Online · School of Behavioral Sciences · Counselor Education & Family Studies

Assessment Techniques in Counseling

COUC-521
Fall B 2023 Section B22 08/21/2023 to 10/13/2023 Modified 08/11/2023

 Contact Information
See detailed faculty information in Canvas.

 Course Description
This course is designed to provide an understanding of individual and group approaches to assessment
and evaluation in a multicultural society. Comprehension and application of basic concepts of standardized
and nonstandardized testing and other assessment techniques, including norm-referenced and criterion-
referenced assessment, environmental assessment, performance assessment, inventory methods,
psychological testing, and behavioral observations are examined. Social and cultural factors related to the
assessment and evaluation of individuals, groups, and specific populations are discussed. Identification of
applicable ethical strategies for selecting, administering, and interpreting assessment and evaluation
instruments and techniques in counseling are evaluated.

Requisites
Prerequisites

(COUC 500 or COUN 500 or CMHC 500) and (COUC 501 or COUN 501 or CMHC 501) and (COUC 502 or
EDUC 600 or COUN 502 or CMHC 502) and (COUC 504 or EDCE 504 or COUN 504 or CMHC 504) and
(COUC 505 or COUN 505 or CMHC 505) and (COUC 510 or COUN 510 or CMHC 510)

 Rationale
The ability to use assessments in clinical practice is an integral part of the counseling process. Counselors
must be able to competently and ethically assess clients' presenting issues, conceptualize and define
these issues, evaluate and select the appropriate intervention, and evaluate the effectiveness of the
interventions on alleviating the clients' distress. Thus, regardless of the setting, counselors will administer
and interpret a variety of assessments throughout the process of counseling. Therefore, it is essential to
acquire the basic assessment skills needed to help clients gain deeper insight into themselves and their
issues.
 Method of Instruction: This 8 week course is delivered in a digital asynchronous format, with Canvas as the
primary instructional delivery method. Students complete one module per week over the duration of the
course.

 Course Learning Outcomes

Upon successful completion of this course, the student will be able to:

A. Discuss historical perspectives concerning the nature and meaning of assessment.

B. Explain basic concepts of standardized and non-standardized testing and other assessment
techniques including norm-referenced and criterion-referenced assessment, environmental
assessment, performance assessment, individual and group test and inventory methods, and
behavioral observations.
C. Apply statistical concepts including scales of measurement, measures of central tendency, indices of
variability, shapes and types of distributions, and correlations.
D. Explain and evaluate reliability in terms of theory of measurement error, models of reliability, and the
use of reliability information.
E. Explain and evaluate validity in terms of theory of measurement error, types of validity, and the
relationship between reliability and validity.
F. Identify how age, race, gender, sexual orientation, ethnicity, language, disability, culture, spirituality, and
other social and cultural factors relate to the assessment and evaluation of individuals, groups, and
specific populations and reflect on these factors through the lens of a counselor with a Biblical
worldview.
G. Identify and utilize ethical strategies for selecting, administering, and interpreting assessment and
evaluation instruments.
H. Understand general principles and methods of case conceptualization, assessment, and/or diagnoses
of mental and emotional status.

Key Performance Indicator Matrix Assignments

Key Performance Indicator Evidence: Course/Learning
Experience

KPI 3 (2.F.3). Students will Benchmark Initial Interview

understand and apply theories Assignment
and concepts of human
development when counseling
individuals at all developmental
stages across the lifespan.
(Measures PLO #2, 3, 6).
KPI 7 (2.F.7). Students will Benchmark Exploring Reliability and
demonstrate appropriate use of Validity Assignment
assessment relevant to
academic, educational, career, Benchmark Initial Interview
personal, and social Assignment
development and identify ethical,
Benchmark Mental Status Exam
social, and cultural factors
Assignment
related to assessment
(Measures PLO #1, 4, 6).

KPI 8 (2.F.8). Students will Benchmark Exploring Reliability and

articulate the importance of Validity Assignment
using research to inform
counseling practice; to evaluate
and apply research using best
practices; and to identify social
and cultural implications for
interpreting and reporting results
(Measures PLO #1, 5, 6).

