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Chapter 1_ Introduction to Counseling Assessment 2024.
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Chapter 1_ Introduction to Counseling Assessment 2024.
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Chapter 1: Introduction to CounselingAssessment 2024
LO1 - Describe the relationship between counseling and assessment - ANS
LO2 - Identify the various types of assessments commonly used in counseling practice -
ANS
LO3 - Articulate the history and origins of testing and assessment practices - ANS
LO4 - recognize the challenges inherent in the practice of counseling assessment -
ANS
LO5 - Identify and locate assessment competencies required by professional
counselors - ANS
LO6 - Demonstrate knowledge of assessment in CACREP accreditation standards -
ANS
LO7 - Discuss controversial issues in counseling assessment - ANS
assessment - ANS-(p. 4)
A process that integrates test information with information from other sources including
information obtained from other tests as well as the individual's social, educational,
employment, health, or psychological history (AERA, APA, & NCME, 1999, p. 3)
What is assessment? - ANS-(p. 4-5)
The process by which counselors gather information they need to form a holistic view of
their clients and the problems with which they present. Members from the American
Educational Research Association (AERA), American Psychological Association (APA),
and National Council on Measurements in Education (NCME) produced the "Standards
for Educational and Psychological Testing" document known as the "standards" which
defines the term assessment. Goes far beyond "testing" or "standardized testing".
GOAL: to document and describe what is going on with the client, objective activity,
without making judgments as in "appraisal" and "evaluation" activities.
, METHODS: observation, interviewing, screening, and standardized testing
psychological test - ANS-(p. 5)
An objective, standardized measure of behavior
Purpose of assessment - ANS-(p. 6-7)
- assessment as a continuous process during treatment
- serves four primary purposes:
1. screening
2. diagnosis
3. treatment planning and goal identification
4. progress evaluation
Assessment Practice in Ancient times (BCE) - ANS-(p. 7)
- Chinse empire's civil service exam to become a government official around 2200 BCE
and remained in use until 1905, lasted three days and covered topics of civil law,
military affairs, agriculture, revenue, geography, archery, horsemanship and writing -
Ancient Greeks adjunct to education, educational planning in philosophy by Socrates in
500 BCE; Plato suggested people work at jobs consistent w/ abilities and endowments,
matching skill w/ aptitude
- then a gap of recorded use from then until the 1500s
Assessment Practice in the Middle Ages (1500s) - ANS-(p. 8)
- Juan Huarte (first use of mental intelligence testing) published Examen de los Ingenios
Para las Scienzias or The Trial of Wits: Discovering the Great Differences of Wits
Among Mena and What Sort of Leaning Suits Best With Each Genius; suggests
students should be assessed prior to academic training to match intellectual capability
with careers.
- Jesuits began using written exams across Europe and used for screening, placement,
and evaluative purposes; thought to be a form of social control because only nobility or
clergy were literate
The Modern Testing Movement (1800s) - ANS-(p. 8-10)
- traced to Victorian Era and English Biologist, Francie Galton and inspired by his cousin
Charles Darwin, he studied heredity; wrote book Hereditary Genius 1869; developed
statistical concepts the normal curve and correlational analysis; he encouraged Karl
Pearson to develop a way to measure the strength of association between 2 variables
known as the Pearson product-moment correlation coefficient (r)
- Wilhelm Wundt (father of experimental psychology) drawn to studying human
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