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PROFESSIONAL PORTFOLIO MANUAL

2019-2020

Specialty Areas:

Art TherapyClinical Mental Health Counseling

Co-Occurring Disorders & Addiction CounselingMarriage, Couples & Family Counseling

School Counseling

Last updated: May 15, 2023

Master of Arts degree in Adlerian Counseling and Psychotherapy

Table of ContentsIntroduction: Definition.................................................................................................................................3

Purpose...........................................................................................................................................................3Creating and Editing Your Portfolio..............................................................................................................4

Sharing Your Portfolio...................................................................................................................................5Portfolio Structure and Outline......................................................................................................................6

Reflections.....................................................................................................................................................7Writing Rubric for Reflections and Papers....................................................................................................8

Individual Touchpoints..................................................................................................................................9Professional Portfolio Touchpoint Evaluations...........................................................................................10

Touchpoint #1 Evaluation (During Foundations Course):..................................................................10

Touchpoint #2 Evaluation (Following Practicum):.............................................................................11

Touchpoint #3 Evaluation (At Completion of Field Experience- In 604):.........................................12

Evaluation of Portfolio.................................................................................................................................13

Evaluation Timeframe by Specialty....................................................................................................13

Portfolio Defense................................................................................................................................14

Professional Portfolio Rubrics by Section...................................................................................................15Section I: Introduction & Professional Philosophy.............................................................................15

Section II:Writing Competence...........................................................................................................17

Section III: Practicum and Internship………………………………………………………………..19

Section IV: Professional Development...............................................................................................21

Section V: Community Service Activities..........................................................................................22

Section VI: Adlerian Theory...............................................................................................................23

Section VIII: Multicultural, Social Justice, and Advocacy Competencies........................................24

Section IX: Program Competencies....................................................................................................26

Core Program Competencies 27Art Therapy (CAAHEP) 29

Clinical Mental Health Counseling (CACREP) 33Co-Occurring Disorders Counseling (CACREP) 34

Marriage, Couples, And Family (CACREP) 35School Counseling (MN PELSB) 36

Section X: Professional Documentation.............................................................................................39

Appendix A..................................................................................................................................................40

Appendix B..................................................................................................................................................41

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PROFESSIONAL PORTFOLIO MANUAL

Introduction: Definition

The professional portfolio is a requirement for the Master of Arts degree in Adlerian Counseling and Psychotherapy with a specialty in either:

Art Therapy Clinical Mental Health Counseling Co-Occurring Disorders & Addiction Counseling Marriage, Couples & Family Counseling School Counseling

A portfolio is a collection of experience-based materials and reflective information that demonstrates various dimensions of graduate students work, philosophy, skills, and attitudes. Students demonstrate, through diverse activities and personal insights, their competency in meeting their respective program’s learning outcomes.

The development of the portfolio begins as the graduate student enters a program and continues throughout one’s chosen program of study.

A session will be held with all graduate students during their first semester of coursework to review the portfolio process. The portfolio culminates with a defense at the end of the graduate student’s program.

An advisor will be assigned to each student to help advance the portfolio process. Working with your advisor is important in order to receive feedback and make purposeful progress needed to contribute to a successful final product.

Purpose

The portfolio is developed in an ongoing manner throughout the graduate program, and used periodically as a tool for reflection, evaluation, and feedback. The overall purpose is to collect and combine examples of student work, experience, skills, and mastery with reflection on their meaning or significance. The process of developing a professional portfolio has several purposes:

Portfolio development is designed to facilitate a thoughtful and intentional entrance into one’s chosen field of study. As students begin preparation in a professional career, it is important that they actively engage in each step of their learning. Reviewing one's strengths and "growing edges", setting goals for needed learning, and regular evaluation of progress are all important steps in engaging with the learning process at the graduate level. Developing a portfolio is a vehicle for this engagement.

The process of portfolio development also provides opportunities for regular faculty evaluation and feedback for each student in a manner which includes dialogue between faculty member and graduate student. Developing one’s professional identity is best accomplished with the guidance and feedback of professionals who can serve in the roles of consultant, teacher, mentor, and supervisor. Active dialogue enables students to shape and modify their learning with attention to personal needs, strengths, and professional

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requirements. The portfolio development process provides for dialogue and feedback throughout the course of study.

Successful completion of the assessment components of the portfolio process serves as “points of evaluation” in the course of graduate study.

The portfolio assists with the professional job search process. A completed portfolio demonstrates proficiency and mastery and can be used as an employment tool.

These purposes reflect the development of a student's portfolio as a process. Program requirements focus elements of the portfolio into a coherent process that (1) facilitates students' intentional shaping of their learning, (2) provides for regular faculty feedback, (3) serves as "points of evaluation" throughout the program, and (4) provides a format for presentation of professional knowledge, skills, and attitudes.

Creating and Editing Your Portfolio

A portfolio is a “document” that is created from a LiveText Template. To begin using a LiveText Template, make sure you are logged into your LiveText account. Visit https://www.livetext.com/ and login with your username and password in the top-right of the screen.

1. Click on the “LiveText Docs” tab.2. Click on the “New” button below the “My Work” tab.3. Click “Templates” under the section “Adler Graduate School”. These are the templates

created by Adler Graduate School.4. Select the template titled “Professional Development Portfolio”. Make sure it is the

portfolio associated with your program (e.g., School Counseling, Clinical Mental Health Counseling).

5. A preview of the template should appear on the right side of the screen. Scroll Down to the very bottom of the page (on the right) and click “Create Document” button.

6. A dialog box should appear on the screen, requesting you to give the document a title. Give your portfolio a professional title. Since LiveText auto-saves all documents, you are required to have a title for all documents. Click “Ok” to create a document using the template you selected.

7. The Template should now open within your “LiveText Docs” tab and allow you to edit and customize the template to create your own document.

8. Modify Content: By clicking "Edit" at the top of each section of a document, you can easily modify the content of a section and have the option to upload images or files to the page. These can be added to each section using the "Image" and "File Attachments" options in the "Edit" screen.

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Sharing Your Portfolio

Sharing allows a document's author to share the document with other LiveText users, LiveText groups, Visitor Passes, or shared as a public URL or web address. Documents can be shared with editor or viewer permissions. A user with view access can view, copy, and print the document. A user with edit access can modify the document as well as view, copy, and print it. Visitors can only be added as viewers.

