Argosy University, Nashville Campus CMHC Program Review

Transcription

1 Argosy University, Nashville Campus CMHC Program Review To support program quality and integrity, Argosy University, Nashville s Master of Arts in Clinical Mental Health Counseling program undergoes annual program reviews. Below are some statistics, findings, interventions, and outcomes related to the review. If you have any questions, please contact Dr. Kittie Myatt, Counseling Department Chair at or kmyatt@argosy.edu. By The Numbers Number of Students Enrolled Number of Graduates Completion Rates 46.9%* 57.4%* 44.9%* Job Placement Rates Data Data 50% Incomplete Incomplete *completion rates only represent students reaching the end of the provided 6 year period to complete the Clinical Mental Health program. It does not represent the overall graduation rate of the CMHC program. Demographics (as of September 207) Race Students Faculty Site Supervisors Female Male Female Male Female Male White Black/African American Hispanic or Latino Asian Other Pacific Islander American Indian/ Alaskan Native Nonresident Alien 2 or More Races Unknown 25 59% 26% 2% 2% 2 5% 2 5% 2 40% 20% 2 40% 34 54% 3 2% 5 24% 2% Total 37 88% 5 2% 3 60% 40% 47 75% 6 25% Page of 8

2 Achievement of Program Outcome (From Graduate Exit Interview Surveys): Program Outcomes % Scored Proficient or Exemplary The program prepared me to understand and interpret ethical and legal codes for counselors provided by professional counseling associations and to apply an ethical decision making process as needed. The program prepared me to demonstrate sensitivity to the impact of multicultural issues on the counseling relationship and on treatment by developing and applying therapeutic approaches and techniques that respect multicultural differences and meet multicultural needs. The program prepared me to identify and apply core theories and research of the nature and needs of individuals at all developmental levels. The program prepared me to apply core career development theories, assessments, and decision-making models to increase client understanding of career and educational planning and placement. The program prepared me to use appropriate counseling techniques to engage the client in the interviewing process, to build and maintain rapport, to establish a therapeutic alliance and apply counseling skills appropriately. The program prepared me to ethically and effectively conduct group counseling and to understand the principles, issues, and dynamics of group work as well as the role of a group counselor. The program prepared me to identify and employ assessment instruments that would be most helpful in evaluating specific client problems or concerns in an ethically and multiculturally sensitive manner as well as effective use of the DSM for diagnosis and treatment planning. The program prepared me to use, interpret, and apply various research methods such as qualitative, quantitative, single-case designs, and outcome-based research, statistical analysis, needs assessment, and program evaluation. 92% 92% 92% Career Preparation (From Graduate Survey) % Scored Statement Satisfied or Very Satisfied The education prepared me for employment in my field of study. 40% The academic program provided opportunities to apply learning in practical 80% experiences. My internship added value to my program. 60% The academic program provided critical thinking skills needed to be successful in my professional field. Page 2 of 8

3 The academic program provided the communication skills needed in my professional field. The academic program prepared me to assume the responsibilities of my job. The degree I earned contributed to my receiving a job offer, promotion, or other career advancement. 60% of 205 Action Plan: ACTION NEEDED Address teleconference needs for MACMHC Practicum/Internship to align with face-to-face requirements of CACREP 2 Establishment of a Chi Sigma Iota local chapter, an honor society for CACREP accredited schools or applicants. 3 Modify MACMHC Practicum/Internship site supervisor evaluation form so that it matches 8 core CACREP areas. 4 Collect LASA data for Program Outcomes assessment. INTERVENTION IMPLEMENTTED A video conferencing platform will be identified and utilized. Identify faculty sponsors, complete and submit application to obtain chapter status, and identify student candidates. Implement new evaluation tool by informing site supervisors, distributing, and receiving new forms. Faculty to submit to chair or appointee LASA on each student in each course. 5 Obtain CACREP accreditation Complete CACREP application process; organize CACREP site visit; Map all MACMHC syllabi to CACREP and other institutional standards. 6 Address weaknesses identified in the Noel Levitz student satisfaction survey. Faculty will identify the top five weaknesses from the survey as determined by the discrepancy between the RESULTS Video conference through Zoom is now used and will be used going forward for students and instructors in MACMHC Practicum/Internship Complete and submitted application. Student candidates were identified. Membership obtained 0/2/5. Introductory meeting held July 205. Officers named August 205 Use of new evaluation methods are in effect. Supervisors began submitting updated evaluations in April 206. Faculty are actively submitting LASAs Application received by CACREP office 4/26/6. Site visit occurred 9/-4/6. Faculty identified three areas to address: Talk- One-To-One Previously, AUN has Page 3 of 8

4 level of importance assigned by the students to an item and their rating of satisfaction with the item. addressed this item by providing more information through student orientation and literature. Moving forward, the CMHC will more specifically address this issue throughout the program, reminding students of their ability Talk-One-To-One if desired. 2) Computer lab adequacy and accessibility Progress has been made on allowing greater access to computer lab facilities. The computer lab is open late for student access, and the CES/CMHC program will emphasize this availability to students. Additionally, other student lab needs have been made available in the form of a counseling training lab. 3) Adequate library resources AUN has a wealth of available resources for students. Faculty within the CES/CMHC program will emphasis the use of the online library system within their courses to help students becoming familiar with accessing the resources available to them. AY Program Outcomes Assessment : Page 4 of 8

