Transdisciplinary Program Outcomes

Knowledge acquisition. Evaluate critically and integrate knowledge from a range of scholarly sources and disciplines.

Breadth & depth of knowledge

Analyze critically and systematically the breadth and depth of knowledge in your health-related academic discipline or professional practice area, including emerging trends.

Complexity of knowledge

Acknowledge the complexity of knowledge and the potential of other worldviews, interpretations, ways of knowing, and disciplines to contribute to knowledge.

Cognitive complexity

Be tolerant of ambiguity, and cultivate cognitive complexity to enable you to see beyond your own values, worldview, and sociocultural contexts.

Interdisciplinary knowledge & collaboration

Value interdisciplinary knowledge and promote interprofessional collaboration.

Methods of inquiry

Compare and contrast various approaches to, and methods of, research inquiry.

Scholarly foundation

Select appropriate information sources, citing the required number, and evaluate critically the quality of current research and scholarship.

Disciplinary Competencies

Culture. Acknowledge the ubiquitous nature of culture in counselling.

Cultural self-exploration

Engage in cultural self-exploration as a foundation for cultural sensitivity toward client cultural identities and relationalities.

Intersectionality

Appreciate, and reflect critically on, the complexity and intersectionality of cultural identities and relationalities.

Disciplinary Competencies

Culture. Acknowledge the ubiquitous nature of culture in counselling.

Intersectionality

Appreciate, and reflect critically on, the complexity and intersectionality of cultural identities and relationalities.

Cultural identity development

Articulate the relationship between social location and cultural identity development and management.

Culturally responsive practice

Embrace counsellor ways of being and counselling practices to honour, and be responsive to, the cultural identities, worldviews, and social locations of the client.

Transdisciplinary Program Outcomes

Knowledge acquisition. Evaluate critically and integrate knowledge from a range of scholarly sources and disciplines.

Cognitive complexity

Be tolerant of ambiguity, and cultivate cognitive complexity to enable you to see beyond your own values, worldview, and sociocultural contexts.

Transdisciplinary Program Outcomes

Assessment Criteria

Below Standard
F to C+

Support Required
B-

Approaches Standard
B

Meets Standard
B+ to A-

Exceeds Standard
A to A+

Grade

0 to 6.9

7.0 to 7.4

7.5 to 7.9

8.0 to 8.9

9.0 to 10.0

Disciplinary competence. Demonstrate entry-to-practice proficiency with counselling psychology disciplinary competencies.

Entry-to-practice competency

Fail to meet entry-to-practice competencies as designated by relevant national and provincial or territorial organizations.

Attempt, with little success, to meet entry-to-practice competencies as designated by relevant national and provincial or territorial organizations.

Attempt, with some success, to meet entry-to-practice competencies as designated by relevant national and provincial or territorial organizations.

Meet entry-to-practice level competencies as designated by relevant national and provincial or territorial organizations.

Exceed entry-to-practice competencies as designated by relevant national and provincial or territorial organizations.

0 to 10

Educational qualifications

Fail to meet requirements to participate in further education in the field of study or related fields.

Attempt, with little success, to meet requirements to participate in further education in the field of study or related fields.

Attempt, with some success, to meet requirements to participate in further education in the field of study or related fields.

Meet requirements to participate in further education in the field of study or related fields.

Exceed requirements to participate in further education in the field of study or related fields.

0 to 10

Knowledge acquisition. Evaluate critically and integrate knowledge from a range of scholarly sources and disciplines.

Breadth & depth of knowledge

Ignore or dismiss the breadth and depth of knowledge in your health-related academic discipline or professional practice area.

Show little awareness of the breadth and depth of knowledge in your health-related academic discipline or professional practice area.

Comprehend the breadth and depth of knowledge in your health-related academic discipline or professional practice area.

Analyze critically and systematically the breadth and depth of knowledge in your health-related academic discipline or professional practice area, including emerging trends.

Synthesize and evaluate the breadth and depth of knowledge in your health-related academic discipline or professional practice area, including emerging trends.

0 to 10

Complexity of knowledge

Assume singular, monocultural ways of knowing.

Acknowledge minimally the contributions of other worldviews, interpretations, ways of knowing, and disciplines.

Acknowledge, to some degree, the contributions of other worldviews, interpretations, ways of knowing, and disciplines.

Acknowledge the complexity of knowledge and the potential of other worldviews, interpretations, ways of knowing, and disciplines to contribute to knowledge.

Acknowledge the complexity of knowledge by appreciating, critiquing, evaluating, and integrating other worldviews, interpretations, ways of knowing, and disciplines.

0 to 10

Cognitive complexity

Express either/or, linear, rigid, or uncritical thinking from a narrow, singular frame of reference.

Demonstrate some movement beyond uncritical thinking and cognitive rigidity.

Demonstrate basic critical thinking skills, and step outside of a singular frame of reference by acknowledging alternative perspectives.

Be tolerant of ambiguity, and cultivate cognitive complexity to enable you to see beyond your own values, worldview, and sociocultural contexts.

Commit actively to valuing diversity of perspectives, and demonstrate comfort with ambiguity and unanswered questions.

0 to 10

Interdisciplinary knowledge & collaboration

Assume an insular and discipline-specific stance and dismiss interdisciplinary knowledge and interprofessional collaboration.

Fail to appreciate interdisciplinary knowledge or the importance of interprofessional collaboration.

Acknowledge interdisciplinary knowledge and be willing to engage in interprofessional collaboration.

Value interdisciplinary knowledge and promote interprofessional collaboration.

Prioritize interdisciplinary knowledge, and take a leadership role in interprofessional collaboration.

0 to 10

Methods of inquiry

Lack knowledge of various approaches to, and methods of, research inquiry.

Demonstrate minimal knowledge of various approaches to, and methods of, research inquiry.

Describe, but struggle to differentiate between, various approaches to, and methods of, research inquiry.

Compare and contrast various approaches to, and methods of, research inquiry.

Evaluate critically, and discern between, various approaches to, and methods of, research inquiry.

0 to 10

Scholarly foundation

Omit appropriate information sources.

Draw on outdated or nonscholarly information sources or use fewer than 80% of the required number of sources.

Draw on appropriate information sources, but cite only 80% of the required number of sources.

Select appropriate information sources, citing the required number, and evaluate critically the quality of current research and scholarship.

Select, evaluate critically, and integrate effectively additional appropriate information sources (beyond the required number) as necessary to support scholarly writing.

Select, evaluate critically, and integrate effectively additional appropriate information sources as necessary to support professional-level scholarly writing.

0 to 10

Knowledge application. Analyze critically, synthesize, and competently apply knowledge to academic and professional tasks and roles.

Critical analysis

Lack knowledge retention and comprehension in reading, thinking, and writing.

Demonstrate knowledge retention in reading, thinking, and writing.

Demonstrate knowledge comprehension in reading, thinking, and writing.

Demonstrate critical reading, thinking, and writing.

Demonstrate advanced critical analysis and evaluation in reading, thinking, and writing.

