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
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