.” The two lowest rated core
course areas were either taught by faculty in the Department of Educational Foundations and Leadership
(Research & Program Evaluation) or by non-core faculty with a degree other than Counselor Education
and Supervision (Assessment & Testing). These results, along with other assessment data, resulted in
program modifications to promote quality assurance (see below).
Clinical Mental Health Counseling Program Student Handbook
Statistic Min Value Max Value Mean Page 7 of 22
Legal & Professional Issues Addiction Counseling Crisis & Trauma Counseling Mental Disorder Diagnosis & Treatment Clinical Skills (Pract & Internship) 2 5 4.29 1 5 3.82 1 5 3.18 2 5 4.56 3 5 4.53 Clinical Counseling Specialty Course Survey Data: Program faculty noted that during this program
evaluation period ratings in all clinical counseling specialty course areas averaged between “Somewhat
Satisfied” and “Satisfied.” For three of the five clinical counseling specialty course areas ratings
averaged between “Satisfied” and “Very Satisfied.” The two highest rated clinical counseling specialty
course areas (Diagnosis & Treatment and Clinical Courses) are taught and/or directly coordinated by
core program faculty. The two lowest rated clinical counseling specialty course areas (Addiction
Counseling and Crisis & Trauma Counseling) were not required courses during this program evaluation
period. These results, along with other assessment data and the need to update curricula in compliance
with CACREP (2009) standards, resulted in program modifications to promote enhanced knowledge and
skills in these areas (see below).
•
Regarding use of technology, survey data showed an average rating of 4.35 (out of 5) when
students were asked “How satisfied are you with the department's use of technology (e.g.,
Springboard, websites, email, instructional technology)?”
•
Regarding acceptance of student feedback, survey data showed an average rating of 3.76 (out of
5) when students were asked “How satisfied were you with CMHC program faculty
receiving/accepting student feedback?”
•
Regarding program support, survey data showed an average rating of 4.06 (out of 5) when
students were asked “How satisfied were you with CMHC program faculty help/support when
student/program issues/concerns arose?”
•
Regarding faculty advising, survey data showed an average rating of 3.97 (out of 5) when
students were asked “How satisfied were you with CMHC faculty advising
availability/effectiveness?”
•
Regarding program organization, survey data showed an average rating of 4.06 (out of 5) when
students were asked “How satisfied were you with how clear/thorough CMHC program
information was for students - for example guidelines, policies, and procedures?”
•
Regarding overall ratings, survey data showed an average rating of 4.03 (out of 5) when students
were asked “Overall how would you rate the CMHC program if someone else asked you (e.g., a
prospective student)?”
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Positive Qualitative Feedback - Faculty noted positive program-related feedback consistently showing
that CMHC faculty involvement and support were key aspects of students’ success. Students
consistently praised CMHC core faculty for their conscientiousness, professionalism, knowledge and
personal mentoring. Students also praised the clinical training aspects of the program and specific
instructors for their skill in teaching specialty areas.
Constructive Qualitative Feedback – Faculty noted constructive program-specific feedback related to the
need for required addiction counseling and crisis/trauma counseling training, areas which the program
addressed in concrete ways through curriculum updates. Constructive feedback also related to nonprogram-specific issues that CMHC faculty do not administer, such as selection of non-core instructors,
difficulties related to class scheduling, and requests for additional CMHC core program faculty members
(related to a recent 50% loss of CMHC core faculty to retirements which have not been replaced).
Graduate/Alumni Survey Results (N=66):
Survey results show that 81% of program graduates are currently employed in the counseling profession,
and 86% are currently licensed as a Professional Counselor or Professional Clinical Counselor.
Ratings are scored using a Likert-Type scale ranging from 1 (Very Dissatisfied) to 5 (Very
Satisfied). Higher scores equate to a higher level of student satisfaction.
