Appcentral nova

PYCL 0608 - Psychological Testing for Individual Evaluation

I. Course Information Course: PYCL 0608 - Psychological Testing for Individual Evaluation Semester Credit Hours: 3.0 Course CRN and Section: 32124 - L02 Semester and Year: Winter 2020 Course Start and End Dates: 01/06/2020 - 05/03/2020 Building and Room: Online Venue - CANVAS

II. Instructor Information Professor: Noreen Ariel Commella Email: ns463@nova.edu

III. Class Schedule and Location Day Date Time Location Building/Room

01/06/2020 - 05/03/2020 On-line Course Online Venue-CANVAS

IV. Course Description This course surveys frequently used tests of aptitude, interest, and personality. Test content, purpose, psychometric properties, administration, and scoring procedures are compared and evaluated. Issues of test use with culturally diverse populations are addressed. Prerequisite: PYCL 0507.

V. Learning Outcomes 1) Understand historical perspectives concerning the nature and meaning of assessment. 2) Understand methods of effectively preparing for and conducting initial assessment meetings. 3) Understand "procedures for assessing risk of aggression or danger to others, self-inflicted harm or suicide” and the “use of assessments for diagnostic and intervention planning purposes.” 4) Understand basic concepts of standardized and non-standardized testing, norm-referenced and criterion- referenced assessment, and group and individual assessments. 5) Understand statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations. 6) Understand reliability and validity in the use of assessments. 7) Understand use of assessments relevant to academic/educational, career, personal, and social development. 8) Understand use of environmental assessments and systematic behavioral observations. 9) Understand use of symptom checklists, personality, and psychological testing and the use of assessment results to diagnose developmental, behavioral, and mental disorders. 10) Understand ethical, culturally and developmentally relevant strategies for selecting, administering, and interpreting assessment and test results.

Relevant Accreditation Standards Met: Course Objective

CACREP Standard*

Content/Assignments

Generated: 3/20/2020 Page 1 of 13

https://appcentral.nova.edu/app/syllabi/#

https://appcentral.nova.edu/app/syllabi/#

1 2. F. 7. a. Article: Carson, J. (2014). Mental testing in the early twentieth century: Internationalizing the mental testing story.?History of Psychology,?17(3), 249-255.

2 2. F. 7. b. KPI Assignment: Assessment Plan

3 2. F. 7. c. KPI Assignment: Assessment Plan

3 2. F. 7. e. Article: Youngstrom, E., Choukas-Bradley, S., & Calhoun, C. (2015). Clinical guide to the evidence-based assessment approach. Cognitive and Behavioral Practice, (22), 1, 20-35.

4 2. F. 7. f. KPI Assignment: Assessment Plan

5 2. F. 7. g. KPI Assignment: Assessment Plan

6 2. F. 7. h. KPI Assignment: Assessment Plan

7 2. F. 7. i. KPI Assignment: Assessment Plan

8 2. F. 7. j.? Article: Astin, A. W., & Holland, J. L. (1961). The environmental assessment technique: A way to measure college environments.? Journal of Educational Psychology,?52(6), 308-316.

9 2. F. 7. k. Article: Edens, J. F., Cox, J., Smith, S. T., DeMatteo, D., & Sörman, K. (2015). How reliable are psychopathy Checklist–Revised scores in canadian criminal trials? A case law review. ?Psychological Assessment,?27(2), 447-456.

9 CMHC 1. e? KPI Assignment: Assessment Plan

9 2. F. 7. l Article: Bastiaens, T., Claes, L., & Greiff, S. (2018). Dimensional assessment of personality disorders: Diagnosing tony soprano, norman bates, hercule poirot, and carol beer through the DSM-5 AMPD.? European Journal of Psychological Assessment,?34(5), 291-294.

10 2. F. 7. m.? KPI Assignment: Assessment Plan * Clinical Mental Health Counseling Concentration only MCAP: Certified Master’s Level Addiction Professional applicants must complete and document to the Florida Certification Board (FCB) that they have a minimum of 350 hours of content specific training, with minimum hour requirements for each content specific domain. This course will provide a total of 45 hours in the following domains:

MCAP Domain 1 - Clinical Evaluation: 35 hours MCAP Domain 4 - Case Management and Referral: 10 hours

Key Performance Indicator (KPI) Faculty systematically assesses each student’s progress by examining a combination of knowledge and skills. Key performance indicators are course tasks, activities, or assignments selected by faculty to assess student learning in core content areas of the counseling curriculum. Key performance indicators are measured multiple times and at different points in time during the student’s master’s program. This course has been identified as fulfilling one of the eight core content areas of the counseling curriculum, Assessment and Testing. The following content area objectives are addressed within this course via the designated Key Performance Indicator task described below.

