Appraisal in
Counseling
EPSY 544
Kim Asner-Self
Session 1 schedule
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Introductions
Hopes and Concerns
Syllabus
Orientation to Appraisal
History of Appraisal
Introductions
Hopes
What do you hope to get out of this class,
a. professionally and
b. personally?
Concerns
1. What are you really worried about in terms of
this class,
a. professionally and
b. personally?
Syllabus
Instructor:
Kim Asner-Self, Ed.D., LCPC, NCC
Class Hours:
Monday 3:30 – 6:00 pm
Office Hours: Mondays 1:30 – 3:30 walk-in or by appt
and
8:30 - 9:30 pm by appointment
Tuesdays 11-12 and 2-4 pm walk-in
or by appt.
Office:
Wham 222M
Phone: (618) 453-6927
E-mail: kasner@siu.edu
Web page:
http://mypage.siu.edu/kasner/
Course Purpose
This course is designed to establish an
understanding of principles and
procedures which characterize the
nature of standardized and nonstandardized appraisal, purposes for
which such appraisals are used, ways
in which results can be interpreted to
various audiences (e.g., students,
teachers, parents, counseling clients,
professional colleagues), and how to
use appraisal for treatment planning.
Philosophy
1. Assessment occurs constantly, whether or
not we are aware of the process.
2. Assessment only offers us insight from a
point in time.
3. Some factors cannot be changed.
4. People can and do change modifiable
factors.
5. Assessment informs diagnosis; diagnosis
informs treatment and intervention.
6. Learn from one another…the more you push,
the more you learn.
Reading
Required Text:
American Psychiatric Association (2000). Diagnostic and
statistical manual for mental disorders – Text revision. (4th
ed.). (DSM-TR). Washington, DC: Author.
The DSM-TR will be used in your practica, EPSY 548a &
548b, and with your internship EPSY 591.
Whiston, S. C. (2000). Principles and applications of
assessment in counseling. Belmont, CA:
Wadsworth/Thomson Learning
Test booklets as assigned, such as the Myers-Briggs Type
Inventory (MBTI) and the Strong Interest Inventory (SII).
Handouts or reserve readings as assigned, such as:
Tinsley, H. E. A., & Bradley, R. W. (1986). Test interpretation.
Journal of Counseling and
Development, 64, 462-466.
Course Objectives
By the end of the course, it is expected students will be able to:
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understand basic principles that govern the process of human
appraisal inclusive of diversity across age, culture, and ability,
understand basic measurement and statistical concepts
underlying the construction, selection, use, and interpretation of
appraisal instruments,
understand characteristics, strengths, weaknesses of
intelligence, aptitude, and achievement tests, and noncognitive
inventories,
evaluate the suitability of a particular appraisal instrument for a
particular purpose ethically,
utilize appraisal procedures for interpretive understanding,
decision making or diagnosis, and treatment planning, and
demonstrate skills in communicating assessment results in
clear oral and written language.
Learning in this class
 Basic knowledge
 Statistics
 Critically read and analyze a measure to determine
its strengths and weaknesses
 Critically read the literature pertaining to a measure.
 Skills
 Recognize counseling and appraisal techniques
 Use counseling skills to establish a relationship with
another person.
 Ability
 Intentionally interpret a measure in ways to
encourage client meaning attribution and action.
Basis for Evaluation
Homework..............................………………….100 points
Quiz….……………………………………………150 points
Assignments......................................................550 points
Ia. MBTI..........................................….20
Ib. 16 PF……………………………..…10
Ic. SII…………………………………...20
II. Videotape critique………………...100
III. Instrument critique………………..100
IV. DSM IV-TR case analyses……......50
V. Videotaped interpretation………..100
VI. Case Study and Treatment plan..150
Final Quiz…………………………………………200 points
1000 points
What do grades in 544
mean?
If you earn an A, you have the skills necessary to acquire
the background to manage a counseling agency or
school’s assessment program. Consider some
additional training to make psychometry one of your
strengths.
If you earn a B, with continued attention to detail, you have
the skills necessary to use assessment procedures with
clients in counseling. Sharpen these skills through
supervised practice to develop appraisal in counseling
as one of your strengths.
If you earn a C, be cautious when using appraisal data with
clients. At this point in your career development,
appraisal is not one of your strengths. Therefore,
regularly consult with counseling colleagues about
appraisal techniques and practices you are using.
Special Needs
Notice: If you have any type of special need(s) or
disability for which you require accommodations to
promote your learning in this class, please contact me
as soon as possible. The office of Disability Support
Services (DDS) offers various support services and
can help you with special accommodations. You may
wish to contact DDS at 453-5738 or go to Rm 150 at
Woody Hall to verify your eligibility and options for
accommodations related to your special need(s) or
disability. Your learning is important to me, to this
profession, and to your future clients.
1800’s to WW I
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Western culture industrialization
Immigration to the U.S.
Compulsory education available to all.
Need for “vocational guidance”
Need to determine capacity or aptitude to
learn.
 Need to determine intelligence.
World War I
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Army alpha and Army beta
Selection
Concerns related to literacy
Concerns related to re-tooling skills
Concerns about “shell shock.”
Between the two world
wars (roaring 20’s, dep)
 In 1930’ and 40’s the words “assessment’
and “counseling” were used
interchangeably.
 Employment – vocational guidance
 Achievement
 Aptitude
World War II and after
 Army General Classification Test
 Necessity to develop and use complex
weaponry
 Rehabilitation
 Re-employment
 “battle fatigue”
 GI Bill
Communism
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Korean War – “brain washing”
The Cold War
Sputnik “Fellow Traveler”
NDEA
Vietnam
The 50’s, 60’s and 70’s
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Civil rights and change
African Americans
Women
Youth
Religion
Employment Laws
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Civil Rights Act of 1964 (Federal)
Diana v. State BoEd CA
Griggs v. Duke Power Co.
Public Law 94-142 Education for All
Handicapped Children Act (Federal) Larry P v Riles CA