Assignment Guideline Psychology Department

FACULTY OF SOCIAL SCIENCES AND LIBERAL ARTS

GSP509 Clinical Assessment
JAN – APRIL 2022

As part of the course requirements, students are required to complete FIVE (5)
assignments (an instrument critique paper, instrument critique paper/essay
presentation, a group-based assignment on Ethics in Clinical Assessment, a group-
based assignment on Ethics in Clinical Assessment’s presentation, and interview
skills – video recording and write up). The detailed guideline of the assignments is
stated as below.

Assignment 1 (20%) – Instrument Critique Paper/Essay

Objective
This paper is designed to help students develop their critical thinking regarding
psychological assessment.

Task
This is an individual assignment, and each student will write one short paper (4 to 6
pages, typed & double-spaced, 12-point font, excluding title page and references page)
reviewing any psychological assessment of their choice. Each student is expected to
research their chosen test and to also present psychometric information in their papers.
Students should integrate (not regurgitate) the ideas presented in the text, lectures, and
discussions when reviewing their chosen assessment. Grammar and spelling also
affect the quality of your work, so more of these mistakes will result in fewer points.
All papers should be submitted in MS Word form (email to:
alexngws2016@gmail.com). Minimum acceptable similarity index is 15%. Grammar
and spelling also affect the quality of your work, so more of these mistakes will result
in fewer points. Proofread your work! Also, if you do not cite others’ ideas or quote
AND cite others’ words, you will have committed plagiarism and your marks will be
deducted.

NOTE: All paper assignments are expected to be written in accordance with 6th (or
7th) edition APA guidelines. It may be wise to obtain an APA Manual to ensure your
papers are written in the correct APA style. Deviations from APA style will result in
lower scores on assignments.

Instrument Critique Assignment Requirements

The paper may be on a personality assessment (e.g., NEO-PI), a test of intelligence

(e.g., WAIS, WISC), diagnostic tests (e.g., Beck depression/anxiety inventory),
cognitive function (e.g., Montreal Cognitive Assessment (MoCA) test, Cognitive

1
 Assignment Guideline Psychology Department

Abilities Test-CogAT) or on a test type of your choice, even if it was not formally
discussed in the class (e.g., career counseling and neuropsychological tests). You may
even review any projective tests such as Thematic apperception test. Please get your
choice of test approved by the instructor. Everyone needs to cover a different test—no
duplication of assessments will be allowed.

Students are expected to follow APA style and format guidelines, so papers should
include a title page, introduction, discussion, and reference sections. Except for the
introduction (as per APA rules), use the headings listed below. For this assignment,
no abstract, methods, or results sections are required. In the introduction, let your
reader know what purpose your paper serves and briefly describe what you are
planning on talking about in the rest of your paper. This is where you set up the paper.
In your methods section, write about the specific psychometrics of your test
(population intended for, composition of the test, validity, reliability, translation, and
psychometric validation in different languages, etc). In your discussion you will
evaluate the test based on what you have found out about it. Here is where you will
describe how effective you perceive the test as being and evaluate the utility of the
test. Throughout your paper, you will include at least five (5) empirical studies
conducted on your chosen instrument. The reference section will list all the resources
you used to write your paper. Be sure to include the proper headers on your papers
(shortened title plus page numbers), as well as a Running head (title page only for the
running head). Also, you will need to include the following elements within the
bodies of your paper’s sections:

Sections Details
Introduction ✓ Full citation of the test (name, developer, publisher, etc.)
✓ Describe your test instrument: Write about what type of test this is
and what kind of measurement it uses
✓ Description of the purpose for which the test was developed
(intended uses? Actual uses?)
✓ Description of the population for whom the test was developed
✓ Definition and discussion of the construct(s) that the test purports
to measure (why was the test designed?)
✓ Discussion of the theoretical orientation from which the test
evolved (what theories underlie the test)
Psychometric Issues ✓ Description of the standardization procedures
✓ Description of the standardization sample
✓ Description of the instrument’s reliability
✓ What way was reliability evaluated
✓ What reliabilities were determined
✓ What are the implications of these reliabilities for the use of the
test
✓ Description of the test’s validity
✓ What ways was validity determined
✓ What validities were determined
✓ What are the implications of these validities for the use of the test
✓ How does the test’s reliability affect your interpretation of the

2
 Assignment Guideline Psychology Department

test’s validity
Practical Considerations ✓ Who can use this test?
✓ What sort of training is required to use this test?
✓ How long does it take to give the test?
✓ What sort of equipment is needed to give the test?
✓ What characteristics of this test or test format might influence the
ability of a person to take this test?
Discussion of the Utility of ✓ How do the factors discussed in “practical considerations” above
the Test influence the utility of the test?
✓ What could this test be used for?
✓ What would result from this test add to a decision-making process?
✓ Given your knowledge of the psychometric properties of this test,
what limitations should you place on your use or results from this test
in your decision-making?
✓ Given your evaluation of this testing instrument, is this a “good”
(i.e., psychometrically sound) test? Why or why not?