Statistic Min Value Max Value Mean Statistic Min Value Max Value Mean Ethics & Professional Identity Research & Program Evaluation Assessment & Testing Human Growth & Development Career Counseling 1 5 4.28 1 5 3.62 1 5 3.49 1 5 4.07 2 5 3.93 Individual Counseling Theory Group Counseling Theory Multicultural Counseling Legal & Advocacy Information Addiction Counseling 1 5 4.28 1 5 4.10 1 5 4.13 1 5 3.62 1 5 3.58 Core Course Survey Data: Program faculty noted that during this program evaluation period ratings in
all core course areas averaged between “Somewhat Satisfied” and “Satisfied.” For five of the eight core
course areas ratings averaged between “Satisfied” and “Very Satisfied.” The two lowest rated core
course areas were either taught by non-core faculty with a degree other than Counselor Education and
Supervision (Assessment & Testing) or were not required as part of the program’s curriculum
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(Addiction Counseling). These results, along with other assessment data, resulted in program
modifications to promote quality assurance (see below).
Statistic Min Value Max Value Mean Crisis & Trauma Counseling Diagnosis of Mental Disorders Treatment of Mental Disorders Clinical Skills Overall Professionalism 1 5 2.77 3 5 4.45 1 5 3.64 1 5 3.86 1 5 4.21 Clinical Counseling Specialty Course and Professionalism Survey Data: Program faculty noted that
during this program evaluation period ratings in all clinical counseling specialty course areas except one
averaged between “Somewhat Satisfied” and “Very Satisfied.” The two highest rated areas (Diagnosis
of Mental Disorders and Overall Professionalism) are taught and/or directly coordinated by core
program faculty. The lowest rated clinical counseling specialty course area (Crisis & Trauma
Counseling) was not a required course/content area during this program evaluation period. These results,
along with other assessment data and the need to update curricula in compliance with CACREP (2009)
standards, resulted in program modifications to promote enhanced knowledge and skills in these areas
(see below).
•
Regarding faculty support, survey data showed an average rating of 3.89 (out of 5) when alumni
were asked “Post-graduation, overall how satisfied are you with the program's faculty?”
•
Regarding clinical training in the field, survey data showed an average rating of 3.91 (out of 5)
when alumni were asked “Post-graduation, overall how satisfied are you with the program's
coursework/training?”
•
Regarding overall perceptions, survey data showed an average rating of 4.0 (out of 5) when
alumni were asked “Post-graduation, how would you rate the program if someone else asked you
(e.g., a prospective student)?”
Positive Qualitative Feedback - Faculty noted positive program-related feedback consistently showing
that CMHC faculty mentoring, approachable core faculty, clinical training, and specific courses such as
DSM were key aspects of students’ success. Students consistently praised CMHC core faculty for their
professionalism and knowledge of counseling.
Constructive Qualitative Feedback – Faculty noted constructive program-specific feedback related to the
need for required crisis/trauma counseling and addiction counseling training, which has been addressed
in concrete ways through curriculum updates. Constructive feedback also related to non-programspecific issues that CMHC faculty do not administer, such as the selection of non-core faculty members
teaching CMHC-related courses, and requests for additional core program faculty members with a
counselor identity.
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AA.3. Formal studies of site supervisors and program graduate employers that
assess their perceptions and evaluations of major aspects of the program.
Supervisor/Employer Survey Results (N=38):
Survey results show that approximately 30 different mental health agencies were represented in this
survey. All of those completing the survey have served as site supervisors for CMHC trainees. 61% of
those completing the survey were involved in employment decisions for one or more graduate.
Respondents worked with CMHC trainees for between 1 and 20 years, and have supervised between 1
and 35 CMHC trainees. of program graduates are currently employed in the counseling profession, and
86% are currently licensed as a Professional Counselor or Professional Clinical Counselor.
Ratings are scored using a Likert-Type scale ranging from 1 (Very Dissatisfied) to 5 (Very
Satisfied). Higher scores equate to a higher level of student satisfaction.
