CACREP Accreditation

The Mental Health Counseling and School Counseling Programs are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). This 2018 summary is based upon CACREP standards and a data-driven program evaluation system.

 

1. Clinical Mental Health Counseling (CMHC) Program Evaluation by Class

(1:  Developing; 2:  Competent; 3: Exemplary)

  • EDPS 50300: Tracing Trends 2.21/3
  • EDPS 53900: Ethics 2.14/3
  • EDPS 52200: Suicide Assessment 2.0/3
  • EDPS 52200: Psychological First Aid 2.0/3
  • EDPS 52100: Video Case Conceptualization 2.61/3
  • EDPS 60100: Session Critique 1.97/3
  • EDPS 50500: Career Interview 2.16/3
  • EDPS 50700: Career Development 2.16/3
  • EDPS 50700: Multicultural Case Study 2.23/3
  • EDPS 50000: Group Development Project 2.63/3
  • EDPS 52300: Developmental Interview 2.63/3
  • EDPS 53100: Group Case 2.1/3
  • EDPS 52800: Literature Review 2.76/3
  • EDPS 52800: Needs Assessment 2.76/3
  • EDPS 61000: Case Presentation 2.6/3
  • EDPS 69500: Advanced Case Presentation 2.83/3

From this data, the faculty discussed major findings:

  • Developmentally, scores on case conceptualizations are indicative of the marked growth in the students’ abilities to critically think about clients within the parameters of the DSM-5 and mental health theories.
  • Group activity assignments demonstrate the students’ collaborative capacities, which were triangulated and validated by CSDRF’s and Site Supervisors Final Evaluations.
  • Scoring in research indicated students’ critical thinking skills and knowledge of professional needs in the field of CMHC.
  • One area that fell below the rating of competent was in EDPS 60100. After looking to the ratings on individual course standards, the faculty recommended some changes (see Subsequent Program Modifications (2).

2. Clinical Mental Health Counseling (CMHC) Program Counseling Student Disposition Rating Form CSDRF) Aggregated Results

(1:  Developing; 3: Competent; 5: Exemplary)

  • EDPS 50300: CSDRF 5.0/5
  • EDPS 60100: CSDRF 4.94/5
  • EDPS 61000: CSDRF 5.0/5
  • EDPS 69500: CSDRF 5.0/5

From this data, the faculty discussed the major findings:

  • Dispositionally and academically, students are performing at an exemplary level.
  • In one case, a student needed remediation academically and dispositionally as evidenced by the data. The remediation was successful.

1. School Counseling (SC) Program Evaluation by Class

(1:  Developing; 2:  Competent; 3: Exemplary)

  • EDPS 59100: Treatment Prevention 2.16/3
  • EDPS 59100: Group Development Project 2.56/3
  • EDPS 52300: Developmental Interview 2.5/3
  • EDPS 53100: Family Case Study 2.08/3
  • EDPS 60100: Session Critique 2.14/3
  • EDPS 50500: Career Development 2.09/3
  • EDPS 50500: Career Case Study 2.08/3
  • EDPS 50700: Career Development 2.0/3
  • EDPS 50700: Multicultural PowerPoint Presentation 2.11/3
  • EDPS 50000: Group Development Project 2.0/3
  • EDPS 52800: Literature Review 2.63/3
  • EDPS 52800: Needs Assessment 2.5/3
  • EDPS 61000: Case Presentation 2.53/3
  • EDPS 60900: Poster Presentation 2.0/3
  • EDPS 60900: Developmental Project 2.05/3
  • EDPS 69500: Advanced Case Presentation 2.72/3
  • EDPS 69500: Internship Accountability 2.64/3

From the data, the faculty discussed the major findings:

  • Developmentally, scores on case conceptualizations of children, adolescents and families are indicative of the consistent growth in the students’ abilities to critically think about clients within the parameters of the school environment, the DSM-5, and mental health theories.
  • Group activity assignments demonstrate the students’ collaborative capacities and their competences in creating effective classroom presentations for various levels of cognitive development, which were triangulated and validated by CSDRF’s and Site Supervisors Final Evaluations.
  • Scoring in research indicated students’ critical thinking skills and knowledge of professional needs in the field of SC.
  • Assessments were also indicative of the students’ abilities to use appropriate technology in classroom/group presentations.

