Wake Forest University Department of Counseling

CNS 736: Appraisal Procedures for Counselors
Spring-1 2025


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Syllabus Contents

Course Faculty

Lead Instructor: Dr. George Stoupas

Email: stoupasg@wfu.edu

Lead Instructor: Dr. Brittany Wyche

Email: wychebe@wfu.edu

Lead Instructor: Dr. Tammy Cashwell

Email: cashweth@wfu.edu

Course Description

In this course, students will study the selection, use, and interpretation of tests in counseling as an adjunct to clinical impressions. More specifically, students' focus will be on the appraisal, assessment, and diagnosis of personality, emotional, intellectual, and learning characteristics and disorders of clients in schools, colleges, and community human service agencies. As part of their studies, students will gain a better understanding of psychometrics, norming practices, cultural considerations, and ethical practice as these all relate to appraisal. The intention is that by the end of this course, each student will be prepared to enter the world of professional counseling. Students are already prepared academically and clinically. Subsequently, the CNS790: Integrative Learning Capstone Course will give them an opportunity to create a sense of personal ownership over their accomplishments.

Course Objectives

The learning goals below are taken from CACREP’s 2024 standards. These are agreed upon by counseling professionals and counselor educators as some of the most important knowledge that graduates of CACREP-accredited clinical mental counseling and school counseling programs should possess upon graduation. These also represent competencies that you will want to continue building in preparation for your state licensure exam and for successful employment in the field. Your understanding of these knowledge areas will be assessed through this course through the following learning activities: forms analysis; personal assessments, reflection, and application; reflection on and application of case studies; administration of an instrument with a volunteer and subsequent reflection and application; a research project and presentation; and a final exam. Learning goals for CNS 736 include gaining knowledge and skill in the following areas from Section 3 of CACREP’s standards: 

A. Professional Counseling Orientation and Ethical Practice

A.8. legislation, regulatory processes, and government/public policy relevant to and impact on service delivery of professional counseling across service delivery modalities and specialized practice areas (assessed by exam). 

D. Career Development

D.5. strategies for assessing abilities, interests, values, personality, and other factors that contribute to career development (assessed by instrument review, instrument administration, and exam). 

D.9. strategies for facilitating client skill development for career, educational, and life-work planning and management (assessed by forms analysis, instrument review, instrument administration, and exam). 

E. Counseling Practice and Relationships

E.6. ethical and legal issues relevant to establishing and maintaining counseling relationships across service delivery modalities (assessed by research project, instrument review, instrument administration, forms analysis, case study analysis, and exam).

E.7. culturally sustaining and responsive strategies for establishing and maintaining counseling relationships across service delivery modalities (assessed by research project, instrument review, instrument administration, forms analysis, case study analysis, and exam).

E.9. interviewing, attending, and listening skills in the counseling process (assessed by instrument review, instrument administration, forms analysis, and case study analysis).

E.10. counseling strategies and techniques used to facilitate the change process (assessed by instrument review, instrument administration, forms analysis, and case study analysis).

E.13. developmentally relevant and culturally sustaining counseling treatment or intervention plans (assessed by case study analysis and instrument administration).

E.14. development of measurable outcomes for clients (assessed by case study analysis and instrument administration).

E.19. suicide prevention and response models and strategies (assessed by case study analysis and instrument review).

E.20. crisis intervention, trauma-informed, community-based, and disaster mental health strategies (assessed by case study analysis). 

G. Assessment and Diagnostic Processes

G.1. historical perspectives concerning the nature and meaning of assessment and testing in counseling (assessed by forms analysis and exam). 

G.2. basic concepts of standardized and non-standardized testing, norm-referenced and criterion-referenced assessments, and group and individual assessments (assessed by instrument review, forms analysis, research project, and exam).

G.3. statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations (assessed by forms analysis and exam).

G.4. reliability and validity in the use of assessments (assessed by instrument review, forms analysis, research project, and exam).

G.5. culturally sustaining and developmental considerations for selecting, administering, and interpreting assessments, including individual accommodations and environmental modifications results (assessed by instrument review, forms analysis, case study analysis, research project, and exam). 

G.6. ethical and legal considerations for selecting, administering, and interpreting assessments results (assessed by instrument review, forms analysis, case study analysis, research project, and exam). 

