Annual Program Effectiveness Report

Department of Graduate Counseling

Clinical Mental Health Counseling Program

Faulkner University

Academic Year 2019-2020

This document has been prepared by Dr. Morgan Weatherly

Questions about this document or the material contained herein may be directed to:

DR. MORGAN WEATHERLY

Assistant Professor, Faulkner University

MWeatherly@faulkner.edu

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AUTHORIZATIONS AND PRACTICES

Faulkner University is a member institution of the National Council for State Authorization

Reciprocity Agreements (NC-SARA). As a member institution, Faulkner can admit online

students from 49 states (this excludes California) and most U.S. Territories, including Puerto

Rico and the U.S. Virgin Islands. However, as Faulkner is considered exempt in California,

students can be admitted from that state as well. Therefore, Faulkner is now admitting online

students from all 50 states. For more information on state authorization, visit NC-SARA s main

page.

SACSCOC Accreditation

Faulkner University is accredited by the Southern Association of Colleges and Schools

Commission on Colleges to award associate, baccalaureate, masters, and doctorate degrees.

Contact the Southern Association of Colleges and Schools Commission on Colleges at 1866

Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the

accreditation of Faulkner University.

CACREP

CACREP accredits master s and doctoral degree programs in counseling and its specialties that

are offered by colleges and universities in the United States and throughout the world. The

Graduate Counseling Program at Faulkner University is currently undergoing a self-study for

consideration of CACREP accreditation under the 2016 CACREP standards.

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Table of Contents

Statements of Purpose …………………………………………………………………………4

Faulkner University Mission Statement………………………………………………………4

Faulkner University Graduate Counseling Mission Statement……………………………...4

Statement of Faith………………………………………………………………………………5

Helpful Definitions……………………………………………………………………………...7

Introduction……………………………………………………………………………………..8

Institutional Effectiveness……………………………………………………………………...9

Program Effectiveness………………………………………………………………………….9

Program Planning and Assessment……………………………………………………………9

Faculty Accomplishments……………………………………………………………………..10

Licensure Exam Pass Rates…………………………………………………………………...10

Diversity & Inclusion…………………………………………………………………………..10

Appendix A CACREP Standards and Course Match……………………………………......12

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Statements of Purpose

Faulkner University Mission Statement:

The mission of Faulkner University is to glorify God through education of the whole person,

emphasizing integrity of character in a caring, Christian environment where every individual

matters every day.

Faulkner University Graduate Counseling Mission Statement:

The graduate program bridges traditional academia with practical experiences for a well-rounded

education that explores various areas of counseling and mental health while integrating Christian

principles to the profession. Courses are designed to develop your counseling skills through a

variety of classes and collaborative classroom and field experiences. Curriculum has been

developed to meet the state and national regulatory criteria, leading to licensure and certification

of professional counselors.

Graduates of Faulkner s Master of Science in Counseling program are prepared to work in a

variety of clinical settings, including community agencies, state agencies, churches and Christian

ministries.

The program objectives (1) reflect current knowledge and projected needs concerning counseling

practice in a multicultural and pluralistic society; (2) reflect input from all persons involved in

the conduct of the program, including counselor education program faculty, current and former

students, and personnel in cooperating agencies; (3) address student learning; and (4) are written

so they can be evaluated.

The faculty, in collaboration with current and former students and cooperating agencies have

developed the following Program Objectives for the Master of Science in Clinical Mental Health

Counseling. The objectives address student learning and have been written so that they can be

evaluated using CACREP accreditation standards.

Program Objectives

Students will develop and apply clinical skills through academic training and clinical experience

for competent professional practice in order to work with individuals and groups in the context

of professional counseling.

1. Students will develop and apply clinical skills through academic training and clinical

experience.

2. Students will develop the skills, knowledge, and awareness to work within a diverse

society, including engagement in social justice and advocacy.

3. Students will demonstrate ethical practice in the field of counseling

4. Students will integrate spirituality and counseling.

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Statement of Faith

Faulkner University is committed to the centrality of Jesus and His cross. All of us have sinned.

We are, therefore, powerless to save ourselves. ... God's grace is appropriated by faith in the

atoning death of Christ.

