Assessment Plan and Report

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UNCP COUNSELING PROGRAMS

2019-2020

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ASSESSMENT PLAN AND REPORT

Department: Counseling

Programs: MAED in Professional School Counseling and Clinical Mental Health Counseling

MISSION STATEMENT

The Department of Counseling, housed in the College of Health Sciences, aims to improve mental

health and well-being of individuals across the region and beyond through innovative, interdisciplinary,

and effective research, service, and teaching that prepares culturally-responsive clinical mental health

counselors and professional school counselors.

STUDENT LEARNING OUTCOMES (SLO)

The primary goal of the Counseling Programs is to prepare effective professional counselors. To this end,

upon completion of the graduate counseling program students, will be able to:

1. Demonstrate knowledge in the core areas of professional counseling for the purposes of

conceptualizing the self, the counselor, and clients. Students will analyze major psychological

concepts, theoretical perspectives, evidence-based practices, and historical trends in counseling,

including those associated with the following common core areas.

a. Professional Counseling Orientation and Ethical Practice: Students will adopt a professional

orientation appropriate to beginning counselors and practice ethically as counselors.

b. Social and Cultural Diversity: Students will display cultural sensitivity and flexibility to clients who

are both similar and different to the counselor across all dimensions of personal identity.

c. Human Growth and Development: Students will use developmental theory to facilitate the

growth and development of children and adults as related to wellness, mental health, education,

and career goals and objectives.

d. Career Development: Students will understand career development factors as related to

counseling relationships and theory.

e. Counseling and Helping Relationships: Students will create effective helping relationships using

generalist helping skills.

f. Group Counseling and Group Work: Students will be able to apply and adapt counseling

knowledge to group work with clients.

g. Assessment and Testing: Students will use assessment and tests to better understand their

clients and to assist clients in better understanding themselves.

h. Research and Program Evaluation: Students will use research and program evaluation to

effectively adapt counseling practice.

2. Develop specialized knowledge and skills in either professional school counseling or clinical mental

health counseling and apply this knowledge and skills to professional practice.

a. Students will develop a professional identity as a counselor and as either a Professional School

Counselor or Clinical Mental Health Counselor.

b. Within their specialized professional identity, students will implement knowledge, skills, and

practices to be effective counselors in a specialized setting.

c. In preparation for practice within the school setting, students within the Professional School

Counseling program will select from research-driven specialty courses aimed at improving

professional practice and impacting professional identity.

3. Evidence of ongoing and progressive commitment to personal and professional growth, self-

reflection, and self-evaluation.

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ASSESSMENT PLAN

DATA COLLECTION

The Counseling Programs, Professional School Counseling and Clinical Mental Health Counseling, track

student performance on three standardized exams to measure student learning and to assess the

programs’ success in fulfilling its mission. These exams include the Counselor Preparation Comprehensive

Examination (CPCE), the National Counselor Examination (NCE), and the Praxis II exam (completed by

Professional School Counseling students only). The content areas of the CPCE and NCE test the knowledge

and skills of beginning counselors across eight content areas: (1) human growth and development, (2)

social and cultural diversity, (3) helping relationships, (4) group work, (5) career development, (6)

assessment, (7) research and program evaluation, and (8) professional orientation and ethical practice.

The counseling programs review composite data for each exam during counseling programs meeting and

the annual program review meeting and use the data to make decisions related to curriculum, teaching

and learning, and field placement activities. Review of licensure exam (i.e., NCE and the Praxis II) scores

allows faculty to compare students at UNCP to national means.

Students’ academic performance on Program SLO 1.a – h is assessed using the CPCE. The benchmark for

the CPCE student score is 70. The Counseling Department Testing Coordinator (TC) coordinates the

administration of the CPCE with an external proctor for administering during the CNS 6100 Counseling

Practicum course. Students in CNS 6100 are required to take the CPCE. All counseling students are

required to take the CPCE and must receive a passing score within three attempts to graduate. Beginning

with students admitted fall 2016, the CPCE must be passed in order for students to matriculate to

Internship I (either CNS 6120 or CNS 6130, dependent upon program in which student is enrolled). The TC

reports individual student scores to students, and overall program performance is reported to the

program faculty for discussion at a monthly counseling programs meeting, the annual advisory board

meeting held each December, and at the annual spring program assessment and evaluation meeting held

in May.

The programs’ ability to produce students who have successfully mastered the content in the core

counseling areas, SLO 1.a – h, is also evaluated using scores on the NCE and the Praxis II (completed by

Professional School Counseling students only). Participation in the Praxis II and the NCE is optional.

Students opt to sit for the NCE during their internship semesters, pending the receipt of a passing score

on the CPCE. UNCP receives an overall pass rate for the NCE from the Center for Credentialing and

Education (CCE) for all UNCP students but does not receive individual student score reports. Students may

take the Praxis II in order to pursue school counseling licensure. Individual student scores for the Praxis II

are received from the Licensure Office in the School of Education at the conclusion of each academic year.

Students’ professional development, skills, and abilities, SLO 2.a – c, are assessed by site supervisors’

midterm and final evaluations completed during CNS 6100 (Practicum) and CNS 6120/CNS 6130

(Internship I & Internship II). Site supervisors directly observe students’ professional development and

complete a Professional Competency Assessment (PCA). Site supervisors discuss their evaluations with

students and compare their evaluations to students’ self-assessments. The overall results of students’

performance are reviewed for program evaluation purposes by the program directors and then reported

to the Assessment Coordinator/CACREP liaison.