Submission Date: 20th March 2022 (please note that no submissions will be accepted
after 11.59 pm)

3
Assignment Guideline Psychology Department

FACULTY OF SOCIAL SCIENCES AND LIBERAL ARTS

PSYCHOLOGY DEPARTMENT

JAN – APRIL 2022

SCORING RUBRIC

Subject : GSP509 Clinical Assessment

Lecturer : Alex Ng Wei Siong
Task : Instrument Critique Paper
Student Name : ______________________________
Student ID : _____________________

Criteria
(a) Organization Excellent/10 points: Very Good/8 points: Average/5 points: The Needs Improvement/3 Unacceptable/0
Score: -----/10 The essay contains The essay contains a essay contains a points: The essay has an points: The essay
stiff topic sentences logical and appropriate logical and appropriate inconsistent shows the absence
and a controlled organization. The organization. The organization. of a planned
organization. writer uses clear topic writer uses clear topic organization.
sentences. sentences.
(b) Style Excellent/10 points: Very Good/8 points: Average/5 points: The Needs Improvement/3 Unacceptable/0
Score: -----/10 The essay shows the The paper contains paper follows a limited points: The paper points: The writer
presence of a planned precise and varied but mostly correct contains several does not contain
organization. sentence structures and sentence structure. awkward and unclear apparent control
word choices. There are different sentences. There are over sentence
sentence structures and some problems with structures and
word choices. word choices. word choice.
(c) Content Excellent/10 points: Very Good/8 points: Average/5 points: The Needs Improvement/3 Unacceptable/0
Score: -----/10 The content appears The essay content essay contains points: The essay points: The essay
sophisticated and appears illustrative and unbalanced content contains a lot of lacks relevant

4
Assignment Guideline Psychology Department

contains well- balanced. that requires more research information content and does
developed ideas. analysis. without analysis or not fit the project
commentary. statement. Essay
rubric rules are not
followed.
(d) Ideas Excellent/10 points: Very Good/8 points: Average/5 points: The Needs Improvement/3 Unacceptable/0
Score: -----/10 The essay is clear and The essay is mostly writer begins the work points: The author fails points: The essay
focused. The work focused and contains a by defining the topic. to define the topic well, lacks a clear sense
holds the reader’s few useful details and However, the or the writer focuses on of a purpose.
attention. Besides, the quotes. development of ideas several issues. Readers must
relevant details and appears general. make suggestions
quotes enrich the based on sketchy
paper. or missing ideas to
understand the
intended meaning.
Essay rubric
requirements are
missed.
(e) Sentence Excellent/10 points: Very Good/8 points: Average/5 points: The Needs Improvement/3 Unacceptable/0
fluency The essay has a The ideas mostly flow text hums along with a points: The essay points: Readers
Score: -----/10 natural flow, rhythm, and motivate a balanced beat but appears irregular and have to go through
and cadence. The compelling reading. tends to be more hard to read. the essay several
sentences are well businesslike than times to give this
built and have a wide- musical. Besides, the paper a fair
ranging and robust flow of ideas tends to interpretive
structure that enhances become more reading.
reading. mechanical than fluid.
(f) Conventions Excellent/10 points: Very Good/8 points: Average/5 points: The Needs Improvement/3 Unacceptable/0
Score: -----/10 The student The student writer shows points: The writer points: The author