Faulkner s Statement of Christian Principles and Core Values

No one must be told that the world is changing rapidly. Institutions all over the world, medical,

legal, and religious, are changing. Colleges and universities are changing. Local churches are

changing, too. Many changes are beneficial. Advances in medicine and health care, progress in

communication technology, erection of useful new facilities are changes to be appreciated. As

Christ s church evangelizes the world, grows in grace and knowledge of the Lord, loves its

neighbors, and bears its cross daily, methods, programs, and some of the needs of those to be

served may change. Faulkner University is a Christian University. Being Christian, it is

connected to things that cannot change. With the help of God and by the determination of its

administration and faculty, the university will not change in its relation to these things.

God is the beginning and the end of all things. He is creator and sustainer of the universe. All

that is was brought into being by the power of His word. He said, Let there be,” and there was.

He changes not.

Faulkner University is committed to the centrality of Jesus and His cross. All of us have sinned.

We are, therefore, powerless to save ourselves. God sent His Son Jesus into the world to taste of

death for us all. Every sermon in Acts has Jesus Christ as its theme. Paul the apostle determined

to know nothing but Jesus Christ and Him crucified. God forbid that Faulkner University should

glory except in the cross of our Lord Jesus Christ. We unabashedly affirm, as the Bible does, that

no sinner can be saved except by the grace of God. God s grace is appropriated by faith in the

atoning death of Christ. Those who believe the gospel and desire to be saved are baptized into

the death of Christ and raised by the power of God to walk in newness of life. Jesus promised

salvation to those who believe and are baptized, and Faulkner University is committed to the

necessity of baptism for the washing away of sins. Scripture affirms it clearly and consistently,

and so therefore do we. Christ promised to build His church and did as He promised. The church

cannot save; only Christ can save, but Christ saves the church. One who is redeemed by the

blood of Jesus is added by the Lord to the church, is translated by God into the kingdom of

Christ.

This church, by definition, includes all the redeemed. Faulkner University is unwaveringly

committed to the uniqueness and non-denominational nature of the Lord s church. God has

chosen to reveal Himself in Christ, His incarnate Word. Christ sent God s Holy Spirit to guide

His apostles and others into all truth, and they in turn committed that revelation to writing in

God-breathed Scripture. All we can know of what Jesus taught and did, as well as what His

disciples taught and wrote in His name, is found in Scripture. Jesus quoted Scripture, citing what

Scripture says as what God said. On His authority, the faculty and administration of Faulkner

University, a Christian University, accept the Bible as the word of God. We hold it to be

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completely true as the word of One who cannot lie, and completely authoritative as the word of

the One who made us, loves us and will one day judge us by that very word. There are principles

and imperatives that God has revealed through Scripture to direct the work and worship of the

Church. These include:

Each congregation is autonomous, with no human governance outside itself. Leadership in each

local church is by spiritually qualified men chosen by the congregation in accordance with

biblical qualifications. In corporate worship the church is to follow the instructions of the

apostles. It must seek to please God and not itself. It should, therefore, be governed by what God

has indicated he wants to receive from us rather than merely by what we might want to offer. In

practice that means the congregation offers the fruit of our lips,” or a cappella singing, not

instrumental music. It also means participation in the Supper of the Lord each Lord s Day.

God has ordained male spiritual leadership for the church, including placing leadership roles in

corporate worship in the hands of men. This does not imply that women are inferior to men.

They are not. It does, however, accurately reflect the respective roles God has assigned to men

and women. The moral climate in the world today demands a firm commitment to biblical

morality. Dishonesty, sexual intercourse outside of marriage whether heterosexual or

homosexual, disregard for the value of human life whether in the womb or without, drunkenness

and such like” are declared by Scripture to be sin. We have neither the desire nor the right to

say sin is not sin. In addition, we also stand against unrighteous anger, racist attitudes and

actions, an unforgiving bitter spirit, and such like.” A divisive spirit, so eager to carry tales

against brothers that it will not check out what has been heard before rushing to repeat it, and

those who are so insistent on their own way that they cause havoc and heartbreak in the church

rather than yield in their will or opinion must also be opposed.

To summarize, God is God, Jesus Christ is Savior and Lord, the Bible is God s inerrant and

authoritative revelation of Himself and His will, the church is God s redeemed people seeking in

all things to please Him. To this Faulkner University is wholeheartedly committed.

Here we stand.

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Helpful Definitions

Institutional Effectiveness: ...the extent to which the college is meeting its mission and

achieving its goals as demonstrated by a comprehensive, integrated, participatory planning and

evaluation process that focuses on improvement in all aspects of college operations and

educational outcomes” (Cherry, 2008, August).

