The Assessment is the most important clinical function in the therapy process. Conducting a comprehensive assessment is paramount to helping clients identify the real issue(s) in their lives which are preventing them from living fully. Learning how to successfully conduct a comprehensive assessment will allow you, the professional, to work more confidently and successfully with all your clients.
As therapists / counsellors / psychologists, you are in a privileged position of hearing your clients’ full and vulnerable stories, entering their worldview and then helping them live more fruitful lives.
Many therapists miss the mark with their clients because a proper clinical assessment has not been conducted. Many clients come into therapy really not knowing what their underlining issue(s) is (are), they simply know something is wrong, they know that their life isn’t working. In other words they recognize that they are feeling overwhelmed, anxious, angry or depressed. They report engaging in too much conflict, road rage or substance misuse. They realize that they have missed promotions; experienced failed relationships; and spent too much time alone.
Knowing how to conduct an effective and efficient assessment will allow you to engage more deeply with your clients. This clinical process allows you to help your clients identify, and work through the root cause of their issues toward a successful resolution.
Rarely is the presenting issue alone the ‘real issue” for the client. A thorough assessment enables you to flush out all stressors that are impacting the whole life of the client. The ‘Ah- ha’ moments come into focus for the client and the counsellor with a well executed comprehensive assessment early on in the therapy process.
In this online course, you will receive a vast amount of information in the first 2 modules, the Fast Start program. Once you have this knowledge, then reviewing the variety of case studies with the issues that are bringing clients into therapy today is what will keep you current, allow you to practice your new skills, and keep you on top of your profession.
Professional development Hours
Learn more now about The Art of Conducting a Comprehensive Assessment – WEB Training ( approved for 15 CEUs or PDHs) Certificates given for 15 professional development hours upon course completion. * EAPA approved for 10 PDHs.
What you will learn
- how to ask pertinent questions in the intake procedure.
- the ‘ lead in’ to conducting a comprehensive assessment.
- how to conduct a comprehensive assessment in a brief amount of time.
- how to deepen the client’s trust during the clinical assessment process.
- how to assess the client’s non-verbals.
- how to interpret the assessment.
- how to link the gathered information & help the client.
- Insight from key resources.
- How to ask powerful & probing questions.
- how to do an efficient genogram using effective probing questions.
- how to do a ‘workplace’ genogram.
- so much from the variety of case reviews.
- Receive one 40 min. coaching session.
- and much more…
Learning how to successfully conduct a comprehensive assessment will allow you, the professional, to work more confidently and successfully with your clients.
NOTE: This online course begins with a 2 hour fast start assessment training, teaching you in detail how to conduct a comprehensive assessment. Following this 2 hour online course, presented in two separate modules, there will be an additional 9 case reviews. Eleven cases in all. Each case study review will be presented in an individual module running approximately 35 – 60 minutes. Each case will offer new learning in terms of dealing with today’s issues. Additional ‘tools’ are offered to help your client(s). Each case study review will deepen your knowledge, enhance your skill-set and build your confidence when conducting a clinical assessment. Note that all case reviews are actual cases, many of them EAP / EFAP cases. All have been brief and solution focused. Names and personal statistics have been altered to maintain confidentiality.
Module 1: The Art of Conducting a Comprehensive Assessment
Part 1 of the two part Fast Start Program / Case of Barbara B. In this first module, participants will be immersed in information. Clinical Assessment, tools and resources will be explained in detail. Case of Barbara B. will be introduced and her assessment conducted. Barbara, middle aged woman, is faced with several challenges –...
Module 2: Part 2 of the two part Fast Start Program / Case of Jack T
Participants will continue to be immersed in new information. The treatment plan for Barbara B will discussed. Case of Jack T. will be reviewed. Jack is a musician and relocates to the west coast due to his wife’s career. Jack agrees to be the stay-at-home Dad. Jack comes into counselling feeling unsettled and anxious....
Module 3: Case of Ruby J
Ruby comes into counselling because she realizes that although she took time to grieve a significant loss in her life; her world has become very small as other losses have been triggered as well. Ruby is now engaged to be married and is aware that she needs to reconnect with family and with life....
Module 4: Case of Barry L
Barry is in his early 50’s with a successful career. He reports not feeling any joy in his life and has lost interest in his activities. He gives a lot and feels taken advantage of by those closest to him i.e. daughters, partner, ex-wife. He feels valued at work but not in his personal life....
Module 5: Case of Richard B
Richard is a High School teacher and father of two. An anger outburst at his toddler left him feeling shame and much anxiety that he would become like his own father. The assessment will reveal what Richard can do to take control of his own life and be the whole person that he aspires to...
Module 6: Case of Mary-Lou F
Mary-Lou F is a professional woman in a long distance relationship. Mary-Lou’s work requires travel, often to her boyfriend’s city. Her boyfriend is wonderful on his terms. Mary-Lou’s frustration mounts when her boyfriend refuses to make any commitment to her until last minute. She is filled with self-doubt. This module explores commitment and ‘pursuer-distancer’ relationships....
Module 7: Peter F. & Anne G
Peter & Anne immigrated to Canada, work and have one child. Since becoming parents, the romance and fun are gone. Both see their issues stemming from poor communication. One doesn’t feel listened to, the other feels criticised. Here, the assessments reveal the individual responsibility each partner has to focus on first, for positive change to...
Module 8: Case of Ronald M
Ronald is self employed in the entertainment field. He sees himself as fun and likeable. His livelihood depends on being rehired by existing clients. He had been reprimanded for his anger outburst on his last project. Ronald is baffled by his behaviour. A hiatus is finishing and Ronald feels much anxiety as his return to...
Module 9: Case of Jacquie U
Jacquie is a 32 year old nurse (RN) in a relationship and with a young toddler. Here we see how issues of the past and present impact the future. Unresolved grief hovers. Stability is key and Jacquie is struggling with making life decisions now that will have the best impact on her family long-term....
Module 10: Case of Graeme E
Graeme, 37, is not happy with where he is in life and hates his job. He presents fit, groomed and well dressed. He reports being self-conscious and is avoiding his friends. He feels his anxiety is in the way and still blames his parents divorce. Exploring the results of the assessment help Graeme take positive...
Module 11: Case of Marjorie A
There is no more retirement age in Canada. Marjorie A., 67 and long time government employee, landed in her doctor’s office with a spike to her already high blood pressure due to a stressful conflict with her much younger manager. Counselling during a medical leave, ‘Return to Work’ issues and addressing eventual life transitions are...