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Syllabus
Syllabus
Site:
My Courses
Course:
PSYC 6233 - Assessment in Counselling (24W-O-3R)
Book:
Syllabus
Printed by: Dany Perreault
Date:
Wednesday, 3 July 2024, 9:21 PM
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Syllabus
Table of contents
1. Welcome to the Course!
2. Important Course Information
3. Your Professor
4. Course Outcomes
5. Course Topics
6. Required Materials
7. Graded Components
8. Discussions
8.1. Rubric
9. MACP & YU Policies
10. Learning Support
11. PSYC 6233 Resources for Assessment Tools Completed in the Course
12. Assignments and Discussions
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1. Welcome to the Course!
Diversity, Equity and Inclusion
Yorkville University is committed to making diversity, equity and inclusion an integral part of our learning
environment and culture. Please feel free to connect with any member of the YU Student Diversity Advisory Council
(DAC) in order to provide feedback in relation to improving your experience. Members of the DAC can be found
HERE
Accessibility and Accommodations
YU's goal is to create a learning experience that is as accessible as possible. If you anticipate any issues related to the
format, materials, or requirements of this course, please reach out to the Academic Accommodations and Accessibility
office: accessibility@yorkvilleu.ca
Welcome to PSYC 6233, Assessment in Counselling. The course format includes both text and discussions during each week,
completion of an assessment packet, and engagement in external resources.
Counsellors across a variety of mental health and academic settings engage in assessment procedures and practices in their
work with clients. Therefore, the purpose of this course is to demonstrate how assessment is an essential component of the
counselling process.
An assessment process must be carefully constructed. It involves multiple quantitative and qualitative methods and tools to
foster culturally-responsive practices. Through readings, case studies, activities, discussions, and assignments, this course will
help you: identify the need for assessment, design an effective assessment process, select appropriate tools, engage in
information gathering (that may include administering psychometric assessment tools), integrate and interpret assessment
results from diverse sources, and communicate those results effectively to a variety of parties. In this course, students will be
exposed to introductory information about the assessment process and specific assessment tools, as well as how assessment
procedures and practices are interwoven into the counselling profession.
Counsellors have a right and responsibility to engage in assessment advocacy, as well as shape the way assessment is used in
counselling and other disciplines in which they partner. This course will emphasize the ethical use of assessment tools and
processes in counselling by introducing appropriate sections of relevant ethical codes. As well, the challenges of using
standardized assessments within multicultural contexts or with special populations will be explored. Students will be
encouraged to examine ethical dilemmas and explore their own biases about the process and practice of assessment.
End-of-chapter resources will be included to guide students to published or electronic resources to expand their learning on
particular topics. The instructor(s) may have several ancillary materials to help them teach and test for understanding.
The course text offers unique content connected to trainee-centered activities throughout the chapters. For example, it includes
a chapter examining future trends in assessment and topics such as interpersonal relationship assessment, high-stakes testing,
counselling outcome assessment, qualitative assessment, and multicultural and social justice considerations.
The text also includes practitioners’ voices to show how assessment is practiced in a variety of settings to address multiple
mental, psychosocial, academic and career concerns. There is an integration of ethical and cultural considerations for
assessment early on, and this permeates topics throughout the remainder of the readings.
This is a full course, and the five units will go by extremely quickly. Feedback from past students confirms that keeping up
with the weekly readings, checking in regularly to the discussion forums, and beginning each assignment early will contribute
to your success in this course.
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Course Syllabus
To progress through this book please click on the corresponding Chapter in the Table of Contents block or the arrow buttons
below this text box.
You can print the complete Syllabus information or individual chapters by clicking on the "Print book" or "Print chapter"
options located under the "Administration" block.
As part of good professional practices, students are strongly recommended to have complete and accurate copies of their
syllabus for future use after this program.