Statistic Min Value Max Value Mean Statistic Min Value Max Value Mean Ethics & Professional Identity Assessment & Testing Human Growth & Development Career Counseling Individual Counseling Theory 4 5 4.71 -­‐ 5 2.95 3 5 4.43 -­‐ 5 1.89 3 5 4.64 Group Counseling Theory Multicultural Counseling Client/Professional Advocacy Diagnosis of Mental Disorders Overall Professionalism -­‐ 5 3.97 -­‐ 5 4.25 -­‐ 5 4.41 3 5 4.38 3 5 4.65 Core Course, Clinical Counseling Specialty Course and Professionalism Survey Data: Program faculty
noted that during this program evaluation period ratings in all core counseling and clinical counseling
specialty course areas except one averaged between “Somewhat Satisfied” and “Very Satisfied.” The
two highest rated areas (Ethics/Professional Identity and Overall Professionalism) are taught and/or
directly coordinated by core program faculty. The lowest rated course area (Career Counseling) is an
anomaly. It is possible that this course area was mis-rated, or trainees did not have an adequate
opportunity to show career counseling knowledge and skills, or there may be a disconnect between how
supervisors/employers versus current students and alumni perceive sufficient training in this area. These
results, along with other assessment data and the need to update curricula in compliance with CACREP
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(2009) standards, resulted in program modifications to promote enhanced knowledge and skills in these
areas (see below).
•
Regarding overall perceptions, survey data showed an average rating of 4.5 (out of 5) when
supervisors/employers were asked “Based on your experience, overall how would you rate the
UA Clinical Mental Health Counseling Program?”
Positive Qualitative Feedback - Faculty noted consistent positive program-related feedback showing that
trainees are knowledgeable about the field, professional and ethical, and skilled in clinical interventions
and documentation. Survey results also highlight program faculty support of students, “going the extra
mile” for students in the field, and site/supervisor support.
Constructive Qualitative Feedback – Many respondents advocated that few if any limitations are
apparent in the program or its trainees. Faculty noted some constructive feedback related to the need for
required addiction counseling and crisis/trauma counseling training, which has been addressed through
concrete program modifications to promote quality assurance (see below).
AA.4. Assessment of student learning and performance on professional identity,
professional practice, and program area standards.
Comprehensive Examination Results Summary
Shortly before this program evaluation period began all CACREP-accredited master’s programs began
utilizing the Counselor Preparation Comprehensive Examination (CPCE) as one required student
evaluation method as opposed to the previous Department of Counseling-generated comprehensive
examination developed by faculty. During this program evaluation period program faculty reviewed
CPCE data each semester to determine appropriateness and trends related to the examination.
Comprehensive Examination Results By Semester:
Semester à
Spring
2011
Summer
2011
Fall
2011
Spring
2012
Summer
2012
Fall
2012
Spring
2013
Summer Fall
2013
2013
Total Exams
15
9
7
7
10
10
9
4
7
Total Passed
14
9
7
7
8
10
9
4
6
% Passed
93.3
100
100
100
80
100
100
100
85.7
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The average pass rate throughout the entire program evaluation period was 94.4% indicating a high
success rate among students. The very high pass rates on the CPCE helped to confirm current student
quantitative ratings on core courses described above. These very high pass rates on the CPCE are also
consistent with high pass rates on the National Counselor Examination (NCE), which Ohio uses as its
Professional Counselor state examination. Program students averaged an approximate 93-97% pass rate
on the NCE during this program evaluation period, compared to an average approximate 76-78% pass
rate nationally.
Program-Related Updates
During this program evaluation period program faculty revised the assessment of student learning and
performance in total, developing a comprehensive assessment strategy that was fully implemented
during Fall 2013 semester. Below is a summary of the major aspects of the new assessment strategy:
Student and Program Review Process Updates
During this program evaluation period, in keeping with the objectives and philosophy of the program,
and in order to comply with CACREP (2009) standards, new comprehensive formative and summative
student and program evaluation methods were developed and incorporated in the student handbook and
other program-related information sources (e.g., program websites). The following summary includes
these updated student and program evaluation methods:
Student Evaluation Process (by Program faculty) [Each Fall and Spring semester]
a. Review of active students’ individual course grades
b. Review of active students’ overall grade point averages
c. Review of Student Candidacy Fitness Evaluations (from candidacy course instructors).
