THE STATE UNIVERSITY of NEW YORK AT BUFFALO - SUNYGRADUATE SCHOOL OF EDUCATION

DEPARTMENT OF COUNSELING, SCHOOL AND EDUCATIONAL PSYCHOLOGY

CEP 586 - Assessment in Mental Health CounselingCredit Hours: 3 semester hours Spring, 2013

Day and time: Selected Thursdays 1:00 p.m. – 3:40 p.m. and via Discussion Board (Hybrid format)Location: 425 Baldy Hall Instructor: Kathleen (Kayte) Conroy, PhD, LMHC, CRCOffice Hours: before or after class by appointment, or as arrangedUB Campus Office: 716-645-1115 410 BaldyUB Campus Fax: 716-645-6616 (cover sheet needed – mark for Conroy)Off Campus Office Phone: 716-553-6345 E-mail: kconroy@buffalo.edu (please use your UB e-mail)

Course Description

This course provides mental health counseling students with the ability to increase knowledge, skills, and practice necessary to understand and implement counseling assessment tools used to identify and evaluate various mental health dysfunctions and disorders. Students will administer, score and interpret select assessment tools appropriate for mental health counseling practice, and will learn to utilize assessment and diagnostic information from the DSM (past, present, and proposed future) for treatment planning. Students will study practical implications of psychometrics, biopsychosocial assessment, and clinical principles relevant to understanding and treating mental health-related problems. In addition, assessment issues will be reviewed within the context of cultural and special populations as well as legal and ethical considerations.

Course Objectives

Through this course you will:

● discuss the possible influence of various factors for special populations and/or environmental context in regards to the validity of assessment results and establishing rapport

● consider the potential effect of ethical standards related to use of data and assessment techniques including topics such as: scope of practice, use of raw data, interpretation of scores, storage of protocols and test results

● enhance familiarization with the most recent and proposed future edition of the Diagnostic and Statistical Manual (DSM) including an increased understanding of the current Axis organization and to utilize current diagnostic criteria consistent with roles and functions of mental health counselors

● learn to use assessment tools for proper development of a basic treatment plan including a variety of goals and objectives and how to generate appropriate progress notes to support the treatment plan

● review the strengths and weaknesses of various assessment formats including standardized tests, mental status exams, the intake/diagnostic process, and informal assessments

● receive guidance and practice with proper administration, scoring, and interpretation of counseling-appropriate assessment tools in a variety of areas, including cognitive functioning, personality and behavior assessment, lethality, career and life choices, academic/achievement tests and interpersonal relationships

Your progress toward meeting the Learning Objectives will be measured via our course assessment strategies. Assignments for this course are aligned with these Learning Objectives.

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Confidentiality information – You may be reviewing assessments and other information that belongs to a variety of agencies or may be copyrighted. It is forbidden for you to redistribute or discuss other site assessment tools outside of class. These materials are for EDUCATIONAL PURPOSES ONLY and may not be shared in any manner.

Required Text and Materials

1. Wiger, D.E. & Huntley, D.K. (2002) Essentials of Interviewing. ISBN: 0-471-00237-2 2. Hood, Albert & Johnson, Richard (2007). Assessment in Counseling. ISBN: 978-1-55620-261-2. 3. Diagnostic and Statistical Manual IV-TR (2000). American Psychiatric Association, Washington, DC (may use online

version through UB libraries). 4. Zimmerman, M. (1994) Interview Guide for Evaluating DSM-IV Psychiatric Disorders and the Mental Health Status

Examination (required reference tool)5. Amen, Daniel (1998) Change your Brain, Change Your Life (optional – for reference only) Paperback.

ISBN: 0-8129-2998-5

Additional ReadingsAdditional readings may be available through the UBLearns

Online Resource MaterialsNew York State Office of Professions www.op.nysed.gov

American Counseling Association www.counseling.org

Buros Institute 18 (Ed.) (2010). The mental measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements. NOTE: UB Libraries has this publication of full text articles and reviews of various

measurements on-line under “electronic books” . Other resources to locate measurement information may also be used as appropriate.