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2. Important Course Information
Please do not post to the weekly discussion forums prior to the first day of your course. Your professor will not be
monitoring the discussion forums until the course gets underway. You may post your introductory message at any time.
Thank you for your cooperation.
You are advised to have a backup computer (friend, family member) and backup Internet access plan, for technical
problems that may arise.
Students will have access to their courses for about four weeks after the last day of the term. After this four-week period,
old courses will not appear on the online campus and students will not be able to access old lectures, assignments, etc. It is
strongly recommended that students download and save any material they wish to keep such as assignments, projects etc.
It is your responsibility to inform your instructors within the first 48 hours of the course start date of any upcoming
religious observances and anticipated absences. Please see our Religious Observation Guidelines for more details.
Each week, you should review the Unit Tasks and Readings page. This provides important information and reminders
that will help you throughout the course.
Your first point of contact for concerns or questions regarding this course is your professor. You can find important
information about your professor in the "introduce yourself forum". If you are having technical issues in the course or
using the YU features and need technical support, submit a ticket for IT support (please use this link) to contact our
ASKYU system. If you need to contact your MACP Program Advisor submit a ticket for student support (please use this
link).
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3. Your Professor
Megan M. Mahon, Ph.D., PCC-S
Dr. Megan Mahon is currently an Adjunct Faculty in the MACP Program at Yorkville University.
She earned her B.A. at the University of Michigan (Go Blue), M.A. in Mental Health Counseling
at Heidelberg University, and her Ph.D. in Counselor Education at The University of Toledo.
Over her career, Dr. Mahon has served the counseling profession in a variety of capacities, most
notably as a board member of the Northwest Ohio Counseling Association (NWOCA), Ohio
Association for Counselor Education and Supervision (OACES), and the Society for Sexual,
Affectional, Intersex, and Gender Expansive Identities of Ohio. She has also presented at local,
state, and national conferences, and published in peer-reviewed journals.
Prior to teaching, Dr. Mahon worked in a variety of settings including community mental health,
drug rehabilitation, college counseling, and private practice where she specialized in working with sexual and gender
minorities, survivors of sexual assault and intimate partner violence, and adolescents. In her current teaching position, Dr.
Mahon enjoys assisting graduate students in achieving their dreams!
Contact: mmahon@yorkvilleu.ca
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4. Course Outcomes
Upon completion of this course, students will have successfully gained knowledge and skills in the following objectives:
develop a historical perspective on the nature and meaning of assessment and testing in counselling;
learn the methods to effectively prepare for and conduct initial assessment meetings;
understand how to assess the risk of aggression or danger to others, self-inflicted harm, or suicide;
understand how to identify trauma and abuse to aid the counselling process and to report;
assessing for diagnostic and intervention planning purposes;
develop a knowledge of the basic concepts of standardized and non-standardized testing, norm-referenced and criterionreferenced assessment, and group and individual assessment;
develop knowledge of statistical concepts, including scales of measurement, measures of central tendency, indices of
variability, shapes and types of distributions, and correlations;
understand how reliability and validity are used in the assessment;
become familiar with a variety of assessments that are relevant in various areas, e.g. academic/educational, career, personal,
and/or social development;
learn the appropriate use of environmental assessments and systematic behavioural observation;
understand how to utilize symptom checklists, as well as personality and psychological testing;
provide a basis of knowledge for the use of assessment results to diagnose developmental, behavioural, and mental
disorders; and
develop an understanding of ethical and culturally relevant strategies for selecting, administering, and interpreting
assessment and test results.
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5. Course Topics
The following topics will be covered during the course:
Functions and Origins of Psychological Assessment in Counselling
A. What is psychological testing?
B. Historical bases for assessment techniques.
C. Nature and use of psychological tests.
Technical and Methodological Principles
A. Norms and test standardization (e.g., norm-referenced, criterion-referenced).
B. Statistical concepts (e.g., scales of measurement, measure of central tendency, indices of variability, distributions and
correlations).
