REHB 520 – Group: Rubrics

by Ebonee Johnson

In-Class Group Session Rubric

	Excellent	Needs Improvement	Unsatisfactory
Session Length (10pts)	Session lasts 20 minutes.	Session lasts 15-19 minutes.	Session lasts less than 15 minutes.
Opening /Greeting (10pts)	Student greets and orients group in a way that establishes rapport and facilitates an open conversation.	Student struggles to orient group establish initial rapport.	Student does not appropriately greet/orient group.
Use of open-ended questions (10pts)	Student uses open-ended questions appropriately to elicit information from group members	Student struggles significantly with the use of open-ended questions.	Student does not use open-ended questions.
Use of closed-ended questions (10pts)	Student avoids over-use of closed-ended questions uncles necessary to solicit specific information	Student can benefit from minimizing use of closed-ended questions.	Student uses too many closed-ended questions. Session seems like an interrogation versus an open dialogue among group members.
Facilitating discussion among group members (10pts)	Student appropriately uses microskills and techniques to facilitate discussion and communication among group members as well as leader.	Student struggles with using microskills and techniques to facilitate communication among group members.	Student does not facilitate discussion among group members.

Management of Group (10pts)	Student effectively manages group (keeps members on topic, avoids letting certain members monopolize time).	Student can benefit from some improvement group management areas mentioned.	Student allows group member(s) to ramble and get off topic and/or monopolize session time.
Use of reflections and restatements (10pts)	Student uses reflections and restatements to validate the group, demonstrate active listening, and show empathy and positive regard	Student uses reflections and restatements sparingly and can benefit from more use of this technique.	Student does not use reflection and restatements to facilitate dialogue and demonstrate active listening.
Use of theory-driven counseling techniques (e.g., imagery, relaxation) (10pts)	Student appropriately uses theory- driven modality (e.g., CBT) and counseling techniques in the session (e.g., making the rounds, readiness ruler, scaling questions, etc.).	Student struggles with incorporating a counseling modality and counseling techniques.	Student uses no theory-driven counseling modality or techniques.
Closing of Session (10pts)	Student closes the session appropriate with a summary and a plan for the next session.	Student struggles with closing the session.	Student fails to close the session and it just ends abruptly.
Strengths of Session (5pts)	Student writes a paragraph on the strengths of the session demonstrating reflection of the use of micro-skills.	Student struggles with identifying his/her counseling strengths.	Student does not identify his/her counseling strengths.
Weaknesses of Session (5pts)	Student writes a paragraph on the weaknesses of the session demonstrating reflection on areas needed for improvement.	Student struggles with identifying his/her counseling weaknesses.	Student does not critique his/her counseling weaknesses.

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Family Counseling Paper Rubric

Rubric

	Excellent (3.000 pts)	Satisfactory (2.000 pts)	Needs Improvement (1.000 pt)	Unsatisfactory (0.000 pt)
APA Style Title Page and Running Head (10pts)	Title page reflects APA style including running head, title of the paper, university affiliation, and student name. Running head should be adjusted so that the running head on subsequent pages meets APA requirements.	There is 1 error in the APA format for the Title page and/or running head.	There is more than 1 error in APA format for the title page and/or running head.	Title Page does not reflect APA style due to multiple errors.
Introduction (10pts)	Introduction covers 4 key components: it announces the topic of the paper, it gives a rationale of the importance of the paper, if defines key terms used in the paper, and it builds to a thesis statement. It includes a thesis statement that orients the reader to the key themes to be covered in the paper in sequential order. It sets expectations for the paper.	Introduction covers only 3 of the expected components. Thesis statement orients to reader to key themes, but improvements can be made in brevity and/or clarity	Introduction covers only covers 2 of the expected components. Thesis statement addresses the paper’s purpose, but does not set clear expectations to the reader.	Introduction covers 0-1 of the expected components. Thesis statement is omitted or incomplete and unfocused.
Body (10pts)	Each paragraph of the paper has a thoughtful main idea with supporting details from the rehabilitation literature addressing key themes and components from outline (e.g., background, role of group leader) 5 pages in length	Each paragraph has sufficient supporting details from the rehabilitation literature. 4.5 pages in length.	Several of the paragraphs lack a main idea and/or do not include supporting details from the rehabilitation literature. 4 pages in length.	Each paragraph fails to develop the main idea or provide evidence from the rehabilitation literature. Less than 4 pages in length.

