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Career Counseling, Assessment, and Diagnosis
Psy 340: Section 3
Section 3: Goals
Understand major career counseling theories, philosophy, tools, and place in psychology
Gain an overview of assessment: theory, types, uses, key personality and intellectual assessments
Role of diagnosis, DSM, uses and criticisms
Career Counseling Theories
Frank Parsons (1909)– Knowledge of self, world of work (wow) and
match the two– Evolution of P-E fit models
John Holland (1985): Holland’s Hexagon
Social Cognitive Career Theory (SCCT)
Holland’s Theory
People and careers can be described in terms of 6 dimensions
RIASEC– Realistic– Investigative– Artistic– Social– Enterprising– Conventional
Holland’s Theory (cont)
Holland Code– 3 letter combination (people and work)
Person-Environment congruence Congruence
– Match between person and environment– predictive of satisfaction, not stability and
achievement Major theory
– Tests – Generated lots of research
Social Cognitive Career Theory (SCCT)
Lent, Brown, & Hackett, 1994 Relationship with Bandura & Social
Learning Theory Role of
– Person Factors– Environment Factors
Interests to Goals to Actions
SCCT Model
Contextual Influences
Personal InputsSelf-Efficacy
Learning Interests Choice Choice PerformanceExperiences Goals Actions
Background OutcomeContextual Affordances Expectations
SCCT Summary
Who you are and where you are influences learning experiences– Person and environment factors– Shapes interests and expectations
Interests don’t always result in actions– Interests may shape goals and one may or may
not act on goals– Barriers may impact interests translated to goals
Career Counseling: Same as Personal-Emotional (PE) counseling?
Roots and emphasis in counseling psychology
Venn Diagram– Personal
Career choices in relation to personal life– Are they really that different? Isolated?
Use different theory and assessments
Assessment in Career
Strong Interest Inventory (SII)– Uses Holland’s theory
Self-Directed Search (SDS) Card sorts – qualitative assessment
– Occupations– Values– Majors
Myers-Briggs Type Indicator (MBTI)
Career Resources
Occupation Outlook Handbook O-Net Career Counseling
– University Counseling Center– Pre-Major Advisement (PM students only)
Career Services
Career Counseling Summary
Career counseling is central to counseling psychology’s development and current focus
Similar to PE counseling, with additional theories
Holland’s Person-environment congruence SCCT
– Person and environmental factors– Importance of self-efficacy and expectations
Assessment Overview
Everyday assessment vs. psychological assessment
Psychological assessment requirements– Systematic– Objective– Accurate
Scientific method to understand others– Explain and predict behavior
So what is assessment??
Gathering information!!– Behavior– Functioning– Personality
Typically thought of a psychological “tests”– Quantitative data– Empirically tested– Tests have norms to allow for comparison
Types of assessment
Assessment may cover:– Personality– Interests– Intelligence– Behaviors
Modes of assessments:– Tests
• procedure or instrument used gather information
– Interview• Very common
Quantitative and Qualitative assessment
Quantitative vs. Qualitative Assessment?
Quantitative– Usually using “tests”
or standardized measures
– Norms and standards for comparison
– Specific and structured
Qualitative– Holistic/ integrated– No norms, standards– Assessment during
the counseling process
– Flexible
Building Blocks of Testing
Standardization– Set procedure and testing environment to insure
similar test administrations
Norms– scores generated from large standardized group– How most people do on test– Allow for comparison
Reliability and validity– Is the test scientifically reliable?
Reliability of Tests
Reliability– Consistency of a measurement device– Are the same results obtained each use?
Types of reliability– Test-retest: Does the test give the same results at
different times?– Internal consistency: Do different parts of the test
give the same results?– Interrater reliability: Do different people using the
measure come up with similar answers?
Validity of Tests Validity
– Does the test measure what is supposed to?– Appropriateness of test interpretation
Types of validity– Face validity: does it look like it is measuring what it is
supposed to measure? – Predictive validity: how well do tests score predict behavior
that the test should predict?– Concurrent validity: correlation of score with scores on
established test– Construct validity: the degree to which the measure reflects
the structure of the hypothesized construct
Expanded View of Assessment
Spengler et al. (1995) – assessment is everywhere– Continual assessment, beyond testing– All assessment is subjective, value judgments
Goldman (1990,1991)– Benefits of qualitative assessment– Types – Qualitative assessment as a piece of the puzzle
• Combination, not replacement
Qualitative Assessment
How does it stand up to??– assessment requirements of
• Systematic• Objective• Accurate
Is it reliable? Valid? What role does qualitative assessment
play?
Steps of Assessment
Referral question– Deciding what is being assessed– What is the best means of assessment?– Determine goals of assessment
Collecting data– Tests, interviews,varied sources – Always reference referral question
Steps of Assessment (cont.)
Interpretation– Make decisions and judgments using data
Diagnosis– To facilitate treatment and communication
among the treating professionals Psychological report
– Communicate the results
Diagnosis and the DSM
Emil Kraepelin developed 1st classification system– ID and labeled symptom sets– Specific cause, course, outcome
Diagnosis – After assessment– Identify disorder that fits symptom profile
Role in the medical model– Problem identification– Discover cause of problem– Treat problem scientifically
DSM and Multi-axial Assessment
Diagnostic and Statistical Manual of Mental Disorders (DSM)– Evolved through revisions – Politics of inclusion – Current DSM-IV-R
First DSM in 1952 Diagnosis on 5 axis to capture the
complexity of psychological disorders
Multiaxial Assessment in DSM
Axis I: Clinical syndromes– Typical labels (e.g. bi-polar)– Can be temporary
Axis II: Personality Disorders– Long-standing, enduring characteristics
Axis III: Physical Conditions/Disorders– Injuries, chronic illnesses
Axis IV: Severity of Psychological Stressors Axis V: Global Assessment of Functioning
(GAF)
DSM Uses and Criticisms
USES Communication Research Unified fields Facilitate treatment
CRITICISMS Sexist Culturally biased Defining categories
more political than scientific
Problems with labeling, stigmas
DSM Discussion
Is diagnosis necessary? Is the DSM necessary? What purpose does the DSM serve? Pros and cons of labeling What are some other options other than
the DSM that could meet similar needs but be an improvement?
Personality and Behavioral Assessment Overview
Interview– Intake, Mental Status,Case history
Projective personality tests– Rorschach, TAT, etc.
Objective personality tests• MMPI, NEO-PI, MBTI
Behavioral assessment
Therapeutic Interview
Dual purpose– Gather info and help client
Intake interview– Determine nature of problem and fit w/ agency– Initial information used for case assignment– Varying timing and format (structure)– General information gathered
• Basic info, problem onset, current functioning, coping, attempted solutions, etc.
Therapeutic Interview (cont)
Mental Status Exam– Formal assessment of mental functioning– Often performed in ER– Covers several areas of functioning
• (e.g., appearance, speech/thought, mood, memory, attention, etc) see pg 102
Case history– Gathers info on personal and family history and social
situation– Covers broad areas
• (e.g., current situation, family history, health, education, marriage/ current family,etc.) see pg.103
Projective Personality Tests Rorschach Inkblot Test
– 10 inkblots, tell what is, ID specific aspect Thematic Apperception Test (TAT)
– 31 cards with vague pictures to illicit themes– Make up story about the picture
Kinetic Family Drawing (KFD)– Draw members of family doing something
Rotter Sentence Completion – Oral or written form – “I hate….”; “Mothers are ….”
