Clinical Mental Health Counseling Graduate Student Handbook 4. Student Progress Assessment

According to CACREP, a systematic student evaluation as described in the 2009 CACREP Accreditation Manual, pgs. 87-88 is required. The CMHC program uses a professional identity portfolio to 1) provide an ongoing and systemic assessment and 2) engage students in a process of creating and defining their professional identity. 


While the iWebfolio is an electronic portfolio it also serves as the assessment protocol the CMHC program has chosen for its student progress data management system. This system allows students to be active online participants in multiple areas of their college experience including course instruction, field experiences, and sharing of assessment data. 


The CMHC program is one of a few UNF programs that are in a pilot phase of implementation of the iWebfolio. Therefore, students in the current CMHC cohort will be granted their portfolio license at no additional cost. 

With the introduction of the iWebfolio students will have the option of maintaining this portfolio after graduation.  It can then be changed to reflect any change in their professional goals and any part of it can be made available to prospective employers, professional schools or other professional needs.


iWebfolio, the professional portfolio is a collection of experience-based materials and reflective information that demonstrate the various dimensions of the student counselor’s work, philosophy, abilities, and dispositions. The goal of the portfolio is to have student counselors analyze their various learning experiences and to then synthesize their learning in a way that demonstrates how diverse activities and insights from the program have contributed to their competence and professional identity. Therefore this portfolio is as much a process as it is a product.  

4.1 Portfolio Structure

The iWebfolio should be a well-organized and attractive presentation of professional materials that represent the student counselor’s “best work.”  It should be organized corresponding to the CMHC specialty themes. Sub-themes are left to the discretion of the individual student, but should make a statement about the individual’s standards of quality and the sense of self that one brings to the counseling profession. 

4.2 Sections of the Portfolio

The CMHC iWebfolio is designed around the six CMHC specialty domains with the eight core curricular experiences imbedded. Additionally it includes feedback on the developmental progression of the clinical experience, a section of personal growth, a section on professional identity and a final portfolio assessment. 

4.3 Assessment of the Portfolio

At a minimum this portfolio will be assessed at least once each semester. This assessment will take place with the individual faculty advisor to determine if the student counselor is making progress in creating and building on evidence of counseling knowledge and skills during the course of the program.  A student progress assessment is completed by your program advisor at the end of years one and two prior to graduation.  This final assessment will take place during the student counselor’s last internship and it will include an evaluation of the student’s counseling knowledge, and skills as well as personal characteristics such as ethical behavior and professionalism as a counselor.  The student will also be formally assessed to determine the degree to which portfolio standards have been met according to the portfolio grading rubric. (See Appendix B for iWebfolio Instructions)

4.4 Grade Requirements

Students are required to:

  • Maintain aBaverage.Individuals who receivea “Cin threeormore courses will beplaced on academicprobation for review.  A student cannot graduate with more than 3 Csin the Clinical Mental Health Counseling Program.
  • Retakethe followingclasses if you makeagradeofC:
    • MHS6941 Clinical CounselingSkills
    • MHS 6810 Group Counseling
    • MHS6800 Practicum 
    • MHS6830 Internship; while Internship is graded on a Pass/Fail basis, the Program faculty and instructors maintain the right to look at each questionable student progress on a case to case basis and prescribe any remediation necessary to increase the quality of skills and service provision. 

4.5 CPCE Examination

All students are requireto post a passing scorfothe Counselor Preparation Comprehensive Examination (CPCE)in the semesteprior to their first internship.


Students must complete all CACREP corcourses listed below prior to takinthe examination. The CPCE has 160 multiple-choicquestions that test students’ knowledgof th8 CACREP content domains including:

  1. Human Growth&Development
  2. Social and CulturaFoundations
  3. Helping Relationships
  4. Group Work
  5. C ar e eand LifestylDevelopment
  6. Appraisal (Assessment)
  7. R esearch and PrograEvaluation
  8. P rofessionaOrientation and Ethics

S tudents will be informed about test location and time when they aridentified. Students are required to bring identification and a check fothe current appropriate chargfor the exam, made out to the Center for Credentialing and Education (CCE) for admission for the test.


C ompletetests armaileto and scorebCCand arusuallreturnein 3-4 weeks. Soon thereafter, examinees will receive a formal letter from the Clinical Direct or informing them of their test results.


S tudents who do not pass thCPCE can take the examination 2 additional times. Ithe student does not past thexam he/she should meewith their facultmentor/adviseto discuss how to work toward score improvement.  Ithe student is unable to pass the examination aftethree attempts, the CMHC facultwill considepossible dismissafrom the program.

4.6 Remediation

It is imperative that students demonstrate professional behavior that conforms to CACREP and university program guidelines and the ACCode of Ethics. Any student who demonstrates problems with professional competence and conduct may be required to complete remediation to address the concerns. Faculty will evaluate each student in the following competency areas:

Interpersonal and professional competence; examples of which include the following:

  • Demonstrates respectful peer and faculty interactions
  • Demonstrates respect for the ideas and integrity of others
  • Demonstrates maturity in interactions with others
  • Demonstrates ability to interact respectfully with people of diverse  back grounds
  • Demonstrates ability to react with appropriate empathy and sensitivity

Sample behaviors that could result in remediation are:

  • An inability to control anger
  • Uses insulting or profane language 
  • Uses intimidating tactics
  • An inability to tolerate cultural or lifestyle differences
  • Dishonest or unethical behavior
  • Lack of self-awareness, self-reflection, and self-evaluation
  • A lack of awareness or inability to manage own limitations and responsibilities
  • Turns assignments in late with some regularity
  • Avoids responsibility for situations by blaming others
  • Overt hostile reaction to supervision
  • Refuses or is unable to adjust behavior in response to clearly communicated feedback
  • Consistently fails to give appropriate credit to others
  • Demonstrates a pattern of overreaction to a small slight
  • An inability or refusal to accept academic inquiry or disagreement or to work collaboratively in a professional or academic environment 

4.7 Program Dismissal

  • S tudents maybdismissefrom the prografoacademic reasons(e.g.,grades of or lower, plagiarism, and/or verbal, non-verbal, or written communication problems).  
  • S tudents maybe dismissed for overt violations of the current ACA EthicaCodes and Standards of Practice.
  • S tudents maybe dismissed for personal unsuitabilitfor the profession.”Examples of such behavior include:
    • C onsistent inabilitto assess problem situations in a mental health or educational setting and determine how to negotiate/compromise oother wise resolve the situation
    • Ongoing inabilitor unwillingness to recognizpersonaboundary/poweissues which a) inhibit or prevent the student from learning appropriate professionabehavior/counseling skills; and/or b) have the potential to harm a client
    • Ongoing inability or unwillingness to participatin learning activities designed to promote and improve self-understanding, self-analysis skills and interpersonal skills

4.8 Appeals Process

All members of the Universitcommunitare entitled to fair and equitable procedures and have the right of appeal. A student who believes the Universitpolicimposes an undue hardship, or has not met reasonablaccommodations for disabilitmasubmit a petition requesting a waiveof thspecifipolicthrough the Registrars Office. Thstudent will be informed in writing of the results of the appeal.


Guidelines for gradappeals arin the Registrars Office. Members of the communitwho believe thathehave not beeaccorded rights undethe 1990 Americans with Disabilities Act, the Civil Rights Act of 1964 or Title Iof the HigheEducation Amendments of 1972 may submit inquiries to EquaOpportunitProgram Director, Room 2515,J.J.Daniel Hall,620-2507.