0 to 10

Knowledge creation

Reproduce knowledge with no originality or creativity.

Repurpose knowledge with little originality or creativity.

Participate in the creation of health-related knowledge by contributing moderate originality and creativity.

Participate in the creation of health-related knowledge through original and creative thinking and writing.

Take a leadership role in creating and advancing health-related knowledge by optimizing original and creative thinking and writing.

0 to 10

Synthesis & Integration

Ignore or misrepresent the professional literature.

Describe the professional literature in a nonintegrative way.

Analyze and report on the professional literature.

Integrate, critique, and synthesize the professional literature.

Integrate, critique, synthesize, and evaluate critically current themes and trends in the professional literature.

0 to 10

Thesis & arguments

Present content in an unorganized way without clear direction or flow.

Present content with weak, but discernible, organizational structure.

Provide a logical flow of topics not articulated adequately as thesis and arguments.

Articulate and support an original thesis and sustained, well-reasoned arguments.

Present a publication-worthy manuscript, based on an original thesis and sustained, well-reasoned, well-organized arguments.

Articulate creatively and support fully an original problem statement and sustained, well-reasoned, well-organized arguments at a professional, publishable standard.

0 to 10

Application of knowledge to complex issues

Fail to address complex issues and judgments, and ignore established principles, policies, and protocol.

Attempt, with little success, to address complex issues and judgments, attending marginally to established principles, policies, and protocols.

Address complex issues and judgments, with some success, acknowledging established principles, policies, and protocols

Address complex issues and judgments successfully based on established principles, policies, and protocols.

Analyze complex issues and judgments optimally by evaluating and integrating established principles, policies, and protocols

0 to 10

Generalization of knowledge

Ignore relevant knowledge that could be applied to new questions, problems, or contexts.

Attempt, with little success, to apply knowledge to new questions, problems, or contexts.

Apply knowledge to new questions, problems, or contexts.

Analyze critically, apply, and generalize knowledge to new questions, problems, or contexts.

Analyze critically, synthesize, and evaluate the generalization of knowledge to new questions, problems, or contexts.

0 to 10

Cultural responsivity

Assume that knowledge is culture blind and ignore the limitations of its application across contexts.

Underestimate the culture-bound nature of knowledge and the limitations of its application across contexts.

Acknowledge the culture-bound nature of knowledge and the limitations of its application across contexts.

Assess critically the relevance and cultural responsivity of the application of knowledge within individual, family, community, social, and global contexts.

Evaluate, critique, and adapt knowledge to ensure its relevance and cultural responsivity to individual, family, community, social, and global contexts.

0 to 10

Knowledge transfer. Communicate and share knowledge effectively, professionally, honestly, and with integrity.

Effective communication

Fail to communicate ideas.

Communicate ideas in a way that is unclear, incoherent, or long-winded.

Communicate ideas with inconsistent clarity and conciseness.

Communicate ideas clearly, succinctly, and effectively to interdisciplinary, specialist, and nonspecialist audiences.

Present ideas professionally, tailored appropriately to the target audience.

0 to 10

Verbal & nonverbal communication

Communicate, verbally and nonverbally, in ways that are unprofessional and ineffective.

Attempt, with little success, to apply appropriate verbal and nonverbal communication skills.

Apply appropriate verbal and nonverbal communication skills most of the time.

Evaluate and apply appropriate verbal and nonverbal communication skills to engage with individuals, groups, and broader systems.

Evaluate and implement, fluidly and responsively, verbal and nonverbal communication skills to engage effectively with individuals, groups, and broader systems.

0 to 10

Teaching & learning

Make no attempt to implement teaching and learning strategies.

Use some teaching and learning strategies ineffectively.

Use some teaching and learning strategies with moderately good effect.

Implement teaching and learning strategies effectively.

Implement teaching and learning strategies consistently, effectively, creatively, and responsively.

0 to 10

Dissemination of knowledge

Communicate knowledge ineffectively, making it inaccessible to others.

Understand and communicate knowledge in a linear and purely descriptive way, making it less accessible to other users.

Analyze, report on, and distribute knowledge in a variety of forms to make it available to other users.

Synthesize, organize, create, and distribute knowledge in a variety of forms (e.g., electronic, written, oral, visual) to make it available to other users.

Model creativity and professionalism by synthesizing, organizing, creating, and distributing knowledge in a variety of forms to make it inviting and accessible to other users.

0 to 10

Professional writing

Ignore academic and professional writing principles and standards, including APA format.

Attempt, with little success, to implement academic and professional writing principles and standards, making many APA errors.

Apply academic and professional writing principles and standards most of the time, making some APA errors.

Apply academic and professional writing principles and standards consistently, rarely making APA errors.

Model proficiency with academic and professional writing principles and standards, including APA format.

0 to 10

Intellectual honesty & scholarly integrity

Make no attempt to credit information sources.

Attribute ideas inconsistently and inaccurately to their information sources, making many APA errors.

Attribute ideas consistently, but inaccurately, to their information sources, making some APA errors.

Demonstrate intellectual honesty and scholarly integrity; in particular, attribute ideas to their information sources accurately, rarely making APA errors.

Apply intellectual honesty and scholarly integrity standards consistently, professionally, and accurately to share, credit, and honour ideas contributed by others.

0 to 10

Leadership & interpersonal relationships. Model respect, professionalism, and socially responsible leadership in relationships with individuals and systems.

Cultural diversity

Express views that may result in dignitary harm to persons or peoples from other cultures.

Undervalue the importance of respect for, and responsivity to, cultural diversity.

Acknowledge, but apply inconsistently, respect for, and responsivity to, cultural diversity.

Value, respect, and be responsive to cultural diversity.

Commit to, and advocate for, cultural inclusivity and responsivity.

0 to 10

Professional conduct

Demonstrate a lack of professionalism across all settings and situations.

Conduct yourself in an unprofessional manner in certain settings and situations.

Conduct yourself in a nearly professional manner across all settings and situations.

Conduct yourself in a professional manner across all settings and situations.

Model professionalism, consistently and with ease, across all settings and situations.

0 to 10

Positive relationships

Exhibit poor interpersonal relationships and problem-solving skills.

Make minimal efforts to develop effective relationships and solution-focused interactions.

Attempt, somewhat successfully, to develop effective relationships and to interact in a positive solution-focused manner.

Develop and maintain effective relationships, and interact in a positive solution-focused manner.

Assume a leadership role in advancing effective relationships and positive, solution-focused interactions.

0 to 10

Collaboration

Devalue, or refuse to engage in, collaboration with clients, peers, colleagues, and systems.

Attempt, with little success, to collaborate respectfully and effectively with clients, peers, colleagues, and systems.

Attempt, with some success, to collaborate respectfully and effectively with clients, peers, colleagues, and systems.

Collaborate respectfully and effectively with clients, peers, colleagues, and systems.

Assume a leadership role in promoting respectful and effective collaboration with clients, peers, colleagues, and systems.

0 to 10

Leadership

Resist engagement in leadership roles within organizations, communities, and the profession.

