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iRubric: Counseling Goals -Coping Skills AW rubric
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Counseling Goals -Coping Skills AW
Counseling Goals - Ruth Haendler, MSW
Main goals for counseling and the rubrics to measure goal achievement
Rubric Code:
KX4598A
By
jcshiloh
Ready to use
Public Rubric
Subject:
Social Sciences
Type:
Assessment
Grade Levels:
6-8
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Counseling Goals: Ashlyn Williams-P
Poor
0 pts
Fair
1 pts
Good
2 pts
Mastery
3 pts
Identify feelings
Poor
Does not express feelings/wants/needs. Does not identify own feelings clearly or discounts their significance. Does not connect somatic concerns to emotional issues.
Fair
Expresses feelings/wants/needs inappropriately through yelling, whining, arguing, or avoidant behavior.
Good
Expresses feelings/wants/needs appropriately. Uses calm and respectful tone of voice with prompting and reminders.
Mastery
Expresses feelings/wants/needs appropriately most of the time. Uses calm and respectful tone of voice and volume without prompting and reminders.
Recognize Maladaptive thoughts
Poor
Cannot identify/recognize negative and distorted thought processes.
Fair
Can acknowledge presence of negative and distorted thought processes without clear/concise identification of thinking error.
Good
Can acknowledge and identify thought patterns and how they contribute to moods and behaviors with prompting.
Mastery
Can acknowledge and recognize thought patterns and how they contribute to moods and behavior without prompting.
Identify Strategies
Poor
Cannot identify strategies to cope with feelings of anxiety or frustration or can only identify 1 coping skills strategy.
Fair
Can identify a limited number (2-3) of strategies given an anxiety provoking scenario with prompting.
Good
Can identify a number (2-3) of strategies given an anxiety provoking scenario without prompting
Mastery
Can identify a variety (4 or more) of strategies given an anxiety provoking scenario without prompting
Report application
Poor
Unable/unwilling to identify opportunities for application when anxious/frustrated. Does not use resources such as rubrics and checklists or staff assistance.
Fair
With prompting, is able to identify opportunities for application of strategies when anxious or frustrated.
Good
With prompting, is able to identify opportunities for application of strategies when anxious or frustrated. Uses checklists or rubrics with staff assistance.
Mastery
Without prompting, is able to identify opportunities for application of strategies when anxious or frustrated. Uses checklists or rubrics without staff assistance.
Problem Solving
Poor
Does not see a problem or opportunity without direct instruction. Jumps quickly to solution phase before examining elements of the problem to ensure understanding. Demonstrates little understanding of the elements of the problem or parameters for solution. Focuses randomly on trivial aspects of the problem or significant ones. Communicates solution in a vague or imprecise way, or ignores the need to communicate solutions to others. quickly. gives up easily
Fair
With assistance can be brought to see the problem. Exhibits superficial understanding of the problem. May be confused between significant and trivial aspects of the problem. Jumps to a solution that is familiar in some aspect. Communicates some of the steps in the problem solution, but may miss or mis-sequence some steps or be repetitive. Sees obvious consequences. With assistance, can see related problems as similar. Persists until difficulties arise.
Good
Identifies and seeks to understand the problem at least in general lines. Understands the main aspects of the problem. Can usually attend to the major significant aspects of the problem. Seeks more than one alternative before deciding on a solution. Evaluates logical consequences of alternatives at least in the short term. Communicates clearly the main aspects of the problem and solution. Persists to find a solution. Sees related new problems as similar.
Mastery
Seeks to understand the problem as fully as possible before generating alternative solutions. Demonstrates deep understanding of the elements of and interactions within the problem, including parameters for solutions. Distinguishes between the significant and the trivial. Devises a logical, step-by-step or imaginative solution or set of alternatives, as appropriate. Can use many methods to communicate alternatives and solutions and evaluate their consequences in the short and long-term.
Self-Awareness
Poor
Unaware of own processes for understanding and working. Sees things through own ideas and feelings. Does not see the role of projection and prejudice neither in own thinking nor in their affects on interactions with others. Ignores or is threatened by other views and perspectives.
Fair
With assistance, can come to examine some aspects of own thinking processes. Can see obvious ideas and perspectives of others as being acceptable for them to have. With assistance, can understand some obvious examples of prejudice in own or in others’ thinking. Prefers not to examine views or perspectives of others which do not agree with own.
Good
Reflects sometimes on own processes for understanding and working. Understands that others also have ideas and feelings and accepts this. Can examine projections and prejudices in others more easily than in self. Through interaction and with time, can expand own perspectives through adding ideas from others.
Mastery
Highly reflective about own processes for understanding and working. Sees value of ideas and feelings of others, and the role of own and others’ projections and prejudices in their effects on actions and interactions. Seeks to expand own perspectives with insights of others.
Keywords:
counseling, social skills
Subjects:
Social Sciences
Types:
Assessment
(Other)
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