Buy Solved CEFS 521 – Assessment Techniques in Counseling

Buy Solved CEFS 521-Assessment Techniques in Counseling

Course Description

This course is designed to provide an understanding of individual and group approaches to assessment and evaluation in a multicultural society. Comprehension and application of basic concepts of standardized and nonstandardized testing and other assessment techniques, including norm-referenced and criterion-referenced assessment, environmental assessment, performance assessment, inventory methods, psychological testing, and behavioral observations are examined. Social and cultural factors related to the assessment and evaluation of individuals, groups, and specific populations are discussed. Identification of applicable ethical strategies for selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling are evaluated.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Rationale

The ability to use assessments in clinical practice is an integral part of the counseling process. Counselors must be able to competently and ethically assess clients’ presenting issues, conceptualize and define these issues, evaluate and select the appropriate intervention, and evaluate the effectiveness of the interventions on alleviating the clients’ distress. Thus, regardless of the setting, counselors will administer and interpret a variety of assessments throughout the process of counseling. Therefore, it is essential to acquire the basic assessment skills needed to help clients gain deeper insight into themselves and their issues.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

    1. Discuss historical perspectives concerning the nature and meaning of assessment.
    2. Explain basic concepts of standardized and non-standardized testing and other assessment techniques including norm-referenced and criterion-referenced assessment, environmental assessment, performance assessment, individual and group test and inventory methods, and behavioral observations.
    3. Apply statistical concepts including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations.
    4. Explain and evaluate reliability in terms of the theory of measurement error, models of reliability, and the use of reliability information.
    5. Explain and evaluate validity in terms of the theory of measurement error, types of validity, and the relationship between reliability and validity.
    6. Identify how age, race, gender, sexual orientation, ethnicity, language, disability, culture, spirituality, and other social and cultural factors relate to the assessment and evaluation of individuals, groups, and specific populations.
    7. Identify and utilize ethical strategies for selecting, administering, and interpreting assessment and evaluation instruments.
    8. Understand general principles and methods of case conceptualization, assessment, and/or diagnoses of mental and emotional status.

Common Core Courses Matrix of Student Competencies

F.7  Assessment and Testing
CACREP StandardCourse/Experience – Learning Experiences
F.7.a. historical perspectives concerning the nature and meaning of assessment and testing in counselingQuiz: Assessment in Counseling
F.7.b. methods of effectively preparing for and conducting initial assessment meetingQuiz: Assessment in Counseling; Initial Interview Assignment
F.7.c. procedures for assessing risk of aggression or danger to others, self-inflicted harm, or suicideQuiz: Interpreting Assessment Results; Mental Status Exam Assignment
F.7.d. procedures for identifying trauma and abuse and for reporting abuseQuiz: Interpreting Assessment Results; Mental Status Exam Assignment
F.7.e. use of assessments for diagnostic and intervention planning purposesQuiz: Assessment in Counseling, Quiz: Interpreting Assessment Results, Quiz: Assessment of Personality/Assessment in Educational Settings; Discussion: Observational Skills ; Mental Status Exam Assignment; Psychological Report Assignment
F.7. f. basic concepts of standardized and non-standardized testing, norm-referenced and criterion-referenced assessments, and group and individual assessmentsQuiz: Assessment in Counseling Quiz: Assessment of Achievement and Aptitude, Quiz: Assessment of Personality/Assessment in Educational Settings; Discussion: Test Critique PowerPoint; Exploring Reliability and Validity Assignment; Mental Status Exam Assignment; Psychological Report Assignment; Test Critique Assignment
F.7.g. statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlationsQuiz: Statistical Concepts; Discussion: Test Critique PowerPoint; Exploring Reliability and Validity Assignment; Mental Status Exam Assignment; Psychological Report Assignment; Test Critique Assignment
F.7.h. reliability and validity in the use of assessmentsQuiz: Reliability and Validity; Discussion: Analyzing Test A and Test B, Discussion: Test Critique PowerPoint; Exploring Reliability and Validity Assignment; Test Critique Assignment
F.7.i. use of assessments relevant to academic/educational, career, personal, and social developmentQuiz: Assessment of Achievement and Aptitude, Quiz: Assessment of Personality/Assessment in Educational Settings; Initial Interview Assignment; Mental Status Exam Assignment; Psychological Report Assignment
F.7.j. use of environmental assessments and systematic behavioral observationsQuiz: Assessment in Counseling, Quiz: Interpreting Assessment Results; Discussion: Observational Skills; Mental Status Exam Assignment, Psychological Report Assignment
F.7.k. use of symptoms checklist, and personal and psychological testingQuiz: Interpreting Assessment Results; Initial Interview Assignment; Mental Status Exam Assignment; Psychological Report Assignment
F.7.l. use of assessment results to diagnose developmental, behavioral, and mental disordersQuiz: Communicating Results/Assessment of Intelligence and General Ability; Discussion: Observational Skills; Initial Interview Assignment; Exploring Reliability and Validity Assignment; Mental Status Exam Assignment; Psychological Report Assignment
F.7.m. ethical and culturally relevant strategies for selecting, administering, and interpreting assessment and test resultsQuiz: Ethical, Legal, and Multicultural Issues in Assessment; Discussion: Assessment Procedures; Initial Interview Assignment; Exploring Reliability Assignment; Mental Status Exam Assignment; Psychological Report Assignment; Test Critique Assignment