Canadian Counseling Association (CCA) http://www.ccpa-accp.ca/home.html

Canadian Counseling Association Code of Ethics http://www.ccacc.ca/ECOEJAN07.pdf

APA CitationsAPA (6th Edition) Citation Format will be used for the course. Resources on using APA Style can be found at http :// owl . english . purdue . edu / owl / resource /560/01/ or http :// www . apastyle . org / . The APA Manual itself is recommended:

American Psychological Association. (2010). Publication Manual of the American Psychological Association.(6th ed.). Washington, DC: American Psychological Association. (second printing preferred)

Course FormatClasses will be a mixture of online and classroom lecture and discussion, student presentations, and guest speakers. Knowledge will be strengthened or acquired through readings and assignments. In order to be adequately prepared for class, students are required to read assigned material before discussing as a class and to bring a basic understanding of the terms and concepts within. Students are expected to enter all discussions about the material they read. The readings were chosen carefully to meet graduate level of comprehension. Each student is strongly encouraged to ask pertinent questions and to request that difficult points be explained in more detail. At this level, students are expected to share and learn from one another in a professional and effective manner during all presentations and discussion.

Course Technology

This course will utilize UBlearns (https://ublearns.buffalo.edu), UB’s web-based course management system powered by Blackboard for certain components of the course. RELIABLE ACCESS TO THE INTERNET ON A COMPUTER CAPABLE OF ACCESSING UBlearns IS REQUIRED FOR THIS COURSE. Visit the UB CIT site at http :// ubit . buffalo . edu / standards / to view information on current computer standards.

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Technical support is provided by the University at Buffalo CIT Help Desk. The Help Form is located at http :// helpdesk . buffalo . edu / services / consult . cgi and can be reached by phone at 716-645-3542 (voice). If you have trouble logging in to UBlearns and you want to see if the system is down, check the CIT Alerts page at: http :// ubit . buffalo . edu / alert

Course Assignments and Grading Policy

Assignment Percent of Total Grade

Possible Points

Discussion Board Participation & Tidbits 36% 129Journal Article Review 15% 45Assessment Administration Project 15% 45Axis I and II Topic Presentations 20% 60Classroom Participation 14% 21

TOTAL 300 POINTS

Grades: Your grades for this course are private and will be posted in the UBlearns Grade Center. Click the My Grades button to access grades. This course uses a letter grade only system.

Your assigned grade will be calculated using the following table:

Grade Quality Points Percentage PointsA 4.0 96-100% 287-300A- 3.67 92-95% 276-286B+ 3.33 88-91% 264-275B 3.0 84-87% 252-263B- 2.67 80-83% 240-251C+ 2.33 76-79% 228-239C 2.0 72-75% 216-227C- 1.0 68-71% 204-215D - 64-67% 192-203F 0 Less than 64% Less than 191

Final Grades: Your final grade for the course will be submitted to UB and will be available through MyUB via the Student HUB the day after they are submitted. Notification will be sent when grades are submitted.

Assignment Extensions: Assignment extensions may be arranged in advance, at the instructor’s discretion; no make-ups or late assignments will be accepted after the fact, unless in the event of a documented emergency (yes, this means you will need to provide proof of the emergency and it must be a legitimate emergency). If an extension is granted, a penalty of one point per calendar day will be given, unless special arrangements are made in writing. The grade of zero will be given to any late assignment that does not have advanced extension permission. The field of mental health counseling values and enforces timely submission of reports. Therefore, this course will adhere to the same principles. Questions to clarify requirements are always welcome.

A grade of zero points will be given for assignment if other arrangements for an extension have not been made. Unless other arrangements are made, late submissions, with permission, will be graded with the total point value being reduced by two points per calendar day until received by instructor. Late presentations will be reduced by one letter grade. E-mail submissions may be accepted and graded according to date received (confirmation will be sent by the instructor when received).

