Simon Fraser University
Engaging the World

Course Outlines

Fall 2020 - EDUC 862 G001

Individual Assessment in Counselling (3)

Class Number: 2692

Delivery Method: In Person

Overview

  • Course Times + Location:

    Sep 9 – Dec 8, 2020: Tue, 4:30–7:20 p.m.
    Burnaby

  • Prerequisites:

    Acceptance to the MA/MEd counselling psychology program or permission of instructor. Students must successfully complete a Criminal Record Check.

Description

CALENDAR DESCRIPTION:

Assessment procedures used in educational and community counselling settings, including intake assessment, case conceptualization, observational procedures, diagnostic categories, ethics, bias and multicultural and diversity issues.

COURSE DETAILS:

This course is an introduction to a wide range of formal as well as informal assessment strategies available for entry-level counsellors. The broad aim of the course is to ensure rigor in their clinical as well as actuarial approaches to case conceptualization/formulation. The scope of the contents covered in the course is limited to Master/Entry-level counsellors. Topics of discussion will include: 

  1. Introduction to the forms/types of assessments in counselling psychology, including the underlying value assumptions of these approaches.
  2. Introduction to psychometric theory and psychological ‘constructs’, with emphasis on the responsibilities of test users.
  3. Introduction to professional guidelines and ethics related to assessment and diagnosis for counselors.
  4. Contextual/diversity/equity/social justice issues in assessment
  5. Initial assessments (i.e., intake interviews), therapeutic assessment, assessing readiness for change, risks & resources, and assessment of counselling outcomes.
  6. Introduction to the purpose and function of the DSM in case formulation, including describing and identifying specific common DSM diagnoses, as well as the limitations of the DSM as a classificaiton system.
  7. Suicide risk assessment & assessment for reportable circumstances

COURSE-LEVEL EDUCATIONAL GOALS:

At the completion of the course students will be able to:

  1. Apply asssessment strategies to inform case formulations regarding client problems, patterns, and strengths
  2. Apply theroetical knowledge and skills, as well as assessment info, for conceptualizing cases and formulating problems
  3. Demonstrate a working knowledge of the purposes, function, and limitations of the DSM as a classificaiton system.
  4. Develop essential knowledge and skills to conduct suicide risk assessment and in responding to reportable circumstances.
  5. Develop knowledge and skills for working with diversity issues (e.g. SES, gender) and demonstrate cultural competency in assessing clients.
  6. Understand the guidelines and ethics related to assessment and diagnosis, including the standards for responsible test use.

Grading

  • Online Discussion Forum 20%
  • Psychometrics & Responsible Test Use Quiz 25%
  • Major Exploration Paper 30%
  • DSM & Case-Based Quiz 25%

NOTES:

Online Discussion Forum: Students will take part in discussions on Canvas prompted by assigned readings, class discussions, and ‘seed’ questions provided by the instructor.  Participation includes both offering personal responses to seed questions, as well as responding to peers’ postings.

Psychometrics & Responsible Test Use Quiz: T/F, multiple choice, and short answer questions will focus on fundamentals of psychometric theory for counselling assessment & professional ethics related to responsible test use.

Major Exploration Paper:  Option 1: Personal Approach to Psychopathology. This reflective paper will outline your personal approach to psychopathology, and will be based on a minimum of 6 scholarly works, which will serve as the  guideposts for your approach.   Option 2: Scale/Measure Review.  Select a test or measure you think might be relevant to your future counselling practice.  Conduct a review and critique of the test/measure and evaluate it based on provided criteria.

DSM & Case-Based Quiz: T/F and short answer questions will focus exclusively on the diagnostic criteria for the disorders covered in class and/or assigned through the readings. Longer answer questions will be case-based, and you will be required to provide a DSM-5 diagnosis (with relevant specifiers), to offer a rationale for how you arrived at this diagnosis and explain which other diagnoses you considered.

REQUIREMENTS:

Students are expected to conduct themselves in accordance with ethical and professional guidelines at all times so that an atmosphere of safety and trust can be established. Respectful dialogue is expected between students and with the instructor. Each student is responsible for being prepared for class and participating fully in all aspects of the course.

Materials

REQUIRED READING:

Gersten (2013):  Integrative Assessment: A Guide for Counselors. Pearson.

ISBN-10:013503485X
ISBN: 13: 978-0135034859

*Other selected readings will be provided and/or can be found online at SFU library.


RECOMMENDED READING:

American Psychological Association (2020). Publication manual of the American Psychological Association (7th ed.). Washington, DC: Author.


Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

TEACHING AT SFU IN FALL 2020

Teaching at SFU in fall 2020 will be conducted primarily through remote methods. There will be in-person course components in a few exceptional cases where this is fundamental to the educational goals of the course. Such course components will be clearly identified at registration, as will course components that will be “live” (synchronous) vs. at your own pace (asynchronous). Enrollment acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes. To ensure you can access all course materials, we recommend you have access to a computer with a microphone and camera, and the internet. In some cases your instructor may use Zoom or other means requiring a camera and microphone to invigilate exams. If proctoring software will be used, this will be confirmed in the first week of class.

Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112).