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SEATTLE CAMPUS
2601 A Elliott Avenue • Seattle, Washington 98121 • phone 206-393-3500 • fax 206-283-5777 • toll free 1-866-283-2777

Archived 2009-2010 Manual

From: David Moore, PhD CDP
Argosy University--Seattle

MA COUNSELING PSYCHOLOGY PROGRAM

PSYCHOTHERAPY COMPETENCY EXAM

HANDBOOK

argosy.edu
Arizona • California • Florida • Georgia • Hawai`i • Illinois • Minnesota • Washington • Washington, D.C.
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ACADEMIC YEAR
2010

TABLE OF CONTENTS

PSYCHOTHERAPY COMPETENCY EXAMINATION .........................................................3

Rationale ..............................................................................................................3
Procedure .............................................................................................................3
I. Psychotherapy Client ..................................................................................3
II. Presentation ...............................................................................................4
Guidelines for the Written Report .......................................................................4
I. Introduction of your Personal Philosophy & Practice of Psychotherapy ...4
II. Psychotherapy Case...................................................................................5
III. Analysis of Therapy Process ....................................................................7
IV. Self Evaluation ........................................................................................8
V. Typed Transcript of the Hour ...................................................................8
Due Date ..............................................................................................................8
Evaluation ............................................................................................................9
PCE Faculty Evaluation Form ...........................................................................11
Suggested Oral Presentation Format .................................................................16
Professional Development Plan ........................................................................18
PCE Faculty Guidelines for the PCE .................................................................19
Tips for Successful Completion of PCE............................................................20
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MASTER OF ARTS IN COUNSELING PSYCHOLOGY

GUIDELINES FOR PSYCHOTHERAPY COMPETENCY EXAM

RATIONALE

The Psychotherapy Competency Exam (PCE) is a procedure in which students present counseling case material
on a psychotherapy client to demonstrate how their basic understanding of human beings, theoretical orientation
in psychotherapy, empirical knowledge of psychotherapy efficacy, and general therapeutic goals are competently
manifested in psychotherapy planning, dialogue, interventions, and results. Passing the Psychotherapy
Competency Exam is the culmination of the student's Argosy University/Seattle clinical training at the Master's
level in the Counseling Psychology Program. The PCE is conducted only after all requirements for the
Practicum Seminar series have been completed. In some instances students will be required to be enrolled in a
Practicum Seminar IV. Students are assigned faculty examiners by the Director of Training for their PCE.

PROCEDURE

The procedure for demonstration of competency is as follows. The student submits two copies of a written
report along with a transcript and videorecording following the guidelines contained within this handbook. The
videorecording should be of a psychotherapy session with a client with which s/he has received on-site
supervision in accordance with the procedures of the practicum site. All recordings submitted with your
transcript must be on either a DVD or CD. No other media devices will be accepted. The recorded session
presented should represent a session that has not received supervision, and represents the middle or end phase
of therapy with a client, rather than the initial phase. In addition to the recording, the student submits a written
report of her/his assessment of the client, the initial plan for therapy with that client, a report of the client's
progress to-date, a complete transcript of the session, an analysis of the therapy process during the session, and a
critique of her/his conduct in the session.

In the term in which the written report is to be handed in for evaluation, the student must also schedule a 1-hour
oral presentation. Both copies of the written report are due to Director of Training by the 1st Friday of
June. You will be notified 2 weeks later of your oral exam date. The oral exam is 2 hours. The first hour
consists of an oral presentation by the student. In the second hour the faculty members question the student on
the written and oral presentation. The written report and transcript are to be typed, double-spaced, using a Times
New Roman 12 point font. They must be bound copies, not paper-clipped. The cover page should contain the
following, centered on the page:
Psychotherapy Competency Exam

Your Name

Argosy University/ Seattle

Date

I. PSYCHOTHERAPY CLIENT

A. Selection of Client: Students should start to tape individual client hours early in the practicum in order to
allow themselves the opportunity to select a suitable client and collect a number of usable tapes well in advance
of the PCE. Discuss any problems in these areas with your PCE Faculty. The client may be an adult, child,
family or dyadic system, but suitability of the client should be cleared with your PCE Faculty. With children in
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play therapy, you may be required to present an audio recording. The children should be moderately verbal,
however, with reasonably clear speech. When typing a transcript of the tape, it is useful to type a brief
description of the play which occurs either during periods of some silence or during periods of conversation.
We request that clients and recordings (audio or video) are fair representations of your current skill
development. You must obtain written consent from the client or legal guardian to present him/her.

