Assignment

Evaluation Criteria

Advanced (4)

Proficient (3)

Developing (2)

Beginning (1)

Rating and Justification

Professionalism

Maintains consistent and appropriate attempts to develop a positive, professional climate during skills development process (e.g., works effectively with others; shows respect of and consideration for the thoughts and feelings of others; and contributes to a positive climate in the skills development process). Maintains professional dress.

Adequately demonstrates professionalism during the skills development process. Contributes to a positive climate during skills development. Maintains professional dress. Demonstrates actions toward improving in this area based on feedback.

May struggle with demonstrating professionalism in the skills development process. May not work effectively with others. May struggle showing respect and consideration for thoughts and feelings of others. Needs improvement in professional dress. Demonstrates a willingness to improve in this area based on feedback.

Does not consistently participate actively and or appropriately in the skills development process. May not work effectively with others. May struggle showing respect and consideration for thoughts and feelings of others. May not dress appropriately for a professional setting. Lacks the ability/desire to improve in this area based on feedback.

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Body Language and Eye Contact

Maintains consistent and appropriate attention to/use of body language and eye contact to facilitate the therapeutic process (e.g., open, relaxed, and confident posture; appropriate eye contact; leans forward when talking; leans back when client talks on target; and uses head nods and body gestures to encourage client talk)

Adequately demonstrates use of body language and eye contact to facilitate the therapeutic process. Adequately uses silence as a therapeutic tool. Demonstrates actions toward improving in this area based on feedback.

May struggle with an adequate attention to/use of body language and/or eye contact to facilitate the therapeutic process. Demonstrates a willingness to improve in this area based on feedback.

Consistently struggles with an adequate attention to/use of body language and/or eye contact to facilitate the therapeutic process. Lacks the ability/desire to improve in this area based on feedback.

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Minimal Encouragers

Maintains consistent use of key words and phrases that facilitate the therapeutic process (e.g., uh huh, okay, right, yes). Uses silence appropriately as a therapeutic tool

Adequately demonstrates use of key words and phrases that facilitate the therapeutic process (e.g., uh huh, okay, right, yes). Adequately uses silence as a therapeutic tool. Demonstrates actions toward improving in this area based on feedback.

May struggle with use of key words and phrases that facilitate the therapeutic process (e.g., uh huh, okay, right, yes). Adequately uses silence as a therapeutic tool. May struggle with willingness to improve in this area based on feedback. Demonstrates a willingness to improve in this area based on feedback.

Consistently struggles with use of key words and phrases that facilitate the therapeutic process (e.g., uh huh, okay, right, yes). Adequately uses silence as a therapeutic tool. Lacks the ability/desire to improve in this area based on feedback.

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Vocal Tone

Maintains consistent use of vocal tone that matches emotional context of the counseling session. Vocal tone consistently communicates caring and connection with the client.

Adequately use of vocal tone that matches emotional context of the counseling session. Vocal tone communicates caring and connection with the client. Demonstrates actions toward improving in this area based on feedback.

May struggle with the use of a vocal tone that matches emotional context of the counseling session. Vocal tone is inconsistent in communicating caring and connection with the client. May lack ability/desire to reflect and assess need change with regard to vocal tone. Demonstrates a willingness to improve in this area based on feedback.

Does not use a vocal tone that matches emotional context of the counseling session. Vocal tone does not communicate caring and connection with the client. Lacks the ability/desire to improve in this area based on feedback.

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Questioning

Maintains consistent and appropriate use of open-ended questions to facilitate communication during sessions. Uses closed questions judiciously. Level/number of questions are appropriate to the context of the session.

Adequately uses open-ended questions to facilitate communication during sessions. Adequately uses closed questions. Level/number of questions are appropriate to the context of the session. Demonstrates actions toward improving in this area based on feedback.

May struggle with the use of open-ended questions to facilitate communication during sessions. May struggle with the adequate use of closed questions. May struggle with the level/number of questions in relation to the context of the session. Demonstrates a willingness to improve in this area based on feedback.

Does not use open-ended questions to facilitate communication during sessions. Overuses closed questions. Inappropriate level/number of questions in relation to the context of the session. Lacks the ability/desire to improve in this area based on feedback.

