GUIDANCE

SERVICES
Prepared by: xyris p. dequin, lpt
Pschological Testing – define as the
process of administering, scoring,
and interpreting psychological test
(maloney & ward, 1976).
Refers to all possible uses, applications, and
underlying concepts of psychological and
educational tests
 Nature and Uses of Psychological Testing
Pschological Test are tools
> Psychological test and other assessment
intstruments are administered in a wide range of
settings like : academic, clinical-counseling,
business-industrial, criminal justice-forensics,
government and military.
> Test users need to know how to evaluate tests. How
good is this tests for particular purpose for which
it is being use.
3
 Nature and Uses of Psychological Testing
> Today, some basic knowledge about test is needed –
not only those who construct or give test but any
one who uses tests results as basis on decision
making.
> Main purpose of psychological testing today is the
same as it was throughout the 20th century: to
evaluate behavior.

4
Test are use to:
1. Screen applicants for jobs and educational and training
programs.

2. Classify and place people in educational and employment

contexts.

3. Counsel and guide individuals for educational, vocational,

and personal counseling purposes.

5
Test are use to:
4. Retain or dismiss, promote, and rotate students and
employees in educational and training programs and in-
and-the job situations

5. Diagnose and prescribe psychological and physical

treatments in clinics, and hospitals.

6. Evaluate cognitive, interpersonal and other behavior

intervention.

6
Characteristic of a
Psychological Test

7
• First, a good test should representatively sample the
behaviors thought to measure an attribute or predict
outcome. This ensures that the test measures what is
says it measures.

• Second, the behavior samples should be obtained under

standardized conditions. That is, a test must be
administered the same way to all individuals so that we
can be confident that a person’s score accurately
reflects the attribute being measured.

8
• Third, there must be rules for scoring so that all
examiners will score the test in the same way.

9
 Types of
Psychological Test
 Intelligence tests :
> are used to measure intelligence, or your ability
to understand your environment, interact with it
and learn from it. Intelligence tests include:

Wechsler Adult Intelligence Scale (WAIS)

Wechsler Intelligence Scale for Children (WISC)
Stanford-Binet Intelligence Scale (SB)

11
Wechsler Adult Intelligence Scale (WAIS)

12
Wechsler Intelligence Scale for Children (WISC)

13
 Personality tests
> Such as the Likert Scale or the Thurstone Scale,
are used to measure how an individual feels about
a particular event, place, person or object.
Likert Scale -is a rating scale, often found on survey forms,
that measures how people feel about something. It includes
a series of questions that you ask people to answer, and
ideally 5-7 balanced responses people can choose from
Thurstone Scale -It is a unidimensional scale to measure
attitudes towards people.

14
Likert Scale

15
Likert Scale

16
 Achievement tests

> are used to measure how well you understand a

particular topic (i.e., mathematics achievement
tests). Aptitude tests are used to measure your
abilities in a specific area (i.e. clerical skills).
> Achievement tests include:
Wechsler Individual Achievement test
Peabody Individual Achievement Test

17
Wechsler Individual Achievement test

18
Peabody Individual Achievement Test

19
 Neuro-Psychological Test

> This test consist of specifically designed tasks

used to measure psychological function known to
be linked to a particular brain structure or
pathway. Used in clinical context to assess
impairment after an injury or illness known to
affect cognitive functioning.

20
 Occupational Inventory

> This test is designed to assist students in self-

exploratory, vocational, expectation, and career
development

21
 Interest Test

> Psychological tests to assist perosn’s interests

and preferences. This test are used primarily in
counseling.

Strong Interest Inventory (SII)

Self-Directes Search (SDS)
Myers-Briggs Type Indicator (MBTI)
Career Ability Placement Survey (CAPS)

22
 Diagnostic Test

> An inventory for the use of professionals who

provide counselling services to college students.
It provides measures to psychological distress,
relationship conflict, low self-esteemed and
academic and career choice difficulties.

23
 Work Values Scale

> A tool which can be used to asses work values.

24
 Aptitude Test

> This test is design to predict future performance

in a academic curriculum area in a specialized
vocational activity.

25
 Projective Test
> A projective test is a type of personality test in which an
individual offers responses to ambiguous scenes, words, or
images. The goal of such tests is to uncover the hidden
conflicts or emotions that the individual projects onto the
test with the hope that these issues can then be addressed
through psychotherapy or other appropriate treatments. •
All projective tests catch the subject off guard that is they
are designed to make the subject reveal himself without
being aware of the fact that he is doing so.