2. School Counseling (SC) Program Counseling Student Disposition Rating Form CSDRF) Aggregated Results

(1:  Developing; 3: Competent; 5: Exemplary)

  • EDPS 50100: CSDRF 5.0/5
  • EDPS 60100: CSDRF 4.27/5
  • EDPS 61000: CSDRF 3.8/5
  • EDPS 69500: CSDRF 5.0/5

From the data, the faculty discussed the following major findings:

  • Dispositionally and academically, students are performing at a level above competence.
  • In a few cases, students needed remediation academically and dispositionally as evidenced by the data. Remediation plans were provided and discussed individually with students.  All of these students successfully completed their remediation plans are continuing in the program.

External Assessments for both CMHC and SC

For CMHC and SC, the following external assessments demonstrated program graduates professional performance:

Alumni Survey results concerning performance perceptions:

  • Knowledge: 92/4
  • Faculty: 92/4
  • Faculty as mentors: 93/4
  • Skill: 88/4
  • Supervisor’s comments/scores of alumni performance in the field:
  • Reported graduates “exceed expectations”
  • 92% of graduates earned a 3/3 for performance from supervisors in the field
  • Employers (n=7) indicated alumni scores of:
  • Core knowledge: 10/4
  • Professionalism: 20/4

From this data, the faculty discussed major findings, indicating that:

  • Graduates are exemplary in their work in schools, agencies, and private practices.
  • Graduates are competent in their knowledge and professionalism.
  • Alumni measure their own performances as more than competent because of exceptional preparation and training.
  • Program faculty are highly competent.
  • Program faculty do provide time and opportunities for mentoring.
  • Because of the low n, the Employer’s Survey will be resent for further collection of data.

Modifications

    1. Inter-rater reliability training was discussed in light of a few outlier scores; considering multiple delivery methods
    2. There is a need for standard specific scores from across the Clinical Mental Health and School Counseling curriculum
    3. The depth of information from data can be further mined through consideration of triangulation and trustworthiness
    4. In EDPS 60100, because the score was below competent, the following modifications were initiated by the faculty:  assignments were clarified, minor changes were made in the directions for further clarification, and an intentionality will be made in assigning this class to a core faculty, not an LTL or Visiting instructor, given the sophistication and rigor of this course.
    5. The CSDRF as an instrument for CMHS that faculty now is using as an opportunity to examine the academic and dispositional performances of individual The faculty views the CSDRF as a retention tool. Exemplary practice is expected.  Therefore, the faculty was able to individually communicate this to the student, and the student immediately improved.
    6. The CSDRF for SC indicated a period of lower rates. Although the faculty took the temporary step of assigning a core faculty member to teach SC Practicum and SC Internship, a more permanent modification may now be put in place with the hiring of a PhD SC core faculty member, who is scheduled to begin in Fall, 2019.
    7. Noting the value of completing the CSDRFs at several junctures during the program, the faculty will continue to rate dispositions at those junctures.
  1. Substantive Changes New program and student assessment systems were created to meet the 2016 CACREP Standards. This extensive process included substantive changes to, or the creation of new syllabi, assignments, Taskstream rubrics, SC Practicum/Internship forms and Handbook, CMHC Practicum/Internship forms and Handbook, and supervisor training formats.
  2. The program and training center was moved into the Indianapolis Boulevard Counseling Center (IBCC), as was the Community Counseling Center.
  3. The move to the IBCC also including state-of-the-art teaching/learning technology.
  4. Two PhD core faculty members from CACREP accredited Counselor Education and Supervision Programs were hired: one dedicated to SC; one dedicated to CMHC.  They will start in Fall, 2019.
  5. An annual Counseling Data Retrieval Day will be held every Fall to examine the program and students as individuals.
  6. Crisis Intervention and Emergency Management is now a required course for SC rather than an elective.
  7. CMHC students may receive additional training to become licensed school counselors, and SC students may receive additional hours to become CMHC.
  8. PNW now uses Blue by Explorance for faculty evaluations.
  9. PNW faculty are now expected to complete electronic Teaching Portfolios every year starting in 2019.
  10. A series of professional development opportunities for site supervisors will begin in Spring 2019, and continue every Fall and Spring. CEU’s and PGP’s are offered.
  11. A Site Supervisor’s Approval Form will be put into practice in Spring 2019 to ensure a quality experience for students.

Counseling Programs / Student Outcomes

CACREP Vital Statistics Survey

These statistics are for Summer 2017 – Spring 2018

Clinical Mental Health Counseling

STUDENT OUTCOME STATISTICS

Number of graduates in past yearCompletion rateLicensure or Certification Pass RateJob placement rate of graduates
897%98%100%

School Counseling

STUDENT OUTCOME STATISTICS

Number of graduates in past yeaCompletion rateLicensure or Certification Pass RateJob placement rate of graduates
798%100%80%