G.7. use of culturally sustaining and developmentally appropriate assessments for diagnostic and intervention planning purposes (assessed by instrument review, forms analysis, case study analysis, research project, and exam) . 

G.8. use of assessments in academic/educational, career, personal, and social development (assessed by instrument review, forms analysis, case study analysis, research project, and exam). 

G.9. use of environmental assessments and systematic behavioral observations (assessed by forms analysis and exam). 

G.10. use of structured interviewing, symptom checklists, and personality and psychological testing (assessed by instrument review, forms analysis, research project, and exam). 

G.11. diagnostic processes, including differential diagnosis and the use of current diagnostic classification systems (assessed by instrument review, research project, and exam).

G.12. procedures to identify substance use, addictions, and co-occurring conditions (assessed by instrument review, research project, and exam).

G.13. procedures for assessing and responding to risk of aggression or danger to others, self-inflicted harm, and suicide (assessed by case study analysis and exam). 

G.14. procedures for assessing clients’ experience of trauma (assessed by case study analysis and exam). 

G.15. procedures for identifying and reporting signs of abuse and neglect (assessed by case study analysis). 

H. Research and Program Evaluation

H.1. the importance of research in advancing the counseling profession, including the use of research to inform counseling practice (assessed by research project). 

H.2. identification and evaluation of the evidence base for counseling theories, interventions, and practices (assessed by research project). 

H.8. program evaluation designs and procedures, including needs assessments, formative assessments, and summative assessments to inform decision-making and advocacy (assessed by forms analysis). 

H.9. culturally sustaining and developmentally relevant outcome measures for counseling services (assessed by instrument review, forms analysis, case study analysis, research project, and exam). 

And, from Section 5 of CACREP’s standards: 

C.4. intake interview, mental status evaluation, biopsychosocial history, mental health history, and psychological assessment for treatment planning and caseload management (assessed by instrument review, forms analysis, instrument administration, case study analysis, research project, and exam).  


Course Materials

Course materials refer only to the textbook(s), Course Reserves, WFU library readings, or scholarly articles. Refer to the course space for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Required Text(s)

Hays, D.G. (2023). Assessment in counseling (7th ed.). American Counseling Association.

Additional Materials

Webcam.

Live Sessions

Students will find the day and time in the course:

Live Sessions are not mandatory, but student attendance is encouraged.

Methods of Instruction

Instructional methods in this course include lectures, discussions, case studies, experiential activities related to course content, and other interactive activities.

Instructor Interactions

Apart from clinical courses, WFU online courses are primarily asynchronous in nature, meaning students and instructors can engage with the learning materials at different times. There are a few notable exceptions, however, such as live sessions, office hours, and triad work (skills courses). For the asynchronous portions of our courses, students interact with instructors through virtual discussion boards, weekly video and/or written announcements, email communications, and formative and summative feedback on assignments. For the synchronous portions of our courses, students interact with lead instructors in weekly, recorded live sessions, and with practitioner instructors in office hours. Regarding live sessions, lead instructors meet virtually with students one hour per week in which they present on a topic related to the learning material for the week, as well as answer questions that students have about the course material or assignments. In office hours, practitioner instructors answer students’ questions about course content and assignments. They also, at times, present on topics related to that week’s lessons.

In clinical courses, university supervisors interact with students primarily through individual/triadic and group supervision sessions. University supervisors also monitor students’ time logs, review required practicum and internship documents, evaluate their counseling session recordings and writeups, and submit midterm and final evaluations related to students’ counseling skills development, as well as their professional dispositions and behaviors development.

Assessments

This section provides an overview of the items due during this course. See the Course Schedule for additional details. 

Discussions 

Discussions serve as the main vehicle for communication between students in the class. Using the forums, information will be shared, concepts will be discussed, and opinions expressed. The specific discussion topics for this course are as follows: 

Discussion 1.1: Self-Directed Search (SDS) Analysis 

Students will take this assessment and reflect in writing on their experiences, including the psychometric, ethical, legal, cultural, and practical implications of the assessment as well as how they might use it for case conceptualization and treatment planning purposes (CACREP 3.C.4, D.5, D.9, E.6, E.7, G.2, G.4, G.5, G.6, G.7, G.8, G.10, H.9) 

Discussion 2.1: Select an Instrument to Research 

Students will share the instrument they plan to research for Assignment 6.1: Research Project.