2. Understand methods of effectively preparing for and conducting initial assessment meetings. 3. Understand "procedures for assessing risk of aggression or danger to others, self-inflicted harm or

suicide” and the “use of assessments for diagnostic and intervention planning purposes.” 7. Understand basic concepts of standardized and non-standardized testing, norm-referenced and

criterion-referenced assessment, and group and individual assessments.

Generated: 3/20/2020 Page 2 of 13

8. Understand statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations

9. Understand use of assessments relevant to academic/educational, career, personal, and social development.

10. Understand use of environmental assessments and systematic behavioral observations. Relevant Accreditation Standards Met by KPI Assignment: Course Objective CACREP Standard

2. 2. F. 7. b.

3. 2. F. 7. c.; 2. F. 7. e.

4. 2. F. 7. f.

5. 2. F. 7. g.

7. 2. F. 7. i.

8. 2. F. 7. j.

9. 2. F. 7. h.

10. 2. F. 7. m.

11. CMHC 1. e Students will demonstrate competency via successful completion of the following key performance indicator required task: Key Performance Indicator Assignment: Assessment Plan

VI. Materials and Resources Book Url: NSU Book Store Course Required Texts and Materials: Additional Required Readings: Astin, A. W., & Holland, J. L. (1961). The environmental assessment technique: A way to measure college environments.?Journal of Educational Psychology,?52(6), 308-316. Bastiaens, T., Claes, L., & Greiff, S. (2018). Dimensional assessment of personality disorders: Diagnosing tony soprano, norman bates, hercule poirot, and carol beer through the DSM-5 AMPD.?European Journal of Psychological Assessment,?34(5), 291-294. doi Carson, J. (2014). Mental testing in the early twentieth century: Internationalizing the mental testing story.? History of Psychology,?17(3), 249- 255. doi:http://dx.doi.org.ezproxylocal.library.nova.edu/10.1037/a0037475 Edens, J. F., Cox, J., Smith, S. T., DeMatteo, D., & Sörman, K. (2015). How reliable are psychopathy Checklist–Revised scores in canadian criminal trials? A case law review.?Psychological Assessment,? 27(2), 447-456. doi:http://dx.doi.org.ezproxylocal.libr Youngstrom, E., Choukas-Bradley, S., & Calhoun, C. (2015). Clinical guide to the evidence-based assessment approach. Cognitive and Behavioral Practice, (22), 1, 20-35. Section Required Texts and Material:

Drummond, R.J., Sheperis, C.J., & Jones, K.D. (2015). Assessment Procedures for Counselors and

Helping Professionals (8th Edition) (Merrill Counseling). Pearson. Required Course Resources (located at https://sharklink.nova.edu):

1. NSU Email Account 2. Canvas Course Management System Access

VII. Course Schedule and Topic Outline Generated: 3/20/2020 Page 3 of 13

http://nsubooks.bncollege.com/webapp/wcs/stores/servlet/TBListView?cm_mmc=RI-_-298-_-A-_-1&catalogId=10001&storeId=10055&langId=-1&;termMapping=Y&courseXml=<?xml version="1.0" encoding="UTF-8"?><textbookorder> <courses><course dept="PYCL" num="0608" sect="L02" term="202030" /> </courses> </textbookorder>

https://liverootnova.sharepoint.com/:b:/s/deptofcounseling/Eei1qauH7mZGsSjmik07r_UBxcwkAxIsiH7zAfQ44umY4A?e=dgrfdj

https://liverootnova.sharepoint.com/:b:/s/deptofcounseling/ESzviMs6bB1Cr78k6F8gZOEBhHW5iLlSclY8nLZpoVc13g?e=yyigtH

https://liverootnova.sharepoint.com/:b:/s/deptofcounseling/EcIX6G9tcTFLnqydHwz9ODsBtwZ4nKQz67m1QDNnFFX2gg?e=Az7dRB

https://liverootnova.sharepoint.com/:b:/s/deptofcounseling/ESjPvV0_axZDtVw-S2Qd1hEBLfUEufmqvwVUnW9ObKG3ug?e=AdmsHV

https://liverootnova.sharepoint.com/:b:/s/deptofcounseling/EbG7qgqr-z5IvQAzcAaK9CABrWQseLotLDVKII2fEhGX6A?e=rTEzCk

https://sharklink.nova.edu

Course Schedule and Topic Outline Course Schedule: Date Topic Readings/Assignments

Week 1 1/06/20

Introductions What is Assessment?

