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iRubric: Assessment in Trauma Counseling rubric

iRubric: Assessment in Trauma Counseling rubric

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Assessment in Trauma Counseling 
Recognizing Burnout and Vicarious Trauma
Rubric Code: W229237
By kfrantel
Draft
Public Rubric
Subject: Psychology  
Type: Assignment  
Grade Levels: Graduate

Powered by iRubric Assessment Exercise
  Poor

(N/A)

Good

(N/A)

Excellent

The following represents the necessary components for full points in each category.

(N/A)

Connection/Understanding
5 %

When role-playing the client, student should embody symptoms indicated on intake forms and other supporting documents, demonstrating a clear understanding of symptoms as well as connection to trauma.
As the therapist, student should conduct an assessment exploring the biological, cognitive, affective, and interpersonal responses to trauma.
Poor

Client's demeanor, descriptions, and answers do not connect to the intake forms and supporting documents or otherwise make it difficult for clinical assessment.
Therapist does not assess the trauma or other presenting issues at different levels.
Good

Client's demeanor, descriptions, and answers somewhat connect to the intake forms, though do not fully show mastery or understanding of symptomatology or trauma presentations.
Therapist is able to assess a range of issues in most of these domains: biological, cognitive, affective, and interpersonal aspects of trauma and diagnosis.
Excellent

Client's demeanor, descriptions, and answers connect to the intake forms and supporting documents.
Therapist is able to assess a wide range of issues as they relate to biological, cognitive, affective, and interpersonal aspects of trauma and diagnosis.
Assessment Skills
25 %

As the therapist, student should be able to demonstrate skills appropriate for assessing a new client (e.g., open-ended questions, theoretically driven inquiry) while also demonstrating empathic understanding (e.g., validation, rapport building).
Poor

Therapist uses a limited range of intervention skills, does not necessarily connect the session to the information in the intake packet, and/or probes for information without also addressing rapport.
Good

Therapist uses multiple intervention skills to learn information across more than one domain, asks questions somewhat connected to the intake report, and is able to somewhat provide empathic rapport building.
Excellent

Therapist uses a range of intervention skills to learn new information across several domains, asks questions or probes appropriately around the items described in the intake report, and builds rapport with the client.
Psychoeducation
25 %

As the therapist, the student should offer once piece of psychoeducation about trauma responses. This psychoeducation should be framed appropriately (e.g., with information about why it is being offered), should connect to the symptoms/presenting concerns, should be described in clear, concise language, and should be brief enough that the client can learn and incorporate the information but with enough detail that a client should be able to understand the core components of this education.
Poor

Therapist provides a piece of psychoeducation that is not necessarily tailored to the client and the client's presenting concerns. The psychoed is poorly described, described without a rationale, or is confusing/overwhelming.
Good

Therapist provides a piece of psychoeducation that is somewhat tailored to the client and the client's presenting concerns. The psychoed is described with either a bit too much detail or too little detail and feels a bit confusing.
Excellent

Therapist provides a piece of psychoeducation that is tailored to the client and the client's presenting concerns. The psychoed is described with enough detail to be beneficial, but without being overwhelming or confusing. The therapist provides a rationale for the use of this intervention, and helps the client to understand the usefulness of this information.
Assessment Write-Up: Background
20 %

Written assessment includes: client demographics, client strengths, and an overview of the trauma symptoms that the client is experiencing as well as the presenting issue(s). Written assessment should show attention to the written intake documents as well as the clinical session/presentation of the client.
Poor

Assessment write-up does not include all appropriate information (demographics, strengths, overview of symptoms/issues), is difficult to follow, and/or does not incorporate information from both the session and intake paperwork.
Good

Assessment write-up includes most appropriate information (demographics, strengths, overview of symptoms/issues), is written in a way that allows the reader to follow or understand information, even if it is not the most logical order of information, and combines information from both the intake paperwork as well as the information described in the session.
Excellent

Assessment write-up includes all appropriate information (demographics, strengths, overview of symptoms/issues), is clearly and concisely written, and is connected to both the intake paperwork as well as the information described in the session.
Assessment Write-Up: Psychoed and Tx
20 %

Written assessment should describe the piece of psychoeducation provided by the therapist with a description of the intervention and a rationale for this specific psychoed provided.
Should also include a few sentences describing what your treatment focus would be with this client and the rationale as related to the symptoms and issues.
Poor

Assessment write-up includes a brief or lacking description of the psychoeducation provided in the session without sufficient rationale. Description for future direction does not seem to connect to presenting concerns and/or information about the client. It is disorganized or difficult to follow, and/or not connected to both the intake paperwork as well as the information described in the session.
Good

Assessment write-up includes a description of the psychoeducation provided in the session without a rationale for this choice, also describes a direction for future therapy treatment without clear reasons. It is mostly clearly and concisely written, and is connected to both the intake paperwork as well as the information described in the session.
Excellent

Assessment write-up includes a description of the psychoeducation provided in the session and a rationale for this choice, also describes a direction for future therapy treatment and why. It is clearly and concisely written, and is connected to both the intake paperwork as well as the information described in the session.
Formatting Requirements
5 %

Role-Play tape for EACH therapist is 45-60 minutes.

Written assignment are 2-3 pages double spaced, in Times New Roman Font. Attention to spelling and grammar is evident. Citations are included as appropriate and in APA formatting.
Poor

Role-play is either too long or too short.

Paper does not meet the overall formatting criteria, and/or does not meet the length requirement, and/or does not use APA references. There are several spelling or grammar issues.
Good

Role-play falls within the appropriate timeframe.

Paper mostly meets the overall formatting criteria, uses APA formatting with minimal errors, and has some spelling/grammar issues but the paper maintains clarity for the reader.
Excellent

Role-play falls within the appropriate timeframe.

Paper meets the overall formatting criteria, uses APA formatting with no errors, and has no spelling/grammar issues.




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