Discussion 2.2: Hypothetical Dialogue 

Students will write a hypothetical dialogue with a client receiving the results of a psychological report, including how the client might react to the information and how a counselor could effectively respond in an ethical, culturally sensitive manner (CACREP 3.E.9, E.10) 

Discussion 3.1: Patient Health Questionnaire (PHQ-9) Analysis 

Students will take this assessment and reflect in writing on their experiences, including the psychometric, ethical, legal, cultural, and practical implications of the assessment as well as how they might use it for case conceptualization and treatment planning purposes (CACREP 3.C.4, E.6, E.7, G.2, G.4, G.5, G.6, G.7, G.8, G.10, G.11, G.12, H.9) 

Discussion 3.2: Generalized Anxiety Disorder (GAD-7) Analysis 

Students will take this assessment and reflect in writing on their experiences, including the psychometric, ethical, legal, cultural, and practical implications of the assessment as well as how they might use it for case conceptualization and treatment planning purposes. (CACREP 3.C.4, E.6, E.7, G.2, G.4, G.5, G.6, G.7, G.8, G.10, G.11, G.12, H.9) 

Discussion 4.1: Career Style Inventory (CSI) Assessment Tool Review 

Students will review a video interview about the Career Style Inventory (CSI) and analyze its usefulness in career planning and the ethical, legal, cultural, and practical implications of the assessment (CACREP 3.C.4, D.5, D.9, E.6, E.7, G.5, G.6, G.7, G.8, G.10, H.9) 

Discussion 5.1: Case of Amanda 

Students will review a suicide assessment session video and critically evaluate how this can impact the therapeutic alliance and treatment planning process (CACREP 3.C.4, E.6, E.7, E.9, E.10, E.13, E.14, E.19, G.5, G.6, G.7, G.8, G.10, G.13, H.9) 

Discussion 5.2: Substance Abuse Subtle Screening Inventory (SASSI) Analysis 

Students will take this assessment and reflect in writing on their experiences, including the psychometric, ethical, legal, cultural, and practical implications of the assessment as well as how they might use it for case conceptualization and treatment planning purposes (CACREP 3.C.4, E.6, E.7, E.19, G.2, G.4, G.5, G.6, G.7, G.8, G.10, G.11, G.12, H.9) 

Discussion 6.1: Defining Intelligence 

Students will reflect on intelligence testing issues and how testing may positively and negatively affect children and adolescents (CACREP 3.C.4, G.1, G.2, G.3, G.4, G.5, G.8) 

Discussion 7.1: Share Research Project 

Students will share the final report for the instrument they researched for Assignment 6.1 and comment on peers’ analyses (CACREP 3.C.4, E.6, E.7, G.2, G.4, G.5, G.6, G.7, G.8, G.10, G.11, G.12, H.1, H.2, H.9) 

Discussion 7.2: Kayla Case Study: Trauma & Abuse Reporting 

Students will critically evaluate a written case study involving trauma and abuse using the ethical decision-making process and legal considerations (CACREP 3.E.6, E.7, E.20, G.5, G.6, G.7, G.13, G.14, G.15)

 

Assignments 

These are the assignments that will be completed and submitted throughout the duration of the course. 

Assignment 1.1: The Case of Cooper 

For this assignment, students will answer a series of questions in response to a case study video (CACREP 3.C.4, E.9, E.10, E.13, E.14, G.8) 

Assignment 2.1: Intake Forms Analysis 

For this assignment, students will critically analyze intake forms used by community practitioners (CACREP 3.C.4, D.9, E.6, E.7, E.9, E.10, G.5, G.6, G.7, G.8, G.9, H.8, H.9) 

Assignment 4.1: Administer the Self-Directed Search 

For this assignment, students will be administering the SDS, complete a reflection paper that asks about the experience, the client’s reaction and input about the process, and their thoughts on the SDS, using this assignment as an opportunity to continue practicing building rapport, explaining test administration, and debriefing with a client following an assessment (CACREP 3.C.4, D.5, D.9, E.9, E.10, E.13, E.14) 

Assignment 5.1: Analysis of Status and History Assessment Forms 

Students will review samples of provided assessment types and answer questions about each type of assessment (CACREP 3.C.4, E.9, E.10, G.9, H.8) 

