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Richard S. Balkin and Gerald A. Juhnke have written Theory and Practice of Assessment in Counseling with counseling and psychotherapy students in mind. Unique to the marketplace, the authors keep their focus on the practical, the application of the theoretical and measurement concepts of counseling assessment, by presenting a unique new guide for administering, scoring, interpreting, and communicating assessment results. The conversational tone of writing will engage readers and put them at ease with the mathematical concepts and statistics involved. By focusing on the clinical examples and showing how each type of assessment may be utilized in various settings, the text provides an opportunity to view assessment as an integral part of the counseling process, rather than merely a specialization of counseling.  Practical and modern, with the most current assessment information available upon publication, the text covers the most recent revisions of assessments, with modern theories on intelligence and ability testing addressed. This is the only assessment in counseling text on the market that introduces two case studies and follows them throughout, and covers accountability, as well. The practicality element of this text is like none other, as students will get to experience assessment in action and learn how to interpret and write reports for each type of assessment presented.

Tabla de contenidos provista por Syndetics

• Chapter 1 The Role of Assessment in Counseling(p. 1)
• What Is Assessment?(p. 1)
• History of Assessment(p. 2)
• The Development of Counselors as Assessment Professionals(p. 6)
• The Association for Assessment and Research in Counseling (AARC)(p. 6)
• The ACA Code of Ethics (2005)(p. 7)
• Fair Access to Tests(p. 8)
• Test Publisher Qualifications of Test Users(p. 9)
• Legal Issues(p. 9)
• Health Care Legislation(p. 9)
• Civil Rights Legislation(p. 10)
• Educational Legislation(p. 10)
• An Overview of Assessment in Mental Health Settings, Schools, Rehabilitation Counseling, and Higher Education Settings(p. 11)
• Chapter 2 Case Studies and Progress Notes(p. 13)
• Overview(p. 13)
• Case Studies(p. 14)
• Case Study: Ms. Eva Marie Garza(p. 15)
• Case Study: Mr. Robert Jones(p. 21)
• Progress Notes(p. 27)
• Standardized Progress Note Formats(p. 28)
• Discussion(p. 34)
• Chapter 3 The Fundamentals of Assessment Results(p. 35)
• The Meanings of Test Scores(p. 35)
• Criterion-Referenced Tests(p. 35)
• Norm-Referenced Tests(p. 36)
• Scales of Measurement(p. 36)
• Understanding Assessment Scores: Frequency Distributions and Percentiles(p. 38)
• Measures of Central Tendency(p. 41)
• The Mean(p. 42)
• The Median(p. 44)
• The Mode(p. 44)
• What Is the Best Measure of Central Tendency?(p. 44)
• Measures of Variability(p. 45)
• The Range(p. 46)
• The Standard Deviation and Variance(p. 47)
• The Normal Curve(p. 49)
• Confidence Intervals(p. 50)
• Standard Scores(p. 52)
• z Scores(p. 52)
• T Scores(p. 52)
• Other Types of Standard Scores(p. 53)
• Understanding Correlation Coefficients(p. 53)
• Calculating a Pearson r(p. 55)
• What Types of Scores are Reported?(p. 56)
• Chapter 4 Current Standards of Reliability(p. 58)
• Defining Reliability(p. 58)
• True Score(p. 59)
• Error(p. 60)
• Estimating Reliability(p. 64)
• Reliability Coefficient(p. 64)
• Types of Reliability Measurement(p. 67)
• Consistency Over Time: Test-Retest Reliability(p. 67)
• Estimates of Equivalency: Parallel or Alternate Forms(p. 68)
• Internal Consistency(p. 68)
• Interscorer Reliability(p. 70)
• Interpretation of Reliability(p. 70)
• What Are the Implications for Reliability?(p. 72)
• Chapter 5 Current Standards for Validity(p. 74)
• Defining Validity: A Brief History(p. 74)
• A Present View of Validity(p. 76)