Sharing a document does not create a copy of the document. Each person that is given access to the document has access to the original document. If a shared document is modified, then all users with shared access will be able to

view the modifications. If a shared document is deleted, that document is also deleted for all users with shared

access. Share a Document for Editing

From within the document, click the Share button. The Share button is located above the page title.

Enter the LiveText username, group, Visitor Pass, or the first and last name in the Search Editor text box.

Click the Add to Share button when you find the user(s) with whom you want to share.

Share a Document for Viewing Enter the LiveText username, group, Visitor Pass, or the first and last name in the

Search Viewer text box. Based on the first few letters of text entered, LiveText’s Autocomplete Share

Mechanism predicts the name or username of the LiveText member with whom the user wants to share. The system will display the first 15 matches below the search text box. If the user is not listed, the system was not able to identify the user. There were either no matches or several matches. Revise your entry and try again.

Click the Add to Share button when you find the user(s) with whom you want to share.

Visitor Passes A Visitor Pass can be created to share documents with members outside of the

LiveText community (e.g. prospective employers). After a Visitor Pass is created, one or more documents can be added to the pass. The pass may then be distributed to one or more visitors. Visitors may access only documents shared with the pass from the Visitor Pass area on the LiveText homepage.

Visitor Passes can be created to share with others who are not listed. See https://www.livetext.com/c1_help/tools/visitor_pass/create_pass.html for this tutorial. Must be logged in to LiveText for link to work.

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https://www.livetext.com/c1_help/tools/visitor_pass/create_pass.html

Portfolio Structure and Outline

Visually, a portfolio should be a well-organized, attractive presentation of professional materials. Add your picture or a picture of something that represents you to the first page of your portfolio. That will catch our attention! Typically, it is organized in a developmental sequence, outlining your professional development throughout your program.

The following sections make up the contents of the professional portfolio:

I. Introduction & Professional Philosophy: Introduction to yourself, your background, interests, goals and your statement of professional philosophy done in your Foundations Course.

II. Writing Competency: Demonstration of academic writing (e.g., literature reviews) and professional documentation (e.g., clinical documentation, 504 plans, referrals, intervention, plans, evaluation/assessment plans).

III. Practicum and Internship: Include documents such as a description of where one conducted their practicum and internship, learning contracts and or goals and objectives, type of clients seen, final signed log of hours. (Internship), supervisor evaluations, and other materials that you used or obtained during this hands-on experience that you would wish to save in this section. This might include letters of thanks/recognition from clients, internship supervisors, principals, supervisors. Statement of growth and experience (see Appendix B ).

IV. Professional Development: Professional development activities: workshop/conference brochures from gatherings you attended; Summary of other professional activities and how these experiences add to your professional preparation. Copy of supporting materials verifying membership in professional organizations, subscriptions to professional journals, participation in other related professional activities, publications, presentations (not required).

V. Community Service Activities: Evidence of social interest and contribution to the community. Evidence of experiences and learning that occurs within and/or outside the formal academic program, such as participation in community and volunteer activities.

VI. Adlerian Theory: You will be asked to demonstrate your understanding of Adlerian Theory. Make sure you demonstrate your knowledge, skill, and attitude (self-reflection) of the below 5 areas/competencies. Each of the competencies will be described in more detail in the LiveText portfolio. Add as much information as you feel you need in order to demonstrate how you meet each one. These competencies include:

a. Adlerian view of human nature;b. Adlerian view of the counseling relationship; c. Adlerian view: Psychology of Use; d. Adlerian approach to treatment and/or intervention;e. Adlerian view of the impact of cultural and social conditions.

VII. Multicultural Competencies: You will be asked to demonstrate your understanding of Multicultural, Social Justice, and Advocacy competencies (see LiveText Portfolio for assignment details).

VIII. Program Competencies: Demonstration of meeting the competencies associated with your program of study.

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a. Each specialty has specific competencies areas that need to be addressed. You are to reflect upon the program-specific competencies, and then identify and discuss how you reached the level of competency needed for your particular specialty. This section of the portfolio is particularly valuable in that it allows you to demonstrate the skills and practices that you have been trained to deal with.

b. The competency section is broken down into two areas, 1) core program competencies, and 2) specialty area competencies.

IX. Professional Documentation: Resume, letters of recommendation, and professional references.

Reflections

You should convey your learning and growth throughout the program within your portfolio by writing reflective statements. You will find these writing prompts in your LiveText portfolio template. Reflective statements represent you as an emerging professional. In writing reflective statements, you might be prompted to reflect on:

What did I do? What does it mean? What changes do I see in myself as a developing professional? How might I do things differently? What have I learned?

The reflection entry is then made meaningful and placed in the context within which a student wants it to be understood.

Please see writing rubric for refections on next page:

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WRITING RUBRIC FOR REFLECTION(S) and PAPERS

ADVANCED (Pts: ) PROFICIENT (Pts: ) DEVELOPING (Pts: )

BEGINNER (Pts: )

Reflective Thinking

and Analysis

The reflection explains the student’s own thinking and learning processes, as well as implications for future learning.

The reflection is an in-depth analysis of the learning experience, the value of the derived learning to self or others, and the enhancement of the student’s appreciation for the discipline. Additionally, pre-existing assumptions are identified and challenged.

Free of grammar and syntax errors.

The reflection explains the student’s thinking about his/her own learning processes.

The reflection is an analysis of the learning experience and the value of the derived learning to self or others.


The reflection attempts to demonstrate thinking about learning but is vague and/or unclear about the personal learning process.

The reflection attempts to analyze the learning experience, but the value of the learning to the student or others is vague and/or unclear.

There may be some grammar and syntax errors, but these do not compromise readability.

The reflection does not address the student’s thinking and/or learning.

The reflection does not move beyond a description of the learning experience.

Grammar and/or syntax errors interfere with the reader’s ability to follow and/or comprehend the assignment.

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Individual Touchpoints

Selected elements of the student’s portfolio will be completed during a specific time frame over the course of graduate study. The below content will be assessed in your portfolio at 3 different Touchpoints.

Touchpoint #1 (Done during Foundations of Counseling & Art Therapy Courses): Complete background information from the viewpoint of an emerging professional, including your

personal interests and goals (section I); Complete the writing of your initial evolving professional philosophy (section II; Appendix A); Dispositions self-survey (taken in your Foundations course); Membership to NASAP (free) and one specialty specific professional organization. Both copies

uploaded to section IV.

