Assessment

Behavior Analysis

Assessable Outcomes

The Behavior Analysis Specialization of the Psychology PhD Program has four objectives, which are assessed across eight domains.

Objectives:

• Objective 1. Develop advanced knowledge and skills in the theories, principles, and methodology of behavior analysis, including the application of these principles in various settings and populations.
• Objective 2. Conduct original research in behavior analysis that advances the theoretical understanding and practical application of behavior principles and demonstrates proficiency in experimental design, data analysis, and interpretation.
• Objective 3. Acquire expertise in ethical considerations and best practices in behavior analysis research and practice, including the responsible conduct of research and ethical treatment of research participants.
• Objective 4. Engage in professional development activities, such as attending conferences, presenting research, and publishing scholarly work, to contribute to the advancement of the field of behavior analysis and to enhance career opportunities in academia, research, or applied practice. This includes cultivating collaboration and communication skills to effectively work with diverse stakeholders, including colleagues, clients, and other partners.

Domains:

• Domain 1: Involvement in research, which maps to objectives 1, 2, 3, 4
• Domain 2: Maturity/Professionalism, which maps to objectives 2, 4
• Domain 3: Ability to work with others, which maps to objectives 1, 2, 3, 4
• Domain 4 Responsiveness to feedback, which maps to objectives 1, 2, 3, 4
• Domain 5: Performance in Assistantships, which maps to objectives 1, 2, 3, 4
• Domain 6: Timely progress toward completion of the program, which maps to objectives 4
• Domain 7: Course Grades, which maps to objectives 1, 3
• Domain 8: Attention to detail, which maps to objectives 1, 2, 3, 4

Assessment Planning & Data Collected

There is a five-stage process for assessment planning and data collection.

1. At the end of each spring semester, students complete a self-assessment and outline plans for the following year.
2. Each summer, faculty use rubrics to assess student performance toward these objectives across the eight domains, and the specialization faculty meet to discuss each student's progress and provide additional observations.
3. As a result of this assessment each student's major professor writes comments and recommendations.
4. By the first few weeks of each fall semester, feedback is provided in written form and discussed in an individual meeting.
5. The student, major professor, and specialization director sign the final feedback document. It is archived in the student's Box folder.

Data from the annual evaluations are aggregated to observe how demographics or populations are learning, which guides deeper discussions of improving teaching and learning. Program data are summarized and discussed at the fall retreat and are used to enhance student progress on objectives.

Results are Used to Improve the Training Program

Annually, the assessment results are used to make decisions regarding curriculum, professional improvement, and program enhancement. For example, annual feedback was leveraged to change the specialization requirements to (a) include a master's degree en route to the PhD, (b) change the course-work requirements in the specific standard program of study, (c) update selection procedures.

Assessment Procedures are Reviewed Annually

The program faculty reviews assessment procedures annually to adjust and enhance the assessment strategy and ensure continuous alignment with educational goals and industry standards. This meeting coincides with the student review meeting to ensure tight alignment.

Neuroscience

Assessable Outcomes

Interdisciplinary Doctoral Program in Neuroscience PhD Program has four objectives, which are assessed across eight domains.

Objectives:

• Objective 1. Develop advanced knowledge and skills in the theories, principles, and methodology of neuroscience, including the application of these principles in various settings and populations.
• Objective 2. Conduct original research in neuroscience that advances the theoretical understanding and practical application of principles and demonstrates proficiency in experimental design, data analysis, and interpretation.
• Objective 3. Acquire expertise in ethical considerations and best practices in neuroscience research, including the responsible conduct of research and ethical treatment of research participants.
• Objective 4. Engage in professional development activities, such as attending conferences, presenting research, and publishing scholarly work, to contribute to the advancement of the field of neuroscience and to enhance career opportunities in academia or research. This includes cultivating collaboration and communication skills to effectively work with diverse stakeholders, including colleagues and other partners.

Domains:

• Domain 1: Involvement in research, which maps to objectives 1, 2, 3, 4
• Domain 2: Maturity/Professionalism, which maps to objectives 2, 4
• Domain 3: Ability to work with others, which maps to objectives 1, 2, 3, 4
• Domain 4 Responsiveness to feedback, which maps to objectives 1, 2, 3, 4
• Domain 5: Performance in Assistantships, which maps to objectives 1, 2, 3, 4
• Domain 6: Timely progress toward completion of the program, which maps to objectives 4
• Domain 7: Course Grades, which maps to objectives 1, 3
• Domain 8: Participation in program seminar, which maps to objectives 1, 3, 4

Assessment Planning & Data Collected

There is a five-stage process for assessment planning and data collection.

