The Theory and Practice of Assessment in Counseling
Description
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Persons
Gerald A. Juhnke, Ed.D. is a Professor and former Doctoral Program Director in the Department of Counseling at The University of Texas at San Antonio. He is a Past President of two professional counseling associations, The Association for Assessment in Counseling and The International Association for Addictions and Offender Counseling. Dr. Juhnke is a former Editor and Chief of The Journal of Addictions and Offender Counseling and a former Co-Chair of the American Counseling Association's Council of Journal Editors. He has received numerous counseling awards including the 2009 American Counseling Association's Fellow Award, the 2008 International Association for Addictions and Offender Counseling Addictions/Offender Educator Excellence Award, the Journal of Addictions and Offender Counseling Research Award, and the American Counseling Association's Ralph F. Berdie Research Award. Dr. Juhnke's clinical and research experiences span 25-plus years, and include the intertwined professional topic of "life-threatening behaviors" that encompasses suicide, violence, addictions, and trauma. During that time, he has authored more than 45 international or national refereed journal articles, and eight published or in-press books. Dr. Juhnke's best-selling counseling textbooks include: Suicide, Self-injury, and Violence in the Schools: Assessment, Prevention, and Intervention Strategies (Wiley & Sons, 2010); Counseling Addicted Families: An Integrated Assessment and Treatment (Brunner-Routledge, 2006); and Substance Abuse Assessment and Diagnosis (Brunner-Routledge, 2002). Additionally, Juhnke's co-edited book, Case Studies in Suicide: Experiences of Mental Health Professionals (Merrill-Pearson, 2009) and his first violence response textbook for counselors, Addressing School Violence: Practical Strategies, and Interventions, have received favorable reviews by mental health clinicians from various professions. Dr. Juhnke has also authored or co-authored several assessment instruments including the Juhnke-Balkin Life Balance Inventory; the Juhnke, Henderson, Juhnke, Child Abuse and Neglect Risk Assessment Scale; the Homework Identification Plan; the VIOLENTSTUdent Scale; the DANGERTOME Personal Risk Assessment Scale; the Adapted - SAD PERSONS Suicide Assessment Scale; the SCATTT Suicide Response Instrument; and the SUBSTANCE-Q Adolescent Substance Abuse Instrument. One of his recent instruments, EL SUICIDIO, written in Spanish, is a suicide assessment scale with correlating clinical guidelines specifically created for Mexican school counselors assessing Mexican students' potential suicide risk.
Content
TABLE OF CONTENTS
</b><b>Chapter 1 THE ROLE OF ASSESSMENT IN COUNSELING 1
</b><i>What Is Assessment? 1History of Assessment 2
The Development of Counselors as Assessment
Professionals 6
</i>The Association for Assessment in Counseling and
Education (AACE) 6
The <i>ACA Code of Ethics </i>(2005) 7
Fair Access to Tests 8
Test Publisher Qualifications of Test Users 9
<i>Legal Issues 9
</i>Health Care Legislation 9
Civil Rights Legislation 10
Educational Legislation 10
<i>An Overview of Assessment in Mental Health Settings,
Schools, Rehabilitation Counseling, and Higher Education
Settings 11
</i><b>
Chapter 2 CASE STUDIES AND PROGRESS NOTES 13
</b><i>Overview 13Case Studies 14
</i>Case Study: Ms. Eva Marie Garza 15
Case Study: Mr. Robert Jones 21
<i>Progress Notes 27
</i>Standardized Progress Note Formats 28
<i>Discussion 34
</i>Chapter 3 THE FUNDAMENTALS OF ASSESSMENT RESULTS 35
<i>The Meanings of Test Scores 35
</i>Criterion-Referenced Tests 35
Norm-Referenced Tests 36
<i>Scales of Measurement 36
Understanding Assessment Scores: Frequency Distributions
and Percentiles 38
Measures of Central Tendency 41
</i>The Mean 42