Touchpoint #2: Update your evolving professional philosophy (section II); Artifacts such as papers or presentations are present in section III Course syllabi uploaded to LiveText Completed and attached the needed documents and information to begin Practicum or Internship

experience (e.g., learning contracts, site approval form, professional liability insurance; section III);

Statement of your growth and experience (section III; Appendix B) Updated information in sections IV, V, VI, VII, VIII, and IX. Include a copy of your resume for section X. Any required program specific information (see LiveText Portfolio Template).

Touchpoint #3 (After the Completion of Internship- During 604): Updated evolving professional philosophy (section I); The formative process that you have undergone during your graduate program (reflection

statements); The record log of field experience; reflection statement indicating significant events and learning

that occurred during the internship (section III); Other primary components of this portfolio, including a revision of items previously discussed in

portfolio and inclusion of entries deemed appropriate for use in the job search process or summarizing your role as a professional (section I, II, III, IV, V, VI, VII, VIII).

Demonstration of meeting Program Competencies (section IX) Completed resume, letters of recommendation, and professional references (section X)

Any required program specific information (see LiveText Portfolio Template). Create highlights section Preparation for 604: Portfolio Defense

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Professional Portfolio Touchpoint Evaluations

Touchpoint #1 Evaluation (During Foundations Course):

During your Foundations Course you will be asked to complete an initial evolving professional philosophy statement. Upon completion it will be copied and pasted to Section 1 of the Portfolio. Once your philosophy statement is complete and has been copied and pasted in your portfolio you will email your Foundations Course instructor AND your advisor in order to be graded.

You will also make sure you have added your advisor as an editor to your portfolio page (directions on page 5).

Completed background information, personal interests and goals are included (section I) Initial evolving professional philosophy statement completed, dated and copied and pasted to

the front page of Section 1 of the Portfolio. (section I; Appendix A) Foundation Instructor and advisor emailed when initial evolving professional philosophy

statement completed, dated and copied and pasted to section 1 of the Portfolio Two memberships required as a part of your Foundations Course. One, documented

professional membership to NASAP and your any membership to your professional specialty area. (student membership to NASAP is free).

Dispositions self-survey taken in your Foundations course and uploaded to section 1 of the portfolio.

Touchpoint #2 Evaluation (Following Practicum):

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The following items must be included in your portfolio. The second touchpoint is done following Pre-Practicum and Practicum. Faculty, please check the box below if each element is in the portfolio.

See Rubrics for each section and score the applicable rubrics for your program.

Updated and dated evolving professional philosophy statement (section I) Artifacts such as papers or presentations are present in section II Course syllabi uploaded to LiveText Dispostion Evaluation #2 Done before or during this Evaluation (Early/Middle of

Program). Completed and attached the needed documents and information to begin

Practicum/Internship experience (e.g- practicum learning agreement, site approval form, professional liability insurance; section III)

Statement of growth and experience wanting to accomplish during internship (section III; Appendix B)

Updated information in sections IV, V, VI, VII, VIII, and IX Copy of resume for section X Any required program specific information (see LiveText Portfolio Template)

Feedback:

Signature of advisor: __________________________________ Date: ___/___/____

Signature of student: __________________________________ Date: ___/___/____

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Touchpoint #3 Evaluation (After Completion of Field Experience- During 604):

The third checkpoint will occur after your completion of Field Experience during 604. Submit your portfolio to your advisor for review and feedback. Faculty, please check the box below if each element is in the portfolio.

See Rubrics for each section and score the applicable rubrics for your program.

Updated and dated evolving professional philosophy statement (section I) Artifacts such as papers or presentations are present in section II Course syllabi uploaded to LiveText The formative process that student has undergone during the graduate program (reflection

statements) The record log of field experience; reflection statement indicating significant events and

learning that occurred during the internship (section IV) Other primary components of this portfolio, including a revision of items previously

discussed in portfolio and inclusion of entries deemed appropriate for use in the job search process or summarizing your role as a professional (section I, V, VI, VII, VIII)

Demonstration of meeting Program Competencies (section IX) Completed resume, letters of recommendation, and professional references (section X)

Highlights section Any required program specific information (see LiveText Portfolio Template)

Feedback:

Signature of advisor: __________________________________ Date: ___/___/____

Signature of student: __________________________________ Date: ___/___/____

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Evaluation of Portfolio

You will have the opportunity to meet with faculty to review your portfolio several times throughout your program. Be ready to discuss the work in your portfolio during your evaluation. You do not have to talk about every single document, however highlight what you think is most important and is reflective of meeting the requirements. Make sure to follow the rubrics in this manual for sections one through ten. Faculty will score the applicable rubrics for each section during these evaluations/touchpoints.

Explain how the various documents in each section of the portfolio work together to meet objectives.

Explain the importance of the pieces you put in your portfolio; illustrate this importance by discussing specific features from the documents you produced.

Engage in thoughtful, in-depth reflection of the process of professional growth in academic and skill areas.

Demonstration of integrated feedback from the evaluation process. Sources that you reference in your professional portfolio should be cited using APA

format. Ensure that you answer the reflective prompts that are embedded in each section of your

portfolio.

A rubric is assigned to each area of your portfolio. There are four levels of proficiency.

Advanced Proficient Developing Beginner

Student’s work exceeds graduate level

expectations.

Student’s work adequately meets

graduate level expectations.

Student’s work partially meets graduate level expectations.

Student’s work does not yet meet graduate

level expectations.

Evaluation Timeframe by Specialty

Art Therapy:

Touchpoint #1 During 551 (AT Foundations)

Touchpoint #2 After the completion of 957 (Practicum in AT)

Touchpoint #3 At the end of the graduate program with the completion of 959 Individual Clinical Instruction and all academic courses. Typically a part of 604.

Clinical Mental Health Counseling:

Touchpoint #1 During 503 (Foundations)

Touchpoint #2 During the term where 937 is taken.

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Touchpoint #3 Following the completion of 938; During 604

Co-Occurring Disorders & Addiction Counseling:


Touchpoint #2 At the end of 986/ Before 987 is taken


Marriage, Couples and Family Counseling:


Touchpoint #2 During the 1st term where 947 is taken


School Counseling:


Touchpoint #2 After the completion of 977 (Practicum in SC)

Touchpoint #3 Following the completion of 978 (Internship); During 604

Portfolio DefenseCourse 604: Portfolio Defense:

Course 604 Portfolio Defense prepares you to complete and defend the portfolio. Once your advisor determines when your last term of enrollment will be, your advisor will submit the Petition for Completion and degree audit to the registrar and you will be registered for 604. Your portfolio and defense must be completed in your final term of enrollment by the last day of the term. If you are unable to complete the portfolio and defense in the final term, you will receive an NC for the course and will be registered automatically for the next term. You will be charged for 604 for each additional term needed to complete the portfolio.