1. At the end of each spring semester, students complete a self-assessment and outline plans for the following year.
2. Each summer, faculty use rubrics to assess student performance toward these objectives across the eight domains, and the specialization faculty meet to discuss each student's progress and provide additional observations.
3. As a result of this assessment each student's major professor writes comments and recommendations.
4. By the first few weeks of each fall semester, feedback is provided in written form and discussed in an individual meeting.
5. The student, major professor, and specialization director sign the final feedback document. It is archived in the student's Box folder.

Data from the annual evaluations are aggregated to observe how demographics or populations are learning, which guides deeper discussions of improving teaching and learning. Program data are summarized and discussed at the fall retreat and are used to enhance student progress on objectives.

Results are Used to Improve the Training Program

Annually, the assessment results are used to make decisions regarding curriculum, professional improvement, and program enhancement. For example, annual feedback was leveraged to change the specialization requirements to (a) change the course-work requirements in the specific standard program of study and (b) update selection procedures.

Assessment Procedures are Reviewed Annually

The program faculty reviews assessment procedures annually to adjust and enhance the assessment strategy and ensure continuous alignment with educational goals and industry standards. This meeting coincides with the student review meeting to ensure tight alignment.

Brain and Cognition 

Assessable Outcomes

The Brain and Cognition Specialization of the Psychology PhD Program has four objectives, which are assessed across eight domains.

Objectives:

• Objective 1. Develop advanced knowledge and skills in the theories, principles, and methodology of brain and cognition, including the application of these principles in various settings and populations.
• Objective 2. Conduct original research in brain and cognition that advances the theoretical understanding and practical application of neural and cognitive principles and demonstrates proficiency in experimental design, data analysis, and interpretation.
• Objective 3. Acquire expertise in ethical considerations and best practices in brain and cognition research and practice, including the responsible conduct of research and ethical treatment of research participants.
• Objective 4. Engage in professional development activities, such as attending conferences, presenting research, and publishing scholarly work, to contribute to the advancement of the field of brain and cognition and to enhance career opportunities in academia, research, or applied practice. This includes cultivating collaboration and communication skills to effectively work with diverse stakeholders, including colleagues and other partners.

Domains:

• Domain 1: Involvement in research, which maps to objectives 1, 2, 3, 4
• Domain 2: Maturity/Professionalism, which maps to objectives 2, 4
• Domain 3: Ability to work with others, which maps to objectives 1, 2, 3, 4
• Domain 4: Responsiveness to feedback, which maps to objectives 1, 2, 3, 4
• Domain 5: Performance in Assistantships, which maps to objectives 1, 2, 3, 4
• Domain 6: Timely progress toward completion of the program, which maps to objectives 4
• Domain 7: Course Grades, which maps to objectives 1, 3
• Domain 8: Attention to detail, which maps to objectives 1, 2, 3, 4

Assessment Planning & Data Collected

There is a five-stage process for assessment planning and data collection.

1. At the end of each spring semester, students complete a self-assessment and outline plans for the following year.
2. Each summer, faculty use rubrics to assess student performance toward these objectives across the eight domains, and the specialization faculty meet to discuss each student's progress and provide additional observations.
3. As a result of this assessment, each student's major professor writes comments and recommendations.
4. By the first few weeks of each fall semester, feedback is provided in written form and discussed in an individual meeting.
5. The student, major professor, and specialization director sign the final feedback document. It is archived in the student's Box folder.

Data from the annual evaluations are aggregated to observe how demographics or populations are learning, which guides deeper discussions of improving teaching and learning. Program data are summarized and discussed at the fall retreat and are used to enhance student progress on objectives.

Results are Used to Improve the Training Program

Annually, the assessment results are used to make decisions regarding curriculum, professional improvement, and program enhancement. For example, annual feedback was leveraged to change the specialization requirements to (a) include a Master's degree en route to the PhD, (b) change the coursework requirements in the specific standard program of study, (c) update selection procedures.

Assessment Procedures are Reviewed Annually

The program faculty reviews assessment procedures annually to adjust and enhance the assessment strategy and ensure continuous alignment with educational goals and area standards. This meeting coincides with the student review meeting to ensure tight alignment.

Combined Clinical/Counseling 

Assessable Outcomes

The Combined Program has always emphasized the training of competent generalists who are prepared and qualified to practice as psychologists in a wide variety of settings. The program curriculum provides a substantive, balanced emphasis in theory and research, research methods, and clinical training in applied settings. The program is neither designed nor intended for those students who are interested in becoming only practitioners, only theoreticians, or only researchers. As a faculty, we view these activities as intimately interrelated and as mutually enhancing each other, and the program has been designed accordingly. To put this model into practice, the Combined Program is guided by three overarching aims.  Each aim is related to specific training objectives, associated competencies and outcomes listed on the following pages.

Aim 1 - To produce graduates who are competent health service psychologists

• Competency 1: Graduates will demonstrate competence in research design, data analysis, and data interpretation as well as competence in the critical review and evaluation of psychological and related research literature.