Assessment: ... the systematic collection, review, and use of information about educational

programs undertaken for the purpose of improving student learning and development” (Palomba

& Banta, 1999, p. 4).

Program Evaluation: the systematic collection of information about the activities,

characteristics, and outcomes of programs, to make judgments about the program, improve

program effectiveness, and/or inform decisions about future programming” (Patton, 2002, p. 10).

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Introduction

Faulkner University Graduate Counseling has been in continuous operation since admitting its

first class in the fall of 2010. Faulkner has two programs: Clinical Mental Health Counseling and

School Counseling both which can lead to licensure as a Professional Counselor. Together these

programs exist to fulfill our mission which states:

The graduate program bridges traditional academia with practical experiences for a

well-rounded education that explores various areas of counseling and mental health

while integrating Christian principles to the profession. Courses are designed to develop

your counseling skills through a variety of classes and collaborative classroom and field

experiences. Curriculum has been developed to meet the state and national regulatory

criteria, leading to licensure and certification of professional counselors.

Graduates of Faulkner s Master of Science in Counseling program are prepared to work

in a variety of clinical settings, including community agencies, state agencies, churches,

and Christian ministries.

While the Graduate Counseling Program is an online asynchronous program, students attend

zoom meetings for various courses and attend a minimum of two weeks for live clinical training

at the Montgomery, AL campus.

GRADUATE DATA FOR ACADEMIC YEAR 2016-2020

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Institutional Effectiveness

The institutional effectiveness process at Faulkner University Graduate Counseling represents a

commitment to evaluation and quality improvement of the program. The comprehensive and

institutional effectiveness process involves planning and assessment at the institutional and

educational program level. At the university level, the Center for Assessment, Research,

Effectiveness and Enhancement (CAREE) provides data, evaluation, and assessment services to

assist the decision-making processes of university administration as they strive for continuous

improvement of the university and ensure education of the whole person, emphasizing integrity

of character in a caring Christian environment where every individual matters every day.

The vision of the Center for Assessment, Research, Effectiveness and Enhancement (CAREE) is

to serve as the central office for data, assessment, and training to empower the university in

decision making and the pursuit of academic excellence and subsequently impact the intellectual

and ethical lives of students preparing them for productive careers and meaningful personal lives

that contribute to human progress.

Standard 8.2.a of the Principles of Accreditation for the Southern Association of Colleges and

Schools Commission on Colleges (SACSCOC) requires that an institution to identify expected

student learning outcomes, assess the extent to which it achieves these outcomes, and provide

evidence of seeking improvement based on analysis of the results for each of its educational

programs. Faulkner’s policy of institutional effectiveness is to develop and maintain a process

for university-wide, systematic, on-going, and regular/cyclical collection of institutional data to

assist units of the University to create plans that will achieve the goals and outcomes they have

set in congruence with the mission of the University. The governing Board of Trustees,

administration, faculty, staff, and students are all involved in this process. For more information

on the institution’s commitment to institutional effectiveness, contact Breanna Yarbrough in the

Center for Assessment, Research, Effectiveness and Enhancement. For more information on the

current Quality Enhancement Plan for the University, please visit this page.

Graduate Counseling Program Effectiveness, Planning and Assessment

Excellence in teaching and counselor training as it relates to the development and application of

the clinical skills necessary to work in the field of counseling is the primary objective of the

Master of Science in Counseling program at Faulkner Education. As a part of the College of

Education at Faulkner University, our curriculum follows the accreditation requirements of both

SACSCOC and CACREP.

Throughout their course of study, students complete Key Performance Indicators (KPI) of

learning outcomes associated with our program goals and the standards set forth by CACREP.

Each KPI is evaluated with a course specific rubric based on a summative assignment. All

students in the graduate program participate in these assessments and must receive a grade of

B. If students do not receive a B, they are remediated by the instructor of record. Program

Faculty use the KPI data to track student progress. The outline for KPIs across all courses can be

found in Appendix A. Data related to student achievement across the program can be found in

Appendix B. We are pleased to report that nearly all students (96%) are currently meeting

program objectives based on results from course rubrics. As per our policy, students who did not

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meet all required standards in a particular course were given a remediation assignment by the

course instructor. We did find that several of our students are not getting enough group

experience during practicum and internship. Upon faculty review of this criteria, program

faculty decided to make leading a group a requirement in the site agreement for practicum and

internship. Additionally, based on analysis and review of each course, program faculty have

decided to review content in COU 6320, Lifespan and Human Development to improve student

learning and outcomes. Faculty have also developed a survey for alumni and key stakeholders to

assess for preparedness of graduates as it relates to their work as counselors and the stated

program objectives. Beginning in the 2020-2021 school year, alumni and employer surveys will

be disseminated and analyzed in effort to assess and improve the program.