Assignment 6.1: Research Project 

For this assignment, students will choose an assessment instrument, or test, of interest. Across the semester, students will research that instrument in a comprehensive manner. In addition to successful completion of the research project, students also will present, or share, the project with their class via a discussion board. (CACREP 3.C.4, E.6, E.7, G.2, G.4, G.5, G.6, G.7, G.8, G.10, G.11, G.12, H.1, H.2, H.9) 


Final Exam 

Test 7.1: Final Exam 

This exam will open at 12:00 p.m. on Day 4 and close at 11:59 p.m. on Day 7. 
 This is a 50-item, open book, multiple-choice and true/false, final exam. Each item counts as 4 points. This is a timed exam. Students will have 60 minutes and one attempt to complete the exam (CACREP 3.C.4, A.8, D.5, D.9, E.6, E.7, G.1, G.2, G.3, G.4, G.5, G.6, G.7, G.8, G.9, G.10, G.11, G.12, G.13, G.14, H.9).

Student Learning Outcomes/Key Performance Indicators

There is one signature assignment for this course, the Research Project, that is to be submitted in Anthology Portfolio, an e-Portfolio, data storage, and data management program. The Research Project will be used for course grade calculations (using the grading rubric), program evaluation reporting, and student learning outcomes (SLO) / key performance indicator (KPI) monitoring. For program evaluation reporting and SLO/KPI monitoring, we use a CACREP rubric that measures student learning on a scale from 1 (harmful) to 5 (exceeds expectations). The student learning outcome on which you will be evaluated for the Research Project is VII.a.: Students demonstrate knowledge and skills in the administration and interpretation of assessment instruments for diagnostic and intervention-planning purposes. 

Based on the 2024 CACREP standards (2.E.1.a., 2.C.1.a.), our counseling program is required to report aggregated SLO/KPI ratings, as well as monitor individual student SLO/KPI progress. The expectation is that students, on average and individually, will receive average CACREP rubric ratings of 4 (meets expectations) on each SLO/KPI measure. Student ratings on SLO/KPI measures that fall below a 3 (near expectations) may result in remediation.  


Late Work

Students are encouraged to make the same effort to submit all assignments on time that they would use in the workplace. It is, however, understood that sometimes circumstances arise that are beyond our control. To request an extension, students should contact their Lead Faculty as soon as a problem is identified to provide details and determine a realistic deadline. Assignments submitted late without prior approval will not be eligible for full credit.

Unless arrangements have been made, students who submit late assignments will receive a 10% grade deduction for each day beyond the due date.

Grading Policies

This table details the grade points and/or percentages of each assignment.

Grading
Assessment Points Possible Percentage
Discussions 270 27.5%
Assignments 520 52.5%
Final Exam 200 20.0%
Total 990 100%

Grading Scale

This table lists the letter grade corresponding to ranges of points.

Final grading is at the discretion of the faculty.

Grading Scale
Letter Grade Percentage
A 93–100
A− 90–92
B+ 87–89
B 83–86
B− 80–82
C+ 77–79
C 70–76
F 0–69

AI Policy

The use of generative artificial intelligence (AI) tools (e.g., ChatGPT) is permitted for the following activities:

The use of generative AI tools is not permitted for the following activities:

Using AI in a way that is not permitted is a violation of the Graduate Student Academic Honor Code (PDF) If you are uncertain about whether you can use AI in any other instance, please ask your instructor.

Academic Policies

Every student is required to practice and adhere to the principle of academic integrity while undertaking studies with Wake Forest University. Maintaining academic integrity is considered an essential academic standard of every graduate course and program. The University does not tolerate academic dishonesty.

The graduate faculty at Wake Forest has adopted a formal honor code to provide guidance for student conduct with respect to academic pursuits. Read the Graduate Student Academic Honor Code (PDF).

Academic dishonesty may be an academic issue or a disciplinary issue, or both, depending on its pervasiveness and/or severity. Any student engaged in academic dishonesty may face reprimand, disciplinary warning, a lowered or failing grade(s), and/or probation or suspension from the course, academic program, or University; or expulsion from the University.

