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eText: 
ISBN-10 0137017529ISBN-13 9780137017522
Print: 
ISBN-10 0-13-701751-0ISBN-13 978-0-13-701751-5
Author(s): Richard S. Balkin; Gerald A. Juhnke
Publisher: Pearson
Copyright year: © 2014 Pages: 320
Description

The only text on the market for this course that introduces two case studies and follows them throughout; covers accountability; and gives students the opportunity to experience assessment in action as they learn how to interpret and write reports for each type of assessment presented.

Practical and modern, the focus of this new textbook is on the application of the theoretical and measurement concepts of assessment in counseling, presenting a unique and new guide that covers administering, scoring, interpreting, and communicating assessment results.  The authors employ a conversational style of writing and introduce two case studies that are followed throughout the text to demonstrate the application the concepts.  By focusing on the clinical examples and showing how each type of assessment may be utilized in various settings, the text provides an opportunity to view assessment as an integral part of the counseling process, rather than merely a specialization of counseling.  

Each chapter discusses the appropriate assessments and outlines how they are administered, scored, interpreted, and reported, with key demonstrations on how to interpret and write assessment reports for the purposes of communicating findings to clients, parents, administrators, referrals, and other stakeholders.  This is the only assessment textbook for counseling that covers accountability issues.  The authors meet this unique criterion by showing counselors how to use standardized and non-standardized assessment to inform practice, and take issues such as managed care and public policy into account to provide students with an understanding of the issues and challenges of practicing counseling in today's world. Multicultural issues in assessment is a foundational element in the text, with discussions on terminology, legal issues, and practical issues in addressing whether or not an assessment is appropriate across diverse groups and populations. Furthermore, the text goes beyond traditional assessments, covering the most current aspects and ideas in the field, such as in Chapter 9 on intelligence testing which features a succinct section on emotional intelligence. In chapter 15, a brief section tying assessment to program evaluation is addressed in keeping with the 2009 CACREP Standards, the authors’ belief being that assessment and program evaluation can fit together naturally.

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