Conclusion (10pts)	The conclusion is engaging. It “wraps up” the paper reiterating key themes from the thesis statement with concluding remarks leaving the reader with a “take home” message.	The conclusion restates thesis statement with concluding remarks.	The conclusion does not adequately restate thesis.	Conclusion is incomplete or unfocused. It does not “wrap up” the paper.
Thoughtful Discussion Section on Rehabilitation Applications (10pts)	Demonstrates that the student thought critically about the subject and makes insightful comments based on meaningful reflection on application to the field of rehabilitation describing implications for practice.	Some comments made that demonstrate critically thinking about the subject, but can be improved.	Student attempts to express thoughtful commentary on the subject, but major revisions are needed. It is not apparent that student spent time thinking and reflecting on the subject.	Surface level comments on subject. Comments do not reflect critically thinking about the subject matter.
Use of APA Style Headings (5pts)	Appropriate use of APA headings (Levels 1-5) to provide organization, structure, and flow to the paper.	1 or 2 errors in the formatting of the levels of heading.	Multiple errors in the formatting of the levels of heading.	No headings are used to provide organization and structure to the paper.
Clear and concise language (10pts)	Strong writing style with clear ability to express thoughts and point of view in a concise manner.	Adequate writing style. Some work needed on expressing thoughts in a clear and concise manner.	Reflection demonstrates difficulty expressing ideas in a clear and concise manner. Reflection lacks structure and “flow”.	Considerable difficulty expressing ideas or descriptions clearly and concisely. Significant revision needed.
Sentence Structure and Grammar (10pts)	Entry contains no major grammar or spelling errors.	Minor grammar or spelling errors.	Significant grammar and spelling errors. These errors distract from content of reflection	Too many grammar and spelling errors; it seriously distracts reader from content of paper.
In-text citations (10pts)	All in-text citations reflect APA style.	1 or 2 errors in citing within text.	Multiple errors in citing within text.	There are no in-text citations to support ideas.
References (10pts)	Includes 8 scholarly references from the rehabilitation literature. All references are written according to APA format.	There are 7-8 scholarly references from the rehabilitation literature and/or there are 1-2 minor errors in APA format.	There are 6-7 scholarly references from the rehabilitation literature and/or there are more than 3-4 errors in APA format	There are less than 6 references from the rehabilitation literature and/or there are more than 4 errors in APA format.

Evidence of substantial revision (5pts)

Student made substantial revisions to improve paper based on feedback from first draft.

Some good revisions to paper based on feedback.

Student made surface-level revisions to paper. Paper will benefit from more thorough revisions.

Student made no revisions to paper.

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Group Manual Rubric

	Excellent (3.000 pts)	Average (2.000 pts)	Needs Work (1.000 pt)
Theoretical Framework (20pts)	Student describes the theoretical framework for his/her group and how it applies to the group concepts. The description may include an overview of the theory including philosophy, view of human nature, goals, role of client, role of counselor, and appropriateness for this group. Documentation of sources provided in reference page.	Student includes each necessary section for theoretical framework, but may benefit for a more in- depth or focused discussion.	Student includes each necessary section for group management, but may benefit for a more in-depth discussion. No documentation of resources provided.
Group Practicalities (20pts)	Student describes in detail the type and purpose of group, group population, group leader qualifications, group member recruitment and screening, methods for addressing issues of confidentiality, and a statement of client/counselor rights and responsibilities.	Student includes each necessary section for group practicalities, but may benefit for a more in-depth or focused discussion.	Student does not include all necessary sections under this category and/or fails to provide the supporting information
Group Organizational Framework (20pts)	Student addresses in detail the stages of group development, number of sessions, includes a detailed plan for each session, and addresses issues of group termination.	Student includes each necessary section for group organizational framework, but may benefit for a more or in-depth discussion.	Student does not include all necessary sections under this category and/or fails to provide the supporting information
Group Management (20pts)	Student addresses in detail strategies for maintaining group records, assessing progress of group, and conflict resolution.	Student includes each necessary section for group management, but may benefit for a more in-depth or discussion.	Student does not include all necessary sections under this category and/or fails to provide the supporting information needed.
Appendices (20pts)	Student includes an appendix section with all group activities/handouts to be used in each session.	Student does not include 1 or 2 of the appropriate handouts needed for this section.	Student does not include 3 or more of the appropriate handouts to be included in this section.