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)

• 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

PERSONALITY TYPES

Personality Types –The Why?

• Self awareness• Career development• Team building• Academic counseling• Relationship counseling• Dealing with conflict

Uses of MBTI

• Help clients understand themselves and their behavior/preferences

• Appreciate others and their contributions• Make constructive use of differences

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

Self Awareness

• Communications• Reaction to change• Conflicts• Leadership

Organizational Dynamics

• Teambuilding• Coaching• Sales

Career Counseling . . . .

• Contribution to the organization• Leadership style• Preferred learning style• Problem solving approach• Preferred work environment

Identifies Areas for Improvement

• Potential pitfalls• Suggestions for development

Assumptions of Personality Typeology

• Inborn tendencies• Comfort zones• Recognizable patterns– Change and adapt

• Predictable responses– To Change– Conflict– Stress

IMPORTANT!!!!!

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

Myers-Briggs Types

• Extravert• Sensing• Thinking• Judging

• Intravert• Intuitive• Feeling• Perceiving

Vs.

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”

Extravert - Introvert

How you get and use your energy

How do you restore your energy?

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

Sensing (S) – Intuitive (N)

How do you take in information?

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

Thinking (T) - Feeling (F)

How do you make decisions?

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

Judging (J) - Perceiving (P)

How do you organize your

life?

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

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

Todd’s Favorite

T’nT

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

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

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.

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.

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

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

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

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

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

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

So, is it????

• Adaptation to environment • Basic mental processes • Higher order thinking (reasoning,

problem-solving, and decision making) • Metacognition • Executive processes

Or, is it???

• Knowledge• Interaction between knowledge and

mental processes • Context (value placed on intelligence

by a given culture)

Maybe it is. . . . .?

• Abstract thinking or reasoning • Problem-solving ability• Capacity to acquire knowledge • Memory • Adaptation to environment • Mental speed

Or. . . .?

• Linguistic and mathematical competence • General knowledge • Creativity • Sensory acuity • Goal directedness • Achievement motivation

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?

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.

Assessment Procedures

Informal Testing

Ability Testing

The Clinical

Interview

Personality Testing

An Overgeneralization . . . .

Types of Assessment

• Screening • Focused • Diagnostic • Counseling and Rehabilitation• Career • Progress Monitoring• Problem-solving

Four Pillars of Assessment

• Norm-referenced measures • Interviews • Behavioral observations • Informal assessment procedures

Factors of a Multi-method Assessment

The following factors must be considered:• Referral information • Demographic and background information • Assessment findings • Interventions

Foundation for the Assessment Process

• Background • Selection of assessment measures• Administration of assessment

measures • Interpretation of assessment

measures

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 others5. Observe the client in several settings 6. Select and administer an assessment test

battery

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