Course Syllabus

HR 5613 - Assessment and Evaluation in Counseling

Faculty Contact Information

This table includes information about how to contact your instructor and other important details about your class

	Office Hours: By appointment - email to set up time to meet Email: katey.e.baruth-1@ou.edu  Live Session: Wednesdays (every other week) 7:00pm - 8:00pm Central Zoom link Meeting ID: 762 555 9426 Password: 39377346
Katey Baruth, PhD, HSPP, LPC, LMHC, LCAC, NCC Faculty Human Relations Department

Course Details

For a list of course activities, scroll to the bottom of this page.

Course Description

Assessment is the cornerstone of any type of treatment – one must have an informed idea about what one is treating in order to prescribe meaningful interventions. The focus of this course will be the administration, scoring, and interpretation of selected mental health screening instruments, interpersonal, and personality tests.

Attention will also be directed to the client’s response and approach to the evaluation setting, as sources of clinical data. You will develop skills in the practical application of the clinical inference process. You will also be exposed to a conceptual framework and guidelines for writing test reports, and a rationale for the various sections of the report. Thus, there is a clinical emphasis in this class, while grounding this emphasis in theoretical and research-based assumptions.

Learning Outcomes & CACREP Standards

Assessment & Evaluation in Counseling

Course Learning Outcomes and CACREP standards are listed in the table below

Learning Outcome	CACREP Standard
historical perspectives concerning the nature and meaning of assessment and testing in counseling	3.G.1
basic concepts of standardized and non-standardized testing, norm-referenced and criterion-referenced assessments, and group and individual assessments	3.G.2
statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations	3.G.3
reliability and validity in the use of assessments	3.G.4
culturally sustaining and developmental considerations for selecting, administering, and interpreting assessments, including individual accommodations and environmental modifications	3.G.5
ethical and legal considerations for selecting, administering, and interpreting assessments	3.G.6
use of culturally sustaining and developmentally appropriate assessments for diagnostic and intervention planning purposes	3.G.7
use of assessments in academic/educational, career, personal, and social development	3.G.8
use of environmental assessments and systematic behavioral observations	3.G.9
use of structured interviewing, symptom checklists, and personality and psychological testing	3.G.10
diagnostic processes, including differential diagnosis and the use of current diagnostic classification systems	3.G.11
procedures to identify client characteristics, protective factors, risk factors, and warning signs of mental health and behavioral disorders	3.G.16

Clinical Mental Health Counseling Track

Course Learning Outcomes and CACREP standards are listed in the table below

Learning Outcome	CACREP Standard
etiology, nomenclature, diagnosis, treatment, referral, and prevention of mental, behavioral, and neurodevelopmental disorders	5.C.1
intake interview, mental status evaluation, biopsychosocial history, mental health history, and psychological assessment for treatment planning and caseload management	5.C.4

Course Prerequisites 

• HR 5003 - Theoretical Foundations in Human Relations Counseling / HR 5533 - Counseling Theories in CMHC
• HR 5402 - Psycho-Social Development / HR 5923 - Human Growth & Development
• HR 5883 - Introduction to the Counseling Profession
• HR 5483 - Diagnosis in Human Relations Counseling
• HR 5453 - Ethics in Human Relations Counseling
• HR 5643 - Crisis Intervention / Crisis Intervention and Trauma Counseling
• HR 5893 - Psychopharmacology
• HR 5663 - Psychopathology
• HR 5433 - Group Counseling

Course Materials

• American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787
  • Note: Please use the DSM-5 TR
    • This manual can be accessed through the OU Library by using your OU 4 x 4 and password.
• Whiston, S.C. (2017). Principles and applications of assessment in counseling. (5^th Ed.). Belmont, CA: Brooks/Cole.

*Please know that the most current edition of the manual is the DSM-5-TR. Please note that the DSM-5-TR is a text revision of DSM-5. This means that it is a revised text and new references, clarifications to diagnostic criteria, and updates to ICD-10-CM codes since DSM-5 was published in 2013. It features a new disorder, prolonged grief disorder, as well as ICD-10-CM codes for suicidal behavior and non-suicidal self-injury. There are minimal, yet important, differences to note. Historically, the DSM has been revised every 5 to 7 years since the first edition in 1952.