Lack foundational competencies for leadership roles within organizations, communities, and the profession.

Demonstrate potential to assume leadership roles in complex and unpredictable environments within organizations, communities, and the profession.

Demonstrate leadership in complex and unpredictable environments within organizations, communities, and the profession.

Welcome and model effective and responsive leadership in complex and unpredictable environments within organizations, communities, and the profession.

0 to 10

Conflict resolution

Refuse to navigate conflict, and dismiss differences in perspective.

Make minimal attempts to navigate conflict, and downplay differences in perspective.

Attempt with some success to navigate conflict and negotiate differences in perspective respectfully.

Navigate conflict, and negotiate differences in perspective, effectively and respectfully.

Model professionalism, and assume a leadership role, in navigating conflict and negotiating differences.

0 to 10

Social justice

Reject responsibility for the welfare of others or justify social injustice.

Minimize responsibility for the welfare of others and the promotion of social justice.

Value the welfare of others and the promotion of social justice.

Take action to safeguard the welfare of others and to promote social justice.

Assume a leadership role in safeguarding the welfare of others and promoting social justice.

0 to 10

Professional capacity & autonomy. Assume responsibility for your own learning, and engage in reflective practice to support continued competency development.

Responsibility & accountability

Deflect or reject responsibility and accountability.

Minimize responsibility and accountability.

Take some initiative, and demonstrate some personal responsibility and accountability.

Exercise initiative, and demonstrate both personal responsibility and accountability.

Take a leadership role in modeling personal responsibility and accountability.

0 to 10

Ethical decision-making

Demonstrate poor judgment and fail to engage in ethical decision-making.

Attempt, with little success, to engage in ethical decision-making related to complex problems or situations.

Attempt, with some success, to engage in ethical decision-making related to complex problems or situations.

Demonstrate sound judgment, and engage in ethical decision-making, related to complex problems or situations.

Model sound judgment, prepare proactively, and engage effectively in ethical decision-making related to complex problems or situations.

0 to 10

Professional values & integrity

Fail to resolve situations that challenge professional values and integrity by prioritizing personal values or holding onto biases.

Attempt, with little success, to resolve situations that challenge professional values and integrity, due to personal-professional values conflicts or personal biases.

Understand, and take initial steps to resolve, situations that challenge professional values and integrity.

Evaluate critically and resolve situations that challenge professional values and integrity.

Predict, evaluate critically, and initiate plans to resolve situations that challenge professional values and integrity.

0 to 10

Self-directed learning

Resist self-responsibility or blame others for lack of learning.

Minimize self-responsibility, or fail to take initiative, for learning.

Assume responsibility for, but fail to take initiative in, self-directed learning.

Assume responsibility for, and engage in, self-directed learning.

Value, and take initiative to optimize opportunities for, self-directed learning.

0 to 10

Constructivist learning

Ignore the ideas of peers.

Engage only in cheerleading responses to peers, without integrating their ideas.

Acknowledge the ideas of peers, without actively promoting, or engaging in, co-construction of meaning.

Promote actively creative, purposeful, contextualized, and collaborative constructive learning processes.

Assume a leadership role in engaging peers in creative, purposeful, contextualized, and collaborative constructive learning processes.

0 to 10

Intellectual independence

Resist responsibility for ongoing professional development.

Downplay responsibility for ongoing professional development.

Accept responsibility, and demonstrate some of the intellectual independence required, for ongoing professional development.

Demonstrate the intellectual independence required for ongoing professional development.

Model intellectual independence through proactive commitment to ongoing professional development.

0 to 10

Self-awareness

Resist self-reflection, and hold rigidly to personal values, beliefs, and assumptions.

Minimize self-reflection on personal values, beliefs, and assumptions.

Demonstrate some self-awareness, and engage in initial exploration of values, beliefs, and assumptions.

Value self-awareness, and engage actively in continued exploration of your values, beliefs, and assumptions.

Model reflective practice to challenge actively personal beliefs, biases, and assumptions to align with professional values.

0 to 10

Reflective practice

Resist engagement in reflective practice.

Devalue or minimize the process of reflective practice.

Value reflective practice, and take some steps toward both reflection and action.

Engage in critical reflectivity both during and after professional activity, and act upon these reflections.

Prioritize and model critical reflectivity both during and after professional activity, and act effectively upon these reflections.

0 to 10

Continuing competency

Resist self-assessing competence or limitations of competence, and provide no plan to enhance attitudes, knowledge, and skills.

Attempt, with little success, to self-assess competence or limitations of competence, and articulate a weak or vague plan to enhance attitudes, knowledge, and skills.

Self-assess competence and limits of competence, with some success, or articulate a weak or vague plan to enhance attitudes, knowledge, and skills.

Self-assess competence accurately, recognize current limitations of competence, and plan appropriately to enhance attitudes, knowledge, and skills.

Value and prioritize self-assessment of competence and limitations of competence, and demonstrate commitment to continuing competency development through appropriate planning and action.

0 to 10

Self-care

Dismiss the need for self-care, and resist acknowledging when professional competency may be compromised.

Downplay the need for self-care, or fail to discern when professional competency may be compromised.

Recognize the need for self-care, and take initial steps to intervene when professional competency may be compromised.

Self-monitor the need for self-care, and intervene promptly when professional competency may be compromised.

Prioritize self-care through proactive and preventative practices, and intervene promptly and effectively when professional competency may be compromised.

0 to 10

Digital competence. Capitalize effectively on technology for knowledge transfer, and interpersonal communication, and collaboration.

Information technology

Refuse to use emerging information technology to support scholarship, leadership, communication, and knowledge translation and development.

Attempt, with little success, to apply emerging information technology to support scholarship, leadership, communication, and knowledge translation and development.

Attempt, with some success, to apply emerging information technology to support scholarship, leadership, communication, and knowledge translation and development.

Select and apply contemporary and emerging information technology to support scholarship, leadership, communication, and knowledge translation and development.

Make optimal and creative use of contemporary and emerging information technology to support scholarship, leadership, communication, and knowledge translation and development.

0 to 10

Digital identity

Make inappropriate or unprofessional use of technology, social media, and web resources to negatively impact professional identity.

Minimize the use of technology, social media, and web resources to establish a professional identity and presence.

Take some initial steps to establish a professional digital identity and presence through technology, social media, and web resources.

Establish a professional digital identity and presence through appropriate use of technology, social media, and web resources.

Optimize the use of technology, social media, and web resources to establish a professional identity and presence and to advance professional practice.

0 to 10

Multimedia & digital communication

Fail to employ audio, visual, or digital forms to communicate ideas, issues, and conclusions.

Attempt, with little success, to employ audio, visual, or digital forms to communicate ideas, issues, and conclusions.

Apply, with inconsistent effectiveness, a variety of audio, visual, or digital forms to communicate ideas, issues, and conclusions.

Communicate ideas, issues, and conclusions effectively and professionally in a variety of forms (e.g., internet, social media, audiovisual, blogging).

Make optimal and creative use of a variety of audio, visual, or digital forms to communicate ideas, issues, and conclusions professionally and with originality.

