Week 7

Reading Chapter 16 helped alleviate some of my concerns about presenting my assessment results to my client and his parents. I liked how the authors lay out a plan of action for the feedback session, stipulating that the counselor should begin the session by describing the purpose of the assessment, explaining limits and possible test bias. It is important to remind clients that these tests are just one source of information and cannot fully assess an individual's entire range of skills and abilities. When reporting actual scores, I found it interesting that percentile ranks are the most understandable score as reported by clients and family members, so I will make sure to emphasize these results in particular during my feedback session. I liked how the authors' emphasize readiness in the chapter, and I am fortunate that my appraisal client is also my client for my Theory course, so I have already developed rapport with him and have had several counseling sessions with him prior to actually administering the exam. If he does any any issues identified by either exam, I can also plan to explore these issues further during future counseling sessions. I reviewed the frequently asked questions on page 16 and will plan to have some responses in mind in advance of presenting my data. I appreciated the discussion of the importance of the language used during feedback sessions, especially the importance of referring to intelligence tests as aptitude tests or learned ability tests. The authors emphasize that it is important not to undervalue the importance of assessment results, even if the data is is not what the test taker expects or desires. Similar to Drummond and Jones, Tinsley and Bradley also remind us that testing is one piece of the counseling process. Although a counselor certainly wants to present accurate information, adopting an overly formal tone with a client when presenting assessment results is not helpful for the client or the counselor. I liked the questions the authors suggested for leading the client into the interview, such as "Do you remember this test?" and "What did you think about it," as I think this will set a casual yet still professional tone for the remainder of the session. I also liked the suggested responses to feedback, such as "What do you think about that?" and "How does that compare with what you expected?," as I think it will be important to check in often with the client to gauge understanding and reactions to various pieces of data. Drummond, R. J. and Jones, K. (2010). Assessment Procedures for Counselors and Helping Professionals. Upper Saddle River, New Jersey: Pearson Education, Inc. Tinsley, H., and Bradley, R. (1986). Testing the Test: Test Interpretation. Journal of Counseling and Development, 64, 462-466.