power poimt

1. Career Counseling,
Assessment, and Diagnosis
Psy 340: Section 3

2. 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

3. 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)

4. Holland’s Theory
 People and careers can be described in
terms of 6 dimensions
 RIASEC
– Realistic
– Investigative
– Artistic
– Social
– Enterprising
– Conventional

5. 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

6. 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

7. SCCT Model
Contextual Influences
Personal Inputs
Self-Efficacy
Learning Interests Choice Choice Performance
Experiences Goals Actions
Background Outcome
Contextual Affordances Expectations

8. 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

9. Career Counseling: Same as
Personal-Emotional (PE) counseling?
 Rootsand 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

10. 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)

11. Career Resources
 Occupation Outlook Handbook
 O-Net
 Career Counseling
– University Counseling Center
– Pre-Major Advisement (PM students only)
 Career Services

12. 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

13. Assessment Overview
 Everyday assessment vs. psychological
assessment
 Psychological assessment
requirements
– Systematic
– Objective
– Accurate
 Scientific method to understand others
– Explain and predict behavior

14. 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

15. 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

16. Quantitative vs. Qualitative
Assessment?
 Quantitative  Qualitative
– Usually using “tests” – Holistic/ integrated
or standardized – No norms, standards
measures – Assessment during
– Norms and the counseling
standards for process
comparison – Flexible
– Specific and
structured

17. 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?

18. 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?

19. 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

20. 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

21. Qualitative Assessment
 How does it stand up to??
– assessment requirements of
• Systematic
• Objective
• Accurate
 Isit reliable? Valid?
 What role does qualitative assessment
play?

22. 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

23. 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

24. 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

25. DSM and Multi-axial
Assessment
 Diagnosticand 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

26. 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)

27. DSM Uses and Criticisms
USES CRITICISMS
 Communication  Sexist
 Research  Culturally biased
 Unified fields  Defining categories
 Facilitate treatment more political than
scientific
 Problems with
labeling, stigmas

28. 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?

29. 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

30. 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.

31. 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

32. 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

33. 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

34. 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

35. MMPI-II Clinical Scales
 Hypochondriasis  Paranoia
– Preoccupation with  Psychasthenia
body
– Obsessions/compulsi
 Depression ons
 Hysteria  Schizophrenia
 Psychopathic
deviate
 Mania
– Antisocial behavior  Social introversion
 Masculine-Feminine

36. 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”

37. 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

38. 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

39. 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

40. 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?)

41. 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

42. 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

43. 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

44. 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

45. Revisiting Assessment Steps
 Referral question
 Collecting data
 Diagnosis
 Psychological report
– Communicate the results

46. 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

47. 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

48. 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