1. Creating a client to be used throughout the semester.

(2006, Fall). Rehabilitation Assessment. RHAB 714                              Creation of hypothetical client
In order to give assignments in this course an applied feel, each student will create a rehabilitation client (see Appendix B, Choosing the RHAB 714). All assignments throughout the semester will be conducted with this client.
Appendix B
You will make up a hypothetical client for the purposes of this course. Your hypothetical client should be from a population that you are interested in working with.
1. Create the bare bones of a hypothetical rehabilitation client. Create a person whom you would like to work with, based on age, disability, and/or other personal characteristics. Of course, your client MUST have a disability. The form provided below will help you to create your client.
2. Recruit a person (a classmate, friend, relative, etc.) to role-play your hypothetical client. Ideally, this person will role-play all of the activities (initial interview; three standardized tests) of this course. If you must use more than one person to play the role of your client, be sure to thoroughly brief the new person(s) so that you can obtain the greatest continuity and consistency possible in your assessment results.
3. You will continue to develop this client throughout the semester, and at the end of the semester report on the results of you work with the client.
Create a client (in writing) from a disability population that you are interested in. Use the following guideline, adjusting as is useful given the characteristics of your client/client population. Make your client rich in detail, so that the client is most apt to feel real to the person who will perform the role-play for you.
Please use the following numbering system and headings as you create your client:
1. Name Make one up. Do NOT use the real name of a person you know.
2. Age and gender
3. Family background (parents, siblings, spouse, children, family dynamics, etc.)
4. Other factors related to social support system
5. Ethnic background – include implications (social, family, self-image, etc.)
6. Educational background.
Try to flesh this out quite thoroughly, including any difficulties in school due to behavioral factors, LD, dyslexia, or other neurological impediments to learning. Describe general school behaviors. Describe any training in addition to K-12/college (e.g., welding certificate).
7. Any other pertinent cognitive factors
8. Any other disability factors. (Please be sure to give your client some sort of disability.)
9. Economic factors (in addition to regular income and expenses factors, include things such as caring for children, parents, etc.)
10. Description of personality (e.g., extroverted vs. introverted, flexible vs. concrete, leadership characteristics, sense of self, etc.) Please try to flesh this out quite thoroughly.
11. (Briefly will be fleshed out in interview) Vocational factors (e.g., job history, unpaid work experience, been fired? Etc.)
12. (Briefly will be fleshed out in interview) Possible career interests and aptitudes, based on job history, hobbies, social activities, etc.
13. Other information pertinent to your client or client population