26
27
28
 Testing Program Phases

preparation Interpre
Testing tation

29
 Educational Setting
WHO WHERE WHY
> Administrator > Primary schools > To select students
into schools
> Teachers > Secondary
> To award scholarship
> School schools
> To place students in
Pschologist > Colleges program
> Career > universities > To measure student
Counselors learning
> To identify
problems
> To identify career

30
 Clinical Setting
WHO WHERE WHY
> Clinical > Mental health > To diagnose
psychologist clinic disorders
> Psychiatrist
> Residential > To plan
> Social workers programs treatment
> Counselors
> Private practice > To asses
> Psychologist treatment
> Licensed outcomes
professional
counselors
> To counsel and
advise
> Marriage counselors

31
 Organizational Setting
WHO WHERE WHY
> Human resources > Organizations > To make hiring
profesionals > Consulting decisions
> Industrial/organi practices > To determine
zational training goals
consultants > To evaluate
employee
performance

32
 Career and
palcement

33
Career Guidance and
Counseling
> t is a comprehensive, developmental program
designed to assist individuals in making and
implementing informed educational and
occupational choices. A career guidance and
counseling program develops an individual's
competencies in self-knowledge, educational and
occupational exploration, and career planning
Why is Career Guidance and Counseling Key to the
Delivery of Vocational-Technical Education?
> Career guidance and counseling programs help individuals
acquire the knowledge, skills, and experience necessary to
identify options, explore alternatives and succeed in
society. These programs better prepare individuals for the
changing workplace of the 21st century by:
> teaching labor market changes and complexity of the
workplace
> broadening knowledge, skills, and abilities

36
Why is Career Guidance and Counseling Key to the
Delivery of Vocational-Technical Education?
> improving decision making skills
> increasing self-esteem and motivation
> building interpersonal effectiveness
> maximizing career opportunities
> improving employment marketability and opportunities
> promoting effective job placement
> strengthening employer relation

37
What are the Key Components of Successful Career
Guidance and Counseling Programs?
> A planned sequence of activities and experiences to
achieve specific competencies such as self-appraisal,
decision making, goal setting, and career planning
> Accountability (outcome oriented) and program
improvement (based on results of process/outcome
evaluations)
> Qualified leadership

38
What are the Key Components of Successful Career
Guidance and Counseling Programs?
> Effective management needed to support comprehensive career
guidance programs
> A team approach where certified counselors are central to the
program
> Adequate facilities, materials, resources
> Strong professional development activities so counselors can
regularly update their professional knowledge and skills
> Different approaches to deliver the program such as outreach,
assessment, counseling, curriculum, program and job placement,
follow-up, consultation, referral

39
 Placement
Services

40
Placement
> The act of placing or
arranging.
> The state of being place
or arranged.
Service
> The act of helping or
doing work for someone.
 Placement Service
> means helping a person to get an appropriate
place according to his qualifications and abilities,
thus enabling him to get absorbed successfully in
any occupation. From the book Guidance and
Counseling (Guidance and Cunseling, Asha K.
Kinra)

42
 Aims of the Placement Service

> The placement service is a process which is meant to

help the individual or student to place him in the
occupational world to survive on the basis of his
abilities, skills, interests and innate talents.
> The placement service is meant for the student which
helps him to adjust better in the job sphere and
achieve progress in the job for his development and
welfare.

43
Two things are important in placement:
a) Ability for the task and
b) satisfaction of the individual.

Kinds of Placement Service

Educational Placement Service Vocational Placement Service

44
Educational Placement Service
is meant to aim at placing the student in educational
situations or institutions with suitable courses which best
suits him according to his own abilities, skills, interests,
aptitudes. Thus the educational goals regarding student’s
achievement and progress become easier to achieve

Vocational Placement Service

Vocational placement service is meant for the students to
enable them for the suitable placement in a liking job taking
abilities, interests, attitudes, skills into consideration

45
 Purposes of Educational Placement Service
> Help the student in selection of school subjects and courses.
> Help the student for his preparation in next new course.
> Help the student in his transfer from one grade to another grade
or from one school to another new school.
> Help the student for participation in various curricular and co-
curricular activities.
> Help the student to co-operate in community service.
> Help the student to find part time employment.

46
 Purposes of Educational Placement Service
> Help the student to utilize leisure hour properly.
> Help the student to enter into various vocational schools or
trainings
> Help the student to enter into college for higher studies.
> Help the student in getting employment after completion
of educational courses

47
 Purposes of Vocational Placement Service
> Help the student to get suitable job so far various occupational
choices are concerned.
> Help the student to adjust him to the new occupational setting and
environment.
> Help the student informing necessary information about the
vacancies available in both public and private sectors.
> Help student as it collects necessary information about him in the
context of occupation.

48
 Purposes of Vocational Placement Service
> Help employers-as it gives information about trained and
qualified personnel according to their requirement and demands.
> Help students’ providing different occupational information’s
from several mass media such as news paper, hand book
containing job information, audio visual-aids, special bulletin and
publications.

