Download presentation
Presentation is loading. Please wait.
Published bySabrina Page Modified over 9 years ago
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
Similar presentations
© 2025 SlidePlayer.com. Inc.
All rights reserved.