Review Syllabus Read: Chapter 1 Reply to Weekly Discussions by Sunday, 1/12/20 at 11:59pm.

Week 2 1/13/20

Methods and Sources of Assessment Statistical Concepts

Read: Chapter 2 & 3 Reply to Weekly Discussions by Sunday at 11:59pm

Week 3 1/20/20

Assessment Scores Read: Chapter 4 Reply to Weekly Discussions by Sunday at 11:59pm.

Week 4 1/27/20

Reliability and Validity Read: Chapter 5 & 6 Reply to Weekly Discussions by Sunday at 11:59pm.

Week 5 2/03/20

Selection, Administration, Scoring, and Interpretation

Read: Chapter 7 Reaction Paper: Completing, Scoring, and Interpreting an Assessment Tool (Due on 2/09/20 at 11:59pm) Reply to Weekly Discussions by Sunday at 11:59pm.

Week 6 2/10/20

Intelligence Testing Read: Chapter 8 Reply to Weekly Discussions by Sunday at 11:59pm.

Week 7 2/17/20

Achievement and Aptitude Assessment Read: Chapter 9 & 10 Reply to Weekly Discussions by Sunday at 11:59pm.

Week 8 2/24/20

Career and Employment Assessment Midterm Exam Opens!

Read: Chapter 11 Midterm Examination Opens 2/24 at 11:59p.m. and closes on 2/28 at 11:59p.m.

Week 9 3/02/20

Spring Break No Assignments – Enjoy your break!

Week 10 3/09/20

Personality Assessment Read: Chapter 12 Reply to Weekly Discussions by Sunday at 11:59pm.

Week 11 3/16/20

Clinical Assessment Mental Status Examination Risk Assessments Neuropsychological Assessment

Read: Chapter 13 Reply to Weekly Discussions by Sunday at 11:59pm.

Week 12 3/23/20

Assessment in Education Learning Deficits/Disorders Giftedness

Read Chapter 14 Reply to Weekly Discussions by Sunday at 11:59pm.

Generated: 3/20/2020 Page 4 of 13

Week 13 3/30/20

Diversity Issues in Assessment Read: Chapter 15 Reply to Weekly Discussions by Sunday at 11:59pm.

Week 14 4/6/20

Communicating Assessment Results Ethical and Legal Issues in Assessment

Read: Chapter 16 & 17 Work on KPI Assessment Plan Paper that is due on 4/19/20

Week 15 4/13/20

KPI Assignment Continue working on KPI Assessment Plan Paper KPI Assessment Plan Paper due 4/19/20 at 11:59p.m.

Week 16 4/20/20

Final Exam Final Exam Opens on 4/20 at 11:59pm and closes on 4/26 at 11:59pm

VIII. Instructional Methods Methodology: Each week of the course will include lecture notes, required textbook readings, and discussion board activities. Some weeks will also include a learning activity or examination.

IX. Assignments Expected Participation and Attendance Discussion Board: For most of the weeks during the semester, you will be required to respond to discussion questions relevant to that week's course content. Discussion activities are found within the Discussion forum. I also recommend that you complete the reading and review the powerpoints and lecture notes prior to responding to the discussion activities.

For each discussion question/activity, you will be required to post at least one original response by Sunday evening, making sure your posts are your own words and reference all sources where appropriate using APA formatting. Additionally, you will be required to respond to at least one of your classmates responses PER discussion activity. Replies to classmates should be completed by Sunday evening as well. Remember, you will get more out of this online course the more that you participate and interact with each other via the Discussion Board. Your posts and responses should be well thought out and well-written. Your posts must be related to the topic being discussed. Do not include irrelevant questions and/or responses, as it increases the number of responses that must be read by each student. Your posts should be grammatically correct and serve the purpose of engaging other students in a dialogue about the topic. You are strongly encouraged to respond to each other several times, creating a class discussion on each topic.