Oral Defense Format & Preparation:Each program has a different defense format. Please discuss the expectation of your oral defense from your advisor. You will be given specific guidelines of what you should be prepared for by your advisor and or instructor for 604.

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Professional Portfolio Rubrics by Section

Section I: Introduction & Professional Philosophy

Check the box below if each element is in the portfolio. Assess Section I for proficiency by checking an area in the rubric that corresponds with student work.

Introduction of self including relevant background information and professional interests Statement of professional goals / academic plan. Statement of professional philosophy applied directly to your specialty. This statement

needs to be copied and pasted on the front page of this section alongside of your introduction. (see Appendix A ).

Advanced Proficient Developing BeginnerFormat of Portfolio Aesthetically

pleasing. Organized. Conveys an appealing and creative format.

Neatly organized. Not clearly organized.Missing one or more required elements; not organized.

Professional Orientation and Background Information

Conveys a comprehensive and professional introduction to self and field of choice.

Orientation to self and field of choice is clear, but not comprehensive.

Not a clear introduction, lacks some elements that conveys interest in the field.

Missing one or more required elements.or Information contains errors and not clearly developed.

Statement of Professional Goals and Academic Plan

Goal statement shows clear and attainable plan for study.

Goals and plan for study are stated.

Goals and/or plan for study is simply stated with lack of detail.

Missing one or more required elements.orGoal statements not presented professionally. Contain errors and not clearly developed.

*Statement of professional philosophy applied directly to your specialty

Identifies motivations for choosing the specialty field - to include: 1) cultural perspective, 2) theory of change, 3) interested client population, and 4) personal skills and strengths.Includes a detailed plan for other learning and professional experiences.

*includes updates throughout

Identifies motivations for choosing field of study, however is missing a key area.Includes a plan for other learning and professional experiences.

Minimally identifies motivations for choosing field of study. Missing more than 1 key area.Begins to develop a plan for other learning and professional experiences.

Minimally identifies motivations for choosing field of study. Missing more than 2 key areas.There is no plan or briefly mentions a plan for other learning and professional experiences.

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Level of proficiency: ___________________________

Feedback:

Signature of evaluator: __________________________________ Date: ___/___/____

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Section II: Writing Competence

Check the box below if each element is in the portfolio. Assess Section II for proficiency by checking an area in the rubric that corresponds with student’s course work.

Please choose one Academic Sample and reflection alongside that mirrors the rubric below as well as one professional/clinical sample and reflection alongside that mirrors the rubric below. Both of these samples and reflections need to be done on the front page of this section.

Showcases attachments that demonstrate academic writing (e.g., literature reviews)1. Introduced: 511, 512 Reinforced: TBD Applied: Final Portfolio Review

Professional/clinical documentation (e.g., clinical documentation, 504 plans, referrals, intervention plans, evaluation/assessment plans, samples from internship case studies, 525, 516, 533, 537, 572, 575, 573).

Assessment Advanced (4) Proficient (3) Developing (2) Beginner (1)

Context of and Purpose for Writing

Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work.

Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s) (e.g., the task aligns with audience, purpose, and context).

Demonstrates awareness of context, audience, purpose, and to the assigned tasks(s) (e.g., begins to show awareness of audience's perceptions and assumptions).

Demonstrates minimal attention to context, audience, purpose, and to the assigned tasks(s) (e.g., expectation of instructor or self as audience).

Critical Thinking(From Critical Thinking Value Rubric)

Specific position (perspective, thesis/hypothesis) is imaginative, taking into account the complexities of an issue.Limits of position (perspective, thesis/hypothesis) are acknowledged.Others' points of view are synthesized within position (perspective, thesis/hypothesis).

Specific position (perspective, thesis/hypothesis) takes into account the complexities of an issue.Others' points of view are acknowledged within position (perspective, thesis/hypothesis).

Specific position (perspective, thesis/hypothesis) acknowledges different sides of an issue.

Specific position (perspective, thesis/hypothesis) is stated, but is simplistic and obvious.

Communication Through Writing

Skillfully and intentionally communicates

Uses language that generally conveys meaning to readers.

Uses language that generally conveys meaning

Uses language (incorrect spelling, punctuation,

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meaning to readers with clarity and fluency and is virtually error-free (uses correct spelling, punctuation, paragraph formation, and word choice).

The language has few errors.

to readers with clarity, although writing may include some errors.

paragraph formation, word choice) that sometimes impedes meaning because of errors in usage.

Sources and Evidence

Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing; illustrates mastery of the subject, conveying the writer's understanding, and shaping the whole work.

Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing; explores ideas within the context of the discipline and shape the whole work.

Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing; uses appropriate and relevant content to develop and explore ideas through most of the work.

Demonstrates an attempt to use sources to support ideas in the writing in some parts of the work.

APA and Grammar (if applicable)

Research topic or hypothesis is clearly defined;Thoughts are developed in logical manner, transitions are used, and critical thinking is demonstrated;All sources are appropriate and properly cited;Format follows all APA rules.


All elements of an advanced paper are present, but some are not consistently utilized (ex: some transitions may be missing, critical thinking may be limited, a source may not be directly related to research project or may be improperly cited, there may be a few APA errors).


One or more aspects of an advanced paper is/are missing, or all are inconsistently present.

Grammar and/or syntax errors are present but do not interfere with the reader’s ability to follow the argument.

Two or more aspects of an advanced paper are missing, or all are inconsistently present.

Grammar and/or syntax errors interfere with the reader’s ability to follow the argument.


Feedback:

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Section III: Practicum and Internship

Check the box below if each element is in the portfolio. Assess Section III for proficiency by checking an area in the rubric that corresponds with student’s practicum and experience.

A description of where one conducted their practicum and internship: Learning Contract(s).

Type of clients seen (most challenging and successful cases and explain why) Final log of hours with supervisor signature Supervisor evaluations Statement of growth and experience reflection done on the front page of this section

(Appendix B ).

