Assessment of Individuals, Families, Groups, Organizations, and Communities: Collects, analyzes, and applies relevant information to promote the effective delivery of clinical services and/or the effective execution of administrative and planning projects. Improvement Desired Competence Mastery Overlooks biological, Considers factors relevant Selects the most critical Unable cognitive, developmental, to mental health factors relevant to mental to psychological, social, assessment including health assessment on assess cultural, community, biological, cognitive, biological, cognitive, and/or spiritual factors developmental, developmental, relevant to mental health psychological, social, psychological, social, assessment cultural, community, and cultural, community, and spiritual factors spiritual levels Undervalues the client’s Considers most relevant Thoughtfully includes subtle Unable experience of poverty, diversity factors including and/or interactive diversity to oppression, disability, poverty, oppression, factors that impact clients’ assess discrimination, and/or disability, discrimination, psychosocial well-being stigma and/or stigma Unable to assess for Identifies indicators of all Performs complex Unable clinical risks related to key clinical risks and assessments related to to abuse, neglect, suicidality, assesses and consults clinical risks; mobilizes assess or dangerousness appropriately protective factors Difficulty identifying Often identifies strengths, Always selects key Unable strengths, resilience, and resilience, and protective strengths, resilience, and to protective factors in clients factors protective factors to affirm assess recovery Unable to organize, Organizes, analyzes, and Efficiently organizes, Unable analyze, and communicate communicates assessment analyzes, and communicates to assessment information information sufficiently assessment information assess with concision Unfamiliar with or Able to consider Demonstrates exceptionally Unable improper use of DSM appropriate differential discerning diagnostic skills to diagnoses with assess consultation Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to assessment? Unable 1 2 3 4 5 to Assess Not Proficient Competent Exceptional Mastery Assign a number to the nearest .50 increment: Unable to Assess Student strengths or accomplishments: Specific ways student could enhance or improve competency in this area:
Assessment of Individuals, Families, Groups, Organizations, and Communities: Collects, analyzes, and applies relevant information to promote the effective delivery of clinical services and/or the effective execution of administrative and planning projects. Improvement Desired Competence Mastery Overlooks biological, cognitive, developmental, psychological, social, cultural, community, and/or spiritual factors relevant to mental health assessment Considers factors relevant to mental health assessment including biological, cognitive, developmental, psychological, social, cultural, community, and spiritual factors Selects the most critical factors relevant to mental health assessment on biological, cognitive, developmental, psychological, social, cultural, community, and spiritual levels Unable to assess Undervalues the client’s experience of poverty, oppression, disability, discrimination, and/or stigma Considers most relevant diversity factors including poverty, oppression, disability, discrimination, and/or stigma Thoughtfully includes subtle and/or interactive diversity factors that impact clients’ psychosocial well-being Unable to assess Unable to assess for clinical risks related to abuse, neglect, suicidality, or dangerousness Identifies indicators of all key clinical risks and assesses and consults appropriately Performs complex assessments related to clinical risks; mobilizes protective factors Unable to assess Difficulty identifying strengths, resilience, and protective factors in clients Often identifies strengths, resilience, and protective factors Always selects key strengths, resilience, and protective factors to affirm recovery Unable to assess Unable to organize, analyze, and communicate assessment information Organizes, analyzes, and communicates assessment information sufficiently Efficiently organizes, analyzes, and communicates assessment information with concision Unable to assess Unfamiliar with or improper use of DSM Able to consider appropriate differential diagnoses with consultation Demonstrates exceptionally discerning diagnostic skills Unable to assess Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to assessment? 1 2 3 4 5 Unable to Assess Not Proficient Competent Exceptional Mastery Assign a number to the nearest .50 increment: Unable to Assess Student strengths or accomplishments: Specific ways student could enhance or improve competency in this area: