Formal Clinical Assessment Program

The Level 1 Clinical Assessment program has been built around four main components: Professionalism and Interpersonal Relationships Assessment and Evaluation Intervention and Consultation Ethics and Standards This RAE Certificate program includes a Formal Clinical Assessment Foundations Course intensive with 40 hours of content, followed by a series of four different specialized applied practice courses. This certificate program is designed for Psychologists who are looking to add formal clinical assessment to their competency. Assessment Structure: Part I: Core Competencies Part II: Operations Test Design and Development Part III: Testing Applications Part IV: Preparing for Test Administration Part V: Text Administration Excellence Part VI: Clinical Interview Excellence Part VII: Ethical Diagnosis Part VIII: Report Writing Excellence Part IX: Debriefing Direct Entry: If you have taken post secondary courses in Assessment, you can reach out to our home office at info@raeinstitute.ca to inquire about the steps to move directly into the Applied Practice and Seminar courses.

The Core Competencies of Formal Clinical Assessment (CCFCA) course is LEVEL I of the Clinical Assessment Professional Certificate and designed to address the foundational knowledge, competencies, and ethical considerations necessary for clinicians and mental health professionals to practice formal psychological assessment. Course topics include defining and understanding formal psychological assessment andpractices, developing a personal theoretical model toward formal assessment, adhering to evidence-based practice in formal assessment, building a formal assessment test battery,conceptualizing case presentations and treatment planning, professional psychological reporting, and testifying in court.Disclaimer: The CCFCA course introduces formal assessment practices. The CCFCA course alone does not prepare individuals to do formal assessment.This program is designed for professionals who:are interested in developing or refining clinical assessment skills are interested in expanding their practice are a registered Psychologist, a Physician or a Psychiatristare a Social Worker or other mental health professional working in a clinical capacity OR have completed their post-secondary master’s degreeHours: 40 HoursDelivery: Mixed: Live, Online, In-PersonCourse Start Date: September 14th, 2026First Office Hour: September 21st, 2026  (Online seminar session via Zoom. Attendance is mandatory to meet your cohort and instructors). Second Office Hour: October 5th, 2026 (Online seminar session via Zoom)Last Day to Submit All Online course requirements: October 15th, 2026PLEASE NOTE: Students who do not complete all online requirements will not be able to move forward with attending the live dates. Live Lecture One: October 16th, 2026Live Lecture Two: October 17th, 2026Live Lecture Three: October 18th, 2026Assessment Structure:Pillar I: Orientation to AssessmentPillar II: Test DesignPillar III: Planning an AssessmentPillar IV: Integrating Assessment DataPillar V: Professional Assessment PracticesExaminations:In class examinations: one for each lecture day, five exams in total.Final Project: Students will submit their personal practice manual, developed over the course of the Core Competencies course, for evaluation.Learning Objectives:PILLAR I: ORIENTATION TO ASSESSMENTLearn how to differentiate between general and formal assessment, testing, screening, and individualized assessment.Learn how to identify and explain different philosophical approaches to assessment.Learn how to recognize personal, ethical, and cultural factors that impact assessment.Learn how to explain the purpose, types, and outcomes of formal assessments.Learn how to identify competencies, scope, and training requirements for assessment.PILLAR II: TEST DESIGNLearn how to determine when and which psychological tests to use.Learn how to critically analyze an assessment tool’s validity, reliability, and standardization.Learn how to administer, score, and interpret psychological tests.Learn how to identify when deviations from standardized testing are necessary.PILLAR III: PLANNING AN ASSESSMENTLearn how to develop consent and request-for-information forms for assessment.Learn how to engage with referral agents, define referral questions, and establish service agreements.Learn how to select and justify test batteries based on client needs.Learn how to conduct structured and semi-structured interviews and gather background information.Learn how to integrate historical and collateral data into the assessment process.PILLAR IV: INTEGRATING ASSESSMENT DATALearn how to synthesize data from multiple sources into a coherent case conceptualization.Learn how to identify traits, symptoms, and co-occurring conditions affecting diagnosis.Learn how to navigate diagnostic manuals and form clinical opinions.Learn how to create treatment plans that are culturally and developmentally appropriate.Learn how to write clear, structured, and audience-appropriate assessment reports.PILLAR V: PROFESSIONAL ASSESSMENT PRACTICESLearn how to recognize and communicate the limitations of assessment reports.Learn how to effectively debrief clients on assessment results and recommendations.Learn how to manage assessment demands, scheduling, and professional self-care.Learn how to navigate ethical considerations, including test data protection and report ownership.Learn how to prepare for court testimony and uphold professional integrity in legal settings.

