ADCN 505
SESSION EVALUATION TEMPLATE
Watch this video of William R. Miller and “Mike”, using the OARS form to track counts and take notes on the session. Note 5 different places where
you would have said or done something different. Below, you will answer the following questions. Afterwards, complete the Counseling
Competencies Scale and the Counselor IM ratings.
1.) What things did Miller do well? These can be related to session content, process, or a particular skill (see ratings rubric in the following
pages regarding skills areas).
For me, Miller had good nonverbal and verbal skills and he keep continuous eye contact. He also allowed Mike to do most of the talking, which
allowed him to get more information on Mike. He also uses some good open ended questions in order to bring back the conversation to mikes
addiction issues. Miller also showed empathy towards Mike in regards to him stating that he has had bad experience with therapist in the past.
2.) Share the areas where you felt Miller “got stuck” or struggled. These can be related to session content, process, or a particular skill (see
ratings in the following pages). List the 5 statements Miller made that you would have done something differently. Include the time (e.g.
20:20) when the statement was made.
20:40 Miller should have asked more open-ended questions to get more information on Mike.
23:05 Miller should have gotten more information on why his friend wanted him to come to this study.
23:10 Miller should have questioned Mike about his definition of what constitutes addiction and why he only admits that
cigarettes were his one true addiction in which that made him drink and he was addicted to Chapstick.
32:54 Mike talks about AA and that it was not for him. He couldn’t understand the higher power aspect. There is a bigger
discussion to AA that Miller missed on.
38:10 I think Miller should’ve asked a lot more open-ended questions here to also get more info on Mike’s personality, his way of
thinking and why he thinks that way.
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ADCN 505
3.) What would you do/say differently in the 5 instances you list? Provide details for the specific type of skill you would be using, as well as why
you would use that skill at that particular instance. Provide course material support for why that particular skill may be better suited at that
particular time.
I would’ve asked why did your friend recommend you for the study?
I would’ve asked more openers about Mike experiences with counseling and addiction.
I also would’ve asked Mike’s thoughts about sobriety, asking more questions about his behaviors and why he asked, which would
get to the root of some of the problems that Mike has.
At this point, I would have asked Mike why he feels like that about AA and explore more of his past experiences relating to the
higher power that AA talks about.
Here I would’ve done some, reflecting about his exchanging one habit for another habit I would have also pointed out the
statement about him being addicted to Chapstick to show him that he does have an addictive personality.
4.) Please rate the session using the Counseling Competencies Scale on the next pages as well as the Counselor IM ratings as well. For each
rating, please identify why you are providing the particular rating, with supporting examples from the video.
Counseling Competencies Scale (CCS)
(Lambie, Mullen, & Swank, & Blount, 2014) with minor adaptations
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ADCN 505
The Counselor Competencies Scale—Revised (CCS-R) assesses counselors’ and trainees’ skills development and professional competencies.
Additionally, the CCS-R provides counselors and trainees with direct feedback regarding their demonstrated ability to apply counseling skills and
facilitate therapeutic conditions, and their counseling dispositions (dominant qualities) and behaviors, offering the counselors and trainees practical
areas for improvement to support their development as effective and ethical professional counselors.
Scales Evaluation Guidelines
Exceeds Expectations / Demonstrates Competencies (5) = the counselor or trainee demonstrates strong (i.e., exceeding the
expectations of a beginning professional counselor) knowledge, skills, and dispositions in the specified counseling skill(s), ability to facilitate
therapeutic conditions, and professional disposition and behavior(s).
Meets Expectations / Demonstrates Competencies (4) = the counselor or trainee demonstrates consistent and proficient knowledge,
skills, and dispositions in the specified counseling skill(s), ability to facilitate therapeutic conditions, and professional disposition(s) and
behavior(s). A beginning professional counselor should be at this level at the conclusion of his or her practicum and/or internship.
