2. Agenda Check In Psychological Testing vs. Assessment Brief History of Assessment Contemporary Approaches to Assessment Grouping up

3. Check-In

4. Example: The Myers-Briggs Type Indicator (MBTI) Most widely-used personality assessment for normal subjects (More than 2 million administrations per year) Based on the work of CG Jung Variety of “forms” – M, G, Q – 93-222 items

5. PERSONALITY TYPES

6. Personality Types –The Why? Self awareness Career development Team building Academic counseling Relationship counseling Dealing with conflict

7. Uses of MBTI Help clients understand themselves and their behavior/preferences Appreciate others and their contributions Make constructive use of differences

8. What Does the MBTI Do? Identifies preferences, not skills Open possibilities, not limit options All preferences are valuable (does not identify good/bad) All preferences can be used by each person

9. Self Awareness Communications Reaction to change Conflicts Leadership

10. Organizational Dynamics Teambuilding Coaching Sales

11. Career Counseling.... Contribution to the organization Leadership style Preferred learning style Problem solving approach Preferred work environment

12. Identifies Areas for Improvement Potential pitfalls Suggestions for development

13. Assumptions of Personality Typeology Inborn tendencies Comfort zones Recognizable patterns – Change and adapt Predictable responses – To Change – Conflict – Stress

14. IMPORTANT!!!!! Everyone is unique Everyone uses every preference sometime We can all improve communications Relationships will improve with practice

15. Myers-Briggs Types Extravert Sensing Thinking Judging Intravert Intuitive Feeling Perceiving

16. Common Wrong Awareness's Extravert IS NOT “ talkative or loud ” Introvert IS NOT “ shy or inhibited ” Feeling IS NOT “ emotional ” Judging IS NOT “ judgmental ” Perceiving IS NOT “ perceptive ”

17. Extravert - Introvert How you get and use your energy How do you restore your energy?

18. Extravert - Introvert E – People, activity, talking (external world) – Readily takes initiative –“ Act first, think later ” – Enjoys a wide variety and change in people and relationships – Very approachable – Develop ideas through discussion I – Thoughts, feelings, writing (internal world) – Think/reflect first, then act – Needs “ private ” time to reflect – One-on-one relationship or conversations – Great listeners – Enjoys focusing on a project

19. Sensing (S) – Intuitive (N) How do you take in information?

20. Sensing (S) – Intuitive (N) S – Facts – real & tangible - now – Carefully thought out conclusions – Lives in the present –“ Do something ” rather than “ think about it ” – Fantasy is a dirty word – Common sense solutions N – Possibilities – Inspiration - future – Use personal feelings to make decisions – Comfortable with fuzzy data – Inventing new possibilities is automatic – Sometimes considered absent-minded

21. Thinking (T) - Feeling (F) How do you make decisions?

22. Thinking (T) - Feeling (F) T – Decision through logic and truth – More important to be right than liked – Viewed as unemotional – Focus on tasks – Provides objective and critical analysis F - Decision through emotion – Follow hunch to make quick conclusions – Sensitive to feelings of others – Toxic reaction to disharmony, prefer to accommodate – Takes things too personally

23. Judging (J) - Perceiving (P) How do you organize your life?

24. Judging (J) - Perceiving (P) J – planned, orderly, reach closure quickly – Get things done – Punctual – Likes to use a list, make plans – Structure and order – Works best and avoids stress when keeps ahead of deadlines and not given too much information at one time P – flexible, spontaneous, stay open – Lives for the moment – Works well under pressure and deadlines – Creative – Multitasks – Avoids commitments, it interferes with flexibility

25. References Essentials of Myers-Briggs Type Indicator Assessment by Naomi L. Quenk Introduction to Type and Coaching –A Dynamic Guide for Individual Development by Krebs-Hirsch & Kise

26. Todd’s Favorite

27. T’nT

28. A (very) Brief History of Intelligence The concept of ‘intelligence’ is relatively new, unknown a a century ago, though it comes from older Latin roots Intellegere = to see into perceive, understand

29. 19 th Century Jean Esquirol – Distinguished between mental incapacity & mental illness (“idiots” vs “deranged”) Sir Francis Galton –The father of psychometrically based testing movement Karl Pearson Germans: Wundt, Ebbinghaus, Wernick, others

30. Importance of Binet-Simon Scales The 1905 Binet-Simon stimulated the development of clinical psychology in the US and elsewhere. Its success was a triumph of pragmatism; demonstrated feasibility of mental measurement and aided in development of other tests. Led to public acceptance of testing and confirmed important consequences for education, industry, military and general society.

