Therapist Evaluation Checklist







Date:                                                                Mid-year______                      Final______


The present level of each skill should be rated as follows:


s           Strength

/           Ability commensurate with level of training

?          Insufficient data

n          Needs improvement (must specify)

na         Not applicable



Any rating of í░needs improvementí▒ must be accompanied by specific recommendations in the comments section.  Raters are encouraged to provide narrative commentary as opposed to ratings when possible.





___      conscientious; fulfills responsibilities without reminders, is productive

___      accepting and cooperative toward staff at all levels; forms positive relationships

___      establishes effective supervisory alliance

___      exercises good judgment in seeking help

___      exercises good judgment when acting independently

___      contributes to task completion and cohesion in meetings

___      exhibits increased autonomy over course of year

___      outside communications reflect positively on agency




___      approaches supervision in open and collaborative manner.

___      acknowledges impact of own feelings and cultural values on practice

___      appropriately self-critical; accurate assessing self

___      incorporates new ideas and critical feedback

___      motivated to learn (information and help-seeking)

___      actively participates in diagnostic teams and seminars

___      appropriately questions and challenges colleagues and supervisors

___      demonstrates improvement in skills over course of year

___      conduct consistently reflects knowledge of and conformance to APA ethical principles and state laws





___      documents services fully but concisely

___      assesses nonpsychological needs

___      initiates referrals as needed

___      completes work in a timely manner

___      able to network and coordinate services with external agencies and other service providers




1.         Therapeutic Alliance:

___      conveys warmth, genuineness, empathy

___      conveys credibility

___      facilitates depth of self-disclosure

___      establishes alliance with all family members

___      respects client as whole person with strengths and needs

___      maintains objectivity

___      able to include cultural variables in alliance building


2.         Data Gathering Skills:

___      aware of impact of own behavior and culture on client behavior

___      understands cultural background in clientí»s presentation

___      assesses dangerousness to self and others

___      handles child maltreatment issues appropriately

___      recognizes and understands nonverbal communication

___      recognizes and understands metaphorical communication

___      understands clinical process issues


3.         Diagnostic-Analytic Skills:

___      conceptualizes and organizes data from definite theoretical view

___      recognizes impact of multicultural variables on psychological differences and response to treatment

___      incorporates empirical findings in literature in diagnostic formulation

___      generates accurate differential diagnosis

___      develops assessment plan to rule out differential diagnosis

___      generates accurate case formulation integrating development, self-report, interview-process, projective, and other data

___      communicates findings orally in case presentations

___      generates accurate and timely written reports




1.         Maintains Working Alliance:

___      tracks or reflects (particularly affect) client statements in session

___      maintains clientí»s motivation to work (without overwhelming or client becoming dependent)

___      balances tracking functions with guiding functions consistent with theoretical perspective

___      demonstrates multicultural competence

___      maintains appropriate case load


2.         Focuses Therapy:

___      formulates realistic short and long-term behavioral goals

___      formulates methods (process goals) for achieving outcome

___      establishes shared sense of outcome and process goals with client

___      fosters positive expectations of hope

___      recognizes therapeutic impasses

___      realistic in assessing and re-assessing progress and revising formulation and diagnosis as indicated

___      interventions are consistent with theoretical formulation

___      interventions are culturally and ethically appropriate

___      interventions potentiate change

___      able to focus on process issues in session

___      interventions are prescriptive vs. generic

___      interventions reflect basic knowledge of cognitive-behavioral, dynamic, time limited, crisis intervention, and systemic interventions


3.         Understands Interpersonal Process Issues:

___      uses personal response to client to aid assessment

___      selectively responds to accurate self-report, distortions, and client-therapist demands

___      responds appropriately to metaphoric and nonverbal content

___      recognizes and highlights underlying affect, cognition, or themes from content

___      accurately intuits culturally meaningful behavior


4.         Psychological Assessment:

___      able to accurately administer cognitive tests

___      able to accurately score cognitive tests

___      able to accurately interpret cognitive tests

___      able to accurately administer personality tests

___      able to accurately score personality tests

___      able to accurately interpret personality tests

___      able to accurately integrate findings in a comprehensive report

___      able to formulate a dynamic conceptualization of personality functioning

___      is sensitive to cultural issues in terms of appropriateness of the instruments selected with the interpretation of data

___      able to generate appropriate treatment recommendations based on the results of the assessment








Hall-Marley (2000) developed the Therapist Evaluation Checklist, an evaluation form used to give feedback to trainees.  Sections include contributes to clinical team, capacity for professional development, general psychotherapy skills (case management, assessment, intervention), and evaluator comments. 

©Susan Hall-Marley, 2000

Reprinted in Falender, C.A., & Shafranske, E.P. (2004). Clinical

Supervision:  A Competency-based Approach.  Washington, D.C.:  APA.