KPI 9 (5.C). Students Benchmark Initial Interview

demonstrate the ability to Assignment
synthesize counseling theories
into a comprehensive bio- Benchmark Mental Status Exam
psychosocial-spiritual theoretical Assignment
approach that informs
assessment, diagnosis, and
treatment planning for diverse
individual, group, and family
client(s) with a broad array of
presenting problems and mental
disorders (Measures PLO #1, 3, 6,
7).

Common Core Courses Matrix of Student Competencies

F.7 Assessment and Testing

CACREP Standard Course/Experience – Learning Experiences

F.7.a. historical perspectives concerning the nature Quiz: Assessment in Counseling

and meaning of assessment and testing in
counseling
F.7.b. methods of effectively preparing for and Quiz: Assessment in Counseling
conducting initial assessment meeting
Benchmark Initial Interview Assignment

Intake Interview

Discussion: Intake Interview Plans

Discussion: Intake Interview Reflection

F.7.c. procedures for assessing risk of aggression or Quiz: Interpreting Assessment Results
danger to others, self-inflicted harm, or suicide
Benchmark Mental Status Exam Assignment

Intake Interview

Discussion: Intake Interview Plans

Discussion: Intake Interview Reflection

F.7.d. procedures for identifying trauma and abuse Quiz: Interpreting Assessment Results
and for reporting abuse
Benchmark Mental Status Exam Assignment

Intake interview; Discussion

Intake Interview Plans

Discussion: Intake Interview Reflection

F.7.e. use of assessments for diagnostic and Quiz: Assessment in Counseling

intervention planning purposes
Quiz: Interpreting Assessment Results

Quiz: Assessment of Personality/Assessment in Educational

Settings

Discussion: Observational Skills

Benchmark Mental Status Exam Assignment

Psychological Report Assignment

F.7. f. basic concepts of standardized and non- Quiz: Assessment in Counseling
standardized testing, norm-referenced and criterion-
referenced assessments, and group and individual Quiz: Assessment of Achievement and Aptitude
assessments
Quiz: Assessment of Personality/Assessment in Educational
Settings

Benchmark Exploring Reliability and Validity Assignment

Benchmark Mental Status Exam Assignment

Psychological Report Assignment

F.7.g. statistical concepts, including scales of Quiz: Statistical Concepts

measurement, measures of central tendency,
indices of variability, shapes and types of Benchmark Exploring Reliability and Validity Assignment
distributions, and correlations
Benchmark Mental Status Exam Assignment

Psychological Report Assignment

F.7.h. reliability and validity in the use of Quiz: Reliability and Validity
assessments
Discussion: Analyzing Test A and Test B

Benchmark Exploring Reliability and Validity Assignment

F.7.i. use of assessments relevant to Quiz: Assessment of Achievement and Aptitude

academic/educational, career, personal, and social
development Quiz: Assessment of Personality/Assessment in Educational
Settings

Benchmark Initial Interview Assignment

Benchmark Mental Status Exam Assignment

Psychological Report Assignment

Intake Interview

Discussion: Intake Interview Plans

Discussion: Intake Interview Reflection

F.7.j. use of environmental assessments and Quiz: Assessment in Counseling
systematic behavioral observations
Quiz: Interpreting Assessment Results

Discussion: Observational Skills

Benchmark Mental Status Exam Assignment

Psychological Report Assignment

Intake Interview

Discussion: Intake Interview Plans

Discussion: Intake Interview Reflection

F.7.k. use of symptoms checklist, and personal and Quiz: Interpreting Assessment Results
psychological testing
Benchmark Initial Interview Assignment

Benchmark Mental Status Exam Assignment

Psychological Report Assignment

Intake Interview

Discussion: Intake Interview Plans

Discussion: Intake Interview Reflection

F.7.l. use of assessment results to diagnose Quiz: Communicating Results/Assessment of Intelligence and
developmental, behavioral, and mental disorders General Ability