  • Outcome 1a: Students demonstrate competence in basic quantitative methods and data analysis, research design, and psychological measurement commonly used in the field of psychology

  • Outcome 1b: Students demonstrate the skills in research methods appropriate to conducting their thesis and dissertation research
    
    
• Competency 2: Graduates are capable of generating original research and scholarship and disseminating the results of their research to the profession and broader community.

  • Outcome 2a: Students demonstrate the ability to conduct an independent research project

  • Outcome 2b: Students demonstrate competence in presenting research findings and other scholarship in professional contexts (e.g., professional conferences, peer-reviewed journals)
    
    
• Competency 3: Graduates demonstrate competence in the areas of assessment, diagnosis, treatment, supervision and consultation.

  • Outcome 3a: Students demonstrate competence in theories and methods of assessment and diagnosis

  • Outcome 3b: Students demonstrate competence in integrating assessment data into comprehensive conceptualization of clients, including an appropriate treatment plan, effective intervention, and evaluation of the effectiveness of services

  • Outcome 3c: Students demonstrate competence in providing effective psychological interventions

  • Outcome 3d:  Students demonstrate foundational knowledge in clinical supervision, professional consultation, and interprofessional/interdisciplinary skills
    
    

• Competency 4: Graduates engage in practice that reflects the changing and expanding scientific knowledge base including the foundational areas of psychology.

  • Outcome 4a: Students demonstrate an appropriate mastery of the bases of scientific and professional psychology (e.g., developmental, biological, cognitive, affective, and social aspects of behavior, and the history of the discipline of psychology)

  • Outcome 4b: Students demonstrate advanced mastery in the integration of two or more of the foundational areas of psychology

  • Outcome 4c: Students demonstrate the ability to access, evaluate, and apply the current evidence base in their clinical practice

• Competency 5: Graduates demonstrate competence in the integration of science and practice in psychology with attention to the necessity of research being informed by practice and practice by research.

  • Outcome 5a: Students conceptualize cases based on sound theory and research

  • Outcome 5b: Students display competence in evidence-based practice in psychology

  • Outcome 5c: Students conduct research that is informed by clinical practice

Aim 2 - To produce graduates who demonstrate mulitcultural and diversity awareness, knowledge, and skill in their training and professional work. 

• Competency 6: Graduates demonstrate understanding of individual differences and diversity.

  • Outcome 6a: Students demonstrate knowledge of diversity and contextual issues (e.g., race/ethnicity, gender, sexual orientation, disability)

  • Outcome 6b:  Students demonstrate awareness and knowledge of themselves in the context of diversity (one’s own beliefs, values, attitudes, stimulus value, and related strengths/limitations) in all professional interactions

• Competency 7: Graduates demonstrate competence in delivering psychological services to diverse populations and engage in scholarly work that is sensitive to issues of individual differences and diversity.

  • Outcome 7a: Students conceptualize cases considering contextual and diversity issues and apply this conceptualization in their assessments, treatment planning, and interventions with diverse clients

  • Outcome 7b: Students demonstrate awareness of multicultural and contextual issues and commitment to relevant guidelines (e.g., APA’s Multicultural Guidelines) in all of their professional interactions

  • Outcome 7c: Students demonstrate competence in applying multicultural awareness and theory to their own scholarship

Aim 3:  To produce graduates with a professional identity as a psychologist and a strong commitment to ethical practice in health service psychology.

• Competency 8: Graduates demonstrate professional identities as psychologists.

  • Outcome 8a: Students and graduates demonstrate the skills and experience needed to meet membership requirements for national, state, and local organizations (varying organizations would have different requirements).

  • Outcome 8b: Graduates demonstrate continued professional interest in psychology

• Competency 9: Graduates demonstrate knowledge of and adherence to ethical and legal guidelines in all aspects of their professional work

  • Outcome 9a: Students demonstrate knowledge of relevant ethical and legal codes (e.g., APA's Ethical Standards)

  • Outcome 9b: Students demonstrate competence in applying established ethical principles and practices in all facets of their professional work

• Competency 10: Graduates demonstrate knowledge of Clinical and Counseling, and Combined Psychology in terms of historical development, traditional and emerging roles and functions, current professional issues, and scope of research and practice.

  • Outcome 10a: Students demonstrate basic knowledge of the history and professional identity of the specializations encompassed in our program and of the development of the combined model

  • Outcome 10b:  Students and graduates demonstrate the skills to conduct professional activities (e.g., research, applied practice) associated with clinical and/or counseling psychology or professional subspecialties within these (e.g., health psychology, child clinical psychology).

• Competency 11: Graduates display professionalism in their relationships with faculty, staff, and peers.

  • Outcome 11a: Students demonstrate the ability to collaborate in training and in their professional settings

  • Outcome 11b: Students demonstrate facilitative interpersonal skills with others, including supervisors, peers, staff, and supervisees

  • Outcome 11c: Students are responsive to input from faculty, supervisors, and peers

• Competency 12: Graduates engage in continuing professional education activities and give evidence of life-long learning attitudes and actions that contribute to personal and professional development.