C. Reliability.
D. Validity.
E. Test development.
Applications
A. Test selection.
B. Test administration.
C. Scoring and interpreting tests.
D. Counselling implications (e.g., integration of case conceptualization, assessment, and intervention).
Methods and Models of Assessment in Counselling
A. Intelligence tests.
B. Aptitude tests.
C. Achievement tests.
D. Personality tests.
E. Neuropsychological assessment.
F. Career and Life-Planning Assessment.
G. Alternate and authentic assessment techniques (e.g., environmental assessment, performance assessment, behavioural
observations).
Current Issues and Future Trends
A. Working with special populations.
B. Multicultural assessment (e.g., age, gender, sexual orientation, ethnicity, language, disability, culture, spirituality).
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C. Ethical and social considerations.
D. Testing and the law.
E. Computerized assessments (technology).
F. The future of assessment.
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6. Required Materials
Textbook
Hays, D. G. (2024). Assessment in counseling: Procedures and practices (7th ed.). American Counseling Association
This text was chosen for the course because counsellors across a variety of mental health engage in assessment procedures
and practices in almost every aspect of their work with clients; thus, the purpose of this text is to demonstrate how the
assessment process is essentially interchangeable with the counselling process. Further, the assessment process involves
multiple quantitative and qualitative methods and tools to foster cultur­ally-responsive assessment and counselling practices.
The textbook is available from the bookstore and the library. https://research.ebsco.com/linkprocessor/plink?id=a88c9b0b6c76-3851-8d0c-f8b187123d9e.
Optional Textbook
Zuckerman, E. L. (2019). Clinician's thesaurus: The guide to conducting interviews and writing psychological
reports (8th ed.). The Guilford Press.
This textbook is available with unlimited access but moving forward has restricted downloadability to all students
from https://search.ebscohost.com/login.aspx?
direct=true&AuthType=sso&db=nlebk&AN=1920667&custid=s7439054
Reference Content
These are the references of choice for ensuring the proper use of psychology terms. Please do not use Oxford, Merriam, or
Dictionary.com, etc. for psychological terms.
Gladding, S. T. (2018). The counseling dictionary. (4th ed). American Counseling Association. https://search-ebscohostcom.libraryservices.yorkvilleu.ca/login.aspx?
direct=true&AuthType=url,cookie,ip,uid&db=nlebk&AN=1561316&ebv=EB&ppid=pp_C1
Neukrug, E., Brace-Thompson, J., Maurer, C., & Harman, C. (2015). The SAGE encyclopedia of theory in counseling and
psychotherapy. SAGE Publications, Inc. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?
direct=true&AuthType=url,cookie,ip,uid&db=nlebk&AN=1061337&ebv=EB&ppid=pp_C
MACP Skills Lab
The Skills Learning Lab serves as a central location for the MACP program's practical application materials focused on skill
acquisition. It is open throughout your program so that you can review this material at your own pace while also allowing you
to revisit concepts, ideas, and skills. Each module is a combination of videos, text, or interactive elements with the singular
goal of preparing you to be a competent helping professional! Please watch this demo video to learn more about how to use
the Skills Learning Lab.
Other Content (Optional Not Required)
Note: The tools noted below can be purchased directly from Psychological Assessment Resources (PAR).
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I. Assessment Tool Package
Yorkville University, in partnership with SIGMA, the Canadian partner for Research Psychologists Press, Inc., assists students
in providing assessment instruments specifically developed to meet the needs of professionals in psychology. SIGMA is a
third-party company that provides tests with a discount for students of Yorkville University.
Two tests can be used during the course: Six Factor Personality Questionnaire (SFPQ) and Psychological Screening Inventory
– 2 (PSI-2). You may select the tests and have your roleplay partner complete the tests (SFPQ and PSI-2) for Assignment #2
and interpret/explain the results in Assignment #3. There are free options available as well.