Faculty Accomplishments

In the 2019-2020 school year, program faculty were committed to the self-study process for

CACREP accreditation. Additionally, all faculty participate in continuing education. We are

pleased to also report that two faculty members have put forth presentations for the 2022

American Counseling Association conference. Additionally, Dr. Heath Willingham has been

nominated for a position on the Alabama Board of Examiners in Counseling. Dr. Christi Jones

was awarded the ALASGW outstanding member for 2020.

Licensure Pass Rates

Diversity & Inclusion

Faulkner University does not discriminate based on race, color, national or ethnic origin, age,

sex, marital status, religion, veteran status or disability in connection with its educational

policies, admissions, financial aid, educational programs, or activities to those who meet its

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admission criteria and are willing to uphold its values as stated in this Catalog, the Conduct

Regulations contained in the Student Handbook and relevant program handbooks.

Faulkner University is a church-affiliated liberal arts institution committed to employing a highly

qualified and diverse administration, faculty, and staff, who reflect the University s religious

traditions, values, affiliation, and purpose. Thus, the institution invites individuals affiliated with

the Churches of Christ to submit applications regardless of race, color, national or ethnic origin,

age, gender, marital status, veteran status, or disability. Faulkner University does not

discriminate based on race, color, national or ethnic origin, age, gender, marital status, or

disability in connection with its employment practices. However, Faulkner University exercises a

preference in employment for those qualified applicants who are members of the Churches of

Christ, whose lifestyles are consistent with the mission of the University and with the beliefs and

values of the Churches of Christ. The religious tenets followed by the University may also, in

certain situations, limit or impact the employment of women in certain cases, for example, as

teachers or professors in its College of Biblical Studies, except for a ladies Bible class.

Based upon this commitment, Faulkner University follows the principle of nondiscrimination

and operates within applicable federal and state laws prohibiting discrimination. As a recipient of

federal financial assistance, Faulkner is required by Title IX of the Educational Amendments of

1972, as amended, not to discriminate based on sex in its admissions policies, treatment of

students, employment practices or educational programs except as required by religious tenets of

the Churches of Christ. Faulkner has an Equal Opportunity Plan available upon request in the

Office of Human Resources. Inquiries concerning the application of federal and state laws or

regulations may be referred to the Office of Human Resources.

As it relates to the Graduate Counseling Program, we are pleased to report that our student body

represents a diverse population as it relates to age, ethnicity, and race. We also continue to have

several students with veteran status. We are glad our student body represents a diverse

population, and that our students can learn about diversity and inclusion in their courses, but also

in the reality of working in a diverse cohort.

Notable Program Improvements

By far the most notable improvement to the program has been the pursuit of CACREP

accreditation. This process has helped program faculty to refine the process of student

recruitment, education/training, and retention. We are now tracking data related to each of our

program objectives and the CACREP standards. We have formalized the processes related to

student review and will continue to implement new procedures for training and evaluating our

students. This will include the continuous collection of data and program evaluation, as well as

implementing new data points such as the CPCE and CCSR assessments. We have made

numerous adjustments to the course material and assessment procedures based off the self-study.

We have also made improvements to the alumni survey in effort to collect better data about the

alumni perspective for how we can improve and the success of our graduates.

