Program: clarification when does Listens most of the Attention is divided, or acknowledges need 3 not understand time, though at times mind seems for clarification appears to be elsewhere most of the distracted or time; sometimes asks Consistently Demonstrates no inattentive; usually for clarification demonstrates effective effective critical asks for clarification critical thinking skills in thinking skills posing questions and Inconsistently comments Demonstrates critical demonstrates critical Routinely does not thinking skills most of thinking skills, or solicit, attend to, or the time, though critical thinking skills Eagerly solicits and accept contributions sometimes thinking is are often ineffective attends to contributions from others faulty of others, both in terms of own and other’s work Accepts, but does not Totally intolerant of Solicits and attends to solicit contributions discomfort in new contributions about from others both in Demonstrates situations and own work, or about of own and other’s willingness to stretch learning other’s work, but not work zone” in new “comfort both learning (e.g., participating in role Occasionally willing to plays, trying new Willing to stretch stretch zone”, “comfort techniques) zone” in new but generally “comfort learning most of the intolerant of time, though is discomfort in learning usually not the to volunteer Course: Adheres to ACA ethical *[see footnote] *[see footnote] *[see footnote] 4,5 standards, including related to the supervisory Recognizes and Is familiar with an Does not now of or Program: relationship articulates a good ethical employ an ethical Ethical 4 ethical model, but decision-making Behavior Recognizes, articulates, model, but is does not clearly or model and uses an effective not confident in consistently execute it ethical decision-making executing it model
Program: 3 clarification when does not understand Consistently demonstrates effective critical thinking skills in posing questions and comments Eagerly solicits and attends to contributions of others, both in terms of own and other’s work Demonstrates willingness to stretch “comfort zone” in new learning (e.g., participating in role plays, trying new techniques) Listens most of the time, though at times appears to be distracted or inattentive; usually asks for clarification Demonstrates critical thinking skills most of the time, though sometimes thinking is faulty Solicits and attends to contributions about own work, or about other’s work, but not both Willing to stretch “comfort zone” in new learning most of the time, though is usually not the to volunteer Attention is divided, or mind seems elsewhere most of the time; sometimes asks for clarification Inconsistently demonstrates critical thinking skills, or critical thinking skills are often ineffective Accepts, but does not solicit contributions from others both in of own and other’s work Occasionally willing to stretch “comfort zone”, but generally intolerant of discomfort in learning acknowledges need for clarification Demonstrates no effective critical thinking skills Routinely does not solicit, attend to, or accept contributions from others Totally intolerant of discomfort in new situations and learning Ethical Behavior Course: 4,5 Program: 4 Adheres to ACA ethical standards, including related to the supervisory relationship Recognizes, articulates, and uses an effective ethical decision-making model *[see footnote] Recognizes and articulates a good ethical model, but is not confident in executing it *[see footnote] Is familiar with an ethical model, but does not clearly or consistently execute it *[see footnote] Does not now of or employ an ethical decision-making model
cmhc-fieldwork-manual-9-2015.docx