Near Expectations / Developing towards Competencies (3) = the counselor or trainee demonstrates sometimes inconsistent and
limited knowledge, skills, and dispositions in the specified counseling skill(s), ability to facilitate therapeutic conditions, and professional
disposition(s) and behavior(s). This is an acceptable skills level for a beginning counseling student in COUN 505.
Below Expectations / Insufficient / Unacceptable (2) = the counselor or trainee demonstrates limited or no evidence of the
knowledge, skills, and dispositions in the specified counseling skill(s), ability to facilitate therapeutic conditions, and professional disposition(s)
and behavior(s).
Harmful (1) = the counselor or trainee demonstrates harmful use of knowledge, skills, and dispositions in the specified counseling skill(s),
ability to facilitate therapeutic conditions, and professional disposition(s) and behavior(s).
Directions: Please evaluate your counseling skills and ability to facilitate therapeutic conditions per rubric evaluation
descriptions & record rating in the “score” column on the left.
Part I (Other parts will be completed in other classes): Counseling Skills & Therapeutic Conditions
#Score Primary
Counseling
Skill(s)
Specific Counseling
Descriptors
Exceeds Expectations /
Demonstrates
Competencies
Meets Expectations /
Demonstrates
Competencies
Near Expectations /
Developing towards
Competencies
Below
Expectations /
Unacceptable
Harmful
(1)
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ADCN 505
(5) (4) (3) (2)
1.
A
4Nonverbal
Skills
Includes Body Position,
Eye Contact, Posture,
Distance from Client,
Voice Tone, Rate of
Speech, Use of silence,
etc. (matches client)
Demonstrates effective
nonverbal communication
skills, conveying
connectedness & empathy
(85%).
Demonstrates effective nonverbal
communication skills for the
majority of counseling sessions
(70%)
Demonstrates some
inconsistency in his or her
nonverbal communication
skills.
Demonstrates limited
nonverbal communication
skills.
Ignores client
&/or gives
judgmental looks.
1.
B
3Encouragers Includes Minimal
Encouragers & Door
Openers such as “Tell
me more about...”,
“Hmm”
Demonstrates appropriate use
of encouragers, which supports
development of a therapeutic
relationship (85%).
Demonstrates appropriate use of
encouragers for the majority of
counseling sessions, which
supports development of a
therapeutic relationship (70%)
Demonstrates some
inconsistency in his or her use
of appropriate encouragers.
Demonstrates limited
ability to use appropriate
encouragers.
Uses skills in a
judgmental
manner.
1.
C
3Questions Use of Appropriate
Open & Closed
Questioning (e.g.,
avoidance of double
questions)
Demonstrates appropriate use
of open & close-ended
questions, with an emphasis on
open-ended question (85%).
Demonstrates appropriate use of
open & close-ended questions for
the majority of counseling sessions
(70%).
Demonstrates some
inconsistency in using open-
ended questions & may use
closed questions for
prolonged periods.
Uses open-ended questions
sparingly & with limited
effectiveness.
Uses multiple
questions at one
time
1.
D
4Reflecting a
Paraphrasing
Basic Reflection of
Content – Paraphrasing
Demonstrates appropriate use
of paraphrasing as a primary
therapeutic approach (85%).
Demonstrates appropriate use of
paraphrasing (majority of
counseling sessions; 70%).
Demonstrates paraphrasing
somewhat inconsistently &
inaccurately or sometimes
mechanical or parroted
responses.
Demonstrates limited
proficiency in paraphrasing
or is often inaccurate.
Judgmental,
dismissing, &/or
overshoots
1.
E
4Reflecting b
Affect
Reflection of Feelings Demonstrates appropriate use
of reflection of feelings as a
primary approach (85%).
Demonstrates appropriate use of
reflection of feelings (majority of
counseling sessions; 70%).
Demonstrates reflection of
feelings somewhat
inconsistently & sometimes is
not matching the client.