  • Outcome 12a: Students are aware of their strengths and areas of needed development as they progress through and graduate from the program

  • Outcome 12b: Students develop skills to engage in continuing scholarly inquiry, knowledge building, and the dissemination of knowledge across the course of their professional careers

  • Outcome 12c:  Graduates provide evidence of their continuing professional education and commitment to lifelong learning and professional problem solving

• Competency 13:  Graduates engage in careers in psychology and earn appropriate professional credentials.

  • Outcome 13a:  Graduates develop careers related directly to the profession and/or discipline of psychology

  • Outcome 13b:  Graduates become licensed as psychologists in their respective jurisdictions. In doing so they successfully complete required examinations (e.g., EPPP) and other jurisdictional requirements

Monitoring Student Progress

Student evaluations occur within a developmental framework with due regard for the inherent power differential between students and faculty. Faculty, training staff, and supervisors evaluate student/trainee competence in a variety of activities/settings including coursework, seminars, scholarship, comprehensive examinations, and related program requirements. Areas in which students are evaluated include, but are not limited to: (a) interpersonal and professional competence (e.g., the ways in which student-trainees relate to clients, peers, faculty, allied professionals, the public, and individuals from diverse backgrounds or histories); (b) self-awareness, self-reflection, and self-evaluation (e.g., knowledge of the content and potential impact of one's own beliefs and values on clients, peers, faculty, allied professionals, the public, and individuals from diverse backgrounds or histories); (c) openness to supervision and feedback (e.g., the ability and willingness to explore issues that either interfere with the appropriate provision of care or impede professional development or functioning); and (d) resolution of issues or problems that interfere with professional development or functioning in a satisfactory manner (e.g., by responding constructively to feedback from supervisors or program faculty; by the successful completion of remediation plans).

This policy is applicable to settings and contexts in which evaluation would appropriately occur (e.g., coursework, practica, supervision), rather than settings and contexts that are unrelated to the formal process of education and training (e.g., non-academic, social contexts).  However, irrespective of setting or context, when a student-trainee’s conduct clearly and demonstrably (a) impacts the performance, development, or functioning of the student-trainee, (b) raises questions of an ethical nature, (c) represents a risk to public safety, or (d) damages the representation of psychology to the profession or public, appropriate representatives of the program may review such conduct within the context of the program’s evaluation processes. 

Assessment Procedures are Reviewed Annually

At the end of each academic year, program faculty review each student’s progress toward completing program requirements and status on professional competencies.  Students receive written feedback on their progress every year. The evaluation and feedback are intended to facilitate and monitor student progress through the program. The evaluation process begins with students submitting an electronic evaluation portfolio to their major professors. Students also complete self-ratings regarding their progress in the program. Students and their major professors meet to review the evaluation portfolio and plan for the next academic year. The Combined Program faculty meets to discuss each student.  During this meeting, faculty evaluate students’ progress in the following areas:

• Research skills 
• Clinical competence 
• Integrating theory, research, and practice
• Respecting cultural and individual differences
• Professional behavior
• Receiving and implementing feedback
• Ethical knowledge and behavior

Students are evaluated on their professional development in meeting program competencies on a scale from 1 to 5: “1” –below expectations, “3” – meeting expectations, or “5” – ahead or exceptional.

Students receive separate ratings in monitoring their progress in the program in the following areas:

• Research involvement and progress
• Clinical involvement and progress
• Diversity involvement and progress
• Professional Identity
• Self-awareness/self-evaluation

Students are evaluated on whether they are meeting expectations (Yes), if they need improvement (NI), or no, are not meeting expectations (N) in each of the above areas.

In addition to the rating form, students receive a narrative report of their progress in the areas of didactic coursework, research skills and progress, clinical skills and progress, assistantship performance, interpersonal skills and professionalism, self-awareness, self-evaluation, and critical thinking skills, other accomplishments and/or concerns, readiness for internship (if relevant), and status on graduation requirements.

School Counseling - MEd

Assessable Outcomes

The MEd in School Counseling Specialization of the Department of Psychology has 15 program objectives, which are assessed across 15 courses and Key Performance Indicator submissions and documentation.

Objectives:

• Program Objective #1: Dispositions appropriate to the counseling field are assessed throughout the student’s program, from admission to exit and graduation through the Professional Disposition Competency Assessment – Revised (PDCA-R), and the Professional Disposition Competency Assessment Revised Admissions (PDCA-RA) assessments. Students are expected to fulfill and meet or exceed expectations in all areas of dispositions.

