CEPD 6151-01, Spring 2013
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CEPD 6151
PSYCHOLOGICAL APPRAISAL
(Revised Edition 2/6/13)
University of West Georgia
Semester Hours: 3
Semester/Year: Spring 2013
Instructor: Lewis Bozard, Ph.D., M.Div., NCC, ACS, LPC
Time: Wednesdays 5:30-8:00
Class Location: Education Center 4
Office Location: Education Annex 235
Office Hours: Monday 3:00-5:00
Tuesday 1:00-5:00
Wednesday 1:00-5:00
When possible, email at least 24 hours in advance to confirm availability or schedule an
appointment, as appointments, occasional meetings, and other commitments may arise during
these times.
E-mail: lbozard@westga.edu
Telephone: Office: 678-839-6114
Department: 678-839-6554
I.T. Helpdesk: 678-839-6587
Online Support:
CourseDen D2L Home Page
https://westga.view.usg.edu/
CourseDen D2L Instructions & Support
http://uwgonline.westga.edu/students.php
UWG Distance Learning
http://distance.westga.edu/
UWG On-Line Connection
http://www.westga.edu/~online/
Ingram Library Services
http://westga.edu/~library/info/
library.shtml
University Bookstore
http://www.bookstore.westga.edu
CEPD 6151-01, Spring 2013
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COURSE DESCRIPTION
Methods for the assessment of individuals in counseling will be taught, including clinical
interviewing techniques, mental status exam, test selection, administration, scoring,
interpretation, and reporting of results. The selection and interpretation of assessment tools will
be organized around the symptoms of mental and emotional disorders as defined in the latest
edition of the APA Diagnostic and Statistical Manual.
CONCEPTUAL FRAMEWORK
The conceptual framework of the College of Education at UWG forms the basis on which
programs, courses, experiences, and outcomes are created. With the goal of Preparing
Exemplary Practitioners, our programs incorporate ten descriptors (knowledgeable, reflective,
inquisitive, decisive, adaptive, proactive, leading, collaborative, culturally sensitive, empathetic),
clustered into three interrelated and overlapping themes, that demonstrate our commitment to (a)
Professional Excellence; (b) Field-Based Inquiry; and (c) the Betterment of Society. These
themes and descriptors are integral components of the conceptual framework and provide the
basis for developing exemplary practitioners who are prepared to improve schools and
communities. National, state and CACREP standards are incorporated as criteria against which
candidates are measured.
The mission of the College of Education is to provide excellence in the initial and advanced
preparation of professionals for a variety of settings, to foster an innovative learning community,
and to empower a faculty committed to teaching and the dissemination of knowledge. This
course’s objectives, activities, and assignments are related directly to the conceptual framework
and national standards, as identified below.
APPROACHES TO INSTRUCTION
Instruction in this course is delivered through the use of class discussion, readings, group
experiences, completion of assessments, writing, and student presentations.
This course will be delivered approximately 5% online. This requires the online equivalent of
120 minutes of instruction (seat-time) and an additional 240 minutes of supporting activities.
As such, you will be required to complete the following online activities during this course:
Activity
Instructional Equivalent
Exam
120 minutes
Additionally, it is anticipated that students will need to work independently for twice the number
of minutes listed above to complete the online activities.
COURSE OBJECTIVES
Students will:
CEPD 6151-01, Spring 2013
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1. demonstrate the ability to select, administer, score and interpret common assessment tools
used in counseling, including computer managed and computer assisted methods
(Whiston, 2009);(Knowledgeable; CACREP II.J.6.d,g);
2. demonstrate an understanding of basic statistical concepts used in test evaluation and
interpretation (Whiston, 2009; Drummond & Jones, 2010);
(Knowledgeable; CACREP II.J.6.b,c,e);
3. evaluate the quality of an assessment device using the standard technical characteristics,
including reliability and validity (Whiston, 2009);
(Knowledgeable; CACREP II.J.6.g);
4. administer an intake interview, mental status exam, and appropriate psychological
assessment tools and integrate the results into a written psychological report that includes
a DSM-IV diagnosis (Whiston, 2009; Drummond & Jones, 2010);
(Knowledgeable; CACREP CC-C.4); and,
5. understand historical, theoretical, cultural, ethical, and legal issues of assessment in
counseling (Whiston, 2009);
(Culturally Sensitive, Knowledgeable; CACREP II.J.6.a,f,h)
TEXTS, READINGS, AND INSTRUCTIONAL RESOURCES
Required Text & Materials:
Whiston, S.C. (2012). Principles and applications of assessment in counseling (4th ed.).
Belmont, CA: Brooks/Cole.