Course Assignment

Textbook readings and lecture presentations/notes

Course Requirement Checklist Assignment

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions (4)

The student will participate in four (4) Discussions. Discussions are collaborative learning experiences. Therefore, the student will provide a discussion thread in response to the provided prompt in each discussion. Follow the instructions provided for each discussion; each discussion should consist of one (1) discussion thread that responds to the prompt and at least two (2) responses to classmates’ discussion threads. An open, curious, and honest attitude toward learning from others will facilitate development for all participants. Review the Discussion Assignment Instructions for more information.

Benchmark: Initial Interview Assignment

The student will use himself/herself or a fictional character as the subject of an interview that seeks to answer one of three referral questions. The interview will seek to gather all of the information that relates to the initial intake provided in the text, including identifying information, reason for referral, current situation and functioning, relevant medical history, psychiatric treatment history, family history, social and developmental history, educational and occupational history, and cultural influences. The information will be reported in a double-spaced, 900-1200 word document (not including title page). Review the assignment instructions for more information.

Exploring Reliability and Validity Assignment

The student will analyze the psychometric properties provided in a test manual and evaluate the usefulness the test for clinical practice based their review of the test. This includes describing the type and strength of reliability and validity measurements, the norm population, the quality of the information, and any discernible problems. The analysis must be reported in a 600–900 word, double-spaced document. Review the assignment instructions for more information.

Benchmark: Mental Status Exam Assignment

The student will build on the information gained from the initial interview. In this assignment, the student will gather all of the information that relates to the Mental Status Exam, which deals with the examinee’s appearance, manner, approach, orientation, alertness, thought processes, mood, and affect. The information will be reported in a 600–900 word document (double-spaced). Review the assignment instructions for more information.

Benchmark: Psychological Report Assignment

Using the referral question and self-designed character from the Initial Interview and Mental Status Examination assignments, the student will self-administer the IPIP-NEO and the Jung Personality Test. They will then select, self-administer, and interpret two (2) additional assessments. Then, using the results from the assessments, the student will prepare and submit a 2100-2400 word Psychological Report. Review the assignment instructions for more information.

Test Critique Assignment

The student will write a 2100-2400 word critique for one (1) standardized test of his/her choice. The student must cite at least five (5) professional journal articles and format the paper according to the current APA format. The paper will be composed of six (6) sections: general test information, test description, technical evaluation, practical evaluation, summary evaluation, and critique, and references. Review the assignment instructions for more information.

Total Quizzes (8)

After completing the assigned reading in the Shepherds, Drummond, and Jones (2020) text, students complete the chapter quizzes, consisting of 10 questions per chapter (20 items total per quiz). These questions are multiple-choice, open-book, and similar to the content found on state licensing examinations that cover the core competency of assessment and evaluation. The student will have one (1) hour to complete each quiz.

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