Appendix II

Samples (A - D) of Different Skills Assessment Formats for Portfolio



This is the second required part of the Portfolio, the assessment of learning areas.  This section will contain identified areas of human services and the humanities in which I have gained knowledge and practical competence, regardless of how my learning took place.  There are four areas of requirement that will be focused on, namely: Direct Client Services; Supervision and Administration; Community Liaison and Planning; and Communication.

I will divide each required area into three parts, namely: description of the particular skills and knowledge which I possess, along with some indication of the level of proficiency; a description of the experiences through which I gained this knowledge; finally, documentation to substantiate the areas of learning which I have discussed.

I will rate my proficiency on a scale of one through ten, in which ten will be the highest point.

Assessment of Learning Areas

The learning area that I will assess first will be Direct Client Services, which will be sub-divided into group work, individual counseling and teaching.

The skills that I possess in group work are: Reading group content and process, reading group numbers, confrontation, rendering positive and constructive feedback.  These skills enable me to facilitate or be the group leader of the following group: Guided Group Interaction, Process Group, Discussion Group, Awareness Group and T-Groups.  The level of proficiency is nine.  I have knowledge of the Bron Method of Groups, Psychodrama Groups, Marathon Groups, and Gestalt Groups.  I obtained the skills in group work from practical application at the following work sites: Westmoreland Alcoholism for Addiction Treatment, Inc., in 1974-1977; and Glen Mills Schools, 1979 to present.  I gained knowledge of various groups through undergraduate courses such as General Psychology, Drug and Alcohol Seminar and S.310 Field Work Practicum.  For documentation of skills, see informal proofs, Transcripts and Certificates of Drug and Alcohol and Guided Group Interaction.

The skills that I possess in individual counseling are: Ability to read the client; ability to confront; ability to read non-verbal cues; and the ability to give feedback.  These skills enable me to counsel in the following areas: Family, vocational, occupational and reality.  The level of proficiency is nine.  I have knowledge of the following techniques of counseling: Transactional Analysis, Behavior Modification and Psychoanalytic.

I obtained the skills in individual counseling through practical application at the following work sites: Westmoreland Alcoholism for Addiction Treatment, Inc., 1974-77, and Glen Mills Schools, 1979 to present.  I gained knowledge of counseling techniques through undergraduate courses as Personality Theories, General Psychology, Abnormal Psychology, Drug and Alcohol Seminar, and Introduction to Community Mental Health.  For documentation of skills, see informal proof and for documentation of knowledge see informal proof transcripts and certificate of Drug and Alcohol seminar.

The skills that I possess in teaching are: Indirect teaching, one-to-one teaching; deductive teaching; the ability to organize material; and the ability to present material coherently.  The level of proficiency is eight.  I obtained these skills through practical application at Westmoreland Alcoholism for Addiction Treatment, Inc., 1974-77, and Glen Mills Schools, 1979 to present.  For documentation, see informal proofs and formal proofs.



As a counselor, I have learned several skills.  However, this is clearly my weakest area.  The skills I bring to a counseling situation have been learned through one-to-one contact with others, but not in a traditional therapy situation.  Documentation of my skills may be located in the section beginning on page 12.

As a counselor, I have developed the ability to:



(Cert. p. 39)     By virtue of my past psychiatric nursing experience, I am trained to deal with emotional crises which are frequently experienced by the addictive patient.  (Res. p. 17, 18/Cert. p. 39).          

My counseling skills are liberally used in my present position.  My formal participation in the holistic approach to medical treatment has been extremely beneficial to me, and I have continued to add to those skills with on-going training and education.  (Cert. p. 30-37) As a Certified Addiction Counselor, (Cert. p. 22) I counsel patients on an individual basis and lead group therapy sessions.   (Job 19 to 21B) My training is also utilized in family therapy counseling and in intervention sessions with families.  (Cert. p. 30, 34) In addition, the valuable asset of accurate empathic understanding which I apply in counseling is supported by my personal experiential knowledge of chemical addiction.  (Res. p. 16)

Teaching the hospital staff how to do psychosocial interviews is an important contribution which I made to the unit.  In doing this I used teaching aids such as the guidelines that I wrote for the hospital procedure manual.  (Act. p. 61) I have also conducted instructional
in-service educational programs for the staff on counseling skills.  (Act. p. 59) When lecturing in the hospitals didactic therapy program, which consists of three daily scheduled meetings, I used films, questionnaires, discussions and other instructional activities to teach the disease concept in alcoholism.



Through five years of doing casework with adolescents that involved counseling them in the following areas: health, education and employment, I have developed my skills to the point where I am proficient in the following areas:

Proficiency In Communications Areas:

1.       Interviewing Client

A.  Conveying the point to the client:  Being able to clearly illustrate to the client cause/effect and alternatives to his particular situation.

B.  Receiving information from client:  The ability to listen to the client and hear what he/she has to say.

C.   Identifying client problem:  After listening to the client, I have the ability to understand where the client is socially and emotionally.  At that point, tentative formulation of the service plan is initiated.

D.   Evaluating feedback of family members:  Soliciting the opinions of other family members in regard to client problem, and accepting their input when applicable.

2.       Direct Service Area

A.   Developing a Service Plan: When client needs are established a determination is  made in terms of selecting service that will best suit client’s need.

B.   Helping client set realistic goals:  In the formulation of service plan, goals should be set to have the possibility and probability of being accomplished.

C.   Implementing the Service Plan:  Help client to implement service plan by incorporating all available resources that relate to his service need(s).  Ability to motivate client in regard to following through on designated service plan.

I acquired these skills through experience and in-service training and they can be documented by my performance ratings.

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