It is also desirable that the client has been seen for ten sessions or more. However, if that is not possible, we
will accept a client with whom you are most familiar. There should be sufficient participation from both student
and client to allow for adequate assessment of the therapeutic relationship. Essentially, "sufficient participation"
means that the student needs to make more than one or two comments, but need not feel compelled to fill the
hour with extraneous commentary if no commentary is indicated.

B. Selection of Orientation/Model: The student should also establish, in discussion with the PCE Faculty, the
orientation s/he will follow with her/his chosen client. It will be important that the student prepare for the
Psychotherapy Competency Exam by presenting material in therapy seminars and supervision, and relating such
material to the model.

C. Preparation for Hour Presented: While the student may receive supervision on the case presented, the case
presentation should offer a view of the students independent capacity to discuss and analyze a therapy hour, as
well as their ability to make use of the supervision in the course of providing psychological services. S/he must
not be supervised on the particular hour presented for the Psychotherapy Competency Exam. The therapy case
presentation should offer a view of the student's independent capacity to discuss and analyze a therapy hour.

II. PRESENTATION

Recording and Transcript: The student presents a clearly audible recording (audio or video) and a typed
transcript of the complete taped session. The student should test the equipment and quality of recording before
recording to ensure that the tape will be audible.

The transcript is a verbatim record of the therapist’s and client's entire verbalizations during the therapy session
presented. Do not edit the transcript or recording. The student must make every effort to ensure accuracy in the
transcript. The student should proofread the transcript against the tape before submitting it. To facilitate
references to specific interactions, number each verbal exchange between the therapist and client sequentially
(i.e., T1, C1, T2, C2, etc).

Give yourself and the client time to become comfortable with recording. If you wait until the last minute to start
recording, it leads to anxiety and pressure on your part. ("This has to be a good hour because I have to use this
session for my Psychotherapy Competency Exam.") This kind of pressure can severely distort the treatment
situation and your work. Pressuring the client to meet your needs becomes your priority. We suggest you begin
taping with one or two clients as early as possible in the practicum and consistently tape throughout until you
have completed your Psychotherapy Competency Exam presentation.

GUIDELINES FOR THE WRITTEN REPORT

I. Introduction to your Personal Philosophy and Practice of Psychotherapy

Please address the following topics and questions in writing. On the basis of your statements in this section,
your written psychotherapy case evaluation and oral presentation on a psychotherapy client should logically and
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consistently proceed.

A. Personal Philosophy

1. Nature of Persons: What do you believe about the basic nature of humans? What is your view of the
unconscious. You are encouraged to draw from the recognized theorists and practitioners in
counseling (be sure to reference them), as well as presenting your own ideas (2 to 3 pages).

2. Variables Affecting Psychological Health and Dysfunction: What are the key biological, social,
and environmental influencing psychological health and dysfunction? Give examples (2-3 pages).

B. Practice of Therapy

1. Goals: Ultimately, where are you headed as you work with a client? What are some general goals
that apply to all clients? How will you decide on treatment goals and how will you know when a client
makes progress toward the desired outcomes (1 to 2 pages).
2. Major Theoretical Influences: What theoretical orientations support your therapy goals? Document
how your preferred theoretical approaches support your identified goals (2 to 3 pages).

II. Psychotherapy Case

A. Description of Theoretical Orientation: Describe your therapeutic/theoretical orientation and your

goals for the psychotherapy client you are presenting. What type of experience or learning are you trying to
facilitate through your approach to therapy? State your orientation in such a way that you may use it to
assess client and therapist responses during the hour in terms of your model. This section is part of the basis
on which the evaluators will assess your work. (1 to 2 pages)

Place this client/case in the context of the empirical and theoretical literature. Focusing on treatment
efficacy, provide an overview of the psychotherapy outcome and process research using this theoretical
orientation. Be sure to address the scope of applicability: with what types(s) of clients with what type(s) of
presenting problem(s) do you think this approach is most appropriate? Least appropriate? On what basis, i.e.
with what foundation can/do you support your beliefs regarding scope of practice (1 page).

B. Assessment: In the written assessment of the client, the student presents (5 to 7 pages):

1. Client’s Identifying Information: Client's sex, age, social class, race, religion, marital status,
occupation, education, current living situation including description of family constellation at the
time of the session. Please disguise (or generally identify) the individual and/or institutional
setting presented in the transcript and report. Omit all proper names. This request is to protect
the confidentiality of the client.

2. Presenting Problem: Symptoms, anxieties, moods, difficulties in personal, educational, and/or

occupational relationships and activities at the time of the initial assessment; overt reason(s) for
seeking help at that time; and referral route to the counselor.

3. Relevant Behavioral Observations: Salient aspects of physical appearance and mannerisms, as

well as observations of significant interactions. Relevant observations might include the client's
apparent state of health, estimate of intellectual and cognitive functioning, physical co-
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ordination, affect, indications of distress, and any oddities or peculiarities in the client's behavior.

