• Assessment: Specific Resources, Instruments, and Observations

Introduction
This unit will focus on how counselors assess their clients during the initial stages of the counseling process. How will you gather the information that will assist in describing the client’s presenting issues; current level of functioning; strengths and limitations; risk factors; characteristic patterns of thinking, feeling, and behaving; and possible areas for focus in the counseling process? Much of this information may come from a structured initial interview or biopsychosocial assessment, which frequently occurs during the first intake session. Counselors also use more formal types of assessments in early sessions, such as a mental status exam, depression/anxiety inventories, symptom checklists, or other self-report measures.
Having familiarity with the range of assessment instruments and processes available to counselors and understanding when they can be used to produce reliable and valid information to assist in the counseling process are important parts of professional development. Your site supervisor can discuss your current fieldwork site’s approach to assessment and may also be able to provide more information about the way other agencies or practitioners in your area approach using methods to assess clients, track their progress, and evaluate therapy outcomes.
Objectives
To successfully complete this learning unit, you will be expected to:
1.      Review various assessment tools designed to address specific disorders.
2.      Identify the strengths and limitations of assessment tools.
3.      Gauge the effectiveness of selected assessment tools in soliciting client data and facilitating interaction.
4.      Discuss cultural characteristics that impact the selection and application of assessment tools.
I have selected the Beck Depression Inventory for this paper.
Utilize one or more specific methods of assessment with a client you are working with at your fieldwork site. Ask your site supervisor to assist you in selecting an assessment that is appropriate for your client and that is currently used at your site (such as the Beck Depression Inventory, Beck Anxiety Inventory, mental status exam, biopsychosocial assessment, ecomap, genogram, or another developed assessment instrument).

• Which model resonates with you the most?

Select a theory/theorist from the reading for this week.

• Why did you selected this theorist?
• How learning about these models has shaped your views?

Post should be at least 300 words.
Resources
Required Resources
Lecci, L.B. & Magnavita, J.J. (2013). Personality Theories: A Scientific Approach. San Diego: Bridgepoint Education, Inc.

• Chapter 6: Cognitive and Cognitive-Behavioral Approaches to Personality (review)
• Chapter 9: Self-Psychology: Humanistic/Existential Models

Buss, D. M., Larsen, R. J., Westen, D., & Semmelroth, J. (1992). Sex differences in jealousy: Evolution, physiology, and psychology. Psychological Science, 3(4), 251-255. Retrieved from www2.psy.uq.edu.au/~zietsch/Buss1992_Sex_differences_in_jealousy.pdf (Links to an external site.)Links to an external site.
Koltko-Rivera, M. E. (2006).  Rediscovering the later version of Maslow’s hierarchy of needs: Self-transcendence and opportunities for theory, research, and unification.  Review of General Psychology 10(4), 302-317. (EBSCOhost PsycArticles AN: 2006-22547-002).
Neiderhiser, J.M. (2001). Understanding the roles of genome and envirome: methods in genetic epidemiology The British Journal of Psychiatry  178: s12-s17
Carl Rogers: YouTube clip http://www.youtube.com/watch?v=9mYo0KyEgas (Links to an external site.)Links to an external site.