Discussing assessment results with the client

“Discuss the results of assessments/instruments with the client” (NBCC, 2027 task 2B.10)

Clients have a right to understand the results of assessments done with them. Discussing results clearly and collaboratively helps clients make sense of their experience, supports informed decisions and strengthens the alliance. The exam tests how to explain results accurately, with sensitivity to culture and to the limits of the data.

Key points

The ACA Code of Ethics asks counselors to explain the nature and purposes of assessment before testing and to give clients feedback on results in language they can understand.
Explain what the instrument measures, what the results suggest, and the limits, such as measurement error and norm group differences.
Use plain language rather than technical terms; explain percentiles and ranges in everyday words.
Invite the client's reaction: does this fit your experience? Their view adds meaning and may correct a misreading.
Frame results in terms of strengths as well as difficulties and connect them to goals.
Release raw data and results to others only with appropriate consent and to qualified professionals where required.
Consider how culture, language and context may have affected results, and say so.

In practice

After a client completes an anxiety measure, the counselor explains that his score is higher than most adults in the sample, asks whether that matches how the past month has felt, and uses the conversation to choose the first treatment goal.

A counselor reviewing a career interest inventory with a first-generation college student explains that the results describe interests, not abilities, and that family expectations may have shaped some answers; they explore both together.

Check yourself

Why invite the client's reaction to assessment results?

The client's perspective gives context, can correct misinterpretation, and supports collaboration.

How should a counselor present technical results such as percentiles?

In plain language the client can understand, explaining what the numbers mean in everyday terms.

What limits should be mentioned when sharing results?

Measurement error, the norm group's relevance to the client, and cultural or contextual factors that may affect scores.

NBCC's knowledge and skills for 2B. Assessment

Knowledge of: Foundational knowledge of statistics; Diagnostic criteria - DSM-5-TR; Diagnostic Criteria - ICD-11; Symptoms of trauma; Medical diagnoses and symptoms that can contribute to mental health symptoms; Differential diagnoses, co-occurring diagnoses, and comorbidities; Risk assessment and risk factors or symptoms; Cultural idioms of distress; Cultural implications of diagnosis.

Skill in: Conducting a diagnostic assessment and evaluation; Conducting and interpreting assessments; Conducting formal assessments; Conducting informal assessments; Conducting lethal means restriction.

A study guide written by ExamDragon from NBCC's published task; not NBCC material and not part of the exam.