4. History: Areas for possible inclusion are developmental milestones and attendant stresses,
family history (family of origin constellation, ages, ethnic/racial and religious backgrounds,
identity/diversity issues, descriptions of parents and siblings and the quality of relationships with
such figures at critical times in childhood and adolescence, major losses, changes, and traumas),
academic/vocational history (achievements, problems, aspirations, relationships with authority
figures), peer relationships, sexual history (early childhood memories, traumas, parental attitudes,
reactions to physical changes at puberty, dating, past and current sexual behavior, sexual
preference, attitudes toward sexuality), and medical history (illnesses, injuries, disabilities,
reactions to such physical problems, family reactions to illnesses, chemical use history and
current behavior). It may not be necessary to cover all these areas, but it is important to report
aspects of the client's history that have important implications for current functioning.

5. Multiaxial Diagnosis: Identify all 5 axis’ related to the presenting client. Remember to cite the
DSM in your paper!!!

The content and format of the assessment may vary, depending on the requirements and practices of your
practicum site and the client's presenting problem(s).

C. Case Formulation:

Integrate material presented in the report to develop an understanding of the client's major manifest and
latent presenting complaints. Use those concepts most consistent with your orientation, and most
relevant to your treatment recommendations. For example, if psychoanalytic, focus on major
constellations of hidden wishes, fears, and defenses and salient interactional manifestations in presenting
problems. If family systems approach, focus on homeostasis and interactional sequences in the family
system that have acted to stimulate and maintain problems. If cognitive behavioral, focus on possible
cognitions and consequences that sustain the system. If experiential/person-centered, focus on areas of
the client’s self-perceptions, self experience, and conditions of worth that seem related to problems.

Please be sure to clarify what are your observations and what is the client's commentary. We want to
know how well you represent the client's view of her/his problem and distinguish that clearly from your
own observations of the client. Do not confuse the two perspectives. Integrate current and past material
when significant patterns are evident that are relevant to the client's presenting problem and ongoing life
problems. Consider adaptive and maladaptive elements in the client's current functioning. What
purpose do symptoms/complaints serve? What problems do they create? How motivated is the client to
change? What are the client's understandings and expectations of psychotherapy? Describe impressions
of focal issue(s) for therapy as you viewed them at the completion of the initial assessment.

You should present the "Case Formulation" section according to the format demonstrated in your
Practicum Seminar sessions and textbooks. One of the primary functions of the PCE Faculty is to help
you learn how to organize a discussion of your observations and ideas in these seminars. If you have
confusion in these areas and do not know how to organize your analysis, ask for help.
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D. Recommendations:

The nature of recommendations should flow from the needs of the client and from your orientation as the
evaluator. If your orientation emphasizes treatment goals and specific modalities of therapy, you should
include recommendations along these lines. If your orientation is more expressive and exploratory,
recommendations will be far less structured or definite. Rather, you might note possible areas deserving
some focus in the therapy.

E. Progress Report:

In discussing the therapy plan, goals, and progress to-date:

1. Specify your theoretical orientation;
2. Describe changes the client has made;
3. Identify elements of therapy or other factors that contributed to those changes;
4. Describe modifications of the initial therapy plan or goals in response to the client's needs and/or
new information obtained during sessions; and
5. Describe the predicted future course of work with the client, including plans for continuing
therapy, referral, or termination, as appropriate.
(2 to 3 pages for Progress Report)

III. Analysis of Therapy Process: You are to select three sets of interactions between you and the client to
analyze:

1. The beginning of the hour;

2. Significant counter-therapeutic, counter-productive, or problematic exchange; and
3. Significant therapeutic exchange.

The basic criterion for determining length should be a minimal number of exchanges that allows the
reader to evaluate the impact of significant client and therapist comments. The opening segment may
represent the first two-minute commentary (length and quality should guide your determination).
Generally speaking, five exchanges could be considered a minimum segment (C1, T1, C2, T2, etc.). If
the information present in five exchanges is insufficient for a fair evaluation of discussion, or if the
reader is likely to misunderstand it, you should include either a longer exchange or information about the
nature of your responses.

In your analysis of the psychotherapy process, it is important to offer your rationale or personal (e.g.,
anxiety-driven) reasons for intervening as you did. We want to assess your own self-reflective and self-
evaluative capacities. In sections '1.' and '3.', review the exchange as it starts from Client to Therapist, to
Client to Therapist. In each instance, give the rationale for your intervention, your analysis of the
meaning of the client's remarks to you, and your remarks to the client. In addressing each of these
issues, be specific. Refer to your transcript, e.g., "I think my comment at T13 frightened C because….,
and so she retreated back to a more neutral topic in C14," "At T20 I felt confused because..."). You may
use fragments of sentences in your use of evidence (Example: "In C2, ‘I was afraid to drive...'") rather
than including the entire sentence.
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Finally, do a brief general analysis of the main theme or themes of the hour, focusing on the overall main
issue(s) the client was addressing in the hour.

