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
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.

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.).
  • 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.

Import Notes Regarding Course Materials

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.

Methods of Instruction

The following will be used in the delivery of this course:

• Independent readings
• Lecture
• Synchronous discussion (Live Sessions)
• Videos 
• Online content (Canvas)

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Minimum Technology Requirements

Participating in OU Online programs requires specific technologies. To participate in class and navigate other technological requirements, you will need the following:

• Computer with webcam
• Microsoft Office
• Google Chrome/Firefox
• Reliable Internet
• OU Email

Consider the following tips:

• To be effective in your courses you will need regular access to a computer and a stable internet connection.
• Although mobile devices (i.e., smart phones) are great for checking your grades or watching a video, OU does not recommend relying on them as your primary method for taking a course online or face to face.
• Many times, professors will add course media and assignment drop boxes to Canvas and you need reliable access.
• Computer labs are available on campus in the OU library and rooms can be reserved for privacy.
  • Most town libraries will also have access to technology labs in your hometown.
• You can watch and participate in online courses on your smartphone, but it may make reading the PDFs provided more difficult. We recommend a larger device to access online course content.
• Weather, or shelter-in-place mandates may require at home access to technology. Weather may be unpredictable and can cause alternate sources of class time such as an online zoom meeting. Accessing a webcam and microphone is important.
• Online courses typically have opportunities for students to use audio/video to submit assignments or participate in activities. These accessories will increase course interactivity and can connect you to your instructors as well as your fellow classmates.

For more support contact the OU Instructional Technology Service Portal

You are expected to:

• Check your OU email daily and OU Canvas for updates on classes.
• Use word processing programs such as Microsoft Word or Google Docs for assignments.
• Send or receive email attachments and communicate with your instructor or advisor.
• Search databases for research in the library resources.

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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

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 based on the information below.

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. You should be prepared to attend on time, with your camera on for the duration of the session unless your instructor has approved other options. Please reach out to your instructor to discuss further. 
2. Make-Up (Watch Recording-Submit Written Summary): In the event that your work or personal schedule makes it impossible for you to attend, please review the recording of the Live Session from the beginning to the end. Next, submit:
   • 300 or more words summarizing what you learned from the entire (start, middle, and end) live session. This should not be a summary of "what happened" in the session (aka play-by-play), but rather what you learned in the session from areas in the start, middle, and end. 
   • To support the above, identify at least 3 specific concepts, ideas, or practices that you learned and include at least 1 short exact quotes from the individual in which you heard the information shared. The quote only needs to be a sentence or two, but should support the specific content, ideas, or practices.
   • Next in a new paragraph, discuss how this content will be useful to you in your future field experiences as well as present and future career.
   • Click on the "Start Assignment" button to type (or copy/paste) your content in the field for submission. 

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.

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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

Commitment to Diversity and Inclusion

per CACREP Standards 1.I. & 1.M.8

The OU CMHC program fosters a diverse, equitable and inclusive environment. Our OU Human Relations faculty and students are diverse in their cultures and beliefs. Throughout the OU environment, including the CMHC program, we uphold the pillars of awareness, education, and advocacy. We critically examine campus climate with its biases, assumptions, institutional structure, and worldviews. We strive together to mitigate inequities, to grow intellectually and personally through meaningful diversity interactions, conscious conversations, and meaningful experiences. We work to reduce barriers, to promote conscious civil conversations, and to help all contribute as individuals, community members, and professionals in preparing our students to compete in a diverse, global, and integrated world.

As faculty of the CMHC program and mental health professionals, we strive to uphold ACA ethical guidelines important to the counseling profession in addition to the OU values of empathy, accountability, civil dialogue, collaboration, equity, integrity, and mutual respect. The goal of the CMHC program is to engage, serve and yield qualified and diverse students, equipping them with the tools needed to serve, educate, and empower our diverse communities.

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

Access the University Academic Policies Document.