5
Assignment Guideline Psychology Department

demonstrates proper demonstrates proper reasonable control makes an effort to use makes repetitive
use of standard writing conventions over a short range of various conventions, errors in spelling,
writing conventions, and uses them standard writing rules. including spelling, punctuation,
like spelling, correctly. One can read The writer handles all punctuation, capitalization,
punctuation, the essay with ease, the conventions and capitalization, grammar grammar, usage,
capitalization, and errors are rare. enhances readability. usage, and and paragraphing.
grammar, usage, and Few touch-ups can The errors in the essay paragraphing. The essay Some mistakes
paragraphing. The make the composition tend to distract and contains multiple errors. distract readers and
student uses protocols ready for publishing. impair legibility. make it hard to
in a way that improves understand the
the readability of the concepts. Essay
essay. rubric rules are not
covered.
(g) Presentation/AP Excellent/10 points: Very Good/8 points: Average/5 points: The Needs Improvement/3 Unacceptable/0
A Formatting The form and The format has few writer’s message is points: The writer’s points: Readers
Score: -----/10 presentation of the mistakes and is easy to understandable in this message is only receive a distorted
text enhance the read. One to four APA format. Five to eight comprehensible message due to
readability of the errors. APA errors. infrequently, and the difficulties
essay and the flow of paper appears connecting to the
ideas. No APA errors disorganized. Nine to presentation of the
twelve APA errors text. Thirteen or
more APA errors
to the point where
it seems
disorganized and
unformatted.
Grand total: / 70
Total: / 20

6
Assignment Guideline Psychology Department

Assignment 2 (10%) – Instrument Critique Paper/Essay Presentation

Objective
This assignment is aimed to enhance students’ ability to present and defend their
topics.

Task

This assignment is a continuation of Assignment 1. Each student should present their

critique paper in the form of a video presentation. Students even can have mixture of
methods in the presentation. Each student MUST show her/his face in the video. The
maximum duration of video presentation is 15 minutes, followed by a Question-and-
Answer session of 5 minutes. Each student will upload the recorded presentation to
YouTube and share the link with instructor at least 2 days before the presentation
(alexngws2016@gmail.com). Students may also share their recorded video
presentation through Google Drive. Please make sure that the quality of the recording
is good, in terms of sounds and visual. To score in this assignment, students are
encouraged to follow the rubrics.

Submission Date: 12th April 2022

7
Assignment Guideline Psychology Department

FACULTY OF SOCIAL SCIENCES AND LIBERAL ARTS

PSYCHOLOGY DEPARTMENT

JAN – APRIL 2022

SCORING RUBRIC

Subject : GSP509 Clinical Assessment

Lecturer : Alex Ng Wei Siong
Task : Instrument Critique Paper/Essay Presentation
Students : ______________________________
ID : ______________________________

Criteria 16-20 11-15 6-10 1-5

(a) Subject Student demonstrates full
knowledge knowledge (more than
required) by good
/20
explanations and
elaboration.
(b) Delivery Pronunciation and
enunciation are very clear.
/20 The speaker exhibits very
few disfluencies, such as
“ahs,” “uhms,” or “you
knows”.
Student is at ease with
expected demonstrations,
but fails to explain and
elaborate.
The pronunciation and
enunciation are clear. The
speaker exhibits few
disfluencies, such as “ahs,”
“uhms,” or “you knows”.
Student is uncomfortable
with information and hardly
explain and elaborate
correctly.
The pronunciation and
enunciation are unclear. The
speaker exhibits many
disfluencies, such as “ahs,”
“uhms,” or “you knows.”
Student does not have grasp
of information; fail to explain
and elaborate.
The pronunciation and
enunciation are so unclear that
you cannot understand most
of the message.

8
Assignment Guideline
(c) Organization Student presents
information in logical,
/20
interesting sequence which
audience can follow.
8 – 10
(d) Creativity Student creates a very lively
/10
and descriptive
presentation. The
presentation clearly holds
the interest of the audience.
(e) Q & A Students were able to
/20
answer all questions posted
by the lecturer and audience
with some minor mistakes.
Grand total: / 90
Total: / 10
Psychology Department
Student presents
information in logical
sequence which audience
can follow.
5–7
Student creates an
interesting presentation. The
presentation is somehow
successful in holding the
interest of the audience.
Students were able to
answer most of the
questions posted by the
lecturer and audience with
some mistakes.
Audience has difficulty Audience cannot understand
following presentation because there is no sequence
because student jumps of information.
around.
3–4 1–2
Student creates a dull Student creates a presentation
presentation. The audience with no details or descriptions
seem somewhat which does not hold the
uninterested in the interest of their audience.
presentation.
Students were able to Students were not able to
answer some of the answer the questions posted
questions posted by the by the lecturer and audience.
lecturer and audience with
some mistakes.
9
Assignment Guideline Psychology Department

Assignment 3 (20%) - Ethics in Clinical Assessment (Group Assignment)

Objective
This assignment is aimed to enhance students’ awareness of ethical issues in
performing clinical assessments.