You are to use your self-chosen orientation as the framework for the analysis of the session’s material.
You should be familiar with the framework selected. Your mode of analyzing material should reflect
your understanding of concepts basic to the perspective of that orientation on psychotherapy and the
psychotherapeutic process. (3 to 5 pages)

IV. Self Evaluation:

Finally, the report includes your critique of your conduct of the therapy session, a description of the
supervision received, and your response to and use of that supervision. (Self-evaluation: 2 to 3 pages)

(a) Justify the process – content that developed across the session.
(b) Initially assess the quality of the content pursued: what areas might have needed more or less
focus in the session?
(c) Critically assess the quality of the relationship developed between the therapist and the client
during the session in terms of rapport, development of interactions and freeing up of the client.
(d) Discuss transference and countertransference issues.
(e) Impact of diversity issues on the therapeutic relatioship.

NOTE: Your ability to critically assess your performance here is important. It represents a
significant factor in the criteria for passage of this task.

V. Typed Transcript of the Hour:

Therapist and client interactions should be numbered (T1, C1, T2, C2, etc.) so that you may cite
particular interactions in the transcript in your process analysis.

DUE DATE

The Psychotherapy Competency Exam typically is completed during Summer term of the Practicum
Seminar. If you do not intend to take your PCE as scheduled, you must notify the Practicum PCE Faculty
and Director of Training at least two weeks before the end of the term that proceeds the term you are
electing to take your Psychotherapy Competency Exam. For example, if you elect not to take the
Psychotherapy Competency Exam in the Summer term, you must notify the faculty of your intent two
weeks before the end of the Spring term. All PCE materials are due by the 1st Friday of June. You
will be notified two weeks later of your oral exam date. All revisions to your paper and transcript
requested by the examiners are due no later than two weeks after your PCE oral defense.
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EVALUATION

Review and evaluation of the student's competencies are the responsibility of the MA Practicum PCE Faculty.
The Director of Training will assign two faculty members to evaluate the PCE. The PCE Evaluation consists of
three major sections:
1. Evaluation of Written Report (PCE paper)
2. Evaluation of Recording and Transcript
3. Evaluation of Oral Examination
Each section must be successfully completed to pass the entire PCE. A failure of any one section results in a
failure of the entire PCE.

The PCE Faculty will evaluate these sections along the following dimensions:

1. Clarity of Presentation: Students should present relevant clinical material clearly and
unambiguously. The report presents the analysis of the material in such a way that the reader can
understand the student's ideas about specific intrapsychic, situational, and/or interactional
operations in the client and the counselor. Use clear and discriminatory words and phrases.
Avoid blanket use of words like "closeness," "intimacy," "hostility," unless you specifically
define and elaborate on meanings in relation to a particular response or set of responses.
(Examples of inadequate articulation of process: "Client was made anxious by my remark," or
"Client seemed to agree with my interpretation." Example of adequate articulation of process:
"Client felt her efforts to gain my approval for her school performance were rejected by my
comment about her still being dependent on authority figures.")

2. Evidence of Knowledge of Relevant Concepts Related to the Therapy Process (psychoanalytic,

cognitive-behavioral, family systems, experiential/person-centered, eclectic/integrative,
diversity issues): Depending on the student's orientation and emphasis, the student should be able
to offer speculations and hypotheses within that orientation about the therapy issues and
processes present in the hour. The student should indicate how ethnicity/culture, class, or other
individual differences/diversity variables may have influenced the client's behaviors.

3. Documentation of Formulations and Hypotheses with Data from the Interview: The student
must attempt to support their ideas by presenting material from the interview and making specific
references to comments, gestures, and internal reactions to therapeutic exchanges.

4. Presence of the Capacity for Clear Self-Evaluation of Counselor's Responses: Students should
not only be able to note what responses seemed to be therapeutic, facilitative, or counter-
productive, but also to speculate about the role of their own state of knowledge and their own
thoughts and feelings in creating a therapeutic or nontherapeutic response to the

5. Consistency Between Personal Philosophy and Practice of Psychotherapy and Application to

the Psychotherapy Case: Students should be able to show how their therapeutic orientation,
general understanding of human beings, and general practice of psychotherapy are related to the
psychotherapy case they present.

6. Quality of Writing: The written report should be clearly, concisely, and gramatically composed
according to the APA handbook; free of spelling and discourse/rhetorical mistakes.
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7. Quality of Oral Presentation: The oral presentation should be well organized, articulate, and
fluid. Student should appropriately and accurately respond to questions and remarks by the
evaluators.