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Reflection of Feeling

Maintains consistent and appropriate use of reflection of feelings (e.g., articulates an accurate depiction of the feeling experienced by the client) to facilitate communication during sessions. Uses reflection of feelings judiciously. Level/number of reflections of feeling are appropriate to the context of the session.

Adequately uses reflection of feelings to facilitate communication during sessions. Level/number of reflections of feeling are appropriate to the context of the session. Demonstrates actions toward improving in this area based on feedback.

May struggle with the use of reflection of feelings to facilitate communication during sessions. May struggle with the level/number of reflections of feeling in relation to the context of the session. Demonstrates a willingness to improve in this area based on feedback.

Does not use reflection of feeling to facilitate communication during sessions. Or may overuse reflection of feeling. Or inappropriate level/number of reflections of feeling in relation to the context of the session. Lacks the ability/desire to improve in this area based on feedback.

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Paraphrasing

Maintains consistent and appropriate use of paraphrasing (e.g., provides brief, accurate, and clear rephrasing of client communication). Uses paraphrasing judiciously. Level/number of paraphrases are appropriate to the context of the session.

Adequately uses paraphrasing to facilitate communication during sessions. Level/number of paraphrases are appropriate to the context of the session. Demonstrates actions toward improving in this area based on feedback.

May struggle with the use of paraphrasing to facilitate communication during sessions. May struggle with the level/number of paraphrases in relation to the context of the session. Demonstrates a willingness to improve in this area based on feedback.

Does not use paraphrasing to facilitate communication during sessions. Or may overuse paraphrasing. Or inappropriate level/number of paraphrases in relation to the context of the session. Lacks the ability/desire to improve in this area based on feedback.

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Summarizing

Maintains consistent and appropriate use of summarizing statements (e.g., provides brief,

accurate, and clear summation of content). Uses summarizing statements judiciously. Level/number of summarization statements are appropriate to the context of the session.

Adequately uses summarization statements to facilitate communication during sessions. Level/number of summarization statements are appropriate to the context of the session. Demonstrates actions toward improving in this area based on feedback.

May struggle with the use of summarization statements to facilitate communication during sessions. May struggle with the level/number of summarization statements in relation to the context of the session. Demonstrates a willingness to improve in this area based on feedback.

Does not use summarizing to facilitate communication during sessions. Or may overuse summarizing. Or inappropriate level/number of summarization statements in relation to the context of the session. Lacks the ability/desire to improve in this area based on feedback.

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Immediacy

Maintains consistent and appropriate use of immediacy (e.g., focuses on emotional content in the present, points out body language of the client, recognizes impact of content on interaction in session). Uses immediacy judiciously. Level/number of immediacy statements are appropriate to the context of the session.

Adequately uses immediacy statements to facilitate communication during sessions. Level/number of immediacy statements are appropriate to the context of the session. Demonstrates actions toward improving in this area based on feedback.

May struggle with the use of immediacy statements to facilitate communication during sessions. May struggle with the level/number of immediacy statements in relation to the context of the session. Demonstrates a willingness to improve in this area based on feedback.

Does not use immediacy to facilitate communication during sessions. Or may overuse immediacy. Or inappropriate level/number of immediacy statements in relation Lacks the ability/desire to improve in this area based on feedback. to the context of the session.

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Therapeutic Relationship

Maintains consistent and appropriate management of the therapeutic relationship (e.g., demonstrates empathy, genuineness, authenticity, warmth, acceptance, respect, and positive regard). Uses demonstration of therapeutic relationship building judiciously. Level/number of attempts toward building the therapeutic relationship are appropriate to the context of the session.

Adequately uses attempts to build the therapeutic relationship in the process of facilitating communication during sessions. Level/number of attempts toward building the therapeutic relationship are appropriate to the context of the session Demonstrates actions toward improving in this area based on feedback.

May struggle with the use of therapeutic relationship building skills. May struggle with the level/number of therapeutic relationship building attempts in relation to the context of the session. Demonstrates a willingness to improve in this area based on feedback.

Does not use therapeutic relationship skills building. Or may overuse therapeutic relationship skills building. Or inappropriate level/number of attempts toward therapeutic relationship building in relation to the context of the session. Lacks the ability/desire to improve in this area based on feedback.

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