The Median 44
The Mode 44
What Is the Best Measure of Central Tendency? 44
<i>Measures of Variability 45
</i>The Range 46
The Standard Deviation and Variance 47
<i>The Normal Curve 49
</i>Confidence Intervals 50
<i>Standard Scores 52
Z </i>Scores 52<i>
T </i>Scores 52Other Types of Standard Scores 53
<i>Understanding Correlation Coefficients 53
</i>Calculating a Person55
<i>What Types of Scores are Reported 56
</i>
<b>Chapter 4 CURRENT STANDARDS OF RELIABILITY 58
</b><i>Defining Reliability 58</i>True Score 59
Error 60
<i>Estimating Reliability 64
</i>Reliability Coefficient 64
<i>Types of Reliability Measurement 67
</i>Consistency Over Time: Test-Retest Reliability 67
Estimates of Equivalency: Parallel or Alternate Forms 68
Internal Consistency 68
Interscorer Reliability 70
<i>Interpretation of Reliability 70
What Are the Implications for Reliability? 72
</i><b>Chapter 5 CURRENT STANDARDS FOR VALIDITY 74
</b><i>Defining Validity: A Brief History 74A Present View of Validity 76
Evidence Based on Test Content 76
</i>How Is Evidence Based on Test Content Evaluated? 77
<i>Evidence Based on Response Processes 78
</i>How Is Evidence Based on Response Processes Evaluated? 78
<i>Evidence Based on Internal Structure 78
</i>How Is Evidence Based on Internal Structure Evaluated? 79
<i>Evidence Based on Relations to Other Variables 80
</i>How Is Evidence Based on Relations to Other Variables
Evaluated? 81
<i>Evidence Based on Consequences of Testing 81
What Are the Implications for Test Validity? 82
</i><b>
Chapter 6 HOW TO CHOOSE AN ASSESSMENT INSTRUMENT 84
</b><i>Defining the Purpose of the Assessment Instrument 84Reviewing Assessment Instruments 87
</i>Details of a Mental Measurements Review 88
AACE Critiques 90
<i>Understanding the Technical Quality of an Instrument 91
</i>Evaluating the Normative Sample 91
Evaluating Reliability Evidence of an Instrument 92
Evaluating Validity Evidence of an Instrument 93
<i>Understanding Factors That May Affect Performance 94
Factors in Criterion-Referenced Tests: The Item Analysis 95
</i>Item Difficulty 95
Item Discrimination 95
<i>Review of the Assessments in This Text 96
</i>
<b>Chapter 7 CONDUCTING AN INITIAL INTERVIEW 98
</b><i>Purposes of the Initial Interview 98Scope of the Initial Interview 99
</i>Essential Elements of a Psychosocial History 101
Determining Mental Status 103
Factors Affecting Mental Status 106
<i>Types of Intake Data 106
</i>Substance Abuse/Abuse Intake 107
<i>Applying Counseling Skills to the Interview Process 108
Types of Information Derived From Our Case Studies 109
Summary 111
</i>Chapter 8 MULTICULTURAL AND SPECIAL POPULATION
ASSESSMENT ISSUES IN COUNSELING 113
<i>Bias in Assessment 113
</i>The Achievement Gap: An Heuristic Example of Test
Bias Versus Test Fairness 115
<i>Assessment With Special Populations 116
</i>Comparing Special Populations to Normative Samples 117
Adapting Assessment Instruments and Procedures 118
<i>Developing Multicultural Competence as an Assessment
Professional 120
</i>Awareness of Perceptions of Counseling and Assessment
Among Various Cultures 121
<i>Case Study Application: Eva Marie Garza 123
</i>
<b>Chapter 9 FUNDAMENTALS OF INTELLIGENCE ASSESSMENT 125
</b><i>Defining Intelligence: Theories and Models 125 g </i>Theory 126Hierarchical Models 127
Contemporary Models of Intelligence 128
Emotional Intelligence 129
<i>Three Common Intelligence Measures 130
</i>WAIS-IV 132
SB5 133
KBIT-2 133
<i>Types of Information Derived From Our Case Study
With Eva Marie 135
</i>
<b>Chapter 10 FUNDAMENTALS OF ACHIEVEMENT AND APTITUDE
</b>ASSESSMENT: ISSUES OF ABILITY 138<i>
The Context of Achievement and Aptitude Testing 138
Defining Achievement and Aptitude Testing 139
Characteristics of Achievement Instruments 140
</i>Teacher-Created Examinations 141
<i>Types of Ability Testing 144
</i>Common Characteristics in Ability Assessment Instruments 145