The list that follows includes examples, although not all-inclusive, of academic dishonesty:

For the complete academic honesty policy and tips to avoid plagiarism, as well as further information on all academic policies, including the policies for adding and dropping a course, requesting a grade of incomplete, academic probation, termination of enrollment, reinstatement, and student and faculty expectations, see the Wake Forest University Student Handbook (PDF).

Synchronous Class Recording Notice

In accordance with Wake Forest University's policy regarding class recordings, be mindful of this information:

Academic Engagement and Monitoring

It is very important that students actively engage in class discussions, and that students communicate in a timely manner with their instructors if unforeseen circumstances negatively affect their academic engagement. WFU monitors student academic engagement through student activity in the course, much of which can be monitored automatically in Canvas (e.g., logging into the course in Canvas, participating in discussion boards, submitting assignments, reviewing learning materials in the modules); attending live sessions, office hours, and individual/triadic/group supervision sessions; and communicating by phone or email with instructors. If an entire week passes without a student submission of an assignment and/or no contact is made with instructors, the following will occur:

Technical Requirements

Identify the minimum device configuration requirements for this institution.

Help Desk Support

Assistance to resolve technical problems is available 24/7, 365 days a year.

Students can access the Help Desk at: Wake Forest Help Desk.

Help Desk services are restricted primarily to problems associated with the functionality of the course delivery platform. Responsibilities include:

Sometimes students may not be sure whether a problem they are having is caused by their computer system or the online learning management system. The Help Desk will help students figure out where the problem lies and attempt to resolve issues immediately. However, some highly advanced hardware issues may require additional assistance. If this is the case, the Help Desk may suggest seeking assistance from a local computer repair establishment.

Be sure to check the browser version (latest version of Firefox or Chrome) and plug-ins. Use the Check My Browser tool on the Wake Forest Help Desk page (under the Tools drop-down menu) to analyze browser and system settings. This will ensure that students have the necessary settings to navigate their courses.

Canvas Support

Call a Canvas Expert: 833.383.5792

For Canvas technical support, select the Help icon in the navigation bar, where students will find several options including:

When submitting a ticket, be as specific as possible in the description of the issue. Include the name of the course and the date the issue occurred, the browser being used and, if possible, screenshots to help Canvas support personnel troubleshoot the issue and expedite service.

Note: Lead Faculty and PIs do not provide Canvas support.

AskDeac Help Desk

AskDeac services include most technology issues outside of the scope of course delivery. Common requests include assistance setting up a VPN, setting up a WFU Zoom account, using Google Drive, and resetting WFU email passwords.

Assistance to resolve technical issues is available through Email or Live Chat from 8:00 a.m. to 9:00 p.m. EST, Monday through Friday. Phone support is available from 8:00 a.m. to 5:00 p.m. EST, Monday through Friday.

Access AskDeac at: AskDeac.

Diversity, Equity, and Inclusion

Wake Forest University is committed to supporting diversity, equity, and inclusion. The Office of Diversity and Inclusion provides campus resources such as the Intercultural Center, LGBTQ Center, Women’s Center, and more. Locate these on the webpage under Affinity & Support.

To learn more about WFU’s commitment to diversity, equity, inclusion read the Non-Discrimination Statement and policy on Non-Discrimination on the Basis of Disability.

Pro Humanitate - As a part of the Wake Forest community, the faculty and staff of the Department of Counseling fully embrace the concept of Pro Humanitate. In each of our classes (graduate, undergraduate, face-to-face and virtual), we strive to affirm every person and every identity including but not limited to gender identity, affectional orientation, language, national origin, color, race, disability, sex, religion, creed, and ancestry. We embrace the development of critical thinkers that consistently aspire to become culturally responsive and encourage you to challenge your own biases while developing the necessary skills to enter your chosen profession. Further, the faculty and staff will promote the Realizing Inclusion, Diversity, and Equity (R.I.D.E.) framework in our teaching, research, supervision and advising. We hope that you will join us along this journey, with a commitment to advocacy and social justice in both your personal and professional lives. Pro Humanitate, to better the lives of all humans!

Accessibility and Special Accommodations

Wake Forest strives to provide equal access for all learners. Learning content contained within the Canvas Learning Management System is designed to meet the Web Content Accessibility Guidelines (WCAG) 2.1 AA developed by the World Wide Web Consortium (W3C) and Section 508 of the Rehabilitation Act. Throughout our course development process, we test the capabilities of our learning content against these standards.