Demonstrates limited
proficiency in reflecting
feelings &/or is often
inaccurate.
Judgmental,
dismissing, &/or
overshoots
1.
F
4Reflecting c
Summarizing
Summarizing content,
feelings, behaviors, &
future plans
Demonstrates consistent ability
to use summarization to
include content, feelings,
behaviors, and future plans
(85%).
Demonstrates ability to
appropriately use summarization
to include content, feelings,
behaviors, and future plans
(majority of counseling sessions;
70%).
Sometimes demonstrates
inconsistent & inaccurate
ability to use summarization.
Demonstrates limited
ability to use
summarization.
Judgmental,
dismissing, &/or
overshoots
1.
G
4Advanced
Reflection
(Meaning)
Advanced Reflection of
Meaning including
Values and Core Beliefs
(taking counseling to a
deeper level)
Demonstrates consistent use of
advanced reflection &
promotes discussions of greater
depth during counseling
sessions (85%).
Demonstrates ability to
appropriately use advanced
reflection, supporting increased
exploration in session (majority of
counseling sessions; 70%).
Sometimes demonstrates
inconsistent & inaccurate
ability to use advanced
reflection. Counseling
sessions may appear
superficial at times.
Demonstrates limited
ability to use advanced
reflection &/or switches
topics in counseling often.
Judgmental,
dismissing, &/or
overshoots
#4Score Primary
Counseling
Skill(s)
Specific Counseling
Descriptors
Exceeds Expectations /
Demonstrates
Competencies
(5)
Meets Expectations /
Demonstrates
Competencies
(4)
Near Expectations /
Developing towards
Competencies
(3)
Below
Expectations /
Unacceptable
(2)
Harmful
(1)
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ADCN 505
1.
H
4Confrontation Counselor challenges
client to recognize &
evaluate
inconsistencies.
Demonstrates the ability to
challenge clients through
verbalizing inconsistencies &
discrepancies in the client’s
words &/or actions in a
supportive fashion. Balance of
challenge & support (85%).
Demonstrates the ability to
challenge clients through
verbalizing inconsistencies &
discrepancies in the client’s words
&/or actions in a supportive
fashion (can confront, but hesitant)
or was not needed and therefore
appropriately not used (majority of
counseling sessions; 70%).
Sometimes demonstrates
inconsistent ability to
challenge clients through
verbalizing inconsistencies &
discrepancies in client’s
words &/or actions in a
supportive fashion. Used
minimally/missed
opportunity.
Demonstrates limited
ability to challenge clients
through verbalizing
discrepancies in the
client’s words &/or actions
in a supportive & caring
fashion, &/or skill is
lacking.
Degrading client,
harsh,
judgmental, &/or
being aggressive
1.
I
3Goal Setting Counselor collaborates
with client to establish
realistic, appropriate,
& attainable
therapeutic goals
Demonstrates consistent ability
to establish collaborative &
appropriate therapeutic goals
with client (85%).
Demonstrates ability to establish
collaborative & appropriate
therapeutic goals with client
(majority of counseling sessions;
70%).
Sometimes demonstrates
inconsistent ability to
establish collaborative &
appropriate therapeutic goals
with client.
Demonstrates limited
ability to establish
collaborative, appropriate
therapeutic goals with
client.
No therapeutic
goals
collaboratively
established
1.
J
3Focus of
Counseling
Counselor focuses (or
refocuses) client on his
or her therapeutic goals
– i.e., purposeful
counseling
Demonstrates consistent ability
to focus &/or refocus
counseling on client’s goal
attainment (85%).
Demonstrates ability to focus &/or
refocus counseling on client’s goal
attainment (majority of counseling
sessions; 70%).
Sometimes demonstrates
inconsistent ability to focus
&/or refocus counseling on
client’s therapeutic goal
attainment.
Demonstrates limited
ability to focus &/or
refocus counseling on
client’s therapeutic goal
attainment.