Students’ personal development, SLO 3, is assessed through self-evaluation using the Professional

Performance Review (PPR) and Professional Competency Assessment (PCA) completed during their first

semester, application for practicum, and at the end of their last internship course. During the first

semester of enrollment, students are monitored closely by instructors. Instructors are encouraged to

address any presenting concerns that emerge directly with students and document their efforts to

alleviate them. At the conclusion of the semester, all students will receive a letter from the department

chair indicating their state of progression (e.g., satisfactory, satisfactory with area(s) for growth,

unsatisfactory) based on the PPR and instructors’ feedback. Any documented areas for growth will be

monitored during the students second semester. If noted concerns are not alleviated/remedied by the

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mid-way point of the students’ second semester, a formal remediation plan may be developed. In

addition, for the purpose of gatekeeping, the faculty advisor will complete the PPR for students’

practicum application. In addition, site supervisors will provide six evaluations of students’ personal

development throughout the three field placement courses. Students are provided with criteria for

personal development evaluation during program orientation and CNS 5000. Program directors review

the completed PCAs to determine if students are demonstrating growth across the developmental

sequence of coursework.

Additional institutional data and indirect evidence (e.g., field placement site evaluation and site

supervisor evaluation) are used to evaluate the overall effectiveness of the counseling programs. The

following intuitional data is collected and evaluated: Grad Finale Survey Results (every Fall and Spring

semesters), number of program graduates, completion rates data (collected from IR every Fall), and

demographic profiles of students and faculty (collected from IR each Fall). The Counseling Programs also

use program evaluation surveys conducted every three years (last completed in Summer 16) to evaluate

program effectiveness based on the perceptions of stakeholders (current students, alumni, and employers

of graduates). An annual alumni survey is also conducted to gather information from each year’s

graduates to track additional program outcomes (job placement, licensure attainment, starting salary).

ANALYSIS & USE OF RESULTS

Table 1

Pass Rates: CPCE, NCE, & Praxis II

Target: 80% pass rate

CPCE Pass Rates

Semester Pass Rate

# of Students

Tested

# of Students

Passed

UNCP Mean National Mean

Spring 2020 100% 3 3 84 82.9

Fall 2019 91.7% 36 33 83.7 82.6

Summer 2019 88.9% 9 8 82.9 79.3

Spring 2019 79% 33 26 74.6 81.7

Fall 2018 100% 12 12 99.25 87.6

Summer 2018 100% 8 8 92.40 85.5

Spring 2018 82% 9 7 81.91 87.13

Fall 2017 83% 23 19 81.70 87.13

Summer 2017 90% 10 9 84.90 85.67

Spring 2017 88% 17 15 82.81 85.67

Fall 2016 81% 21 17 78.52 85.67

*Overall 2019 – 20 91.7% 48 44

Overall 2018 – 19 93% 53 46

Overall 2017 – 18 85% 42 35

Overall 2016 – 17 85% 38 32

Overall 2015 - 16 81% 52 42

*Overall includes scores from Summer 19, Fall 19, and Spring 20 administrations. Passing score of 70 used for

Fall 19 and Spring 20. COVID-19 began March 2020, the April 2020 regular administration was cancelled. The

Spring 2020 administration was a trial administration of the exam in students’ homes. Students had 10 days

to prepare.

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Each university that administers the exam determines the CPCE passing score. UNCP calculates the passing

score as one standard deviation below the national mean score for each administration cycle. In order to

pass the exam, students must score no more than one standard deviation below the national mean.

NCE Pass Rates

Semester Pass Rate

# of Students

Tested

# of Students

Passed

UNCP Mean National Mean

*Spring 2020 - - - - -

Fall 2019 85% 13 11 102.3 108.43

Spring 2019 75% 16 12 100.4 104.9

Fall 2018 73% 11 8 97.02 104.87

Spring 2018 86% 7 6 104.24 113.47

Fall 2017 92% 11 10 111.69 105.43

Spring 2017 90% 10 9 112.00 115.25

Fall 2016 80% 15 12 105.35 112.05

**Overall 2019 – 20 85% 13 11

Overall 2018 – 19 74% 27 20

Overall 2017 – 18 89% 18 16

Overall 2016 – 17 84% 25 21

Overall 2015 – 16 85% 40 34

*Data is not available as of 6/22/2020 due to COVID-19. ** Incomplete.

The National Board of Certified Counselors (NBCC) determines the NCE passing score annually. Counseling

students have the option of taking this exam for state licensure and national certification during their

internship semesters while enrolled at UNCP. The NBCC does not collect or provide post-graduation test

taker data for universities.

Praxis II (5421) Pass Rate

Semester Pass Rate

# of Students

Tested

# of Students

Passed

UNCP Score Range (NC

Qualifying Score = 156)

Overall 2019 – 20 71.4% 7 5 148 – 169

Overall 2018 – 19 100% 10 10 157 – 182

Overall 2017 – 18 92% 12 11 154 – 183

Overall 2016 – 17 100% 12 12 160 – 187

Overall 2015 – 16 80% 25 20 130 – 183

Use of CPCE, NCE, & Praxis Results

All students in the UNCP Department of Counseling must pass comprehensive exam requirements before

graduation. Students take the CPCE during CNS 6100 Counseling Practicum. If a student does not pass the

CPCE during the Practicum semester, that student cannot register for CNS 6120 or CNS 6130 (Internship)

until fulfilling the comprehensive exam requirements. Students who began the program before

summer/fall 2018 may take the CPCE three times and then request an oral comprehensive examination if

preferred. Students who began the counseling programs during summer/fall 2018 or later must pass the

CPCE (no oral examination option). Students may take the exam every semester until they pass or time

out of the program.