Discussion interaction is a key learning component in the virtual classroom. Therefore, each discussion forum is not graded. You will earn a total of 15 points for meeting these discussion requirements outlined above. Missing discussion board work will result in deduction of points (number of points deducted at the discretion of the professor based on level of missed discussion work). Please contact the professor in advance to arrange for an extension if you anticipate not being able to submit discussion work on time for any given Module week.

REACTION PAPER: You will need to choose a clinical assessment tool (see options listed below from approved KPI list) that you will self-administer, score, and interpret. You will then write a reaction paper, explaining your thoughts on this tool and your thoughts about the results. This is your opportunity to choose a tool of interest to you, or one that you may find useful in practice. The reaction paper is due via Canvas Assignment

Generated: 3/20/2020 Page 5 of 13

submission by 2/09/20 at 11:59p.m. You should briefly describe the background information regarding this tool, how it is scored and interpreted, and then your thoughts as described above. A minimum of two pages, double-spaced is required. PYCL 608 Required KPI Assignment: Assessment Plan (20 points) Students will prepare a written assessment and evaluation protocol for the setting in which they intend to practice counseling. The paper will include a component where you will video record a discussion about the results of the assessment and describe your overall assessment plan. Please complete the following tasks:

1. Briefly describe the selected counseling setting, types of services provided, and the demographic characteristics of the clientele served.

2. Describe the types of testing you will use in your selected setting (e.g., norm referenced testing, group or individual assessments, standardized or non-standardized testing, environmental, observation) and select two specific assessments that you would use in your selected counseling setting given the population served.

3. Identify and describe how your client’s academic/educational, career, personal, or social development (choose one) will inform the selection of the two assessments and the assessment process, as well as how you would use these assessments for diagnostic and treatment intervention purposes.

4. Describe how you will effectively prepare for and conduct the assessment meeting. 5. What procedures will you use for assessing risk to self or others? 6. Describe the statistical methods (e.g., measures of central tendency, types of scores, indices of

variability, correlations, types of distributions) that you would expect to use to analyze the results of the assessments selected for this plan. If your measure is not norm-referenced, describe how cut-off scores are used.

7. What ethical and culturally relevant strategies will you use to select, administer, and interpret these assessments and test results? This will include confidentiality, informed consent, etc.

8. Administer one of the two assessments selected for this assessment plans to a classmate or a friend. Provide a summary of the administration process and a video recording of the post-assessment discussion session where you share the results of the assessment administered.

For the session with your peer, you may choose from the following Approved Assessment List for the PYCL 0608 KPI Assignment. Please consult your instructor for approval if you are considering any additional publicly available test. A multitude of specific mental health measures, titled Level 2 measures, can be found at https://www.psychiatry.org/psychiatrists/practice/dsm/educational-resources/assessment-measures This 10-page assignment will be completed in APA style format. Please include a title, abstract, and reference pages and use at least 4 references. A rubric for this assignment can be found at the end of the syllabus. Students must receive at least a 70% to receive a passing grade. A student who scores a ‘Not Met’ on any criterion of KPI assignment must complete an Individual Remediation Plan with the instructor. Failure to successfully remediate the KPI assignment will result in a F (Fail) grade in the course. Approved Assessment List for PYCL 608 KPI Assignment: Pediatric Symptom Checklist-17 Multidimensional Scale of Social Support Parent Stress Parent Report Inventory Parent Stress Index Post-traumatic Stress Disorder Reaction Index Brief Impairment Scale Columbia Impairment Scale Children’s Global Assessment Scale SNAP-IV-C MOAS CES-D PHQ-A PHQ-9 Spence Children’s Anxiety Scale SCARED

Generated: 3/20/2020 Page 6 of 13

https://www.psychiatry.org/psychiatrists/practice/dsm/educational-resources/assessment-measures

Disruptive Behavior Rating Scale Kessler 6 & Kessler 10 M3 checklist AUDIT CAGE CAGE AID DAST-10 The Mood Disorder Questionnaire C-SSS SAFE-T GAD-7 See the appendix for detailed instructions and rubric. A rubric for this assignment can be found at the end of the syllabus. Students must receive at least a 70% to receive a passing grade. A student who scores a ‘Not Met’ on any criterion of KPI assignment must complete an Individual Remediation Plan with the instructor. Failure to successfully remediate the KPI assignment will result in a F (Fail) grade in the course.