Superficial, &/or
moves focus
away from client
1.
K
3Facilitate
Therapeutic
Environment
a
Expresses accurate
empathy & care.
Counselor is “present”
and open to client.
(includes immediacy
and concreteness)
Demonstrates consistent ability
to be empathic & uses
appropriate responses (85%).
Demonstrates ability to be
empathic & uses appropriate
responses (majority of counseling
sessions; 70%).
Sometimes demonstrates
inconsistent ability to be
empathic &/or use
appropriate responses.
Demonstrates limited
ability to be empathic &/or
uses appropriate responses.
Creates unsafe
space for client
1.
L
5Facilitate
Therapeutic
Environment
b
Counselor expresses
appropriate respect &
unconditional positive
regard
Demonstrates consistent ability
to be respectful, accepting, &
caring with clients (85%).
Demonstrates ability to be
respectful, accepting, & caring
with clients (majority of
counseling sessions; 70%).
Sometimes demonstrates
inconsistent ability to be
respectful, accepting, &
caring.
Demonstrates limited
ability to be respectful,
accepting, &/or caring.
Demonstrates
conditional or
negative respect
for client
__44_____: Total Score (out of a possible 60 points)
Rate Counselor MI
Cultivating Change Talk
Low High
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ADCN 505
1 2 3 4 5
Clinician shows no
explicit attention to,
or preference for,
the client’s language
in favor of changing
Clinician sporadically
attends to client
language in favor of
change – frequently
misses opportunities
to encourage change
talk
Clinician often
attends to the client’s
language in favor of
change, but misses
some opportunities
to encourage change
talk
Clinician
consistently attends
to the client’s
language about
change and makes
efforts to encourage
it
Clinician shows
a
marked and
consistent effort to
increase the depth,
strength, or
momentum of the
client’s language in
favor of change
Comments:
Softening Sustain Talk
Low High
1 2 3 4 5
Clinician
consistently
responds to the
client’s language in a
manner that
facilitates the
frequency or depth of
arguments in favor of
the status quo.
Clinician usually
chooses to explore,
focus on, or respond
to the client’s
language in favor of
the status quo.
Clinician gives
preference to the
client’s language in
favor of the status
quo, but may show
some instances of
shifting the focus
away from sustain
talk.
Clinician typically
avoids an emphasis
on client language
favoring the status
quo.
Clinician shows a
marked and
consistent effort to
decrease the depth,
strength, or
momentum of the
client’s language in
favor of the status
quo.
Comments:
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ADCN 505
Partnership
Low High
1 2 3 4 5
Clinician actively
assumes the expert
role for the
majority
of the
interaction
with
the client.
Collaboration or
partnership is
absent.
Clinician
superficially
responds to
opportunities to
collaborate.
Clinician
incorporates
client’s
contributions but
does so in a
lukewarm or
erratic
fashion.
Clinician fosters
collaboration and
power sharing so
that client’s
contributions
impact the
session
in ways
that they
otherwise would
not.
Clinician actively
fosters and
encourages
power
sharing in
the
interaction in
such a
way that
client’s
contributions
substantially
influence the
nature
of the
session.
Comments:
Empathy
Low High
1 2 3 4 5
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ADCN 505
Clinician gives little
or no attention to
the client’s
perspective.
Clinician makes
sporadic efforts to
explore the client’s
perspective.
Clinician’s
understanding may
be inaccurate or may
detract from the
client’s true meaning.
Clinician is actively
trying to
understand the
client’s perspective,
with modest
success.
Clinician makes
active and repeated
efforts to understand
the client’s point of
view. Shows evidence
of accurate
understanding of the
client’s worldview,
although mostly
limited to explicit
content.
Clinician shows
evidence of deep
understanding of
client’s point of view,
not just for what has
been explicitly stated
but what the client
means but has not
yet said.
Comments:
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