Task
Because of the ethical responsibilities involved in assessment in clinical/therapy
settings, students in group of four (4) will prepare and submit an assignment on ethics
in selecting, administering, scoring, interpreting, giving results, and storing results of
assessments. Students are encouraged to be creative and add sections on ethics in
clinical assessment of marginalized/stigmatized communities, populations with
special needs, and other diverse communities. Students should also address and
present solutions of ethical dilemmas while conducting assessment.

Note: This is a group-based assignment, and each group will submit one assignment
(8 to 10 pages, typed & double-spaced, 12-point font, excluding title page and
references page).

Grammar and spelling also affect the quality of your work, so more of these mistakes
will result in fewer points. All assignments should be submitted in MS Word form.
Any plagiarism, intentional or unintentional, will result in deduction of marks in the
assignment. Grammar and spelling also affect the quality of your work, so more of
these mistakes will result in fewer points. Proofread your work! Also, if you do not
cite others’ ideas or quote AND cite others’ words, you will have committed
plagiarism and your marks will be deducted.

NOTE: All paper assignments are expected to be written in accordance with 6th (or
7th) edition APA guidelines. It may be wise to obtain an APA Manual to ensure your
papers are written in the correct APA style. Deviations from APA style will result in
lower scores on assignments.

Minimum acceptable similarity index is 15 %

Submission Date: 31st March 2022 (please note that no submissions will be accepted
after 11.59pm)

10
Assignment Guideline Psychology Department

FACULTY OF SOCIAL SCIENCES AND LIBERAL ARTS

PSYCHOLOGY DEPARTMENT
JAN – APRIL 2022
SCORING RUBRIC

Subject : GSP509 Clinical Assessment

Lecturer : Alex Ng Wei Siong
Task : Ethics in Clinical Assessment (Group Assignment)
Students : _____________________________ ID : _____________________
______________________________ ID : _____________________
______________________________ ID : _____________________
______________________________ ID : _____________________

Criteria Unacceptable or Limited Some proficiency Proficiency (3) High proficiency (5) Score
lack of proficiency proficiency (1) (2)
(0)

Using code of Has no idea of what Has a vague idea of Describes the Describes the Describes the issue(s)
ethics, describes the issue is and is what the issue is issue(s) using issue(s) using basic in detail,
ethical issue(s) uncertain of how and is uncertain of concepts from the concepts from demonstrating full
the code of ethics how the code of codes of ethics, but codes of ethics. understanding of
apply ethics apply important elements relevant code off
may be missing or ethics provisions and
misunderstood. how they relate of the
issue(s)

11
Assignment Guideline Psychology Department

Ability of analyze Has no awareness Has limited Appears to be aware Demonstrates Is able to analyze
a situation for of potential ethical awareness of of some ethical understanding of complex ethical
potential ethical problems in their potential ethical problems in the case the major ethical scenarios and
problems response of the case problems in their studies but is not problems in the demonstrate
studies response of the analyzing such case studies and understanding of
case studies issues appropriately. critically analyses major and subtle
those issues ethical problems in
case studies as well
as creatively presents
strategies to deal
with those issues.

Awareness of No evidence that Limited evidence Appears to be aware Is aware of code of Is aware of code of
various code of the student is aware that the student is of the code of ethics ethics and use it ethics and use it to
ethics (e.g., APA of the code of aware of the code but is not making when discussing discuss ethical
code of ethics) ethics of different of ethics of use of it when potentially dilemmas as well as
bodies of different bodies of approaching ethical unethical present solutions.
psychology psychology problems situations.

Awareness of No evidence that Limited evidence The responses to the The responses to Demonstrates ethical
their the student that the student case studies indicate the case studies and professional
responsibility to considers ethics or considers ethics or that the student does indicate that the practice of
work in an ethical professionalism as professionalism as not fully understand student is aware psychology in their
and professional the discuss case the discuss case what it means to that the response to the case
manner studies. studies. work in an ethical psychologists have studies.
and professional a responsibility to
manner work in an ethical
and professional
manner.