• Evidence Based on Test Content(p. 76)
• How Is Evidence Based on Test Content Evaluated?(p. 77)
• Evidence Based on Response Processes(p. 78)
• How Is Evidence Based on Response Processes Evaluated?(p. 78)
• Evidence Based on Internal Structure(p. 78)
• How Is Evidence Based on Internal Structure Evaluated?(p. 79)
• Evidence Based on Relations to Other Variables(p. 80)
• How Is Evidence Based on Relations to Other Variables Evaluated?(p. 81)
• Evidence Based on Consequences of Testing(p. 81)
• What Are the Implications for Test Validity?(p. 82)
• Chapter 6 How to Choose an Assessment Instrument(p. 84)
• Defining the Purpose of the Assessment Instrument(p. 84)
• Reviewing Assessment Instruments(p. 87)
• Details of a Mental Measurements Review(p. 88)
• AARC Critiques(p. 90)
• Understanding the Technical Quality of an Instrument(p. 91)
• Evaluating the Normative Sample(p. 91)
• Evaluating Reliability Evidence of an Instrument(p. 92)
• Evaluating Validity Evidence of an Instrument(p. 93)
• Understanding Factors That May Affect Performance(p. 94)
• Factors in Criterion-Referenced Tests: The Item Analysis(p. 95)
• Item Difficulty(p. 95)
• Item Discrimination(p. 95)
• Review of the Assessments in This Text(p. 96)
• Chapter 7 Conducting an Initial Interview(p. 98)
• Purposes of the Initial Interview(p. 98)
• Scope of the Initial Interview(p. 99)
• Essential Elements of a Psychosocial History(p. 101)
• Determining Mental Status(p. 103)
• Factors Affecting Mental Status(p. 106)
• Types of Intake Data(p. 106)
• Substance Abuse/Abuse Intake(p. 107)
• Applying Counseling Skills to the Interview Process(p. 108)
• Types of Information Derived From Our Case Studies(p. 109)
• Summary(p. 111)
• Chapter 8 Multicultural and Special Population Assessment Issues in Counseling(p. 113)
• Bias in Assessment(p. 113)
• The Achievement Gap: An Heuristic Example of Test Bias Versus Test Fairness(p. 115)
• Assessment with Special Populations(p. 116)
• Comparing Special Populations to Normative Samples(p. 117)
• Adapting Assessment Instruments and Procedures(p. 118)
• Developing Multicultural Competence as an Assessment Professional(p. 120)
• Awareness of Perceptions of Counseling and Assessment Among Various Cultures(p. 121)
• Case Study Application: Eva Marie Garza(p. 123)
• Chapter 9 Fundamentals of Intelligence Assessment(p. 125)
• Defining Intelligence: Theories and Models(p. 125)
• g Theory(p. 126)
• Hierarchical Models(p. 127)
• Contemporary Models of Intelligence(p. 128)
• Emotional Intelligence(p. 129)
• Three Common Intelligence Measures(p. 130)
• WAIS-IV(p. 132)
• SB5(p. 133)
• KBIT-2(p. 133)
• Types of Information Derived from Our Case Study with Eva Marie(p. 135)
• Chapter 10 Fundamentals of Achievement and Aptitude Assessment: Issues of Ability(p. 138)
• The Context of Achievement and Aptitude Testing(p. 138)
• Defining Achievement and Aptitude Testing(p. 139)
• Characteristics of Achievement Instruments(p. 140)
• Teacher-Created Examinations(p. 141)
• Types of Ability Testing(p. 144)
• Common Characteristics in Ability Assessment Instruments(p. 145)
• What to Report(p. 146)
• Group-Administered Ability Assessment(p. 149)
• High-Stakes Testing(p. 149)
• Common Group-Administered Ability Assessments(p. 150)
• Types of Information Derived from Our Case Study with Eva Marie(p. 152)
• Chapter 11 The the Multiaxial System, Common Axis I And II Disorders, and the MMPI and MMPI-2-RF(p. 155)
• Overview(p. 155)
• The DSM(p. 156)
• Potential DSM Benefits(p. 156)
• The DSM Multiaxial Assessment(p. 157)
• The MMPI-2 and MMPI-2-RF: Why Describe the MMPI-2 and MMP-2-RF?(p. 160)
• General MMPI-2 Overview(p. 160)
• MMPI-2 Reliability and Validity(p. 161)
• MMPI-2 Scales(p. 161)
• Validity and Clinical Scales(p. 161)
• Clinical Scales(p. 163)
• Code Types(p. 166)
• PSY-5 and Supplementary Scales(p. 167)
