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The Art of Conducting A Comprehensive Assessment


The Assessment is the most important clinical function in the therapy process. Conducting a comprehensive assessment is paramount to helping clients identify the real issue(s) in their lives. These troubling issues are preventing them from living fully. Learning how to conduct a comprehensive assessment will allow you, the professional, to work more successfully with all your clients.

Rarely is the presenting issue alone the ‘real issue’ for the client. A thorough assessment enables you to flush out all stressors that are impacting the whole life of the client. The ‘Ah- ha’ moments come into focus with a well-executed comprehensive assessment.

Knowing how to conduct an effective and efficient assessment will allow you to engage more deeply with your clients. This clinical process allows you to help your clients identify, and work through the root cause of their issues.

In this online course, the first 2 modules, The Fast Start Program, immerse you in much knowledge. Then case studies are presented demonstrating the effectiveness of their comprehensive assessments.


Learn more now about The Art of Conducting a Comprehensive Assessment – approved for 15 CEUs or PDHs Certificates given for 15 professional development hours upon course completion. * EAPA approved for 10 PDHs.


Claire Sutton
Senior Consultant

Learning how to successfully conduct a comprehensive assessment will allow you, the professional, to work more confidently and successfully with your clients.



Clinical Assessments

Professional Development Hours:

15 hours



Register (Full Fee):


Register (4 Equal Payments):


NOTE: This online course begins with a 2-hour fast start assessment training, teaching you in detail how to conduct a comprehensive assessment. Following this 2-hour online course, presented in two separate modules, there will be additional case reviews. Each case study will be presented in an individual module running approximately 35 – 60 minutes. Additional ‘tools’ are offered to help. Note that all case reviews come from actual EAP/EFAP cases or private clients. Personal statistics have been altered to maintain confidentiality.

How Will This Online Course Benefit Your Practice?

It will perfect your skill in the most important clinical function in the therapy process

It will help you work effectively with the client from a ‘whole life’ approach

It will allow you to work efficiently in brief solution-focused therapy

It will help reveal the real client issues

It will enhance your due diligence when working with insurance benefits and or EAP / EFAP

Module Overview

Module 1: Part I of the two part Fast Start Program

Part 1 of the two-part Fast Start Program / Case of Barbara B. Clinical Assessment, tools and resources will be explained. The case of Barbara B. will be introduced. Barbara, the middle-aged woman, is faced with several challenges –…

Module 2: Part 2 of the two-part Fast Start Program / Case of Jack T

Participants are immersed in new information. The treatment plan for Barbara B will be discussed. Case of Jack T. will be reviewed. Jack is a musician and relocates to the west coast due to his wife’s career. Jack agrees to be the stay-at-home Dad. Jack comes into counselling feeling unsettled and anxious….

Module 3: The Genogram

The genogram is a key component in conducting a comprehensive assessment. It helps you, the counselor, understand and visualize the client in the context of the client’s family unit. The genogram gives you a framework to formulate the right questions to ask your client. Incorporate the genogram into your clinical assessment protocol.

Module 4: Case of Ruby J

Ruby comes into counselling because she realizes that although she took time to grieve a significant loss in her life; her world has become very small as other losses have been triggered as well. Ruby is now engaged to be married and is aware that she needs to reconnect with family and with life…

Module 5: Case of Barry L

Barry is in his early 50’s with a successful career. He reports not feeling any joy in his life and has lost interest in his activities. He gives a lot and feels taken advantage of by those closest to him i.e. daughters, partner, ex-wife. He feels valued at work but not in his personal life….

Module 6: Case of Richard B

Richard is a High School teacher and father of two. An anger outburst at his toddler left him feeling shame and much anxiety that he would become like his own father. The assessment will reveal what Richard can do to take control of his own life…

Module 7: Case of Mary-Lou F

Mary-Lou F is a professional woman in a long-distance relationship. Mary-Lou’s work requires travel, often to her boyfriend’s city. Her boyfriend is wonderful on his terms. Mary-Lou’s frustration mounts when her boyfriend refuses to make any commitment to her until last minute. She is filled with self-doubt. This module explores commitment and ‘pursuer-distancer’ relationships….

Module 8: Peter F. & Anne G

Peter & Anne immigrated to Canada, work and have one child. Since becoming parents, the romance and fun are gone. Both see their issues stemming from poor communication. One doesn’t feel listened to, the other feels criticized….

Module 9: Case of Ronald M

Ronald is self-employed in the entertainment field. He sees himself as fun and likeable. His livelihood depends on being rehired by existing clients. He had been reprimanded for his anger outburst on his last project. Ronald is baffled by his behaviour. A hiatus is finishing and Ronald feels much anxiety…

Module 10: Case of Jacquie U

Jacquie is a 32-year-old nurse (RN) in a relationship and with a young toddler. Here we see how issues of the past and present impact the future. Unresolved grief hovers. Stability is key and Jacquie is struggling with making life decisions now …

Module 11: Case of Graeme E

Graeme, 37, is not happy with where he is in life and hates his job. He presents fit, groomed and well dressed. He reports being self-conscious and is avoiding his friends. He feels his anxiety is in the way and still blames his parents’ divorce.

Module 12: Case of Marjorie A

No more retirement age in Canada, Marjorie A., 67 and long-time government employee, landed in her doctor’s office with a spike to her already high blood pressure due to a stressful conflict with her much younger manager. Counselling during a medical leave, ‘Return to Work’ issues and addressing eventual life transitions…

“To conduct a successful comprehensive assessment in a time-sensitive manner while being fully engaged with the client can be viewed as an art. The art of this process was not taught to you in graduate school. Take the time now to add this core competency to your professional skill-set.”

Claire Sutton – Senior Consultant


Any Questions?

PHONE 604.742.1178