Program Evaluation Summary

BASIC PROGRAM DATA FOR 2017-2018 CACREP ACCREDITED PROGRAMS

Career Counseling

Graduates 0
Completion rate n/a
Licensure pass rate n/a
Job Placement rate n/a

Clinical Mental Health Counseling in Schools and Communities

Graduates 8
Completion rate 100%
Licensure pass rate 100%
Job Placement rate 100%

Clinical Rehabilitation Counseling/Clinical Mental Health Counseling

Graduates 6
Completion rate 100%
Licensure pass rate 100%
Job Placement rate 100%

School Counseling

Graduates 14
Completion rate 100%
Certification pass rate 100%
Job Placement rate 100%

Ph.D. in Counselor Education and Supervision

Graduates 9
Completion rate 100%
Licensure pass rate 100%
Job Placement rate 100%

COUNSELOR EDUCATION PROGRAM EVALUATION

Program evaluation, which is a continuous activity for the Counselor Education program, is based on data from a variety of sources including (a) surveys of alumni, employers of graduates, and supervisors that occur at least every three years; (b) yearly evaluations of the program that students submit anonymously with their annual self evaluations; (c) feedback from members of the Counselor Education Advisory Board; (d) other meetings and interactions with students, supervisors, and employers throughout the academic year; and (e) other appropriate evaluative data.

 Alumni Responses (2017-18):

    The 10 alumni who responded to the surveys, rated the program as good or very good, with an average of 4.2 on a scale of 1, low, to 5, high.

    The majority of alumni were certified in their respective specialization areas (e.g., Certified Elementary School Counselor, or License Professional Counselor) and/or as Nationally Certified Counselors.

    Alumni ratings for practicum and internship were consistently high, as were their ratings of their counseling training and learning counseling competencies (averages within the 4 to 5 range).

    Alumni in general were satisfied to very satisfied with their advising experience (averages within the 4 to 5 range).

Employer and Supervisor Responses (2017-2018):

    On a scale from Very Good (5) to Very Poor (1), all employer ratings were Very Good or Good for the following areas: academic preparation, counseling skills, professional development, knowledge of current issues, knowledge of legal and ethical issues, and administrative skills (averages within the 4 to 5 range).

    Areas noted as strengths for interns and graduates included strong communication skills, counseling skills, strong multicultural awareness and training, dedication and commitment to the field of counseling, strong academic training, and professionalism.

    Strengths of the program included the practicum experience, the focus on research-based approaches to counseling, and faculty commitment to students.

    Suggestions for improvement included more content on drug and alcohol addiction counseling, increased training in the areas of bullying and cyber-bullying, and ways to use technology in counseling. More training in the assessment and counseling of clients with mental health disorders was also indicated.

Student Responses (2017-18):

    Students were consistently satisfied with their interactions with faculty, noting that faculty were open, accessible, flexible, and knowledgeable. Students appreciated that faculty were actively involved in research yet still available to students outside of the room (average scores ranged from 4.1 to 4.8 on a 1, least, to 5, high, scale).

    Students reported appreciation with how the administrative staff is very supportive.

    Students appreciated the breadth and depth of the program. They felt well prepared to join the world of work as a counselor.

    Students valued the multicultural counseling focus of the program, noting that this focus was infused throughout all of their courses.

    Other assets students noted about the program were the warm and welcoming environment in the department, the opportunities to create community (e.g., Mentoring program provided by Rho Alpha Mu Chapter of CSI, recreational and academic gatherings), and the practical and applied focus of many of the courses.

Other appropriate evaluative data (2017-18):

    All 14 graduating school counseling students passed the School Counselor PRAXIS exam. Results for school counselors were well above state and national averages in all 5 areas and total scores.

    15 of 16 2018 graduating students passed the National Counselor Exam (NCE) and all score mean totals where above those of professionals in the field.

Changes in the program based on evolving needs, consumer evaluations, and other sources such as CACREP:

    Assessment of Professional Dispositions and Key Performance Indicators are now infused at both the Master’s and the Doctoral levels. Furthermore, professional dispositions are part of the dimensions considered in the selection of applicants during admissions processes

     Following admission, the program continues to put in contact first and second year students. Second year students support the beginning of the program of first year students. Second year counseling students are also paired with first year students to promote interaction.