To order with a specially arranged training discount, complete the SIGMA Assessment Systems, Inc. order form online
https://www.sigmaassessmentsystems.com/yorkville-order-form/
Once you place the order, Research Psychologists Press, Inc. (SIGMA) will email you the PDF manuals and the links to the
assessments. The links will allow one-time access to the assessments online. While the links do not expire, they may only
be used once. The reports are automatically emailed to you upon completion. For support regarding these tests please contact
SIGMA Assessment Systems via their customer service email
Email: customerservice@sigmaassessmentsystems.com
II. Yorkville University Psychological Tests and Measures
Students can access the Yorkville Library for more information on test resources.
https://library.yorkvilleu.ca/psychology/#1539709895883-122c67e3-e702
Other Material
PSYC6233 APA Guide
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7. Graded Components
Graded Item
% of Final Grade Due Date
Discussions
25 %
Weekly
Assignment 1: Clinical Intake Assessment 30%
Unit 2
Assignment 2: Critique of Assessments
15%
Unit 4
Assignment 3: Assessment Results
30%
Unit 5
Total
100%
IMPORTANT
Opportunities for re-submission will be limited, as per the MACP Late Submission policy.
Grading of Assessments
Assignments will be marked based on comprehensiveness, presentation quality, form, and content. Submissions must be
presented in the manner requested of each particular assignment.
Rubrics
Each submitted assignment has its own rubric depending on the assignment’s goals and objectives. General requirements
include the understanding of the course material in question, neatness, and organization, and successful completion of
minimum requirements. After being submitted, assignments will be graded by the professor and returned to the student with
feedback.
Grade Standards
Every graded assignment will have a rubric defining the criteria unique to the assignment. Student evidence of having
relatively demonstrated or mastered these criteria will be assessed according to the grade standards found in the New
Brunswick Academic Calendar (Section 8 - Graduate Program Grading Policies).
APA
All written work for this course must be formatted according to the APA style as outlined in the 7th edition of the Publication
Manual of the APA.
Program Expectations for Assignments
Please use 12pt text size with Times New Roman font for all assignments. Running head for the assignment is not needed.
The reference list should only include sources that were used for in-text citations in the paper itself.
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8. Discussions
Value
25% of final grade.
Participating in all discussion forums for each learning unit is mandatory. If you do not participate in a
mandatory discussion forum you will be withdrawn from the course and required to retake it.
Evaluation
Your discussion grade will be evaluated on each requirement below. Receiving a high score in one (1) criterion does not equal
an overall high discussion question grade. Posts must address all requirements from every category:
Quantity and Timeliness (15%)
Posts should be between 150-200 words (not including references).
Posts should spread out during the week to facilitate interaction with others.
Discussion post deadlines are based on Atlantic Standard Time. (Sunday at midnight is the end of each week.)
Evidence of Reading (20%)
Reflects the degree to which you have read and absorbed, and then incorporated into the discussion, the readings assigned
to the unit (or in some cases, to the specific questions themselves).
Reflects the extent to which you have read other postings on the topic from your peers and have integrated their
perspectives into the conversation.
Encourages students to engage in all the parts of the questions and topics.
Critical Thinking, Reflection, and Participation in Ongoing Discussions (50%)
Ensure your posts take the discussion to a deeper level, contributing new perspectives or examples, asking probing
questions, stimulating reflection, and providing graduate-level conversation - this is a higher-level skill.
Read what has already been posted (or, if starting the discussion, avoid regurgitating course readings and, instead, build on
the readings by offering your insights, reflections, critique, concerns, or unique perspective).
Demonstrate respect for differences in opinion; debate and critical reflection are encouraged but it must remain respectful.
Although encouragement and support for each other are appreciated, contributions must go beyond “cheerleading” to add
something of substance to the discussion.
Quality of the Writing (15%)
Focus on writing in a clear, intelligent, and professional manner.