Missed Classes: Attendance and active participation are required in order to receive a passing grade. However, I realize illness and other emergencies do occur. If you are not going to be in class, please e-mail or call the instructor so arrangements can be made for make up work when possible. If an assignment is due on the date of an absence, the

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student must contact the instructor to determine if the assignment can be presented or turned in at another time. It is recommended that students connect with other classmates for copies of missed material.

Incomplete Grades: This course is designed to be highly interactive and to include regular dialogue between the students and instructor, as well as among students. Because of this, students must participate regularly, and complete course readings and assignments on time. Incomplete grades may be granted in cases of illness or other difficult circumstances. An Incomplete grade must be requested in writing by filling out a "Request for Grade of Incomplete" form and the form must be received and approved by the instructor of record before the last day of the final exam week. 

Assignments for Extra Credit: There may be opportunities for extra credit in this course at the discretion of the instructor. Any Assignments for Extra Credit will be made available to the entire class.

Assignment Descriptions

1. Discussion Board Participation (Weeks 4, 5, 6, 8, 9 & 12), 15 weekly points (no classroom these weeks)Participation in the UBLearns Discussion Board will be an integral part of this hybrid course. The instructor will be posting questions and providing an area for Tidbits (see below) to be posted for each selected week. Students are expected to (at a minimum):

A. INITIAL POSTS or POST ONLY- Post your response to the question or topic posted by the instructor for each Discussion Board Thread at least once by Wednesday at 11:59PM EST.

B. DISCUSSION RESPONSES - Participate in the course discussion by posting responses to at least two classmates in each Tidbit or topic thread by Saturday at 11:59PM EST.

Grading for Discussion Board Participation will include:CATEGORY EXPECTATIONContent Posts should clearly cover the topic with detail and examples. The

posts should: be full of thought, insightful, and analytical make clear connections to previous or current content

and/or to real-life situations strengthen thoughts, ideas, experiences, and opinions with

facts cite sources (other than course text)

Uniqueness Posts should make a unique contribution to the discussion board (new ideas, new connections, and or new depth or detail)

Grammar & Spelling (Conventions)

Posts should be free of grammatical or stylistic errors (Try composing in Word then cut and paste into the Discussion Board)

Respect for Others Posts should treat others as you would like to be treated by keeping your comments courteous, respectful and diplomatic. Use classmate’s name when responding to keep discussion organized

Requirements Posts should meet all time requirements

DUE ON SELECTED WEEKS THROUGHOUT THE COURSE: INITIAL POSTS BY WEDNESDAY AT 11:59PM EST DISCUSSION RESPONSES BY SATURDAY AT 11:59PM EST

General Expectations for Discussion Board ResponsesThis graduate level course will provide a forum for discussing a wide variety of topics, including controversial issues, as we delve not only into a variety of topics including philosophy, history, ethics, and diversity. This class is a safe place for all, where learning to think critically and constructively is valued. To encourage an open discussion, abide by the following rules:

● This course is designed for students seeking education and learning. Listen in a spirit of humility and open-mindedness so learning can come from the instructor, as well as every other person in the class.

● Students often discover some of their preconceptions and perspectives are challenged in this type of course. Be as honest as possible when considering opinions (i.e. avoid agreeing just to be nice).

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● It is OK to offer and accept respectful feedback.● Recognize that learning and growth may cause discomfort as views are examined and possibly

reconsidered.● Strive to seek clarification of possible misunderstandings as soon as possible. The instructor will be a

resource for challenging situations as needed.

When posting:Use Facts and Experience: Many of the thoughts and comments are going to reflect personal professional, student and life experiences as they relate to the textbook and other information. Learn to strengthen these thoughts, ideas, experiences, and opinions with facts from the readings and cite sources other than the text, when used.

If you are providing additional resources beyond the course textbook, use proper APA Citations and a reference list so participants can find the articles or Web sites for further review.

