web-based assessment & treatment of dysfunctional career thinking darrin carr & james p....
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Web-BasedWeb-BasedAssessment & Treatment ofAssessment & Treatment ofDysfunctional Career ThinkingDysfunctional Career Thinking
Darrin Carr &Darrin Carr &James P. Sampson, Jr.James P. Sampson, Jr.
Florida State UniversityFlorida State University
OverviewOverview
• Identify a problem in career counseling
• Review a possible solution (CBT)
• Create an expert model of “good” reframes
• Apply the model– Practice– Web-Based Intervention
• Conclude
A Problem for Career CounselingA Problem for Career Counseling
Mortimer, Zimmer-Gembeck, Holmes, & Shanahan (2002) • interviewed 1,000 youth in STW transition• identified themes of unfulfilled expectations
and postponement of career decisions
Behrens & Altman (2000, p. 44)• three year qualitative study• 95% of 92 mid-life career changers lacked confidence
in their ability to find mid-life career satisfaction• felt their desire to explore these core issues
was rebuffed by job search experts
A Problem for Career CounselingA Problem for Career Counseling
Behrens & Altman (2000)Behrens & Altman (2000)• “…“…many mid-life career changers must deal with the many mid-life career changers must deal with the
frustrations of having their frustrations of having their core issuescore issues glossed over glossed overor even ignored…” by job search professionalsor even ignored…” by job search professionals
• ““By helping them to conquer their fears, correct erroneous By helping them to conquer their fears, correct erroneous beliefs, and become aware of and revise negative self-beliefs, and become aware of and revise negative self-talk…,” practitioners can help mid-life job seekers totalk…,” practitioners can help mid-life job seekers to“…find the energy to network and project the confidence“…find the energy to network and project the confidenceto interview successfully.”to interview successfully.”
OverviewOverview
• Identify a problem in career counseling
• Review a possible solution (CBT)
• Create an expert model of “good” reframes
• Apply the model– Practice– Web-Based Intervention
• Conclude
Cognitive Behavioral TheoryCognitive Behavioral Theory
LouisaLouisa
SchemaI have no skills.
I’m too old.
It all dependson who you know.
CBT view of “Core Issues”CBT view of “Core Issues”
Self TalkSelf TalkSchema
I have no skills.
I’m too old.
It all dependson who you know.
BehaviorBehavior
EmotionEmotion
I’ll blow the interview, so I won’t apply.
The ProblemThe Problem
Self TalkSelf TalkSchema
I have no skills.
I’m too old.
It all dependson who you know.
BehaviorBehavior
EmotionEmotion
I’ll blow the interview, so I won’t apply.
The ProblemThe Problem
11
Self TalkSelf TalkSchema
I have no skills.
I’m too old.
It all dependson who you know.
BehaviorBehavior
EmotionEmotion
I’ll blow the interview, so I won’t apply.
The ProblemThe Problem
11
22
Self TalkSelf TalkSchema
I have no skills.
I’m too old.
It all dependson who you know.
BehaviorBehavior
EmotionEmotion
I’ll blow the interview, so I won’t apply.
The ProblemThe Problem
11
22
33
Self TalkSelf TalkSchema
I have no skills.
I’m too old.
It all dependson who you know.
BehaviorBehavior
EmotionEmotion
I’ll blow the interview, so I won’t apply.
The ProblemThe Problem
11
22
33
44
The ProblemThe Problem
• Clients may not be ready tomake a career decision due to self-reinforcing, dysfunctional schema
• Dysfunctional schema create – negative self-talk– negative affect– maladaptive behavior– distortion of information
A SolutionA Solution
• Improve dysfunctional schema by reframing negative self talk
Self TalkSelf TalkSchema
I have no skills.
I’m too old.
It all dependson who you know.
BehaviorBehavior
EmotionEmotion
If I practice for my interview,I’ll have a chance.
The SolutionThe Solution
11
Self TalkSelf TalkSchema
I have no skills.
I’m too old.
It all dependson who you know.
BehaviorBehavior
EmotionEmotion
If I practice for my interview,I’ll have a chance.
The SolutionThe Solution
11
22
InterviewInterview
Self TalkSelf TalkSchema
I have no skills.
I’m too old.
It all dependson who you know.
BehaviorBehavior
EmotionEmotion
If I practice for my interview,I’ll have a chance.
.
The SolutionThe Solution
11
22
InterviewInterview
33
Self TalkSelf TalkSchema
Maybe I do have skillspeople want.
