This document provides an overview of career counseling theories, assessment techniques, and the role of diagnosis in career counseling. It discusses major career counseling theories like Holland's theory of vocational personalities and Social Cognitive Career Theory. Assessment methods covered include standardized tests like the Strong Interest Inventory and Self-Directed Search. The document also discusses the Diagnostic and Statistical Manual of Mental Disorders and the multi-axial model of assessment. The goals of assessment and typical components of a psychological report are summarized.
This is a lecture slide on "Career Development Theories" of Career Management course. This course was taught by Prof. Dr. Nazrul Islam in Bangladesh University of Professionals in Spring 2020.
This presentation gives you a glimpse of expanding and extending your understanding of individuals career development based on the theory of Frank Parsons.
This is a lecture slide on "Career Development Theories" of Career Management course. This course was taught by Prof. Dr. Nazrul Islam in Bangladesh University of Professionals in Spring 2020.
This presentation gives you a glimpse of expanding and extending your understanding of individuals career development based on the theory of Frank Parsons.
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This is sometimes referred to as the Person–Environment Correspondence
Theory. It was originally developed by René Dawis, George England and Lloyd
Lofquist from the University of Minnesota in 1964.
The more closely a person’s abilities (skills, knowledge, experience, attitude,
behaviours, etc.) correspond with the requirements of the role or the
organisation, the more likely it is that they will perform the job well and be
perceived as satisfactory by the employer.
This is a paper that I wrote recently for the Career Development Facilitator (CDF) Training that I am taking with the Center on Education and Work at UW-Madison
At least one in every 20 adults who seeks medical care in a U.S. emergency room or community health clinic may walk away with the wrong diagnosis, according to a new analysis that estimates that 12 million Americans a year could be affected by such errors.
Experts have often downplayed the scope of diagnostic errors not because they were unaware of the problem, but “because they were afraid to open up a can of worms they couldn't close.
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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
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?
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