Appraisal in Counseling epsy 544 Kim Asner-Self

Appraisal in Counseling

• EPSY 544

• Kim Asner-Self

Session 1 schedule

• Introductions

• Hopes and Concerns

• Syllabus

• Orientation to Appraisal

• History of Appraisal

Introductions

Hopes

• What do you hope to get out of this class,

• professionally and
• personally?

Concerns

• What are you really worried about in terms of this class,

• professionally and
• personally?

Syllabus

• Instructor: Kim Asner-Self, Ed.D., LCPC, NCC

• Class Hours: Monday 3:30 – 6:00 pm

• Office Hours: Mondays 1:30 – 3:30 walk-in or by appt

• and

• 8:30 - 9:30 pm by appointment

• Tuesdays 11-12 and 2-4 pm walk-in

• or by appt.

• Office: Wham 222M

• Phone: [phone]

• E-mail: [e-mail]

• Web page: http://mypage.siu.edu/kasner/

Course Purpose

• This course is designed to establish an understanding of principles and procedures which characterize the nature of standardized and non-standardized appraisal, purposes for which such appraisals are used, ways in which results can be interpreted to various audiences (e.g., students, teachers, parents, counseling clients, professional colleagues), and how to use appraisal for treatment planning.

Philosophy

• Assessment occurs constantly, whether or not we are aware of the process.

• Assessment only offers us insight from a point in time.

• Some factors cannot be changed.

• People can and do change modifiable factors.

• Assessment informs diagnosis; diagnosis informs treatment and intervention.

• Learn from one another…the more you push, the more you learn.

Reading

• Required Text:

• American Psychiatric Association (2000). Diagnostic and statistical manual for mental disorders – Text revision. (4th ed.). (DSM-TR). Washington, DC: Author.

• The DSM-TR will be used in your practica, EPSY 548a & 548b, and with your internship EPSY 591.

• Whiston, S. C. (2000). Principles and applications of assessment in counseling. Belmont, CA: Wadsworth/Thomson Learning

• Test booklets as assigned, such as the Myers-Briggs Type Inventory (MBTI) and the Strong Interest Inventory (SII).

• Handouts or reserve readings as assigned, such as:

• Tinsley, H. E. A., & Bradley, R. W. (1986). Test interpretation. Journal of Counseling and

• Development, 64, 462-466.

Course Objectives

• By the end of the course, it is expected students will be able to:

• understand basic principles that govern the process of human appraisal inclusive of diversity across age, culture, and ability,

• understand basic measurement and statistical concepts underlying the construction, selection, use, and interpretation of appraisal instruments,

• understand characteristics, strengths, weaknesses of intelligence, aptitude, and achievement tests, and noncognitive inventories,

• evaluate the suitability of a particular appraisal instrument for a particular purpose ethically,

• utilize appraisal procedures for interpretive understanding, decision making or diagnosis, and treatment planning, and

• demonstrate skills in communicating assessment results in clear oral and written language.

Learning in this class

• Basic knowledge

• Statistics
• Critically read and analyze a measure to determine its strengths and weaknesses
• Critically read the literature pertaining to a measure.

• Skills

• Recognize counseling and appraisal techniques
• Use counseling skills to establish a relationship with another person.

• Ability

• Intentionally interpret a measure in ways to encourage client meaning attribution and action.

Basis for Evaluation

• Homework..............................………………….100 points

• Quiz….……………………………………………150 points

• Assignments......................................................550 points

• Ia. MBTI..........................................….20

• Ib. 16 PF……………………………..…10

• Ic. SII…………………………………...20

• II. Videotape critique………………...100

• III. Instrument critique………………..100

• IV. DSM IV-TR case analyses……......50

• V. Videotaped interpretation………..100

• VI. Case Study and Treatment plan..150

• Final Quiz…………………………………………200 points

• 1000 points

What do grades in 544 mean?

• If you earn an A, you have the skills necessary to acquire the background to manage a counseling agency or school’s assessment program. Consider some additional training to make psychometry one of your strengths.

• If you earn a B, with continued attention to detail, you have the skills necessary to use assessment procedures with clients in counseling. Sharpen these skills through supervised practice to develop appraisal in counseling as one of your strengths.

• If you earn a C, be cautious when using appraisal data with clients. At this point in your career development, appraisal is not one of your strengths. Therefore, regularly consult with counseling colleagues about appraisal techniques and practices you are using.

Special Needs

• Notice: If you have any type of special need(s) or disability for which you require accommodations to promote your learning in this class, please contact me as soon as possible. The office of Disability Support Services (DDS) offers various support services and can help you with special accommodations. You may wish to contact DDS at 453-5738 or go to Rm 150 at Woody Hall to verify your eligibility and options for accommodations related to your special need(s) or disability. Your learning is important to me, to this profession, and to your future clients.

1800’s to WW I

• Western culture industrialization

• Immigration to the U.S.

• Compulsory education available to all.

• Need for “vocational guidance”

• Need to determine capacity or aptitude to learn.

• Need to determine intelligence.

World War I

• Army alpha and Army beta

• Selection

• Concerns related to literacy

• Concerns related to re-tooling skills

• Concerns about “shell shock.”

Between the two world wars (roaring 20’s, dep)

• In 1930’ and 40’s the words “assessment’ and “counseling” were used interchangeably.

• Employment – vocational guidance

• Achievement

• Aptitude

World War II and after

• Army General Classification Test

• Necessity to develop and use complex weaponry

• Rehabilitation

• Re-employment

• “battle fatigue”

• GI Bill

Communism

• Korean War – “brain washing”

• The Cold War

• Sputnik “Fellow Traveler”

• NDEA

• Vietnam

The 50’s, 60’s and 70’s

• Civil rights and change

• African Americans

• Women

• Youth

• Religion

Employment Laws

• Civil Rights Act of 1964 (Federal)

• Diana v. State BoEd CA

• Griggs v. Duke Power Co.

• Public Law 94-142 Education for All Handicapped Children Act (Federal)-

• Larry P v Riles CA