In our course, we will at times review information published related to BOTH the DSM-5 as well as the DSM-5-TR due to the limited body of research presently published and available for the DSM-5-TR. Please know that the Whiston text discusses the DSM-5 and remember these ideas when reading and assimilating the concepts.

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Grades

Breakdown

Course activities and grades listed for each activity

Activity	CACREP Standards	Description	Points/Percentage
Class Participation	3.G.1; 3.G.2; 3.G.3; 3.G.4; 3.G.5; 3.G.6; 3.G.7; 3.G.8; 3.G.9; 3.G.10; 3.G.11; 3.G.16	Asynchronous Live Sessions (every other week) & Scavenger Hunt	15%
Quizzes	3.G.2; 3.G.3; 3.G.4; 3.G.5; 3.G.6; 3.G.7; 3.G.8; 3.G.9; 3.G.10; 3.G.11	Weekly quizzes based upon the readings and media from each learning module.	40%
Counseling Diagnostic Reports	3.G.2; 3.G.3; 3.G.4; 3.G.5; 3.G.6; 3.G.7; 3.G.10; 3.G.11;3.G.16	3 case studies that will be completed throughout the semester, plus one final report.	25%
*Assessment Report Presentation	3.G.2; 3.G.3; 3.G.4; 3.G.5; 3.G.6; 3.G.7; 3.G.10; 3.G.11;3.G.16	Overview of 1 case study from the Counseling Diagnostic Reports.	20%
		Total	100%

*Indicates Key Performance Indicator (KPI). This is an intentional formative assessment to assure you take away the core information necessary to be a successful professional counselor.

Scale

Grade Scale

Percentage	Letter Grade
90–100%	A
80–89%	B
70–79%	C
60–69%	D
Below 60%	F

Course Components

Class Participation

Participation points will consist of:

• Assessment Scavenger Hunt - This will take place on the Buros Testing website and will test your knowledge in determining which assessments are appropriate for your client, and understand and determine appropriate reliability and validity
• Attendance/participation in the Live Session is part of the grade mix. If you are unable to attend in real-time, be sure to post that you were unable to attend, watch the recording and respond, summarize, or interact with it in some way.  

There are two ways in which you can earn points for the Live Session. Remember, these Live Sessions will count toward your final grade.

1. Participate Live: This option should be your preferred choice. When possible, you should attend and participate in the Live Sessions in real-time. To get credit for your attendance, type in the date and time of the session you attended by clicking on the red "Start Assignment" button at the top of this page. Your self-reported attendance log will be cross-checked against the attendance tracker in Zoom.
2. Make-Up (Watch Recording-Submit Written Summary): In the event that your time zone, work or personal schedule makes it impossible for you to attend, you will need to review the recording of the Live Session and write a paragraph summarizing the Live Session from your perspective. Click on the "Start Assignment" button to type (or copy/paste) your paragraph into the text field. If you are unable to attend in real-time, be sure to watch the recording, summarize it, and turn that summary in on the Live Session page. You will have until the next Live Session to submit your paragraph summary.

Quizzes

Periodically, you will be required to complete a quiz based on the week's readings and media. You will be given two attempts and the higher of the 2 grades will be recorded.

Counseling Diagnostic Reports

This assignment will consist of three case studies that will be completed throughout this course. You will give formal and informal tests, interpret assessments, make observations, diagnose, and design a treatment plan for your clients. Using these case studies, assessments, and your interpretation of them, you will then create a treatment plan including an overview of the case, intake MSE, and your assessment interpretations and recommendations. Each report will be submitted to Canvas. We suggest you keep these case reports in a personal assessment portfolio for future use.  

In this course, it is important that you understand the position of a client in the assessment process, so this may mean that you will be conducting assessments on your classmates, friends, family, and/or self. You will need to have your "pretend client" complete an informed consent. All information is confidential in this setting and should remain so per the ACA Code of Ethics and Professional Conduct. You may share only the information you are comfortable sharing for the requirements of this course.