BehaviorBehavior
EmotionEmotion
If I practice for my interview,I’ll have a chance.
The SolutionThe Solution
11
22
InterviewInterview
33
Maybe I’m not too old.
Maybe I canmeet newpeople.
44
Readiness AssessmentsReadiness Assessments
• Career Decision Scale• My Vocational Situation• Career Decision Profile• Career Factors Inventory • Career Beliefs Inventory• Career Attitudes and Strategies Inventory • Career Maturity Inventory-Revised • Career Thoughts Inventory
Career Thoughts InventoryCareer Thoughts Inventory
20
Completing the CTICompleting the CTI
Client Writes SA or A ThoughtsClient Writes SA or A Thoughts
20
Client Reframes ThoughtsClient Reframes Thoughts
20
Is this an effective reframe?Is this an effective reframe?
Making a career decision is so complex, I can’t figure outwhat to do next.
I should talk to someone to helpme and guide me to my right path.
Old Career Thought
New Career Thought
OverviewOverview
• Identify a problem in career counseling
• Review a possible solution (CBT)
• Create an expert model of “good” reframes
• Apply the model– Practice– Web-Based Intervention
• Conclude
What makes aWhat makes a“good” reframe?“good” reframe?
• ““expert” practitioners have more complex schemaexpert” practitioners have more complex schemathan novices for intervening with clientsthan novices for intervening with clients(Martin, Slemon, Hiebert, Hallberg, & Cummings, 1989)(Martin, Slemon, Hiebert, Hallberg, & Cummings, 1989)
• experts may have difficulty defining & communicating experts may have difficulty defining & communicating these complex & tacit schemata to trainees & clientsthese complex & tacit schemata to trainees & clients
• create an expert model for evaluating effectivenesscreate an expert model for evaluating effectivenessof client reframes of negative career thoughtsof client reframes of negative career thoughts
? ?
??
Expert PanelExpert PanelGreater than Greater than 100 years 100 years combined combined experience in experience in mental health mental health and career and career counselingcounseling
Authored and Authored and coauthored coauthored numerous numerous articles, book articles, book chapters, and chapters, and texts on career texts on career developmentdevelopment
Robert Reardon, Ph.D.Robert Reardon, Ph.D.
James P. Sampson, Ph.D.James P. Sampson, Ph.D.
Gary W. Peterson, Ph.D.Gary W. Peterson, Ph.D.
Janet G. Lenz, Ph.D.Janet G. Lenz, Ph.D.
Expert PanelExpert Panel
Instructions Given to ExpertsInstructions Given to Experts
Reframe Prompts: Forms A & BReframe Prompts: Forms A & B
Think Aloud DataThink Aloud Data
25 Criteria25 Criteria
Sorted Think Aloud DataSorted Think Aloud Data
Seven ThemesSeven Themes
Locus of Control
Explicitness
Affect
Time Sensitivity
Word Choice
Missing Key Point(s)
Reframe Structure
Initial Expert ModelInitial Expert Model
Validation of ThemesValidation of Themes
Validation of ThemesValidation of Themes
Agreement Non-Agreement Total
ExpertsAgreeing
5 of 5 4 of 5 3 of 5 2 of 5
Judgments 11 8 5 1 25
Percent 44% 32% 20% 4% 100%
Expert* Agreement onExpert* Agreement onCategorization of CriteriaCategorization of Criteria
* The fifth member of the expert panel was Denise Saunders, Ph.D., also an original author of the CTI Workbook
Validation of ThemesValidation of Themes
Less Effective/More Effective Criteria Category Change
A sense of pessimism about the future/A sense of optimism about the future
Time Sensitivity Affect
Reactive or defensive posture/Proactive or open posture
Locus of Control Affect
Lacks self-confidence/Has self-confidence
Locus of Control Affect
No evidence of a decision-making model/Evidence of a decision-making model
Explicitness Missing Key Point
Views planning as important Explicitness Removed from Model
Changes Due to Expert CategorizationsChanges Due to Expert Categorizations
Revised Expert ModelRevised Expert Model
OverviewOverview
• Identify a problem in career counseling
• Review a possible solution (CBT)
• Create an expert model of “good” reframes
• Apply the model– Practice– Web-Based Intervention
• Conclude
You’re the Expert!You’re the Expert!
Client VersionClient Version
Client Version Matched to ModelClient Version Matched to Model
Steps to ReframingSteps to Reframing
Challenge
Alter
Act
Identify
Effective Reframe
?
