23 Aug Please no plagiarism and make sure
Please no plagiarism and make sure you are able to access all resource on your own before you bid. Main references come from Capuzzi, D., & Stauffer, M. D. (2012) and/or American Psychological Association (2010). You need to have scholarly support for any claim of fact or recommendation regarding treatment. I have also attached my discussion rubric so you can see how to make full points. Please respond to all 3 of my classmates separately with separate references for each response. You need to have scholarly support for any claim of fact or recommendation like peer-reviewed, professional scholarly journals. I need this completed by 06/22/19 at 12pm.
Expectation:
Responses to peers. Note that this is measured by both the quantity and quality of your posts. Does your post contribute to continuing the discussion? Are your ideas supported with citations from the learning resources and other scholarly sources? Note that citations are expected for both your main post and your response posts. Note also, that, although it is often helpful and important to provide one or two sentence responses thanking somebody or supporting them or commiserating with them, those types of responses do not always further the discussion as much as they check in with the author. Such responses are appropriate and encouraged; however, they should be considered supplemental to more substantive responses, not sufficient by themselves.
Read a your colleagues’ postings. Respond to your colleagues’ postings.
Respond in one or more of the following ways:
· Ask a probing question.
· Share an insight gained from having read your colleague’s posting.
· Offer and support an opinion.
· Validate an idea with your own experience.
· Make a suggestion.
· Expand on your colleague’s posting.
1. Classmate (J. Sch)
Assessments are one of the tools counselors can use to help clients make informed decisions, guide clients in career decisions and aid in job search. When choosing which assessment to use counselors must evaluate the reliability, validity, and standard error of measurement (Capuzzi & Stauffer, 2012) and use tests that are fair to all individuals assesses according to age, gender, disability, religion, sexual orientation, ethnicity, national origin, race and other personal characteristics (American Psychological Association, 2004) in order to deliver accurate results for their clients. Because my goal is to work with military veterans and at-risk youth with drug, alcohol and gang issues I will look at two assessments I feel will be appropriate to use with at-risk youth.
Career Beliefs Inventory and the Differential Aptitude Test
The first assessment I am going to discuss is the Career Beliefs Inventory (CBI). According to Capuzzi and Stauffer (2012) CBI helps clients identify attitudes and beliefs that are hindering them achieving their career goals. Developed in 1994, CBI assesses client beliefs on My Current Career Situation, What Seems Necessary for My Happiness, Factors that Influence My Decisions, Changes I Am Willing to Make, and Effort I Am Willing to Initiate integrating career and personal counseling topics in a 96-item test. Helping clients develop the self-awareness they need to create successful career paths through ongoing learning and increased satisfaction in the their personal and work lives is the measure of success in CBI as clients are tasked with answering the question of Why? and What? Concerning career choices making it a useful compliment to traditional interest and ability assessments. (Capuzzi & Stauffer, 2012) For my purpose I believe CBI is a good test to use with at-risk youth in my program as it will allow me to gain more information about their career goals and beliefs and how their beliefs can be hindering their ability to reach their goals. The American Psychological Association states counselors should, “Review and select tests based on the appropriateness of test content, skills tested, and content coverage for the intended purpose of testing.” (American Psychological Association, 2004, p. 5) As I expect many of the youth in my program do not have work experience, and many may lack clear career plans and goals I believe it would be beneficial to gather information concerning their beliefs about work and identify areas they may need assistance in. It can also highlight areas youth may need to explore further.
The second assessment I would like to discuss is the Differential Aptitude Test. Capuzzi and Stauffer (2012) describe the Differential Aptitude Test as being designed to give insight into academic and vocational interests of students and young adults in grades 8-12. Additionally, the Differential Aptitude Test Individual Report is a good tool which gives clients a clear narrative interpretation of scores in “Verbal Reasoning, Numerical Ability, Abstract Reasoning, Clerical Speed and Accuracy, Mechanical Reasoning, Space Relations, Spelling, and Language Use”. (Capuzzi & Stauffer, 2012, p. 173) which provide the greatest impact for clients. It is designed to be administered to groups.
Strengths
I believe the (CBI) and the Differential Aptitude Test are appropriate to use with at-risk youth in my program because both are designed to be used with my target population. According to Capuzzi and Stauffer the CBI was developed for use with high school and college populations and well as clients considering midlife career changes. It is administered individually and based on Krumboltz’s learning theory that personal characteristics, environmental events, learning opportunities, and skills influence an individual’s career beliefs and that interest inventories and aptitude tests help counselors serve as educators for their clients acting as catalysts for awareness. Through answering why and what questions regarding their career choices counselors help gain cognitive insight into the choices they make and why they belief certain ways about careers and options available to them. The Differential Aptitude Test is a group test that provides counselors with a basis for advising clients based on their Verbal Reasoning and Numerical Ability scores.
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