0 to 10

Technology-mediated interaction

Fail to engage, or interact ineffectively and unprofessionally, with peers, supervisors, and instructors through technology-mediated platforms.

Engage minimally, or interact with minimal effectiveness and professionalism, with peers, supervisors, and instructors through technology-mediated platforms.

Engage inconsistently in an effective and professional manner with peers, supervisors, and instructors through technology-mediated platforms.

Interact effectively and professionally with peers, supervisors, and instructors through technology-mediated platforms (e.g., email, digital forums, videoconferencing, collaboration software).

Make optimal and creative use of technology-mediated platforms to interact effectively and professionally with peers, supervisors, and instructors.

0 to 10

Digital ethics and security

Breach ethics and information security in making use of digital platforms.

Downplay the importance of ethics and information security in making use of digital platforms.

Understand how ethics and information security might affect use of digital platforms.

Evaluate critically the use of digital platforms in terms of ethics and information security.

Evaluate critically and discern effectively the appropriate use of digital platforms in terms of ethics and information security.

0 to 10

Disciplinary Competencies

Assessment Criteria

Below Standard
F to C+

Support Required
B-

Approaches Standard
B

Meets Standard
B+ to A-

Exceeds Standard
A to A+

Grade

0 to 6.9

7.0 to 7.4

7.5 to 7.9

8.0 to 8.9

9.0 to 10.0

Counselling models. Analyze critically existing models of counselling and client change.

Role of counselling models

Evaluate the role of counselling models in effective counselling practice.

0 to 10

Sociohistorical contexts of counselling models

Reflect critically on the sociohistorical contextual foundations of prevailing counselling models.

0 to 10

Cultural contexts of counselling models

Assess the roles that culture and context, broadly defined, play in giving shape to theories and models of counselling.

0 to 10

Assumptions about change

Misidentify and misunderstand the major assumptions that underpin models of counselling and client change.

Misunderstand the major assumptions that underpin models of counselling and client change.

Describe, without critical reflection, the major assumptions that underpin models of counselling and client change.

Analyze critically and deconstruct the major assumptions that underpin models of counselling and client change.

Evaluate critically the major assumptions that underpin models of counselling and client change, and apply these to discern responsive and client-centred change processes.

0 to 10

Evidence-based practice

Ignore the evidence-based practice movement in counselling.

Misunderstand the main principles of the evidence-based practice movement in counselling.

Understand the main principles of the evidence-based practice movement in counselling.

Analyze critically the evidence-based practice movement in counselling.

Evaluate critically, and articulate a defensible position toward, the evidence-based practice movement in counselling.

0 to 10

Common factors

Ignore the common factors in therapeutic change.

Misunderstand, or minimize the relevance of, the common factors in therapeutic change.

Understand and appreciate the relevance of, the common factors in therapeutic change.

Analyze critically, and evaluate the relevance of, the common factors in therapeutic change.

Evaluate critically, and demonstrate responsive practice-based integration of, the common factors in therapeutic change.

0 to 10

Critical deconstruction

Apply a process of critical deconstruction to the analysis and evaluation of counselling models.

0 to 10

Counselling model implementation. Apply theoretical lenses in a purposeful and systematic way in work with clients.

Client factors

Dismiss or ignore counselling models and research evidence related to client needs and preferences in counselling practice.

Attempt, with little success, to integrate counselling models and research evidence related to client needs and preferences into counselling practice.

Attempt, somewhat successfully, to integrate counselling models and research evidence related to client needs and preferences into counselling practice.

Integrate counselling models and research evidence related to client needs and preferences into counselling practice.

Model integration of counselling models and research evidence related to client needs and preferences to optimize counselling outcomes.

0 to 10

Therapist factors

Ignore or dismiss the role that therapist characteristics play in facilitating positive counselling outcomes.

Minimize the role that therapist characteristics play in facilitating positive counselling outcomes.

Acknowledge the role that therapist characteristics play in facilitating positive counselling outcomes.

Assess the role that therapist characteristics play in facilitating positive counselling outcomes.

Evaluate, and optimize the influence of, therapist characteristics in facilitating positive counselling outcomes.

0 to 10

Theoretical flexibility

Assume an inflexible stance by restricting practice to a singular counselling model.

Demonstrate minimal openness, flexibility, and appreciation toward multiple and varied counselling models.

Take initial steps in developing an open, flexible, and appreciative stance toward multiple and varied counselling models.

Demonstrate an open, flexible, and appreciative stance toward multiple and varied counselling models.

Model, and implement effectively, an open, flexible, and appreciative stance toward multiple and varied counselling models.

0 to 10

Theoretical positioning

Assume a nonintegrative theoretical stance that ignores diverse client issues, cultural identities, and contexts.

Demonstrate minimal integration of theory and inadequate responsiveness to diverse client issues, cultural identities, and contexts.

Take initial steps in developing an integrative theoretical positioning that is responsive to diverse client issues, cultural identities, and contexts.

Develop an integrative theoretical positioning that is responsive to diverse client issues, cultural identities, and contexts.

Model, and implement effectively, an integrative theoretical positioning that is responsive to diverse client issues, cultural identities, and contexts.

0 to 10

Culture. Acknowledge the ubiquitous nature of culture in counselling.

Cultural self-exploration

Resist cultural self-exploration, and devalue cultural sensitivity toward client cultural identities and relationalities.

Demonstrate minimal cultural self-exploration or sensitivity toward client cultural identities and relationalities.

Attempt, with some success, cultural self-exploration as a foundation for cultural sensitivity toward client cultural identities and relationalities.

Engage in cultural self-exploration as a foundation for cultural sensitivity toward client cultural identities and relationalities.

Prioritize in-depth cultural self-exploration as a foundation for cultural sensitivity toward client cultural identities and relationalities.

0 to 10

Intersectionality

Assume that cultural identities and relationalities are essentialized, linear, noninteractive, and decontextualized.

Describe, but struggle to personalize, the complexity and intersectionality of cultural identities and relationalities.

Understand, without critical reflection, some aspects of the complexity and intersectionality of cultural identities and relationalities.

Appreciate, and reflect critically on, the complexity and intersectionality of cultural identities and relationalities.

Synthesize, and evaluate critically, the fluidity, intersectionality, multiplicity, and contextualized nature cultural identities and relationalities.

0 to 10

Cultural identity development

Assume that cultural identity development and management are individual issues, unaffected by social location.

Devalue the relationship between social location and cultural identity development and management.

Acknowledge, to some degree, the relationship between social location and cultural identity development and management.

Articulate the relationship between social location and cultural identity development and management.

Evaluate critically the relationship between social location and cultural identity development and management.

0 to 10

Culturally responsive practice

Engage in counsellor ways of being and counselling practices with no regard for the cultural identities, worldviews, and social locations of the client.

Undervalue the importance of tailoring counsellor ways of being and counselling practices to be responsive to the cultural identities, worldviews, and social locations of the client.

