Week 7

             When reading the Tinsley and Bradley (1986) article, I was particularly struck by two things.  First of all is the idea that assessments are best utilized in the context of a continuous counseling relationship.  I would agree that assessments can be most beneficial when chosen, interpreted, and utilized in that ongoing relationship.  In this way assessments become a tool to be used by clients rather than a means to label a client based on one source of information.  The point of assessments is not to simply to label or diagnose, but rather to assist the client in determining further courses of action. 

            I also resonated with the idea from the article that too often tests have focused on prediction.  Perhaps this is one of the reasons that clients can feel nervous about test results. Often those results may be seen to predict a likely future career, academic path, or other scenario.  When viewed from this perspective, tests can be damaging to those who are disappointed with the results, and who may currently exhibit behaviors or abilities that belie the test results.  The results may actually undermine academic success and prompt self-doubt on the part of the client.

            As I prepared to report the scores of the assessment I did with my client, I had the feeling that the results would be different than he anticipated.  I have not yet met with the client, but am aware that I in no way wish to undermine his confidence or his academic achievements by presenting results to him that may run counter to his self-understanding.  I even found myself asking what positive value these results could have for my client.  While I can see the value of testing as a way to gather information on the student, I am very aware of the powerful nature of such testing and the accompanying feedback.  In some sense, perhaps all tests are high-stakes testing because there is a lot at stake for the student in terms of his/her self-understanding.  I will be interested to see how the feedback session goes with my client, but I hope I can find a way to give him the honest feedback he deserves while at the same time finding a way for the tests to be something that will aid him and not undermine him.

Reference

Tinsley, H. & Bradley, R. W. (1986). Test interpretation. Journal of Counseling and Development, 64, 462-466.