49
 Phases of Placement Service
1. In the first phase of placement service, the general character of occupational life is explained to the
student and he is provided necessary education for the same purpose.
2. Then student is oriented towards some occupational field for which he has pre-requisite qualification,
experience and interest.
3. In the third phase of placement service the student is enabled to understand and study his own
abilities, interests, aptitudes in the context his favorite occupation for which he is interested.
4. The fourth phase of placement service is an important phase of placement service. The student needs
skillful guidance and counseling in choosing a job for himself according to his abilities, interests,
aptitudes and skills. The guidance workers or teachers employ different guidance techniques and
tests to know all about the student at this stage.
5. The student takes up the job and begins his work for the purpose of his job.
6. The sixth and final phase of placement service includes the follow-up of the job for which the
placement service is accepted.

50
 consultation

51
 Consultations
It involves focused collaborative discussion in which
people who share concerns work together to identify
ways forward. A consultation meeting provides a
framework for assessment and intervention.
Consultation is about joint investigation, joint
solution-building, joint planning and intervention
and joint evaluation and review.
 What Does Consultation Look Like?

> Consultation is designed to help the person most

concern, usually the class teacher in the primary
school, and the guidance teacher in the secondary
school.

53
 two level of consultation
Initial Consultation - the relevant staff member
meets and discusses with the Educational
Psychologist, to generate strategies leading to
solutions. Parental involvement is not required at
this stage, though schools may wish to share their
concerns with parents.

54
 two level of consultation
> Full Consultation – a fuller discussion takes place
involving parents and school staff, again generating
further strategies and solutions. This discussion may
involve other agencies (e.g. school doctor, social worker,
speech and language therapist) who can contribute to
solving the problem. A written record of the discussion and
the agreed action plan is provided for all that attend the
meeting. Follow up can be arranged as required.

55
 STAGES IN CONSULTATION PROCESS
1. Establishing a Consulting Relationship - The Consultant
must be able to hear the presenting problem and the real
problem.
2. Clarify the Problem Situation – the consultant must be able
to hear the presenting problem and the real problem.
3. Determine Desired Outcome - Specific behaviors or goals
are set by the consultee in measureable and observable term.

56
 STAGES IN CONSULTATION PROCESS
4. Developing Ideas and Strategies - Brainstorming is
done to discover ideas that could lead to the desired
outcomes.
5. Develop a Plan - A final plan is selected through a
collaborative discussion between Consultant and
Consultee.
6. Specify the Plan - he Consultant helps the consultee
break down the plan into sequential form

57
 STAGES IN CONSULTATION PROCESS

7. Confirm the Consulting Relationship

- the consultee begins to learn the sequence of
problem – solving steps.
- A follow – up meeting is proposed to monitor the
progress of the plan agreed upon and to continue
consultee growth in problem – solving

58
 Models/Approaches
of Consultation

59
Generic- The generic model encompasses all kinds of consulting, starting
with Entry, moving through Diagnosis and Implementation and ending with
an explicit Disengagement.

Client-centered - This approach focuses on an individual client

(recipient of service) and helps service providers better help that client.]
The consultant functions assesses the client, makes a diagnosis and
recommends changes to the consultee, typically a teacher, physician or
other care providers.

Consultee-centered - This relationship focuses on the consultee rather

than a particular client, helping build new skills via training and/or
supervision. The consultant typically does not meet clients directly.
Consultees seek consultation to increase knowledge, skills, confidence,
and/or objectivity.

60
Consultee-centered administrative consultation –in some
cases, the focus is on administrative rather than professional staff.
Such relationships are typically longer term.

Behavioral consultation model/behavioral-operant- In this

model, the consultant is an authority figure who assumes primary
responsibility for the relationship. The focus is on problem-solving
more than skills development or a particular client.

Organization consultation - This model employs systems theory

to improve productivity or to streamline the relationship between an
organization and its environment.

61
 Ethical issues
> Confidentiality depends on the consultant and on the cooperative
efforts of perhaps many organizational members. Variable levels
of participation means attention to providing only appropriate
access to information. Managing nformation access and
confidentiality require negotiation.
> Clients' right to informed consent must be maintained in the
presence of a consulting relationship. This right is complicated by
the corresponding rights of consultees, including the right not to
accept consultation.

62
 Ethical issues
> Power is typically distributed unequally among
participants in the consultation process. Power
differentials may be real or perceived. Those with greater
power must take responsibility for its use and impact.
> Consultants with preexisting personal or professional
relationships with participants in the consultation must
take care that such relationships do not comprise the
process.

63
Thanks!
64