• Program Objective #2: Ethical practice is upheld and practiced by each graduate student while in the program to meet expectations of skills. There are many opportunities for students to learn about the ASCA Ethical Standards for School Counselors, but PSY 6460: Ethical, Legal, and Professional Issues in School Counseling provides direct instruction in the areas of professional school counselor identity, foundations of school counseling, and contextual dimensions of school counseling, ethics, law, and professional issues.

• Program Objective #3: Social and cultural diversity is understood and practiced by each graduate student while in the program to meet expectations of skills. Psychology 6290: Diversity Issues in Treatment and Assessment presents instruction aimed at providing students with an understanding of the cultural context of relationships, issues, and trends in a multicultural and diverse society. Factors such as culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious and spiritual values, socioeconomic status and unique characteristics of individuals, couples, families, ethnic groups, and communities will all be expected to be explored.

• Program Objective #4: Human growth and development are understood and practiced by each graduate student to meet expectations of skills. Psychology 6530: Developmental Psychology addresses issues of human growth and development through instruction aimed at providing the student with an understanding of the nature and needs of individuals at all developmental levels.

• Program Objective #5: Career development and college and career readiness are understood and practiced by each graduate student to meet expectations of skills. Psychology 6610: College and Career Readiness for School Counselors presents instruction aimed at providing students with an understanding of career development and related life factors.

• Program Objective #6: Counseling and helping relationships, specifically relating to the school counseling role, are understood, and practiced by each graduate student while in the program to meet expectations of skills. Psychology 6240: Comprehensive School Counseling Programs provides instruction in comprehensive counseling and guidance program development, professional school counselor identity, and coordination of counseling program components as they relate to the total school community. Students delve into evidence-based methods suitable for both prevention and intervention, providing a holistic grasp of school counseling practices. Psychology 6770: Pre-Practicum Counseling Skills and Techniques builds upon the role of school counselor by emphasizing the acquisition of counseling skills and practical application of counseling techniques prior to enrollment in practicum experiences.

• Program Objective #7: Group counseling and group work are understood and practiced by each graduate student while in the program to meet expectations of skills. Psychology 6420: Group Counseling in the Schools presents instruction aimed at providing students with an understanding of both theoretical and experiential understanding of group purpose, development, dynamics, counseling theories, group counseling methods and skills, and other group approaches.

• Program Objective #8: Assessment and testing in school counseling and school environments are understood and practiced by each graduate student while in the program to meet expectations of skills. Psychology 6330: Principles of Psychological Measurement and Test Theory presents instruction aimed at providing the student with an understanding of individual and group approaches to assessment and evaluation.

• Program Objective #9: Research and program evaluation in school counseling and school environments are understood and practiced by each graduate student while in the program to meet expectations of skills. Psychology 6390: Program Evaluation in the Schools is designed to provide an understanding of research methods, statistical analysis, needs assessment, and program evaluation through discussion and understanding of school counseling models and guidelines for conducting ethical, valid, and reliable evaluation studies in the schools.

• Program Objective #10: Counseling theories in school counseling and mental health are understood and practiced by each graduate student while in the program to meet expectations of skills. Psychology 6350: Introduction to Theories of Intervention in Psychology and PSY 6770: Pre-Practicum Counseling Skills provide an instruction and experiential components aimed at developing and understanding a theoretical orientation in counseling and practice with interviewing and counseling skills.

• Program Objective #11: Evidence-based practice and school-based interventions in school counseling are understood and practiced by each graduate student while in the program to meet expectations of skills. Psychology 6130: Evidence-Based Practice: School Intervention focuses primarily on the behavioral and cognitive behavioral treatment of common childhood disorders. Students are trained to develop and implement empirically supported treatments for mild childhood and adolescent disorders through supporting students with the preparation to design and implement evidence-based intervention in K-12 school populations.

• Program Objective #12: Consultation in the school and community settings are understood and practiced by each graduate student while in the program to meet expectations of skills. Psychology 6340: Consultation in the Schools is designed to provide students with a general framework for understanding and practicing consultation and to apply the theoretical material to case studies. Students will learn to create positive collaborative efforts between school professionals, students, parents, community organizations and health care providers, including mental health professionals.

• Program Objective #13: Collaborative classroom instruction and leadership in school counseling and school environments are understood and practiced by each graduate student while in the program to meet expectations of skills. Psychology 6580: Collaborative Classroom Instruction, Leadership, and Professional Issues. This course is designed to support active experiential practice of collaboration and classroom instruction within the school environment, along with exposing and supporting students with leadership skills and common professional issues within school systems.

• Program Objective #14: A 100-hour practicum in a K-12 school counseling setting must be completed by each graduate student while in the program to meet program requirements. Psychology 6370/6775: Practicum in School Counseling is designed to be an integrative experience where students will spend an average of seven hours per week in school counseling practicum experiences. Students are to draw upon all the didactic instruction they have received in the program to date and supported with site and secondary supervision to support their practicum experience. Application of theory, skills and knowledge of comprehensive guidance systems will be expected. Students will be exposed to several theories and professional activities associated with comprehensive guidance programs in schools.