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The CPCE is offered once per semester (fall, spring, and summer), and students must take the CPCE

through UNCP. Students who do not pass the CPCE on the first attempt will create a written study plan

and consult with their advisors about additional academic remediation or testing taking strategies as

needed.

There continues to be a cultural shift among students on test-taking attitudes and expectations set forth

by the faculty. For students admitted to the Counseling Programs in fall 2019 or thereafter, a passing

score of 70 for the CPCE is required (rather calculating a unique passing score for each administration by

subtracting one standard deviation from the national mean). This shift was made because the CPCE is

offered exclusively in computer-based format (as opposed to paper), and students instantly see their

scores, but had no way of knowing if it is a pass or fail until national statistics were released six weeks

later. To relieve this uncertainty, the passing scores for the previous five academic years (all ranging from

69 to 71) were averaged to determine a set passing score for students. The faculty will continue to

monitor the effects of the policy changes.

In the months and years after intentional strategic planning and strong departmental effort, the pass rate

goal of 80% has been met for the CPCE for every semester since fall 2016 except spring 2019 (79% pass

rate). The slightly low pass rate in spring 2019 was possibly skewed for reasons related to Hurricane

Florence, which caused significant damage to the UNCP community in fall 2018. Fall 2018 practicum

students were permitted to defer their CPCE and continue on to internship in spring 2019. The 100% pass

rate in fall 2018 was possibly skewed because it included only students who voluntarily took the exam.

Regarding the lower than average spring 2019 CPCE scores, first, the strongest students voluntarily tested

the semester before, and their scores were not included to bring up the spring 2019 average. Second, the

trauma of the hurricane might have still affected spring 2019 testers. Third, some spring 2019 testers

would have had required study material built into their fall 2018 practicum coursework, but not their

spring 2019 internship coursework. Additionally, many spring 2019 testers were one more semester

removed from their core coursework, which must be completed before internship and is the focus of the

CPCE.

NCE pass rates for the 2018-19 school year might have been affected for similar reasons. The fall 2018

pass rate was 73% and the spring 2019 pass rate was 75%. However, the pass rate for fall 2019 returned

to above 80%.

Testing information is provided by the TC via a recorded informational video. The video has been posted

on the UNCP counseling programs website (SLO 1). The counseling faculty will continuously integrate the

CPCE and NCE content areas throughout the curriculum. The program directors are responsible for

analyzing CPCE scores and developing ways to engage in ongoing program development.

The counseling faculty continue to provide regular feedback regarding exam outcomes and integrate test

areas throughout the curriculum. Faculty will continue to closely monitor the testing process and results

for the Wilmington students. Faculty will carefully interview students who did not pass the exam to

understand what factors contributed to the failing score.

The CPCE is administered by the UNCP Office of Regional Initiatives (a testing center for the university) or

via Pearson Vue national testing centers or home-based locations (especially helpful for Wilmington-

based students). The NCE is only offered via Pearson VUE sites/home-based locations. The TC actively

reaches out to test providers and administrators to prevent any difficulties during the exams.

Praxis exam results were below the 80% pass rate during the 2019-2020 academic year. The students who

failed the exam were contacted individually and provided context to explain the outcome based on

student capacity. For the two students out of seven who did not pass the exam, they reported test anxiety

and lack of preparation. Both students worked full-time jobs with full-time course loads, which impacted

the amount of time devoted to studying for the Praxis. One of the students specifically mentioned that

preparing for the CPCE was prioritized over Praxis due to repeated failed attempts. In response to the

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lower pass rate, professional school counseling faculty will consult and collaborate to identify additional

ways to support Praxis exam preparation within each specialty course. Test anxiety is likely to decrease as

students increase preparation for the exam.

Table 2

PPR and PCA Data for CMHC Program 2019-2020

Student Site-Supervisor

Check Points

First

Sem.

Mid-

Point

Last

Sem.

Pract

Mid

Pract

Final

Intern1

Mid

Intern1

Final

Intern2

Mid

Intern2

Final

Professional

Performance

Review

N 19 21 20 25 24 26 25 25 22

M 4.50 4.41 4.63 4.30 4.60 4.00 4.52 4.14 4.24

SD .52 .48 .46 .59 .44 .93 .59 .62 .62

Foundations

4.29

4.03

4.53

4.20

4.44

4.06

4.38

3.97

4.17

.80

.64

.46

.67

.59

.84

.76

.62

.67

Counseling

Prevention

Intervention

M 4.08 3.64 4.24 3.83 4.24 3.77 4.25 3.79 4.20

SD .94 .66 .53 .68 .66 .82 .79 .62 .58

Diversity

Advocacy

N 15 16 20 24 24 26 25 24 22

4.00

3.97

4.20

3.93

4.34

3.94

4.25

4.00

4.36

1.18

.75

.71

.90

.80

.84

.69

Assessment

4.25

3.85

4.15

3.85

4.23

3.73

4.25

3.98

4.30

1.15

.83

.75

.78

.75

.94

.87

.61

.65

Research

Evaluation

N 10 13 20 24 24 26 24 24 22

M 4.17 3.83 4.16 3.90 4.29 3.79 4.29 3.94 4.31

SD .97 .83 .70 .79 .72 .90 .80 .63 .67

Diagnosis

3.77

3.70

4.18

3.75

4.23

3.74

4.24

3.74

4.10

1.19

.92

.84

.69

.75

.92

.79

.68

.71

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Table 3

PPR and PCA Data for PSC Program 2019-2020

Student Site-Supervisor

Check Points

First

Sem.

