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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 Inputs
                                       Self-Efficacy

                          Learning                     Interests   Choice         Choice    Performance
                         Experiences                                Goals         Actions

     Background                         Outcome
Contextual 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?
 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
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                 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
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
 Isit 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
 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
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                     CRITICISMS
 Communication           Sexist
 Research                Culturally biased
 Unified fields          Defining categories
 Facilitate treatment     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            Paranoia
    – Preoccupation with       Psychasthenia
      body
                                – Obsessions/compulsi
   Depression                    ons
   Hysteria                   Schizophrenia
   Psychopathic
    deviate
                               Mania
    – Antisocial behavior      Social introversion
   Masculine-Feminine
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

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Presentations

  • 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