Read Twice, Post Once: Often composing comments in Word allows reflection prior to posting. It is possible to write, review, revise, and revisit. When satisfied, copy and paste the post into the Discussion Board.

Take a Stance and Back it Up: Don’t just say “I agree” or “I disagree.” Explain your reasoning using facts and experience. Remember to cite sources.

Focus, Don’t Ramble: Be thoughtful, say everything, and cite the readings, as well as personal experience. (Hint: compose In Word, revise, and edit, then copy and paste into the Discussion)

Avoid Acronyms: Do not use acronyms or professional jargon in posts such as IMHO or LOL. Using correct grammar, spelling, and punctuation are signs of professionalism.

2. Tidbits - submitted via Discussion Board or via hard copy when meeting as a class (7 points in class)You are expected to complete assigned readings prior to weekly class discussion. A minimum of 2 interesting or thought provoking “tidbits” should be identified and submitted for each chapter from the Hood and Wiger texts. No tidbits are expected from any listed Appendix or from the Zimmerman reference book. Tidbits should consist of a few sentences that reflect your thoughts or opinions about a particular piece of the chapter, or relate to your own experience or opinion. You may support or challenge any concept within the chapter. (Try not to pick the first two that come to mind – move around the chapter for some variety.) Page numbers should be listed for easy reference while discussing. Also, briefly express an overall personal view of the chapter in a short paragraph. (Liked it, didn’t like it, etc. and support view with basic examples).

Please note that these textbooks are written from the author’s point of view at the time they were written and are not meant to be a complete “how to” manual. Although the Wiger text is the latest edition and remains highly used for assessment courses, it is a bit outdated. This text includes a lot of useful information that will be good for class discussion (you may support or challenge the ideas, remembering it was written in 2002.

IN-CLASS TIDBIT DISCUSSION - All students are expected to bring a hard copy submission for weeks we meet on campus for in-class discussion. Up to half credit may be given if submitted after class before midnight on the day of class. If a student is absent, the tidbits must be e-mailed to the instructor by midnight on the date due or no credit will be given. Late submissions will not be accepted.

DISCUSSION BOARD TIDBIT DISCUSSION - When posting tidbits to the Discussion Board, the easiest way to do this is to write up your submission prior to reading your classmates initial posts so fresh ideas are ready. Follow-up responses to classmate tidbits can challenge or support classmate views or textbook information, but must remain productive to the discussion and not simply to just agree or disagree. Follow-ups to the chapter opinion posts are not required, but welcome.

NOTE: TREATMENT PLAN -- Week 11 requests you to bring a sample treatment plan from your work or internship site for discussion (1 point).

3. Journal Article Review – General Assessment (15%, 45 points) Post link by Week 3, Discuss Weeks 4 and 5. This assignment is designed to enhance your knowledge and the ability to share important current research information relating to the process or skills utilized in the Mental Health Counseling field regarding general

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Assessment issues, topics, and considerations. Students should spend time finding empirically-sound and professionally-written articles for this assignment. Information may be retrieved from professional journals (related to mental health counseling and written within past 6 years). Each student will locate at least one professional journal article that relates to general assessment issues and the possible influence of various factors on special populations, such as (but not limited to) gender, disability, culture, sexual orientation, and/or environmental context, etc. in regards to the validity or ethical standards of assessment results.

You will prepare a 3-4 page review of your chosen journal article for the class. (summary/outline format, APA not required except for citation). You will post a link to your Journal Article (or pdf) no later than by the end of Week 3 in the Discussion Board. To avoid duplication, please check postings before making your final decision (first come, first serve). Then, post your Review to your same thread under “Journal Article Review Discussion Board” in UBlearns before Week 4 or 5. (The class will be split in half – list will be posed by the end of Week 1. If you have a preference, please let me know prior to the end of Week 1. Once the list is posted in UBLearns, you may not move to the other week unless you trade with another student). During Weeks 4 or 5, you will respond to at least three Journal Article Reviews on the Discussion Board by sharing thoughts about the article (not just validation). You are also encouraged to review additional article reviews and post as many comments as you’d like. Follow up posts are also encouraged, although not required.