Mid-

Point

Last

Sem.

Pract

Mid

Pract

Final

Intern1

Mid

Intern1

Final

Intern2

Mid

Intern2

Final

Professional

Performance

Review

4.48

4.35

4.41

4.13

4.32

4.28

4.40

4.19

4.57

.63

.59

.53

.80

.60

.52

.44

.75

.70

Foundations

N 12 21 19 22 24 20 22 25 24

M 4.37 4.21 4.09 3.96 4.32 4.18 4.21 4.15 4.40

SD .97 .77 .85 .69 .60 .69 .52 .77 .71

Counseling

Prevention

Intervention

4.34

4.10

4.11

4.04

4.17

4.11

4.08

4.39

.93

.76

.72

.73

.61

.65

.50

.74

.77

Diversity

Advocacy

4.27

4.10

4.05

3.86

4.19

4.18

4.16

4.13

4.43

SD .78 .75 .82 .80 .73 .63 .59 .76 .76

Assessment

N 6 19 19 23 23 20 22 25 24

4.04

3.69

3.76

3.83

4.08

3.98

3.94

4.02

4.33

.99

.67

.94

.71

.74

.76

.57

.83

.91

Research

Evaluation

4.20

3.75

3.64

3.54

4.10

3.75

4.00

4.05

4.25

.76

.80

.95

.72

.70

.79

.42

.79

Academic

Development

N 6 15 19 16 21 17 20 22 22

M 4.27 3.63 3.71 3.70 3.95 4.03 3.93 3.92 4.19

SD .99 .76 .96 .70 .88 .74 .45 .75 .95

Collaboration

Consultation

4.12

3.83

3.90

3.93

4.15

4.04

3.95

4.08

4.35

.90

.60

.95

.67

.69

.72

.59

.68

.83

Leadership

M 4.33 3.95 3.71 3.81 3.87 3.79 4.01 3.84 4.26

SD .81 .80 .99 .82 .78 .64 .76 .83 .93

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SLO 3: Professional Competency Assessment/Professional Performance Review

The PCA is intended to assess both SLO 2 and SLO 3. The PCA underwent revisions during the 2018-2019

academic year in preparation for alignment with the 2016 CACREP standards for the 2019-2020 academic

year. In addition to disposition assessment of the PCA completed by students and their supervisors, 37

students were inducted into the UNCP Phi Sigma chapter of Chi Sigma Iota, Counseling Academic and

Professional Honor Society International. These inductions and overall membership in the society signify

faculty and students’ ongoing dedication to the counseling profession and exemplar academic and

professional achievement.

Additionally, student progress is assessed at each faculty meeting. Students of concern are reported to

advisors and faculty discuss student progress at monthly meetings. Remediation plans are developed

when appropriate. There was one remediation plan due to professional disposition concerns during field

placement. Students are also referred to other academic offices on campus for assistance, including but

not limited to UNCP Student Success Center, Student Conduct, the Writing Center, Career Center and

Counseling and Psychological Services (CAPS). All syllabi contain a recommendation that all counseling

students seek personal counseling. Students may opt to attend free counseling at CAPS on campus or

alternative venues are provided upon request.

Additional Evaluation Data

Graduate Student Surveys

The School of Graduate Studies and Research administers the Graduate Student Survey during Grad Finale

events each semester and then disaggregates the data for each program area.

Result of Fall 2019 Graduate Student Survey (Spring 2020 data not available)

During Fall 2019, 15 PSC graduating students and 15 CMHC graduating student completed the survey. Out

of the 30 participants, 60% (n = 18) rated their academic experience as ‘Excellent’ and 36.7% (n = 11)

rated either ‘Very Good’ or ‘Good.’ On how well the counseling programs prepared them to practice in

the counseling field, 60% (n = 18) reported ‘Very Prepared’, 36.7% (n = 11) reported ‘Prepared’, and 3.3%

(n = 1) reported ‘Neither Prepared nor Unprepared.’ Finally, out of 30 graduates, 80% indicated that their

internship experience was ‘Excellent’ or ‘Very Good.’

The following table provides information on the quality of services provided by counseling faculty. The

data indicates that the faculty are providing high quality of services in all areas.

