Assessments for positive change | Education homework help
As a counselor, you are in a unique position to effect positive social change for your clients, your practice, and your community. In reflecting on what you have learned in this course, consider how you can achieve social change.
To Prepare:
- Think of what you have learned over the past 10 weeks in this course and how this new learning and knowledge helps you to promote positive social change in your community.
By Day 3 of Week 11
Post and explain how you might be able to apply the content from this course to achieve positive social change in your community.
References:
Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 1: History of Testing and Assessment. In The essentials of testing and assessment: A practical guide for counselors, social workers, and psychologists (pp. 3-20). Stamford, CT: Cengage Learning.
Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 12: Informal assessment: Observation, rating scales, classification methods, environmental assessment, records and personal documents, and performance-based assessment. In The essentials of testing and assessment: A practical guide to counselors, social workers, and psychologists (pp. 281-305). Stamford, CT: Cengage Learning.
Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 8: Assessment of educational ability: Survey battery, diagnostic, readiness, and cognitive ability tests. In The essentials of testing and assessment: A practical guide to counselors, social workers, and psychologists (pp. 157-189). Stamford, CT: Cengage Learning.
Beidas, R. S., & Kendall, P. C. (2010), Training therapists in evidence-based practice: A critical review of studies from a systems-contextual perspective. Clinical Psychology: Science and Practice, 17, pp. 1–30. doi:10.1111/j.1468-2850.2009.01187.x
Hiebert, B. (1996). Using informal methods to assess client change. Guidance & Counseling, 11(4), 3–12.
Note:
Juhnke, G. A. (1995). Mental health counseling assessment: Broadening one’s understanding of the client and the client’s presenting concerns. ERIC Digest, 1–6.
Note:
Laureate Education (Producer) (2010). Introduction to assessment part 1 [Video file]. Baltimore, MD: Author.
Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 3: “Diagnosis in the assessment process.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 43-58). Stamford, CN: Cengage Learning.
Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 4: “The assessment report process: Interviewing the client and writing the report.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 59-80). Stamford, CN: Cengage Learning.
Neukrug, E. S., & Fawcett, R. C. (2015). Box 4.5: “Summary of assessment report.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (p. 76). Stamford, CN: Cengage Learning.
Neukrug, E. S., & Fawcett, R. C. (2015). Appendix D: “Sample assessment report.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 321-326). Stamford, CN: Cengage Learning
Carlson, J. F., Geisinger, K. F., & Jonson, J. L. (Eds.). (2017). The twentieth mental measurements yearbook. Lincoln, NE: Burros Center for Testing.
Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 3: “Diagnosis in the assessment process.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 43-58). Stamford, CN: Cengage Learning.
Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 4: “The assessment report process: Interviewing the client and writing the report.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 59-80). Stamford, CN: Cengage Learning.
Neukrug, E. S., & Fawcett, R. C. (2015). Appendix D: “Sample assessment report.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 321-326). Stamford, CN: Cengage Learning
Neukrug, E. S., & Fawcett, R. C. (2015). Box 4.5: “Summary of assessment report.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (p. 76). Stamford, CN: Cengage Learning.
Craigen, L. M., Healey, A. C., Walley, C. T., Byrd, R., & Schuster, J. (2010). Assessment and Self-Injury: Implications for Counselors. Measurement & Evaluation in Counseling & Development, 43(1), pp. 3-15. doi:10.1177/0748175610362237
Note: You will access this article through the Walden Library databases.
Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 5: “Test worthiness: Validity, reliability: cross-cultural fairness, and assessment.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 83-109). Stamford, CN: Cengage Learning.
Rosenthal, H. (2017). Chapter 8: Assessment and testing. In Encyclopedia of counseling (4th ed.) (pp. 367-411). New York, NY: Routledge. (4th edition ONLY)
Laureate Education (2010). Reliability and validity [Video file]. Baltimore, MD: Producer.
Dr. Steven Little demonstrates reliability and validity and how to use them to evaluate an assessment.
Craigen, L. M., Healey, A. C., Walley, C. T., Byrd, R., & Schuster, J. (2010). Assessment and Self-Injury: Implications for Counselors. Measurement & Evaluation in Counseling & Development, 43(1), pp. 3-15. doi:10.1177/0748175610362237
Note: You will access this article through the Walden Library databases.
Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 6: “Statistical Concepts: Making Meaning out of Raw Scores.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 110-126). Stamford, CN: Cengage Learning.
Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 7: “Statistical concepts: Creating new scores to interpret test data.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 127-149). Stamford, CN: Cengage Learning.
Beck, A. T., Epstein, N., Brown, G., Steer, R. A. (1988). An inventory for measuring clinical anxiety: Psychometric properties. Journal of Consulting and Clinical Psychology, 56, 893-897.
Note: This is a seminal article.
Smarr, K. L., & Keefer, A. L. (2011). Measures of depression and depressive symptoms: Beck Depression Inventory-II (BDI-II), Center for Epidemiologic Studies Depression Scale (CES-D), Geriatric Depression Scale (GDS), Hospital Anxiety and Depression Scale (HADS), and Patient Health Questionnaire-9 (PHQ-9). Arthritis Care Res (Hoboken), 63, (11), pp. 454-466. doi: 10.1002/acr.20556.
Neukrug, E. S., & Fawcett, R. C. (2015). Exercise 3.3: “Practice making a diagnosis.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 55). Stamford, CN: Cengage Learning.
Craigen, L. M., Healey, A. C., Walley, C. T., Byrd, R., & Schuster, J. (2010). Assessment and Self-Injury: Implications for Counselors. Measurement & Evaluation in Counseling & Development, 43(1), pp. 3-15. doi:10.1177/0748175610362237
Note: You will access this article through the Walden Library databases.
Carlson, J. F., Geisinger, K. F., & Jonson, J. L. (Eds.). (2017). The twentieth mental measurements yearbook. Lincoln, NE: Burros Center for Testing.
Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 6: “Statistical Concepts: Making Meaning out of Raw Scores.” In The essentials of Testing and Assessment: A practical guide to counselors, social workers, and psychologists (pp. 110-126). Stamford, CN: Cengage Learning.
Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 7: “Statistical concepts: Creating new scores to interpret test data.” In The essentials of Testing and Assessment: A practical guide to counselors, social workers, and psychologists (pp. 127-149). Stamford, CN: Cengage Learning.
Laureate Education (2010). Standard scores [Video file]. Baltimore, MD: Producer
Dr. Steven Little demonstrates a normal curve and the relationships of derived scores to the normal curve.