Discussion: Observational Skills

Benchmark Initial Interview Assignment

Benchmark Exploring Reliability and Validity Assignment

Benchmark Mental Status Exam Assignment

Psychological Report Assignment

F.7.m. ethical and culturally relevant strategies for Quiz: Ethical, Legal, and Multicultural Issues in Assessment
selecting, administering, and interpreting
assessment and test results Benchmark Initial Interview Assignment

Benchmark Exploring Reliability Assignment

Benchmark Mental Status Exam Assignment

Psychological Report Assignment

Intake Interview

Discussion: Intake Interview Plans

Discussion: Intake Interview Reflection

Evidence of Student Competencies: Clinical Mental Health Counseling

CACREP Standard Course/Experience –

Learning Experiences

Clinical Mental Health Counseling Foundations

CMHC 1.e. psychological tests and assessments Psychological Report Assignment

specific to clinical mental health counseling
Intake Interview

Discussion: Intake Interview Plans

Clinical Mental Health Counseling Practice

CMHC 3.a. intake interview, mental Benchmark Initial Interview Assignment

status evaluation, biopsychosocial history, mental
health history, and psychological assessment Benchmark Mental
for treatment planning and caseload management Status Exam Assignment

Psychological Report Assignment

Intake Interview

Discussion: Observational Skills

Discussion: Intake Interview Plans

Discussion: Intake Interview Reflection

 Course Resources
Required Resource Purchases

Sheperis, C. J., Drummond, R. J., & Jones, K. D. (2020) Assessment procedures for counselors and helping
professionals (9th ed.). Pearson. (This required resource has been provided in this course as an e-book).
However, if the student prefers a physical copy of the book, he or she may purchase it through the Liberty
University Online bookstore (http://bookstore.mbsdirect.net/liberty.htm), BNC Virtual. The purchase of the
physical copy of the textbook is optional.

Tevera

Students please note: This resource is ONLY for online M.A. in Professional Counseling/Clinical Mental
Health Counseling students (not for M.Ed. School Counseling, or Marriage and Family Therapy students).
Tevera is a one-time purchase. If you have previously purchased this membership for another course or
sub-term, there is no need to purchase this again.

You will activate the code when you get Canvas Access approximately four days before the start of the
sub-term you are registered.

Disclaimer: The above resources provide information consistent with that required by state licensing boards
in the class subject area. Liberty University does not necessarily endorse specific religious, philosophical, or
political positions found in these resources.

Additional Materials for Learning

A. Computer with basic audio/video output equipment

B. Internet access (broadband recommended)
C. Canvas recommended browsers (https://community.canvaslms.com/t5/Canvas-Basics-Guide/What-
are-the-browser-and-computer-requirements-for-Canvas/ta-p/66)
D. Microsoft Word, PowerPoint

 Course Assignments

Textbook readings and lecture presentations

Course Requirements Checklist Assignment
After reading the Course Syllabus and Student Expectations (https://www.liberty.edu/institutional-
effectiveness/student-expectations/), the student will complete the related checklist found in the
Course Overview.
Discussions (4)
The student will participate in four (4) Discussions. Discussions are collaborative learning experiences.
Therefore, the student will provide a discussion thread in response to the provided prompt. Follow the
instructions provided for each discussion; each discussion should consist of one (1) discussion thread
that responds to the prompt and at least two (2) responses to classmates' discussion threads. An open,
curious, and honest attitude toward learning from others will facilitate development for all participants.
Review the discussion assignment instructions for more information. (CLO: B, C, D, E, F, G, H)

Benchmark Intake Report Part One: Initial Interview

Assignment
The student will use a fictional character as the subject of an interview that seeks to answer one of
three referral questions. The interview will seek to gather all of the information that relates to the initial
intake provided in the text, including identifying information, reason for referral, current situation and
functioning, relevant medical history, psychiatric treatment history, family history, social and
developmental history, educational and occupational history, and cultural influences. The information
will be reported in a double-spaced, 900-1200 word document (not including title page). Review the
assignment instructions for more information. (CLO: F, H)