• Restructured Clinical Scales(p. 168)
• Roberts MMPI-2 Profile(p. 168)
• General MMPI-2-RF Overview(p. 172)
• MMPI-2-RF Reliability and Validity(p. 173)
• MMPI-2-RF Scales(p. 173)
• Eva Marie's MMPI-2-RF Profile(p. 174)
• Higher-Order Scales(p. 175)
• Restructured Clinical Scales(p. 176)
• PSY-5(p. 178)
• Internalizing, Externalizing, and Interpersonal Scales(p. 178)
• Discussion(p. 181)
• Chapter 12 Fundamentals of Career Assessment(p. 183)
• What Is Career Assessment?(p. 183)
• Elements of Career Assessment(p. 184)
• Interests and Personality(p. 185)
• Values(p. 188)
• Issues in Computerized Career Assessment(p. 190)
• Types of Information Derived from Our Case Study with Eva Marie Garza(p. 191)
• Chapter 13 Marriage, Substance Abuse, and Suicide Assessment(p. 195)
• Overview(p. 195)
• Marital Satisfaction Inventory-Revised (MSI-R)(p. 196)
• General MSI-R Overview(p. 196)
• MSI-R Reliability and Validity(p. 196)
• Scales(p. 197)
• Eva Marie's MSI-R(p. 199)
• Validity Scores(p. 199)
• Substance Abuse Subtle Screening Inventory-3(p. 202)
• General SASSI-3 Overview(p. 203)
• SASSI-3 Reliability and Validity(p. 203)
• Scales(p. 203)
• Robert's SASSI-3(p. 205)
• Validity Scores(p. 206)
• Clinical Scores(p. 206)
• Alcohol Use Inventory (AUI)(p. 206)
• General AUI Overview(p. 207)
• AUI Reliability and Validity(p. 207)
• Validity Scales(p. 207)
• Clinical Scales(p. 208)
• Robert's AUI(p. 208)
• Validity Scores(p. 211)
• Clinical Scores(p. 211)
• Suicide Probability Scale (SPS)(p. 212)
• General SPS Overview(p. 212)
• SPS Reliability and Validity(p. 212)
• Validity Scales(p. 213)
• Clinical Scales(p. 214)
• Eva Marie's SPS(p. 215)
• The Suicide SCATTT Mnemonic(p. 217)
• General SCATTT Overview(p. 217)
• Validity Scales(p. 217)
• Eva Marie's SCATTT(p. 220)
• Discussion(p. 223)
• Chapter 14 Fundamentals of Interpretation in Assessment(p. 225)
• Developing a Written Report(p. 225)
• Reporting Scores for Standardized Instruments(p. 226)
• Writing in Professional Language(p. 230)
• Making Recommendations(p. 231)
• Conducting an Interpretation Session with a Client(p. 233)
• Reviewing Informed Consent Procedures(p. 233)
• Reviewing the Instruments Used(p. 234)
• Summarizing the Data in Client Language(p. 234)
• Types of Information Derived from Our Case Study(p. 235)
• Chapter 15 Accountability Issues in Counseling and Assessment(p. 238)
• Counseling in an Era of Accountability(p. 238)
• Barriers to Assessing Accountability in Counseling(p. 240)
• Nonstandardized and Standardized Assessment of Accountability(p. 242)
• Nonstandardized Assessment-Goal Attainment Scaling(p. 243)
• Standardized Assessment(p. 245)
• Evaluating Client Progress and Improvement(p. 247)
• Applying Goal Attainment Scaling to Eva Marie(p. 248)
• Going Beyond the Client: Using Assessment in Program Evaluation(p. 250)
• Appendix A Area Under the Normal Curve(p. 253)
• Appendix B Competencies in Assessment and Evaluation for School Counselors(p. 256)
• Appendix C Standards for Assessment in Mental Health Counseling(p. 259)
• Appendix D Standards for Assessment in Substance Abuse Counseling(p. 263)
• Appendix E Marriage, Couple and Family Counseling Assessment Competencies(p. 266)
• Appendix F Career Counselor Assessment and Evaluation Competencies(p. 269)
• Appendix G Rights and Responsibilities of Test Takers: Guidelines and Expectations Preamble(p. 272)
• Appendix H Responsibilities of Users of Standardized Tests (RUST)(p. 279)
• Appendix I Standards for Multicultural Assessment (2nd Ed.)(p. 284)
• Index(p. 292)

Notas de autor provistas por Syndetics

