Professional Counselor Portfolio - University of Alaska Anchorage

Professional Counselor Portfolio (Community Agency Option) (revised spring 2010)
Introduction
What is a professional counselor portfolio? A portfolio is a vehicle for demonstrating an
integration of knowledge and skills obtained during graduate study. It has been defined
in the professional literature as a “purposeful collection of student work that tells the
story of the student’s effort, progress, or achievements in a given area” (Arter & Spandel,
1992, p. 36). Portfolios encourage students to provide concrete evidence of awareness,
knowledge, and skills in counseling. As a result, the portfolio process assists students “in
becoming more self-reflective in their learning, taking greater ownership of their
learning, process, and showing what they have learned to others” (Coleman, 1996, p.
218).
The portfolio method has been used for more than two decades as a means of training and
monitoring progress of prospective teachers (Baltimore, Hickson, George, & Cruthfield,
1996). Hurst, Wilson, and Cramer (1998) noted that professional teaching portfolios are
effective because they serve as visual representations of talent and a reflective collection
of professional competence. Another benefit of this method is that portfolios can serve as
alternatives or supplements to pen-and-paper assessment tests (Coleman, 1996).
There has been discussion in the professional literature on the use of professional
portfolios by counselors for the purpose of accountability and professional development
as well as an evaluation tool in counselor education programs (Baltimore, et al., 1996;
Borders & Leddick, 1987; Carney, Cobia, & Shannon, 1996; Rhyne-Winkler, & Wooten,
1996). For example, Boes, Van Zile-Tamsen, Cobia, and Jackson (2001) described how
potential counselor can enhance job opportunities by displaying course materials in a
portfolio.
The recent focus on portfolios suggests that the method may be worthy of consideration
as an essential component of evaluation in counseling programs. In fact, an increasing
number of counselor education programs are requiring portfolios as a capstone
experience. Counselor education programs such as Old Dominion University (2008),
SUNY Oneonta (2008), the University of Southern Main (2008), and Delta State
University (2008) all require students to provide documentation that they attained the
knowledge and skills that define a professional counselor.
Several models have been published that suggest specific areas that should be addressed
in the portfolio. For example, Rhyne-Winkler and Wooten (1996) suggested following
the performance indicators for counselors that are parallel to state requirements for
licensure and certification. Baltimore, et al. (1996), and Carney, et al. (1996) suggested

that domains and components should be reflective of the foundation areas identified by
the Council for the Accreditation of Counseling and Related Educational Programs
(CACREP). It should be noted that the CACREP foundations areas parallel the course
work requirement as mandated by the National Board of Certified Counselors (NBCC)
for the purpose of admission to complete the National Certification and Licensure Exam
(NCLE). Successful passage of this exam is required for consideration of the designation
National Certified Counselor (NCC). A further note is that the Alaska Board for
Licensed Professional Counselors requires successful completion of the NCLE as well.
Is there empirical proof that any approach is more effective? Alschuler (1996) pointed
out that there is no scientific evidence that any portfolio design has proven to be an
effective tool when used in solitude to assess student competence. Difficulty in
standardizing the content, scope, format, and data collection is a noted disadvantage in
using portfolios as a sole predictive instrument. Alschuler, after reviewing more than 100
research abstracts, did note that using the portfolio as an evaluative tool in addition to
traditional procedures such as course assignments and exams does have value. As noted
by Baltimore et al. (1996), “portfolios represent a more genuine and authentic form of
assessment because they measure learning outcomes directly through demonstration and
performance. Additionally, they serve to integrate the learning experienced by students
across course work in the degree programs” (p. 113). Alschuler (p. 134) stated some
general advantages appear to be that the portfolio:
Measures directly what counselors should know and should be able to do;
valuable outcomes in their own right.
Demonstrates how discrete knowledge and skills are integrated and applied in real
contexts.
Allows flexibility and individualization how each person is assessed.
Requires extensive, continual self-reflection.
Encourages ongoing assessment, measurement of growth and updated educational
plans.
Provides useful evidence in getting jobs.
Generates greater satisfaction and less anxiety for students.
What part do portfolios play in the Counselor Education Program? The Counselor
Education Program at the University of Alaska Anchorage has adopted the portfolio as
the capstone experience for demonstrating attainment of program outcomes. The
professional portfolio has also been approved by the College of Education and the
University to serve as the culminating academic activity.
The program outcomes are:
Communicate essential knowledge and understandings of the profession of
counseling including an ability to integrate knowledge into personally meaningful
frameworks.
o The counselor exhibits foundational knowledge of the profession of counseling including critical events,
credentialing, individual counseling theories, group counseling dynamics and theories, and career counseling
theories. The counselor articulates a personal orientation to counseling that is congruent with literature in the field.
Apply practical knowledge that is developmentally appropriate to individuals and
groups.