Recommended Text:
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders
(4th ed., text rev.). Washington, DC: Author.
Required Instructional Resource: Tk20 Subscription
These are available at the University Bookstore or at
http://westga.tk20.com/campustoolshighered/start.do.
If you have purchased a subscription previously, DO NOT resubscribe. For more information about this resource, see
http://www.westga.edu/coe/index_550.php.
For assistance, email tk20@westga.edu.
Course References:
Allen, M. J. & Yen, W. M. (2002). Introduction to measurement theory. Prospect Heights, IL:
Waveland Press, Inc.
American Educational Research Association, American Psychological Association, National
CEPD 6151-01, Spring 2013
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Council for Measurement in Education (1985). Standards for educational and
psychological testing. Washington, DC: American Psychological Association.
Anastasi, A., & Urbina, S. (1997). Psychological testing (7th ed.). NJ: Prentice-Hall.
Buros, O.K. (Ed.). (l938-1985). Mental measurements yearbooks. Highland Park, NJ: Gryphon
Press. (Through the eighth yearbook).
Conoley, J. C., & Kramer, J. J. (Eds.). (1989). The tenth mental measurements yearbook.
Lincoln, NE: Buros Institute of Mental Measurements.
Conoley, J.C., Kramer, J. J., & Mitchell, J. V., Jr. (Eds.). Supplement to the ninth metal
measurement yearbook. Lincoln, NE: Buros Institute of Mental Measurements.
Drummond, R. J. & Jones K. D. (2010) Assessment procedures for counselors and helping
professionals. 7th ed. Upper Saddle River, NJ. Pearson.
Hood, A. B. & Johnson, R. W. (1997). Assessment in counseling: A guide to the use of
psychological assessment procedures (2nd ed). Alexandria VA: ACA.
Kaplan, R.M. & Saccuzzo, D.P. (1997). Psychological testing: Principles, applications, and
issues (4th ed.). Pacific Grove, CA: Brooks/Cole.
Mitchell, J. V., Jr. (l985). The ninth mental measurements yearbook. Lincoln, NE: Buros
Institute of Mental Measurements.
Polanski, P. J. & Hinkle, J. S. (2000) The mental status examination: Its use by professional
counselors. Journal of Counseling & Development 78(3), 357-365.
Internet Resources:
Buros Institute of Mental Measurement. This website provides online test locator/reviews.
http://www.unl.edu/buros
ASSIGNMENTS, EVALUATION PROCEDURES, AND GRADING
Assignments:
1. Exam:
There will be one exam, to be completed online. More information about how to prepare for the
exam will be provided in class. Students will be evaluated on all assigned material, including
material not discussed in class.
Course Objectives: 1, 2, 5
2. Video Reflection Paper:
Watch the video and/or read the transcript of “America’s Deep Dark Secret” from 60 Minutes.
Reflect on your experiences of testing and how test results have influenced your life in a positive
and/or negative manner. Discuss potential “pros” and “cons” of testing and your reaction to the
video. The paper should be 2 pages and will be evaluated based on the quality and depth of your
reflections in relation to readings and class discussions.
Course Objectives: 1, 3, 5
3.
IQ Test Reflection Paper:
CEPD 6151-01, Spring 2013
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Take the IQ test at http://www.iqtest.com. How does it compare with the IQ tests covered in this
class? Do you think the results are valid? Why? Why not? Do the author’s make any claims with
regard to validity/reliability? What would you tell your clients about the test? The paper should
be 2 pages and will be evaluated based on the quality and depth of your reflections in relation to
readings and class discussions.
Course Objectives: 1, 3, 5
4. Assessment Reflection Paper: (DELETED)
Discuss your reactions to taking the Strong Interest Inventory, MBTI, 16PF, and HTP. Describe
what it was like for you. How do you think that clients might respond and why? The paper
should be 2 pages and will be evaluated based on the quality and depth of your reflections in
relation to readings and class discussions.
Course Objectives: 1, 3, 5
5. Collaborative Assessment Instrument Presentation:
Students will work with a partner to examine a particular measurement instrument that might be
relevant for their future counseling setting. The instrument must be approved in advance by the
instructor. The findings will be presented in a 15-minute presentation to the class using
PowerPoint or Prezi. The presentation should help peers understand the instrument, identify
various aspects of the instrument (procedures, psychometric properties, critiques, ethical
considerations, diversity/populations, how to access it, etc.), and evaluate its appropriateness.
Further guidelines including the list of instruments eligible for the presentation will be provided
in a separate document. All instruments may be accessed through the UWG COE TecHUB:
http://www.westga.edu/coe/techub/index.php. A handout outlining the main points of your
presentation must be distributed to the class in print form on the day of the presentation OR in
electronic form at least 2 days prior to the presentation.
