1. The Cognitive Information Processing (CIP) Approach: A Decision-Making Process
The University of Southern Mississippi
2009 Southeastern Psychological Association Convention
Symposium presentation by:
Mary Buzzetta, Lindsay Andrews, & Emily Bullock
February 19, 2009

2. What is the Cognitive Information Processing (CIP) approach?
A theoretical perspective that aims to help individuals with current career choices, as well as foster learning for future career choices
Interventions are focused on discovering and disputing negative thinking as well as providing strategies for coping with difficult decision-making situations
Although this approach was initially created for the use of career counseling, it has a wider applicability to multiple approaches of the decision-making process
Mary

3. big decisions that you made.
Audience Question:
Name one of the last
big decisions that you made.

4. Different types of decision-makers
Spontaneous
Rely on others
Systematic

5. Background of the CIP Approach
Approach first began to be used in 1971
Two core constructs:
1) The Pyramid of Information Processing
2) CASVE cycle
Mary
Provides the content of problem solving and decision-making
2) The process of decision-making

6. Pyramid of Information Processing Domains
CASVE Cycle
Executive Processing Domain
Meta-
cognitions
Decision-Making Skills Domain
Mary
Self-knowledge:
What are my values, interests, skills, and preferences?
Values – motivators for work
Interests – activities people enjoy
Skills – activities people can perform well
Preferences – what people choose to seek or avoid
How can an individual clarify their self-knowledge?
Occupational Knowledge:
Also known as “options knowledge”
Knowledge about potential outcomes
Direct experience or observing others
Expands over time
Executive Processing Domain
Metacognitions - thinking about thinking
Self-talk- can be positive and negative
Self-awareness- awareness of self while making decisions
Monitoring and control- ability to monitor where they are in the problem solving process and control the amount of attention and information needed for problem solving
Metacognitions can affect the entire pyramid
Self Knowledge
Options Knowledge
Knowledge Domains

7. The CASVE Cycle Communication Identifying the problem - the gap
Analysis Thinking about alternatives
Execution
Taking action to narrow the gap
Synthesis
Generating likely alternatives
Valuing
Prioritizing alternatives
Mary

8. Aims of the CIP Approach
Help individuals with current choices
Foster learning for future choices
“Give people a fish and they eat for a day, but teach them how to fish and they eat for a lifetime.”
Mary

9. Assumptions of the CIP Approach
Problem solving and decision making
Involves emotions (feelings) and cognition (thoughts)
Involves content knowledge (knowing) and process knowledge (doing)
Requires us to organize what we know so we can sort through information and find what we need
Is a skill that can be learned and practiced
Mary

10. Key terms of the CIP Approach
Problem solving
Thought process using information to make a choice that will narrow the gap
Outcome is a choice
Decision making
Includes problem solving
Creating and following through with a plan to implement the choice
Outcome is action
Mary

11. Potential Benefits of Using Theory for Practice
Helps individuals make appropriate choices
Helps practitioners better understand their clients
Helps practitioners understand the content and process of problem solving and decision making
Practitioner confidence
Mary

12. Pyramid of Information Processing Domains
CASVE Cycle
Executive Processing Domain
Meta-
cognitions
Decision-Making Skills Domain
Mary
Self-knowledge:
What are my values, interests, skills, and preferences?
Values – motivators for work
Interests – activities people enjoy
Skills – activities people can perform well
Preferences – what people choose to seek or avoid
How can an individual clarify their self-knowledge?
Occupational Knowledge:
Also known as “options knowledge”
Knowledge about potential outcomes
Direct experience or observing others
Expands over time
Executive Processing Domain
Metacognitions - thinking about thinking
Self-talk- can be positive and negative
Self-awareness- awareness of self while making decisions
Monitoring and control- ability to monitor where they are in the problem solving process and control the amount of attention and information needed for problem solving
Metacognitions can affect the entire pyramid
Self Knowledge
Options Knowledge
Knowledge Domains

13. Decision-Making Skills Domain
Generic information processing skills that individuals use to solve important problems and make decisions
The CASVE cycle is one model
Other models exist
Lindsay
CASVE cycle:
Intended to increase client and practitioner awareness of the key phases in the problem solving and decision-making process
By improving on their decision-making skills, clients can increase their likelihood of making effective choices

14. The CASVE Cycle Communication Identifying the problem - the gap
Analysis Thinking about alternatives
Execution
Taking action to narrow the gap
Synthesis
Generating likely alternatives
Valuing
Prioritizing alternatives
Lindsay