12
Assignment Guideline Psychology Department

Unacceptable/0 Needs Average/5 points Very Good/8 Excellent/10 points

points Improvement/3 points
points

Sentence fluency Readers have to go The assignment The text hums along The ideas mostly The assignment has a
through the appears irregular with a balanced beat flow and motivate natural flow, rhythm,
assignment several and hard to read but tends to be more a compelling and cadence. The
times to give this businesslike than reading. sentences are well
assignment a fair musical. Besides, the built and have a
interpretive reading flow of ideas tends wide-ranging and
to become more robust structure that
mechanical than enhances reading.
fluid

Conventions The author makes The writer makes The writer shows The student The student
repetitive errors in an effort to use reasonable control demonstrates demonstrates proper
spelling, various over a short range of proper writing use of standard
punctuation, conventions, standard writing conventions and writing conventions,
capitalization, including spelling, rules. The writer uses them like spelling,
grammar, usage, punctuation, handles all the correctly. One can punctuation,
and paragraphing. capitalization, conventions and read the capitalization,
Some mistakes grammar usage, enhances readability. assignment with grammar, usage, and
distract readers and and paragraphing. The errors in the ease, and errors are paragraphing. The
make it hard to The assignment assignment tend to rare. Few touch- student uses
understand the contains multiple distract and impair ups can make the protocols in a way
concepts. errors. legibility. composition ready that improves the
Assignment rubric for publishing. readability of the
rules are not assignment.
covered.

13
Assignment Guideline Psychology Department

Presentation/APA Readers receive a The writer’s The writer’s The format has The form and
Formatting distorted message message is only message is few mistakes and presentation of the
due to difficulties comprehensible understandable in is easy to read. text enhance the
connecting to the infrequently, and this format. Five to One to four APA readability of the
presentation of the the paper appears eight APA errors. errors. assignment and the
text. Thirteen or disorganized. Nine flow of ideas. No
more APA errors to to twelve APA APA errors
the point where it errors
seems disorganized
and unformatted.

Grand total: / 50
Total: / 20

14
Assignment Guideline Psychology Department

Assignment 4 (20%) – Ethics in Clinical Assessment (Group Presentation)

Objective
This assignment is aimed to enhance students’ ability to present and defend their
topics.

Task

This assignment is a continuation of Assignment 3. Each group should present their

assignment in the form of a video presentation. Students even can have mixture of
methods in the presentation. Each group MUST show their face in the video. The
maximum duration of video presentation is 15 minutes. Each group will upload the
recorded presentation to YouTube and share the link with instructor at least 2 days
before the presentation (alexngws2016@gmail.com). The groups may also share
their recorded video presentation through Google Drive. Please make sure that the
quality of the recording is good, in terms of sounds and visual. To score in this
assignment, students are encouraged to follow the rubrics.

Submission Date: 19th April 2022

15
Assignment Guideline Psychology Department

FACULTY OF SOCIAL SCIENCES AND LIBERAL ARTS

PSYCHOLOGY DEPARTMENT

JAN – APRIL 2022

SCORING RUBRIC

Subject : GSP509 Clinical Assessment

Lecturer : Alex Ng Wei Siong
Task : Ethics in Clinical Assessment (Group Presentation)
Students : ______________________________ ID : _____________________
_______________________________ ID : _____________________
_______________________________ ID : _____________________
_______________________________ ID : ____________________

Criteria 16-20 11-15 6-10 1-5

1. Subject Student demonstrates full
knowledge knowledge (more than
required) by good
/20
explanations and
elaboration.
2. Delivery Pronunciation and
enunciation are very clear.
/20 The speaker exhibits very
few disfluencies, such as
“ahs,” “uhms,” or “you
knows”.
Student is at ease with
expected demonstrations,
but fails to explain and
elaborate.
The pronunciation and
enunciation are clear. The
speaker exhibits few
disfluencies, such as “ahs,”
“uhms,” or “you knows”.
Student is uncomfortable
with information and hardly
explain and elaborate
correctly.
The pronunciation and
enunciation are unclear. The
speaker exhibits many
disfluencies, such as “ahs,”
“uhms,” or “you knows.”
Student does not have grasp
of information; fail to explain
and elaborate.
The pronunciation and
enunciation are so unclear
that you cannot understand
most of the message.