• Note: If a student counselor shares their client assessment information outside of the class, it is a violation of the Ethical Code of Conduct for a professional counselor and will result in disciplinary action by the Instructor and the Chair of the Department.

*Assessment Report Presentation

KPI Goal: Students will be able to select, deliver, and interpret mental health assessments while using the results to create appropriate counseling goals and treatment plans.

For this assignment, you will choose 1 of your case studies from the Counseling Diagnostic Reports and give a presentation including the following:

• An overview of the case
• Intake
• MSE
• Formal assessment interpretations and recommendations

These presentations will be approximately 10 minutes. Students will submit a PowerPoint with recorded video and/or sound giving their presentation.

Course Policies

Communication 

Please contact me using your OU email account at Katey.E.Baruth-1@ou.edu with any questions. I try to reply to all emails within 24 hours of receipt though this may be extended to 48 hours on weekends and holidays. I prefer to be addressed by Dr. Baruth by all students to keep the appropriate professional boundaries between our roles as instructor and learners.

Please begin all emails with a professional greeting (I.E. Hello Dr. Baruth) and end with an appropriate salutation (I.E. Thank you) and include your full name as listed in the course. Please also state in your email which course you are taking specifically and provide detailed information about any questions so I can assist you quickly.

In all class discussion posts and Live Sessions, I expect everyone to treat each other with respect and dignity, providing time for others to share thoughts, insights, and questions. This includes refraining from disparaging and disrespectful comments. Please come to our Live Sessions prepared to interact and discuss course concepts with your cameras on. It is important we interact face to face to develop comfort and understanding with one another and the course content.

Feedback 

My goal is to grade your work within one week of the due date.

Late Policy

Plagiarism 

Plagiarism is the most common form of academic misconduct at OU. There is basically no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism. 

Using AI (artificial intelligence) programs such as Chat GPT is not permitted unless consulting with me first. 

For more information about plagiarism, watch this video and then take this short course offered by University Libraries.

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University Academic Policies and Student Support

Land Acknowledgement

Long before the University of Oklahoma was established, the land on which the University now resides was the traditional home of the “Hasinais” Caddo Nation and “Kirikirʔi:s” Wichita & Affiliated Tribes.

We acknowledge this territory once also served as a hunting ground, trade exchange point, and migration route for the Apache, Comanche, Kiowa and Osage nations. Today, 39 tribal nations dwell in the state of Oklahoma as a result of settler and colonial policies that were designed to assimilate Native people.

The University of Oklahoma recognizes the historical connection our university has with its indigenous community. We acknowledge, honor and respect the diverse Indigenous peoples connected to this land. We fully recognize, support and advocate for the sovereign rights of all of Oklahoma’s 39 tribal nations. This acknowledgment is aligned with our university’s core value of creating a diverse and inclusive community. It is an institutional responsibility to recognize and acknowledge the people, culture and history that make up our entire OU Community.

Course Catalog 

Search the OU Course Catalog.

Student Handbook

Please familiarize yourself with the OU Student Handbook.

Student Support Services

OU offers a variety of services to support students. For more information, please refer to the Student Support Module in your Orientation course.

Online Library

Access digital materials and other resources at OU Libraries.

Copyright Statement and Privacy Information

Sessions of this course may be recorded or live-streamed. These recordings are the intellectual property of the individual faculty member and may not be shared or reproduced without the explicit, written consent of the faculty member. In addition, the privacy rights of others such as students, guest lecturers, and providers of copyrighted material displayed in the recording may be of concern. Students may not share any course recordings with individuals not enrolled in the class or upload them to any other online environment.

Academic Integrity

As a member of the OU community, it is your responsibility to protect your educational investment by knowing and following the rules. The Student Code is available from the Office of the Vice President for Student Affairs and is contained in the Student's Guide to Academic Integrity. 

Academic honesty is incredibly important in this course. Cheating is strictly prohibited at the University of Oklahoma because it devalues the degree you are working hard to get. Should you know of someone else engaging in academic misconduct, please report it to your instructor or directly to the Office of Academic Integrity. Your instructor has a professional obligation to report academic misconduct. 

In addition to the course conduct policies outlined by your professor in the Course Syllabus in the online classroom, please review the Graduate Student Handbook. 

