1 / 18

Using Assessment in Counseling

Using Assessment in Counseling. Chapter 13. Introduction. Skilled counselors know how and when to either gather more assessment information or apply information gathered previously Informal and formal assessments play a role in: Treatment planning Monitoring client change

derick
Télécharger la présentation

Using Assessment in Counseling

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Using Assessment in Counseling Chapter 13

  2. Introduction • Skilled counselors know how and when to either gather more assessment information or apply information gathered previously • Informal and formal assessments play a role in: • Treatment planning • Monitoring client change • Evaluating the effectiveness of counseling

  3. Treatment Planning Varies with client Assessment of functioning Statistical/actuarial methods vs. clinical judgment Gather quality information and evaluate it with a scientific approach More than just diagnosis

  4. Treatment Matching • Beutler, Malik, Talebi, Fleming, & Moleiro (2004) suggested client characteristics to consider in treatment selection: • Functional impairment • Subjective distress • Problem complexity • Readiness for change • Reactant/resistance tendencies • Social support • Coping style • Attachment style

  5. Treatment Matching • Assessment should also focus on identifying and enhancing human strengths and optimal functioning • Positive Psychology – focuses on developing strengths and enhancements of well-being, while not ignoring weaknesses • One area to consider when assessing strengths is optimism –hopeful expectation and general expectancy that the future will be positive

  6. Case Conceptualization and Assessment • Model for case conceptualization (Meir, 2003) • Step 1: Identify the initial process and outcome elements • Step 2: Learn etiology of client problem • Step 3: Choose interventions for selected problems • Step 4: Consider the time frame of interventions and outcomes • Step 5: Represent the conceptualization explicitly • Step 6: Include at least one alternative explanation • Step 7: Consider the model’s balance between parsimony and comprehensiveness

  7. Monitoring Treatment Progress • Counselors have responsibility to monitor clients’ progress during treatment and determine if clients are making positive gains • History of outcome research: • 1970s: research had demonstrated that most people who received psychological interventions benefitted, but 5-10% got worse(Lambert, Bergin, & Collins, 1977) • 1980s: managed care began playing significant role in cost containment • 1990s: outcome assessment began playing critical role in clinical care, insurance companies became interested in identifying clients who would not benefit from psychotherapy

  8. Monitoring Treatment Progress • Clients have better therapeutic outcomes when clinicians receive feedback about client progress during therapy • Client self-report is important source of information for outcome assessment • Goal Attainment Scaling (GAS) • More continuous outcome assessment and more formal • Client and counselor select an indicator for each therapeutic goal behavior, affective state, or process that represents goal and can be used to indicate progress

  9. Monitoring Treatment Progress • Gather baseline information at the beginning • Symptom Checklist – 90 – Revised (SCL-90-R) • Outcome Questionnaire (OQ-45.2) • Explain to client why data arebeing collected and share results

  10. Using Assessments for Evaluation and Accountability • Two major types of evaluation: • Formative – continuous or intermediate evaluation typically performed to examine the process • Summative – more cumulative and focused on endpoint or final evaluation (the product) • Steps for conducting an evaluation study: • Defining evaluation study focus • Determining design • Selecting participants • Selecting Assessments or measures • Data Analysis

  11. Defining Evaluation Study Focus Practitioners need to determine what services they want to evaluate There needs to be a direct connection between the services provided and the outcome measures used

  12. Determining Design • Information needed: • Qualitative, quantitative, or both • Quantitative designs: • Intrasubject • Pre-test, intervention, post-test • Intersubject • Randomized clinical trial is gold standard  intervention group, placebo/control group • Wait-list control group often used to address ethical issue presented by traditional placebo/control group

  13. Selecting Participants Qualitative studies: sample is usually smaller than for quantitative studies Quantitative studies: a larger sample size allows for more power in statistical analyses

  14. Selecting Assessments or Measures • Assessing outcome involves (Hill & Lambert, 2004): • Clearly specify what is being measured • Measure change from multiple perspectives • Use diverse types of assessments • Use symptom-based and atheoretical measures • Examine patterns of change as much as possible • Scheme for Selecting Outcome Measures (Olges, Lambert, & Fields, 2002) • Content • Social level • Source • Technology • Time Orientation

  15. Outcome Assessment in Mental Health Settings • Managed care agencies, third-party payers significantly influence provision of mental health services • Commonly used instruments: • Beck Depression Inventory • State-Trait Anxiety Inventory • Symptom Checklist–90–Revised • Minnesota Multiphasic Personality Inventory II • Dysfunctional Attitude Scale • Hassles Scale • Schedule for Affective Disorders and Schizophrenia • Outcome Questionnaire (OQ-45.2)

  16. Outcome Assessment in Career Counseling • No standard battery of instruments used • Many studies have examined career maturity and decidedness vs. concrete career outcomes • Practitioners may want to consider measures of effectiveness of career counseling other than career maturity and career decidedness • i.e., employment, job satisfaction, quality of life

  17. Outcome Assessment in School Counseling • ASCA National Model (ASCA, 2005) states that school counseling programs are data driven • Availability of instruments to evaluate school counseling programs is minimal relative to mental health and career counseling • Consider using multiple measures from multiple perspectives • Students • Teachers • Parents • Other members of the community • School Counseling Program Evaluation Scale (SCoPES; Whiston & Aricak, 2008)

  18. Data Analysis Descriptive information vs. statistical analysis Effect size Consult with researchers on methodological or statistical questions

More Related