• Program Objective #15: A 600-hour internship experience in a K-12 school counseling setting must be completed by each graduate student while in the program to meet program requirements. Psychology 6250/6780: Internship in School Counseling is designed to be an experiential opportunity for students to practice all the skills, theories, and interventions learned within their program of study while actively engaging in a school counseling intern role within a K-12 school setting while under site supervision of a practicing, licensed school counselor and secondar faculty supervision. Students will spend an average of 20-40 hours per week in school counseling internship experiences. If a student decides to enroll in a 3-credit course over two semesters, the average amount of time a student will be engaged in the K-12 environment will be around 20 hours a week. If a student decides to enroll in a 6-credit course over the first (Fall) semester of their internship year, the average amount of time a student will be engaged in the K-12 environment will be equivalent to a full-time school counseling position, at about 40 hours per week.

Key Performance Indicators

Key Performance Indicators (KPI’s) are measured throughout a student’s time within the school counseling program and assessed by instructors, program faculty and staff to ensure competencies and skills are met by students. KPI assignments are uploaded by the student to their Box Portfolio throughout their program of study where the program staff ensures students have a comprehensive portfolio of KPI documentation completed by their internship semester.

Students are expected to have a grade of B or higher in all of their courses throughout their graduate program. Practicum and Internship are assessed on a Pass/Fail assessment and all students are expected to pass both practicum and internship to move forward with program requirements and be recommended for licensure.

Students must ensure that there are a total of three PDCA-R evaluations by the end of the first semester of internship filled out and uploaded into each student’s Box folder by faculty, instructors, staff, site, and/or secondary supervisors to fulfill KPI requirements within the program prior to graduation.

KPI’s within the school counseling program are inclusive of the following:

• PSY 6130: Evidence-Based Practice: School Intervention: Comprehensive portfolio of evidence-based interventions.
• PSY 6240: Comprehensive and Systemic School Counseling Programs: Final group project.
• PSY 6290: Diversity Issues in Treatment and Assessment: Book reflection assignment.
• PSY 6330: Principles of Psychological Measurement and test theory: Final exam.
• PSY 6340: Consultation in the Schools: Capstone project.
• PSY 6350: Introduction to Theories of Intervention in Psychology: Final theory paper.
• PSY 6390: Program Evaluation in the Schools: Models and Guidelines: Final project.
• PSY 6420: Group Counseling in the Schools: Group presentation.
• PSY 6460: Legal, Ethical and Transition Issues in School Counseling: Final exam or project.
• PSY 6530: Developmental Psychology: Lifespan: Personal development paper.
• PSY 6580: Collaborative Classroom Instruction, Leadership and Professional Topics: Completed lesson plan and final project.
• PSY 6610: College and Career Readiness for School Counselors: Final exam.
• PSY 6770: Pre-Practicum Counseling Skills: Passing course and meeting competencies to support dispositions appropriate to the counseling field with learned counseling skills.
• PSY 6370/6775: Practicum in School Counseling: Final case study report along with mid and end-of semester site and secondary supervisor evaluations, including PDCA-R assessment(s).
• PSY 6250/6780: Internship: Mid and end-of-semester site and secondary supervisor evaluations, including PDCA-R assessment(s).

Student Dispositions

As indicated in Program Objective #1, students are assessed at admission and checked at various times throughout their program of study in the School Counseling program to determine their demonstration of the dispositions appropriate to the counseling field. The dispositions below are agreed upon by the Utah State University Department of Psychology M.Ed. in School Counseling core faculty, instructors, and staff as representing dispositions that are desirable in counselors-in-training because they will serve the students well in the education and professional counseling fields.

Conscientiousness – The ability to plan, deliberate, persevere, and demonstrate evidence of self-discipline, a strong sense of responsibility, and a preference toward planning.

Cooperativeness – Behaviors that suggest cooperation, such as collaborating well with authority figures; avoiding inappropriate competition or power struggles; accepting influence from supervisors and other experts; displaying a general exposition of helpful behaviors; and demonstrates being collaborative in nature.

Coping and Self-Care – Engaging in appropriate levels of self-care. Identifying and responding appropriately to personal stress, burnout, situational impairment, loss, trauma, medical issues, and crisis. Using positive coping and stress management mechanisms.

Critical Thinking – Demonstrating fairness in behavior toward others. Flexibility in problem solving and a willingness to abandon nonproductive strategies. Demonstrating the ability to analyze and synthesize.

Cultural Sensitivity – Behaviors that suggest tolerance for the culture and lifestyle differences of others; cultural sensitivity to the multiple possible factors that make up an individual’s identity; awareness of one’s own heritage and the impact on others.

Emotional Stability – Ability to control negative emotions (such as anger and anxiety) and adopt a generally positive perspective; effective management of psychological dysfunction and/or excessive emotional reactions that could potentially interfere with professional functioning.

