1 / 51

Agenda

Agenda. Check In Psychological Testing vs. Assessment Brief History of Assessment Contemporary Approaches to Assessment Grouping up. Check-In. Example: The Myers-Briggs Type Indicator (MBTI).

talasi
Télécharger la présentation

Agenda

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

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

  2. Check-In

  3. 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

  4. PERSONALITY TYPES

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

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

  7. 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

  8. Self Awareness • Communications • Reaction to change • Conflicts • Leadership

  9. Organizational Dynamics • Teambuilding • Coaching • Sales

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

  11. Identifies Areas for Improvement • Potential pitfalls • Suggestions for development

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

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

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

  15. 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”

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

  17. 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 Extravert - Introvert

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

  19. 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 Sensing (S) – Intuitive (N)

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

  21. 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 Thinking (T) - Feeling (F)

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

  23. 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 Judging (J) - Perceiving (P)

  24. 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

  25. Todd’s Favorite

  26. T’nT

  27. 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

  28. 19th 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

  29. 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.

  30. 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.

  31. 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

  32. 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

  33. Defining Intelligence (cont.) • Thorndike (1921) defined it as the power of goodresponses 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

  34. 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

  35. 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

  36. 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

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

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

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

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

  41. Contemporary Approaches to Assessment? 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.

  42. 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.

  43. An Overgeneralization . . . .

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

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

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

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

  48. Steps in the Comprehensive Assessment Process • Review referral information –Frame the Question • Decide whether to assess • Obtain relevant background information • Consider the influence of relevant others • Observe the client in several settings • Select and administer an assessment test battery

More Related