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9 Cards in this Set
- Front
- Back
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4 Broad steps of Assessment (pg. 6) |
1. Assessing the clients problems 2. Conceptualizing and defining the clients problems 3. Selecting and implementing effective treatments 4. Evaluating counseling outcomes |
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How/ what information do counselors gather using assessments? |
psychology-related data for the purpose of making apsychological evaluation, accomplished through the use of tools such as tests,interviews, case studies, behavioral observation, and specially designedapparatuses and measurement procedures Assessment attempts to measure how much or how little of something there is present |
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Reasons Counselors should be knowledgable about assessments (pg. 5) |
-Expectation of professional identity and competencies(Can influence credibility and Accountability) -Identification of problemsAccess to diverse client information -Assisting clients in decision-making -Verifying client strengths and limitations |
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What is standardized test? (pg. 12-13) |
Instruments that have fixed instructions for administering and scoring the instrument. Content needs to remain constant and to have been developed in accordance with professional standards |
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Historical significance of the 60s and 70s (pg. 18) |
-Widespread concern over misuses of some instruments -scrutinized for racial and ethnic bias, fairness, and accuracy -minimum competency exams created |
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Nominal Scale |
measurement scales classified by name based on characteristics of the person or object being measured (categorical data) |
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Ordinal scale |
provides a measure of magnitude, comparison to others (rankings, or percentiles) |
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Interval Scale |
units are in equal intervals
difference between 85 and 100 on IQ test is the same as the difference between 105 and 120 |
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Ratio Scale |
has properties of an interval scale but has to have a meaningful 0 height, 6 feet is twice as tall as 3 feet 150 IQ is not twice as smart as 75 IQ |