These candidacy courses were chosen to ensure ongoing formative assessment of clinical
knowledge/skills development before Practicum approval:
i. 5600:651 – Techniques of Counseling
ii. 5600:674 – Prepracticum in Counseling
d. Review of clinical supervisor evaluation/feedback. These sources of evaluation/feedback
were chosen to ensure summative assessment of clinical competence before graduation:
i. 5600:675 – Practicum
ii. 5600:685 – Internship
e. Review of Department of Counseling statement of expectations
f. Review of individual comprehensive examination (CPCE) scores and pass rates
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Program Evaluation Process (by Program faculty) [Once annually, end-Spring semester]
g. Review of current students’ completers surveys
h. Review of Program graduates’ surveys
i. Review of other students’ surveys as administered by Program faculty (e.g.,
comprehensive examination surveys, etc)
j. Review of Program supervisors’ and employers’ surveys
k. Review of global comprehensive examination (CPCE) patterns
l. Review of signature assessments of learning outcomes chosen by Program faculty to
ensure ongoing formative evaluation of CACREP (2009) Clinical Mental Health
Counseling Program standards.
Student learning outcome data for specific signature assessments were chosen within the
following Program-specific courses:
i.
ii.
iii.
iv.
v.
5600:635 (Introduction to Clinical Counseling)
5600:664 (DSM)
5600:666 (Treatment in Clinical Counseling)
5600:675 (Practicum)
5600:685 (Internship)
Student Review and Retention Process Updates
During this program evaluation period, in keeping with the objectives and philosophy of the program,
and in order to comply with CACREP (2009) standards, new comprehensive formative and summative
student review and retention methods were developed and incorporated in the student handbook and
other program-related information sources (e.g., program websites). The following summary includes
these updated student review and retention methods:
1. Evidence of progress that indicates an ability to complete degree requirements in six years
(as required by the Graduate School).
2. An overall GPA of at least 3.0 (on a 5-point standard grading scale) or higher throughout the
program.
3. Individual grades of at least B- (3.0) or better on all required Program coursework.
NOTE: According to State law, the Ohio Counselor, Social Worker and Marriage & Family
Therapist Board will not accept any course with a grade lower than “B-” toward PC
licensure. If a “C” or lower is received in any course required for licensure purposes, that
course must be repeated.
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4. Demonstration of at least ‘2’ (adequate) on all areas of the Student Candidacy Fitness
Evaluation (below), and recommendation of instructor.
5. Demonstration of at least ‘3’ (competent) or better in all Practicum competency areas, and
recommendation of instructor.
6. Demonstration of at least ‘2’ (marginally acceptable) or better on the overall Internship
evaluation and a recommendation of ‘yes’ on the Internship evaluation stating the trainee has
the knowledge and skills to practice competently as a professional counselor.
7. A passing score on the comprehensive examination (CPCE).
8. Demonstration that the Department of Counseling Statement of Expectations, which is
printed on all Department of Counseling syllabi, has been followed throughout the program:
“Programs in the Department of Counseling are charged with the dual task of nurturing the
development of counselors-in-training and ensuring the quality of client care. In order to
fulfill these dual responsibilities, faculty must evaluate students based on their academic,
professional, and personal qualities. A student’s progress in the program may be interrupted
for failure to comply with academic standards or if a student’s interpersonal or emotional
status interferes with being able to provide effective or ethical services to clients. For
example, in order to ensure proper training and client care, a counselor-in-training must abide
by relevant ethical codes and demonstrate professional knowledge, technical and
interpersonal skills, a professional attitude, and moral character. These factors are evaluated
based on one’s academic performance and one’s ability to convey warmth, genuineness,
respect, and empathy in interactions with clients classmates, staff, and faculty. Students
should also demonstrate the ability to accept and integrate feedback, gain awareness of their
impact on others, accept personal responsibility, and show effective and appropriate
expression of emotions.”
