1. Career Assessments Alison McLaughlin Giovanni Häertel

2. Assessment Instruments  Test VS Inventories  Norms  Reliability  Validity

3. Holland Code Realistic Convention al Enterprising Investigative Artistic Social

5. Self- Directed Search Assess aspirations, activities, competencies, interests, and other self- estimates Roughly 20 minutes to complete Original Named Self- Directed Search R There is a Canadian, Spanish, and Chinese version of this assessment.

6. Vocational Preference Inventory Psychological inventory Self Perceived Competencies 15-30 minutes

7. Other Relevant Assessments Career Attitudes and Strategies inventory Position Classification inventory Environmental Identity Scale Five-Factor Model

8. Role of Assessment By comparing the counselors assessment of the client of the student’s Holland type with that of an object inventory, the counselor can get confirmation or to determine why there is a discrepancy if one exist. Occupational Information- Occupations themselves are dived by the 6 Holland codes. It is the counselors duty to conceptualize client problems, classify occupational informational, introducing inventories and making sense of congruence and differentiation.

9. Goals of Career Assessments and Counseling  Autonomy  Nonmaleficence  Beneficence  Justice  Fidelity

10. MBTI – What is it? Created by Isabel Briggs Myers and Katharine C. Briggs (mother and daughter) Based on Carl Jung’s theory of personality Most popular psychological assessment in the world It is an indicator, not a tests, so there are no right or wrong answers/better or worse types Enhances self-awareness and self-management Helps aid in communication by allowing us to appreciate similarities and differences

12. Myers Briggs Type Indicator (MBTI) MBTI applications Interpersonal relationships Workplace dynamics Career counseling Learning preferences Leadership training and development

13. MBTI does not: TEST INTELLIGENCE DESCRIBE YOUR SKILLS AND ABILITIES PREDICT WHO YOU WILL LIKE AND DISLIKE DETERMINE HOW YOU WILL ACT DETERMINE WHAT CAREER YOU SHOULD CHOOSE

14. THE CONCEPT OF PREFERENCE “Natural” “Easy” “Quick” “Comfortable” “Effortless” “Unnatural” “Difficult” “Slower” “Awkward” “Took more Energy”

15. REVIEW OF THE EIGHT PREFERENCES Extraversion and Introversion Where you prefer to get and focus your ‘energy’ or attention

16. REVIEW OF THE EIGHT PREFERENCES Sensing and iNtuition What kind of information you prefer to gather and trust

17. REVIEW OF THE EIGHT PREFERENCES Thinking and Feeling What process you prefer to use in coming to decisions

18. REVIEW OF THE EIGHT PREFERENCES Judging and Perceiving How you like to live your outer life

19. How the MBTI affects Major and Career Choice… MBTI type should not steer some toward or away from a particular career or activity It is only one “piece of the puzzle.”

20. How the MBTI affects Major and Career Choice… Outside Letters – E/I and J/P Preferences These impact the PROCESS The ways you explore The ways you decide E/I – work environment J/P – style of working

21. How the MBTI affects Major and Career Choice… Middle Two Letters – S/N and T/F These impact the actual major or career choice S/N – fields of work T/F – tech/scientific OR communication/service

22. Strong and MBTI interpretation

23. COMBINING THE MBTI AND THE STRONG MBTI – INBORN PREFERENCES WHO am I and WHY I want to work Based on Carl Jung’s theory of personality STRONG – SOCIALIZED INTERESTS WHAT I want to do and WHERE I want to do it Based on John Holland’s theory

24. STRONG AND MBTI OVERLAP General Occupational Theme and MBTI type overlap – word patterns appear in both Basic Interest Scales and MBTI type overlap – job families/interest areas appear in both Occupational Scales and MBTI type overlap – MBTI most popular careers found in Occupational Scales areas

25. Combining Type and RIASEC INVESTIGATIVE NT, ST REALISTIC NT, ST ARTISTIC NF, NT CONVENTIONAL ST, SF ENTERPRISING No type correlation SOCIAL NF, SF

26. Strong and MBTI Case Study In Interpretation 1. The first step as a counselor is to examine Terri’s results for interpretability before she comes in for her session. 1. Turn to page 9 of her Strong report and look at the very bottom to see if she responded to all the questions. 2. Also note if the combination of item responses are consistent. 3. Next, turn to page 2 of her MBTI report and review Terri’s clarity of her preferences. DO YOU THINK TERRI’S STRONG AND MBTI ARE ACCEPTABLE TO INTERPRET?