Advanced Proficient Developing Beginner or N/AFormat of Portfolio

Aesthetically pleasing. Organized. Conveys an appealing and creative format.

Neatly organized.

Not clearly organized.

Missing one or more required elements; not organized.

Description of experience: includes challenges and successes

Detailed description of practicum and/or internship site with description of clients seen.

Show intentionality in the array and choice of learning activities.

Description and attention to detail is adequate.

Needs more work on description of site and clients seen.

Missing information and/or poorly written.ORN/A at the time of this assessment

Final logs with signatures, documentation

Logs are detailed, all signatures are present, log of activities are present.

All required elements are present.

Included, but not in depth to demonstrate learning activities.

Logs are incomplete and poorly done.ORN/A at the time of this assessment

Reflection (Appendix B) Includes all elements outlined in

Appendix B written in-depth with self-reflection.

Includes information from Appendix B.

Missing information from Appendix B.

Missing information and/or poorly written.ORN/A at the time of this assessment


Feedback:


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Section IV: Professional Development

Check the box below if each element is in the portfolio. Assess Section IV for proficiency by checking an area in the rubric that corresponds with student’s demonstration of professional development.

Copy of supporting materials verifying membership in professional organizations Summary of other professional activities (i.e., workshop/conference brochures) and how

these experiences add to your professional preparation. Participation in other related professional activities, subscriptions to professional

journals, publications, presentations (if applicable). Plans for future professional development



Neatly organized. Not clearly organized.Missing one or more required elements; not organized.

Evidence of Professional Development

Demonstrates active participation in a variety of professional development activities that add to student’s preparation in specialty area.

Demonstrates active participation in professional development activities that add to student’s preparation in specialty area.

Demonstrates participation in professional development activities.

Demonstrates membership with no participation in professional development.

Reflection Reflection and critical thinking is done sufficiently in depth.

Reflection and critical thinking is done sufficiently.

Reflection included but not in-depth. More reflection needs to be done.

Reflection about growth lacking in one or more areas.


Feedback:


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Section V: Community Service Activities

Check the box below if each element is in the portfolio. Assess Section VI for proficiency by checking an area in the rubric that corresponds with student’s demonstration of Service Activities.

Evidence of social interest and contribution to the community. Evidence of experiences and learning that occurs within and/or outside the formal

academic program, such as participation in community and volunteer activities. (e.g, join our Adlerian Students in Action Group)



Neatly organized.



Evidence of Social Interest and contribution to community

Demonstrates a strong commitment to social interest through active contributions to the community in a variety of settings.

Demonstrates a commitment to social interest through active contributions to the community.

Demonstrates social interest through contributions to the community.

Demonstrates little to no social interest through contributions to the community.

Reflection Reflection of learning experience is done sufficiently in depth.

Reflection of learning experience is done sufficiently.




Feedback:


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Section VI: Adlerian Theory

Check the box below if each element is in the portfolio. Assess Section VI for proficiency by checking an area in the rubric that corresponds with student’s evidence of understanding of Adlerian Theory in the following categories.

Key Performance assignments where these catergories are measured are in parenthesis below

Adlerian view of human nature (511, 513, Internship) Adlerian view of the counseling relationship (503, 513, 525, 532/571) Adlerian view: Psychology of Use (505, 504, Internship) Adlerian approach to intervention (525, 537, 542, 573, 575, Internship) Adlerian view of the impact of cultural and social conditions (505, 523, Internship)

Advanced Proficient Developing Beginner or N/AView of Human Nature Ability to compare and

contrast the Adlerian view of human nature with those of other theories.

Ability to explain the Adlerian view of human nature, including social embeddedness and teleology.

Ability to describe the Adlerian view of human nature, including social embeddedness and teleology.

Cannot describe the Adlerian view of human nature

The Counseling Relationship Able to apply the Socratic

Method in the counseling relationship.

Ability to identify the Adlerian view of the counseling relationship.

Ability to describe the counseling relationship.

Cannot describe the counseling relationship.

Psychology of Use

Ability to synthesize an individual’s line of movement, purpose of symptomatic behavior, and/or development of lifestyle.

Ability to identify an individual’s line of movement and purpose of symptomatic behavior.

Ability to describe an individual’s line of movement.

Cannot describe the development of an individual’s line of movement.

Approach to Intervention

Ability to select interventions in the view of one’s development, and the significance of contribution and courage.

Can justify the selection of interventions in the view of one’s development.

Can describe the selection of interventions.

Does not demonstrate ability to select interventions.

Cultural and Social Conditions

Demonstrates an application of how cultural and social conditions uniquely impact the well-being of individuals.

Can explain how cultural and social conditions uniquely impact the well-being of individuals.

Can explain how cultural and social conditions impact the well-being of individuals.

Does not explain how cultural and social conditions impact the well-being of individuals.


Feedback:

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Section VII: Multicultural, Social Justice, and Advocacy Competencies

Check the box below if each element is addressed in the portfolio. Assess Section VIII for proficiency by checking an area in the rubric that corresponds with student’s evidence of understanding and application of multicultural, social justice, and advocacy work in one’s specialty area.

See LiveText Portfolio for assignment details.

Counselor Self Awareness Client Worldview Counseling Relationship Counseling and Advocacy Interventions

Advanced4

Proficient3

Developing2

Beginner1

KnowledgeCultural self-awareness

Articulates insights into own cultural rules and biases (e.g. seeking complexity; aware of how one’s experiences have shaped these rules, and how to recognize and respond to cultural biases, resulting in a shift in self-description.)

Recognizes new perspectives about own cultural rules and biases (e.g. not looking for sameness; comfortable with the complexities that new perspectives offer.)

Identifies own cultural rules and biases (e.g. with a strong preference for those rules shared with own cultural group and seeks the same in others.)

Shows minimal awareness of own cultural rules and biases (even those shared with own cultural group(s)) (e.g. uncomfortable with identifying possible cultural differences with others.)

KnowledgeKnowledge of cultural worldview frameworks

Demonstrates sophisticated understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.

Demonstrates adequate understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.

Demonstrates partial understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.

Demonstrates surface understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.

SkillsEmpathy

Interprets intercultural experience from the perspectives of own and more than one worldview and demonstrates ability to act in a supportive manner that recognizes the feelings of another cultural group.

Recognizes intellectual and emotional dimensions of more than one worldview and sometimes uses more than one worldview in interactions.

Identifies components of other cultural perspectives but responds in all situations with own worldview.

