Skip to main content
iRubric: Trauma and Crisis: Final Project rubric

iRubric: Trauma and Crisis: Final Project rubric

find rubric

(draft) edit   print   share   Copy to my rubrics   Bookmark   test run   assess...   delete   Do more...
Trauma and Crisis: Final Project 
Assessment in Trauma Counseling
Rubric Code: V229629
By kfrantel
Draft
Public Rubric
Subject: Psychology  
Type: Assignment  
Grade Levels: Graduate

Powered by iRubric Final Project
  Poor

(N/A)

Good

(N/A)

Excellent

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

(N/A)

Presenting Problem
20 %

1 paragraph-1 page describes the presenting issues bringing the "client" to therapy, captured in their words.
Poor

There is minimal information about the core presenting concern bringing the client to therapy. The description does not connect to what the client has described/the client's own way of understanding the distress.
Good

A brief overview of the issues that bring the client are identified, though lacking some primary aspects of the concern. There is minimal connection made to how the client frames the problem (e.g., including quotes) and how the client understands the overall distress.
Excellent

A clear overview of the issues that bring the client are identified. There is a connection made to how the client frames the problem (e.g., including quotes) and how the client understands the overall distress.
Multicultural Assessment
20 %

1-3 pages including the ADDRESSING matrix and Bronfenbrenner's Ecological Systems Theory model. A strengths based examination of the client's social context is made, with attention to privilege and oppression. Systemic stressors are identified, as are strengths of the client/community.
Poor

ADDRESSING matrix and Ecological model are not used to describe the client. Writers do not describe strengths and minimal attention is given to systemic stressors impacting the client. Information is not discussed within context.
Good

ADDRESSING matrix and Ecological model are both incomplete. Writers mention some strengths as well as some systemic stressors impacting the client, though contextualizing this based on the social identities of the client is weak/incomplete. Relevant information about multicultural factors as they relate to psychological distress are only minimally discussed.
Excellent

ADDRESSING matrix and Ecological model both used to describe the client. Writers describe strengths as well as systemic stressors impacting the client, contextualizing this based on the social identities of the client. Relevant information about multicultural factors as they relate to psychological distress are discussed.
Clinical Assess. & Case Form
20 %

2-4 pages
Using theories discussed in class, a trauma-informed clinical assessment is made. This should include historical information as well as intake documentation. There should be clear connection between readings/information in the class to this clinical assessment of how the psychological distress/symptoms are impacting daily functioning. There should also be clear trauma-informed approach with attention to strengths/contextual factors.
Poor

Writers do not demonstrate integration of information from the movie, the intake reports, readings in class, and theoretical knowledge gained in the classroom to describe the origin and trajectory of the client's presenting concern; the description of this information is either disconnected, incomplete, or missing core elements. There is little attention to contextual factors as well as social identity and strengths.
Good

Writers demonstrate a discussion of information from the movie, the intake reports, readings in class, and theoretical knowledge gained in the classroom to describe the origin and trajectory of the client's presenting concern, but this discussion is sometimes disjointed or does not demonstrate integration and synthesis of all materials. There is attention to contextual factors as well as social identity and strengths.
Excellent

Writers demonstrate integration of information from the movie, the intake reports, readings in class, and theoretical knowledge gained in the classroom to describe the origin and trajectory of the client's presenting concern. There is attention to contextual factors as well as social identity and strengths.
Suggested Treatment Plan
20 %

2-4 pages: You should include a treatment plan addressing symptoms while attending to social/developmental/cultural needs. There should be research guiding the choice of treatment options.
Poor

A clear treatment plan, with objectives, goals, and treatment trajectory is not provided. The treatment plan developed does not seem to connect to research and/or theoretical approaches to treatment. The treatment plan does not include measurable (SMART goals) outcomes and is lacking a discussion of both therapist and client role in the therapeutic process. Treatment plan does not seem to be connected to observed symptoms.
Good

A treatment plan is identified, though incomplete in terms of objectives, goals, and treatment trajectory. This treatment plan relies on research and is connected to theoretical approaches to treatment. The treatment plan does not include observable, measurable (SMART goals) outcomes and/or is lacking in a discussion of both therapist and client role in the therapeutic process.
Excellent

A clear treatment plan, with objectives, goals, and treatment trajectory is outlined. This treatment plan relies on research and is connected to theoretical approaches to treatment. The treatment plan should include measurable (SMART goals) outcomes and a discussion of both therapist and client role in the therapeutic process. Treatment plan should be connected to observed symptoms.
Conclusion
5 %

1 paragraph-1 page
summarize core aspects of paper
Poor

Summary is either missing/lacking in detail or is too verbose with too much information/detail.
Good

Summary of the presenting issues, multicultural assessment, and treatment plan is provided, though lacking in some detail.
Excellent

Summary of the presenting issues, multicultural assessment, and treatment plan is provided. This should serve as a brief summary that could be read to understand overall ideas of paper without reading entire paper.
References, Style/Format, and Appendices
10 %

Written assignment includes all relevant references in APA format. Paper overall uses APA formatting, 12-pt TNR font with 1 inch margins. Appendices/relevant reference material is included in appendices. Paper is 10-12 pages long.

Presentation is no more than 30 minutes long and shared in a format that is accessible by the instructor.
Poor

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. Presentation does not meet overall formatting/presentation guidelines. Not all group members clearly involved with presentation.
Good

Paper meets some formatting criteria, uses APA formatting with errors, and has spelling/grammar issues. Presentation meets some formatting/presentation guidelines. Most/all group members clearly involved with presentation.
Excellent

Paper meets the overall formatting criteria, uses APA formatting with no errors, and has no spelling/grammar issues. Presentation meets overall formatting/presentation guidelines. All group members clearly involved with presentation.
Presentation Skills/Engagement
5 %

Presentation uses interesting and engaging slides that include visual aids and is formatted in a way that both conveys information (content) while giving attention to different accessibility needs (process/format).
Your presentation considers a rate and tone of speech that is easy to understand, and choices made around presentation allow for information to be retained.
Information presented is respectful/professional in nature.
Poor

Presentation is difficult to understand, inaccessible, or hard to personally connect with; does not use visual aids. no attention to how the information is presented in addition to the overall content. "Client is sometimes discussed in a non-respectful or overly informal/cavalier way.
Good

Presentation is mostly engaging though with some parts that are hard to follow/connect with, minimal use of visual aids. Presentation aspect (as opposed to content) is sometimes not the priority. Respect for the "client" is observed throughout.
Excellent

Presentation is interesting and engaging, uses visual aids, with attention to how the information is presented in addition to the overall content. Respect for the "client" is observed throughout.




Subjects:


Discuss this rubric




Do more with this rubric:
Preview

Preview

Preview this rubric.
Edit

Edit

Modify this rubric.
Copy

Copy

Make a copy of this rubric and begin editing the copy.

Print

Print

Show a printable version of this rubric.
Categorize

Categorize

Add this rubric to multiple categories.
Bookmark

Bookmark

Bookmark this rubric for future reference.
Assess
This rubric is still in draft mode and cannot be scored. Please change the rubric status to ready to use.
Share
Publish

Publish

Link, embed, and showcase your rubrics on your website.
Email

Email

Email this rubric to a friend.
Discuss

Discuss

Discuss this rubric with other members.
 

Do more with rubrics than ever imagined possible.

Only with iRubrictm.


Copyright © 2024 Reazon Systems, Inc.  All rights reserved.
n98