The Cognitive and Learning Function Assessment (CLFA) course is LEVEL II of the Clinical Assessment Professional Certificate and designed to address the knowledge, judgement, skills, and ethical considerations necessary to formally assess cognitive and learning function. Course topics include defining and understanding cognitive and learning assessment and practices, applying a personal theoretical model to cognitive and learning assessment, learning and administering an intelligence tool, learning and administering an academic tool, and learning and administering supplemental testing tools for learning and cognitive assessment. Disclaimer: The CLFA course teaches formal assessment practices in learning and cognitive assessment. The CLFA course alone does not prepare individuals to do formal assessment independently. Pre-requisites: Core Competencies for Formal Clinical Assessment course. Hours: 40 Hours Evaluation: Students will have the opportunity to demonstrate their ability to administer specific tools and test measures on a practice client that they bring in. They will also have a chance to develop their skills in observing clients in assessment settings, scoring protocols and converting raw scores to scale scores, and finally they will have the opportunity to take all of the data that they have collected from their practice client during each course and write a final report with their recommendations for the client. Learning Objectives: PILLAR I: ORIENTATION TO COGNITIVE AND LEARNING ASSESSMENT Understand and articulate key concepts related to cognitive and learning assessment, including its definition, purpose, and applications. Differentiate among various models and approaches used in cognitive and learning assessments. Identify and interpret referral questions related to cognitive and learning evaluations. Recognize the expertise, training, and resources necessary for competent assessment administration and independent practice. Acknowledge and navigate ethical and cultural considerations in cognitive and learning assessments. PILLAR II: INTRODUCTION TO INTELLIGENCE TESTING Understand the Wechsler Intelligence Scales and their clinical application. Gain knowledge of the psychometric properties of intelligence tests, including their structure and scoring. Develop competency in administering, scoring, and interpreting Wechsler Intelligence Scales. PILLAR III: INTRODUCTION TO COGNITIVE SCREENING Understand the role and limitations of cognitive screening in comparison to comprehensive cognitive assessments. Identify appropriate situations for cognitive screening and recognize when a full assessment is necessary. Analyze cognitive screening measures, their purpose, and interpretation. PILLAR IV: INTRODUCTION TO ACHIEVEMENT TESTING Understand the role and importance of achievement testing. Differentiate between intelligence and achievement assessments. Develop competency in administering, scoring, and interpreting achievement tests. Learn to integrate achievement testing with cognitive assessment to formulate a comprehensive evaluation.

The Behaviour & Personality Function Course focuses on clinical and research application, and the introduction and practice of assessment tools in the areas of behaviour and personality function. Series completion requires completing the course, seminar, and one assessment: consultation, report writing and debriefing with stakeholders. This series contains learning regarding objective measures, observational methods, personality assessment, and behavioural assessment.Pre-requisites: Core Competencies for Formal Clinical Assessment course.Hours: 40 HoursUpcoming Dates:Course Opens: September 14th, 2026Live Friday Seminars:September 25th, 2026October 9th, 2026October 23rd, 2026November 6th, 2026November 20th, 2026December 4th, 2026 All seminars run from 9:00am - 12:00pm MT.Evaluation:Students will have the opportunity to demonstrate their ability to administer specific tools and test measures on a practice client that they bring in. They will also have a chance to develop their skills in observing clients in assessment settings, scoring protocols and converting raw scores to scale scores, and finally they will have the opportunity to take all of the data that they have collected from their practice client during each course and write a final report with their recommendations for the client.Learning objectives:Students of this course will work towards a number of learning outcomes for each learning objective. Build a theoretical foundationArticulate major personality models frameworks, identifying their theoretical foundations, empirical support, and clinical applications.Evaluate the psychometric properties (validity, reliability, normative data) of standardized assessment instruments including PDS, PAI, MCMI, BDI-2, and structured clinical interviews.Distinguish between appropriate and inappropriate applications of assessment tools across diverse clinical populations and contexts.Articulate critiques of assessment theory and approaches from diverse cultural perspectives.Articulate the principles of trauma-informed practice.Administration and interpretation of tools and understanding of limitations Select assessment instruments based on referral questions, client characteristics, and psychometric evidence.Administer, score, and interpret standardized assessment tools according to standardized protocols and professional guidelines.Identify and articulate the limitations of specific assessment tools.Evaluate and justify the selection of assessment methodologies for specific clinical questions, populations, and practice contexts.Synthesize data from multiple sources (clinical interviews, behavioural observations, standardized testing, collateral reports, document review) to formulate coherent clinical hypotheses.Develop written and oral communication skillsCompose comprehensive psychological assessment reports that integrate clinical data, address referral questions, and provide specific, actionable recommendations.Format professional and ethical reports including appropriate documentation of sources, limitations, and ethical considerations.Translate technical assessment findings into accessible lay language appropriate for the intended audience.

The Assessing Children & Youth Course involves clinical and research application, and the introduction and practice of tools to assess children and adolescents. Series completion requires completing the course, seminar, and one assessment: consultation, report writing and debriefing with stakeholders. Series contains learning regarding objective measures, observational methods, learning assessment, and psychosocial assessment. Pre-requisites: Core Competencies for Formal Clinical Assessment course. Hours: 40 Hours Evaluation: Students will have the opportunity to demonstrate their ability to administer specific tools and test measures on a practice client that they bring in. They will also have a chance to develop their skills in observing clients in assessment settings, scoring protocols and converting raw scores to scale scores, and finally they will have the opportunity to take all of the data that they have collected from their practice client during each course and write a final report with their recommendations for the client.

The Working with Neurodiverse Populations in Assessment course involves clinical and research application, and the introduction and practice of tools to assess diverse populations.Pre-requisites: Core Competencies for Formal Clinical Assessment course.Hours: 40 HoursWhat's Included:Six recorded lectures each with a corresponding quiz/knowledge check, completed before each seminar Six weekly live evening seminarsHands-on practice: accessibility adaptation, developmental history, battery planning, report languageTake-home, applicable examples from every session A lived-experience panel in the final seminar Hands-on practice with the CAT-Q, DIVA-5, Vineland-3, and ABAS-3, plus discussion of other measures including the ADOS-2 A Practice Change Plan that builds on your professional practice manual Certificate of Completion for 40 continuing education hours