Reliability, validity, clinical usefulness debate
Objective Personality Tests
Objective vs. subjective– Similar to qualitative vs. quantitative
Scale construction methods– Empirical (external)
• Administer items and see what items differ between what groups
– Inductive • Administer items and analyze mathematically how items
“hang together”
– Deductive• Theory/definition before create test• Items created to “fit” theory
MMPI and MMPI-II
Developed with the Empirical approach– 1930’s-40’s to diagnose psychopathology– Items that designate between groups make the
scales
Several hundred statements about life, opinions, likes/ dislikes, etc.– Forced choice T/F– “I am happy most of the time”
Revised in 1989 as MMPI-II
MMPI-II Clinical Scales
Hypochondriasis– Preoccupation with
body Depression Hysteria Psychopathic
deviate– Antisocial behavior
Masculine-Feminine
Paranoia Psychasthenia
– Obsessions/compulsions
Schizophrenia Mania Social introversion
MMPI-II (cont)
Validity scales– ? – number of omitted items– L – tendency to lie, self in favorable light– F – unusual items, “fake bad”– K – defensiveness, corrective factor
Graph of scores Highest codes
– Give profile of person– Use of “cookbooks”
NEO-Personality Inventory (NEO-PI)
Based on Costa & McCrae’s five factor personality theory
Measurement of normal personality Five Factors (OCEAN)
– Neuroticism– Extraversion– Openness to experience– Agreeableness– Conscientiousness
240 statements, 4-point Likert scale indicating extent of agreement
Myers-Briggs Type Indicator(MBTI)
Developed with the deductive approached Based on Jung’s 4 dimensions of personality
– Extraversion-Introversion– Sensing-Intuition– Thinking-Feeling– Judging-Perceiving
Code/ Profile for people, 16 codes
Behavioral Assessment
From behaviorism and behavior therapy Look at observable rather than underling
personality Techniques
– Behavioral assessment interviews– Observation (naturalistic, analogue, participant)– Self-Monitoring– Behavioral questionnaires– Biofeedback
Issues in Assessment
IQ testing Computer generated scoring
– Validity, reliability?– Professional responsibility
Training requirements– Test administration
Ethics– Releasing and maintenance of results– Use of testing (e.g. MMPI for hiring?)
Intellectual Assessment
Problem of defining intelligence Fluid intelligence
– Non-verbal, relatively culture free mental skills– E.g., the capacity to adapt to new situations
Crystallized intelligence– Skills and knowledge acquired through repeated
exposure and practice
Verbal vs. Performance intelligence
Intelligence Scales Stanford-Binet Intelligence Scale
– Developed to predict which children would do well in school
Skills areas and standards for each– Verbal reasoning– Quantitative reasoning– Abstract/Visual reasoning– Short-term memory
Age norms Raw scores transformed into “IQ”
– IQ of 100 is average, 16 standard deviation
Intellectual Assessment Weschler Tests
– Weschler Intelligence Scale for Children (WISC-III, 1991)
– Weschler Adult Intelligence Scale (WAIS-R, 1981) All tests divided into two aspects
– Verbal (e.g., vocabulary & comprehension)– Performance (e.g., puzzles & copying designs)
Full scale IQ = verbal IQ + performance IQ Mean of 100, standard deviation of 15 Used to assess learning disabilities and
neuropsychological disorders
Neuropsychological Assessment
Neuropsychology studies relationship b/w brain and behavior
Neuropsychological assessment– Set of procedures to detect presence, extent, and type
of brain damage/ impairment– Evaluate behaviors that are linked to specific brain
functioning Brain damage is increasing in society Research on the brain and behavior has
increased due to technology– X-rays, EEGs, CAT scans, PET scans
Revisiting Assessment Steps
Referral question Collecting data Diagnosis Psychological report
– Communicate the results
Psychological Report
Written summary of impressions and assessment results to guide client conceptualization and treatment
Always consider– Referral question– What is the purpose– Who is the audience– What is the necessary information– What (if any) information could harm the client
currently or in the future
Psychological Report (cont.)
Aspects included– Referral question– Presenting problem/ Background information– Assessment results
• Behavioral assessment• Testing results and observations
– Diagnosis– Integrated summary and suggested treatment
Review of the Goals
Career counseling theories, philosophy, tools, and place in psychology
Overview of assessment– Theory– Types (Qual. And Quant.)– Uses and instruments (Personality, Interests,
Intelligence, Behavioral, etc.) – Testing basics– Communicating findings
Role of diagnosis and DSM– uses and criticisms