16
Assignment Guideline Psychology Department

3. Organization Student presents Student presents Audience has difficulty Audience cannot understand
information in logical, information in logical following presentation because there is no sequence
/20
interesting sequence which sequence which audience because student jumps of information.
audience can follow. can follow. around.
8 – 10 5–7 3–4 1–2
4. Creativity Student creates a very lively Student creates an Student creates a dull Student creates a presentation
/10
and descriptive interesting presentation. presentation. The audience with no details or descriptions
presentation. The The presentation is seem somewhat which does not hold the
presentation clearly holds somehow successful in uninterested in the interest of their audience.
the interest of the audience. holding the interest of the presentation.
audience.
5. Q & A Students were able to Students were able to Students were able to Students were not able to
/20
answer all questions posted answer most of the answer some of the answer the questions posted
by the lecturer and audience questions posted by the questions posted by the by the lecturer and audience.
with some minor mistakes. lecturer and audience with lecturer and audience with
some mistakes. some mistakes.
Grand total: / 90
Total: / 20

17
Assignment Guideline Psychology Department

Assignment 5 (30%) Interview Skills

Objective
This assignment is aimed to enhance students’ ability to develop skills to practice
interviewing skills, describe the produce reports and write up with the applications of
psychological assessment in the field of clinical psychology.

Task
All students will complete 1 case (can be role play session), 30 to 40 minutes clinical
interviewing session (physical or virtual session). Each interview will be recorded and
will focus on any standard clinical interviewing skill or goal-directed clinical
interview session. Interviews must be visual/audio-recorded and reviewed with
structured point/key writing format. It is recommended that you review your own
record prior to your submission to the lecturer as final master copy for
grading/marking. A written page(s) with self-analysis of your interview information
or data should be given to your lecturer before end of the last class week 14th. In your
self-analysis, highlight the clinical interviewing outline with frame structured that you
had performed during the recording. If you make a reasonable effort during your
practice interviews, avoid repeating major mistakes, and with understanding the
course objectives, you will receive the good points. You will lose points if you:

(a) have significant problems enacting the assigned skills.

(b) come to the clinical interviewing session with unprepared.
(c) are not responsive to your learning.
(d) appear to be putting little effort into the practice interview process.
(e) do not complete the assignments properly.

Your interviews will be conducted with your partner. You will work in pairs for the
clinical interviewing session with recording. You will be making your own time
available for your partner and practicing your interviews. There is a multi-step
process:

(a) you and your partner decide on a day of the session time, any theme/issues,
and the process.
(b) you ensure the time duration of the session is not more or less in 10
minutes out of the total 40 minutes session.
(c) you need to send in the recording session in softcopy file with the written
structured words Times New Roman format of 12 font size.
(d) please submit those documents last day of the 14th week class.

Everyone will upload the recorded file and write up file before last day of the 14th
week class to (alexngws2016@gmail.com). The individual may also share his or her
recorded video through Google Drive. Please make sure that the quality of the
recording is good, in terms of sounds and visual. To score in this assignment,
students are encouraged to follow the rubrics.

Submission Date: 14th April 2022

18
 Assignment Guideline Psychology Department

FACULTY OF SOCIAL SCIENCES AND LIBERAL ARTS

PSYCHOLOGY DEPARTMENT

JAN – APRIL 2022

SCORING RUBRIC

Subject : GSP509 Clinical Assessment

Lecturer : Alex Ng Wei Siong
Task : Interview Skills
Students : ______________________________
ID : ______________________________

INTERVIEWING SKILLS
Criteria EXCELLENT SATISFACTORY BORDERLINE UNSATISFACTORY COMMENT
3 2 1 0
1. Identifies Client Demonstrates an accurate and Demonstrates an Demonstrates a limited or Doesn’t demonstrates
Needs complete understanding of adequate understanding poor understanding of the understanding of the client’s
the client’s potential and/or of the client’s potential client’s potential and/or potential and/or actual
(Enter criteria actual descriptive information and/or actual descriptive actual descriptive descriptive information
description) (objects of the session) information (objects of information (objects of the (objects of the session)
the session) session)
2. Approach Flexible in approach. Flexible in approach. Struggles to be flexible to Inflexible in approach.
Provides Advice provided meet client Doesn't
appropriate information so appropriate, however needs and perspective. engage client in
client able often with an Very limited discussion/negotiation. Tells
to navigate informed decision advisory approach and efforts to negotiate for client
making. with limited change, rather is what they need to do. Doesn't