The aforementioned criteria for the written reports and oral presentation should indicate that faculty
expect and value clear, precise, organized, and thoughtful analyses of the therapy process. Students
should feel free to speculate, but should make hypotheses that they can test against the data to ascertain
whether the data support their speculations.
The PCE Faculty will evaluate the therapeutic interaction between client and student along the following
dimensions:

1. Basic Empathic Listening and Reflecting Skills: Students should be able to establish and
maintain rapport, and to recognize and accurately reflect the manifest content of the client's
communications. Students should have beginning skills in responding to latent content.

2. Basic Intervention Skills: Students should be able to conduct a focused, structured therapy
session and to manage initiation and termination of the session so as to set appropriate conditions
for therapy. Students should be able to implement appropriate interventions within the therapy
session and to manage transference and counter-transference reactions so as to facilitate the
client's therapeutic progress. Students should show sensitivity to ethnic/cultural, gender, class, as
well as other individual differences/diversity variables, particularly those that may influence the
student's assessment, interview, and treatment of clients (as applicable).

3. Assessment of Therapeutic Progress and Factors Contributing to Progress: students should be

able to evaluate changes in the client's functioning during the course of therapy and to relate
those changes to events occurring in therapy. This assessment should include attention to
therapist interventions and attitudes that have facilitated or hindered the client's movement.
Whenever possible, the student should relate observations about progress to-date from the
Psychotherapy Competency Exam therapy tape.

4. Planning for and Prediction of the Future Course of Work with the Client: The report should
briefly outline a therapy plan and prognosis for future work with the client. The plan should
attend specifically to termination issues.

Students will be evaluated according to the above criteria relating to therapist effectiveness at
establishing a potentially helpful and therapeutic alliance with the client.
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PSYCHOTHERAPY COMPETENCY EXAMINATION (PCE)

MASTER OF ARTS IN COUNSELING PSYCHOLOGY PROGRAM

Student Name:____________________________ Date of Examination: ___________________

Semester and Year:___________________________ PCE Faculty:___________________________

FINAL GRADE: High Pass_______ Pass_______ Remediation_______ Fail_______

I. EVALUATION OF WRITTEN REPORT

In compliance with APA Publication Manual (spelling, grammar, syntax, punctuation).

A. Student demonstrates ability to communicate clearly in writing, developing a fluid, coherant

narrative about the client and the therapy

Rating: □ High Pass □ Pass □ Remediation □ Fail

Comments:

B. APA style/format is followed when appropriate

Rating: □ High Pass □ Pass □ Remediation □ Fail

Comments:

OVERALL WRITTEN REPORT Section Rating: ___High Pass ___Pass ___Remediation ___Fail

II. EVALUATION OF RECORDING & TRANSCRIPT

Basic Counseling Skills:

A. Student demonstrates ability to structure session, be empathetic, paraphrase, attend, reframe, etc.

Rating: □ High Pass □ Pass □ Remediation □ Fail

Comments:

B. Student demonstrates adequate skill in carrying out one or more interventions consistent with the
treatment plan and theoretical model selected

Rating: □ High Pass □ Pass □ Remediation □ Fail

Comments:
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C. Student demonstrates adequate relationship skills in the session (the capacity to develop and
maintain a constructive working alliance with the client)

Rating: □ High Pass □ Pass □ Remediation □ Fail

Comments:

D. Transcript and recording reflected practice of student’s identified theoretical orientation.

Rating: □ High Pass □ Pass □ Remediation □ Fail

Comments:

RECORDING AND TRANSCRIPT Section Rating: ___High Pass ___Pass ___Remediation ___Fail

III. EVALUATION OF ORAL EXAM

1. Clarity of Presentation:
The student should present relevant clinical material clearly and unambiguously in such a way that the
reader can understand the student's ideas about specific intrapsychic, situational, and/or interactional
operations in the client and the counselor. Use clear and discriminatory words and phrases. Avoid
blanket use of words like "closeness", "intimacy", "hostility" unless you specifically define and elaborate
on meanings in relation to a particular response or set of responses. (Examples of inadequate
articulation of process: "Client was made anxious by my remark," or "Client seemed to agree with my
interpretation." Example of adequate articulation of process: "Client felt her efforts to gain my approval
for her performance were rejected by my comment about her still being dependent on authority figures.")