II. Initial interview case note
a. Each student will conduct an initial interview with the student’s selected client (see Assignment I)
b. Interview your client via role play (See Appendix B).
c. Use the interview format found on page 83-85 (summarized on p. 86) in the textbook. (It might work best to set-up the page in landscape format.)
d. Based on the information gathered in the interview, and following the format on page 83-86 in the text, the student will write a paper describing the personal characteristics of the interviewee as identified in the third column of the interview format:
- Use the headings in the left column (summarized on p. 86)
- Try to write primarily in sentence fragments, with bullets, rather than full sentences and paragraphs. The goal is to make the information as quickly accessible as possible, in a format that allows a busy professional to scan categories, stop at categories of interest, and quickly scan the information included in that category
- At the conclusion, ADD A SECTION called Descriptive Narrative in which, in 3-4 paragraphs, you summarize the MOST IMPORTANT aspects of the info you have already listed. Info is important if
• it describes very strong preferences of the client
• it describes serious deficiencies that will seriously impair the client’s ability to obtain/maintain employment
• it describes the most important of the clients assets
III. Assessment plan
On the basis of information gained in the initial interview, students will develop an evaluation plan based on questions that need to be answered in order for the client to reach the clients goals (see Appendix C, Creating an Evaluation Plan).
Appendix C
Creating an Evaluation Plan
Remember that evaluation is part of the overall counseling relationship between the counselor and the client. Briefly, it works like this:
⠀ ¢ The counselor and the client develop a written description of what is known about the client in terms of interests, skills and other assets, disability and other limitations, current vocational goals (including a specific job), and so forth. The primary source of information is the initial interview. (You will have done this in the first assignment.)
⠀ ¢ The counselor and the client review what is known, including the current vocational goal. Are there gaps in what is known that make it difficult to know whether the current vocational goal (a specific job) is valid? Examples of gaps are questions about the clients interest in the vocational goal (specific job), gaps in the clients knowledge of the goal (specific job), questions about the clients ability to perform the job, about the training required to obtain the job, etc. etc. etc.
⠀ ¢ Based on the gaps in what is known about/by the client, an evaluation plan should be devised. Please use the following table:
Evaluation plan for: William
Sub-goal Question How question will be answered
Obtain knowledge about welding What do welders do? Job shadow at ABC welding
Obtain training as a welder Does William have the ability to read, do math, etc. that is required of a welder Achievement testing
Obtain training as a welder Does William have the aptitudes that would indicate success as a welder Aptitude testing
⠀ ¢ Tip: Be sure that the tests that you wish to review are included on your evaluation plan
IV. Instrument Review
Based on the Assessment Plan (Assignment II), students will select three psychometric tests (available from the Rehabilitation Counseling Program, or, for students who have access to assessment instruments, from alternate sources, upon approval of the instructor) and, on each test, prepare a five-to-ten page paper addressing the following, using the following as paper headings:
A. What construct does the test measure?
B. What type of test (normed, criterion-referenced, etc?). Also, further describe the test
C. Implications for use in vocational rehabilitation:
⠀ ¢ Why would this test be useful in the rehabilitation process?
⠀ ¢ When in the rehabilitation process might this instrument be used?)
D. On what population was the test normed? How closely does the client match the norming population?
E. What is known of the test:
⠀ ¢ Validity?
⠀ ¢ Reliability ?
⠀ ¢ Appropriateness for assessing the needs of the client represented in the selected case study?
F. If this test has limitations for use with specific populations
⠀ ¢ what other instruments (1-3) might be used to measure a similar construct?
⠀ ¢ what are their limitations
⠀ ¢ what type of accommodations might you use?
G. What information about your client did you gain from the results of this test?
Students may use tests available at the Rehabilitation Counseling Program, or, upon approval of the instructor, may obtain tests through community resources. A listing of tests available at the Rehabilitation Counseling Program will be available at Distance Education Weekend (or earlier for students who want to get an earlier start).
V. Assessment report
Each student will synthesize the results of the initial interview and the three tests administered to the client into a final assessment report, including:
a. the clients goal
b. summarized information obtained in the initial interview
c. summarized results of the tests administered to the client
d. In a separate section, state the clients (1) strengths, and the clients (2) limitations.
e. Based on the preceding, the report will state the rehabilitation plan (that is to say, it will state the goal (specific job), and will state why the goal is appropriate, given the clients, interests, temperaments, aptitudes and other strengths, and other pertinent characteristics.
f. For each limitation in item (d), the plan will state the intervention(s) necessary for the client to achieve the goal
Each report will include an individualized plan for helping the respective individuals become more proficient in their successful completion of the task.
VI. Rehabilitation Plan
Based on the preceding, the report will state the rehabilitation plan (that is to say, it will state the goal (specific job), and will state why the goal is appropriate, given the clients, interests, temperaments, aptitudes and other strengths, and other pertinent characteristics.
VII. Presentation
On the final day of class, each student will report findings and other interesting and pertinent information to other members of the class.

2. Sample Reports                                                                                  

A. You will be submitting six written exercises at various stages of the vocational evaluation process. These reports are to be based on the material covered in the course. These six assignments will include:
1. File Review
2. Initial Contact Report
3. Sample Referral Letter
4. Sample Evaluation Report
5. Reconciliation between Referral Letter, V.E. Report and Counselor Expectations
6. Transferable Skills Analysis (2006, Fall). Work Evaluation. California State University, Sacramento. EDS 264.)

B. You will administer a minimum of 2 psychological tests to an individual (including personality, interest, vocational, aptitude, etc.), who has agreed to participate and who has signed a consent form. [Note: if you plan well, 1 test that you administer is the same one that you presented in class. You can also use 1 of the 2 research instruments presented by the instructor.] The second test can be one that someone has presented in class (and that you somehow obtained). You will write up an assessment report (5-7 pages, double-spaced). (Note: client names must be changed to protect confidentiality in this report). To obtain the assessment report outline and an example of an informed consent statement, go to the umdrive and enter the public folder for emartz. (Martz, E. (2006, Fall). Assessment Techniques in Counseling. University of Memphis. COUN 7551.

C. Self-Assessment Report: For this project you will assume that you have experienced a certain disability and cannot continue with your present occupation. Self-administer and score the Strong, COPS, and 16 PF and write an evaluation report (on yourself). Your report should follow the outline suggested in Table 5.2, page 103 of your textbook. In addition, prepare a short paper covering (1) your reaction to the testing experience in general, and (2) whether and how you might use these tests in Vocational Rehabilitation (Pratt, C. (2005, Fall). Evaluation and Assessment. UMDNJ. PSRT 5315.)

D. Test Administration. DISCOVER Project. Doing vocational assessment over the web is becoming more common. For this project use the DISCOVER web site to assess someone of your choosing (client, family member, friend, etc.) to determine a vocational direction. Based on the results you should develop a Rehabilitation Services Plan. In addition to your plan write a report about what was it like for the counselor (you) and for the client. You should also include a letter to a psychologist requesting further testing that is specific about the information you are seeking from further testing, but does not tell the psychologist what to do. http://www.act.org/discover/ (Pratt, C. (2005, Fall). Evaluation and Assessment. UMDNJ. PSRT 5315.)

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