Student Candidacy Fitness Evaluation
A new fitness evaluation form was developed by program faculty to provide program and studentcentered feedback regarding performance in key areas related to candidacy courses deemed as signature
assessment points which are prerequisites for clinical courses such as Practicum and Internship.
The purpose is to track student development and offer remediation when needed throughout the
program’s curriculum. Forms are completed on all CMHC students in specific candidacy courses
(Techniques of Counseling and Prepracticum in Counseling), areas for growth are described, and the
form is returned to the Program/Clinical Coordinator for student and program evaluation purposes.
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Fitness evaluation areas include the following. All areas are rated according to a 3-point Likert-type
scale (1 = Deficient, 2 = Adequate, 3 = Good, or Not Observed). More detail and the actual fitness
evaluation can be found in the student handbook: Openness to learning/feedback, Flexibility, Selfawareness, Personal responsibility/conscientiousness, Personal maturity, Academic/classroom
performance, and Ethics
AA.5. Evidence of the use of findings to inform program modifications.
A thorough and objective review of all data presented in this program evaluation report lead program
faculty to implement significant changes in order to strengthen areas deemed satisfactory, and update
areas noted as in need of improvement through quantitative and qualitative current
student/alumni/supervisor/employer survey feedback, core faculty observations, academic training
methodology considerations, and other assessment methods. Many of the program modifications also
occurred in preparation for CACREP reaccreditation in compliance with 2009 accreditation standards.
The following is a summary of the major program modifications that have occurred during this threeyear program evaluation period:
Program Name Change
The CMHC program is accredited by CACREP until March 2016 as a Community Counseling program.
In order to prepare for the reaccreditation process, and to better align with current nomenclature in the
profession, during the 2013 academic year the program officially changed it’s name to CMHC.
In order to remain transparent about the program’s current accreditation status, the student handbook
and websites were updated to reflect the following language:
“The Clinical Mental Health Counseling program is currently accredited under the 2001 standards for
Community Counseling programs as a Community Counseling program. The CACREP 2009 standards
combine the Community Counseling and Mental Health Counseling standards into standards for Clinical
Mental Health Counseling programs. The counseling program intends to seek accreditation for this
program as a Clinical Mental Health Counseling program when it comes up for reaccreditation, per
CACREP guidelines. Students are encouraged to visit the CACREP website to learn more about
counseling accreditation guidelines: http://www.cacrep.org/template/index.cfm.”
Program Objectives, Philosophy and Mission Statement Updates
During this program evaluation period program faculty determined that a clearer description of the
CMHC program’s objectives, philosophy and mission would be helpful in distinguishing core aspects of
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what the program aims to achieve, why and how. These updates were thought to be especially important
given the program’s name change from Community Counseling to CMHC, so core program information
could better align with the current state of the broader profession and upcoming (CACREP 2009)
reaccreditation standards.
These updates include the following information quoted from the 2013 CMHC student handbook:
Program Objectives:
The Clinical Mental Health Counseling Program aims to prepare students as effective professional
counselors using a Clinical Mental Health Counseling philosophy/identity. It is expected that graduates
from the Clinical Mental Health Counseling Program will have gained:
(1) A professional identity founded on human growth/wellness from a holistic perspective
(2) Knowledge about bio-psycho-social causes of client distress and social/occupational impairments
(3) Skills related to the enhancement of human development as well as the treatment of psychopathology
(4) Confidence/competence related to improving one’s community through individual, group,
and societal advocacy and outreach.
In this regard, the Clinical Mental Health Counseling Program is designed to foster the following
educational and professional objectives among its students:
•
•
•
•
•
•
A clinical counselor identity
Knowledge of specialty counseling areas unique to clinical counselors – for example, advocacy,
social justice, and community consultation
Knowledge of core counseling areas – for example, human growth and development,
social/cultural foundations, helping relationships and professional orientation, theories of
counseling and group work, career and lifestyle development, tests and appraisal, research and
program evaluation
Ethical and professional decision-making skills
Clinical skills leading to State licensure
Self-awareness and personal growth
Program Philosophy and Mission:
The Clinical Mental Health Counseling Program has as its mission world-class graduate-level training in
the art and science of mental health in order to produce Professional Counselors/Professional Clinical
Counselors who effectively enhance the lives of individuals, groups, and communities.
