| Skill being assessed | Criteria | Comments |
0
Not observed | 1
Needs Work | 2
Beginning | 3
Developing Proficiency | 4
Approaching Proficiency | 5
Proficient |
1. Socialized patient to BA and reviewed symptoms - Introduced self and role
- Set agenda collaboratively
- Brief review of PHQ-9 symptoms
- Inquired about patient’s goals
| | - Did not introduce self, set an agenda, review PHQ-9, or ask about goals
| - Partially introduced self
- Mentioned an agenda
- Gave a limited PHQ-9 review
- Asked about goals with no follow-up
| - Introduced self and role
- Stated an agenda
- Gave a brief PHQ-9 review
- Asked about goals with minimal engagement
| - Introduced self and role
- Set an agenda with some patient input
- Reviewed PHQ-9 symptoms with minor gaps
- Asked about the patient’s goals with some follow-up
| - Clearly introduced self
- Set a collaborative agenda
- Reviewed PHQ-9 symptoms accurately
- Explored patient goals
| |
2. Educated patient about depression, and engaged in BA - Provided psychoeducation
- Linked depression to decreased activity
- Described how BA works
| | - Did not provide psychoeducation, link depression to activity, or explain BA.
| - Provided limited psychoeducation
- Weakly connected depression to decreased activity
- Gave a vague or incomplete explanation of BA
| - Gave basic psychoeducation
- Mentioned the depression-activity link
- Gave a brief or unclear explanation of BA
| - Provided psychoeducation
- Made the connection between depression and decreased activity
- Described BA with minor lack of detail
| - Clearly provided psychoeducation
- Linked depression to decreased activity
- Explained behavioral activation (BA) effectively
| |
3. Developed list of pleasant and rewarding activities - Reviewed and listed physical, social, and other activity goals
- Rated degree of difficulty
| | - Did not review goals or rate difficulty
| - Listed few activity goals
- Rated difficulty vaguely or inconsistently
| - Listed some activity goals
- Provided a basic difficulty rating
| - Reviewed and listed activity goals with minor gaps
- Rated difficulty with some accuracy
| - Thoroughly reviewed and listed physical, social, and other activity goals
- Rated difficulty of each accurately
| |
4. Scheduled activities - Introduced activity form.
- Helped patient pick feasible daily activities.
- Helped specify details (what, when, where, with whom).
- Discussed and addressed obstacles.
| | - Did not introduce the form, suggest activities, specify details, or address obstacles.
| - Introduced the form with little guidance in selecting details
- Minimally addressed obstacles
| - Introduced the activity form
- Helped select activities
- Provided limited details
- Mentioned obstacles without fully addressing them
| - Introduced the activity form
- Helped the patient select activities
- Specified some details
- Discussed obstacles with minor gaps
| - Clearly introduced the activity form
- Helped the patient select feasible activities
- Specified key details
- Addressed obstacles effectively
| |
5. Concluded - Ensure patient access to educational materials including Activity List & Weekly Activity Schedule.
- Discussed where to put materials as a reminder.
- Discussed importance of follow through with rating and satisfaction.
| | - Did not provide materials, discuss reminders, or emphasize follow-through.
| - Provided materials with minimal explanation
- Did not address reminders or follow-through
| - Provided materials but gave limited guidance on reminders or follow-through
| - Provided materials
- Mentioned reminder placement
- Briefly discussed follow-through
| - Ensured patient access to materials
- Discussed reminder placement
- Emphasized importance of follow-through with ratings and satisfaction
| |
6. Process tasks - Set and kept agenda.
- Facilitated independence in guiding BA process
| | - Did not set an agenda or promote patient independence in the BA process
| - Attempted to set an agenda but was inconsistent
- Did not encourage patient independence
| - Set an agenda but struggled to maintain focus
- Provided minimal support for patient independence
| - Set and mostly kept the agenda
- Encouraged some patient independence in the BA process
| - Set and maintained the agenda while actively promoting patient independence in guiding the BA process
| |
7. Communication and interpersonal skills - Supported communication (supportive vocalizations/ non-verbals).
- Used patient’s own language and phrases.
- Warm, confident, professional.
- Tactfully limited peripheral and unproductive discussion.
| | - Did not provide supportive communication or use the patient’s language
- Lacked professionalism and allowed unproductive discussion to dominate
| - Limited use of supportive communication and the patient’s language
- Lacked warmth and professionalism, with frequent unproductive discussion
| - Used some supportive communication, but was inconsistent in using the patient’s language or maintaining professionalism
- Had difficulty limiting unproductive discussion
| - Used supportive communication and the patient’s language with some warmth and professionalism
- Occasional lapses in limiting unproductive discussion but redirected well
| - Consistently used supportive communication through vocalizations and non-verbals
- Used the patient’s own language
- Maintained warmth, confidence, and professionalism
- Tactfully limited unproductive discussion
| |
8. Global rating - – Overall student rating for observed session
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