Survey Results on Faculty Services

Excellent Very Good Good Fair Poor N/A

N % N % N % N % N % N %

Quality of

Instruction

21 70 5 16.7 2 6.7 1 3.3 - - 1 3.3

Opportunity for

Interaction with

Faculty

19 63.3 6 20 3 10 1 3.3 - - 1 3.3

Quality of Advising 19 63.3 7 23.3 2 6.7 1 3.3 - - 1 3.3

Quality of

Mentorship

22 73.3 1 3.3 5 16.7 - - 1 3.3 - -

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Opportunities for

Conducting

Research

14 46.7 6 20 6 20 - - - - 4 13.3

Research Ethics

Training and

Understanding

16 53.3 6 20 5 16.7 - - - - 3 10

Opportunities for

Leadership

Development

16 53.3 6 20 6 20 1 3.3 - - 1 3.3

Career Guidance

and Preparation

17 56.7 3 10 8 26.7 1 3.3 - - 1 303

Accreditation Information on Program Outcomes

Per CACREP policies, the Counseling Programs’ outcomes are available online and include the number of

program graduates (PSC = 24, CMHC = 25), completion rate (77.2%), job placement rate (78%), and

program enrollment statistics (PSC = 96, CMHC = 101). The CACREP Vital Statistics Survey was completed

during September 2019. CACREP accreditation is active through March 2021.

Graduates

PSC

CMHC

Total

2019 – 2020

2018 – 2019 18 20 38

2017 – 2018 22 21 43

2016 – 2017 14 35 49

2015 – 2016

2014 – 2015

6-Year Completion Rates

PSC

CMHC

Total

2013-2014

79.2%

75.8%

77.2%

2012-2013

79.5%

50.5%

65%

2011-2012

83%

78%

80%

Total Enrollment

PSC

CMHC

Total

Fall 2019 96 101 197

Fall 2018 96 92 188

Fall 2017

101

191

Fall 2016

168

Fall 2015

161

New Applicants Enrolled

PSC CMHC Total

Fall 2019 34 40 74

Fall 2018

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Fall 2017

Fall 2016 25 22 47

Fall 2015 27 22 49

Student Demographic Information

Gender Total %

Female 175 88.8

Male

11.2

Total

197

100%

Student Race/Ethnicity

Total

African American/Black

36.0

American Indian/Native Alaskan

10.2

Asian/Pacific Islander 1 0.5

Caucasian/White 85 43.1

Hispanic/Latino/Spanish American 12 6.1

Multiracial 6 3.0

Nonresident Alien

Other/Undisclosed

1.0

Total

197

100%

Alumni Survey (2019 – 2020) Responses*

Participants Employment Salary

Total = 7

(PSC = 3 &

CMHC = 4)

100% (7)

Less than $30K: 29% (2)

$30 – 40K: 29% (2)

$40 – 50K: 14% (1)

$50 – 60K: 14%(1)

N/A: 14% (1)

*Data compiled during summer 2020 (Covid-19 pandemic)

How can counseling programs better prepare students for career and job seeking process?

 LCASA offered for the recent graduates

 I think there needs to be a person at the end of the program to help guide us through

the licensure process and/or further education, job interviews, resume building, etc. I

felt COMPLETELY supported until I was in the field placement portion of the program

and then I felt like all the support was removed.

 More in-depth information on actually applying different theories and what that looks

like in session.

 Classroom management, SST, Section 504, and IEP training/knowledge. I currently have

to teach social skills daily in classrooms and I do not have prior knowledge of classroom

management.

 Being able to shadow/visit an internship site where the CMHC students were, and

having them shadow/visit at the schools to see both sides would be nice.

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 My current research job prefers to hire rehabilitation counselors and psychological

associates and is heavily DSM-V focused with us administering a ton of assessments with

clients. I did my internship at UNC Memorial Hospital in the Transplant Clinic working

with Heart and Lung patients. One of the biggest gaps in the program I see is a

reluctance to provide us more medical training (to include more specific assessment

training) so we can keep up with the interdisciplinary nature of team focused treatment.

Rehab Counselors have to take a Medical Aspects course and they get a lot more

training in CBT-TF skills. Thankfully, I elected to take the Psychopharmacology class and

that provided some great tools so I could converse in team meetings, but I needed

more. I also think Psychopharmacology should be a required course for everyone in our

program. Whether it's a school counselor working with kids or a mental health

counselor working with adults, addiction touches everyone.

 Study sessions for NCE; help with Licensure application

What did you learn as a student in the UNCP Counseling Programs that has been most

important to you in your career?

 Too many things to list: time management, personal skills, things outside of the

classroom and connections made

 How to advocate for myself, and to value the connections made within the program.

 The cases I have seen in just this first week on the job will really break your heart. I can

now hear all of my instructors stressing the importance of self-care.

 Advocating for students and helping skills.

 Networking/meeting colleagues

 The most important thing I learned as a student was about how to better conceptualize

mental illness through both a development lense and from my psychopharmacology

class, my views on addiction were significantly shifted to be in awe of the huge role the

brain orchestrates in our lives. In fact, some of what I am learning in addictions research

is at times contrary to commonly held prevailing views of addiction that we were taught

so it requires some unlearning. I am most thankful for the personal counseling and

university supervision I received from Charla Suggs. For me, she is the gold standard of

what an effective counselor embodies. Kathryn Kelly co-taught our Psychopharmacology

class and did a knock out job. I still check in with her for collaboration on current issues I

encounter in addictions research. She's phenomenal and very up-to-date on current

addiction research practices, more so than our program.

Employer Survey (2019 – 2020) Responses* (COMPLETE)

Participants

Strongly

Agree

Somewhat

Agree

Somewhat

Disagree

Strongly

Disagree

Total = 5

(PSC = 3 &

CMHC = 2)

N % N % N % N % N % N %

The graduate

possesses sufficient

knowledge and clinical

skills to adequately

perform the tasks of a

counselor.

