Spring, 2003
Lisa Osbeck, Ph.D.
113 Melson Hall
404 836 4583
losbeck@westga.edu
Office Hours: M   9-12; 3:30-6:30;  W 10-12; 3:30-5:50

Course Overview
This course is designed to enhance awareness of the purposes, principles, and varieties of clinical assessment (including interview) and to explore the relationship of assessment to counseling.  Theoretical, technical, ethical, logistical, and interpretive aspects will be included.  Analysis of the advantages and limitations of various instruments and approaches will be considered.  Emphasis will be on traditional assessment modalities, but there will be opportunity to explore alternative approaches.

Learning Objectives
 To acquire practice and skill in administering, and scoring a variety of psychological instruments and interpreting results
 To become proficient in coherently reflecting and integrating both interview and assessment data into a psychological test report
 To acquire knowledge sufficient to become a critical consumer of reports prepared by others
 To acquire a solid theoretical basis for understanding psychological assessment in the clinical process, and to garner an understanding of the specific instruments used for assessment of various domains.
 To be prepared to begin basic assessments in work related settings and to comprehend assessments prepared by others within these settings.

Required Texts
1. Groth-Marnet, G. (1999).  Handbook of psychological assessment (3rd Ed.).  New York:  John Wiley and Sons.  (*This is an informative survey of assessment instruments that will serve as an important reference guide for years to come.  It is useful for selection and interpretation of instruments as well as report preparation.)
2. Lucas, S. (1993).  Where to start and what to ask.  New York:  W.W. Norton & Company.  (*This is a very accessible guide to assessment through clinical interview.)
3.  Additional papers/chapters will be distributed in class.
Optional Texts
1.  Gould, S.J. (1996).  The mismeasure of man.
(For the philosophically minded--concerns abuses and logical errors relevant to the interpretation of intelligence tests.  Provides a scathing rebuttal to The Bell Curve and similar efforts).
3. Weiser, J. (1999).  PhotoTherapy techniques.  Vancouver, B.C.:  PhotoTherapy Center Publishers. (An interesting new approach)
****Additionally, you are invited (nay, encouraged!) to explore additional assessment resources (books, chapters, papers, etc.) on your own and to share these with the class.
Course requirements
Regular attendance, participation (which includes respectful and attentive listening to others), and completion of all reading, assessment, and written assignments (on time) are basic requirements.  In addition, you are required to keep all assessment data (whether collected inside or outside of class) confidential.  When discussing assessments conducted outside of class with classmates, you will protect the identity of those assessed.  Failure to adhere to these confidentiality requirements may result in failing the class and formal disciplinary proceedings.

Assignments (Learning Outcome)
1.  Interview (10%)
2.  Behavioral Assessment (10%)
3.  Projective Assessments (Two) (20%)
4.  Final Integrative Report  (40%)
5.  Final Exam  (10%)
6.  Participation (10%)

*A pool of undergraduate volunteers will be available for you to contact in order to perform the following assessments.  Alternatively, if you are already involved in practicum, you have the option of conducting these assessments with clients on site.  In either case, it is most important that you discuss the risks and benefits of participation with the person, be clear about what will be involved, and obtain their signed consent.  Also, confidentiality is imperative at all times (see above).  If you do not understand what this means, please see me as soon as possible.

1. Interview:  Following guidelines as discussed in the texts and in class, you will conduct a clinical interview, share results with class, and turn in a written summary of your interview.  The interview should include 1) a standard mental status exam,  2) summary of presenting problems or concerns,  3) developmental history, 4) additional information of  your choosing (if any).  In keeping with standard assessment reports, your written summary should not exceed four single spaced pages
*You may, if you wish, interview a couple or a family for this assignment, in which case the questions should be adjusted as appropriate. For practice, the mental status exam should be conducted with one participant therein.

2. Behavioral Assessment:  For this assignment, you may do one of the following:  1) Conduct a behaviorally oriented interview (see Groth, p. 108) OR 2), a cognitive behavioral assessment (p. Groth, p. 118), or a behavioral observation (Groth, p. 111).  The observation is particularly interesting with a child.  Be prepared to share your assessment with class and provide a brief (2-4 pp single space) written report.

3.  Projective Assessments:  Conduct two projective assessments of your choosing:  Drawings, Photo Assessment,  Sentence Completion, Rorschach, TAT, etc.  Be prepared to share your results with class and complete a written summary of your interpretation of results.  This should include a summary of results from each projective technique used and an effort to integrate interpretations emerging from each source.

4.  Final Integrative Report:  This is a more elaborate report which integrates information from each of the three sources above PLUS one additional assessment technique of your choosing (e.g. phenomenological, MMPI, CPI, Wechsler Scale, Myers-Briggs, Bender-Gestalt, etc.—you have a good deal of leeway here with regards to this additional technique.  Try to choose something in keeping with your interests, something that you would like to know more about, or something that is appropriate to the particular person you are assessing).  You will, when possible, use class feedback to enhance your interpretation and help you generate additional hypotheses about assessment results.  You should provide all assessment results (e.g. TAT transcript) AND a written report 3-6 six single spaced pages in length.  Both books provide guidelines for preparing reports of this kind.

5.  Final Exam: This will be take-home and consist of two parts:  1) You will be given some specific assessment data (e.g. WAIS scores, MMPI scores, Rorshach responses, Bender-Gestalt scores) and be asked to provide an interpretation of this data.  2) You will write a brief critical essay (minimum 2, maximum 5 pages) on benefits and limitations of clinical assessment based on your experience this semester.

6. Participation:  Come to class, share your results, thoughts, feelings.  Comment helpfully on classmates’ assessments, accept constructive commentary on your own work, and listen attentively when you are not the one speaking.

COURSE OUTLINE

Date   Topic      Assignment

Jan 8     Introduction and Overview  Smiles and handshakes

Jan 15    Foundational issues in clinical  Groth, Chap. 1
   Assessment

Jan 22   Foundational issues, cont.    Groth, Chap. 2

Jan 29   The Assessment Interview  Groth, Chap 3
   *Bring interviews to class  Lucas, Chaps 1 & 2
        (others as relevant)
Feb 5   Behavioral Assessment  Groth, Chap 4
   *Written interview summary due
   *Bring Behavioral Assessment to class

Feb12   Intelligence Assessment  Groth, Chap 5
   *Written report of behavioral assessment due

Feb 19   “Objective” Personality Tests     Groth, Chap 6
        (Chaps 7-8 optional)

Feb 26   The Rorshach    Groth, Chap 9

March 5  The TAT    Groth, Chap 10

March 12  Projective Drawings    Groth, Chap 11

NOTE:  If you are using one of the above three projective techniques, please bring your results to class on the relevant day for discussion.
March 26  Neurological Assessment  Groth, Chap 12

April 2   Alternative Approaches   Bring ideas/articles

April 9   Assessment and Intervention  Groth, Chap 13

April 16  The Psychological Report  Groth, Chap 14
   (Bring Rough Drafts of final report, if possible)

April 23  Wrap-up and conclusions
   (Bring food and good cheer)
   *Take home final distributed
   **INTEGRATIVE REPORTS DUE

May 2   Final due