A. Student is able to clearly present client history, including family background, any diagnostic testing,
relevant risk and resilience factors, historical factors particularly pertinent to student’s theory of
therapy, course of previous and current therapy

Rating: □ High Pass □ Pass □ Remediation □ Fail

Comments:

B. Student is able to develop an on-going treatment plan guided by assessment information, the case
formulation, and what occurs during the course of treatment

Rating: □ High Pass □ Pass □ Remediation □ Fail

Comments:

C. Student is able to address prognosis for future work and termination issues with the client

Rating: □ High Pass □ Pass □ Remediation □ Fail

Comments:
Section Rating:___High Pass ___Pass ___Remediation ___ Fail
 13

2. Evidence of Knowledge of Relevant Concepts Related to the Counseling Process (psychodynamic,

cognitive, family systems, existential, person-centered):
Depending on theoretical orientation, the student should be able to offer speculations and hypotheses
within that orientation about the counseling issues and processes present in the hour. The student should
indicate how ethnicity/culture, class, or other diversity issues may have influenced the client’s behaviors.

A. Student is able to describe and discuss her/his theory of psychotherapy and its models of personality
and psychopathology with reference to this particular case

Rating: □ High Pass □ Pass □ Remediation □ Fail

Comments:

B. Student is able to support the approach taken (e.g., appropriateness of diagnosis, rationale for
therapy, utility of specific behaviors from the transcript, knowledge of relevant literature and
knowledge of contributing etiological and contextual factors, etc.)

Rating: □ High Pass □ Pass □ Remediation □ Fail

Comments:

C. Student is able to discuss any diversity and ethical issues relevant to the entire conceptualization of
the case, including diagnostic formulation, treatment planning, and course of therapy.

Rating: □ High Pass □ Pass □ Remediation □ Fail

Comments:

Section Rating:___High Pass ___Pass ___Remediation ___ Fail

3. Diagnosis and Case Conceptualization:

Formulation of case, understanding of client, diagnosis, implementation of orientation into session,
microanalysis of specific therapeutic interventions, integration of theory into practice.

A. Student demonstrates ability to fomulate the client, their presenting problem, and the initial treatment
plan according to a particular theory of psychotherapy, which is itself clearly articulated using the
language of the theory.

Rating: □ High Pass □ Pass □ Remediation □ Fail

Comments:

B. Student is able to use the clinical data to arrive at an appropriate diagnosis and to demonstrate how
that diagnosis and any relevant rule-outs were determined

Rating: □ High Pass □ Pass □ Remediation □ Fail

Comments:

Section Rating:___High Pass ___Pass ___Remediation ___ Fail

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4. Presence of Capacity for Clear Self-evaluation of Counselor’s Responses:

The student should not only be able to note what responses seemed to be helpful, facilitative, or counter-
productive, but also to speculate about the role of their own state of knowledge and their own thoughts
and feelings in creating a non-palliative response to the client. Helpful, facilitative responses should be
managed in a similar fashion. Students should be able to evaluate changes in the client’s functioning
during the course of counseling and to relate those changes to events occurring in counseling. This
assessment should include attention to counselor interventions and attitudes that have facilitated or
hindered the client’s movement. Whenever possible, the student should relate observations about
progress to data from the PCE counseling tape.

A. Student demonstrates an awareness of countertransference issues and is able to identify growing

edges.

Rating: □ High Pass □ Pass □ Remediation □ Fail

Comments:

B. Student shows ability to critique and process of the therapy, including strengths and weaknesses of
the taped session, overall processes of interventions as they relate to the treatment plan, and
appropriateness of the treatment as executed

Rating: □ High Pass □ Pass □ Remediation □ Fail

Comments:

Section Rating: ___High Pass ___Pass ___Remediation ___Fail

5. Basic Intervention Skills:

Students should be able to conduct a focused, structured counseling session and to manage initiation and
termination of the session so as to set appropriate conditions for counseling. Students should be able to
implement appropriate interventions within the counseling session and to manage transference and
counter-transference reactions so as to facilitate the client’s therapeutic progress. Students should show
sensitivity to ethnic/cultural, gender, class, and other factors related to diversity or individual differences,
particularly those that influence the student's assessment, interview, and treatment of clients from diverse
backgrounds (as applicable).

A. Student demonstrates the capacity to utilize transference and countertransference and can articulate
how each impacts the therapeutic relationship.

Rating: □ High Pass □ Pass □ Remediation □ Fail

Comments:

B. Student describes relevant themes and appropriate interventions over the course of treatment

Rating: □ High Pass □ Pass □ Remediation □ Fail

Comments:
 15

C. Student is able to accurately identify issues concerning the therapeutic relationship

Rating: □ High Pass □ Pass □ Remediation □ Fail

Comments:

Section Rating: ___High Pass ___Pass ___Remediation ___Fail

6. Oral Presentation:

A. Student demonstrates adequate knowledge and clinical reasoning in discussing the case

Rating: □ High Pass □ Pass □ Remediation □ Fail

Comments:

B. Student demonstrates ability to clearly communicate clinical material orally

Rating: □ High Pass □ Pass □ Remediation □ Fail

Comments:

C. Student shows adequate problem solving ability when presented with hypothetical questions about the
case (e.g., possible ethical dilemmas, alternative assessment and intervention strategies, consultation
with professionals from other disciplines)

Rating: □ High Pass □ Pass □ Remediation □ Fail

Comments:

D. Student demonstrates an additude of non-defensiveness; openness to feedback, congruence with theory

and practice.