Clinical Mental Health Counseling, as defined by the American Mental Health Counselors Association,
is a distinct profession with national standards for education, training and clinical practice. Clinical
Mental Health Counselors are highly skilled professionals who provide flexible, consumer-oriented
therapy. They combine traditional psychotherapy with a practical, problem-solving approach that creates
a dynamic and efficient path for change and problem resolution.
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Clinical Mental Health Counselors offer a full range of services including:
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Assessment and diagnosis
Longer-term psychotherapy
Treatment planning and utilization review
Brief and solution-focused therapy
Alcoholism and substance abuse treatment
Psychoeducational and prevention programs
Crisis management
Clinical Mental Health Counselors are uniquely qualified to meet the challenges of providing high
quality care in a cost-effective manner. Clinical Mental Health Counselors practice in a variety of
settings, including independent practice, community agencies, managed behavioral health care
organizations, integrated delivery systems, hospitals, employee assistance programs, and substance
abuse treatment centers (retrieved July 2013 from http://www.amhca.org/about/facts.aspx).
Program Diversity Inclusion/Recruitment Standards Updates
During this program evaluation period diversity-related inclusion/recruitment efforts were more clearly
highlighted in the student handbook and throughout the program’s marketing, information-sharing, and
internal (e.g., program and department-wide) communications efforts.
These updates include the following information quoted from the 2013 CMHC student handbook:
Education in the United States is designed to cultivate human thought, behavior, and perception through
a prescribed program of experiences aimed at helping individuals realize their professional potential and
develop a high ethical and work-related standard. The Clinical Mental Health Counseling Program
takes into account ethnic and cultural trends in order to provide a satisfying and effective education for
its students.
In order to promote the acceptance, facilitation, inclusion and retention of diverse students and faculty,
the Clinical Mental Health Counseling Program engages in the following activities:
(1) The student handbook highlights an affirmative action policy explaining “that there shall be no
discrimination against any individual because of age, sex, race, gender identity, creed, disability,
national origin, religion, or sexual orientation” which applies to all students (and applicants),
faculty, staff, and employees.
(2) The program faculty openly endorse the recruitment and development of culturally diverse
counselors as a professional responsibility, similar to providing adequate and appropriate
services to culturally diverse clientele.
(3) The program actively recruits minority students, and makes every effort to retain these students
via financial and tutorial assistance (including accommodations due to the impact of a disability
per the University Office of Accessibility).
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(4) The program maintains internal diversity statistics for our students and faculty.
(5) Program faculty complete peer-reviewed publications and presentations on diversity-related
topics and advocacy.
(6) The program has access to the Office of Multicultural Development, which helps attract/retain
students of color per http://www.uakron.edu/omd/.
(7) The program has access to the university Chief Diversity Officer whose office helps attract/retain
diverse students/faculty per http://www.uakron.edu/ie/.
(8) The Department of Counseling advertises for open faculty positions not only in the standard
academic outlets (e.g., Chronicle of Higher Education) but also Black Issues in Higher
Education, Diverse Issues, and Hispanic Outlook.
Program Curricula Updates
In order to conform with CACREP (2009) CMHC standards, Ohio Professional Counselor licensure
standards, and after a review of student/alumni/supervisor/employer feedback obtained throughout this
program evaluation period, several important program curriculum updates occurred.