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Appendix A

CACREP Standards and Course Match

1. Professional Counseling Orientation and Ethical Practice

CMHC Courses (s) Core Standards

COU 6345 1.history and philosophy of the counseling profession and its

specialty areas

COU 6345

COU 6375

COU 6596

COU 6597

COU 6390

COU 6695

2.the multiple professional roles and functions of counselors across

specialty areas, and their relationships with human service and

integrated behavioral health care systems, including interagency

and interorganizational collaboration and consultation

COU 6355

COU 6596

COU 6597

3.counselors roles and responsibilities as members of

interdisciplinary community outreach and emergency management

response teams

COU 6345

COU 6596

COU 6597

4.the role and process of the professional counselor advocating on

behalf of the profession

COU 6345

COU 6320

5.advocacy processes needed to address institutional and social

barriers that impede access, equity, and success for clients

COU 6000

COU 6345

COU 6596

COU 6597

6.professional counseling organizations, including membership

benefits, activities, services to members, and current issues

COU 6000

COU 6345

COU 6375

COU 6596

COU 6597

7.professional counseling credentialing, including certification,

licensure, and accreditation practices and standards, and the effects

of public policy on these issues

13

COU 6345

COU 6325

8.current labor market information relevant to opportunities for

practice within the counseling profession

COU 6345

COU 6375

COU 6597

9.ethical standards of professional counseling organizations and

credentialing bodies, and applications of ethical and legal

considerations in professional counseling

COU 6345

COU 6375

10.technology s impact on the counseling profession

COU 6345

COU 6375

COU 6355

COU 6596

COU 6597

11.strategies for personal and professional self-evaluation and

implications for practice

COU 6345

COU 6375

COU 6596

12.self-care strategies appropriate to the counselor role

COU 6345

COU 6375

COU 6597

13.the role of counseling supervision in the profession

2. Social and Cultural Diversity

CMHC Course(s) Core Standards

COU 6330

COU 6370

COU 6375

1.multicultural and pluralistic characteristics within and among

diverse groups nationally and internationally

COU 6330

COU 6375

2.theories and models of multicultural counseling, cultural identity

development, and social justice and advocacy

14

COU 6330

COU 6370

COU 6375

3.multicultural counseling competencies

COU 6330

COU 6370

4.the impact of heritage, attitudes, beliefs, understandings, and

acculturative experiences on an individual s views of others

COU 6330

COU 6375

5.the effects of power and privilege for counselors and clients

COU 6330

COU 6375

6.help-seeking behaviors of diverse clients

COU 6330

COU 6370

COU 6375

7.the impact of spiritual beliefs on clients and counselors

worldviews

COU 6330

COU 6370

COU 6375

8.strategies for identifying and eliminating barriers, prejudices, and

processes of intentional and unintentional oppression and

discrimination

3. Human Growth and Development

CMHC Course(s) Core Standards

COU 6320 1.theories of individual and family development across the lifespan

COU 6320 2.theories of learning

COU 6320 3.theories of normal and abnormal personality development

COU 6385 4.theories and etiology of addictions and addictive behaviors

COU 6320 5.biological, neurological, and physiological factors that affect

human development, functioning, and behavior

COU 6320 6.systemic and environmental factors that affect human

development, functioning, and behavior

15

COU 6320

COU 6355

7.effects of crisis, disasters, and trauma on diverse individuals across

the lifespan

COU 6320 8.a general framework for understanding differing abilities and

strategies for differentiated interventions

COU 6320

COU 6375

COU 6397

9.ethical and culturally relevant strategies for promoting resilience

and optimum development and wellness across the lifespan

4. Career Development

CMHC Course(s) Core Standards

COU 6325 1.theories and models of career development, counseling, and

decision making

COU 6325 2.approaches for conceptualizing the interrelationships among and

between work, mental well-being, relationships, and other life

roles and factors

COU 6345

COU 6325

3.processes for identifying and using career, avocational,

educational, occupational and labor market information resources,

technology, and information systems

COU 6325 4.approaches for assessing the conditions of the work environment

on clients life experiences

COU 6325

COU 6360

5.strategies for assessing abilities, interests, values, personality and

other factors that contribute to career development

COU 6325

COU 6360

6.strategies for career development program planning, organization,

implementation, administration, and evaluation

16

COU 6325 7.strategies for advocating for diverse clients career and educational

development and employment opportunities in a global economy

COU 6325 8.strategies for facilitating client skill development for career,

educational, and life-work planning and management

COU 6325

COU 6360

9.methods of identifying and using assessment tools and techniques

relevant to career planning and decision making