Benchmark Exploring Reliability and Validity Assignment

The student will analyze the psychometric properties provided in a test manual and evaluate the
usefulness of the test for clinical practice based their review of the test. This includes describing the
type and strength of reliability and validity measurements, the norm population, the quality of the
information, and any discernible problems. The analysis must be reported in a 600–900-word, double-
spaced document. Review the assignment instructions for more information. (CLO: B, C, D, E, F)

Benchmark Intake Report Part Two: Mental Status Exam

(MSE) Assignment
The student will build on the information gained from the initial interview. In this assignment, the
student will gather all of the information that relates to the Mental Status Exam, which deals with the
examinee’s appearance, manner, approach, orientation, alertness, thought processes, mood, and
affect. The information will be reported in a 600-900 word document (double-spaced). Review the
assignment instructions for more information. (CLO: F, H)

Psychological Report Assignment

Using the referral question and self-designed character from the Initial Interview and Mental Status
Examination assignments, the student will self-administer the IPIP-NEO and the Jung Personality Test.
They will then select, self-administer, and interpret two (2) additional assessments. Then, using the
results from the assessments, the student will prepare and submit a 2100-2400 word Psychological
Report. Review the assignment instructions for more information. (CLO: B, C, F, G, H)
 Intake Interview: Self-Reflection Assignment
The student will conduct a mock intake assessment with a classmate via Microsoft Teams. Each
student is required to both conduct a mock interview and roleplay the part of a client in a classmate’s
interview. They will submit a video and a self-reflection paper about both experiences. Review the
assignment instructions for more information. (CLO: B, F, G, H)

Quizzes (8)
After completing the assigned reading in the Sheperis, Drummond, and Jones (2020) text, students
complete the chapter quizzes, consisting of 10 questions per chapter (20 items total per quiz). These
questions are multiple-choice, open-book, and similar to the content found on state licensing
examinations that cover the core competency of assessment and evaluation. The student will have
one (1) hour to complete each quiz. (CLO: A, B, C, D, E, F, G, H)

Quiz: Intake Interview Groups

Students will organize themselves into groups of two or three via the Collaboration and Community
discussion. It is the student's responsibility to connect with classmates and schedule a time to
complete these interviews in Microsoft Teams. Please be flexible and professional with your
classmates. The instructor will not make accommodations for any student who fails to complete this
part of the assignment. These will be your groups for the Quiz: Intake Interview: Video Submission and
Intake Interview: Self-Reflection Paper Assignment.

Quiz: Intake Interview: Video Submission

Students will submit their intake interview video in preparation for the Quiz: Intake Interview: Video
Submission.

Integration Questionnaire
The Liberty Clinical Mental Health Counseling (CMHC) program places an emphasis on students' faith
integration in clinical practice. Students' development into an ethical, competent professional counselor
is important. This survey provides time for reflection and evaluation regarding this important domain.

 Course Grading

Course Requirements Checklist Assignment 10

Discussions (4 at 50 ea.) 200

Benchmark Intake Report Part One Initial Interview 100

Assignment
 Benchmark Exploring Reliability and Validity 50
Assignment

Benchmark Intake Report Part Two Mental Status 100

Exam (MSE) Assignment

Psychological Report Assignment 180

Intake Interview: Self-Reflection Assignment 125

Quizzes (8 at 25 pts ea) 200

Quiz: Intake Interview: Video Submission 20

Quiz: Intake Interview Groups 5

Quiz: Dispositions Reflection 10

Integration Questionnaire 10

Total 1010

 Course Policies
Professional Communication

Please be professional in your email communication. We live in a fast-paced world with text messaging
which encourages short and abbreviated communication. However, since you are in a counseling program,
you are encouraged and expected to use full sentences and good grammar when communicating with
other students and faculty. It is also an expectation that your electronic communication is pleasing to God.
Being courteous and polite to peers and professors demonstrates dignity and respect, "And as you wish
that others would do to you, do so to them" (Luke 6:31, ESV).

Tevera Submission Policy

All Tevera assignments—including those submitted in Canvas and/or via Turnitin—must be submitted to
Tevera in order for the student to receive credit for them.