19
 Assignment Guideline
Engages client in all aspects
of care
and negotiates a personalised
management plan. Explains
aspects of
care comprehensively and
sensitively.
Psychotherapy/Counselling
technique -
used appropriately.
3. Orientation Client oriented.
Acknowledges client
perspective and explores
client
problems appropriately,
including impact
on function.
4. Empathy and Shows high levels of
Respect empathy and throughout.
Considers and discusses the
impact of presentation on the
client's function. Sensitively
handle negative issues or
information. Attends to client
comfort throughout.
Psychology Department
negotiation or client prescriptive. May confuse negotiate management plan,
involvement in client with explanations unclear and may
decision making. complex language/terms confuse client.
Explains aspects of or limited Limited belief that client can
care clearly. explanations. make
informed decisions about
change.
Client oriented. Task oriented. Focused on Task oriented. Has a strong
Explores client medical disease
presentation soundly. care with client and client and diagnosis focus. Not
Explores comfort considering
presenting problem a low client's
from clients priority. Limited story/perspective/priorities.
perspective, including exploration of
how is impacting presentation from client's
on function. perspective.
Shows empathy and Empathy and respect Poorly demonstrated,
respect throughout. lacking or limited times, especially for of condition on
Considers and discusses inconsistent especially for client's lifestyle. No attention
impact of presentation impact condition on to client cues. No of client
on client function. client's lifestyle. needs/comfort.
Demonstrates empathy Pragmatic Approach to
when client in negative negative issues or
emotion. Attention to information, "Just way it
client comfort has to be".
throughout.
20
 Assignment Guideline Psychology Department

5. Questioning Uses highly relevant and Explores client issue Uses many Questioning unfocused. Uses
focused using a range of closed/directed questions. mainly
questions to explore client relevant question types. Rushed and cursory closed and directed
issue Listens well. listening of client's questions,
appropriately. Actively Asks client for their perspective. Interrupts interrupts client, doesn't
listening story. client's story at listen.
throughout. Takes time for times. May actively listen
client to tell at times but not
their story. consistent.
6. Non-Verbal Therapist exhibits appropriate Therapist exhibits good Therapist exhibits Therapist exhibits poor
Responds level of posture, makes minimum posture, makes posture,
eye contact, gestures, facial appropriate eye contact. fairly makes no eye contact, lacks
expression Confidence appropriate eye contact. confidence and poise.
and confidence. Good and poise are evident. Confidence
posture. Engages and poise are minimally
client. evident.
7. Communication Communication skills Communication skills Communication skills Communication skills. Poor
Skills excellent. Client sound. Some variable. Sound at overall,
centred communication client centred times but not consistent. therapist centred
throughout. communication evident. May be polite communication mostly
Respectful and Builds trust and rapport and professional but evident. Body language not
compassionate. with client well doesn't establish encouraging. Poor
Establishes trust and rapport - respectful and rapport well. Therapist development of trust
easily. compassionate. centred and rapport. May be
Able to adapt communication communication evident. disrespectful,
style to May be patronising or dismissive of
client needs Encourages dismissive or defensive to client's
client to client's feelings
express his or her feelings. feelings.

