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Chuck
Palahniuk said, “If you can change the way people think, the way they see
themselves, and the way they see the world. 
If you do that, you can change the way people live their lives. That is
the only lasting thing you can create.” As I reflect on my professional goals,
this statement conveys the reasons that I want to become a psychotherapist. I
can help change the way people live their lives and I can become the person I
am meant to be by using my skills and interests in a way that makes a
difference in the world. This initial interest was further propelled after
taking my first psychology class. The different disorders immediately captured
my interest, and I found myself eager to learn more about them. I have
completed heavy course loads covering anatomy of the brain, and abnormalities
that are liable to occur during the life.

I
can pinpoint the exact moment when I decided to become a psychotherapist. In
high school, one of my very good friends experienced a first bout of major
depression after she was diagnosed with epilepsy. With a lot of encouragement
from me and other friends, she began addressing her depression and started meeting
with a psychotherapist who changed her life. Watching the struggle and
eventually the renewed well-being of someone I cared about helped to inspire me
to enter a career that would allow me to provide that kind of support for
others. I want to make a difference in the lives of those who are or have faced
the most difficult seasons in life. I can accomplish these things through the
knowledge and experience.

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Assessment
in psychotherapy gives the psychotherapist data to comprehend client.
Individuals are complex, and assessments can give the psychotherapist a more
extensive and more precise point of view of the client (Laureate Education,
Inc., 2010). Using an expansive scope of formal assessment instruments and
informal information gathering techniques in a variety of pscyhotherpay
circumstances assures the psychotherapist of having the appropriate information
necessary for case conceptualization, treatment planning, ongoing therapy, and
tracking progress (Juhnke, 1995; Whiston, 2009).

 Whiston (2008) stated that assessment is essential
in counseling. To be able accurately measure client problems psychotherapist
should use formal and informal assessments, case conceptualizations, be able to
choose most effective empirically verified therapies, and estimate ongoing
progress (Whiston, 2008).

According
to (Wall ,2004) formal assessments can provide information for initial and
ongoing evaluation without personal bias as well as the information essential
for effective interventions.

Assessments
help counselors judge their own effectiveness and how the intervention affects
the client (Wall, 2004). Furthermore, assessments can be therapeutic, offering
objective information for the client’s self-discovery and may engage the client
in self-reflection, which can be valuable in maintaining psychological health
(Whiston, 2008). Without utilizing appropriate assessments, counselors may
limit the quality of care they provide to clients.

Accurate
and sound assessments in counseling are vital components of effective therapy
(Whiston, 2008). When choosing or utilizing any assessment, the counselor must
“consider the whole person and understand that people are complex; hence,
assessment procedures must be comprehensive” (Whiston, 2008, p. xi).
Effective counselors must learn the skill of assessing clients, a skill that
must precede effective case conceptualization, treatment planning, and ongoing,
effective therapy.

            Counselors in most settings will
often work with depressed clients. It is clear that a crucial first step in
successfully treating depression is its accurate assessment and diagnosis
(Dean, 1985b). There are currently many definitions of depression and even more
numerous ways to assess the level and intensity of depression. Applied and
research-oriented counselors can easily be confused about which depression
criteria and assessment devices are most reliable and valid and which are of
the most pragmatic value in clinical practice. An
assessment or diagnosis of depression is usually made using one of three
procedures: (a) specific operational criteria and structured
clinical/diagnostic interviews; (b) semi structured interviews and clinician
rating scales; and (c) client self-report instruments.

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