X. Assessments Exams: There will be a midterm and a final exam. Each exam will consist of mainly multiple-choice questions but also a few short essay questions which will cover the reading materials, the lecture materials, and the class discussions. The exams must be taken during the specified time period of the week that it is part of (see Calendar of Topics/Assignments). Failure to take the exam during the designated time will result in a grade of 0 points for that exam. Neither exam will have a time limit, and you can access the exams (go in and out of the exam) as many times as you need to. I do encourage you to save your work frequently. You will be provided with more information about each examination the week prior to the assigned exam. I will also post an exam review document prior to each exam.

XI. Grading Criteria Course Assignments and Grade Point Values: Grading Scale: Discussions/Participation 15 points Reaction Paper 15 points Assessment Plan 20 points Midterm Exam 25 points Final Exam 25 points Total 100 points Grade Points Earned

A 93-100

A- 90-92

B+ 88-89

B 83-87

B- 80-82

C+ 78-79

C 73-77

C- 70-72

Generated: 3/20/2020 Page 7 of 13

F Below 70

XII. Course Policies Academic Honesty/Plagiarism Policy: Students are expected to act in accordance with the Nova Southeastern University policy on academic integrity. Cheating, lying, misrepresentation, or plagiarism in any form is unacceptable and inexcusable behavior. Work that is submitted for credit must be the original work of the student. Assignments that are not the original work of the student are considered plagiarized and in violation of the Code of Student Conduct and Academic Responsibility. Self-plagiarism, such as resubmitting the same assignment or portions of an assignment to a different instructor, is also considered to be a violation of the policy. Assignments submitted that are found to have plagiarized information will be granted a failing grade, and may result in failure of the course. More information can be found on pages 12-14 and 25-33 of the NSU student handbook (http://www.nova.edu/studentaffairs/forms/studenthbk_may2018.pdf). Please refer to Canvas for links to writing and APA Style assistance. Hardship Policy: Unforeseen events, emergencies, and life events can arise that impact academic success or cause time away from class (e.g., divorce, illness, a family member’s death, etc.). When a student needs to miss a class or submit an assignment past the due date, students are expected to communicate with their instructor within 24-72 hours to discuss arrangements for completing late assignments and to catch up with the course. Such notification can occur through email or a phone call to the instructor. Likewise, if students anticipate multiple absences or missed assignments, students are expected to communicate with their instructor as early as possible to discuss a plan to make up missed exams or submit other missed work. The instructor is not obligated to offer extended time for completion of assignments or make-up work and has sole discretion in the determination of whether the missed work/absence will be accepted. Moreover, the instructor has the right to request supporting documentation including but not limited to medical notes, hospital discharge summaries, and obituaries to determine whether to accept late work and excuse absences. On a rare occasion, the instructor may encourage the student to drop the course with an option to enroll in a future term once the crisis or life event is resolved. However, it is ultimately the student’s responsibility to decide to complete or drop the course. If students need help deciding to continue with a course, they can discuss their decision with their instructor or a counselor. The program manager and coordinator can provide information regarding the consequences that dropping a course might have on internship placements and graduation timelines. Students in need of counseling can contact the Henderson Student Counseling Center. Paper Submission Requirements: Papers should be typed, double-spaced, with 12-pt font and 1-inch margins, and should conform to APA (American Psychological Association) Style, 7th Edition. Proper spelling, grammar, and punctuation are expected. Late papers/assignments will not be accepted without prior approval, and must be due to a legitimate emergency (not computer problems). Technology Requirements: You need access to a computer with Internet access for this course. Online students are also required to have a working webcam. Access to Canvas and your Nova e-mail will be required for this course. You can log in to Canvas using your Nova ID and password. Students will find course articles and other relevant information on Canvas: https://sharklearn.nova.edu/webapps/login/. Students also need to check Canvas weekly for important announcements and class-related business. Articles for the course can be found within the Course Content Module on Canvas. Please contact the NSU OIT Help Desk at 954-262-4357 for technology support. Cellular Phone Policy: The university recognizes the growing trend regarding student possession of cellular phones and electronic devices with video, camera, or voice recording capabilities. In support of each individual's reasonable expectation of privacy, the copyright and intellectual property laws, the use of these cellular phone features by NSU students must be in conjunction with express consent. Students are forbidden to video, use camera or voice recordings without the express consent of the subject(s) being photographed or recorded. A Note on Class Participation: Participation is an important part of this course. Students are expected to participate in scheduled class activities and discussions. This includes responding to emails/messages in a timely manner, regularly accessing Canvas, and overall investment and effort in the course, projects, and