3 60 2 40 - - - - - - - -

The graduate works

well with clients, co-

workers, supervisors,

administrators,

3 60 2 40 - - - - - - - -

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students, and/or

parents.

The graduate

demonstrates

effective counseling

skills and implements

individual and group

counseling effectively

in your setting.

3 60 2 40 - - - - - - - -

The graduate

effectively intervenes

in crises.

3 60 2 40 - - - - - - - -

The graduate

demonstrates

multicultural

competence when

working with clients

and/or students.

3 60 2 40 - - - - - - - -

The graduate

demonstrates ethical

practice in all areas of

professional practice.

3 60 2 40 - - - - - - - -

*Data compiled during summer 2020 (Covid-19 pandemic)

We are interested in your input for program improvement. What is something that the

Counseling Programs can do to improve the preparation of new counselors?

• “Provide some training around Suicide and self-harm. This is an area that they don't

always get as interns depending on placement. Also, expose them to "administrative"

tasks like 504, MTSS, Transcripts and scheduling. Lastly, talk to them about the hiring

process, writing a resume, etc.”

• “Our UNCP counselor is INCREDIBLE!! I have no advice to improve your program.”

• “More information about the different roles of the school counselor and how to plan a

schedule; how to teach classroom lessons with effective classroom management and

run groups. They do get some of this in internship, but I almost feel like they need

more.”

FTE Tracking Data (COMPLETE)

Academic

Term

Total # of

Sections

Offered

Faculty FTE;

Full time

load = 9

graduate

credit

hours

Student

SCHs

Student

FTE

Full time

load=12

credit

hours

FTE

Student:

Faculty

Ratio

Fall 2010

747

62.5

12.45:1

Fall 2011 17 5.67 867 72.25 12.74:1

Fall 2012

6.33

999

83.25

13.15:1

Fall 2013 24 8 1035 86.25 10.78:1

Fall 2014

1068

9.88:1

Fall 2015 31 10 1164 97 9.70:1

Warren/Chae

Fall 2016

9.66

1176

98.5

10.20:1

Fall 2017 34 11 1371 114.25 10.39:1

Fall 2018

12.33

1392

116

9.41:1

Fall 2019 38 12.67 1569 130.75 10.3:1

*Effective Fall 2019 in Compliance with 2016 CACREP Standards

*Target=

12:1

Warren/Chae

ASSESSMENT RESULTS MATRIX

Goals Objectives

Assessment

Method(s)

Assessment

Results

UPDATED

Use of Results

[SLO 1]

Demonstrate

knowledge in the core

areas of counseling for

the purposes of

conceptualizing the self

of the counselor and

clients. Students will

analyze the major

concepts, theoretical

perspectives, evidence-

based practices, and

historical trends in

counseling, including

those associated with

the following core

knowledge areas.

1. 80% Pass Rate

on Counselor

Preparation

Comprehensive

Examination

(CPCE)

CPCE

assessed

during fall,

spring, and

summer

semesters

92% Pass Rate

(See Table 1)

1) Met 2/3 objectives

2) CPCE pass rate increased 8%

points from previous year.

3) Discussed results in faculty

meeting.

4) Reported results to CACREP.

5) Report made available on

program website.

6) Exams was administrated by a

proctor at the UNCP Office of

Regional Initiatives.

7) New testing policy

implemented.

8) Faculty included exam

preparation materials in

courses.

2. 80% Pass Rate

on National

Counselor

Examination

(NCE)

NCE assessed

during fall

and spring

semesters

85% Pass Rate

(See Table 1)

3. 80% Pass Rate

on Praxis II

(only for PSC

students)

Praxis II

assessed

during fall

and spring

semesters

71.4% Pass

Rate (See Table

[SLO 2]

Develop specialized

knowledge and skills in

either professional

school counseling or

clinical mental health

counseling and apply

this knowledge and

skills to professional

practice.

1. Above average

of 3 (Fair) on all

categories of

Professional

Competency

Assessment

(PCA)

Site-

supervisors

complete the

PCA during

the field

placement

courses at

midterm and

final exam

periods (6

check

points).

-Site

supervisors had

above 3 (Fair)

in all six check

points for both

programs (See

Table 2 & 3)

-Mean varied

from first to

last check

points for

CMHC Program

(Table 2).

-Mean

increased from

first to last

check points for

PSC Program

(Table 3).

1) Met objective.

2) Reported results to CACREP.

3) Report made available on

program website.

4) Conduct regular check-in with

site supervisor.

[SLO 3]

Evidence an ongoing

and progressive

commitment to

personal and

professional growth,

self-reflection, and self-

evaluation.

1. Above average

of 3 (Fair) on

self-evaluation

of Professional

Competency

Assessment

(PCA)

PCA is

administered

during

students’

first

semester,

pre-

practicum,

-Students had

average above

3 (Fair) in all

three check

points (see

Table 2 & 3)

-Mean

increased from

1) Met objective.

2) Reported results to CACREP.

3) Report made available on

program website.

4) Students of concerns were

reported and discussed during

monthly meetings.

Warren/Chae

and last

semester (3

check

points).

first to last

check points for

most items.

5) Students were offered

resources and referrals.

6) Reexamine course syllabi and

program curriculum and

update to 2016 CACREP

standards

2. Above average

of 3 (Fair) on

faculty advisor

evaluation of

Professional

Performance

Review (PPR).

