I. SELF-ASSESSMENT

A. STRENGTHS, SKILLS, AND COMPETENCIES

My skill level has been honed over the past 16 years, first as a psychiatric administrator in a tertiary care regional medical center, as a counselor in a university counseling center, and then as a contract provider of psychological services. This experience has afforded many opportunities for growth and cultivation of management skills, program development, counseling, and teaching competencies. My current appointment within the Counseling and Career Center focuses primarily in the provision of direct counseling hours, specialization in career services, development of curriculum, participation in clinical team and department committees, as well as teaching a beginning career course.

1. Citizenship: I am open to serving in virtually any capacity for committee work, writing or teaching assignments. As a new faculty member, I view myself as a contributory member but still learning the networking and available resources. I am organized, responsible, enjoy writing and am eager to participate in departmental activities. One of the most welcomed and valued aspects of working within this department is the collaboration with colleagues, which enhances competency and the capacity to improve.
2. Clinical Counseling: I have strong therapy skills, inclusive of individual, group, marital and career counseling, and am competent in both psychological and career assessment. My expertise and knowledge allows me to provide professional and effective counseling to students. I have specific training and work well with women who have experienced sexual abuse or related traumas. In my counseling I am always open to ethical, pragmatic, and efficacious strategies to improve my skill level.
3. Teaching: I enjoy teaching and the interaction with students and am willing to make time for student needs in helping them understand the presented material. In the career course, I am especially interested in the career development of women who take the course. My teaching incorporates numerous styles and discussion strategies, fosters respect and gender-neutral language.
4. Scholarship: I am a clear and concise writer and have the skills and expertise to conduct research and give presentations. My work is thorough and reliable, and I view myself as responsible and accountable in completing my work and contributing to the team. I enjoy working with others and place a high value on the efforts of everyone working on a group project.

B. RESEARCH INTERESTS

I am particularly interested in career development and the many related aspects of the career focus dealing with women. During the upcoming year I would like to conduct a survey among female undergraduate and graduate students at BYU concerning their choice of a major and career direction. I have always had interests in the outcome and efficacy of therapy, and the collected data from the Outcome Questionnaire (OQ) conducted with students at the XXX, provides an opportunity to do further research in this area.

C. CITIZENSHIP OPPORTUNITIES

There appear to be opportunities to serve on committees within the department. These are my current committee assignments:
1. Student Development 117 Career Exploration Course: curriculum development and standardization for this course (XXX, chair). Meet with all instructors of the 117 career course to discuss teaching strategies, curriculum, specific teaching topics, and reference/resource materials.
2. Research Committee: contribute toward current APA research presentation on counseling outcomes, and future research projects (XXX, chair).
3. Career Learning and Information Center (CLIC): attend CLIC meetings and contribute to discussions/work with the parapro students (XXX, Ph.D.). Facilitate the In-house Referral process between the XXX areas.
4. Student Life Wellness Week: organize and plan events to take place in February 1999 (XXX, chair)
5. Curriculum Committee: review courses taught in Student Development. (XXX, Ph.D.)

II. PROFESSIONAL GOALS

A. CITIZENSHIP GOALS

1. Continue to function in departmental service and committee assignments as requested, including current assignments.
2. Join the university’s organization for women faculty, participate in committee functions and volunteer for assignments, as appropriate (September 1998).
3. Maintain high ethical and moral standards conducive to the overall goals of BYU.
4. Attend state and national conferences/meetings for career and counseling, volunteer and participate in assignments as able.
5.Maintain LDS church and community service.

B. COUNSELING GOALS

1. Continue with current counseling assignments working with students.

a. Document counseling efficacy by monitoring the results from the outcome questionnaire and satisfaction survey (complete results each semester).

2. Develop an expertise in several areas of interest: depression, behavioral medicine, sexual abuse, career counseling.

a. Read 2-3 specific books per year on related topics of interest.
b. Attend 2-3 workshops per year, specific to counseling interests.

3. Remain in supervision until licensed by the national accreditation board (EPPP) in 1999.

a. Use video/audiotape of counseling sessions and receive documented feedback of counseling skills (Summary of skills and knowledge from primary supervisor every year — 1998, 1999).
b. Present cases at treatment team meetings during the year (one per semester as requested).

4. Participate in the supervision and mentoring of graduate students.

a. Develop supervision plans and document evaluations of students every semester I am asked to provide supervision.

5. Every year, provide documentation of:

a. My theory/orientation
b. Counseling load
c. Typical schedule
d. Client satisfaction data and outcome questionnaire data
e. Case consultation teams

C. TEACHING GOALS

1. Teach the Student Development 117 Career Exploration course every semester.

a. Introduce multimedia options for teaching the course, such as "Powerpoint" presentations. If available, have this technology in use near the 3rd year review in 2001.
b. Invite expert university/local guests to expound on the specific topics presented (career paths, graduate school, college advisement, placement, etc.), and have this in place for the 117 curriculum. Document each year those who have participated in the class.
c. Continually update assigned readings and presentations to include the most recent concepts and career strategies.
d. Integrate gospel insights with secular material, as appropriate.
e. Incorporate teaching evaluation strategies each semester, from the Faculty Development Center, such as the student observer programs or consultation with XXX, Ph.D.
f. Expand the knowledge and strategies of teaching by using resources from the Faculty Development Center and the Writing Center. Begin sharing teaching methodologies in September 1998, for the Student Development 117 Teaching Committee.

2. Expand teaching to include teaching the Student Development 110 course, end of 6^th year review, 2003.
3. Provide teaching documentation of the above goals by providing prototypes of:

a. Syllabus and schedule
b. Lecture notes
c. Assignments and class materials
d. Assessments/tests
e. End of semester student evaluations


D. SCHOLARSHIP GOALS

1. Complete the standardization and resources for the Student Development 117 course (XXX, chair) by Summer Term, 1998.
2. Continue work on the submitted proposal for a chapter on "Family, Work, and Recreation", as part of an edited volume on the "Proclamation on the Family" (edited by XXX, managing editor), (XXX, XXX, XXX). If this proposal is accepted, the final manuscript will be completed by October 1999.
3. Revise the career card-sort (original design by retired BYU faculty member, XXX) and seek permission to formulate a computer generated card-sort as part of the XXX Web site and a possible expansion to a computer CD for wider distribution. Complete by the end of 1999, if research funding is secured for computer support. Complete by 2000 if computer services are not available.
4. Submit a proposal for a presentation at the Utah Career Fair in October 1998.
a. Possible topic presentation: Removing Barriers From Students - Lessons Learned (program improvements, facility upgrade and expansion, enhanced accessibility, increase in the daily average number of students seen, etc.)
5. Coordinate services for students with the Nursing Department. Establish working relationship and partial program by 1999.

a. Collaborate with XXX staff and nursing faculty to improve services for nursing students (managing stress, career strategies, etc.)
b. Health promotion for students.

6. Analyze data from an on-campus telephone survey conducted to determine the primary influences of student’s decisions toward a major at BYU (1999).
7. Work towards completing an article on women and careers (BYU perspective) for an AMCAP journal article (Complete by 2000).

a. Conduct a survey among female undergraduate and graduate students at BYU concerning their choice of a major and career. Include a qualitative section on their comments and future aspirations.

III. DEPARTMENT AND UNIVERSITY GOALS 

IV. NEEDED RESOURCES