Avoid mini-essays compiled in isolation; discussions are intended to be interactive.
Avoid colloquialisms and texting-style shorthand - professional grammar, spelling, and style are expected.
Provide clear and accurate citations and/or links to external references where necessary – again, you do have to give clear
credit for other peoples’ work.
Indicate and cite all direct quotations (plagiarism will result in a “Zero”).
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8.1. Rubric
Your discussion grades per question will be based on the rubric. You are expected to contribute to all posts in the units they
are posted. In Units 1, 3, & 5, your instructor will provide one grade reflecting your overall contributions to the discussion. It
is absolutely critical to be active in these forums throughout the course. You must contribute a minimum number of posts to
register a grade for EACH of these three grading periods; a grade of ‘0’ in any grade period (a result of not posting anything
in that grade period) will result in you being withdrawn from the course and required to retake it.*
The Unit 1 grade will be worth 20% of the final discussion grade, the Unit 3 grade (covering Units 2 & 3 discussions) will be
worth 40% of the final discussion grade, and the Unit 5 grade (covering Unit 4 & 5 discussions) will be worth 40% of the
final discussion grade.
Class discussion is an important and significant part of an online course. The discussion boards are the heart of these
discussions and student engagement is essential for their success. While class discussion can be characterized by free-flowing
conversation and the exchange of ideas, there are identifiable characteristics that distinguish outstanding contributions to class
discussion. The criteria on this rubric will be used to assess the quality of your initial postings and responses to the postings
and comments of your peers and instructor during class discussion.
Participation in each discussion forum is mandatory. This is based on regulatory conditions.
Discussion
Rubric
15 points
Quantity
and
Timeliness
(15%)
13 points
10 points
8 points
6 points
4 points
2 points
5 or more
4 posts per
posts per
topic. Posts
topic. Posts distributed
distributed across 4
across 5 days. days.
3 posts per 3 posts per 2 posts per 2 or more
1 post per
topic. Posts topic. Posts topic. Posts posts per
topic.
distributed distributed distributed topic on the
across 3 days. across 2 days. across 2 days. same day.
Did not meet
any posting
requirements.
20 points
15 points
0 points
17 points
12 points
5 points
2 points
1 point
Evidence of Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates Posts not
Reading
(20%)
0 points
Did not meet
an excellent a very good a good
a proficient a basic
little
relevant to any posting
understanding understanding understanding understanding understanding understanding the required requirements.
of the
of the
of the
of the
of the
of the
readings and
required
required
required
required
required
required
topics.
readings and readings and, readings and readings and readings and readings and
topics,
topics,
topics,
topics. A
topics. A lack topics.
including
including
including
limited
of application
consistent
frequent
basic
application of of concepts
application of application of application of concepts
throughout
concepts
throughout
postings.
concepts
throughout
postings.
concepts
throughout
postings.
throughout
postings.
postings.
50 points
45 points
40 points
35 points
30 points
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Critical
Thinking,
Syllabus
All posts
integrate an
Most posts
integrate an
Some posts
integrate an
Some posts
connect the
Posts
summarize
Posts lack
original
Posts do not Did not meet
contribute to any posting
Reflection, outside
outside
outside
material to correct
and
resource, or resource, or resource, or outside
information,
Participation relevant
relevant
relevant
resources, or but do not
in Ongoing research, or research, or research, or real-life
connect the
Discussions specific real- specific real- specific real- applications. material to
thinking and ongoing
requirements.
evaluation or discussions
analysis of or respond
the material. to other
Posts
postings.