YesYesNoNo
Counselor: Expert Model
Client: Thinking More Helpful Thoughts
Judge EffectivenessJudge Effectiveness& Provide Feedback& Provide Feedback
Feedback
1. Enhanced practice and feedback improves client reframes, which promote better career decisions
2. Context free “reframing rules” lead to more generalized application of reframing skills tonon-career situations
Possible OutcomesPossible Outcomes
Challenge
Alter
Act
Identify
Effective Reframe
?
YesYesNoNo
Feedback
OverviewOverview
• Identify a problem in career counseling
• Review a possible solution (CBT)
• Create an expert model of “good” reframes
• Apply the model– Practice– Web-Based Intervention
• Conclude
Client views advanced organizer/menuClient views advanced organizer/menu
Client responds to 48 CTI itemsClient responds to 48 CTI items
48. I can’t think of any fields of study or occupations that would suit me.
Client nextClient next identifiesidentifies his negative thoughtshis negative thoughts
Client learns about negative thinkingClient learns about negative thinking
Client receives total score and interpretationClient receives total score and interpretation
Client receives scale scores and interpretationClient receives scale scores and interpretation
Client returns to menuClient returns to menu
Client Client challengeschallenges negative thought negative thought
Client Client altersalters negative thoughtnegative thought
Client receives Client receives feedbackfeedback based in expert model based in expert model
Client receives Client receives feedbackfeedback based in expert model based in expert model
Client receives Client receives feedbackfeedback based in expert model based in expert model
Client again altersalters negative career thought
I will be able to choose an occupation if I learn about my options with a counselor.
Counselor prints client report for sessionCounselor prints client report for session
Counselor prints client report for sessionCounselor prints client report for session
Counselor prints client report for sessionCounselor prints client report for session
print a client report
print a client report
OverviewOverview
• Identify a problem in career counseling
• Review a possible solution (CBT)
• Create an expert model of “good” reframes
• Apply the model– Practice– Web-Based Intervention
• Conclude
ConclusionConclusion
• Career counselors may avoid “core issues” of clientsCareer counselors may avoid “core issues” of clients
• Core issues can be seen as dysfunctional schema Core issues can be seen as dysfunctional schema which result in low readiness for career choicewhich result in low readiness for career choice
• These schema can be changed throughThese schema can be changed througha cognitive-behavioral theorya cognitive-behavioral theory
• Helping clients learn to reframe negative thoughtsHelping clients learn to reframe negative thoughtsis a key part of CBTis a key part of CBT
• An expert model of reframe effectiveness mayAn expert model of reframe effectiveness maysupport practice in the assessment and treatmentsupport practice in the assessment and treatmentof low readiness clientsof low readiness clients
HomeworkHomework
• Study “Table 8” to become more familiar withStudy “Table 8” to become more familiar withhow the “experts” evaluate the effectiveness of how the “experts” evaluate the effectiveness of reframes of dysfunctional career thoughtsreframes of dysfunctional career thoughts
• Try using the “Worksheet” with clients to coachTry using the “Worksheet” with clients to coachthem in the skill of reframingthem in the skill of reframing
• Learn more about this study (Tech Report 36) and the Learn more about this study (Tech Report 36) and the efficacy of the CTI Workbook (Tech Report 37) efficacy of the CTI Workbook (Tech Report 37) www.career.fsu.edu/techcenter/technical_reports.htmwww.career.fsu.edu/techcenter/technical_reports.htm
• Be on the lookout for web-based assessments and Be on the lookout for web-based assessments and treatment for dysfunctional career thoughtstreatment for dysfunctional career thoughts
Thank You!Thank You!
Darrin Carr &Darrin Carr &James P. Sampson, Jr.James P. Sampson, Jr.
dcarr@admin.fsu.edudcarr@admin.fsu.eduwww.career.fsu.edu/techcenterwww.career.fsu.edu/techcenter
Effect of CTI WorkbookEffect of CTI Workbookon Average Reframe Qualityon Average Reframe Quality
Time
PostTx + 2 WksPostTxPreTx
Ave
rage
Ref
ram
e Q
ualit
y.5
.4
.3
.2
.1
Group
Control
Treatment
-.40*.99**
.51**
.77**
** p ≤ .001
* p < .05
CTI ScoringCTI Scoring
Integration of CTI WorkbookIntegration of CTI Workbook& Client Version& Client Version
SpecificSpecific GeneralGeneral
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