What to Report 146
<i>Group-Administered Ability Assessment 149
</i>High-Stakes Testing 149
Common Group-Administered Ability Assessments 150
<i>Types of Information Derived From Our Case Study
With Eva Marie 152
</i>
<b> Chapter 11 THE THE MULTIAXIAL SYSTEM, COMMON AXIS I AND II</b><b>DISORDERS, AND THE MMPI AND MMPI-2-RF 155
</b><i>Overview 155The DSM 156
</i>Potential DSM Benefits 156
The DSM Multiaxial Assessment 157
<i>The MMPI-2 and MMPI-2-RF: Why Describe the MMPI-2 and
MMP-2-RF? 160
</i>General MMPI-2 Overview 160
MMPI-2 Reliability and Validity 161
MMPI-2 Scales 161
<i>Validity and Clinical Scales 161
</i>Clinical Scales 163
Code Types 166
PSY-5 and Supplementary Scales 167
Restructured Clinical Scales 168
<i>Robert's MMPI-2 Profile 168
General MMPI-2-RF Overview 172
</i>MMPI-2-RF Reliability and Validity 173
MMPI-2-RF Scales 173
<i>Eva Marie's MMPI-2-RF Profile 174
Higher Order Scales 175
Restructured Clinical Scales 176
</i>PSY-5 178
Internalizing, Externalizing, and Interpersonal Scales 178
<i>Discussion 181
</i>
<b>Chapter 12 FUNDAMENTALS OF CAREER ASSESSMENT 183
</b><i>What Is Career Assessment? 183Elements of Career Assessment 184
</i>Interests and Personality 185
Values 188
<i>Issues in Computerized Career Assessment 190
Types of Information Derived From Our Case Study
With Eva Marie Garza 191
</i>Chapter 13 MARRIAGE, SUBSTANCE ABUSE, AND SUICIDE
ASSESSMENT 195
<i>Overview 195
Marital Satisfaction Inventory-Revised (MSI-R) 196
</i>General MSI-R Overview 196
MSI-R Reliability and Validity 196
Scales 197
<i>Eva Marie's MSI-R 199
</i>Validity Scores 199
<i>Substance Abuse Subtle Screening Inventory-3 202
General SASSI-3 Overview 203
</i>SASSI-3 Reliability and Validity 203
Scales 203
<i>Robert's SASSI-3 205
</i>Validity Scores 206
Clinical Scores 206
<i>Alcohol Use Inventory (AUI) 206
</i>General AUI Overview 207
AUI Reliability and Validity 207
Validity Scales 207
Clinical Scales 208
<i>Robert's AUI 208
</i>Validity Scores 211
Clinical Scores 211
<i>Suicide Probability Scale (SPS) 212
</i>General SPS Overview 212
SPS Reliability and Validity 212
Validity Scales 213
Clinical Scales 214
<i>Eva's SPS 215
The Suicide SCATTT Mnemonic 217
</i>General SCATTT Overview 217
Validity Scales 217
<i>Eva Marie's SCATTT 220
Discussion 223
</i>
<b>Chapter 14 FUNDAMENTALS OF INTERPRETATION IN
</b>ASSESSMENT 225<i>Developing a Written Report 225
Reporting Scores for Standardized Instruments 226
Writing in Professional Language 230
Making Recommendations 231
Conducting an Interpretation Session With a Client 233
</i>Reviewing Informed Consent Procedures 233
Reviewing the Instruments Used 234
Summarizing the Data in Client Language 234
<i>Types of Information Derived From Our Case Study 235
</i>
<b>Chapter 15 ACCOUNTABILITY ISSUES IN COUNSELING AND
ASSESSMENT 238
</b><i>Counseling in an Era of Accountability 238Barriers to Assessing Accountability in Counseling 240
Nonstandardized and Standardized Assessment
of Accountability 242
</i>Nonstandardized Assessment-Goal Attainment Scaling 243
Standardized Assessment 245
<i>Evaluating Client Progress and Improvement 247
Applying Goal Attainment Scaling to Eva Marie 248
Going Beyond the Client: Using Assessment in Program
Evaluation 250
</i>
Appendix A Area Under the Normal Curve 253
Appendix B Competencies in Assessment and Evaluation for School
Counselors 256
Appendix C Standards for Assessment in Mental Health Counseling 259
Appendix D Standards for Assessment in Substance Abuse Counseling 263
Appendix E Marriage, Couple and Family Counseling Assessment
Competencies 266
Appendix F Career Counselor Assessment and Evaluation Competencies 269
Appendix G Rights and Responsibilities of Test Takers: Guidelines and
Expectations Preamble 272
Appendix H Responsibilities of Users of Standardized Tests (RUST) 279
Appendix I Standards for Multicultural Assessment (2 nd Ed.) 284
<i>Index 292
</i><b>
</b>