Honesty – Academic honesty; reliable and truthful in dealings with others; engenders public trust.

Interpersonal Skills – Engagement with the external world; capacity to interact effectively with others; energy in interpersonal relationships, and warmth. Capacity to demonstrate state extroversion. Ability to deal appropriately with conflict.

Legal, Ethical, and Professional – Integration of professionalism and ethical standards into day-to-day behavior. Behavior conveys the ability to judge the rightness or wrongness of actions and act upon the judgment. Except in rare circumstances, the ability to abide by and follow rules, policies, and laws.

Moral Reasoning – Behaviors that convey the ability to judge the rightness or wrongness of actions and act upon the decision. Abiding by and following rules, policies, and laws.

Openness – Tolerance for ambiguity; tolerance for the culture and lifestyle differences of others; imaginative; curious; open to new experiences; intellectually interested and engaged.

Self-Awareness – A conscious knowledge of one’s own traits, character, motive patterns, emotions, and behavior; evidenced by depth of self-understanding.

Should students have concerns that they may have a medical diagnosis or disability that might impair their ability to perform under the above-described expectations, or any other program expectations, they should reach out to USU’s Disability Resource Center to learn if they qualify for accommodations.

Student/Program Assessment Process

The dispositions above are assessed at various established points throughout the program identified here as “gate” checks. This assessment process is referred to as the Professional Dispositions Competency Assessment, Revised (PDCA-R) process.

• Gate 1: Admissions/Orientation
  
  • Faculty and staff assessment of each student through PDCA-R Admissions process at group and/or individual interviews.
  • Student self-assessment and understanding of PDCA-R process at orientation prior to first semester of the first year of the program.

• Gate 2: Completion of first year of coursework
  • Student self-assessment and understanding of PDCA-R process after first year of coursework prior to the first semester of the second year of the program.
  • Assessed systemically by first-year core faculty and program instructors, before the first semester of the second year of the program.

• Gate 3: Completion of Pre-Practicum (PSY 6770) and Practicum (PSY 6370/6775)
  • Student self-assessment before practicum is due two weeks after the start of the practicum semester during the second year of the program.
  • Site and secondary supervisor evaluations for practicum experience at mid- and end of semester are due by the final day of the student’s practicum semester.

• Gate 4: Completion of first semester Internship (PSY 6250/6780) or Program Exit
  • Student self-assessment before internship is due two weeks after the start of the internship semester during the third year of the program.
  • Site and secondary supervisor evaluations of student at both mid- and end of internship semester(s) are due by the final day of the student’s internship experience or before the student’s program exit.

Students will be given feedback on their performance on the above dispositions as well as KPIs at Gates 2-4 from program faulty or instructors immediately after each gate has been completed. Students must be rated by program faculty, instructors, and/or site supervisors as “Meeting Expectations” (a score of 3 out of 5) across all dispositional areas on their most recent performance evaluation from instructors, supervisors, and/or program faculty members.

Students who receive “Below Expectation” ratings will be considered on a case-by-case basis by the School Counseling program core faculty to determine readiness for practicum or internship placement and/or the need for remediation prior to applying for practicum, internship, or being recommended for licensure before their exit from the program.

In addition, when issues in any of the above identified dispositions occur between gates, program faculty, instructors, and/or staff will file a PDCA – RI form (Professional Dispositions Competency Assessment Revised Incident Report), or also called a “Red/Yellow/Blue/Green form,” on the student, identifying which disposition is of concern. This process initiates a faculty meeting to discuss the individual student and determine if the student needs additional support, remediation, suspension, or dismissal from the program.

The PDCA – RI (Revised Incident) form from a program faculty, instructor, or staff member includes the following procedures. The individual making the report will identify the student’s name, date of filing, name of individual filing the report, and date of incident being reported. The reporting individual will:

1. Check the box most closely associated with the disposition(s) related to the feedback they wish to offer, where more than one disposition box may be checked.
2. Check the level of concern (R/Y/G/B) in the box on the far right of the report using the key (outlined below).
3. On the third page of the PDCA-RI, the individual will write a detailed explanation of the incident or situation leading to the filing of the PDCA-RI; being as specific as possible, using behavioral terms.
4. Record the recommended action, such as a remediation plan, in the space provided; and,
5. If a group decision occurred, record the decision of the group in the space provided

Note: This form will become part of the student’s academic file, and per FERPA requirements, the students may access this record.

Blue: An incident or situation has led the person filing the report to want to recognize a student as needing evident observable support or standing out from their cohort peers. A Blue signifies that additional faculty support or encouragement is needed. 

Green: The person filing has some concerns of the student, but they do not believe the situation warrants remediation or gatekeeping strategies. A Green signifies that additional awareness of student concerns is needed from other program faculty, supervisors, and/or staff members.

