What kind of counseling are you refering to? Examples of counseling programs:

Employee and family assistance video counseling program: a post launch retrospective comparison with in-person counseling outcomes. Veder B, Pope S, Mani M, Beaudoin K, Ritchie J. Med 2 0. 2014 Apr 24;3(1):e3.

Group therapy for women with substance use disorders: Results from the Women's Recovery Group Study. Greenfield SF, Sugarman DE, Freid CM, Bailey GL, Crisafulli MA, Kaufman JS, Wigderson S, Connery HS, Rodolico J, Morgan-Lopez AA, Fitzmaurice GM. Drug Alcohol Depend. 2014 Sep 1;142:245-53.

Diabetes education through group classes leads to better care and outcomes than individual counselling in adults: A population-based cohort study. Hwee J, Cauch-Dudek K, Victor JC, Ng R, Shah BR. Can J Public Health. 2014 May 9;105(3):e192-e197.

Screening and behavioral counseling interventions in primary care to reduce alcohol misuse. Lee KC, Pham A. Am Fam Physician. 2014 Jun 15;89(12):971-2.

Physical activity counseling in medical school education: a systematic review. Dacey ML, Kennedy MA, Polak R, Phillips EM. Med Educ Online. 2014 Jul 24;19:24325.

A critical assessment of Behavioral Theories will be an excellent topic within your curriculum studies.

Thanks  Beatrice and Cathy.

Beatrice, I am to develop the outline and module in an introductory course to assessment in counselling in general.

Cathy, I have included your wonderful suggestion in my materials. Thank you so much.

Hi Anthony,

I do not provide counselling training, however as a counsellor of 16 years+ with 12 years online counselling experience, I would suggest the following in the first instance - irrespective of the client group.

Firstly, from my perspective, I consider that assessment is not a single event, more an initial event with ongoing monitoring.

These are listed in no specific order (done quickly, so is not a complete/exhaustive list):

1. History of presenting problem and any previous support for addressing this issue(s) (including what works for the client). How long has this difficulty been experienced, any triggers etc. (E.g. May be appropriate reaction to say loss or it may be complicated grief)

2. Risk assessment - risk of harm to self or others, does additional support need to be put into place to address risk levels? Is anyone else aware of any risk e.g. family members, GP etc. (Useful to have a measurement tool for monitoring presenting, ongoing or emerging risk) Includes information about family/friends of client who may engage in self harm or suicidal ideation or completion of suicide.

3. Support network, may include family, friends other professionals.

4. Genogram, to gain a greater sense of client context, history, family make-up, relational issues.

5. Practical/demographic info e.g. GP name & contact, client address & contact, age, gender, sexuality etc.

6. Clarity of boundaries, contracting & confidentiality and the limits to confidentiality -  agreed with client prior to inviting client to disclose above info. This facilitates informed consent, which especially if working with children/young people is vital (UK - Gillick competence/Fraser guidelines). It can also assist with considering psychological availability to engage in counselling.

7. Any disability or health condition which may impact the ability to engage or access the counselling (e.g. contra-indicated medication or physical/psychological limitations to accessing a building, written materials or meeting in person)

8. Any current/past medication what it is for, if it is working for the client, when monitored, how often and by whom.

9. Lifestyle questions  e.g. any eating/sleeping difficulties, recreational drug use etc.

10. Social networks, f2f or online, isolated or with support but unable to ask for help?

11. Any religious or faith beliefs or life experiences which may assist in gaining a greater insight into the clients world thereby providing the therapist with context.

12. What does the client want? This is really important as they may be asking for something which is not provided by the service and may assist the counsellor/therapist in helping the client set realistic expectations of what counselling can offer.  

There may also be variables depending on the therapeutic orientation of the counselling students, e.g. psychodynamic students may be wanting to focus more on early childhood experiences, whereas person centred students may want to focus more on the 'here and now' experience.

Even if a prospective client completes an intake questionnaire, it is useful, as part of the contracting, to clarify they have an understanding of the counselling process and that the assessment is a two way street, the client is also assessing the counsellor and the service for suitability for their needs.

Best wishes with the work, Jo 

I'm attaching a couple of samples of syllabi. 

Hi Anthony. Not sure what level you are pitching at but I'll attach the bones of a Diploma of Counselling. In Australia this is one level below a Bachelor degree. If you are interested in any of the topic areas and want to know more detail, there is plenty to be found if you go to www.training.gov.au , click on 'national register of VET', scroll down to the 'Nationally recognised training' box and enter the code from any of the topics (i.e. CHCCS..... ). See attached for codes and topics. Good luck.

Hi Garry,

I am actually pitching at diploma in Guidance and Counselling. Thanks for the enriching material and  link. 

Dear Anthony

here are  insightful  publications:

assessment in counseling topics: http://www.pearsonhighered.com/assets/hip/us/hip_us_pearsonhighered/samplechapter/0137017510.pdf

check the table of contents of this: http://www.amazon.com/Assessment-Counseling-Guide-Psychological-Procedures/dp/1556203187

good luck with your research

a.

Dear  Rahimi,

Thank you for sharing the link. I will check it out.

Hi Jo Ames,

Thanks for the detailed topic suggestions. I have incorporated them in the module. Thanks.

Following