Dual Relationship
 The faculty is responsible to interact with counseling students in a supervisory capacity/role. As such,
faculty may provide students professional principles, guidance, and recommendations as it relates to the
context of the student-client setting. The faculty is responsible to avoid dual relationships with students
such as entering a student-counselor or student-pastor relationship. Thus, the faculty does not provide
personal counseling addressing student personal problems. If a faculty member perceives that a student is
in need of personal or professional counseling, then that faculty member will recommend that the student
pursue either pastoral or professional assistance from a counselor in their community.

Limits of Confidentiality

In the event of a student’s disclosure, either verbally or in writing, of threat of serious or foreseeable harm
to self or others, abuse or neglect of a minor, elderly or disabled person, or current involvement in criminal
activity, the faculty, staff, administrator, or supervisor will take immediate action. This action may include,
but is not limited to, immediate notification of appropriate state law enforcement or social services
personnel, emergency contacts, and notification of the appropriate program chair or online dean. The
incident and action taken will become part of the student’s permanent record.

 Policies

Late Assignment Policy

Course Assignments, including discussions, exams, and other graded assignments, should be
submitted on time.

If the student is unable to complete an assignment on time, then he or she must contact the instructor
immediately by email.

Assignments that are submitted after the due date without prior approval from the instructor will
receive the following deductions:

1. Late assignments submitted within one week after the due date will receive up to a 10%
deduction.
2. Assignments submitted more than one week and less than 2 weeks late will receive up to a 20%
deduction.
3. Assignments submitted two weeks late or after the final date of the course will not be accepted
outside of special circumstances (e.g. death in the family, significant personal health issues),
which will be reviewed on a case-by-case basis by the instructor.
4. Group projects, including group discussion threads and/or replies, and assignments will not be
accepted after the due date outside of special circumstances (e.g. death in the family, significant
personal health issues), which will be reviewed on a case-by-case basis by the instructor.

Disability Assistance
Students with a disability and those with medical conditions associated with pregnancy may contact
Liberty University’s Online Office of Disability Accommodation Support (ODAS) at LUOODAS@liberty.edu
for accommodations. Such accommodations require appropriate documentation of your condition.
 For more information about ODAS and the accommodations process, including how to request an
accommodation, please visit https://www.liberty.edu/online/online-disability-accommodation-support/
(https://www.liberty.edu/online/online-disability-accommodation-support/). Requests for
accommodations not related to disabilities or pregnancy must be directed to the Registrar’s Office,
which generally handles medical needs support.

If you have a complaint related to disability discrimination or an accommodation that was not provided,
you may contact ODAS or the Office of Equity and Compliance by phone at (434) 592-4999 or by email
at equityandcompliance@liberty.edu. Click to see a full copy of Liberty’s Discrimination, Harassment,
and Sexual Misconduct Policy
(https://wiki.os.liberty.edu/display/IE/Liberty+University+Discrimination,+Harassment,+and+Sexual+Mi
sconduct+Policy) or the Student Disability Grievance Policy and Procedures
(https://www.liberty.edu/disability-support/wp-content/uploads/sites/106/2022/01/Disability-
Grievance-Procedures.pdf).

Course Attendance
In an effort to comply with U.S. Department of Education policies, attendance is measured by physical
class attendance or any submission of a required assignment within the enrollment dates of the
course (such as examinations, written papers or projects, any discussion posts, etc.) or initiating any
communication with one’s professor regarding an academic subject. More information regarding the
attendance policy (https://wiki.os.liberty.edu/display/IE/Online+Attendance+and+Non-Attendance) can
be found in the Academic Course Catalogs (https://www.liberty.edu/academics/course-catalogs/).
Regular attendance in online courses is expected throughout the length of the term. Students who do
not attend within the first week of a sub-term by submitting a required academic assignment (such as
the Course Requirements Checklist, an examination, written paper or project, discussion post, or other
academic activity) will be dropped from the course. Students who wish to re-engage in the course are
encouraged to contact Academic Advising to discuss their enrollment options. Students who begin an
online course, but at some point in the semester cease attending, and do not provide official
notification to withdraw, will be assigned a grade of “FN” (Failure for Non-Attendance
(https://wiki.os.liberty.edu/display/IE/Unofficial+Withdrawals)). Students wishing to withdraw from
courses after the official start date should familiarize themselves with the withdrawal policy.