Generated: 3/20/2020 Page 8 of 13

http://www.nova.edu/studentaffairs/forms/studenthbk_may2018.pdf

assignments. Your final course grade is likely to be affected by both the quality and quantity of your participation. Students are expected to function as professional counselors in training, which means participating in all discussions and responding to communications in a timely and professional manner. Confidentiality and Classroom Conduct: Being involved in class discussion and small groups usually entails some amount of personal self-disclosure. Because of the nature of vulnerability, trust, and openness needed to learn about this topic, it is extremely important that confidentiality be maintained. Revealing personal information others have shared is a breach of confidentiality and is unethical. If you would like to share with others regarding your experiences, please reveal only your own reactions and understandings, and avoid using names or identifying features of your classmates. It is expected that anyone participating in a demonstration, role-play, or activity will have confidentiality respected. As a graduate student, you will be treated and respected as an adult. Due to the nature of discussions involved in this class, it is important that we respect each other’s opinions and values. Likewise, there should be empathy and understanding for the personal pain that can occur in those with whom we interact or discuss in class. You are expected to participate in classroom activities and discussions in such a manner as to maximize learning for yourself and your classmates. Basic Ground Rules:

Value differences One person speaks at a time Laugh with each other – not at each other Maintain confidentiality Have consideration for opinions other than your own No one dominates – everyone participates Keep an open mind – seek to understand others’ viewpoints

Professional Behavior: Students must evidence professional behavior at all times. Competencies in the area of professional behavior in class include, but are not limited to, the following behaviors:

-Restraining from inappropriately using electronic equipment in class (e.g., cell phones, tablets, laptops) -Restraining from engaging in non-class related activities (e.g., studying or working on non-class related activities) or engaging in other distracting behaviors (e.g., talking with other students during lecture, exchanging messages with other students) -Assuming personal responsibility for the individual portion of any panel or group presentations and working in collaborative fashion with fellow group members in the preparation and delivery of a group presentation -Appropriate and respectful interactions with fellow students and instructor

Deficits demonstrated in any of the above behaviors and other behaviors noted in the Core Performance Standards for Admission and Progress may culminate in the completion of a Professional Behavior Checklist that will be submitted to the Program Office. Personal Counseling: If you find that personal problems, career indecision, study and time management difficulties, etc. are adversely impacting your successful progress at NSU, please contact the NSU/Henderson Student Counseling Center at 954-262-7050 or 954-424-6911 for assistance in locating services. Instructor’s Statement: The instructor reserves the right to adjust the syllabus schedule as needed to meet the needs of this particular class. Changes will be communicated with students in a timely manner. It is your responsibility to keep informed about discussion topics and assignments. If in doubt, check with your instructor. Please remember to retain your syllabi after completion of the program; students may need it in the future for certification or licensure purposes. Professional and Personal Fitness: The counseling program is charged with the dual task of nurturing the development of counselors-in-training and ensuring quality client care. In order to fulfill these dual responsibilities faculty must evaluate students based on their academic, professional, and personal qualities and dispositions. A student’s progress in the program may be interrupted for failure to comply with academic standards or if a student’s interpersonal or emotional status interferes with being able to provide ethical services to clients. For example, in order to ensure proper training and client care, a counselor-in- training must abide by relevant ethical codes and demonstrate professional knowledge, technical and interpersonal skills, professional attitudes, professional dispositions, and professional character. These factors are evaluated based on one’s academic performance and ability to convey warmth, genuineness,

Generated: 3/20/2020 Page 9 of 13

respect, and empathy in interactions with clients, classmates, staff, and faculty. Students should demonstrate the ability to accept and integrate feedback, be aware of their impact on others, accept personal responsibility, and be able to express feelings effectively and appropriately. Professional Organizations: The NSU Counseling Program strongly recommends that you obtain membership in the American Counseling Association and/or the American School Counselor Association, depending on your specific counseling degree. Student memberships are available at a reduced rate, and allow you to become actively involved in local, state, and national activities, which serve to enhance your professional repertoire. NSU’s Counseling Student Organization (CSO) is also a valuable resource for networking and information. General College Policies: Students should refer to the NSU Department of Counseling Policies and Procedures Handbook and the NSU College of Psychology Graduate Catalog to access additional required college and departmental-wide policies. It is your responsibility to access and carefully read these policies to ensure you are fully informed. As a student in this class, you are obligated to follow these policies in addition to the policies established by your instructor, including:

