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| The Role of Assessment in Counseling | |
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| What Is Assessment? | |
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| History of Assessment | |
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| The Development of Counselors as Assessment Professionals | |
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| The Association for Assessment and Research in Counseling (AARC) | |
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| The ACA Code of Ethics (2005) | |
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| Fair Access to Tests | |
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| Test Publisher Qualifications of Test Users | |
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| Legal Issues | |
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| Health Care Legislation | |
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| Civil Rights Legislation | |
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| Educational Legislation | |
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| An Overview of Assessment in Mental Health Settings, Schools, Rehabilitation Counseling, and Higher Education Settings | |
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| Case Studies and Progress Notes | |
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| Overview | |
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| Case Studies | |
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| Case Study: Ms. Eva Marie Garza | |
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| Case Study: Mr. Robert Jones | |
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| Progress Notes | |
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| Standardized Progress Note Formats | |
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| Discussion | |
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| The Fundamentals of Assessment Results | |
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| The Meanings of Test Scores | |
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| Criterion-Referenced Tests | |
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| Norm-Referenced Tests | |
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| Scales of Measurement | |
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| Understanding Assessment Scores: Frequency Distributions and Percentiles | |
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| Measures of Central Tendency | |
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| The Mean | |
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| The Median | |
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| The Mode | |
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| What Is the Best Measure of Central Tendency? | |
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| Measures of Variability | |
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| The Range | |
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| The Standard Deviation and Variance | |
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| The Normal Curve | |
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| Confidence Intervals | |
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| Standard Scores | |
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| z Scores | |
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| T Scores | |
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| Other Types of Standard Scores | |
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| Understanding Correlation Coefficients | |
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| Calculating a Pearson r | |
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| What Types of Scores are Reported? | |
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| Current Standards of Reliability | |
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| Defining Reliability | |
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| True Score | |
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| Error | |
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| Estimating Reliability | |
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| Reliability Coefficient | |
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| Types of Reliability Measurement | |
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| Consistency Over Time: Test-Retest Reliability | |
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| Estimates of Equivalency: Parallel or Alternate Forms | |
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| Internal Consistency | |
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| Interscorer Reliability | |
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| Interpretation of Reliability | |
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| What Are the Implications for Reliability? | |
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| Current Standards for Validity | |
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| Defining Validity: A Brief History | |
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| A Present View of Validity | |
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| Evidence Based on Test Content | |
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| How Is Evidence Based on Test Content Evaluated? | |
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| Evidence Based on Response Processes | |
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| How Is Evidence Based on Response Processes Evaluated? | |
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| Evidence Based on Internal Structure | |
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| How Is Evidence Based on Internal Structure Evaluated? | |
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| Evidence Based on Relations to Other Variables | |
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| How Is Evidence Based on Relations to Other Variables Evaluated? | |
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| Evidence Based on Consequences of Testing | |
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| What Are the Implications for Test Validity? | |
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| How to Choose an Assessment Instrument | |
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| Defining the Purpose of the Assessment Instrument | |
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| Reviewing Assessment Instruments | |
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| Details of a Mental Measurements Review | |
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| AARC Critiques | |
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| Understanding the Technical Quality of an Instrument | |
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| Evaluating the Normative Sample | |
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| Evaluating Reliability Evidence of an Instrument | |
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| Evaluating Validity Evidence of an Instrument | |
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| Understanding Factors That May Affect Performance | |
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| Factors in Criterion-Referenced Tests: The Item Analysis | |
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| Item Difficulty | |
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| Item Discrimination | |
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| Review of the Assessments in This Text | |
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| Conducting an Initial Interview | |
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| Purposes of the Initial Interview | |
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| Scope of the Initial Interview | |
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| Essential Elements of a Psychosocial History | |
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| Determining Mental Status | |
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| Factors Affecting Mental Status | |
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| Types of Intake Data | |
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| Substance Abuse/Abuse Intake | |
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| Applying Counseling Skills to the Interview Process | |
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| Types of Information Derived From Our Case Studies | |
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| Summary | |
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| Multicultural and Special Population Assessment Issues in Counseling | |
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| Bias in Assessment | |
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| The Achievement Gap: An Heuristic Example of Test Bias Versus Test Fairness | |
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| Assessment with Special Populations | |
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| Comparing Special Populations to Normative Samples | |
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| Adapting Assessment Instruments and Procedures | |
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| Developing Multicultural Competence as an Assessment Professional | |
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| Awareness of Perceptions of Counseling and Assessment Among Various Cultures | |
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| Case Study Application: Eva Marie Garza | |
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| Fundamentals of Intelligence Assessment | |
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| Defining Intelligence: Theories and Models | |
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| g Theory | |
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| Hierarchical Models | |
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| Contemporary Models of Intelligence | |