(50%)
Posts begin to outside
add to the
resources,
depth and
relevant
scope of the research, or
discussions real-life
generally do Limited
not add to the participation
depth and
(2 posts or
scope of the less) to
discussions sufficiently
coursework, coursework, coursework, through
applications
etc.) to
etc.) to
etc.) to
reflective
and do not
support
support
support
observation consider
important
important
important
and critical alternative
points. Posts points. Posts points. Posts commentary. perspectives
through
evaluate the
reflective
quality of
observation the work.
or critical
commentary.
actively
engage in
engage in all several
ongoing
ongoing
discussions discussions
life
application
(work
experience,
prior
life
application
(work
experience,
prior
life
application
(work
experience,
prior
add to the
depth and
scope of the
discussions
or
connections
between
ideas.
Posts
typically
repeat other
postings and
by building by building through
on discussion on discussion reflective
responses
responses
observation
through
through
and critical
asking a new asking a new commentary.
Describes
rather than
analyzes
ideas.
Attempts to
offer
superficial
commentary.
question,
question,
providing
providing
critical
critical
commentary commentary
supported by supported by
engage in
discussions
but does not
move the
discussion
research or research or
personal
personal
experience, or experience.
starting a new
topic for
forward.
discussion.
15 points
13 points
12 points
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11 points
10 points
8 points
5 points
0 points
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Quality of No
Minor
A few
Some
Many
Grammatical, Writing is
the Writing grammatical, grammatical, grammatical, grammatical, grammatical, spelling,
far below
(15%)
spelling,
spelling,
spelling,
spelling,
spelling,
citation or
graduate
citation, or citation, or citation or
citation or
citation or
referencing level
referencing referencing referencing referencing referencing errors are
errors. All
errors. All
errors. Most errors. Most errors. Most common in
posts are in posts are in posts are in posts are in posts are in each post.
the 150 – 200 the 150 – 200 the 150 – 200 the 150 – 200 the 150 – 200 Many posts
word range. word range. word range. word range. word range. are well
Did not meet
any posting
requirements.
standards.
Most posts
are well
above or
below the
Posts are
Posts are
Posts are
Posts are
Most posts above or
150-200
organized and organized and organized and organized and are organized below the 150 word range.
well written. well written. well written. well written. and well
– 200 word Not enough
written.
range. Not posts (2
enough posts posts or
(2 posts or
less) to
sufficiently
evaluate the
less) to
sufficiently
evaluate the
quality of
quality of the the writing.
writing.
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9. MACP & YU Policies
Academic Appeals Process
Choose Section 5 of the New Brunswick Academic Calendar
Grade Policies
Choose Section 8 of the New Brunswick Academic Calendar
Note: In fairness to other students, individual assignment/final grades will not be adjusted on request so that a student
may achieve the next grade level, e.g., A+ from an A.
Academic Integrity and Honesty
Academic dishonesty, including plagiarism, results in serious consequences. Punishments range from a reduced grade or a
grade of zero on an assignment to automatic failure of a course to academic dismissal from the university (see Yorkville
University Academic Calendar Section 5 of the New Brunswick Academic Calendar, Student Conduct, for a statement of
the University’s policy).
MACP Late Submission Policy
Every assignment has a due date. Students are expected to submit assignments on or before the assigned due date.
Late assignment submissions must be arranged with the instructor PRIOR to the assignment due date.
Approved late assignments will be penalized 3% for each day that they are late, up to 5 days (15%).
Approved late assignments will not be accepted after 5 days unless there are extenuating circumstances (such as major
illness or death in the family) that have been discussed with the professor before the new assignment deadline.
Late assignment submissions that have not been prearranged with the instructor will only be accepted under extenuating
circumstances (such as major illness or death in the family).
The student must contact their instructor and Student Services Advisor as soon as reasonably possible to discuss the
extenuating circumstance.
In the case of illness, arrangements may be made at the discretion of the instructor to make up the work, however,
documentation from a health care professional will be required.
Religious Observation Guidelines
Religious Observation Guidelines
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10. Learning Support
Students are strongly encouraged to use numerous student learning support resources available through the Library and the
Yorkville University: MACP Student Orientation.