The curriculum updates outlined below were fully implemented for all CMHC students admitted Fall
2013 semester (and beyond), including the structure of the overall program (i.e., the Graduate Bulletin),
reduction in credits for certain courses, and the creation of additional courses:
Educational Foundations (9 semester credits total):
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5600:601 Research & Program Evaluation (3 credits)
[5600:601 is a newly developed course added to the curriculum because the previously required
course, 5100:640 Introduction to Research, was taught by faculty in the Department of
Educational Foundations and Leadership and did not adequately focus on counseling-related
research knowledge and skills]
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5600:646 Multicultural Counseling (3 credits) [No change]
5600:648 Individual & Family Counseling Across the Lifespan (3 credits) [No change]
Required Counseling Core Courses (20 semester credits total):
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5600:600 Professional Orientation & Ethics (2 credits)
[5600:600 was renamed (previously Seminar in Counseling) and was increased from 1 to 2
credits in order to incorporate additional ethics-related knowledge and skills]
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5600:635 Introduction to Clinical Counseling (2 credits)
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[5600:635 was renamed and was decreased from 3 to 2 credits in order to focus more
specifically on CMHC history, laws, and professional knowledge]
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5600:643 Counseling: Theory & Philosophy (3 credits) [No change]
5600:645 Tests & Appraisal in Counseling (3 credits)
[5600:645 was decreased from 4 to 3 credits in order to provide additional room to add other
program required knowledge and skills]
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5600:647 Career Development & Counseling Across the Lifespan (3 credits) [No change]
5600:651 Techniques of Counseling (3 credits) [No change]
5600:653 Group Counseling (4 credits) [No change]
Clinical Counseling Specialty Courses (28 semester credits total):
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5600:662 Personality & Abnormal Behavior (3 credits) [No change]
5600:664 DSM (3 credits) [No change]
5600:666 Treatment in Clinical Counseling (3 credits)
[5600:666 was reconstructed to include specific crisis/trauma-specific treatment knowledge and
empirically validated treatments]
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5600:732 Addiction Counseling (3 credits)
[5600:732 was previously one of several elective courses but was added as a required course in
order to ensure addiction counseling knowledge and skills]
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5600:714 Evaluation of Mental Status (3 credits)
[5600:714 was renamed (previously Objective Personality Evaluation) and was decreased from
4 to 3 credits in order to focus more specifically on CMHC assessment, interviewing and mental
status examination knowledge and skills]
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5600:674 Prepracticum in Counseling (2 credits)
[5600:674 is a newly developed course added to the curriculum in order to ensure readiness for
clinical practice during Practicum]
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5600:675 Practicum in Counseling (5 credits) [No change]
5600:685 Internship (6 credits over two semesters)
[5600:685 was updated to include a required crisis/trauma focused clinical experience in
addition to a primary mental health agency placement in order to ensure knowledge and skills in
crisis/trauma treatment methods]
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Program Electives (3 credits minimum):
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5600:621 Counseling Youth at Risk (3 credits) OR 5600:622 Play Therapy (3 credits) OR
5600:660 Counseling Children (3 credits) OR 5600:640 Counseling Adolescents (3 credits) OR
5600:655 Marriage & Family Therapy (credits) OR 5600:620 Issues in Sexuality for Counselors
[No change]
Clinical Course Updates
During this program evaluation period Practicum and Internship course registration procedures were
updated in order to ensure a transparent and fair registration process (across students and semesters), and
in order to provide more structured and detailed information for students. In addition, a new Internship
requirement was initiated for all students focused on specific training in crisis/trauma knowledge and
skills. The requirements for this Internship component, which are additional to the standard primary
mental health agency placement, are described in detail in the student handbook and course syllabus.
Program Evaluation Report Summary and Conclusions
Program faculty strongly endorse the use of this program evaluation report as a means of better
understanding the program’s status, strengths, and areas for growth to ensure effective and efficient
world-class counselor education and training. The quantitative and qualitative data obtained during this
three-year program evaluation period resulted in better educational opportunities for students, greater
reputability and accountability for the university, increased professional readiness for graduates and
enhanced public mental health service to the community.
Application rates were steady across the program evaluation period, and for all semesters were higher
than the maximum number of applicants who were able to gain admission into the program. Program
faculty have therefore been increasingly selective during the application review process. Admission
rates have also been steady throughout the program evaluation period, although the number of active
(matriculated) students has increased particularly during the last year of the program evaluation period.
Program faculty will monitor this trend in order to maintain quality assurance for current students.