COU 6325 10.ethical and culturally relevant strategies for addressing career

development

5. Counseling and Helping Relationships

CMHC Course(s) Core Standards

COU 6310

COU 6375

1.theories and models of counseling

COU 6310

COU 6340

2.a systems approach to conceptualizing clients

COU 6310

COU 6340

COU 6390

3.theories, models, and strategies for understanding and practicing

consultation

COU 6310

COU 6340

COU 6390

4.ethical and culturally relevant strategies for establishing and

maintaining in-person and technology-assisted relationships

COU 6340

COU 6390

COU 6695

5.the impact of technology on the counseling process

COU 6310

COU 6340

COU 6375

COU 6596

6.counselor characteristics and behaviors that influence the

counseling process

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COU 6340

COU 6396

COU 6397

COU 6390

COU 6695

7.essential interviewing, counseling, and case conceptualization

skills

COU 6310

COU 6340

COU 6596

COU 6390

COU 6695

8.developmentally relevant counseling treatment or intervention

plans

COU 6340

COU 6375

COU 6596

COU 6390

COU 6695

9.development of measurable outcomes for clients

COU 6310

COU 6340

COU 6596

COU 6597

COU 6390

COU 6695

10.evidence-based counseling strategies and techniques for

prevention and intervention

COU 6345

COU 6355

COU 6340

COU 6390

11.strategies to promote client understanding of and access to a

variety of community-based resources

COU 6355

COU 6596

COU 6597

12.suicide prevention models and strategies

COU 6355

COU 6596

COU 6597

13.crisis intervention, trauma-informed, and community-based

strategies, such as Psychological First Aid

18

COU 6310

COU 6340

COU 6596

COU 6597

COU 6390

COU 6695

14.processes for aiding students in developing a personal model of

counseling

6. Groups Counseling and Group Work

CMHC Course(s) Core Standards

COU 6350

COU 6375

COU 6596

COU 6597

1.theoretical foundations of group counseling and group work

COU 6350

COU 6596

COU 6597

2.dynamics associated with group process and development

COU 6350

COU 6596

COU 6597

3.therapeutic factors and how they contribute to group effectiveness

COU 6350

COU 6596

COU 6597

4.characteristics and functions of effective group leaders

COU 6350

COU 6375

COU 6596

COU 6597

5.approaches to group formation, including recruiting, screening,

and selecting members

COU 6350

COU 6375

COU 6596

COU 6597

6.types of groups and other considerations that affect conducting

groups in varied settings

19

COU 6350

COU 6375

COU 6596

COU 6597

7.ethical and culturally relevant strategies for designing and

facilitating groups

COU 6596

COU 6597

8.direct experiences in which students participate as group members

in a small group activity, approved by the program, for a

minimum of 10 clock hours over the course of one academic term

7. Assessment and Testing

CMHC Course(s) Core Standards

COU 6360 1.historical perspectives concerning the nature and meaning of

assessment and testing in counseling

COU 6360 2.methods of effectively preparing for and conducting initial

assessment meetings

COU 6360

COU 6355

COU 6375

3.procedures for assessing risk of aggression or danger to others,

self-inflicted harm, or suicide

COU 6360

COU 6355

COU 6375

4.procedures for identifying trauma and abuse and for reporting

abuse

COU 6360

COU 6380

5.use of assessments for diagnostic and intervention planning

purposes

COU 6360

COU 6365

6.basic concepts of standardized and non-standardized testing, norm-

referenced and criterion-referenced assessments, and group and

individual assessments

COU 6360

COU 6365

7.statistical concepts, including scales of measurement, measures of

central tendency, indices of variability, shapes and types of

distributions, and correlations

20

COU 6360 8.reliability and validity in the use of assessments

COU 6360

COU 6325

COU 6375

9.use of assessments relevant to academic/educational, career,

personal, and social development

COU 6360 10.use of environmental assessments and systematic behavioral

observations

COU 6360 11.use of symptom checklists, and personality and psychological

testing

COU 6360 12.use of assessment results to diagnose developmental, behavioral,

and mental disorders

COU 6360

COU 6375

13.ethical and culturally relevant strategies for selecting,

administering, and interpreting assessment and test results

8. Research and Program Evaluation

CMHC Course(s) Core Standards

COU 6365

COU 6375

1.the importance of research in advancing the counseling profession,

including how to critique research to inform counseling practice

COU 6365

COU 6375

2.identification of evidence-based counseling practices

COU 6365 3.needs assessments

COU 6365

COU 6340

4.development of outcome measures for counseling programs

COU 6365 5.evaluation of counseling interventions and programs

COU 6365

COU 6360

6.qualitative, quantitative, and mixed research methods

COU 6365 7.designs used in research and program evaluation

COU 6365

COU 6360

8.statistical methods used in conducting research and program

evaluation

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COU 6365 9.analysis and use of data in counseling

COU 6365 10.ethical and culturally relevant strategies for conducting,

interpreting, and reporting the results of research and/or program

evaluation