5 All outcome measure metrics are assessed on a yearly basis. PO Professional Orientation and Ethical Practice: Value all aspects of professional functioning, including history, roles, organizational structures, ethical standards, legalities, advocacy, and credentialing Grade of B- or better in PC6300 Professional and Ethical Issues Score of 8 or better on Ethics/Identity Section of the CPCE 95% Rating of 3 or better on a 4 point scale on the Ethics Section of the Site Supervisor s Rating Scale Rating of 3 or better on a 4 point scale in the Ethics section of the Student Exit Interview Rating Form Score of 3 or better on a 4 point scale on the LASA assignment in PC % PO 2 Social and Cultural Diversity; Apply core theory and research of the cultural context of relationships, issues, and trends in a multicultural and diverse society to the counseling profession Grade of B- or better in PC655 Multicultural Diversity and Advocacy Not taught Score of 8 or better on Cultural Diversity Section of the CPCE 70% Rating of 3 or better on a 4 point scale on the Multicultural Section of the Site Supervisor s Rating Scale Rating of 3 or better on a 4 point scale in the Multicultural Section of the Student Exit Interview Rating Form Score of 3 or better on a 4 point scale on the LASA assignment in PC655. PO 3 Interpret and apply core theory and research of the nature and needs of individuals at all developmental levels and in multicultural contexts. Grade of B- or better in PC6025 Human Growth & Development Score of 8 or better on Human Growth & Development Section of the CPCE 70% Rating of 3 or better on a 4 point scale on the Human Growth & Development Section of the Site Supervisor s Rating Scale Rating of 3 or better on a 4 point scale in the Human Growth & Development Section of the Student Exit Interview Rating Form. Page 5 of 8

6 Score of 3 or better on a 4 point scale on the RA assignment in PC % PO 4 Apply core theory and research of career development, the psychology of work, and related factors in career planning and decision-making. Grade of B- or better in PC6600 Career & Lifestyle Development Score of 8 or better on Career Development Section of CPCE 80% Rating of 3 or better on a 4 point scale on the Career Development Section of the Site Supervisor s Rating Scale Rating of 3 or better on a 4 point scale in the Career Development Section of the Student Exit Interview Rating Form Score of 3 or better on a 4 point scale on the RA assignment in PC6600 PO 5 Deliver ethical and effective counseling and consultation services consistent with professional research and practice across a range of settings in a multicultural society. 92% 83% Grade of B- or better in PC604 Counseling Skills I Grade of B- or better in PC605 Counseling Skills II Score of 8 or better on the Helping Relationships Section of the CPCE Rating of 3 or better on a 4 point scale on the Helping Relationships Section of the Site Supervisor s Rating Scale Rating of 3 or better on a 4 point scale in the Helping Relationships Section of the Exit Interview Rating Form Score of 3 or better on a 4 point scale on the LASA Assignment in PC604 Score of 3 or better on a 4 point scale on the LASA Assignment in PC605 80% 94% PO 6 Apply methods, skills, and other group approaches in a multicultural society using theories of group counseling, principles of group dynamics, facilitation styles, and direct experiences. Grade of B- or better in PC6505 Group Counseling Score of 8 or better on the Group Work Section of the CPCE 85% Rating of 3 or better on a 4 point scale on the Group Work Section of the Site Supervisor s Rating Scale Page 6 of 8

7 Rating of 3 or better on a 4 point scale on the Group Work Section of the Exit Interview Rating Form Score of 3 or better on a 4 point scale on the LASA Assignment in PC % PO 7 Analyze principles of testing and measurement, and incorporate social, ethical, and cultural factors in both individual and group methods of assessment and evaluation. Grade of B- or better in PC6525 Appraisal and Assessment Score of 8 or better on the Assessment Section of the CPCE 85% Rating of 3 or better on a 4 point scale on the Assessment Section of the Site Supervisor s Rating Scale Rating of 3 or better on a 4 point scale on the Assessment Section Exit Interview Rating Form Score of 3 or better on a 4 point scale on the LASA Assignment in PC6525 PO 8 Apply research methods, statistical analysis, needs assessment, and program evaluation to inform ethical and culturally relevant evidence-based practice and to advance the counseling profession. 93% Grade of B- or better in PC652 Research & Program Evaluation Score of 8 or better on the Research & Program Evaluation Section of the CPCE 80% Rating of 3 or better on a 4 point scale on the Research & Program Evaluation Section of the Site Supervisor s Rating Scale Rating of 3 or better on a 4 point scale on the Research & Program Evaluation Section of the Exit Interview Rating Form 93% Score of 3 or better on a 4 point scale on the LASA Assignment in PC652 85% Clinical Mental Health Specialty Standards: 7% Grade of B- or better in PC606 Foundations of Mental Health Counseling Course Grade of B- or better in PC672 Diagnosis and Treatment of Behavioral and Emotional Disorders Course Grade of B- or better in PC6900 Substance Abuse Counseling Not Taught this term Not Taught this term Page 7 of 8

8 Course Grade of B- or better in PC 605 Counseling Skills II Course Overall pass rate for PC647 Counseling Internship II Course Site Supervisor s Rating Scale Overall Rating of 3 or better on a 4 point scale Page 8 of 8