Help needed

· Theories, models, and strategies for understanding and practicing consultation. 20% of total grade

Exceeds Expectations

Demonstrates an exceptional degree of ability to create a personal theoretical orientation based on the understanding of counseling theories and models through a substantive, in-depth, scholarly discussion. 30

Meets Expectations

Demonstrates proficient and expected level of ability to create a personal theoretical orientation based on the understanding of counseling theories and models. 22.5

Approaches Expectations

Demonstrates limited ability to create a personal theoretical orientation based on the understanding of counseling theories and models. 15

Does Not Meet Expectations

Does not demonstrate ability to create a personal theoretical orientation based on the understanding of counseling theories and models. 7.5

· Essential interviewing, counseling, and case conceptualization skills. 15% of total grade

Exceeds Expectations

Demonstrates an exceptional degree of ability to compose a conceptualization of the family according to student’s theoretical orientation through a substantive, in-depth, scholarly discussion. 22.5

Meets Expectations

Demonstrates proficient and expected level of ability to compose a conceptualization of the family according to student’s theoretical orientation. 16.88

Approaches Expectations

Demonstrates limited ability to compose a conceptualization of the family according to student’s theoretical orientation. 11.25

Does Not Meet Expectations

Does not demonstrate ability to compose a conceptualization of the family according to student’s theoretical orientation. 5.63

· Apply developmentally relevant counseling treatment or intervention plans, and behavioral observations. 20% of total grade

Exceeds Expectations

Demonstrates an exceptional degree of ability to explain how to utilize the interventions associated with student’s theoretical orientation with this family through a substantive, in-depth, scholarly discussion. 30

Meets Expectations

Demonstrates proficient and expected level of ability to explain how to utilize the interventions associated with student’s theoretical orientation with this family. 22.5

Approaches Expectations

Demonstrates limited ability to explain how to utilize the interventions associated with student’s theoretical orientation with this family. 15

Does Not Meet Expectations

Does not demonstrate ability to explain how to utilize the interventions associated with student’s theoretical orientation with this family. 7.5

· Use of assessments for diagnostic and intervention planning purposes. 20% of total grade

Exceeds Expectations

Demonstrates an exceptional degree of ability to construct a complete assessment of the family, using the assessment approaches associated with student’s theoretical orientation through a substantive, in-depth, scholarly discussion. 30

Meets Expectations

Demonstrates proficient and expected level of ability to construct a complete assessment of the family, using the assessment approaches associated with student’s theoretical orientation. 22.5

Approaches Expectations

Demonstrates limited ability to construct a complete assessment of the family, using the assessment approaches associated with student’s theoretical orientation. 15

Does Not Meet Expectations

Does not demonstrate ability to construct a complete assessment of the family, using the assessment approaches associated with student’s theoretical orientation. 7.5

· Use of symptom checklists, and personality and psychological testing. 15% of total grade

Exceeds Expectations

Demonstrates an exceptional degree of ability to discuss the chosen dyadic assessment tools you would utilize for assessing the couple and how you chose these tools through a substantive, in-depth, scholarly discussion. 22.5

Meets Expectations

Demonstrates proficient and expected level of ability to discuss the chosen dyadic assessment tools you would utilize for assessing the couple and how you chose these tools. 16.88

Approaches Expectations

Demonstrates limited ability to discuss the chosen dyadic assessment tools you would utilize for assessing the couple and how you chose these tools. 11.25

Does Not Meet Expectations

Does not demonstrate ability to discuss the chosen dyadic assessment tools you would utilize for assessing the couple and how you chose these tools. 5.63

· Conventions of Language. 5% of total grade

Exceeds Expectations

Student demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. 7.5

Meets Expectations

Demonstrates ability of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and do not impede readability. 5.63

Approaches Expectations

Demonstrates limited ability of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. 3.75

Does Not Meet Expectations

Does not demonstrate ability of standard writing conventions. (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Frequent, significant errors impede readability. 1.88

· Use of form and style. 5% of total grade

Exceeds Expectations

There are no errors in use of form and style (e.g. APA) in the student’s paper. 7.5

Meets Expectations

Errors in use of form and style (e.g. APA) are rare and do not detract from the content of the paper. 5.63

Approaches Expectations

Errors in use of form and style (e.g. APA) weaken the content of the paper. 3.75

Does Not Meet Expectations

Errors in use of form and style (e.g. APA) detract substantially from the content of the paper. 1.88