Views the experience of others but does so through own cultural worldview.

SkillsVerbal and nonverbal

Articulates a complex understanding of cultural differences in verbal and

Recognizes and participates in cultural differences in verbal

Identifies some cultural differences in verbal and nonverbal

Has a minimal level of understanding of cultural differences in

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communication nonverbal communication (e.g., demonstrates understanding of the degree to which people use physical contact while communicating in different cultures or use direct/indirect and explicit/implicit meanings) and is able to skillfully negotiate a shared understanding based on those differences.

and nonverbal communication and begins to negotiate a shared understanding based on those differences.

communication and is aware that misunderstandings can occur based on those differences but is still unable to negotiate a shared understanding.

verbal and nonverbal communication; is unable to negotiate a shared understanding.

AttitudesCuriosity

Asks complex questions about other cultures, seeks out and articulates answers to these questions that reflect multiple cultural perspectives.

Asks deeper questions about other cultures and seeks out answers to these questions.

Asks simple or surface questions about other cultures.

States minimal interest in learning more about other cultures.

AttitudesOpenness

Initiates and develops interactions with culturally different others. Suspends judgment in valuing her/his interactions with culturally different others.

Begins to initiate and develop interactions with culturally different others. Begins to suspend judgment in valuing her/his interactions with culturally different others.

Expresses openness to most, if not all, interactions with culturally different others. Has difficulty suspending any judgment in her/his interactions with culturally different others, and is aware of own judgment and expresses a willingness to change.

Receptive to interacting with culturally different others. Has difficulty suspending any judgment in her/his interactions with culturally different others, but is unaware of own judgment.

Reference: Intercultural Knowledge and Competence VALUE Rubric ([email protected])


Feedback:

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Section VIII: Program Competencies

Assess Section VIII for proficiency by evaluating each competency using the rating category that corresponds with student’s demonstration of meeting each competency. Evaluate each competency (relevant to specialty) below the table. Competencies are organized by 1) Core Competencies and 2) Program Specialty Area.

Students: After reviewing the objectives and competencies for your program, consider 1) how you can demonstrate you have met each one, and 2) how the program objectives and competencies complement your career goals. How have you demonstrated your knowledge, skill, and attitude (self-reflection) in your work and experiences throughout the program. Add as much information (e.g., artifacts) as you feel you need in order to demonstrate how you meet each one. Although the learning competencies can be found throughout the curriculum, we included key courses in which they are taught.

The below rubric is used to assess all programs.

4 - Advanced 3 - Proficient 2 - Developing 1 – Beginner or N/AOrganization Neatly organizes artifacts

and presentation of portfolio.Neatly organized.



Integration Exceptional incorporation of artifacts and additional information. Evidence directly related to competency (evaluate below).

Artifacts and additional information present in portfolio.

Some artifacts and additional information present in portfolio. Missing some information.

More than half of the competency areas are not addressed with an artifact.

Reflection

Reflection shows in-depth critical analysis of growth

Reflection and critical thinking about each element is present.



Faculty: Score each core area and specialty area competency using the rubric above.

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Core Program Competencies- (Clinical Specialties Programs Only)

PROFESSIONAL COUNSELING ORIENTATION AND ETHICAL PRACTICE

2.F.1.i - Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

Courses: 521 (Values, Ethics and Legalities), 521.X, (Program Specific Ethics), Internship

Rating Category: _______________________

SOCIAL AND CULTURAL DIVERSITY

2.F.2.c – multicultural competencies

Courses: 523 (Multicultural Counseling), Intro to Field Experience, Internship

Rating Category: _______________________

HUMAN GROWTH AND DEVELOPMENT

2.F.3.f - Systemic and environmental factors that affect human development, functioning, and behavior.

Courses: 504 (Abnormal Psychology & DSM-5), 505 (Developmental Psychology), Internship

Rating Category: _______________________

CAREER DEVELOPMENT

2.F.4.b – Approaches for conceptualizing the interrelationships among and between work, mental well-being, relationships, and other life roles and factors.

Courses: 511 (Foundations of Adlerian Psychology); 562 (Foundations of Career Development), Internship

Rating Category: _______________________

COUNSELING AND HELPING RELATIONSHIPS

2.F.5.g – Essential interviewing, counseling, and case conceptualization skills.

Courses: 513 (Comparative Theories of Personality & Psychotherapy, 525 (Essential

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Interviewing Skills), Internship

Rating Category: ________________________

GROUP COUNSELING AND GROUP WORK

2.F.6.b – Dynamics associated with group process and development

Courses: 532 (Group Psychotherapy and Counseling), Internship

Rating Category: ________________________

ASSESSMENT AND TESTING

2.F.7.e – Use of assessments for diagnostic and intervention planning purposes

Courses: 533 (Clinical Assessment), Practicum, Internship

Rating Category: ________________________

RESEARCH AND PROGRAM EVALUATION

2.F.8.e– Evaluation of counseling interventions and programs (program based)

Courses: 500 (Principles of Research), Internship

Rating Category: ________________________

Signature of evaluator: _________________________________Date: ___/___/____

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Specialty Area Competencies

Art Therapy (CAAHEP)

History and Theory of Art Therapy

CAAHEP a.K.1 - Identify major contributors and contributions that shaped the field of Art Therapy

Courses: 551 (Foundations of Art Therapy); 958 (Internship)

Rating Category: ________________________

Professional Orientation and Ethical Practice

CAAHEP b.K.2 - Recognize the ethical principles for practice of the American Art Therapy Association and the Art Therapy Credentials Board, as well as those of related fields (e.g., American Counseling Association)

Courses: 521.5 (Ethical issues in Art Therapy); 551 (Foundations of Art Therapy); 958 (Internship)Rating Category: ________________________

Materials and Techniques of Art Therapy Practice

CAAHEP c.K.1 - Describe theory of specific properties and effects of art processes and materials informed by current research such as Expressive Therapies Continuum

Courses: 551 (Foundations of Art Therapy); 556 (Art Therapy Studio: Media Explorations); 958 (Internship)

Rating Category: ________________________

Creativity, Symbolism and Metaphor

CAAHEP d.A.1 - Demonstrate belief in the value of using art-making as a method for exploring personal symbolic language

Courses: 551 (Foundations of Art Therapy); 556 (Art Therapy Studio: Media Explorations); 958 (Internship)

Rating Category: ________________________

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Group Work

CAAHEP e.K.2 - Explain dynamics associated with group process and development

Courses: 553 (Group Art Therapy); 958 (Internship)

Rating Category: ________________________

Assessments

CAAHEP f.A.2 - Incorporate critical thinking skills when determining the role of assessment in diagnosis and diagnosing in the field of Art Therapy

Courses: 555 (Art Therapy Assessment); 958 (Internship)

Rating Category: ________________________

Thesis or Culminating Project

CAAHEP g.S.2 - Complete the professional portfolio that is based on the successful culmination of experience-based materials and reflective infromation that demonstrates various dimensions of graduate students work, philosophy, academic and clinical skills and attitudes. The portfolio will be a syntheis of professional growth and program specific learning outcomes.