Wake Forest University recognizes its responsibility for creating an institutional climate in which students with differing needs and abilities can thrive.

Along with the mission of the Division of Student Life, Disability Services exists to enable students with disabilities to experience equal access to the academic, social, and recreational activities and programs at Wake Forest University. To achieve this goal, the Center for Learning, Access, and Student Success (CLASS) is available to offer academic support for all Wake Forest Students. CLASS staff works with students, faculty, and staff to implement services and accommodations that are in accordance with both state and federal laws and our own commitment to this goal.

If a student has a disability that may require an accommodation for taking this course, use the Student Portal Login located on the Center for Learning, Access, and Student Success (CLASS) website. Alternatively, contact the Center for Learning, Access, and Student Success at the contact information provided.

Contact Information:

118 Reynolda Hall, WFU
Winston-Salem, NC, 27109
Phone: 336-758-5929
Email: class@wfu.edu

Emergency Contingency Plan

Disaster Planning/Catastrophic Event Policy: In the event the University calendar is disrupted by disaster or catastrophic event, please continue with the assigned lessons and adhere to the due dates of assignments and discussions. The instructor will be available by email or by phone, unless the internet or phone is inaccessible.

Course Schedule

The course week runs from Monday (Day 1) to Sunday (Day 7). Due dates for assignments and discussions are stated in day numbers. Unless otherwise noted, all assessments are due by 11:59 p.m. E.T. on the designated day.

There will be Live Sessions and Office Hours each week unless otherwise communicated. Students will find the day and time in the course:

Please Note: Readings refer to course materials, which are only the textbook(s), Course Reserves, WFU library readings, or scholarly articles. Refer to the course space for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Week 1: Introduction to Appraisals for Counselors (January 13 – January 19)

Week 1 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Purpose and History of Assessment in Counseling

 

Meets CACREP Standard(s): 3.C.4, E.9, E.10, E.13, E.14, G.8

Hays text:

  • Chapter 1, Use of Assessment in Counseling
  • Chapter 2, The Assessment Process

Recommended

Peterson, C. H., Lomas, G. I., Neukrug, E. S., & Bonner, M. W. (2014). Assessment use by counselors in the United States: Implications for policy and practice. Journal of Counseling Development, 92, 90–98.

None

Assignment 1.1: The Case of Cooper (Due Day 7)

None

Lesson 2: Administer the Self-Directed Search

Meets CACREP Standard(s): 3.C.4, D.5, D.9, E.6, E.7, G.2, G.4, G.5, G.6, G.7, G.8, G.10, H.9

Hays text:

The section on Self-Directed Search from Chapter 12, p. 308.

Course Reserves: 

Holland, J. L., Powell, A. B., & Fritzsche, B. A. (1997). Self-Directed Search, 4th Edition [Forms R, E, and CP]. Mental Measurements Yearbook, EBSCOhost.  

Self-Directed Search test review from Mental Measurements Yearbook 

Discussion 1.1: The Self-Directed Search (SDS) Analysis (Initial Post Due Day 4, Reply Posts Due Day 7)

None

None

Week 2: Ethical, Legal, and Multicultural Considerations in Assessment (January 20 – January 26)

Week 2 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Understanding Multicultural, Ethical, and Legal Considerations in Assessment

Meets CACREP Standard(s): 3.C.4, D.9, E.6, E.7, E.9, E.10, G.5, G.6, G.7, G.8, G.9, H.8, H.9.

Hays text:

  • Chapter 3, Ethical, Legal, and Professional Considerations in Assessment
  • Chapter 4, Multicultural and Social Justice Considerations in Assessment

Discussion 2.1: Select an Instrument to Research (Initial Post Due Day 4, Reply Post Due Day 7)

Assignment 2.1: Intake Forms Analysis (Due Day 7)

None

Lesson 2: Improving Your Effectiveness in Communicating Assessment Results

 

Meets CACREP Standard(s): 3.E.9, E.10.