Religious Observance

It is the policy of the University to excuse the absences of students that result from religious observances and to reschedule examinations and additional required classwork that may fall on religious holidays, without penalty. [See Faculty Handbook 3.15.2].

Reasonable Accommodation for Disabilities

The Accessibility and Disability Resource Center (ADRC) is committed to supporting students with disabilities to ensure that they can enjoy equal access to all components of their education. This includes your academics, housing, and community events. Please review OU's Accessibility Policy.

If you are experiencing a disability or a mental/medical health condition that has a significant impact on one or more life functions, you can receive accommodations to provide equal access. Possible disabilities include but are not limited to learning disabilities, AD(H)D, mental health, and chronic health. Additionally, we support students with temporary medical conditions (broken wrist, shoulder surgery, etc.) and pregnancy.

To discuss potential accommodations, please contact the ADRC at 730 College Avenue, (phone) 405-325-3852, or adrc@ou.edu.

Title IX Resources  

For any concerns regarding gender-based discrimination, sexual harassment, sexual misconduct, stalking, or intimate partner violence, the University offers a variety of resources, including advocates on-call 24/7, counseling services, mutual no-contact orders, scheduling adjustments, and disciplinary sanctions against the perpetrator. To learn more or to report an incident, please contact the Institutional Equity Office (M-F, from 8-5, at 405-325-3546) or OU Advocates (available 24/7 at 405-615-0013).

Adjustments for Pregnancy/Childbirth-Related Issues

Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact your instructor as soon as possible to discuss your options. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Learn more about the rights of pregnant and parenting students by consulting the FAQ sheets provided by the Institutional Equity Office.

Mental Health Support Services

If you are experiencing any mental health issues that are impacting your academic performance, counseling is available at the University Counseling Center (UCC). The Center is located on the second floor of the Goddard Health Center, at 620 Elm Rm. 201, Norman, OK 73019. To schedule an appointment, call 405-325-2911. For more information, please visit the University Counseling Center.

Final Exam Preparation Period

Pre-finals week will be defined as the seven calendar days before the first day of finals. Faculty may cover new course material throughout this week. For specific provisions of the policy please refer to OU's Final Exam Preparation Period policy.

Required Policies for Students On Campus

Emergency Protocol

During an emergency, there are official university procedures that will maximize your safety.

Severe Weather: If you receive an OU Alert to seek refuge or hear a tornado siren that signals severe weather:

1. Look for severe weather refuge location maps located inside most OU buildings near the entrances
2. Seek refuge inside a building. Do not leave one building to seek shelter in another building that you deem safer. If outside, get into the nearest building.
3. Go to the building’s severe weather refuge location. If you do not know where that is, go to the lowest level possible and seek refuge in the innermost room. Avoid outside doors and windows.
4. Get in, Get Down, Cover Up.
5. Wait for official notice to resume normal activities.

Additional information about severe weather preparedness is available through the Department of Campus Safety's Emergency Management Division.

OU-Norman Campus: Tornado Refuge Protocol

Severe Weather Preparedness Video

Armed Subject/Campus Intruder

If you receive an OU Alert to shelter-in-place due to an active shooter or armed intruder situation or you hear what you perceive to be gunshots:

1. Avoid: If you believe you can get out of the area without encountering the armed individual, move quickly towards the nearest building exit, move away from the building, and call 911.
2. Deny: If you cannot flee, move to an area that can be locked or barricaded, turn off lights, silence devices, spread out, and formulate a plan of attack if the shooter enters the room.
3. Defend: As a last resort fight to defend yourself. For more information, visit:

OU's Emergency Preparedness site

Shots Fire on Campus Procedure

Fire Alarm/General Emergency

If you receive an OU Alert that there is danger inside or near the building, or the fire alarm inside the building activates:

1. Leave the building. Do not use the elevators.
2. Know at least two building exits.
3. Assist those who may need help.
4. Proceed to the emergency assembly area.
5. Once safely outside, Notify first responders of anyone who may still be inside the building due to mobility issues.
6. Wait for official notice before attempting to re-enter the building.

OU Fire Safety on Campus Video