ERIC Number: ED410494
Record Type: RIE
Publication Date: 1996
Reference Count: N/A
Assessment and Context: Consideration of Client and Environmental Factors within the Assessment Process.
Black, Lynda K., Ed.
When an individual or family seeks counseling, assessment information ensures that the counseling professional understands the struggles, difficulties, and strengths of the client(s). An array of assessment issues for various populations and various mental disorders are examined in this series of articles. The hope is that the articles will provide information that will enhance the clinician's assessment abilities and, perhaps, lead to a broadening of ideas and consideration of alternate methods of assessment. A wide range of issues is covered here: the weakness of the traditional concept of motivation, the ways in which assessment affects children and adolescents, the intricacies of diagnosing certain conditions, the interrelated nature of the family and the individual, and assessment concerns in couples counseling. Specific topics examine assessment concerns regarding substance abuse treatment, self esteem in adolescents, gifted minority children, at-risk youth, sexual desire disorders, premenstrual dysphoric disorder, gender differences in schizophrenia, the effects of attention deficit hyperactivity disorder on families, stepfamilies, premarital counseling, and couple readiness in divorce. It is argued that assessment should be an ongoing process that provides the client and the counselor with information regarding progress toward their goals. (RJM)
Descriptors: Adolescents, At Risk Persons, Attention Deficit Disorders, Children, Client Attitudes (Human Services), Context Effect, Counseling Effectiveness, Counselor Client Relationship, Elementary Secondary Education, Environmental Influences, Evaluation Methods, Evaluation Utilization, Informal Assessment, Psychological Evaluation, Schizophrenia, Self Esteem, Sex Differences, Substance Abuse
Publication Type: Collected Works - General; Information Analyses
Education Level: N/A
Authoring Institution: N/A