o The counselor understands child growth and development, including expected and exceptional stages and the
implications of development for counseling practices. The counselor applies effective counseling practices including
use of non-verbal and verbal techniques as well as adaptive theoretical strategies to a range of client situations. The
counselor accurately analyzes case studies.
Utilize assessment, research, and technology to support and improve counseling
practices.
o The counselor understands legal issues related to assessment and has knowledge and skills to implement a
comprehensive program of assessment, evaluation, reporting to optimize client services. The counselor engages in
practical research including counseling program evaluation. The counselor utilizes technology in the effective
delivery of counseling services.
Show characteristics relating to effective counseling practice.
o The counselor exhibits the professional characteristics necessary for the effective work in the counseling field
including empathy, warmth, flexibility, congruence, maturity, and the ability to deal with ambiguity.
Create positive therapeutic environments for all clients.
o The counselor understands the importance of valuing individual differences, including cultural and social diversity, in
educational and community settings and programs. The counselor is competent in developing therapeutic
environments that facilitate the healthy social, emotional, physical, cultural, and academic growth of clients.
Engage in work that meets ethical standards and legal mandates in the field of
counseling.
o The counselor is aware of, and abides by, the highest standards of ethical and professional practice. The counselor
is cognizant of federal and state laws that govern the counseling profession including suspected abuse reporting
laws and procedures.
Students will turn the outcomes into personalized goals. Students will create unique
artifacts that will demonstrate their attainment of the goals. In addition to the
individualized artifacts, all students will submit standardized work pieces. The
standardized artifacts are a case study analysis and a Professional Counseling Statement
paper. Students will present their portfolios during practicum/internship to their peers,
instructors, and practicing counselors.
Conclusion
It appears that the use of portfolios in academic settings is becoming more a reality than
rhetoric (Ritchie, 1989). Portfolios are at their best when they allow students to shine.
Powerful portfolios will allow students to have input in the design and presentation of the
work. Whatever form for portfolio domains is adopted, flexibility in terms of portfolio
development needs to be the philosophical base. Portfolios are unique to each student
and dynamically unfold as the student progresses through the educational program
(McCulloch, 2005). Students bring to the portfolio process their individual philosophies,
experiences, and talents. Thus, each portfolio represents an individual pursuit of
professional excellence.
Counselor Education Professional Portfolio Domains
Community Agency Option
Candidates seeking the Master of Education in Counselor Education degree are expected
to demonstrate knowledge, skills, and dispositions congruent with the program’s
outcomes. The following format contains lists each of the program’s goals and required
artifacts that will document attainment of the goals. Candidates are to create at least one
personalized goal and a corresponding artifact that will demonstrate completion of the
goal.

Program Goal 1: Communicate essential knowledge and understandings of the
profession of counseling including an ability to integrate knowledge into personally
meaningful frameworks.
Candidate Goal 1:
Example: I will understand the day-to-say practices of a crisis intervention counselor
Required Artifacts:
1.1 Site Supervisor Evaluation
1.2 UAA Instructor Observation Evaluation
1.3 Professional Counseling Statement
1.4 Candidate Artifact:
Example: Monthly calendar of counselor duties
Program Goal 2: Apply practical knowledge that is developmentally appropriate to
individuals and groups.
Candidates in EDCN A634 Counseling Practicum must use formal assessment
processes to document effectiveness in ONE of the areas of, personal development,
social development, or career development. Examples of assessment includes using a
pre-test and post-test to analyze student learning in higher education; client satisfaction
survey, using scores from standardized tests to design and analyze counseling
interventions; designing, administrating, and/or analyzing the results of a client needs
survey.
Candidates in EDCN A695C Counseling Internship: Community Agency
The candidate must use formal assessment processes to document effectiveness in
EACH of the areas of personal development, social development, and career
development.
Candidate Goal 2a:
Example: I will demonstrate my ability to improve the coping skills of survivors of
incest.
Candidate Goal 2b:
Example: I will demonstrate the ability to lead a small counseling group with
recovering substance abusers.
Candidate Goal 2c:
Example: I will demonstrate the ability to assist college freshmen with academic
planning.
Required Artifacts:
2.1 Site Supervisor Evaluation
2.2 UAA Instructor Observation Evaluation