Although graduation rates have remained steady throughout the program evaluation period program
faculty will attempt to better understand these data in order to help increase the overall graduation rate
for all students.
Diversity of applicants is broad in terms of sex, race, and age, however a trend is apparent in that the
majority of applicants are Euro-American/White females age 21-30 years. This trend is common within
the counseling profession. Although program faculty note a broad range of student diversity, including
males (15-20% of current students), international students (e.g., Saudi Arabia, Japan, China, etc) and
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non-traditional aged students (e.g., those over 50 beginning new careers), program faculty have revised
the Program Diversity Inclusion/Recruitment Standards in order to help broaden the multicultural base
of applicants and current students.
Program faculty were pleased that students had a very high pass rate on the comprehensive examination
throughout the program evaluation period, consistent with a high pass rate on the National Counselor
Examination (NCE), averaging an approximate 93-97% pass rate compared to an average approximate
76-78% pass rate nationally.
Quantitative data showed that current students were satisfied with all courses taught in the program.
Survey data showed an average rating of 4.03 (out of 5) when students were asked “Overall how would
you rate the CMHC program if someone else asked you (e.g., a prospective student)?” Data showed that
program alumni were retrospectively satisfied with all courses taught in the program, except training in
crisis/trauma counseling. Regarding overall perceptions, survey data showed an average rating of 4.0
(out of 5) when alumni were asked “Post-graduation, how would you rate the program if someone else
asked you (e.g., a prospective student)?” Supervisors/employers were satisfied with all coursework and
training students received, except training in career counseling (which program faculty believe is an
anomaly that needs to be investigated due to possible rater error). Regarding overall perceptions, survey
data showed an average rating of 4.5 (out of 5) when supervisors/employers were asked “Based on your
experience, overall how would you rate the UA Clinical Mental Health Counseling Program?”
Regarding qualitative data, several program-specific positive themes emerged from current students,
alumni, and supervisors/employers: (a) core program faculty professionalism and mentoring; (b) core
program faculty availability and concern for students; (c) core program faculty knowledge of the
profession; (d) high-quality clinical training and readiness for field work as a result of program-specific
knowledge and skills. The primary program-specific constructive feedback theme identified was the
need for additional training in addiction counseling and crisis/trauma counseling. Concrete program
curriculum changes have been instituted to address this feedback for all students beginning Fall 2013
semester. Non-program-specific (above program-level) constructive feedback themes included: (a)
selection of non-core faculty instructors for professional identity/quality assurance purposes; (b) course
scheduling/management; (c) the need for more core program faculty, as the program has been
challenged with a recent 50% loss of CMHC core faculty to retirements which have not been replaced
despite increasing application rates and program demand, and stricter accreditation standards regarding
core faculty instruction and faculty-to-student ratios. This need has been explicitly communicated to
administration.
Program Update Summary
Based on comprehensive data reviewed during this program evaluation period, the following program
updates had been instituted by Fall 2013 semester):
(1) New student evaluation process created (for formative and summative student reviews);
(2) New program evaluation process created (for formative and summative program-level reviews);
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(3) New program name approved, changed from Community Counseling to Clinical Mental Health
Counseling;
(4) New program objectives, philosophy and mission statements published;
(5) New student review and retention guidelines developed (more thoroughly outlining student
review and retention standards);
(6) New student candidacy fitness evaluation created (better tracking student progress during key
candidacy points in the program);
(7) Updated program diversity inclusion/recruitment standards published;
(8) Curriculum updates approved including, but not limited to: (a) requiring addiction counseling
knowledge and skills (i.e., Addiction Counseling class), (b) requiring crisis/trauma counseling
knowledge and skills (i.e., Treatment in Clinical Counseling and Internship classes), (c) requiring
a newly developed counseling-focused Research & Program Evaluation class, (d) requiring a
newly developed pre-practicum class;
(9) Advocacy for administrative allocation of additional core program faculty members due to recent
retirements (in response to increasing application rates and program demand, and stricter
accreditation standards regarding core faculty instruction and faculty-to-student ratios).