-Academic misconduct -Last day to withdraw -Email policy -Student course evaluations -Student responsibility to register -Student responsibility for course pre-requisites

The NSU “Write from the Start” Writing and Communication Center: Writing tutoring is available through the NSU “Write from the Start” Writing and Communication Center. The Center is an innovative workspace where students, consultants, and faculty come together, in person and online, to talk about writing and communication. Consultants can assist with APA style, grammar, structuring, and formatting of papers. Staffed by trained professional and peer consultants, the WCC offers individualized assistance to all NSU students. Students can work with consultants on all types of academic writing and communication projects at any stage of the process. For more information or to make an appointment, visit the WCC website, www.nova.edu/wcc, or call 954-262-4644. NSU's Veterans Resource Center (VR C): links veterans with university and community resources, as well as provides a welcoming environment for student-veterans to meet, relax, and gather. The VRC is located on the second floor of the Rosenthal Building in Room 218. The room is open from 7:00 a.m. to 10:00 p.m., seven days a week. For more information about NSU's Veterans Resource Center, please contact Kelsey De Santis NSU's Veterans Resource Center Coordinator email kd835@nova.edu or vrc@nova.edu, call (954) 262-FLAG (3524), or visit http://www.nova.edu/veterans/index.html. Candidates seeking accommodations under the Americans with Disabilities Act may contact NSU’s Disability Services office at disabilityservices@nova.edu or (954) 262-7185. You will be required to submit the appropriate paperwork from the Office for Students with Disabilities if you require accommodations in this class. Please notify the instructor of your accommodations by the end of the first week. Students requiring religious accommodations should notify the instructor by the end of the second week of class. NOTE: Counseling students, please retain your syllabus and all of your assignments for the semester, including those that are graded and returned.

XIII. Bibliography Web Destinations: Professional Development & Identity

American Counseling Association: The American Counseling Association (ACA) is an organization of counseling professionals who work in educational, health care, residential, private practice, community agency, government, and business and industry settings. Its mission is "to enhance human development throughout the life span and to promote the counseling profession." The website contains links to divisions, conference information, an online newsletter, and information for the public. American Counseling Association5999 Stevenson Ave.Alexandria, VA 22304Telephone: (800) 347-6647 or (703) 823-9800

Generated: 3/20/2020 Page 10 of 13

https://nam01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.nova.edu%2Fwcc&data=02%7C01%7Ctj290%40nova.edu%7C82b8497e11174b3c367408d6ff0679ea%7C2c2b2d312e3e4df1b571fb37c042ff1b%7C0%7C0%7C636976800610982931&sdata=EjaSb9NfCBqNRI4G%2Bed3kWFbQHbX9u7nVLNNqj%2FlNY8%3D&reserved=0

mailto:kd835@nova.edu

mailto:vrc@nova.edu

http://www.nova.edu/veterans/index.html

mailto:disabilityservices@nova.edu

http://www.counseling.org/ American Mental Health Counselors Association: American Mental Health Counselors Association (AMHCA) is now a separate organization from the American Counseling Association although some ties still exist. The mission of AMHCA is "to enhance the profession of mental health counseling through licensing, advocacy, education and professional development." The web site contains links to state chapters, client information and related mental health areas. AMHCA holds an annual convention and publishes The Journal of Mental Health Counseling quarterly. AMHCA Headquarters, 801 N. Fairfax St., Suite 304Alexandria, VA 22314, Telephone: (703) 548-6002 or (800) 326-2642, http://www.amhca.org/ Codes of Ethics In general, the codes of ethics of the major professional organizations do not make distinctions in ethical behavior of clinicians when treating mental disorders versus other kinds of problems. American Counseling Association - Code of Ethics The website provides the ACA Code of Ethics and Standards for Practice. There is a new section on internet counseling ethics. http://www.counseling.org/knowledge-center/ethics American Mental Health Counselors Association http://www.amhca.org/ National Board for Certified Counselors - Code of Ethics http://nbcc.org/Professional/Ethics

XIV. Appendix/Appendices Grading Rubrics for Assignments

Required Assessment Plan Key Performance Indicator Rubric The “Assessment Plan” assignment is used as a Key Performance Indicator for the common core area “Assessment and Testing.”