31. Controversy! Some objected to the innateness bias, and suggested the term be replaced with “General Scholastic Ability” “General Educational Ability” However: this did not catch on as most theorists today advance a construct of intelligence that is independent of education.

32. Testing Practice and Influence Testing has become a common practice in the following: Schools, clinics Industry and the military Testing influences: Public policy Business Scientific psychology

33. Defining Intelligence Binet (1916) defined it as the capacity to judge well, to reason well, and to comprehend well Terman (1916) defined it as the capacity to form concepts and grasp their significance Pintner (1921) defined it as the ability of an individual to adapt well to new situations in life

34. Defining Intelligence (cont.) Thorndike (1921) defined it as the power of good responses from the point of view of truth or fact Thurstone (1921) defined it as the capacity to inhibit instinctive response, imagine a different response, and realize the response modification into behavior

35. Defining Intelligence (cont.) Spearman (1923) defined it as a general ability involving mainly the ability to see relations and correlates Wechlser (1939) defined it as the global capacity of an individual to act purposefully, think rationally, and deal effectively with the environment

36. Defining Intelligence (cont.) Piaget (1972) defined it as referring to the superior forms of organization or equilibrium of cognitive structuring used for adaptation to the to the physical and social environment Sternberg (1985) defined it as the mental capacity to automatize information processing and to emit contextually appropriate behavior in response to novelty

37. Defining Intelligence (cont.) Gardner (1986) defined it as the ability to solve problems or fashion products valued within some setting. Carroll (1997) IQ represents the degreee to which, and the rate at which, people are able to learn, and retain in long-term memory, the knowledge and skills that can be learned from the environment

38. So, is it???? Adaptation to environment Basic mental processes Higher order thinking (reasoning, problem-solving, and decision making) Metacognition Executive processes

39. Or, is it??? Knowledge Interaction between knowledge and mental processes Context (value placed on intelligence by a given culture)

40. Maybe it is.....? Abstract thinking or reasoning Problem-solving ability Capacity to acquire knowledge Memory Adaptation to environment Mental speed

41. Or....? Linguistic and mathematical competence General knowledge Creativity Sensory acuity Goal directedness Achievement motivation

42. Assessment includes a broad array of evaluative procedures that yield information about a person. Tests (which are a component of assessment) yield scores based on the gathering of collective data. Contemporary Approaches to Assessment?

43. Generally Speaking... The greater the number of procedures used in assessing an individual, the greater the likelihood that they will yield a clearer snapshot of the client.

44. Assessment Procedures Informal Testing Ability Testing The Clinical Interview Personality Testing

45. An Overgeneralization....

46. Types of Assessment Screening Focused Diagnostic Counseling and Rehabilitation Career Progress Monitoring Problem-solving

47. Four Pillars of Assessment Norm-referenced measures Interviews Behavioral observations Informal assessment procedures

48. Factors of a Multi-method Assessment The following factors must be considered: Referral information Demographic and background information Assessment findings Interventions

49. Foundation for the Assessment Process Background Selection of assessment measures Administration of assessment measures Interpretation of assessment measures

50. Steps in the Comprehensive Assessment Process 1.Review referral information –Frame the Question 2.Decide whether to assess 3.Obtain relevant background information 4.Consider the influence of relevant others 5.Observe the client in several settings 6.Select and administer an assessment test battery

51. Steps in the Assessment Process (cont.) 7.Interpret the assessment results 8.Develop intervention strategies and recommendations 9.Write a report 10.Meet with all concerned, as appropriate 11.Follow up on recommendations and conduct re-evaluation