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Counseling Software Evaluations:
Test Yourself
reviewed by: Joaquin Montemayor (MCC); John Hanson (PC)

evaluation summary
1. Overall, how would you rate this program?

| | Excellent       |X| Good       | | Fair       | | Poor

The results were appropriate.
2. Please describe specific strengths, weaknesses, and/or limitations of the program.
Strengths: Interesting ares to students and classroom instructors, some students could benefit from the information, #5 marriage campatibility was valuable. Weaknessess: Would require follow-up, the instructions were long.
3. Would you recommend this program?

|X| Yes       | | No

4. If you indicated "yes" to Question 3 above, in what settings would you use this program?

|X| Courses:Psycholog 215; Stress management; Career exploration, Values and styles; Communications courses; ESD + Assertiveness Training.
|X| The Learning Lab:
|X| Client Counseling situations:

Quality of Program Components
Defintely
Yes		 Somewhat Defintely
No
5 4 3 2 1 N/A
1. The program directions are clear.
They were too long.		 | | |X| | | | | | | | |
2. Students can easily use the software independently.
After we got started it was OK, some consultation at the end would be highly desirable.		 | | |X| | | | | | | | |
3. The purposes of the program are clearly communicated.
 | | |X| | | | | | | | |
4. The program content is accurate.
Tries to interpret feelings and cannot assist students in clarity.		 | | | | |X| | | | | | |
5. The content is appropriately sequenced.
 |X| | | | | | | | | | |
6. The program content is up-to-date.
It might be over the head of ths clients, #7 was sort of sexist, #3 was male oriented.		 |X| | | | | | | | | | |
7. The information provided in the feedback is helpful.
Corresponds to previous test and literature.		 | | | | | | | | | | |X|
8. The tone and style of the program are appropriate for community college students.
Pretty mechanical and could be potentially dangerous to students.		 | | |X| | | | | | | | |
9. The program's visual presentation is appropriate for community college students.
There were none.		 | | | | |X| | | | | | |
10. The program represents the diversity of our student population.
Somehow I doubt that htese instruments were tested on a diverse population.		 | | | | | | | | | | |X|
Ideas For Uses of the Software
Uses in the classroom:
How would you use this program or a particular part of this program in a classroom lesson? (List and explain the specific steps you would do so that another faculty member could clearly understand how to use this program in the classroom)

I would focus on:

  1. Group discussion of results.
  2. Compare styles.
  3. Compare values.
  4. Conclude all styles are OK.
  5. Require paper on subject.

Assertiveness training and/or ESDB classes as well as PSY215, 101, and 266; maybe PSY250.

Uses in the Client Counseling:
How would you use this program in a client counseling situation? (List and explain the specific steps you would do so that another counselor could clearly understand how to use this program in a client setting)

Assertive

  1. With shy clients; more assertive.
  2. Review material.
  3. 4-5 counseling sessions, with goals.
  4. Evaluate change.
Values
  1. With shy clients; more assertive.
  2. Review material.
  3. 4-5 counseling sessions, with goals.
  4. Evaluate change.

I would use the instruments with clients who were concerned about their behavior and how they compared to the "norm". Use with students who were having concerns about these specific areas. Use with students who learn by doing; use with students who are easily distracted or immature or are just moving into adulthood.