Presentations will be evaluated on the basis of:
-Appropriateness and quality of the content using the guidelines provided
-Overall clarity, flow, and organization of your presentation
-Effective engagement of the audience through communication (i.e. making the
presentation interesting)
-Content and format of the handout
-Cooperation and investment of partners (to be assessed individually)
Course Objective: 1, 3, 5
6. Case Study:
Students will submit an evaluation of a colleague based on interviews, genogram, family
developmental history, assessment data, and other data accumulated during this semester. This
will be due late in the semester, following our class discussions related to the instruments
included in the personal evaluation. A list of instruments available through the UWG COE
TecHUB can be found here: http://www.westga.edu/coe/techub/index.php. There are minimal
CEPD 6151-01, Spring 2013
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charges related to these tests. The evaluation of the case summary will be based upon the proper
administration, scoring, and reporting of test data, appropriate interview data, administration of
mental status exam, behavioral observations, and the integration of results and recommendations.
The case summary should be stapled to the right side of a manila folder. The signed consent form
and all test materials should be stapled to the left side of the same manila folder. The case study
cannot be evaluated without the inclusion of test materials. The examiner’s name should be
noted on the outside of the folder. A minimum score of 28/35 24/30 (80%) must be achieved in
order to earn a grade of A or B in the course. Further information about the case study will be
provided in additional documents.
Course Objectives: 1, 2, 3, 4
Evaluation Procedures:
Assignments
Video Reflection Paper
IQ Reflection Paper
Assessment Reflection Paper
Assessment Instr. Presentation
Exam
Case Study (TK20 Assessment)
Attendance and Participation
Total Possible Points
Points
5
5
NA
25
20
35
10
100
Assessment Tools
Rubric
Rubric
Rubric
Rubric
Grade Score
Rubric
Quantity and Quality
Grading Policy:
A=90-100 points
B=80-89 points
C=70-79 points
F=69 or fewer points
NOTE: This is a course concentrating on clinical performance. In order to successfully
complete the course, students must demonstrate clinical skills which, in the assessment of the
course instructor, meet 80% of the expected level of performance. Failure to meet this 80%
criterion will result in the assignment of a grade of C or F for the course. No grade of A or B,
regardless of academic performance, will be assigned to any individual who fails to perform at
the 80% level clinically.
CLASS, DEPARTMENT, AND UNIVERSITY POLICIES
Attendance and Class Participation: Students are required to attend class, be fully engaged in
participation, arrive on time, and attend the full class session. Attendance and class participation
carry a potential value of 10 points toward your final grade. Your attendance and participation
are integral to the success of this course. Though you will not be evaluated based on the content
of comments, observations, reactions, perceptions, or experiences, you will be evaluated through
consideration of the quantity and quality of them. Should an absence be necessary, you will be
responsible for all materials, activities, and assignments that were missed. This information
should be obtained from a class member. In the event a student misses more than one class for
any reason other than a crisis event as defined by the instructor—including serious illness as
verified by a physician, professional or university business approved in advance, or a legitimate
CEPD 6151-01, Spring 2013
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personal/family emergency—the student’s final grade may be decreased 5 points for each
absence after the first missed class.
Make-up exams/assignments are highly discouraged and will only be granted for approved
college business or a major personal crisis such as death in the family or significant illness.
Make-up assignments may or may not be the same as the original assignment given to other class
members. The student must request consideration for a make-up exam within 48 hours of the
missed assignment.
Students are expected to participate regularly in class discussions and activities with courtesy
and professionalism. The following actions are not permitted in class:



Disrespect toward anyone in the classroom
Cell phone use and text messaging
Inappropriate laptop use, including visiting websites that are not directly related to
class
Disability: All students are provided with equal access to classes and materials, regardless of
special needs, temporary or permanent disability, special needs related to pregnancy, etc. If you
have any special learning needs, particularly (but not limited to) needs defined under the
Americans with Disabilities Act, and require specific accommodations, please do not hesitate to
make those known, either yourself or through the Coordinator of Disability Services. Students
with documented special needs may expect accommodation in relation to classroom
accessibility, modification of testing, special test administration, etc. For more information,
please contact Disability Services at the University of West Georgia:
http://www.westga.edu/studentDev/index_8884.php. Any student with a disability documented
through Student Services is encouraged to contact the instructor right away so that appropriate
accommodations may be arranged. In addition, certain accommodations (which will be discussed
in class) are available to all students, within constraints of time and space.
