Professional Counselor Portfolio - University of Alaska Anchorage

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.