Courses: 512 (Introduction to Professional Writing); 957 (Practicum); 604 (Portfolio Defense)

Rating Category: ________________________

Human Growth and Development

CAAHEP h.K.1 - Examine theoretical and biopsychosocial roots of developmental crises, trauma, disabilities, addictions, and exceptionality on development across the lifespan

Courses: 505 (Developmental Psychology); 552 (Art Therapy with Children & Adolescents); 958 (Internship)

Helping Relationships

CAAHEP i.S.1 - Utilize art materials and processes within the context of building the therapeutic relationship

Courses: 551 (Foundations of Art Therapy); 537 (Advanced Counseling Skills); 958 (Internship)

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Rating Category: ________________________

CAAHEP i.S.3 - Demonstrate case conceptualization skills Courses: 957 (Practicum); 958 (Internship)

Rating Category: ________________________

Psychopathology and Diagnosis

CAAHEP j.S.2 - Exhibit a basic understanding of art-based indicators of mental disorders/psychopathology in patient/client artwork

Courses: 504 (Abnormal Psychology); 555 (Art Therapy Assessment); 958 (Internship)

Rating Category: ________________________

Psychological and Counseling Theories

CAAHEP k.A.1 - Recognize the implications of applying theoretical foundations to therapeutic practice

Courses: 511 (Foundation of Art Therapy); 537 (Advanced Counseling Skills); 958 (Internship)

Rating Category: ________________________

Appraisal and Evaluation

CAAHEP l.S.1 - Apply risk assessment strategies and tools (danger to self, others)

Courses: 533 (Clinical Assessment); 555 (Art Therapy Assessment), 958 (Internship)

Rating Category: ________________________

Research

CAAHEP m.K.3 - Describe art-based research methodologies as related to art therapy

Courses: 500 (Research); 604 (Portfolio Defense)

Rating Category: ________________________

Social and Cultural Diversity

CAAHEP n.S.2 - Multicultural counseling competencies: Make use of experiential learning

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activites (e.g. a cultural genogram) designed to explore and develop student cultural and social self-awareness including self-assessment of attitudes, beliefs , and acculturative experiences

Courses: 551 (Foundations of Art Therapy); 558 (Multicultural Art Therapy); 958 (Internship)

Rating Category: ________________________

Studio Art

CAAHEP o.A.1 - Display connections to a personal creative process and artist identity

Courses: 551 (Foundations of Art Therapy); 556 (Art Therapy Studio: Media Explorations); 604 (Portfolio Defense)

Rating Category: ________________________

Specializations

CAAHEP p.S.1 - Demonstrate advanced knowledge of a well-defined, specialized area of clinical or community-based practice

Courses: 557.x (Special Topics in Art Therapy); 958 (Internship)

Rating Category: ________________________

Career Development

CAAHEP q.S.2 - Use approaches for assessing the relationship between career development and client match in terms of lifestyle, life roles and mental health factors

Courses: 511 (Foundations of Adlerian Psychology); 562 (Career Development); 958 (Internship)

Rating Category: ________________________


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Clinical Mental Health Counseling (CACREP)

CMHC FOUNDATIONS

5.C.1.b – Theories and Models Related to Clinical Mental Health Counseling

Courses: 503 (Introduction to the Counseling Profession), 513 (Comparative Theories of Personality & Psychotherapy), 537 (Advanced Approaches to Counseling & Psychotherapy Skills)

Rating Category: ________________________

CMHC CONTEXTUAL DIMENSIONS

5.C.2.d – Diagnostic process, including differential diagnosis and the use of current diagnostic classification systems, including the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the International classification of Diseases (ICD)

Courses: 504 (Abnormal Psychology & DSM-5), 533 (Clinical Assessment), 937 (Practicum in Mental Health Counseling)

Rating Category: ________________________

CMHC PRACTICE

5.c.3.e - Strategies to advocate for persons with mental health issues.

Courses: 503 (Introduction to the Counseling Profession), 523 (Multicultural Counseling), 938 (Internship in Mental Health Counseling)

Rating Category: ________________________


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Co-Occurring Disorders Counseling & Addiction Counseling (CACREP)

ADDICTIONS FOUNDATIONS

5.A.1.b Theories and models of addiction related to substance use as well as behavioral and process addictions.

Courses: 516 (Foundations of Addictions and Co-Occurring Disorders), 585 (Integrative Seminar – COD), 988 (Internship)

Rating Category: ________________________

ADDICTIONS CONTEXTUAL DIMENSIONS

5.A.2.i. Diagnostic process, including differential diagnosis and the use of current diagnostic classification systems, including the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the International Classification of Diseases (ICD)

Courses: 504 (abnormal Psychology & DSM-5), 583 (Case Management for Co-Occurring Disorders), 987 (Practicum in Co-Occurring Disorders)

Rating Category: ________________________

ADDICTIONS PRACTICE

5.A.3.d. Techniques and interventions related to substance abuse and other addictions.

Courses: 525 (Essential Interviewing Skills), 584 (Best Practices in Co-Occurring Disorders), 988 (Internship in Co-Occurring Disorders)

Rating Category: ________________________


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Marriage, Couples, And Family Counseling (CACREP)

5.F.1.b theories and models of family systems and dynamics

Courses: 541 (Theories of Family Therapy), 543 (Family Therapy), 948 (Internship in Marriage and Family Therapy)

Rating Category: ________________________

5.F.2.c family assessments, including diagnostic interviews, genograms, family mapping, mental diagnostic status examinations, symptom inventories, and psychoeducational and personality assessments

Courses: 541 (Theories of Family Therapy), 542 (Couples Counseling), 948 (Internship in Marriage and Family Therapy)

Rating Category: ________________________

5.F.3.b fostering family wellness

Courses: 511 (Foundations of Adlerian Psychology), 543 (Family Therapy), 947 ( Practicum in Marriage and Family Therapy)

Rating Category: ________________________


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School Counseling (MN PELBS)

A. The school counselor must understand: the need for student advocacy, including crisis intervention, suicide prevention and intervention, violence prevention, conflict and disciplinary resolution and mediation, and how to mediate conflict and intervene effectively in conflict management and disciplinary prevention and intervention situations.