Assignments: All written assignments must be typed in 12-point, Times New Roman font, with
1” margins, stapled, and double-spaced unless otherwise indicated. Formal APA style is not
required in this course due to the nature of the writing assignments. All assignments will be due
at the beginning of class on the scheduled due date unless otherwise notified by the instructor.
All assignments in this course are to be submitted in hard copy/paper form unless directed
otherwise. When assignments are permitted to be submitted electronically, they must be in MS
Word format (.doc or .docx). Submit using your university-assigned email account or CourseDen
D2L email or dropbox as directed. When submitting any assignment by email or CourseDen
D2L, your instructor will reply to confirm receipt. If you do not receive a confirmation reply
within 24 business hours (i.e. excluding weekends and holidays), it is your responsibility to
follow-up with the instructor to confirm receipt.
Extra Credit: No extra credit is available in this course.
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Late Work: All work/assignments are due as noted in the syllabus unless prior approval is
obtained from the instructor. Late assignments are subject to a penalty of 20% for each day late.
For example, if the assignment was due on Feb. 1, was worth up to 10 points, and the student’s
grade would have been a 10, but the assignment was not submitted until Feb. 3, the final grade
for the assignment would be 6.
Professional Conduct: All students are expected to maintain an exemplary level of professional,
ethical and legal conduct as outlined by: (1) the policies of the University of West Georgia; (2)
the Counseling and Educational Psychology (CEPD) School Counseling Practicum/Internship
Handbook (latest Edition); (3) the American Counseling Association (ACA) Code of Ethics; (4)
the American School Counseling Association (ASCA) Code of Ethics; and, (5) the local, state
and national civil and criminal laws. It is the student’s exclusive responsibility to become
familiar with each of these directives for professional, ethical and legal conduct.
Confidentiality: In order for class to be a safe place for students to discuss multicultural issues,
which are often highly personal and sensitive, it is essential that strict confidentiality is upheld.
Student Review: The department has a procedure for the review of students regarding academic
performance and appropriate counselor dispositions. (See Graduate Student Handbook for
details.) If there is reason revealed in class (including lab practice) for concern, the instructor
will inform the student about the concern and the review procedure. Therefore, another exception
to confidentiality is the student review process that will involve informing other CEP faculty
members about the concern.
Student Email Policy: University of West Georgia students are provided a UWG email account,
which is the official means of communication between the University and student. It is the
student’s responsibility to check this email account for important University related information.
All communication with the instructor must be delivered using your UWG email account or
CourseDen D2L. The instructor reserves the right not to respond to email on weekends and
university holidays. For fastest response, email Dr. Bozard via lbozard@westga.edu.
CourseDen and phone messages are monitored less frequently.
This syllabus may be revised as the semester progresses.
Schedule:
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WK DATE
TOPIC
1
Jan. 9
2
Jan. 16
Orientation
Guest Instructor: Dr. Mark Parrish
Assessment in Counseling
Syllabus Review
3
Jan. 23
Basic Assessment Principles
4
5
Jan. 30
Feb. 6
Reliability
Validity;
Selecting, Administering, Scoring,
and Communicating Results
6
Feb. 13
7
Feb. 20
Initial Assessment in Counseling;
Intelligence & General Ability;
Genograms;
Mental Status Exams
Video: America’s Deep Dark Secret
(60 Minutes)
Achievement & Aptitude;
Career Counseling;
H-T-P Practice & Scoring
8
Feb. 27
Personality
MMPI Scoring
9
Mar. 6
10
Mar. 13
NA
11
Mar. 20
Mar. 27
12
13
April 3
April 10
14
April 17
Assessment Instrument
Presentations (7-8)
Assessment Instrument
Presentations (7-8)
SPRING BREAK (no class)
MEET IN EC ROOM 2
Marriage & Family
Assessment and Diagnosis (DSM)
Exam (online-no class)
Assessment in Counseling
Ethical & Legal Issues
Diverse Populations
15
April 24
EXAM WEEK (no class)
READING/ACTIVITY/
ASSIGNMENTS
(Dr. Bozard out sick)
Ch. 1
Syllabus
Assessment Presentation Partners
Identified
Ch. 2
Assessment Presentation
Instruments AND Case Study
Partners Identified
Ch. 3
Ch. 4-5
Ch. 6-7
Read pp. 241-244
Create Genogram & Bring to Class
Ch. 8-9
America’s Deep Dark Secret
Reflection Paper Due
(PRINT ONLY)
Ch. 10
IQ Reflection Paper Due
(PRINT ONLY)
Ch. 11-12
Ch. 13-14
Case Study Due (PRINT ONLY)
Ch. 15
Course Evaluations