21
 Assignment Guideline
8. Management Risk assessed and client's
perspective
considered in negotiating
range of
management strategies, with
emphasis
on reducing risk and
provision of
immediate support.
Negotiates
management plan until test
results are
available and diagnosis can
be
confirmed. Individual
management plan
negotiated, considering
impact of
the condition on the client's
lifestyle/function.
Importance of change
communicated to
client and negotiated with
consideration of impact of
change on
lifestyle. Encourages client to
set
meaningful/specific short and
long-term
goals.
Psychology Department
Management plan Management plan general Doesn't encourage range of
specific to client and non management options.
needs and function. specific to client needs. Management may
Short-term No clear not be best practice. No clear
management strategies short/long-term short or
(including what management plan. long-term management plan
to do if another acute Management plan discussed
episode) and confusing for client. with client. Management plan
possible long-term Client understanding and and
management plan agreement follow-up ambiguous to
discussed with client, not clarified. client. Does
including impact Limited consideration of not make efforts to assist
on client's lifestyle and impact of client with
function and condition on client's behaviour change.
family involvement lifestyle/function. Ignores impact of condition
where appropriate. on client's
Discusses the impact of lifestyle and function.
change on the
client. May not set
specific goals for
change or get any clear
agreement for
change from client.
22
 Assignment Guideline
9. Psychological All required appropriate tests
or Clinical arranged
Tests and clearly explained.
10. Ethico-legal Addresses potential
ethical/legal/work
cover issues clearly.
11. Client Impact Client leaves the consultation
feeling
assisted and respected. The
individual
understand the need for
changes and
have a short- term and long-
term
management plan which they
understand. The individual
has been
included in all decision-
making and
feel safe with this process.
The client understands the
severity of
his or her conditions and any
changes
needed to reduce risk. Even if
Psychology Department
All required appropriate Appropriate tests
tests arranged. arranged, however
may not order all required
tests and not
explained clearly to client.
Addresses Potential
ethical/potential ethical/legal/work cover
legal/work issues
cover issues clearly. discussed, but incomplete
and unclear.
Client may leave the Client may leave the
consultation consultation
feeling uneasy about understanding a little
their issues, about his or her
however, the individual conditions, but may also
has a short-term be confused
management plan in and dissatisfied. The
place which his or her individual may have some
understand. The strategies for
individual is less clear management, but these
on are not comprehensive
long-term management and there may
needs. Client be no plans for change or
may feel his or her supports
needs were not explored provided. Client may not
fully. follow-up on
Client will understand advice and may not return.
the severity of his or her
conditions and any
May order but not relevant or
comprehensive.
Neglects potential
ethical/legal/work
cover issues.
The client may leave the
consultation
unnecessarily highly
emotionally about his or her
issues or confused and fearful
of the
management plan provided.
The individual may
not comprehend the severity
of his or her
condition and risks associated
with this.
Client is not likely to return.
23
 Assignment Guideline
the
client is unhappy with his or
her diagnosis
and subsequent treatment, his
or her
understand and satisfied with
his or her current conditions
12. Client Comfort Explains reason for
examination and
findings to client throughout.
Client safety and comfort
considered at
all times.
13. Follow-up or Follow-up negotiated and
Termination discussed.
Organises next appointment
and follow up pathology
tests.
Psychology Department
changes
needed to reduce risk.
The individual may not
have been given clear
guidance on
how to achieve this.
Client may or
may not follow-up on
advice but is likely
satisfied with his or her
current conditions
Examination explained Limited explanation to No explanation to client of
clearly to client client. Client examination
throughout. Client comfort and safety not process, client comfort may
comfort and safety well considered. be
considered. compromised. May not ask
client to
undress for examination.
Follow-up arranged and Loosely arranged. Makes Not arranged. No continuity
organised next some efforts of care
appointment and to assist patient with evident.
follow-up pathology behaviour change,
test. but does not discuss risk
factors in
manner relevant to patient
or encourage
goal setting.
24
 Assignment Guideline Psychology Department

14. Knowledgeable Therapist demonstrates well Therapist demonstrates Therapist demonstrates Therapist demonstrates little
and Reflective knowledge and understanding substantial basic to
of clinical knowledge and knowledge and no knowledge of the clinical
interviewing skills. Therapist understanding of understanding of interviewing skills. Therapist
provides high accurate clinical interviewing clinical interviewing is unable to describe and
descriptions, explanations, skills. Therapist skills. Therapist provides provide
and provides accurate satisfactory descriptions, examples relevant to the field
examples. descriptions, explanations, of
explanations, and and examples. clinical interviewing skills.
examples.
15. Overall Overall approach Overall approach Overall approach is Poor performance
comprehensive and systematic and somewhat throughout. Overall
certainly, competent across consistently competent systematic but consultation not focussed or
all across marking inconsistent as some systematic.
marking categories with categories. areas satisfactory and Clinically incompetent across
added value Has made clear efforts others not. all/most
evident. Client comfort and to ensure Clinical competence marking categories. May be
safety a client comfort and inconsistent unsafe.
priority. No compromise in safety and to across marking categories. Overall client is not made
asserting reduce risks where Generally comfortable or
need to reduce client's risk of appropriate. safe. safe.
harm Communication skills Limited consideration of Communication skills may
to self and others and effective, client be a barrier to
assuring polite/respectful but not comfort and safety. care of client.
immediate social and family always Communication skills Disrespectful of client needs
support in client centred rather limiting effective and not
place. advisory. care for client. Generally attending to medical needs
Clearly respectful and using Client context polite but appropriately.
sound considered and limited awareness of

25
 Assignment Guideline Psychology Department

communication and client medical management client context

centred approach throughout. sound. and limited demonstration
of sound
medical care.
11- 15 Marks 6-10 Marks 1-5 Marks 0 Mark
16. Case Systematic and structured Just satisfy for the Fairly systematic and Unable to demonstrate
Formulation according to the standard systematic and structured according to the systematic and structured
and Structure format and well identify the structured according to standard format and according to the standard
Outline (Write important point with written the standard format and poorly identify the format and unable to identify
Up) able to identify the important point with the important point with
important point with written written
(15 Marks) written

Grand total: / 60

Total: / 30

26