PPR is

administered

during

students’

pre-

practicum

semester.

-Students had

average above

3 (see Table 2 &

2019 – 2020 Counseling Programs Highlights

Faculty Highlights

 Dr. Ki Chae serves as the Associate Editor of Journal of Asia Pacific Counseling (JAPC)

 Dr. Ki Chae serves as Treasurer of Korea Counseling Association International Chapter

(KCA-IC)

 Dr. Shenika Jones served as immediate past-President of the North Carolina Counseling

Association.

 Dr. Shenika Jones became a tenured faculty member and was promoted to the rank of

Associate Professor.

 Dr. Jonathan Ricks received the Graduate Faculty Mentor Award from The Graduate

School at UNCP

 Dr. Jonathan Ricks received the Devoted Service Award from the North Carolina

Counseling Association.

 Dr. Jonathan Ricks received the 2020 Adolph Dial Award for Community Service at

UNCP

 Dr. Jonathan Ricks was selected for and completed the Play Therapy Leadership

Academy with the Association for Play Therapy. (January 2020 – May 2020)

 Dr. Nicole Stargell serves as the associate editor of the Exemplar (Chi Sigma Iota)

 Dr. Stephanie Robinson serves as a board member of the North Carolina Addiction

Specialist Professional Practice Board (NCASPPB)

 Dr. Stephanie Robinson serves as vice president & president- Elect of the North Carolina

Addiction and Offender Counselor Association (NCAOCA)

 Dr. Jeff Warren received the inaugural Exemplary Practices Award from the NC

Association of Assessment and Research in Counseling.

 Faculty published book chapters and articles in peer/non-peer reviewed publications

including:

o Akers, W. P. (Spring 2020). Stepping up and into our advocate identities:

Liberatory practices for serving intersectional queer and trans youth. Carolina

Counselor (Official Newsletter of the North Carolina Counseling Association,

Special Edition Sponsored by the NC Association for Multicultural Counseling

and Development), 10-17.

https://nccounselingassociation.files.wordpress.com/2020/04/2020-spring-

carolina-counselor-1.pdf

Warren/Chae

o Robinson, S. R. (2019). Sexual Addiction. American Counseling Association:

Practice Briefs.

o Warren, J. M., & Chae, K. (2020). The effects of the detrimental association

model on multicultural competence of students enrolled in a counseling theory

course. North Carolina Counseling Journal, 13(2), 21 – 32.

o Warren, J. M., & Mauk, G. W. (2020). Implementation science: A path toward

strengthening school counselor practice. Professional School Counseling, 23(1),

1–10. https://journals.sagepub.com/doi/pdf/10.1177/2156759X19878120

o Testa, D. S., Headley, J. A., & Adamson, N. A. (2020). From envisioning to

actualization: Marketing yourself in the 21st century. In B. T. Erford, D. G. Hays,

& S. Crockett (Eds.), Mastering the national counselor examination and the

counselor preparation comprehensive examination (3rd ed., pp. 250-266).

Upper Saddle River, NJ: Pearson Education.

o Warren, J. M., Stargell, N. A., & Jones, S. J. (2020). A confirmatory factor

analysis of the Academic Rational Beliefs Scale for students attending minority-

serving institutions. Journal of RationalEmotive & Cognitive-Behavior Therapy,

38, 96-109. doi: 10.1007/s10942-019-00326-2

o Bradley, N., Stargell, N., Craigen, L., Whisenhunt, J., Campbell, E., & Kress, V.

(2019). Creative approaches for promoting vulnerability in supervision: A

relational-cultural approach. Journal of Creativity in Mental Health, 14, 391-404.

doi: 10.1080/15401383.2018.1562395

o Warren, J. M., Jones, S., & Unger, D. (2020). Strengthening professional school

counseling: Recommendations for preparation. Professional Issues in

Counseling, VI, 61-76. Retrieved from

https://www.shsu.edu/academics/counselor-education/piic/journals/2020/

 More than 40 regional, state, and national representations including:

o Stargell, N., Akers, W. P., Jones, S., & Parker, M. (2019, October). Training the

trainer: Teaching basic helping skills to increase LGBTQ+-affirmative practices in

schools and the community. Presentation delivered at the biennial conference

for the Association for Counselor Education and Supervision (ACES). Seattle,

WA.

o Akers, W. P., Merchant, E. K. (2020, February). Keeping faith: Honoring lgbtq+

clients through exploring values and ethics in counselor education and

supervision. Presentation delivered at the Annual North Carolina Counseling

Association Conference, Charlotte, NC.

o Garris, M. B., & Mauk, G. W. (2020, March). Don’t shoot the unicorn: How to

find true happiness and resilience along your self-care journey. Concurrent

session presentation at the 31st Annual National Youth At-Risk (NYAR)

Conference in Savannah, Georgia.

o Ricks, J. & Jones, S. (2019, October). Child-centered play therapy at the

intersection of American Indian culture, poverty, and trauma. Presented at the

annual conference of the Association of Play Therapy, Dallas, Texas.

o Jones, S. & Ricks, J. (2019, October). Teen stress epidemic: The cause and the

cure. Presented at the regional HOSA Chapter Jumpstart event, Pembroke,

North Carolina.

o Unger, D. (2020, March). Strategies to address bullying/cyberbullying.

Presentation at North Carolina School Counselor Association Sandhills Region

Drive-In Workshop. Virtual.