Courses: 503 (Introduction to the Counseling Profession), 521.1 (Values, Ethics, & Legalities in School Counseling), 575 (Clinical Issues in School Counseling)570 (Foundations of 21st Century School Counseling) for those who started prior to July 2018

Rating Category: ________________________

B. A school counselor understands how children, youth, and adults learn and develop and provides learning opportunities that support their intellectual, social, and personal development.

Courses: 505 (Developmental Psychology), 544 (Counseling Children and Adolescents), 572 (Counseling Exceptional Children)

Rating Category: ________________________

C. School counselor understands how students differ in their approaches to counseling and guidance and creates instructional and counseling opportunities that are adapted to students from diverse cultural backgrounds and with exceptionalities.

Courses: 523 (Multicultural Counseling), 572 (Counseling Exceptional Children)

Rating Category: ________________________

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D. A school counselor understands and uses a variety of instructional and counseling strategies to encourage student development of critical thinking, problem solving, and performance skills.

Courses: 572 (Counseling Exceptional Children), 573 (Advanced School Counseling Skills), 574 (Career Development in Schools)

Rating Category: ________________________

E. A school counselor applies the understanding of individual and group motivation and behavior to create a counseling and learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. The school counselor must understand: 1. Interpersonal dynamics in individual and group counseling settings; 2. classroom guidance dynamics; 3. motivational and learning characteristics, classroom guidance, and mental health curricula; and 4. the applicaiton of counseling, human development, and the career theories to the classroom setting.

Courses: 525 (Essential Inteviewing Skills), 571 (Group Counseling in Schools), 573 (Advanced School Counseling Skills), 574 (Career Development in Schools)

Rating Category: ________________________

F. A school counselor uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Courses: 523 (Multicultural Counseling), 525 (Essential Interviewing Skills), Internship

Rating Category: ________________________

G. A school counselor plans and manages counseling and guidance instruction based upon knowledge of subject matter, students, the community, and guidance curriculum goals.

Courses: 571 (Group Counseling in Schools), 573 (Advanced School Counseling Skills), 574 (Career Development in Schools)

Rating Category: ________________________

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H. A school counselor understands and uses formal and informal assessment strategies to evaluate and ensure continuous intellectual, social, and physical development of the learner. The school counselor must understand: the theoretical basis for educational, career, and other assessment techniques and interpretation for which they are appropriately trained.

Courses: 570 (Foundations of 21st Century School Counseling), 573 (Foundations of School Counseling), 574 (Career Development in Schools), 575 (Clinical Issues in School Counseling)

Rating Category: ________________________

I. A school counselor is a reflective practitioner who continually evaluates the effects of choices and actions on others and who actively seeks opportunities to grow professionally.

Courses: 500 (Principles of Research), 503 (Introduction to the Counseling Profession), 978 (Internsip in School Counseling), 977 (Practicum in School Counseling)570 (Foundations of 21st Century School Counseling) for students who started prior to July 2018

Rating Category: ________________________

J. A school counselor communicates and interacts with parents or guardians, families, school colleagues, and the community to support student learning and well-being.

Courses: 511 (Foundations of Adlerian Psychology), 521.1 (Values, Ethics, and Legalities in School Counseling), 544 (Counseling Children and Adolescents)

Rating Category: ________________________

K. The school counselor demonstrates through pre-practicum and practicum experiences the ability to provide educational counseling services to students.

Courses: 977 (Practicum in School Counseling), 978 (Internship in School Counseling),

Rating Category: ________________________


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Section IX: Professional Documentation Check the box below if each element is in the portfolio. Assess Section IX for proficiency by checking an area in the rubric that corresponds with student’s demonstration of meeting the below requirements.

Resume Letters of recommendation List of professional references

4 - Advanced 3 - Proficient 2 - Developing 1 – Beginner or N/AFormat of Portfolio


Neatly organized.



Professional Documents

Attachments are appropriate and professional. Demonstrated excellent editing and attention to detail.

Attachments are appropriate and professional.

Attachments are questionable.

Attachments are not professional or appropriate.

Feedback:


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Appendix A

1) Statement of Emerging Professional Identity and Goals:

1. Introduce yourself and write about your journey in choosing the professional field of counseling.

2. The impact of cultural identity(s), values, and experiences that led you to consider a career in mental health.

3. What is your view of social justice and advocacy in your profession?4. State your present interest and goals for graduate study, as well as your plans for utilizing

your degree. 5. What are your thoughts about how people change?6. What counseling settings and or populations do you think you are interested in serving?

Why?7. What skills do you believe you already possess that will help you in this field? 8. What skills do you hope to gain from this program?

2) Action Plan:

1. Based on what you learned in your Foundations course, evaluate the strengths and growing edges you bring to graduate study.

2. Describe and/or outline a concrete action plan for meeting the goals of your graduate study and other learning and professional experiences. For example, outline planned courses on a semester by semester basis.

3. The statement should also include a plan for other learning and professional experiences that you intend to pursue as part of your overall preparation: e.g., professional memberships, credentialing requirements, ongoing professional development outside the classroom, community involvement, areas of interest you may pursue in research papers, reading, etc.

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Appendix B

While enrolled in your practicum course, add a reflection of your growth in your portfolio. This portfolio submission is partial fulfillment of requirements for moving on to Internship. This reflection should discuss growth and gains toward achieving the program objectives (use the core program competencies and specialty area competencies n this manual).

1) Select three (3) objectives of your choice that you feel are your strengths at this time, and answer the following for each objective:

a. What have you learned in this area?b. What learning experiences were particularly meaningful? c. Which of the competencies, experiences, and skills relative to this objective do you

consider most valuable? d. In what settings do you plan to use this objective.

2) Select three (3) additional objectives of your choice that you feel you can work on or growing edges at this time, and answer the following for each objective:

a. What have you learned in this area?b. What additional information do you need to increase your competence in this area?c. Briefly outline a plan to achieve your desired competency level.

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