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| Emotional Intelligence | |
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| Three Common Intelligence Measures | |
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| WAIS-IV | |
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| SB5 | |
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| KBIT-2 | |
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| Types of Information Derived from Our Case Study with Eva Marie | |
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| Fundamentals of Achievement and Aptitude Assessment: Issues of Ability | |
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| The Context of Achievement and Aptitude Testing | |
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| Defining Achievement and Aptitude Testing | |
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| Characteristics of Achievement Instruments | |
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| Teacher-Created Examinations | |
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| Types of Ability Testing | |
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| Common Characteristics in Ability Assessment Instruments | |
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| What to Report | |
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| Group-Administered Ability Assessment | |
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| High-Stakes Testing | |
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| Common Group-Administered Ability Assessments | |
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| Types of Information Derived from Our Case Study with Eva Marie | |
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| The the Multiaxial System, Common Axis I And II Disorders, and the MMPI and MMPI-2-RF | |
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| Overview | |
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| The DSM | |
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| Potential DSM Benefits | |
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| The DSM Multiaxial Assessment | |
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| The MMPI-2 and MMPI-2-RF: Why Describe the MMPI-2 and MMP-2-RF? | |
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| General MMPI-2 Overview | |
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| MMPI-2 Reliability and Validity | |
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| MMPI-2 Scales | |
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| Validity and Clinical Scales | |
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| Clinical Scales | |
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| Code Types | |
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| PSY-5 and Supplementary Scales | |
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| Restructured Clinical Scales | |
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| Roberts MMPI-2 Profile | |
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| General MMPI-2-RF Overview | |
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| MMPI-2-RF Reliability and Validity | |
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| MMPI-2-RF Scales | |
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| Eva Marie's MMPI-2-RF Profile | |
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| Higher-Order Scales | |
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| Restructured Clinical Scales | |
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| PSY-5 | |
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| Internalizing, Externalizing, and Interpersonal Scales | |
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| Discussion | |
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| Fundamentals of Career Assessment | |
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| What Is Career Assessment? | |
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| Elements of Career Assessment | |
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| Interests and Personality | |
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| Values | |
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| Issues in Computerized Career Assessment | |
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| Types of Information Derived from Our Case Study with Eva Marie Garza | |
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| Marriage, Substance Abuse, and Suicide Assessment | |
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| Overview | |
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| Marital Satisfaction Inventory-Revised (MSI-R) | |
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| General MSI-R Overview | |
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| MSI-R Reliability and Validity | |
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| Scales | |
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| Eva Marie's MSI-R | |
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| Validity Scores | |
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| Substance Abuse Subtle Screening Inventory-3 | |
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| General SASSI-3 Overview | |
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| SASSI-3 Reliability and Validity | |
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| Scales | |
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| Robert's SASSI-3 | |
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| Validity Scores | |
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| Clinical Scores | |
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| Alcohol Use Inventory (AUI) | |
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| General AUI Overview | |
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| AUI Reliability and Validity | |
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| Validity Scales | |
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| Clinical Scales | |
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| Robert's AUI | |
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| Validity Scores | |
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| Clinical Scores | |
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| Suicide Probability Scale (SPS) | |
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| General SPS Overview | |
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| SPS Reliability and Validity | |
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| Validity Scales | |
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| Clinical Scales | |
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| Eva Marie's SPS | |
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| The Suicide SCATTT Mnemonic | |
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| General SCATTT Overview | |
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| Validity Scales | |
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| Eva Marie's SCATTT | |
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| Discussion | |
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| Fundamentals of Interpretation in Assessment | |
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| Developing a Written Report | |
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| Reporting Scores for Standardized Instruments | |
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| Writing in Professional Language | |
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| Making Recommendations | |
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| Conducting an Interpretation Session with a Client | |
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| Reviewing Informed Consent Procedures | |
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| Reviewing the Instruments Used | |
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| Summarizing the Data in Client Language | |
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| Types of Information Derived from Our Case Study | |
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| Accountability Issues in Counseling and Assessment | |
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| Counseling in an Era of Accountability | |
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| Barriers to Assessing Accountability in Counseling | |
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| Nonstandardized and Standardized Assessment of Accountability | |
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| Nonstandardized Assessment-Goal Attainment Scaling | |
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| Standardized Assessment | |
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| Evaluating Client Progress and Improvement | |
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| Applying Goal Attainment Scaling to Eva Marie | |
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| Going Beyond the Client: Using Assessment in Program Evaluation | |
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| Area Under the Normal Curve | |
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| Competencies in Assessment and Evaluation for School Counselors | |
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| Standards for Assessment in Mental Health Counseling | |
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| Standards for Assessment in Substance Abuse Counseling | |
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| Marriage, Couple and Family Counseling Assessment Competencies | |
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| Career Counselor Assessment and Evaluation Competencies | |
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| Rights and Responsibilities of Test Takers: Guidelines and Expectations Preamble | |
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| Responsibilities of Users of Standardized Tests (RUST) | |
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| Standards for Multicultural Assessment (2nd Ed.) | |
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| Index | |