15. Defining the cycle Gap Analysis Synthesis Valuing Execution
Back to communication
Lindsay
Gap-where you are and where you want to be
Examples provided
Analysis- need to assess Metacognitions, self knowledge, and occupational knowledge; how much information do they have to close the gap
Synthesis-elaborating phase, generate all possibilities then crystallize (3-5) and narrow them down
Valuing-cost and benefits; help them apply their values to what they want to do
Execution-something has to be done (interviewing, applying)
Back to communication to see if the gap has been filled; may have to start on the process all over again

16. Communication
Becoming aware of the gap – the difference between an existing and a desired state of affairs (or where they are and where they want to be)
Lindsay
Discomfort becomes greater than fear of change
Assistance sought when resources are inadequate

17. Analysis Clarify self-knowledge Obtaining new knowledge
values, interests, skills, and preferences
Obtaining new knowledge
A recurring process of learning, reflection, and developing a more complex view of themselves and their options
Lindsay
Individuals clarify their existing self-knowledge by identifying their values, skills, and preferences
Values
Skills
Preferences
Clarifying self-knowledge can be accomplished by completing various assessments or identifying life themes.
Obtaining new information would include gaining additional knowledge about potential options available to the client. This may include:
Understand how important decisions are typically made
Understand how thinking influences choices
All people have some information at the start of this process

18. Synthesis
Individuals expand and narrow the options they are considering
Two separate phases:
Elaboration
Generating possible alternatives
Crystallization
Narrowing down the possible options
Lindsay

19. Valuing
Individuals evaluate the costs and benefits of each of the remaining alternatives
Prioritize alternatives to optimize a list of costs and benefits
Make tentative primary and secondary choices
Lindsay

20. Execution
Establish and commit to a plan of action for implementing a tentative choice
Tailored to where your client is (i.e., get a job, apply for grad school, volunteer experience)
Lindsay

21. Communication Review external and internal cues
Has the gap been closed?
Have the negative emotions and physiological states improved?
Am I taking action to achieve my goal?
Lindsay
Cyclical Nature of the CASVE Cycle
A single choice evolves over time and may involve many iterations
Experiencing difficulty at any one stage causes a person to cycle through to a previous stage to correct the problem
The speed at which people progress depends on external events and personal variables

22. Audience Question:
Everyone tends to skip a particular phase of the decision-making process
When making a decision, what phase to you tend to skip the most?

23. Case Example
Jane is a 30-year-old female who has been in a relationship for two years. She is wanting to get married and have children. Jane describes that her boyfriend does not seem to be as committed and fears that he may not want the same. Additionally, he recently took a new position in a neighboring town and spends a majority of his time with his friends rather than her when he is in town.
Lindsay

24. Case Example
Alex is a 32-year-old, single male. He is employed as a lawyer in a large firm and works long hours. Alex eats out for most meals and has become increasingly overweight over the years. He is beginning to have trouble finding clothes and is suffering minor health problems. Alex wants to lose weight but does not think it is possible given his current situation.
Mary

25. Translating Concepts for Client Use
Pyramid
What’s involved in decision-making
The content of making a choice
What you need to know
The CASVE Cycle
A guide to good decision making
The process of making a choice
What you need to do
Mary

26. Pyramid of Information Processing Domains
Knowing how I make decisions
Client Version
Thinking about
my decision
making
Mary
Knowing
about myself
Knowing about my options

27. CASVE Cycle - Client Version
Knowing I Need to Make a Choice
Knowing I Made a Good Choice
Understanding Myself and My Options
Implementing My Choice
Expanding and Narrowing My List of Options
Prioritizing and
ranking your top
3-5 choices
Mary

28. References
Austin, R.K., Dahl, D., & Wagner, B. (2003). Reducing negative career thoughts in adults. International Journal of Disability Community and Rehabilitation, 2(2). Retrieved June 27, 2006 from
Peterson, G. W., Sampson, J. P., Jr., Reardon, R. C., & Lenz, J. G. (1996). Becoming career problem solvers and decision makers: A cognitive information processing approach. In D. Brown & L. Brooks (Eds.), Career choice and development (3rd. ed.) (pp ). San Francisco, CA: Jossey-Bass.
Sampson, J. P., Jr., Peterson, G. W., Lenz, J. G., & Reardon, R. C. (1998). What's involved in career choice. Unpublished manuscript, Florida State University, Center for the Study of Technology in Counseling and Career Development, Tallahassee. Retrieved from 
Sampson, J. P., Jr., Reardon, R. C., Peterson, G. W., & Lenz, J. G. (2004). Career counseling and services: A cognitive information processing approach. Pacific Grove, CA: Brooks/Cole.
All

29. Further Information Available at:
Today’s PowerPoint presentation, reference list, and all decision-making models (both practitioner and client versions) can be found at the above website
Contact information:
Mary Buzzetta–
Lindsay
Emily Bullock,
All