Acknowledge, but engage inconsistently in, counsellor ways of being and counselling practices to be responsive to the cultural identities, worldviews, and social locations of the client.

Embrace counsellor ways of being and counselling practices to honour, and be responsive to, the cultural identities, worldviews, and social locations of the client.

Evaluate critically, and adapt consistently and fluidly, counsellor ways of being and counselling practices, to ensure honour, and be responsive to, the cultural identities, worldviews, and social locations of the client.

0 to 10

Social justice. Challenge social injustices, and critique their impact on client–counsellor social locations.

Social injustices

Assume a decontextualized and individualist view of client health and well-being that denies the impact of social injustices and ignores the social determinants of health.

Downplay social determinants of health, and minimize the impact of social injustices on client health and well-being.

Acknowledge social determinants of health, and seek to understand the impact of social injustices on client health and well-being.

Attend actively to social determinants of health, and evaluate the impact of social injustices on client health and well-being.

Evaluate critically social determinants of health and the impact of social injustices on client health and well-being.

0 to 10

Power & privilege

Assume that client and counsellor social locations are irrelevant, and deny the impact of power and privilege on the counselling relationship.

Minimize or ignore the impact of power and privilege on client–counsellor social locations.

Acknowledge the impact of power and privilege on client–counsellor social locations.

Assess critically the impact of power and privilege on client–counsellor social locations.

Evaluate critically the impact of power and privilege on client–counsellor relationships, and commit to addressing differences in social location.

0 to 10

Cross-cultural transitioning

Assume that cultural identity and relationality are essentialized, and deny the impact of cross-cultural transitioning and social injustices.

Underestimate the impact of cross-cultural transitioning and social injustices on cultural identity and relationality.

Acknowledge the impact of cross-cultural transitioning and social injustices on cultural identity and relationality.

Analyze critically the impact of cross-cultural transitioning and social injustices on cultural identity and relationality.

Evaluate critically, and respond effectively to, the impact of cross-cultural transitioning and social injustices on cultural identity and relationality.

0 to 10

Socially just practice

Reject the influence of dominant sociocultural discourses and norms on theory and practice, and engage in oppressive counselling practices.

Minimize the influence of dominant sociocultural discourses and norms on theory and practice opening the door to oppressive counselling practices.

Acknowledge, but attend inconsistently, to the influence of dominant sociocultural discourses and norms on theory and practice.

Critically analyze the influence of dominant sociocultural discourses and norms on theory and practice, and actively promote socially just counselling.

Engage, consistently and intentionally, socially just counselling practices by actively challenging oppressive discourses and norms and promoting more inclusive theory and practice.

0 to 10

Ethics & standards. Evaluate critically and apply ethical and legal standards, principles, and guidelines.

Ethical theory

Analyze critically foundational ethical theory.

0 to 10

Professional regulation

Articulate the role that professional regulation plays in promoting ethical practice.

0 to 10

Legal expectations

Identify and integrate law and legal issues that inform ethical practice.

0 to 10

Informed Consent

Fail to understand or obtain informed consent.

Minimize the importance, or missing important elements, of informed consent.

Consider the role of, and initiate conversations about, informed consent, with some hesitation or uncertainty.

Reflect critically on the role of, and engage effectively in the process of obtaining, informed consent as a foundation for responsive relationships and ethical practice.

Prioritize, and integrate seamlessly, conversations about informed consent as an ongoing, recursive process to optimize the responsiveness of therapeutic relationships and processes.

0 to 10

Confidentiality

Fail to understand or outline to clients the limits of confidentiality.

Minimize the importance, or missing important elements, of the limits of confidentiality

Consider the role of, and initiate conversations about, the limits of confidentiality, with some hesitation or uncertainty.

Reflect critically on the role, and explore effectively the limits, of confidentiality with the client as a foundation for responsive relationships and ethical practice.

Prioritize, and integrate seamlessly, conversations about the limits of confidentiality in a way that optimizes the safety and responsiveness of therapeutic relationships and processes.

Ethical practice within systems

Identify and reflect critically on the parameters of ethical practice from a systems perspective.

0 to 10

Professional boundaries

Identify and reflect critically on the central role that professional boundaries play in creating and maintaining ethical relationships.

0 to 10

Ethical decision-making: Articulate, critique, and apply a model of culturally responsive and socially just ethical decision making.

Culture & ethical practice

Reflect critically on the intersection between cultural beliefs and values, and ethical practice.

0 to 10

Social justice & ethical practice

Articulate the central role that social justice plays in ethical practice.

0 to 10

Ethical decision-making models

Analyze critically and apply various ethical decision-making models, noting strengths and limitations associated with each.

0 to 10

Ethical decision-making contextual factors

Identify and integrate personal, organizational, and institutional factors that influence the ethical decision-making process.

0 to 10

Professional identity. Embrace values-based practice as a foundation for professional identity.

Values-based practice

Hold attitudes, values, behaviours, and comportment that contravene the values and virtues of professional counselling and psychology.

Downplay attitudes, values, behaviours, and comportment that reflect the values and virtues of professional counselling and psychology.

Demonstrate, somewhat successfully, attitudes, values, behaviours, and comportment that reflect the values and virtues of professional counselling and psychology.

Articulate and demonstrate attitudes, values, behaviours, and comportment that reflect the values and virtues of professional counselling and psychology.

Take a leadership role in modeling attitudes, values, behaviours, and comportment that reflect the values and virtues of professional counselling and psychology.

0 to 10

Client worldviews

Assume an ethnocentric or monocultural worldview, and prioritize personal beliefs, values, and assumptions over those of clients.

Devalue the diversity of worldviews, and downplay consideration of client beliefs, values, and assumptions.

Acknowledge, with some understanding, the diversity of worldviews, and be willing to consider client beliefs, values, and assumptions.

Value the diversity of worldviews, and prioritize client beliefs, values, and assumptions.

Embrace actively the diversity of worldviews, and foreground effectively client beliefs, values, and assumptions.

0 to 10

Social change

Reject the need for an anti-oppressive approache and take a stance that supports the unjust status quo.

Resist taking an anti-oppressive and justice-doing stance that promotes social change.

Exhibit openness to taking an anti-oppressive and justice-doing stance that advances social change.

Assume an anti-oppressive and justice-doing stance that advances social change.

Take a leadership role in modelling an anti-oppressive stance and justice-doing stance by engaging actively in promoting social change.

0 to 10

Scholar-practitioner-advocate-leader

Reject social justice values and resist scholarship, leadership, and advocacy.

Downplay social justice values and the inclusion of leadership and advocacy in professional identity.

Exhibit, to some degree, social justice values as a foundation for developing scholar-practitioner-advocate-leader professional identity.

Embody social justice values as a foundation for commitment to scholar-practitioner-advocate-leader professional identity.

Advance actively social justice values through actualizing commitment to scholar-practitioner-advocate-leader professional identity.

0 to 10

Responsive relationships. Engage in evidence-based, culturally responsive, and socially just relational practices.

Evidence-based relationships

Ignore the body of evidence on what works in counselling and psychotherapy as it pertains to the client–counsellor relationship.