Grading for the Journal Article Review will include:

CATEGORY EXPECTATIONContent Appropriate article chosen; covers article highlights in-depth with details

and examples; provides factual information; includes APA format citation; link to article posted on Discussion Board; article newer than six years old.

Organization Content is well organized, using headings or bulleted lists to group related information

Grammar & Spelling The author makes no errors in grammar or spelling that distract from the content.

Requirements Meets or exceeds all listed requirements

4. Assessment Administration Project (15%, 45 points) Due for posting by Week 5 and Discussion Week 6This assignment is designed to enhance students’ understanding, administering and interpreting results of various general assessment tools related to a variety of client issues at the internship site.

By the end of Week 5 (for discussion during Week 6), you will post a link or upload pdf samples of at least one general assessment tool used at your site to UBLearns for discussion. (If you do not have access to a scanner, you may FAX it to the instructor at least one week prior to due date for uploading.) Be sure to identify the name of the assessment in the thread title. It is forbidden for you to redistribute or discuss other site assessment tools outside of class. These materials are for EDUCATIONAL PURPOSES ONLY and may not be shared in any manner. If you are not able to locate a general assessment for this purpose, please let the instructor know at least two weeks in advance so other arrangements can be made.

You will also prepare a 3-4 page review of your chosen assessment for the class (summary/outline format, APA not required unless citation is available). This review will explain the design, administration process, use, and proper interpretation/scoring. Students will also share personal experience with administration or observation of the assessment process with at least one current client. General textbook information should be integrated into the summary in order to point out and discuss best practices in Mental Health Counseling assessment.

During Week 6, you will respond to at least three Assessment Reviews on the Discussion Board by sharing thoughts about the assessment (not just validation). You are also encouraged to review additional reviews and post as many comments as you’d like. Follow up posts are also encouraged, although not required.

Grading for the Assessment Review will include:

CATEGORY EXPECTATIONContent Appropriate assessment chosen; covers psychometric highlights in-depth

with details and examples; provides factual information; includes APA

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format citation (if available); assessment tool and review posted on Discussion Board

Organization Content is well organized, using headings or bulleted lists to group related information

Grammar & Spelling The author makes no errors in grammar or spelling that distract from the content.

Requirements Meets or exceeds all listed requirements

5. Power Point Presentation of Axis I and II Disorders (20%, 60 points) Post Week 7 or 8 A Power Point slideshow (with added 15-20 minutes of narration is preferred – 5 point bonus) that explains a general overview of an Axis I or II area of assessment, appropriate to the scope of practice of the Mental Health Counselor, will be posted to the Discussion Board on assigned week. One-half of the class will present on an Axis I disorder and the other half will present on Axis II. A sign up list for choice of dates and disorders will be available and discussed class. This assignment will include the following parts: General overview - The comprehensive presentation must include a brief outline of basic principles for assessing the disorder: diagnostic criteria; treatment issues; possible legal or ethical concerns, cultural and/or environmental implications, relationship to other mental health issues, risk factors, potential for malingering, prevalence, etc. If available, please include information about how your topic relates to the DSM V proposed criteria. Links to short video clips (3 minutes or less) that depict something you believe will enhance the learning process may be imbedded within the slides.

Although the DSM will provide much of this information, a reference list for review articles and other materials cited should be included. The UB library has many helpful resource for full text articles and electronic books (i.e. “5 Minute Clinical Consult”, Psych Info, and others). (Prezi is not recommended due to posting issues.)

