Tests and Assessments in Counseling: A Case by Case Exploration

228 Pages·2018·2.493 MB·English

by  Bill McHenry (editor), Kathryn C. MacCluskie (editor), Jim McHenry (editor)

Tests and Assessments in Counseling
Tests and Assessments in Counseling provides students with current information on assessment
tools and techniques through detailed case scenarios and vignettes. Going beyond basic
information about a multitude of assessments, the authors focus on the use of instruments in
individual cases to allow readers to more fully grasp the integral relationship between tests
and assessment data and the counseling process. Chapters guide students through choosing
the most effective assessment tool, successfully administering the assessment, and making
meaningful and useful results of the data with the client. Test questions are also included at
the end of each chapter.
Bill McHenry, PhD, NCC, LPC, has coauthored/edited six books, dozens of peer-reviewed
journal articles, and several book chapters in the field of counseling. He has presented at
international, national, regional, and state professional counseling organizations. Dr. McHenry
has been a counselor educator for fifteen years and has taught courses on tests and assessments
throughout his teaching career.
Kathryn C. MacCluskie, EdD, is a professor of counseling at Cleveland State University.
She has authored/coauthored five books in the areas of clinical skill development, use of test
data in clinical assessment, and becoming an effective counselor. Dr. MacCluskie has taught
assessment courses for many years in the field of counselor education.
Jim McHenry, EdD, NCC, CRC, LPC, has coauthored/edited five textbooks and
numerous professional counseling journal articles. He is a professor emeritus and has taught
nearly every course offered in a counseling program. His 32-year career as a counselor and
counselor educator includes working as a school counselor, mental health counselor, and
rehabilitation counseling consultant. Dr. McHenry has taught appraisal techniques regularly
throughout his career.