Make little substantive connection between the body of evidence on what works in counselling and psychotherapy and the client–counsellor relationship.

Show some understanding of connection between the body of evidence on what works in counselling and psychotherapy and the client–counsellor relationship.

Position the client–counsellor relationship within the body of evidence on what works in counselling and psychotherapy.

Evaluate critically the nature and purpose of the client–counsellor relationship drawing on the body of evidence on what works in counselling and psychotherapy.

0 to 10

Relational practice

Reject the relational nature of counselling practice.

Minimize the relational nature of counselling practice.

Understand, but fail to capitalize on, the relational nature of counselling practice.

Optimize the growth-fostering potential of the client-counsellor relationship.

Discern and apply responsive relational practices to optimize the growth-fostering potential of the client–counsellor relationship.

0 to 10

Therapeutic conversations

Engage in conversations that may be considered nontherapeutic or damaging to clients.

Minimize the importance of distinguishing between therapeutic and other types of conversations.

Understand, but fail to capitalize on, the distinguishing features of therapeutic conversations with clients.

Articulate the distinguishing features of, and engage consistently in, therapeutic conversations with clients.

Actively monitor, adjust, and evaluate conversations with clients to optimize their therapeutic potential.

0 to 10

Salience of culture & social location

Ignore the salience and interplay of client–counsellor cultural identities and social locations.

Minimize the salience and interplay of client–counsellor cultural identities and social locations.

Understand the potential influence of, but respond ineffectively to, the interplay of client–counsellor cultural identities and social locations.

Assess the salience and the interplay of client–counsellor cultural identities and social locations.

Evaluate critically the salience of, and respond effectively to, the interplay of client–counsellor cultural identities and social locations.

0 to 10

Shared power

Engage in power-over relationships with clients.

Lean toward power-over relationships with clients.

Take initial steps to build collaborative and mutual, power-sharing relationships with clients.

Nurture collaborative and mutual, power-sharing relationships with clients.

Prioritize collaborative and mutual, power-sharing relationships with clients.

0 to 10

Challenges & preferences. Implement counselling microskills and techniques, intentionally and responsively, to co-construct shared understanding of client challenges and identify preferred futures.

Counselling microskills

Ignore or devalue the importance of developing counselling microskills and techniques to support specific counselling processes.

Attempt, with little success, to demonstrate counselling microskills and techniques to support specific counselling processes.

Demonstrate some counselling microskills and techniques, but without consistency, to support specific counselling processes.

Select and implement purposefully various counselling microskills and techniques to support responsive client-counsellor relationships and counselling processes.

Demonstrate, consistently and fluidly, a repertoire of counselling microskills to achieve desired outcomes in working with client stories.

0 to 10

Co-construction of meaning

Impose counsellor construction of meaning through lack of use or misuse of counselling microskills and techniques.

Facilitate minimal co-construction of meaning by missing opportunities to apply counselling microskills and techniques or applying them without intentionality, cultural responsivity, or collaboration.

Facilitate co-construction of meaning, some of the time, by applying counselling microskills and techniques with inconsistent intentionality, cultural responsivity, or collaboration.

Facilitate co-construction of meaning though dialogue by applying counselling microskills and techniques in an intentional, culturally responsive, and collaborative manner.

Promote, actively and consistently, co-construction of meaning though dialogue by applying by applying counselling microskills and techniques fluidly, in an intentional, culturally responsive, and collaborative manner.

0 to 10

Current Challengess

Fail to implement counselling techniques or to co-construct a shared understanding of client challenges.

Attempt, with little success, to implement counselling techniques or co-construct a shared understanding of client challenges.

Implement, with some success, specific counselling techniques to co-construct a shared understanding of client challenges.

Collaborate to co-construct a multidimensional and contextualized shared understanding of client challenges.

Model creativity and responsivity in adapting counselling techniques to co-construct a multidimensional and contextualized shared understanding of client challenges.

0 to 10

Preferred futures

Ignore cultural identities and social locations in the construction of preferred futures.

Attempt, with little success, to connect cultural identities and social locations to preferred futures.

Co-construct preferred futures that recognize, to some degree, cultural identities and social locations.

Collaborate to co-construct preferred futures that are responsive to salient dimensions of client identities, worldviews, values, and social locations.

Foreground salient dimensions of cultural identities and social locations to responsively and collaboratively construct preferred outcomes.

0 to 10

Assessment. Analyze critically, select, and apply appropriate assessment processes, tools, and techniques.

Nature & purpose of assessment

Evaluate critically the nature and purpose of assessment.

0 to 10

General assessment processes

Evaluate critically standardized and nonstandardized assessment processes, tools, and techniques.

0 to 10

Client-specific assessment processes

Design and implement assessment processes in collaboration with the client.

0 to 10

Assessment tools theory

Explain the basic concepts of psychometric theory and test construction.

0 to 10

Assessment practice

Develop and demonstrate assessment interviews for specific contexts and problems.

0 to 10

Responsivity to risk

Conduct an appropriate risk assessment that balances the needs for client safety and protection of the public.

0 to 10

Diagnostic systems

Evaluate critically the role of psychiatric diagnosis in assessment.

0 to 10

Collaborative conceptualization. Collaborate with clients to apply culturally responsive, contextualized/systemic, and strengths-based lenses to conceptualizing client lived experiences.

Metatheoretical & theoretical lenses

Assume metatheoretical and theoretical lenses that fail to account for cultural diversity and social location.

Downplay culturally responsive and socially just metatheoretical and theoretical lenses.

Integrate, with some success, culturally responsive and socially just metatheoretical and theoretical lenses.

Establish culturally responsive and socially just metatheoretical and theoretical lenses.

Analyze critically the cultural responsivity and social justice of metatheoretical and theoretical lenses.

0 to 10

Counselling framework

Lack a counselling framework for general assessment, case conceptualization, and intervention planning.

Attempt, with little success, to apply a counselling framework for general assessment, case conceptualization, and intervention planning.

Apply, with some success, a framework for general assessment, case conceptualization, and intervention planning, but without clear grounding in counseling concepts and principles.

Articulate and apply a framework for general assessment, case conceptualization, and intervention planning, grounded in specific counselling concepts and principles.

Analyze critically and personalize a framework for general assessment, case conceptualization, and intervention planning, by evaluating and integrating specific counselling concepts and principles.

0 to 10

Assessment integration

Integrate and make inferences from multiple sources of assessment data to inform case conceptualization and intervention planning.

0 to 10

Conceptualization of client lived experience

Express a vague, wandering, or incongruent conceptualization of the connection between current challenges, preferred futures, and therapeutic directions.

Attempt, with little success, to apply a framework for conceptualizing current challenges, preferred futures, and therapeutic directions.

Apply processes for conceptualizing client lived experiences, but struggle to demonstrate theoretical congruence in a responsive and client-centred way.

Collaborate with clients to conceptualize current challenges, preferred futures, and therapeutic directions in a theoretically congruent, responsive, and client-centred way.

