Assessment was one of my favorite, and probably most eye-opening during the MC program. Before this course, I did not see testing as having a place in counselling.
However, my views changed greatly since the course. Here is an excerpt of my summative paper explaining the positive aspects of testing that I learned about from this course:
"Since my experience at the summer institute, I have gained a better understanding for the role of testing in counselling. First and foremost, I have learned that testing can help the client and counsellor discover information about a client that may otherwise go undiscovered in the counselling process. For instance, using projective testing with clients may allow them to communicate feelings they would be unable to express consciously (MacDonald, 2013c; Torem, Gilbertson & Light, 1990). For example, when subjects are asked to draw a tree, it is theorized that they project a self-image through the tree, and incorporate features, such as missing branches or knots in the trunk that represent trauma they are carrying in their body (Torem, Gilbertson & Light, 1990). Testing methods such as projective tests can allow the client various ways to express pain that may be too emotionally charged to express verbally.
Another benefit of testing in counselling can be helpful to enhance relationships. For example, if a client learns that he
is a slow processor, it could give him valuable information on how he communicates with his partner, who happens to be a fast processor (MacDonald, personal communication, July 3, 2013). He may need more time during arguments to formulate what he wants to say, while she is shooting back her remarks rapidly. This could lead to an escalation in the argument, and neither individual feeling like she or he has been heard by the other. If the couple were to enter into counselling, and realize their processing speed differences, it may enable them to better understand each other, and their own styles of communicating. This could lead to interventions that aim to help the clients improve their communication as a couple."
Types of Assessments:
Another opportunity I had during this course was to create a presentation on the Strong Interest Inventory, an assessment tool to help individuals gain insight into their interests and strengths to help them choose a career path (Campbell, 1974). See my presentation below:
Another opportunity I had during this course was to create a presentation on the Strong Interest Inventory, an assessment tool to help individuals gain insight into their interests and strengths to help them choose a career path (Campbell, 1974). See my presentation below:
Finally, a major learning in the course for me was how testing and assessment fit in to feminist counselling. As feminist counselling emphasizes an egalitarian relationship between client and counsellor, I had a difficult time understanding how assessment (which seems to put the counsellor in a place of authority and 'expertness') could fit into this area of counselling. Furthermore feminist counselling rejects diagnoses and labels, as they tend to be oppressive and reductionist in nature. However, throughout this course, I gained a better understanding of what assessment is. Here is an excerpt from my paper on assessment in feminist counselling:
"Assessment is an ongoing process in the counselling relationship, and involves using formal or informal techniques to better understand psychological, social, biological and cultural factors that influence a client’s behaviour (Stewart, 2010). During this process, the counsellor makes a series of decisions and takes a number of actions that help to create treatment goals and guide interventions (Stewart, 2010). It is a more complex and broadly defined term than diagnosis, as it involves personality dispositions and contextual factors (Stewart, 2010). Assessment can also benefit the counselling process by adding depth to the relationship (MacDonald, 2013a). It can allow for deep-rooted issues to emerge, which may not have not otherwise come to light. By effectively using assessment skills, the counsellor can hone in on specific issues that are important for the client to address (MacDonald, 2013a). I feel that this definition of assessment would fit into my feminist approach to counselling".
"Assessment is an ongoing process in the counselling relationship, and involves using formal or informal techniques to better understand psychological, social, biological and cultural factors that influence a client’s behaviour (Stewart, 2010). During this process, the counsellor makes a series of decisions and takes a number of actions that help to create treatment goals and guide interventions (Stewart, 2010). It is a more complex and broadly defined term than diagnosis, as it involves personality dispositions and contextual factors (Stewart, 2010). Assessment can also benefit the counselling process by adding depth to the relationship (MacDonald, 2013a). It can allow for deep-rooted issues to emerge, which may not have not otherwise come to light. By effectively using assessment skills, the counsellor can hone in on specific issues that are important for the client to address (MacDonald, 2013a). I feel that this definition of assessment would fit into my feminist approach to counselling".