Tests and Assessments
in Counseling
A Case by Case Exploration
Edited by
Bill McHenry,
Kathryn C. MacCluskie, and
Jim McHenry
First published 2018
by Routledge
711 Third Avenue, New York, NY 10017
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2018 Taylor & Francis
The right of Bill McHenry, Kathryn C. MacCluskie and Jim McHenry
to be identified as the authors of the editorial material, and of the
authors for their individual chapters, has been asserted in accordance
with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced
or utilised in any form or by any electronic, mechanical, or other
means, now known or hereafter invented, including photocopying and
recording, or in any information storage or retrieval system, without
permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification and
explanation without intent to infringe.
Library of Congress Cataloging-in-Publication Data
A catalog record for this book has been requested
ISBN: 978-1-138-22867-2 (hbk)
ISBN: 978-1-138-22870-2 (pbk)
ISBN: 978-1-315-27953-4 (ebk)
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Contents
About the Authors/Editors vii
Contributing Authors viii
Acknowledgments x
Preface xi
1 Introduction 1
BILL MCHENRY
2 Measurement Concepts 14
KATHRYN C. MACCLUSKIE
3 Ethical and Legal Issues in Psychological Assessment and Testing 28
ELLEN C. MELTON
4 Mental Status Examinations and Intake Assessments 46
ROBIN LEICHTMAN AND KATHRYN C. MACCLUSKIE
5 Career Assessments and Personality Inventories 61
BILL MCHENRY
6 Assessment Techniques in Substance Use Disorders in Counseling 71
ENOBONG J. INYANG
7 Utilizing Assessment in Counseling with Children 93
TERI ANN SARTOR
8 Assessment of Psychological Conditions 112
STEPHANIE S.J. DRCAR
9 Intelligence Testing: WISC-V 126
TYLER WILKINSON
10 Assessments in Rehabilitation Counseling 139
SUNEETHA B. MANYAM AND JONATHAN D. BROWN
vi Contents
11 Suicide Assessment 156
KATHRYN C. MACCLUSKIE AND DEBRA A. TKAC
12 Assessment in K-12 School Counseling 172
TRIGG A. EVEN AND MELANIE A. WILLIAMS
Concluding Thoughts 191
JIM MCHENRY
References 196
Answer Key to End-of-Chapter Questions 206
Index 207
About the Authors/Editors
Bill McHenry, PhD, NCC, LPC, is chair and associate professor in the counseling pro-
gram at St. Edward’s University. He has been a counselor educator for over 15 years and
worked as a counselor with carried clientele ranging across the spectrum of ages and
psychological issues. Bill has taught assessment courses at the graduate level throughout
his career to students focusing on school, mental health, college, and marriage and family
counseling.
Kathryn C. MacCluskie, EdD, is a professor of counselor education at Cleveland State
University. She has worked in a variety of positions in clinical settings including the
Federal Bureau of Prisons, community mental centers, and private practice. She has been
teaching assessment skills to students since 1994.
Jim McHenry, EdD, NCC, LPC, CRC, is professor emeritus, Edinboro University of
Pennsylvania. He was a public school teacher (5 years), a guidance counselor (3 years), and
a professor of counselor education (32 years). Both NBCC certified (retired) and CRC
certified (retired), he directed for many years both a CORE accredited graduate rehabili-
tation counseling program and a university program for disadvantaged college students,
sometimes concurrently. He has authored and coauthored numerous journal articles and
five books.
Contributing Authors
Jonathan D. Brown, MS, is a second-year PhD student studying counselor education and
supervision in the Penfield College of Mercer University. He has a history of working
with adolescents and youth in the psychiatric residential setting, young adults overcom-
ing substance abuse, and state Vocational Rehabilitation. Jonathan currently works as a
graduate fellow to assist with the functions and running of the Center for the Study of
Narrative at Mercer University. His current areas of interest include narrative therapy,
technology in counseling, rehabilitation counseling, social justice advocacy, and working
with adolescents and young adults.
Stephanie S.J. Drcar, PhD, is an assistant professor of counselor education at Cleveland
State University. She has worked with community and university populations and enjoys
being a part of the growth process of both clients and students. Her research focuses on
women’s experiences of marginalization and she enjoys the continual process of growth
in her multicultural competency as she teaches and learns alongside her students.
Trigg A. Even, PhD, LPC-S, NCC, is a counselor educator, counselor supervisor, and pri-
vate practitioner specializing in counseling with children, adolescents, and their families.
Dr. Even has also served direct service and administrative roles in adolescent residential
treatment, community not-for-profit, and K-12 public education settings. He regularly
consults on school-based mental health practices, counselor professional development,
and counselor ethics.
Enobong J. Inyang, PhD, LPC-S, NCC, is a counselor educator and supervisor with
about 15 years of clinical experience in the therapeutic community, specializing in sub-
stance abuse and sex offender treatment and reentry issues. Dr. Inyang has served as coor-
dinator of Substance Abuse Treatment Program, program administrator of Sex Offender
Rehabilitation and Reentry Program, and a consultant for a non-profit agency on the
Federal Fatherhood Initiative.
Robin Leichtman, PhD, LPC, serves as a clinician working with children, adolescents,
young adults, and adults. She is an adjunct professor at Cleveland State University facilitat-
ing master-level students’ progress toward becoming clinicians as well as supporting indi-
viduals during their master-level practicum and doctoral internship at the agency where
she works. Her clinical areas of expertise include psychological evaluations, assessment use
for counselors, ADHD, anxiety, and depression. She is certified as a Gestalt psychothera-
pist by the training faculty of the Gestalt Institute of Cleveland.
Suneetha B. Manyam, PhD, LPC, CPCS, NCC, is an associate professor with 11+ years
of teaching, 10 years of clinical, and 11+ years of research experience in the counseling
and human development fields. She is a licensed professional counselor with national
Contributing Authors ix
counselor certification. She coauthored and administered federal grants from the Coun-
seling Department at Mercer University and from India. Currently, she is serving as a
project director for Mercer University’s $956 K Rehabilitation Service Administrative
Grant. Her research and andragogical interests include marital adjustment, acculturation
and multicultural issues, anxiety and stress management through meditation, PTSD and
military families, and research methods in counseling. Dr. Manyam is an expert at qualita-
tive, quantitative, and mixed methodologies who regularly presents at national and inter-
national conferences. She has several scientific publications in peer-reviewed journals and
serves on the editorial board for two leading counseling journals. She teaches research
and statistics I and II, research design, life span development, practicum, internship, and
multicultural counseling courses in clinical mental health counseling, school counseling,
rehabilitation counseling, and counselor education and supervision programs.
Ellen C. Melton, PhD, LPC-S, has served as a psychology instructor and counselor educa-
tor for over 13 years and continues to enjoy teaching full-time. She has a private practice
in which she focuses on women in transition, providing low-cost counseling in the com-
munity where she lives, and is currently on the board of a local non-profit organization.
She also supervises counseling interns and conducts board-certified trainings for coun-
seling and marriage and family therapy supervisors.
Teri Ann Sartor, PhD, LPC-S, NCC, CHST is a counselor educator at Lamar Univer-
sity, counselor supervisor, and private practitioner who specializes in counseling child and
adolescent populations. Dr. Sartor has served in both direct service and administrative
roles in residential and community not-for profit organizations. She regularly consults
with community agencies and professional counselors on clinical mental health issues,
counselor supervision, and counselor ethics. Dr. Sartor is also an editor for the book Ethi-
cal and Legal Issues in Counseling Children and Adolescents.
Debra A. Tkac, MA, PCC-S, is an adjunct instructor of counselor education at Cleveland
State University, teaching counseling practicum and internship courses. She has worked
as a clinician and supervisor in community mental health settings for over 25 years and
works in a private practice setting. Her clinical work includes therapy with children, ado-
lescents, adults, and families experiencing trauma and chronic mental health issues.
Tyler Wilkinson, PhD, LPC, NCC, ACS, is an assistant professor and is the coordinator
of the Clinical Mental Health Counseling Program at Mercer University. He has taught
assessment courses to graduate counseling students throughout his academic career.
Dr. Wilkinson has clinical experience in a myriad of settings including inpatient behavio-
ral health and private practice. His clinical experience includes working with individuals,
families, and couples.
Melanie A. Williams, MA, LPC, has more than 13 years of experience in public schools
as a teacher, elementary school counselor, crisis counselor, high school graduation coach,
and advanced academics specialist. She regularly provides presentations and workshops
to school staff and parents on topics pertaining to social emotional needs of children
and adolescents, achievement, behavior interventions, school transitions, and instructional
differentiation. She currently works as the gifted and talented assessment specialist for a
school district of 25,000 students.