The MACP Student Orientation at Yorkville University provides extensive information on how to use and navigate the Online
learning environment, ways to contact key personnel, and access to your program information pages. Return to the
Orientation frequently, as this resource is constantly being updated and you may find answers to your questions about this
course and your program.
If you want to submit a ticket for student support, please use this link.
If you wish to report a technical problem, please click on the MyYU button at the top of the page and choose the AskYU
option to submit a case to our HelpDesk.
Library
Library resources include research tutorials, APA writing guides, sample essays, FAQs on information literacy, links to web
tools to help find and organize materials, and much more. The Library can be accessed throughout the course by clicking on
the MyYU icon at the top of every page.
Journal databases are also provided through the Library Website. For more information on searching databases and courserelated articles, please refer to the Library.
You can contact your Librarian HERE.
Student Success Centre
The Student Success Centre is all about helping ensure your success as a student, providing strategies, best practices,
demonstrations, tutoring services, and interactive labs on a wide variety of topics.
Also, to access Alexander Street's Behavioural and Mental Health Online video resources, login to MyYU, select "Library",
"free trials", then select "Counselling Videos".
You may also use the Psychology Open Access Journals for quick access to e-books and other resources.
APA Style and Support Resources
APA Support Centre: https://yorkvilleu.libguides.com/apasupportcentre
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11. PSYC 6233 Resources for Assessment Tools Completed in
the Course
Choosing Assessments and Copyright of Assessments
Dear Students,
As you engage within the course and materials, you will see within Assignment 2 you will be choosing two structured
assessments/screeners for your client. Within the counselling and psychotherapy field, it is vital to ensure you are able to use
the assessments with their copyright or author permissions. This information may be found on the publisher’s website, within
the research article explaining the assessment(s), or on the author’s website.
Please note that while an assessment may be uploaded online on a website, it does not mean it is permissible to use.
An example of copyrighted material is the Beck inventories – the Beck Depression Inventory and Beck Anxiety Inventory
must be purchased by Pearson as their scoring is available through the Pearson online site. Prior versions of these inventories
may be published and accessible online, however, their use is a major copyright infringement. The BDI and BAI scoring
manual and their online platform Q Global are only accessible via purchase from Pearson. The Beck Inventories are not
approved for use in Assignment 2 or 3.
All screeners and scales provided for assignment 2 meet copyright guidelines, however you will demonstrate your ability to
confirm this in your assignment submission.
The approved assessments for assignment 2 that are permissible to use without cost or copyright are:
ADHD
Adult ADHD Self-Report Scale
https://www.apaservices.org/practice/reimbursement/health-registry/self-reporting-sympton-scale.pdf
Anger
Clinical Anger Scale
https://www.psytoolkit.org/survey-library/anger-cas.html
https://grcounseling.com/wp-content/uploads/2019/05/Clinical-Anger-Scale-CAS-1.
Attachment Adult Attachment Scale
https://labs.psych.ucsb.edu/collins/nancy/UCSB_Close_Relationships_Lab/Resources_files/Adult%20Attachment%20Scale.doc
For Depression and Anxiety
The PHQ-9 and GAD-7 (created by Pfizer)
https://www.pfizer.com/news/press-release/press-releasedetail/pfizer_to_offer_free_public_access_to_mental_health_assessment_tools_to_improve_diagnosis_and_patient_care
https://www2.gov.bc.ca/assets/gov/health/practitioner-pro/bc-guidelines/depression_patient_health_questionnaire.pdf
https://didihirsch.org/wp-content/uploads/GAD-7-Generalized-Anxiety-Disorder-English.pdf
For Anxiety
Hamilton Anxiety Scale
https://dcf.psychiatry.ufl.edu/files/2011/05/HAMILTON-ANXIETY.pdf
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For Depression
The Center for Epidemiologic Studies Depression Scale Revised
https://cesd-r.com/about-cesdr/
For Disordered
Eating EAT-26
https://www.eat-26.com/permission/
Inventory of Common Problems
It is available within the Hays (2017) textbook and the Course Lead has confirmed permission from the author. Students may
use this assessment and write Permission of usage was confirmed by the researcher Bahr Weiss.