Richard S. Balkin, Ph.D., LPC is an associate professor and Addictions Program Coordinator for the Department of Counseling and Educational Psychology at Texas A&M University-Corpus Christi. He is a Past President of the Association for Assessment in Counseling and Education, a division of the American Counseling Association. Dr. Balkin is Editor of the Journal of Counseling & Development , the flagship journal for the American Counseling Association, and a former Editor of Measurement and Evaluation in Counseling and Development and Counseling and Values, Journal of Professional Counseling: Practice, Theory, and Research. He has received counseling awards including the 2011 Counseling Vision and Innovation Award by the Association for Counselor Education and Supervision in recognition for his development of online resources and tutorials for teaching students assessment, measurement, and research, and the 2012 Best Practices Research Award by the American Counseling Association. Dr. Balkin''s clinical and research experience span over 20 years and encompasses over 30 refereed journal articles, and 9 book chapters or refereed proceedings, many of which are related to assessment, research methods, and statistics. Additionally, Dr. Balkin has authored or co-authored the Goal Attainment Scale of Stabilization (Mind Garden, Inc.), the Forgiveness Reconciliation Inventory, and the Juhnke-Balkin Life Balance Inventory.

Gerald A. Juhnke, Ed.D . is a Professor and former Doctoral Program Director in the Department of Counseling at The University of Texas at San Antonio. He is a Past President of two professional counseling associations, The Association for Assessment in Counseling and The International Association for Addictions and Offender Counseling. Dr. Juhnke is a former Editor and Chief of The Journal of Addictions and Offender Counseling and a former Co-Chair of the American Counseling Association''s Council of Journal Editors. He has received numerous counseling awards including the 2009 American Counseling Association''s Fellow Award, the 2008 International Association for Addictions and Offender Counseling Addictions/Offender Educator Excellence Award, the Journal of Addictions and Offender Counseling Research Award, and the American Counseling Association''s Ralph F. Berdie Research Award. Dr. Juhnke''s clinical and research experiences span 25-plus years, and include the intertwined professional topic of "life-threatening behaviors" that encompasses suicide, violence, addictions, and trauma. During that time, he has authored more than 45 international or national refereed journal articles, and eight published or in-press books. Dr. Juhnke''s best-selling counseling textbooks include: Suicide, Self-injury, and Violence in the Schools: Assessment, Prevention, and Intervention Strategies (Wiley & Sons, 2010); Counseling Addicted Families: An Integrated Assessment and Treatment (Brunner-Routledge, 2006); and Substance Abuse Assessment and Diagnosis (Brunner-Routledge, 2002). Additionally, Juhnke''s co-edited book, Case Studies in Suicide: Experiences of Mental Health Professionals (Merrill-Pearson, 2009) and his first violence response textbook for counselors, Addressing School Violence: Practical Strategies, and Interventions , have received favorable reviews by mental health clinicians from various professions. Dr. Juhnke has also authored or co-authored several assessment instruments including the Juhnke-Balkin Life Balance Inventory; the Juhnke, Henderson, Juhnke, Child Abuse and Neglect Risk Assessment Scale; the Homework Identification Plan; the VIOLENTSTUdent Scale; the DANGERTOME Personal Risk Assessment Scale; the Adapted - SAD PERSONS Suicide Assessment Scale; the SCATTT Suicide Response Instrument; and the SUBSTANCE-Q Adolescent Substance Abuse Instrument. One of his recent instruments, EL SUICIDIO, written in Spanish, is a suicide assessment scale with correlating clinical guidelines specifically created for Mexican school counselors assessing Mexican students'' potential suicide risk.