Criterion Not Met = 0 points

Met = 2 points

Exceeded = 2.5 points

Points

1. Setting (2.5 points max)

Student failed to describe the selected counseling setting, types of services provided, and the demographic characteristics of the clientele served.

Student described the selected counseling setting, types of services provided, and the demographic characteristics of the clientele served.

Student described the selected counseling setting, types of services provided, demographic characteristics of the clientele served, and additional information pertinent to the setting to assist in the development of the assessment plan.

Generated: 3/20/2020 Page 11 of 13

http://www.counseling.org/

http://www.amhca.org/

http://www.counseling.org/knowledge-center/ethics

http://www.amhca.org/

http://nbcc.org/Professional/Ethics

2. Use of Assessments (2.5 points max) [2. F. 7. c.] [2. F. 7. e.] [2. F. 7. j.]

Student failed to discuss the types of testing used and did not identify two assessments for the selected setting.

Student discussed the types of testing used and identified two assessments for the selected setting.

Student discussed the types of testing used and identified two assessments for the selected setting. Additionally, student discussed how the use of assessments is relevant to the academic/educational, career, personal, and social development of the client, and well as its use for diagnostic and treatment intervention purposes.

3. Planning (2.5 points max) [2. F. 7. b.]

Student failed to identify and discuss ways for preparing for and conducting an assessment meeting.

Student discussed a method for preparing for and conducting an assessment meeting.

Student discussed methods for effectively preparing for and conducting an assessment meeting. Student considered relevant information about the selected setting and client characteristics in the planning process.

4. Risk (2.5 points max) [2. F. 7. c.] [2. F. 7. e.]

Student did not discuss procedures for assessing risk to self or others in the plan.

Student discussed procedures for assessing risk to self but not to others (or to others but not to self) in the plan.

Student discussed procedures for assessing risk to self and others in the plan.

5. Statistical Concepts (2.5 points max) [2. F. 7. f.] [2. F. 7. g.]

Student did not describe any statistical concepts for any of the two assessment in the assessment plan.

Student described at least one statistical concepts for at least one of the two assessment in the assessment plan.

Student described at two or more statistical concepts for both of the two assessment in the assessment plan.

6. Ethical and Culturally- Relevant Strategies (2.5 points max) [2. F. 7. b.]

Student failed to discuss a culturally relevant strategy or ethics in the evaluation plan.

Student discussed either culturally relevant strategies or an ethical issue in the evaluation plan.

Student discussed the role of culturally relevant strategies and ethics in the evaluation plan.

Generated: 3/20/2020 Page 12 of 13

7. Assessment Administration (2.5 points max) [2. F. 7. b.]

Student failed to administer an assessment and/or review the assessment results. and video record the results session.

Student administered an assessment, and reviewed the results session.

Student administered an assessment, reviewed the results, and student provided a summary of the administration process post-assessment discussion session where the results of the assessment were shared.

8. Video Recording (2.5 points max)

Student failed to video record the session and/or did not include appropriate consent to videotape.

Student submitted the video recording to the instructor and included appropriate consent to videotape.

Student submitted the video recording to the instructor. Consent to videotape included discussion of ethical implications of the use of assessment results.

Total grade for the assignment (20 of 100 total points for the course or 20% of your total course grade):

*

* All students must pass the KPI Assignment at 70% or higher. Any ‘Not Met’ criterion requires instructor remediation prior to the end of the course to achieve a passing grade for the KPI. Students must pass the KPI to pass the course.

Generated: 3/20/2020 Page 13 of 13

Applied Sciences

Architecture and Design

Biology

Business & Finance

Chemistry

Computer Science

Geography

Geology

Education

Engineering

English

Environmental science

Spanish

Government

History

Human Resource Management

Information Systems

Law

Literature

Mathematics

Nursing

Physics

Political Science

Psychology

Reading

Science

Social Science

Home

Blog

Archive

Contact

google+twitterfacebook

Copyright © 2019 HomeworkMarket.com