Analyze critically, personalize, articulate clearly processes for conceptualization client lived experiences to connect current challenges, preferred futures, and therapeutic directions in a theoretically congruent, responsive, and client-centred way.

0 to 10

Therapeutic directions. Implement counselling techniques and strategies, intentionally and responsively, to co-construct clear directions for the counselling process.

Contextualized/ systemic lens

Reject culture and social location as contextual factors in favour of an individualistic & decontextualized on client challenges and preferences.

Downplay culture and social location as contextual factors in client challenges and preferences.

Take initial steps to position client challenges and preferences within the context of culture and social location.

Position client current challenges, preferred futures, and therapeutic directions within the context of culture, social location, and other systemic factors.

Analyze critically client current challenges, preferred futures, and therapeutic directions within the context of culture, social location, and other systemic factors.

0 to 10

Locus of control

Position locus of control or responsibility for challenges solely within the client, limiting change to individualist, intrapsychic foci.

Downplay the importance of understanding locus of control or responsibility, and minimize its relevance for negotiating locus of change.

Take initial steps to explore the locus of control or responsibility for client challenges and the corresponding locus of change.

Collaborate with clients to assess critically the locus of control or responsibility for their challenges and the corresponding locus of change.

Engage clients, consistently and fluidly, in applying a systemic lens on locus of control or responsibility to open the door to creative and multidimensional considerations of locus of change.

0 to 10

Therapeutic directions

Set therapeutic through a power-over process or fail to articulate a plan for the counselling process.

Attempt, with little success, to collaborate with clients to set therapeutic directions.

Engage in some collaboration with clients to set directions for the counselling process by implementing specific counselling techniques and strategies, with some success.

Collaborate with clients to co-construct clear directions for the counselling process by effectively implementing client-centred and culturally responsive counselling techniques and strategies.

Collaborate with clients to co-construct effectively counselling goals by implementing specific counselling techniques and strategies consistently and fluidly.

0 to 10

Responsive change processes. Engage in evidence-based, culturally responsive, and socially just change processes.

Evidence-based change

Make no reference to the body of evidence on what works in counselling and psychotherapy.

Make little substantive connection to the body of evidence on what works in counselling and psychotherapy.

Make some connection between change processes and the body of evidence on what works in counselling and psychotherapy.

Position change processes within the body of evidence on what works in counselling and psychotherapy.

Articulate an evidenced-based position in support of the application of particular change processes with particular clients, in specific contexts.

0 to 10

Responsive change processes

Implement change processes without attempts at responsiveness to each individual client.

Implement change processes with minimal attempts at responsiveness to each individual client.

Describe, but struggle to implement, an integrative decision-making model for designing responsive change processes for each individual client.

Implement an integrative decision-making model for designing responsive change processes for each individual client.

Evaluate critically and apply effectively an integrative decision-making model for designing responsive change processes for each individual client.

0 to 10

Levels of intervention

Assume a singular, microlevel level of intervention and change processes regardless of client culture and social location.

Underestimate the importance of, and fail to align, levels of intervention and change processes with client culture and social location.

Show willingness to engage in meso and macrolevels of intervention, take initial steps to co-construct change processes that are responsive to culture and social location.

Collaborate to target levels of intervention and to co-construct change processes that are responsive to culture and social location.

Articulate an evidenced-based position in support of collaborating to target levels of intervention and to co-construct change processes that are responsive to culture and social location.

0 to 10

Change techniques & strategies

Fail to collaborate with clients to facilitate change, because of lack of use or misuse of counselling techniques and strategies.

Attempt, with little success, to collaborate with clients to facilitate change, because of missed opportunities or ineffective use of counselling techniques and strategies.

Collaborate with clients to facilitate change by implementing specific counselling techniques and strategies, some of the time or with inconsistent effectiveness.

Collaborate with clients to facilitate change by effectively implementing specific counselling techniques and strategies.

Prioritize collaboration with clients to facilitate change by consistently, effectively, and fluidly implementing specific counselling techniques and strategies.

0 to 10

Responsive microlevel change

Resist engaging in culturally responsive and socially just change processes at the microlevel.

Attempt, with little success, to engage in culturally responsive and socially just change processes at the microlevel.

Engage, to some degree, in culturally responsive and socially just change processes at the microlevel in collaboration with clients.

Engage in culturally responsive and socially just change processes at the microlevel (i.e., individuals, couples, and families) in collaboration with clients.

Articulate an evidenced-based position in support of, and implement effectively and collaboratively, culturally responsive and socially just change at the microlevel.

0 to 10

Responsive mesolevel change

Resist engaging in culturally responsive and socially just change processes at the mesolevel.

Attempt, with little success, to engage in culturally responsive and socially just change processes at the mesolevel.

Engage, to some degree, in culturally responsive and socially just change processes at the mesolevel in collaboration with, or on behalf of, clients.

Engage in culturally responsive and socially just change processes at the mesolevel (i.e., schools, organizations, and communities) in collaboration with, or on behalf of, clients.

Articulate an evidenced-based position in support of, and implement effectively and collaboratively, culturally responsive and socially just change at the mesolevel.

0 to 10

Responsive macrolevel change

Resist engaging in culturally responsive and socially just change processes at the macrolevel.

Attempt, with little success, to engage in culturally responsive and socially just change processes at the macrolevel.

Engage, to some degree, in culturally responsive and socially just change processes at the macrolevel on behalf of clients.

Engage in culturally responsive and socially just change processes at the macrolevel (i.e., broad social, economic, and political systems) on behalf of clients.

Articulate an evidenced-based position in support of, and implement effectively, culturally responsive and socially just change processes at the macrolevel.

0 to 10

Outcomes assessment. Track and evaluate counselling progress and outcomes.

Client feedback

Reject the role of client feedback in facilitating positive counselling outcomes.

Minimize the role of client feedback in facilitating positive counselling outcomes.

Understand, to some degree, the role that client feedback plays in facilitating positive counselling outcomes.

Assess the role that client feedback plays in facilitating positive counselling outcomes.

Analyze critically the role that client feedback plays in facilitating positive counselling outcomes.

0 to 10

Practice-based evidence

Ignore practice-based evidence in evaluating the efficacy of counselling techniques and strategies.

Make minimal use of practice-based evidence in evaluating the efficacy of counselling techniques and strategies.

Acknowledge some practice-based evidence to evaluate the efficacy of counselling techniques and strategies.

Draw on practice-based evidence, to evaluate the efficacy of counselling techniques and strategies that support change.

Optimize use of practice-based evidence to evaluate the efficacy of counselling techniques and strategies that support change.

0 to 10

Microlevel outcomes assessment

Ignore the need to evaluate change processes and outcomes at the microlevel.

Minimize the importance of evaluating change processes and outcomes at the microlevel.

Acknowledge the importance of evaluating change processes and outcomes at the microlevel.

Evaluate change processes and outcomes at the microlevel (i.e., individuals, couples, and families) in collaboration with clients.

Plan proactively for systematic evaluation of change processes and outcomes at the microlevel in collaboration with clients.