For Substance Use:
Alcohol, Smoking and Substance Involvement Screening Test (ASSIST)
https://www.who.int/publications/i/item/978924159938-2
Alcohol Use Disorders Identification Test (AUDIT)
https://nida.nih.gov/sites/default/files/audit.pdf
For Stress Brief COPE
https://novopsych.com.au/assessments/formulation/brief-cope/
Perceived Stress Scale
Permission to use PAS: https://www.cmu.edu/dietrich/psychology/stress-immunity-disease-lab/scales/index.html
https://www.das.nh.gov/wellness/docs/percieved%20stress%20scale.pdf
Burnout Assessment Tool
https://burnoutassessmenttool.be/wp-content/uploads/2020/08/Test-Manual-BAT-English-version-2.0-1.pdf
For Self-Esteem
Rosenberg Self-Esteem Scale
https://socy.umd.edu/about-us/rosenberg-self-esteem-scale
In addition, any scales and assessments identified in the article below meet the criteria required for Assignment 2 and
are pre-approved for use:
Beidas, R. S., Stewart, R. E., Walsh, L., Lucas, S., Downey, M. M., Jackson, K., Fernandez, T., & Mandell, D. S. (2015). Free,
brief, and validated: Standardized instruments for low-resource mental health settings. Cognitive and Behavioral Practice,
22(1), 5-19.
Accessible from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4310476/
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Please note that this is not an exhaustive list of clinical practices above but provides some examples. If you are
interested in pursuing additional assessments for your research or interest you can do so via the YU library
https://my.yorkvilleu.ca/library/counselling-psychotherapy/
SIGMA Assessment Option
In addition to the free tools above you also have the option to purchase copyrighted assessments from SIGMA, a
Canadian partner for Research Psychologists Press, Inc. This is not required and is best reserved for students with
some experience in using tools similar to the free screeners in the approved tools list.
Personality Test:
Six Factor Personality Questionnaire (SFPQ) - https://www.sigmaassessmentsystems.com/assessments/six-factor-personalityquestionnaire/
Clinical/Counseling Assessment:
Psychological Screening Inventory – 2 (PSI-2) - https://www.sigmaassessmentsystems.com/assessments/psychologicalscreening-inventory-2/
To order with a specially arranged training discount, complete the SIGMA Assessment Systems, Inc. order form online
https://www.sigmaassessmentsystems.com/yorkville-order-form/
Once you place the order, Research Psychologists Press, Inc. (SIGMA) will email you the PDF manuals and the links to the
assessments. You may select the tests and have your roleplay partner complete the tests (SFPQ and PSI-2) in Assignment #2
and interpret/explain the results for Assignment #3. The links will allow one-time access to the assessments online. While
the links do not expire, they may only be used once. The reports are automatically emailed to you upon completion. For
support regarding these tests please contact SIGMA Assessment Systems via their customer service
email customerservice@sigmaassessmentsystems.com
Please note that YU only has an agreement with SIGMA for the above assessments. Purchase of the assessments does
provide you with copyright for use in the course.
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12. Assignments and Discussions
Assignment 1: Clinical Intake Assessment
Value: 30% of final grade.
Due: on or before 11:55 p.m. AT on Sunday of Unit 2.
Assignment 2: Critique of Assessments
Value: 15% of final grade.
Due: on or before 11:55 p.m. AT on Sunday of Unit 4.
Assignment 3: Assessment Results
Value: 30% of final grade.
Due: on or before 11:55 p.m. AT on Sunday of Unit 5.
Weekly Discussions
Value: 25% of final grade.
Due: on or before 11:55 p.m. AT on Sunday of the Unit in which is it posted
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