27. Strong and MBTI Case Study In Interpretation 2. The next step is to select your interpretation strategy appropriate for Terri. 1. Note in her Strong where her Social theme is ranked. 2. Review her E-I dichotomy of the MBTI to see where she falls to determine if it would be more beneficial for Terri to spend time talking through her reports to gain more understanding or if two sessions would be better to allow Terri to reflect in between. HOW WOULD YOU DESIGN YOUR INTERPRETATION SESSIONS WITH TERRI AND WHAT APPROACH WOULD YOU TAKE?

28. Strong and MBTI Case Study In Interpretation 3. Explain MBTI preferences 1. Next you would explain to Terri what the different MBTI preferences mean and discuss with her accurately she thinks they describe her. Spend a little time looking at page 2 of her MBTI report to understand what her ISFJ type means. 2. For areas that the client may disagree with or not understand, spend some more time discussing these areas integrating what you know about the client.

29. Strong and MBTI Case Study In Interpretation 4. Explain Strong General Occupational Themes and Basic Interests Scales 1. Look on page 2 and 3 of her Strong to note these results. 2. How do her top five interests areas on page 3 fit with the careers she is exploring?

30. Strong and MBTI Case Study In Interpretation 5. Summarize Strong Occupational Scales 1. Note the results on page 4 and 5 of her Strong report. What would you point out to Terri? 2. What do you notice about her top ten strong occupations on page 4?

31. Strong and MBTI Case Study In Interpretation 6. Suggest a follow up appointment and combine the two assessments 1. A lot of information has been given to Terri at this point, so it makes sense to plan a second session to let Terri reflect on the combined report and what we have talked about in this session. 2. A useful suggestion is to have Terri review the combine report and highlight key points from each assessment that she feels are accurate between the two sessions. 3. In the next session we will bring the two reports together and develop an action plan. Review the combined report to prepare for your next session with Terri. WHAT DO YOU NOTICE ABOUT THE COMBINED REPORT? DO THE TWO ASSESSMENTS OVERLAP OR DO THEY PROVIDE CONFLICTING INFORMATION?

32. Strong and MBTI Case Study In Interpretation 7. Develop an action plan 1. Terri has confirmed through the assessment and interpretation that both education and nursing are fields that she would likely find satisfying. 2. She is now considering a new occupation of special education teaching that incorporate her two interest areas. 3. A great next step would be to show Terri how to use the O*NET website to research special education and other areas she is interested in.

33. KEY POINTS TO REMEMBER Focus on the practical implications of assessment results, while referencing the assessment data for support After interpretation a plan for working together should be presented, agreed upon, and carried out. Written reports should be given to the client This structured approach does not work for every counselor or client.

34. Counseling Skills  Helping Skills  Attending Skills  Questions  Statements & Reflections  Continuing Responses  Giving Information, not Opinion  Reinforcement

35. References Hays, D. G. (2013). Assessment in counseling: A guide to the use of psychological assessment procedures. Alexandria, VA: American Counseling Association. Holmes, C. (2007). Career development using the Myers- Briggs Type Indicator ® tool. Presentation at UNC-Chapel Hill. Hirsh, K. W., & Hirsh, E. (2007). Introduction to TYPE ® and decision making. Mountain View, CA: CPP. DiTiberio, J. K., & Hammer, A. L. (1993). Introduction to TYPE ® in college. Mountain View, CA: CPP Sharf, S. R. (2006). Applying Career Development Theory to Counseling. United States.