Rating: □ High Pass □ Pass □ Remediation □ Fail

Comments:

ORAL EXAMINATION Section Rating: ___High Pass ___Pass ___Remediation ___Fail

___________________________________________ ____________________________
Faculty Signature Date

Cc: Registrar
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Suggested PCE Oral Presentation Schedule

Introduction: 2 minutes

Brief History: 5-7 minutes

Summary of Important Factors: 3 minutes

Case Formulation: 10 minutes

Rationale of the Treatment: 3-5 minutes

Analysis: 15-20 minutes

Self Evaluation of Personal Developmental Process as a Counselor and Work with the Client: 10 minutes
 17

Revising Requirements

For any revisions, please submit your original PCE with the revised copy to the Director of Training.

*If required revisions are not up to standard, you will not successfully pass your PCE.

Description of Revision:

Due By:_______________

[ ] Meets Submission Requirements [ ] Does Not Meet Requirements

Faculty: _____________________________ Date: _______________________

_____________________________
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Argosy University, Seattle

American School of Professional Psychology
Counseling Psychology Department
2601 – A Elliott Ave
Seattle, WA 98121
Phone: (206) 283-4500/Fax: (206) 283-5777

PROFESSIONAL DEVELOPMENT PLAN

Student Name: Date: _____

Areas in Need of Professional Development: (CCE, PCE, Comps, Writing problems, Academic Insufficiency,
Behavioral/Professional issues, etc.): ______ _____

________________________________________________________________________________ __

Development Task Objective and Measure

Students who do not follow the Professional Development Plan according to the deadlines noted may be
administratively withdrawn from their academic program or referred to the Student Conduct Committee.

_________________________________________
Faculty Signature(s) Student Signature
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GUIDELINES FOR PSYCHOTHERAPY COMPETENCY EXAM (PCE)

The PCE process consists of two parts, the first written and the second an oral presentation and defense of the written
part.

All materials including a recording (audio or video), a full verbatim transcript, and a detailed case analysis that follows
the guidelines in the PCE Handbook, hereinafter referred to as the PCE manual are due by the 1st Friday of June.
Students who do not submit materials to the Director of Training and the Practicum Seminar Instructor within this time
frame, without contacting both parties to request an extension at least two weeks prior to this deadline, will receive a
failing grade for the PCE.

The oral examination consists of a one-hour presentation of the case and analysis, followed by a maximum one-hour
question-and-answer/discussion period. The student generally presents her/his case without interruption, except where a
timely interruption can re-establish a presentation that appears to be going awry, or for clarification of a point that is
unclear. The student is permitted any reasonable materials, including the formal materials submitted to the examiners,
transparencies, note cards, etc. The student typically begins by briefly explaining his/her theoretical orientation, then
presents the case, following the guidelines in the PCE manual. The presentation concludes with the student
conceptualizing the case through a second theoretical lens that s/he declares, with a brief overview of how the
formulation and treatment would look from that theoretical perspective. Students may not read read verbatim from their
written report. Reading verbatim from the written report ensures an automatic failure. The entire presentation must fit
within the one-hour time limit.

During the second hour, examiners ask questions designed to elicit clarification of any areas of uncertainty during the
written or oral presentations. The goal is to afford the student every reasonable opportunity to demonstrate basic
competence. Examiners typically alternate questions until the time expires or until both are satisfied that the information
necessary to reach a grading decision has been provided. Students should not be expected to defend their ideas in the
context of a given examiner's orientation(s), but rather, should be examined on the merits of what they present and can
defend within the theoretical orientations they declare. Within that scope, however, it is reasonable to expect that they
can justify their statements and support a challenge, reconcile a discrepancy, etc.

At the end of the allotted time, the student is excused while the faculty briefly confer and make a determination of the
outcome, based upon the student's overall performance on both written and oral components. The student is then
informed of the outcome and offered feedback. Within two weeks after the oral examination, examiners complete the
PCE Evaluation form (p. 11), with copies to the student, the Director of Training, the student's advisor, and student
records.

