Case Conceptualization Rubric for Theory and Treatment Planning in Counseling and
Psychotherapy (Gehart, 2013; Brooks/Cole)
With CACREP Career Counseling Competencies
Rating Scale
5=Exceptional: Skills and understanding significantly beyond developmental level
4=Outstanding: Strong mastery of skills and thorough understanding of concepts
3=Mastered Basic Skills at Developmental Level: Understanding of concepts/skills evident
2=Developing: Minor conceptual and skill errors; in process of developing
1=Deficits: Significant remediation needed; deficits in knowledge/skills
NA=Not Applicable: Unable to measure with given data (do not use to indicate deficit)
Date:
Student:
Evaluator:
Level of Clinical Training:
 Pre-clinical training; coursework only
 0-12 months  12-24 months  2+ years
5
Introduction
Presenting
Concern;
Stakeholders’
Views
Background
Information
Client
Strengths
Detailed yet succinct
intro that identifies client,
age, ethnicity, occupation,
grade, etc. Descriptions
clearly set context for
understanding problem.
Description of problem
provides sophisticated
depiction of all
stakeholders’ views; word
choice conveys empathy
with each perspective;
descriptions clearly
contribute to coherent
conceptualization.
Includes detailed yet
succinct description of
recent and past events
and traumas. Selected
information helps
develop coherent
conceptualization.
Insightful identification
of strengths; able to
4
3
2
1
Comps
Score
 NA
Complete intro that
identifies client, age,
ethnicity, occupation,
grade, etc.
Basic information related
to age, ethnicity,
occupation, grade, etc.
included.
Missing 1-2 identifiers.
Missing, incorrect or
significant problem with
identifiers and/or
significant involved
parties.
Description of problem
provides useful
description of all
stakeholders’ views; word
choice conveys respect
for perspectives.
Includes description of
problem for each person
and key stakeholders.
Minor problems or lack
of clarity with problem
descriptions; missing
stakeholders.
Significant problems with
problem descriptions;
missing key perspectives;
incorrect characterization.
D1
 NA
Includes useful summary
of recent and past events
and traumas with time
frames.
Includes summary of key
recent and past events
and traumas.
Insufficient, minimal or
missing background
information.
Significant information
missing; unable to
identify significant events.
C3
 NA
Clear articulation of
useful strengths; able to
Identifies several
strengths as well as
Underdeveloped
description of strengths.
Significant problems
identifying clinically
D1
E1
 NA
1
& Diversity
Psychodynamic and
Adlerian
HumanisticExistential
CognitiveBehavioral
Family
Systems
SolutionFocused
identify subtle diversity
resources and limitations
and how these may
impact counseling
process.
Sophisticated analysis
that coherently and
succinctly relates defense
mechanisms, object
relation patterns,
developmental stages and
style of life themes. Clear
sense of core dynamics
emerges.
Sophisticated analysis
that coherently and
succinctly relates
expressions of self,
existential issues, and
boundary disturbances.
Clear sense of core issues
developed.
Sophisticated analysis
that coherently and
succinctly relates
behavioral analysis, ABC
analysis, and schemas.
Clear sense of core
themes emerges.
Sophisticated analysis
that coherently and
succinctly relates
assessment of family life
cycle, family structure,
and intergenerational
patterns. Clear depiction
of how family patterns
relate to problem.
Sophisticated analysis
that reveals creativity in
identifying solutions that
did and did not work;
behavioral, positively
identify several key
resources and limitations
related to diversity,
oppression, and
marginalization.
Thoughtful and coherent
descriptions of defense
mechanisms, object
relation patterns,
developmental stages and
style of life themes.
significant resources and
limitations related to
diversity.
Missed one or more
significant diversity
limitation.
relevant strengths and/or
diversity issues.
E2
E3
E4
Identifies key issues in
defense mechanisms,
object relation patterns,
developmental stages and
style of life themes.
Minor errors or
inconsistencies in
descriptions of defense
mechanisms, object
relation patterns,
developmental stages
and/or style of life
themes.
Incorrect, poor
characterization of
defense mechanisms,
object relation patterns,
developmental stages and
style of life themes.
A5
 NA
Thoughtful and coherent
descriptions of
expressions of self,
existential issues, and
boundary disturbances.
Identifies key issues in
expressions of self,
existential issues, and
boundary disturbances.
Minor errors or
inconsistencies in
descriptions of
expressions of self,
existential issues, and
boundary disturbances.
Significant problems with
expressions of self,
existential issues, and
boundary disturbances;
misidentified issues.
A5
 NA
Thoughtful and coherent
descriptions of behavioral
analysis, ABC analysis,
and schemas.
Identifies key issues in
behavioral analysis, ABC
analysis, and schemas.
Minor problems
conceptualizing
behavioral analysis, ABC
analysis, and schemas.
Significant problems
identifying behavioral
analysis, ABC analysis,
and schemas.
A5
 NA
Thoughtful and coherent
descriptions of family life
cycle, family structure,
and intergenerational
patterns.
Identifies key issues in
family life cycle, family
structure, and
intergenerational
patterns.
Misses minor issues in
family life cycle, family
structure, and
intergenerational
patterns.
Misses significant issues
related to family life
cycle, family structure,
and intergenerational
patterns.
A5
D1
 NA
Able to identified several
useful exceptions to the
problem; answers to
miracle question
behavioral and positively
Provides examples of
solutions that did and did
not work; behavioral
answers to miracle
question.
Solutions and miracle
question not approached
from a strengths
perspective; lack
usefulness and
Significant problems with
assessment of strengths
and/or does not
demonstrate
understanding of miracle
A5
 NA
2
Narrative,
Dominant
Discourses,
and Diversity
Overall
Conceptualiz
ation
stated, and easily
implementable answers to
miracle question.
Thoughtfully identifies
effect of dominant
discourses in client’s life;
able to meaningfully
identify several cultural,
SES, gender, and larger
social discourse issues
and outline how these
intersect. Addresses
oppression and
marginalization.
All elements of case
conceptualization clearly
fit to create a unified
understanding to guide
counseling process.
Sophisticated
conceptualization that
identifies subtle issues.
stated.
practicality.
question.
Detailed description of
the effect of dominant
discourses in client’s life;
able to meaningfully
identify at least two
cultural, SES, gender, and
larger social discourse
issues.
Clear description of key
diversity issues and
broader social discourses
affecting client and
experience of problem.
Minor issues with
identification of social
and dominant discourses.
Misses one or more
significant diversity issue
and/or unable to usefully
identify its effect on the
client’s life.
A5
E1
E2
E3
E4
 NA
Well developed
conceptualization that
enables reader to a have a
clear sense of client and
core issues.
Provides a useful
description of key issues
for developing treatment
plan. Few if any
inconsistencies.
Several minor
inconsistencies that are
not clearly reconciled.
Significant problems with
conceptualization, such as
irreconcilable
discrepancies or missing
key issues.
A5
 NA
©2007. Diane R. Gehart, Ph.D. www.counselingcompetencies.org
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