      The CNED 422 Foundations of Addictions counseling course was updated to better address graduate student training and education needs, and better prepare future counselors for working with a range of individuals and families who struggle, or previously struggled, with addiction.

     CNED 497 Trauma Informed Care for School and Health Professionals was developed for graduate students who will likely work with people at risk for child maltreatment and other traumas, including having to report suspected child abuse. The risk and protective factors associated with trauma, the associated outcomes, the populations most at risk, the interventions, screening, and procedures for reporting, are included, among other topics to prepare counseling students to work with those impacted by trauma and child maltreatment.              

    Clinical Mental Health Counseling Specialty added new sites and require audio or video recording at all sites. Sites for internship include but are not limited to: Foxdale; Friend’s School; Young Scholars; State College High School; Shippensburg University; Bellefonte High School; Taking Flight; Mount Nittany Behavioral Health Center; Volunteers in Medicine; and Crossroads Counseling.

     The curriculum in CNED 510: Foundations of Clinical Mental Health Counseling in Schools and Communities was updated. The curriculum now includes DSM-5 information and meets CACREP 2016 standards. Also updated were the textbooks, assessments, and activities of CNED 532: Diagnosis Counseling to expand opportunities to engage in the practice of diagnosis using the DSM-5 and ICD-10 codes. Information about evidence-based practices and the characteristics of specific medications was also expanded.

     The School Counseling specialty is now fully compliant with CACREP 2016 Standards. The final number of credits is 61. School Counseling Credit hour requirements were 55 hours required. Now, students take 61 hours to meet PA Licensure requirements. The two additional 3 hour courses are electives. Changes will be made to student handbook and website by fall 2018.

     School counseling revised both the elementary and secondary school counseling so that they now both qualify for the new Pre-K-12 school counseling certification in the State of Pennsylvania.  The introductory course (CNED 503) is now a combination of the old 503 (elementary) and 504 (secondary) introductory courses. The course now has a Pre-K-12 focus while still allowing some special elementary or secondary emphasis in assignments.  The School Counseling Internship (CNED 595E) is now a combination of 595E (elementary) and 595F (secondary) internships. Students in the new CNED 595E spend the bulk of their 600 hour internship in either an elementary or secondary site to give a full year experience with one group of students and one school, but they will spend additional hours sometime during the year in the alternate school level, giving them additional experience.    

  The Cedar Clinic facility has been updated so that all sessions are recorded using new digital recording technology, IVS. Clinic notes continue to be all electronic and processes have been updated to meet state and HIPAA guidelines.  Additionally, clients continue to use iPads for the intake and weekly assessments, like the Counseling Center Assessment of Psychological Symptoms.,

    Additional collaborations were developed with local schools to increase focus on younger children. Both school and non-school counseling trainees can get experience counseling youth in the community as part of their practicum and internship experiences.

    The CEDAR Clinic continued integrating client intake and counseling notes into the Center for Collegiate Mental Health (CCMH), which allows for additional research and comparison of students working in CEDAR Clinic to other programs nationwide. End of semester data is shared with faculty and students. Reports only offer summative data. All private information remains private, as it is de-identified and coded to protect clients’ confidentiality.

    Faculty discuss funding opportunities at meetings every spring, and are always looking for additional graduate assistantship opportunities for students. Faculty apply for various grants, and university sponsored graduate assistantships and fellowships for students each year which added up to 9 additional assistantship and fellowship for last year and continue this year. Two new Bunton Waller scholarships for two of our master’s level students were added for the 2018-2019 period.

     A new position of Clinical Supervisor for the CEDAR Clinic was created. The professional in this position will support the work done of students-in-training at the CEDAR Clinic.  This 20-hours clinical supervisory position will begin in the fall of 2018.

     A bimonthly Specialty Coordinator’s meeting was established to share progress, advances, and potential concerns related to students, faculty, and Counselor Education Program.

For more information on Counselor Education accreditation please contact Dr. Carlos Zalaquett at:
Phone: (814) 867-6252
Office address:
327A CEDAR Building
University Park, PA 16802

(Updated 6/22/2018)