COUNSELLORS TECHNIQUES FOR ASSESSING CLIENTS PROBLEMS

( MODULE THREE, PART THREE) Introduction How do counselors assess the problems of their clients? What types of procedures may be adopted? What kind of techniques can be made use of? I. GUIDELINES FOR ASSESSMENT

Before learning specific tools and techniques for assessing human characteristics, it is good to be familiar with some guidelines for effective assessment. The following considerations require special attention: (a) Each Individual is Unique Assessment is a means of increasing understanding of the uniqueness of an individual in terms of traits, emotions and behaviour. (b) Differences exist among Individuals Each person is unique as well as distinct from others. This principle notes that individual assessment seeks to identify the strengths and positive attributes of a person , as well as his weaknesses and shortcomings. (c) Assessment requires Direct Participation of Individuals Assessment will be complete and accurate only when the individual is willingly and directly involved. This involvement includes inputs by the client, feedback and clarification,. In addition, it implies taking a standardized test or completing a questionnaire. (d) Accuracy depends on Instruments and Individuals The effective choice and utilization of assessment techniques is important to on\btain reliable and valid measures. The client and counsellor should part in the assessment process in an unbiased manner. (e) Assessment is bound hy Professional Codes. It is important for counselors to be aware of the relevant ethical guidelines established their professional organizations. These guidelines are aimed at protecting both the client and the professional practitioner.

II.

ASSESSMENT TOOLS

Assessments tools can be generally categorized into two as Standardisd Testing Tools and Non-standardized Testing Tools. A) STANDARDISED TESTING TOOLS By Standardised Testing Tools we mean set of testing instruments about which there is a high degree of consensus among experts that these sufficiently scientific and effective in producing the required results. These include Intelligence Tests, Aptitude Tests, Interest Inventories and Personality Tests

1. INTELLIGENCE TESTING Intelligence testing procedures have matured with successive developments in design and procedures. The first intelligence tests were designed by the French Psychologist named Alfred Binet to be administered to individual students. In the early 1900s, this led to several American versions.

(a) The Stanford Bine Test The most popular of these was the Stanford-Bine Test (1916) , followed by the Wechsler Scales developed by David Wechsler. David Wechsler developed this instrument based on the assumption that intelligence was the sum total of the individuals ability to think in a rational manner, to act purposeful, and to deal in an effective way with his or her environment. The above scales record three scores, namely, verbal ability, The Wechsler Test III for ages six to sixteen years allows for the computing of the four index scores of verbal comprehension, perceptual organization, freedom from distractibility, and processing speed.

(b) The Kaufman Instrument Another popular test was the Kaufman Instrument which contained sixteen sub-tests of mental or processing skills, which yield five major scores of (i) sequential processing, (ii) simultaneous processing, (iii) mental processing composite, (iv) achievement, and (v) non-verbal performance. ( c ) The Otis-Lennon School Ability Test (OLSAT)

This test came into existence in 1918 as the Otis Group Intelligence Scale and later achieved great popularity in both industry and education as the Otis-Quick Scoring Mental Abilities Test. 2. APTITUDE TESTS Aptitude may be as a trait that indicates an individuals ability to perform or learn in a given area. Aptitude tests assist a person in making educational and career decisions. The purposes served by aptitude tests include the following: (i) (ii) (iii) Identifying the potential abilities of a person. Helping those concerned to predict the level of academic or vocational success a person might anticipate Assist in forming groups or teams for training or interactions.

Aptitudes tests can be classified in to three as Special Aptitude Tests, Aptitude Batteries and Scholastic Aptitude Tests. (a) Special Aptitude Tests Special Aptitude Tests are useful for measuring a persons potential ability to perform or acquire proficiency in a specific area. These are sometimes referred to as single aptitude tests or component ability tests, because they only secure a measure of one specific aptitude or a single special ability. (b) Aptitude Batteries By Aptitude Batteries, we refer to a series of sub-tests related, in varying combinations, to a series of occupations. These test combinations offer more convenience in measuring and comparing potential abilities than single tests. The General Aptitude Tests Battery (GATB) used by the United States Employment Service, is very popular. (c) Scholastic Aptitude Tests Scholastic or Academic Aptitude Tests seek to measure a persons potential for performing in academic situations. Tests that constitute the School and College Ability Test ( SCAT) and Scholastic Aptitude Tests (SAT) batteries have merit for predicting academic performance at higher educational levels.

3. INTEREST INVENTORIES Young Students often talk about their career interests. Comments like the ones given below are often heard in colleges and schools:

I have always been interested in engineering The thought of teaching really turns me off I know, I would enjoy accounting I cant make up my mind between engineering and medicine I am really upset because I cant think of any job Im interested in Exploration of interest is important in career counseling and guidance. Even a simple listing in hierarchical order of possible careers may as valid in some instances as standardized, inventoried interests. Two of the earlier and more popular inventories extensively used today are the Kuder Vocational Preference Record (1976) and the Strong Interest Inventory (1994). 4. PERSONALITY TESTS Personality tests are often fascinating and we find a great range, from the basic do-ityourself personality test in the daily news paper to sophisticated, projective techniques requiring highly specialized psychological training. Several of the more popular personality inventories or standardized personality assessment instruments are the Myers-Briggs Type Indicator, the Edwards Personal Preference Schedule, and the Minnesota Multiple-phasic Personality inventory (MMPI). (a) The Myers- Briggs Type Indicator (b) The Edwards Personal Preference Schedule (EPPS) B) NON-STANDARDISED TESTING TOOLS Non-Standardised Testsing Tools are: Observation, Socratic Questionnaires, Alderian Questiionnaires, and Life-Style Analysis.

1. OBSERVATION 2. LIFE-STYLE ANALYSIS 3. ALDERIAN CLIENT QUESTIONNAIRE III. IV. V. VI. SELF-REPORTING: AUTO-BIOGRAPHY AND OTHER TECHNIQUES GROUP ASSESSMENT TECHNIQUES ECOLOGICAL ASSESSMENT RECORDS