Grading Scale
A A- B+ B B- C+ C C- D+ D D- F

940- 920- 900- 860- 840- 820- 780- 760- 740- 700- 680- 679
1010 939 919 899 859 839 819 779 759 739 699 and
below

For courses with a Pass/NP final grade, please refer to the Course Grading section of this syllabus for
the assignment requirements and/or point value required to earn a Passing final grade.
 Add/Drop Policy
The full policy statement and procedures are published in the Policy Directory
(https://wiki.os.liberty.edu/display/IE/Dropping+and+Adding+Online+Classes).

Honor Code
Liberty University comprises a network of students, Alumni, faculty, staff and supporters that together
form a Christian community based upon the truth of the Bible. This truth defines our foundational
principles, from our Doctrinal Statement to the Code of Honor. These principles irrevocably align
Liberty University’s operational procedures with the long tradition of university culture, which remains
distinctively Christian, designed to preserve and advance truth. Our desire is to create a safe,
comfortable environment within our community of learning, and we extend our academic and spiritual
resources to all of our students with the goal of fostering academic maturity, spiritual growth and
character development.

Communities are predicated on shared values and goals. The Code of Honor, an expression of the
values from which our Doctrinal Statement was born, defines the fundamental principles by which our
community exists. At the core of this code lie two essential concepts: a belief in the significance of all
individuals, and a reliance on the existence of objective truth.

While we acknowledge that some may disagree with various elements of the Code of Honor, we
maintain the expectation that our students will commit to respect and uphold the Code while enrolled
at Liberty University.

Adherence to the principles and concepts established within facilitates the success of our students and
strengthens the Liberty community.

The Code of Honor can be viewed in its entirety at https://www.liberty.edu/students/honor-code/

(https://www.liberty.edu/students/honor-code/).

 Schedule

When Topic Notes

Course Overview Student Course Requirements Checklist

Acknowledgements
Advising Acknowledgement Quiz

Module 1: Week Learn Read: 11 items

1
Watch: 1 item

Interact: 1 item
When Topic Notes

Apply Discussion: Observational Skills

Quiz: Assessment in Counseling

Module 2: Week Learn Read: 4 items

2
Watch: 3 items

Apply Benchmark Initial Interview Assignment

Quiz: Statistical Concepts

Module 3: Week Learn Read: 5 items

3
Watch: 1 item

Apply Discussion: Analyzing Test A and Test B

Benchmark Exploring Reliability and Validity Assignment

Quiz: Reliability and Validity

Module 4: Week Learn Read: 4 items

4
Watch: 4 items

Apply Benchmark Mental Status Exam (MSE) Assignment

Quiz: Interpreting Assessment Results

Module 5: Week Learn Read: 4 items

5
Watch: 1 item

Explore: 1 item

Apply Psychological Report Assignment

Quiz: Communicating Results/Assessment of Intelligence and General

Ability

Module 6: Week Learn Read: 4 items

6
Watch: 4 items
When Topic Notes

Apply Quiz: Intake Interview Groups

Discussion: Intake Interview Plans

Quiz: Assessment of Achievement and Aptitude

Integration Questionnaire

Module 7: Week Learn Read: 4 items

7
Watch: 6 items

Explore: 12 items

Apply Quiz: Intake Interview: Video Submission

Intake Interview: Self-Reflection Paper Assignment

Quiz: Assessment of Personality/Assessment in Educational Settings

Module 8: Week Learn Read: 5 items

8
Watch: 1 item

Review: 2 items

Apply Discussion: Intake Interview Reflection

Quiz: Ethical, Legal, and Multicultural Issues in Assessment

Quiz: Dispositions Reflection