Specific ways student could enhance or improve competency in this area (most contain supporting details particularly for scores 1.5 or below): Please check the box in each row that best matches your observationally-based appraisal of the student: 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 assess psychological, social, assessment including health assessment on 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 Unable experience of poverty, diversity factors including subtle and/or interactive to assess oppression, disability, poverty, oppression, diversity factors that discrimination, and/or disability, discrimination, impact clients’ stigma and/or stigma psychosocial well-being Unable to assess for Identifies indicators of all Performs complex Unable clinical risks related to key clinical risks and assessments related to to assess abuse, neglect, suicidality, assesses and consults clinical risks; mobilizes or dangerousness appropriately protective factors Difficulty identifying Often identifies strengths, Always selects key Unable strengths, resilience, and resilience, and protective strengths, resilience, and to assess protective factors in clients factors protective factors to affirm recovery Unable to organize, Organizes, analyzes, and Efficiently organizes, Unable analyze, and communicate communicates assessment analyzes, and to assess assessment information information sufficiently communicates assessment information with concision Unfamiliar with or Able to consider Demonstrates Unable improper use of DSM appropriate differential exceptionally discerning to assess diagnoses with diagnostic skills 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
Specific ways student could enhance or improve competency in this area (most contain supporting details particularly for scores 1.5 or below): Please check the box in each row that best matches your observationally-based appraisal of the student: 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
First%20Semester%20Progress%20Review%2C%20Second%20Year%20CMH%20Students.docx