My Experience in Administering an Assessment:
At my practicum site, I have been able to gain experience administering the Outcome Questionnaire (OQ-45) (Lambert et al., 2004). The OQ-45 is a self-report measure (meaning the client fills it out themselves) that helps us as counsellor to better understand where they are at the beginning of therapy, and how they have changed over the course of therapy. We ask our clients to fill out the OQ-45 before their intake interview, and once again at termination of counselling services. It uses statements such as "I tire quickly", "I feel lonely", and "I get along well with others". It asks the client to rate the statement on a scale of 0 to 4, 0 being 'never', and 4 being almost always, in terms of how much the statement is true for them. I have found that looking over the OQ before a first session with a new client helps to give me a 'snapshot' of how the client is doing overall. At termination, it can also be used to assess how the client has changed since the beginning of counselling and to recognize if any progress has been made. I find it is useful to begin a discussion on the client's experience of therapy.
At my practicum site, I have been able to gain experience administering the Outcome Questionnaire (OQ-45) (Lambert et al., 2004). The OQ-45 is a self-report measure (meaning the client fills it out themselves) that helps us as counsellor to better understand where they are at the beginning of therapy, and how they have changed over the course of therapy. We ask our clients to fill out the OQ-45 before their intake interview, and once again at termination of counselling services. It uses statements such as "I tire quickly", "I feel lonely", and "I get along well with others". It asks the client to rate the statement on a scale of 0 to 4, 0 being 'never', and 4 being almost always, in terms of how much the statement is true for them. I have found that looking over the OQ before a first session with a new client helps to give me a 'snapshot' of how the client is doing overall. At termination, it can also be used to assess how the client has changed since the beginning of counselling and to recognize if any progress has been made. I find it is useful to begin a discussion on the client's experience of therapy.
References:
Campbell, D.P. (1974). The Strong-Campbell interest inventory. Stanford, CA: Stanford University Press.
Lambert, Michael J.; Gregersen, Ann T.; Burlingame, Gary M. Maruish, Mark E. (Ed) (2004). The Outcome Questionnaire-45. In, The use of psychological
tests for the evaluation of the results and treatment planning: volume 3: instruments for adults (3rd ed.). , (p. 191-234). Mahwah, NJ, United States: Lawrence Erlbaum
Associated publishers pp 1008.
MacDonald, B. (2013a). Week 2b: The role of assessment in counselling. [Breeze Presentation]. Retrieved from: https://blackboard.ucalgary.ca.
Stewart, J. (2010). Assessment from a contextual perspective. In N. Arthur & S. Collins (Eds.), Culture-infused counselling: A theoretical framework and practical guide for infusing culture into all aspects of professional practice (pp. 189-208). Calgary, AB: Counselling Concepts.
Torem, M.S., Gilbertson, A. & Light, V. (1990). Indications of physical, sexual and verbal victimization in projective tree drawings. Journal of Clinical
Psychology, 46(6), 900-906. doi: 10.1002/1097-4679(199011)
Campbell, D.P. (1974). The Strong-Campbell interest inventory. Stanford, CA: Stanford University Press.
Lambert, Michael J.; Gregersen, Ann T.; Burlingame, Gary M. Maruish, Mark E. (Ed) (2004). The Outcome Questionnaire-45. In, The use of psychological
tests for the evaluation of the results and treatment planning: volume 3: instruments for adults (3rd ed.). , (p. 191-234). Mahwah, NJ, United States: Lawrence Erlbaum
Associated publishers pp 1008.
MacDonald, B. (2013a). Week 2b: The role of assessment in counselling. [Breeze Presentation]. Retrieved from: https://blackboard.ucalgary.ca.
Stewart, J. (2010). Assessment from a contextual perspective. In N. Arthur & S. Collins (Eds.), Culture-infused counselling: A theoretical framework and practical guide for infusing culture into all aspects of professional practice (pp. 189-208). Calgary, AB: Counselling Concepts.
Torem, M.S., Gilbertson, A. & Light, V. (1990). Indications of physical, sexual and verbal victimization in projective tree drawings. Journal of Clinical
Psychology, 46(6), 900-906. doi: 10.1002/1097-4679(199011)