Assessment Tool for corresponding disorder – Select and briefly review at least one tool that is designed to assess client functioning for the topic area assigned. Information regarding psychometrics, proper administration/scoring should be incorporated and outlined, if available. If clear information on this is not available for the particular tool chosen, be sure to include whatever information is available (some will be easier than others). You may also include your own personal thoughts but be sure to clearly state when this is the case within the presentation. Include possible limitations or influential factors for various populations. If a copy of the assessment tool is available, please include in the presentation. Some disorders, especially Axis II will be more difficult to identify a particular assessment tool but you may isolate a section of a comprehensive assessment tool and discuss how it relates to the disorder presented. i.e. MMPI, etc.

For Axis II disorders, please include possible implications of how the traits might be assessed as a personality style, rather than a disorder.

During Weeks 8 and 9, you will respond to at least three Axis I or II presentations on the Discussion Board by sharing thoughts about the general information and assessment tool chosen (not just validation). You are also encouraged to review additional projects and post as many comments as you’d like. Follow-up posts are also encouraged, although not required.

Grading for the Axis I and II projects will include:

CATEGORY EXPECTATIONContent General overview is thorough and includes all relevant information;

Appropriate assessment tool chosen and summarized; covers psychometric highlights in-depth with details and examples; provides factual information; includes APA format citation (if available); Power Point including general overview and assessment tool information posted on Discussion Board

Organization Content is well organized, using headings or bulleted lists to group related information

Grammar & Spelling The author makes no errors in grammar or spelling that distract from the content.

Requirements Meets or exceeds all listed requirements.

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6. Class participation (21 points – up to 3 points per classroom session) 8 classes, lowest weekly grade droppedStudents are expected to attend and fully participate in all scheduled classes in its entirety and engage in active verbal participation in class discussions and presentations by asking pertinent questions, requesting difficult points be explained in more detail, and being prepared for class. Points are earned for participation, not just attendance. Students start each class with zero points and may earn up to three points throughout each class based on the instructor’s observation of participation. This process is about earning, rather than being penalized so it is important that students actively engage throughout the class discussion and activities to earn the points. Missed classes will earn zero points regardless of the reason for absence. The lowest participation grade will be dropped.

Important Information

Accessibility Services and Special Needs: If you have a disability and may require some type of instructional and/or examination accommodation, please inform me early in the semester so that we can coordinate the accommodations you may need. If you have not already done so, please contact the Office of Accessibility Services (formerly the Office of Disability Services) University at Buffalo, 25 Capen Hall, Buffalo, NY 14260-1632; email: stu-disability@buffalo.edu Phone: 716-645-2608 (voice); 716-645-2616 (TTY); Fax: 716-645-3116; and on the web at http://www.ub-disability.buffalo.edu. All information and documentation is confidential.

The University at Buffalo and the Graduate School of Education are committed to ensuring equal opportunity for persons with special needs to participate in and benefit from all of its programs, services and activities.

Academic Integrity: It is expected that you will behave in an honorable and respectful way as you learn and share ideas. All student work should reflect the efforts and thoughts of each individual student. Therefore, recycled papers, work submitted to other courses, unauthorized sharing of documents, and major assistance in preparation of assignments without identifying and acknowledging such assistance are not acceptable. All assessments and other work for this class must be authentic and original for this class. Cheating is considered to be a serious offense that may lead to formal action, including dismissal from the class or the program according to university and department policy. Please be familiar with the University and the School policies regarding plagiarism. Read the Academic Integrity Policy and Procedure for more information.

Software: UB provides free licensing of major software packages for UB students, including Microsoft Office and Symantec Antivirus. Please visit http://ubit.buffalo.edu/software/ for more information.

Library: As a registered University at Buffalo student you have full access to UB Libraries (http://library.buffalo.edu) and online resources available through the libraries. There are many full text article databases as well as electronic books. There are resources available under “Get Help” “Student Support” to assist you in using the library.

Christopher Hollister, MLS, Associate Librarian, is the GSE Librarian. He has offices at 524 Lockwood Library and is available by phone: 716-645-1323; fax: 716-645-3859; and email: cvh2@buffalo.edu and is available to help.

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