Warren/Chae

o Robinson, S. (2020, February). Navigating the slippery slopes and ethical issues

in addiction counseling. Presented at the annual North Carolina Counseling

Association Conference. Charlotte, North Carolina.

o Robinson, S., & Trogden, A. (2020, February). Navigating legal and ethical issues

associated with addiction counseling supervision. Presented at the International

Law and Ethics in Counseling Conference. New Orleans, Louisiana.

 Faculty received various grant funding including:

o Beasley, C., Bryan, A., Blackmon-Moran, K., Hummer, D. B., Davis, J., Akers, W.

P., & Stargell, N. (2019). Interprofessional North Carolina AHEC Grant. Nursing

Clinical Site Development. $10,000 Awarded.

o Goins, C., Locklear, L., Warren, J. M., Locklear, T., Unger, D., Robinson, G., &

Neal, G. (2020). Culturally responsive teaching and learning cohort. Teaching

and Learning Center, University of North Carolina at Pembroke. Grant for

Excellence in Teaching & Learning ($15,500).

Student Highlights

 Nee, N., Smith, M., & Tutts, A. (2019). 13th Annual Glen H. Walter Drive-in Counseling

Workshop for Area Counselors. The University of North Carolina-Pembroke Graduate

Student Association Grant. $555.48 funded. (Dr. Nicole Stargell mentored counseling

honor society student leader applicants).

 15 students enrolled in the Graduate Certificate in Addictions Counseling (GCAC)

received scholarship funding totaling approximately $29,403.

o 7 students below (4 Wilmington, 3 Pembroke) received a scholarship from the

Governor's Institute on Substance Abuse to cover tuition for GCAC course taken

during the summer I semester. The amount each student received varied, but

they all received at least $629. Students included: Davida Randolph, Samantha

Asfour, Haylie Parks, Rocio Serna, Gilda Falso, Kimberly May, Melanie Hunt

o 7 GCAC students below received a scholarship during the spring 2020 semester

from the North Carolina Governor’s Institute on Substance Abuse. These

students will each receive an equal portion of the $10,000 received from the

Governor’s Institute. These students were selected for their outstanding

graduate school achievements and after demonstrating a commitment to

providing addiction treatment services to underserved communities and

individuals in North Carolina upon graduation. Students included: Rashanda

Coleman, Samantha Nelson, Sara Parisi, Jenna Rankin, Rosa-Rodriquez-Cortes,

Rashida Wise, Rebecca Zumpe

o Elzetter Norris was the recipient of NBCC Minority Fellowship Program for

Addictions Counselors. She is 1 of 40 graduate students in the nation to receive

fellowship and scholarship funds. The fellowship is valued at $15,000.

 A number of students participated in the development and delivery of a variety of

presentations including:

o Ozment, R. (2020, February). Somatic counseling: Connecting the mind and the

body. Faculty mentor to student presentation delivered at the Annual North

Carolina Counseling Association Conference, Charlotte, NC. (Mentor: Dr.

Whitney Akers)

Warren/Chae

o Coachman, R. (2020, March). Hair discrimination: Empowering diverse cultures

and lifestyles. Faculty mentor to student presentation delivered at the UNCP

Graduate Research Symposium, Pembroke, NC. (Mentor: Dr. Whitney Akers)

o Cole, P. (2020). Exploring non-suicidal self-injury in the field of school counseling.

Poster presented at the annual UNCP Graduate Research Symposium,

Pembroke, NC. (Mentor: Dr. Nicole Stargell)

o Parisi, S. (2020). Career counseling intervention proposal for Robeson County

offender population. Poster presented at the annual UNCP Graduate Research

Symposium, Pembroke, NC. (3rd Place Winner) (Mentor: Dr. Nicole Stargell)

o Barnes, S. J., & Townsend, S. C. (2019). Crisis intervention and the school

counselor. Poster presented at the Annual North Carolina School Counselor

Association Conference, Charlotte, NC. (Mentor: Dr. Nicole Stargell)

o Sang, R. (2020). The psychological and psychosocial impact of Female Genital

Mutilation among immigrant/refugee women and girls. Three-Minute Thesis

Presented at the annual UNCP Graduate Research Symposium, Pembroke, NC.

 13 PSC students presented at the NC School Counselor Association Annual Conference

including.

o Amelia Gillette (2019, November). Growth mindset: Strategies and techniques.

Poster presented at the 2019 North Carolina School Counselor Association

Annual Conference, Concord, NC. (3

Place) (Mentored: Dr. Jonathan Ricks)

o Butler, E. (2019). Standardized testing as it relates to anxiety and depression in

school aged children and adolescents. Poster presented at the Annual North

Carolina School Counselor Association Conference, Charlotte, NC. (Honorable

Mention) (Mentor: Dr. Nicole Stargell)

Programs Highlights

 The Counseling Programs in the Department of Counseling remained an integral

component of the College of Health Sciences.

 The Graduate Certificate in Addiction Counseling was approved by SACSCOC and NC

Substance Abuse Professional Practice Board and was formally launched in fall 2019

 First group of students graduated from the Wilmington Initiative.

 The counseling programs continued to develop the Wilmington Initiative based at Cape

Fear Community College.

 The counseling programs continued to establish partnerships with various agencies,

organizations, and school systems across the region.

 Phi Sigma, the UNCP chapter of Chi Sigma Iota inducted 35 new student members.