0 to 10

Meso & macrolevel outcomes assessment

Ignore the need to evaluate change processes and outcomes at the meso and macrolevels.

Minimize the importance of evaluating change processes and outcomes at the meso and macrolevels.

Acknowledge the importance of evaluating change processes and outcomes at the meso and macrolevels.

Evaluate change processes and outcomes at the meso (i.e., schools, organizations, and communities) and macrolevels (i.e., broad social, economic, and political systems) in collaboration with, or on behalf of, clients.

Plan proactively for systematic evaluation of change processes and outcomes at the meso and macrolevels in collaboration with, or on behalf of, clients.

0 to 10

Role of research & evaluation. Analyze critically the scientific foundation of the counselling psychology profession.

Analyze critically the significance and role of research and evaluation in counselling psychology and apply research and evaluation to professional practice.

Scientific foundation

Reject or ignore the scientific underpinnings of the health disciplines.

Devalue or downplay the scientific underpinnings of the health disciplines.

Understand the scientific underpinnings of the health disciplines.

Reflect critically on the scientific underpinnings of the health disciplines.

Evaluate critically, and build upon, the scientific underpinnings of the health disciplines.

0 to 10

Nature & purpose of research/evaluation

Position inquiry relative to the nature and purpose of research and evaluation.

0 to 10

Application of research/ evaluation

Ignore the relationship between research/evaluation and practice.

Minimize the relationship between research/evaluation and practice.

Acknowledge some relationship between research/evaluation and practice.

Analyze critically the relationship between research/evaluation and practice.

Optimize use of research/evaluation as a foundation for responsive, effective, and evidence-based practice.

0 to 10

Scholarly foundation for research/ evaluation

Ignore the existing body of health disciplines knowledge and/or community or societal needs in positioning research/evaluation.

Make little substantive connection between research/evaluation and the existing body of health disciplines knowledge and/or community or societal needs.

Show some understanding of connection between research/evaluation and the existing body of health disciplines knowledge and/or community or societal needs.

Position research/evaluation within the existing body of health disciplines knowledge and/or community or societal needs.

Evaluate critically the positioning of research/evaluation within the existing body of health disciplines knowledge and/or community or societal needs.

0 to 10

Research & evaluation processes. Evaluate and apply the principles, processes, and steps involved in various approaches to research and evaluation.

Philosophical lenses in research/ evaluation

Ignore the personal and research planning significance of philosophical viewpoints in research and evaluation.

Attempt, with little success, to articulate the relevance philosophical viewpoints in research and evaluation.

Acknowledge philosophical viewpoints in research and evaluation without effective alignment with personal values and research plan.

Compare and evaluate philosophical viewpoints in research and evaluation.

Compare, evaluate, and select philosophical viewpoints in research and evaluation that align with both personal values and the research plan.

Analyze critically the role of philosophical viewpoints in research and evaluation, and critique their alignment with both personal values and research plan.

0 to 10

Philosophical contexts of methods of inquiry

Ignore the relationship of philosophical contexts of research and evaluation to the methods of inquiry selected.

Attempt, with little success, to connect philosophical contexts of research and evaluation to the methods of inquiry selected.

Acknowledge, without clear reasoning, the relationship of philosophical contexts of research and evaluation the methods of inquiry selected.

Articulate the relationship of these philosophical viewpoints to methods of inquiry.

Articulate clearly the relationship of philosophical contexts of research and evaluation to the methods of inquiry selected.

Analyze critically the relationship of philosophical contexts of research and evaluation to, and evaluate their influence on, the selection of methods of inquiry.

0 to 10

Steps in research & evaluation

Ignore the steps in designing research and evaluation.

Attempt, with little success, to apply the steps in designing research and evaluation.

Attempt, with moderate success, to apply the steps in designing research and evaluation.

Evaluate critically the steps in designing research and evaluation.

Evaluate critically, and apply, the steps in designing research and evaluation.

Make optimal, creative, and intentional use of the steps in designing research and evaluation.

0 to 10

Responsive research design

Ignore research ethics, cultural diversity, and practical concerns.

Misunderstand, or minimize the relevance of, research ethics, cultural diversity, and practical concerns on research design.

Understand the relevance of research ethics, cultural diversity, and practical concerns on research design.

Assess critically the influence of research ethics, cultural diversity, and practical concerns on research design.

Design research, intentionally, proficiently, and creatively, in a way that foregrounds research ethics and cultural diversity.

0 to 10

Qualitative methods

Fail to include a qualitative research method.

Choose a qualitative research method that is overly ambitious, impractical, and unlikely to yield anticipated outcomes.

Choose a qualitative research method that either a bit too ambitious, presents practical challenges, or may not yield anticipated outcomes.

Analyze critically, and discriminate between, a range of qualitative research methods.

Analyze critically, and discriminate between, a range of qualitative research methods, selecting an appropriate, effective, and practical approach.

Design qualitative research, intentionally, proficiently, and creatively, in a way that proactively balances practicality with optimal effectiveness in both research process and outcomes.

0 to 10

Quantitative methods

Fail to include a quantitative research method.

Choose a quantitative research method that is overly ambitious, impractical, and unlikely to yield anticipated outcomes.

Choose a quantitative research method that either a bit too ambitious, presents practical challenges, or may not yield anticipated outcomes.

Analyze critically, and discriminate, between a range of quantitative research methods.

Analyze critically, and discriminate between, a range of quantitative research methods, selecting an appropriate, effective, and practical approach.

Design quantitative research, intentionally, proficiently, and creatively, in a way that proactively balances practicality with optimal effectiveness in both research process and outcomes.

0 to 10

Methodological congruence & integrity

Present an incongruent or disconnected problem statement, research question(s), philosophical (paradigmatic) choices, and research plan.

Attempt, with little success, to demonstrate methodological congruence and integrity in research and evaluation.

Demonstrate some degree of methodological congruence and integrity in research and evaluation, with one or more disconnected or incongruent components.

Ensure methodological congruence and integrity in research and evaluation.

Ensure methodological congruence and integrity in research and evaluation (i.e., logical flow from the problem statement to research question(s) to philosophical (paradigmatic) choices to research plan).

Design research, intentionally, proficiently, and creatively, in a way that prioritizes and makes transparent methodological congruence and integrity.

0 to 10

Evaluating research & evaluation

Establish criteria for evaluating research and evaluation projects.

0 to 10

Disseminating research & evaluation

Disseminate research in a way that is inaccessible to, or lacks meaning for, your target audience and is missing important components of the research process.

Disseminate research in a way that is inaccessible to, or lacks meaning for, your target audience or is missing important components of the research process.

Disseminate research in way that is only somewhat accessible and meaningful to the target audience, although it includes relevant components of research or evaluation documents.

Analyze the components of various research or evaluation documents.

Synthesize, organize, and disseminate research in way that is accessible and meaningful to the target audience and inclusive of relevant components of research or evaluation documents.

Disseminate research at a professional level (i.e., comprehensively, proficiently, responsively, and creatively) to optimize the interest and meaningful engagement of your audience.

0 to 10