Hays text:

Chapter 15, Communication of Assessment Results

Discussion 2.2: Hypothetical Dialogue (Initial Post Due Day 4, Reply Posts Due Day 7)

None

None

Week 3: Reliability, Validity, and Other Measurement Concepts (January 27 – February 2)

Week 3 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Reliability, Validity, and Other Measurement Concepts

Meets CACREP Standard(s): 3.C.4, E.6, E.7, G.2, G.4, G.5, G.6, G.7, G.8, G.10, G.11, G.12, H.9.

Hays text:

  • Chapter 5, Understanding and Transforming Raw Scores
  • Chapter 6, Measurement & Qualitative Assessment Concepts
  • Course Reserves:
    • PHQ-9 article 
    • GAD-7 article

Discussion 3.1: Personal Inventory Patient Health Questionnaire (PHQ-9) (Initial Post Due Day 4, Reply Posts Due Day 7) 

Discussion 3.2: Generalized Anxiety Disorder (GAD-7) (Initial Post Due Day 4, Reply Posts Due Day 7)

None

Practice Quiz 3.1: Converting Raw Scores (Due Day 7)

Week 4: Assessing Career Choices, Interests, and Values (February 3 – February 9)

Week 4 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Assessing Career Choices, Interests, and Values

Meets CACREP Standard(s): 3.C.4, D.5, D.9, E.6, E.7, E.9, E.10, E.13, E.14, G.5, G.6, G.7, G.8, G.10, H.9

Hays text:

  • Chapter 11, Assessment of Career Development and Wellness
  • Chapter 12, Career Assessment Tools

Discussion 4.1: Assessment Tool Review: The Career Style Inventory (Initial Post Due Day 4, Reply Posts Due Day 7)

Assignment 4.1: Administer the Self-Directed Search (Due Day 7)

None

Week 5: Initial Assessment in Counseling (February 10 – February 16)

Week 5 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Mental Status Exam and Suicide Risk Assessment

Meets CACREP Standard(s): 3.C.4, E.6, E.7, E.9, E.10, E.13, E.14, E.19, G.5, G.6, G.7, G.8, G.9, G.10, G.13, H.8, H.9.

Hays text:

Chapter 7, Initial Psychological Assessment in Counseling

Discussion 5.1: The Case of Amanda (Initial Post Due Day 7, No Reply Post)

Assignment 5.1: Analysis of Status and History Assessment Forms (Due Day 7)

None

Lesson 2: Substance Use and Mental Health Assessment

Meets CACREP Standard(s): 3.C.4, E.6, E.7, E.19, G.2, G.4, G.5, G.6, G.7, G.8, G.10, G.11, G.12, H.9.

Hays text:

Chapter 8, Mental Health and Addictions Assessment

Discussion 5.2: Substance Abuse Subtle Screening Inventory-4th Edition (SASSI-4) (Initial Post Due Day 4, Reply Posts Due Day 7)

None

None

Week 6: Assessment of Intelligence and Ability (February 17 – February 23)

Week 6 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Intelligence, Academic Aptitude, and Achievement

Meets CACREP Standard(s): 3.C.4, E.6, E.7, G.1, G.2, G.3, G.4, G.5, G.6, G.7, G.8, G.10, G.11, G.12, H.1, H.2, H.9.

Hays text:

  • Chapter 9, Assessment of Intelligence
  • Chapter 10, Assessment of Aptitude and Achievement

Discussion 6.1: Defining Intelligence (Initial Post Due Day 4, Reply Posts Due Day 7)

Assignment 6.1: Research Project (Due Day 7)

None

Week 7: Assessing Personality and Relationships (February 24 – March 2)

Week 7 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Assessing Personality and Relationships

Meets CACREP Standard(s): 3.A.8, C.4, D.5, D.9, E.6, E.7, E.20, G.1, G.2, G.3, G.4, G.5, G.6, G.7, G.8, G.9, G.10, G.11, G.12, G.13, G.14, G.15, H.1, H.2, H.9.

Hays text:

  • Chapter 13, Assessment of Personality
  • Chapter 14, Assessment of Interpersonal Relationships

Discussion 7.1: Share Your Research Project (Part 1 Due Day 4, Part 2 Due Day 6, Part 3 Due Day 7)

Discussion 7.2: Case Study: Trauma & Abuse Reporting (Initial Post Due Day 7, No Reply Posts)

None

Test 7.1: Final Exam (Due Day 7)

For a list of image credits for this course, visit the CNS736 Credits Page.