Yellow: The person filing has concerns and is recommending remediation of the student. A Yellow signifies that program faculty must meet to discuss and come to an agreement on an appropriate remediation for the student at the earliest opportunity.

Red: The person filing has very strong concerns and is recommending suspension or dismissal), with or without remediation (but with due process). In such instances, the program faculty, including but not limited to the program department head, hold a committee meeting to vote whether to recommend suspension or dismissal. Such committees must ensure they recommend the dismissal of a student for reasons outlined in this handbook and/or stated in university policies. Where suspension or dismissal is recommended, the procedure outlined by the university for suspending or dismissing students must be followed.

While some identified concerns may require a program response that results in remediation and procedures communicated to support the student with the dispositional concern, other concerns may require immediate student suspension or dismissal without remediation. The purpose of the identified gate checks is to give students early and ongoing feedback, as well as to provide the counseling faculty, instructors, and staff with a process to screen the counseling profession, per the ethical requirements of the American Counseling Association, American School Counselor Association, and Utah School Counselor Association.

Student Expectations

1. Be aware of and actively follow the ASCA Code of Ethics.
2. Develop a self-designed program of growth and development based off the professional disposition competency assessment revised (PDCA-R) self-assessment at orientation where the graduate student becomes aware of areas of growth and improvement relating to their own professional dispositions in the counseling field that will be assessed by program faculty and site and secondary supervisors throughout the program, which could include:
   1. Actively seeking out personal or professional learning opportunities such as attending conferences, workshops, seminars, or other personal or professional growth opportunities.
   2. Being open to program faculty, supervisors, instructors, or advisors offering formal or informal suggestions. Students are expected to be dedicated to their own personal and professional growth.
3. Have a respect for cultural differences.
4. Understand and adhere to program attendance policies, which include the following:
   1. Students are expected to regularly attend classes and field experiences (such as pre-practicum, practicum, and internship) without missing more than 20% of each course and ultimately fulfilling experiential learning hour requirements.
   2. This includes having no more than two unexcused absences from class during a fourteen-week summer semester session and no more than three unexcused classes during fall or spring semester sessions.
   3. If a student misses more than the previously mentioned classes, they risk failing the class and having to retake it the following year. Additionally, they risk having to implement a remediation plan established by program individuals.
5. Seek out and communicate in a professional manner with faculty, instructors, advisors, or supervisors when conflict occurs.
   1. Avoid pulling other students into conflicts.
   2. Openness to seek out peer-to-peer support when needed; where examples could include reaching out to a student advisory board member(s), graduate advisor(s), teaching assistant(s).
   3. Reach out to the Program Director, GPC, or program faculty to support areas of need.
6. Knowledge and adherence to policies within this School Counseling Student Handbook.
7. Knowledge and adherence to policies and procedures of the University and School of Graduate Studies.
8. Knowledge and adherence to policies and Utah State Board of Education regulations and regulatory rules relating to associate licensure and professionalism while employed at an experiential site.
9. Professional dress and attire while in the field during practicum or internship placements and during professional networking events such as university sponsored events, conferences, and interviews.
10. Meeting deadlines, completing forms on time, submitting documents to student Box Portfolios on time and making advisement appointments when in need of assistance. Faculty, instructors, supervisors, program coordinators or advisors are not responsible for students missing deadlines.
11. Communication with program personnel regarding interactions with law enforcement within 12 hours of incident. Charges other than traffic citations are necessary to report to the program director or department head at your earliest convenience.
12. Once a student is placed within their practicum or internship site, reporting any criminal charges that led against the individual higher than a traffic stop to your experiential site supervisor. This communication is required to determine whether your practicum or internship requirements can continue under the placement partner’s (LEA/district/school site) standards.

Assessment Planning & Data Collected

Data from the annual evaluations are aggregated to observe how demographics or populations are learning, which guides deeper discussions of improving teaching and learning. Program data are summarized and discussed at the fall retreat and throughout the academic year as additional surveys are dispersed to enhance student progress on objectives.

Results are Used to Improve the Training Program

Annually, the assessment results are used to make decisions regarding curriculum, professional improvement, and program enhancement. Annual feedback from graduates and stakeholders, inclusive of graduate employers, identifies areas of growth and excellence to continue to enhance the program.

Assessment Procedures are Revewied 

The program faculty reviews assessment procedures annually to adjust and enhance the assessment strategy and ensure continuous alignment with educational goals and standards. Monthly meetings throughout the academic year always coincide with a review of students of concern or excellence properly support dispositions and competencies of program objectives and state and national standards.

Assessment Outcomes as identified within the MEd in School Counseling Program Handbook: https://cehs.usu.edu/psychology/files/grad-student-handbooks/23-24/Med_Student_Handbook_NEW.pdf

AAQEP Annual Reports for the School Counseling Program: https://cehs.usu.edu/about/annual-report-school-counseling