There are four possible outcomes of the examination process:

High Pass - indicates superior performance. Evidence of therapist effectiveness is found in a clear and relatively
consistent therapeutic alliance throughout the session. Allowances will be made for clients who appear particularly
resistant to the therapeutic relationship (securing a minimal alliance with particularly anxious clients will be rated as high
as a strong alliance with a highly-motivated client). Superior understanding and integration of theory with practice.

Pass – awarded for satisfactory performance on both the written and oral components of the examination. Student's
written materials cover all the required areas, with appropriate linkage of theory and application in the treatment,
demonstrated understanding and use of accurate diagnostic formulations and differential diagnosis, discussion of relevant
treatment issues including potential ethical dilemmas, etc. Student's oral presentation is organized and well-paced, with
evidence of competence in using theory to inform case formulation and treatment, justifying differential diagnostic
decisions, etc. There is evidence of student's understanding of the use of self in treatment. Some errors in the written
materials or oral examination(e.g., questionable secondary diagnosis but with substantive, well-reasoned justification; or
missing a potential ethical dilemma that s/he can produce when queried) are permissible, provided that the student is able
to correct the error(s) during the oral examination.
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Remediation - Indicates an appraisal that the student’s overall performance is acceptable, but is depressed owing to
discreet areas of mild deficiency or patterns of mild deficiency throughout, although subtle in nature. The deficiencies
are deemed to be remediable within a limited time frame. They require refinement or honing of competencies. A
professional development plan will be developed for the student to follow in order to remediate identified deficiencies.
The student must remediate these deficiencies in the written report and/or oral presentation according to the deadlines in
this professional development plan.

Fail – Indicates an appraisal that the student’s overall presentation demonstrates significant deficiencies in the outlined
areas that are seen as requisite for functioning as a counselor-in-training. These deficiencies indicate that the student has
not yet mastered this body of knowledge, or cannot successfully apply it so as to assist the client towards a successful
outcome. In the event of a failure, a professional development plan is developed by the Director of Training and the
faculty.

Process When Student Fails Either the Written and/or Oral Examination:
Examiners review the transcript and analysis using the criteria of the PCE Evaluation Form (p. 11). The written
examination must be evaluated as satisfactory (see notes above re: Pass) for the student to successfully complete the
process. If the examining faculty determine that the written materials are not acceptable, they notify the Program Director
and the student that the written examination has been failed, and that the PCE will not go forward to the oral
examination. They then complete the PCE Evaluation form, providing written feedback/recommendations to the student,
with copies to the student, the Training Director, the advisor, and student records. Comments on the evaluation form
should provide feedback about the substance of the concerns that precluded an oral examination. The student is required
to meet with the faculty to develop an appropriate remediation plan, signed by both. Consultation with the practicum
seminar faculty may be requested, as well. The student and advisor must certify in writing that the student has completed
the remediation plan before attempting a second examination. In most cases, that means the student will not be able to
complete the process in the same scheduling cycle. There are no examinations during Summer II (July and August). A
copy of the remediation plan should be sent to student records. After an inital failure of the PCE, the student must
contact the Director of Training no later than two weeks after the failure to discuss a remediation plan. If no contact is
made by this time, the student will be administratively withdrawn from the University.

The student, once approved for a second PCE, sees the Training Director to reschedule the examination. The process then
follows the pattern described above, with the student submitting a different case. A second failure results in immediate
dismissal from the program. The student will be notified of the failure by postal mail within two weeks of the failure.

The process for a failed oral exam is the same. When a student fails the oral examination, the entire examination must be
retaken, even if the written examination was acceptable. Students follow the guidelines for remediation outlined above.

TIPS FOR SUCCESSFUL COMPLETION OF YOUR PCE & ORAL PRESENTATION

1. DON’T READ FROM YOUR PAPER. THE EXAMINERS ARE THOROUGHLY FAMILIAR WITH YOUR PAPER.
YOU SHOULD PROVIDE A SYNOPSIS AND FOCUS ON PRESENTING EXAMPLES OF SPECIFIC THERAPEUTIC
INTERVENTIONS AND INTEGRATION OF THEORY INTO PRACTICE.

2. THE SELF-EVALUATION SECTION IS ABOUT YOU, NOT YOUR CLIENT. THIS SECTION SHOULD INCLUDE
INDENTIFIED COUNTERTRANSFERENCE ISSUES.

3. PRIOR TO SUBMITTING YOUR PCE MATERIALS, HAVE AN OUTSIDE READER PROOFREAD YOUR FINAL
PAPER. STRUCTURE, SYNTAX, AND APA STYLE CONTRIBUTE TO THE SUCCESS OR FAILURE OF YOUR
PCE.

4. BRING ALL RELEVANT MATERIALS TO YOUR ORAL EXAM INCLUDING TRANSCIPT AND VIDEO
RECORDINGS.