2.3 Signed Practicum/Internship Logs
2.4 Candidate Artifact:
Examples: 2a Results from an administered structured assessment (e.g., Beck’s
Depression Scale)
2b: Results of a pre-test and post-test for the group
2c: Results from five college freshmen satisfaction surveys entitled, “My Satisfaction
with Academic Planning”
Program Goal 3: Utilize assessment, research, and technology to support and improve
counseling practices.
Candidate Goal 3:
Example: I will articulate my ability to use assessment data to improve counseling
programs by analyzing the pre-test and post-test results of my counseling group.
Required Artifacts:
3.1 Site Supervisor Evaluation
3.2 Candidate Self-Evaluation
3.3 Candidate Artifact:
Example: Excel spreadsheet of data and narrative of interpretation
Goal 4: Show characteristics relating to effective counseling practice.
Example: I will analyze resources on counseling techniques for women with ADHD.
Candidate Goal 4:
Required Artifacts:
4.1 Site Supervisor Evaluation
4.2 Candidate Self-Evaluation
4.3 UAA Instructor Observation Evaluation
4.4 Signed Practicum/Internship Logs
4.5 Candidate Artifact:
Example: Created resource booklet for counselors
Goal 5: Create positive therapeutic environments for all clients.
Example: I will communicate rapport with a client from a culture that is different from
my own.
Candidate Goal 5:
Required Artifact:
5.1 Site Supervisor Evaluation
5.2 Candidate Self-Evaluation
5.3 UAA Instructor Observation Evaluation

5.4 Client/Parent/Co-Worker Evaluation
5.5 Candidate Artifact:
Example: Client satisfaction survey
Goal 6: Engage in work that meets ethical standards and legal mandates in the field of
counseling.
Example: I will communicate my understanding of the legal mandate to report
suspected child abuse
Candidate Goal 6:
Required Artifact:
6.1 Site Supervisor Evaluation
6.2 Candidate Self-Evaluation
6.3 UAA Instructor Observation Evaluation
6.4 Case Study Analysis (Waived for candidates who took the Comprehensive
Examination)
6.5 Candidate Artifact:
Example: Agency reporting with identifying data removed
Community Agency Counseling Standards
Additionally, candidates pursuing the options of community agency should demonstrate
competence in community counseling practices. Candidates in EDCN A695C
Counseling Internship: Community Agency should select two to four of the following
standards and create personalized goals for the internship. Candidates are to work with
their site supervisors to identify appropriate standards for creating personalized goals and
artifacts that will demonstrate competence in the selected areas.

The full descriptions of the performance standards for community counselors can be
found in the Council for Accredited Counseling and Related Education Programs
Standards Draft #3 (Pages 28-33, Clinical Mental Health) at
http://www.cacrep.org/2009CACREPstandardsrevision-Draft3final.doc
CACREP Standard 1: Foundations of community agency counseling including roles and
functions of the counselor.
Candidate Goal 1:
Artifact 1:
CACREP Standard 2: Counseling including individual and group services for the
purpose of relieving client distress.
Candidate Goal 2:
Artifact 2:
CACREP Standard 3: Prevention including activities for the purpose of decreasing
likelihood of client developing mental illness.
Candidate Goal 3:
Artifact 3:
CACREP Standard 4: Intervention including designing and delivering strategies for
dealing with acute client distress (e.g., crisis intervention, suicide intervention)
Candidate Goal 4:
Artifact 4:
CACREP Standard 5: Assessment including case conceptualization.
Candidate Goal 5:
Artifact 5:
CACREP Standard 6: Diagnosis including use of tools such as the Diagnostic and
Statistical Manual of Mental Disorders (DSM).
Candidate Goal 6:
Artifact 6:

CACREP Standard 7: Diversity & Advocacy including effective techniques for working
with a variety of populations.
Candidate Goal 7:
Artifact 7:
CACREP Standard 8: Research and Evaluation including techniques for evaluating
counseling services and program effectiveness.
Candidate Goal 8:
Artifact 8: