using the cti to assess client readiness for career and ... · stereotyping, lack of role models,...
TRANSCRIPT
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Using the CTI to Assess Client
Readiness for Career and
Employment Decision Making
James P. Sampson, Jr., Gary W. Peterson,
Robert C. Reardon, Janet G. Lenz, &
Denise E. Saunders
Florida State University
Copyright 2000 by James P. Sampson, Jr., Gary W. Peterson,
Robert C. Reardon, Janet G. Lenz, and Denise E. Saunders
All Rights Reserved
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Challenges We Face
• More clients to serve
• Provide existing or expanded
services with the same or fewer
resources
• Changing technology
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Cost-Effective Career Services
Avoid overserving or underserving
individuals by using readiness
assessment (screening) to match
needs with services
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Pyramid of Information
Processing Domains
Knowledge
Domains
Self
Knowledge
Occupational
Knowledge
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Pyramid of Information
Processing Domains
Knowledge
Domains
Decision-Making
Skills Domain
Self
Knowledge
Occupational
Knowledge
CASVE Cycle
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Pyramid of Information
Processing Domains
Executive
Processing
Domain
Knowledge
Domains
Decision-Making
Skills Domain
Self
Knowledge
Occupational
Knowledge
CASVE Cycle
Meta-
cognitions
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Pyramid of Information
Processing Domains
Knowing
about myself
Knowing about
my options
Knowing how I
make decisions
Thinking about
my decision
making
Client Version
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CASVE Cycle Communication
Identifying the
problem - the gap
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CASVE Cycle Communication
Identifying the
problem - the gap
Analysis Thinking about
alternatives
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CASVE Cycle Communication
Identifying the
problem - the gap
Analysis Thinking about
alternatives
Synthesis Generating likely
alternatives
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CASVE Cycle Communication
Identifying the
problem - the gap
Analysis Thinking about
alternatives
Synthesis Generating likely
alternatives
Valuing Prioritizing
alternatives
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CASVE Cycle Communication
Identifying the
problem - the gap
Analysis Thinking about
alternatives
Execution Taking action to
narrow the gap
Synthesis Generating likely
alternatives
Valuing Prioritizing
alternatives
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CASVE Cycle Communication
Identifying the
problem - the gap
Analysis Thinking about
alternatives
Execution Taking action to
narrow the gap
Synthesis Generating likely
alternatives
Valuing Prioritizing
alternatives
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CASVE Cycle Knowing I Need
to Make a Choice
Knowing I Made a
Good Choice
Understanding
Myself and
My Options
Implementing
My Choice
Expanding and
Narrowing My List
of Options
Choosing An
Occupation,Program
of Study, or Job
Client Version
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Readiness
The capability of an individual to
make appropriate career choices
taking into account the complexity
of family, organizational, social,
and economic factors that
influence career development
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Readiness Model
Capability
(low) (high)
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Capability
Cognitive and affective capacity to
engage in effective career choice
behaviors
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Capability
• Honest exploration of values, interests, and skills
• Motivated to learn about options
• Able to think clearly about career problems
• Confident of their decision-making ability
• Willing to assume responsibility for problem solving
• Aware of how thoughts and feelings influence
behavior
• Able to monitor and regulate problem solving
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Readiness Model Complexity (high)
(low)
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Complexity
Contextual factors, originating in
the family, society, employing
organizations, or the economy,
that make it more difficult to solve
career problems and make career
decisions
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Complexity
• Family factors
• Social factors
• Economic factors
• Organizational factors
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Family Factors
• Family responsibilities and influence
- may support or detract
• Deferral, e.g. compromise career
development to meet needs of spouse or
children or parents
• Role overload, e.g. roles of worker, parent,
son/daughter, homemaker, student
• Dysfunctional family input, e.g., over-
functioning parents
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Social Factors
• Social support, e.g. modeling, networking,
and caring - good
• Discrimination, e.g. gender, race, ethnicity,
age, religion, sexual orientation, disability
status, obesity, poverty, and immigration
status - bad
• Stereotyping, lack of role models, bias in
education, and harassment in education
and employment - bad
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Economic Factors
• General, e.g. rate of change in the labor
market - influences stability of occupational
knowledge
• Personal, e.g.
– influence of poverty on housing, health care,
and childcare
– difficulty in funding education and training
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Organizational Factors
• Size, e.g. large organizations with an
internal employment market
- more options, more complexity
• Organizational culture, e.g. amount of
support provided for career development -
less support, more complexity
• Stability, e.g., less predictable opportunity
structure, more complexity
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CIP Readiness Model Complexity (high)
Capability
(low) (high)
(low)
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CIP Readiness Model Complexity (high)
Capability
(low) (high)
High readiness
No support needed
(Self-Help mode)
(low)
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CIP Readiness Model Complexity (high)
Capability
(low) (high)
Moderate readiness
Moderate to low degree
of support needed
(Brief Staff-Assisted
Services)
(low)
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CIP Readiness Model Complexity (high)
Moderate readiness
Moderate to low degree
of support needed
(Brief Staff-Assisted
Services)
Capability
(low) (high)
(low)
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CIP Readiness Model Complexity (high)
Low readiness
High degree of
support needed
(Individual Case-
Managed Services)
Capability
(low) (high)
(low)
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CIP Readiness Model Complexity (high)
Low readiness Moderate readiness
High degree of Moderate to low degree
support needed of support needed
(Individual Case- (Brief Staff-Assisted
Managed Services) Services)
Capability
(low) (high)
Moderate readiness High readiness
Moderate to low degree No support needed
of support needed (Self-Help mode)
(Brief Staff-Assisted
Services)
(low)
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A Generic Sequence for Services
1. Initial interview
2. Preliminary assessment (Readiness)
3. Define problem and analyze causes
4. Formulate goals
5. Develop individual learning plan (ILP)
6. Execute individual learning plan
7. Summative review and generalization
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Initial Interview
Gain qualitative information about
the client's career problem
Screening also occurs at this step
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Initial Interview
The process of screening can be
simple or involved
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Initial Interview
“What brings you here today?”
“I would like to find information
comparing the starting salaries of
accountants and auditors.”
Concrete request with no problems
apparent
No further screening needed
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Initial Interview
Problematic use of resources
detected by staff,
"Are you finding the information you
need?"
If problems are apparent, more
careful screening then occurs.
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Initial Interview
“I have changed programs of study
several times and I am uncertain
about the future.”
Vague request - potential problems
More careful screening needed
prior to delivering services
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Preliminary Assessment
Screening instrument used to
provide information about the
client’s career problem and
readiness for career choice
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Preliminary Assessment
Characteristics of effective screening
instruments
• being relatively quickly administered
• being hand scorable
• having appropriate norms
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Preliminary Assessment
Selected Hand-Scoring Screening Measures
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
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Preliminary Assessment
Selected Hand-Scoring Screening Measures
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
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Define Problem & Analyze Causes
Understand the problem as a gap
between where the client is and
where the client needs to be
Consider possible causes
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Formulate Goals
Counselor and client develop goals
to narrow the gap
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Develop Individual Learning Plan
Help the client to identify a
sequence of resources and
activities to meet the client’s goals
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Execute Individual Learning Plan
Follow-through with the ILP
The practitioner provides
– encouragement,
– information,
– clarification,
– reinforcement, and
– planning for future experiences
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Summative Review & Generalization
Discuss progress toward achieving
goals
Make plans for future use of career
services
Discuss future use of problem-
solving skills
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The CTI in Preliminary Assessment
A resource for
• Screening
• Needs Assessment
• Learning
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What is the CTI?
• Self-administered
• Objectively scored
• 48-Item measure of
dysfunctional thoughts in career
choice
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Terminology
All client materials use ”negative”
career thoughts
instead of
“dysfunctional” career thoughts
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Theoretical Basis of the CTI
• Cognitive Information
Processing Theory
• Beck’s Cognitive Theory
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Pyramid of Information
Processing Domains
EXECUTIVE
PROCESSING
DOMAIN
KNOWLEDGE
DOMAINS
DECISION-MAKING
SKILLS DOMAINS
Self
Knowledge
Occupational
Knowledge
CASVE Cycle
Meta-
cognitions
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CASVE Cycle Communication
Identifying the
problem - the gap
Analysis Thinking about
alternatives
Execution Taking action to
narrow the gap
Synthesis Generating likely
alternatives
Valuing Prioritizing
alternatives
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8 CIP Content Dimensions
• Self-knowledge
• Occupational
Knowledge
• Communication
• Analysis
• Synthesis
• Valuing
• Execution
• Executive
Processing
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CIP Readiness Model Complexity (high)
Capability
(low) (high)
(low)
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Beck’s Cognitive Theory
Dysfunctional cognitions have a
detrimental impact on behavior
and emotions
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Beck’s Cognitive Theory
Dysfunctional cognitions can be
replaced with functional cognitions
by
• Cognitive restructuring
• Collaborative empiricism
• Attention to emotions, and
• Development of an effective
helping relationship
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Use of the CTI & CTI Workbook
• Screening
• Needs Assessment
• Learning
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Screening
• CTI Total Score -
A single global indicator of
dysfunctional thinking
• Help practitioners decide how
much help an individual needs
• The practitioner makes a decision
- Tests do not make decisions
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Career Thoughts Defined
Outcomes of one’s thinking about
• assumptions,
• attitudes,
• behaviors,
• beliefs,
• feelings,
• plans, or
• strategies
related to career choice
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Screening
For all normative groups, higher CTI
Total scores are associated with
lower scores on
• vocational identity,
• certainty, and
• knowledge about occupations and
training
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Screening
For all normative groups, higher CTI
Total scores are associated with
higher scores on
• indecision,
• neuroticism, and
• vulnerability
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Screening
Adults with Higher CTI Total scores
also tend to have
• a greater need for information,
• be less decided,
• perceive more barriers to choice, &
• be more anxious.
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Screening
College students with Higher CTI
Total scores also tend to be
• less decisive and
• more depressed
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Screening
High School Students with Higher
CTI Total scores also tend to
• lack self-clarity
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Needs Assessment
Identifying the specific nature of
dysfunctional thinking
CTI Construct scores
• Decision-making confusion
• Commitment anxiety
• External conflict
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Decision-Making Confusion
Inability to initiate or sustain the
decision making due to
– disabling emotions
– a lack of understanding about
decision making
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Commitment Anxiety
Inability to commit to a specific
career choice, accompanied by
decision making anxiety
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External Conflict
Inability to balance self-perceptions
with input from significant others
Difficulty in assuming responsibility
for decision making
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Needs Assessment
CTI Construct scores related to
capability
• Decision-making confusion
• Commitment anxiety
CTI Construct scores related to
complexity
• External conflict
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Learning
Use the CTI and CTI Workbook to
help clients:
• Identify
• Challenge
• Alter
• Act
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CTI Workbook Sections
1. Identifying Your Total Amount of Negative
Career Thoughts
2. Identifying the Nature of Your Negative Career
Thoughts
3. Challenging and Altering Your Negative Career
Thoughts and Taking Action
4. Improving Your Ability to Make Good Decisions
5. Making Good Use of Support from Other
People
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Use of Metaphors
• Common, simple representations
of concepts - linked to more
abstract constructs
– Stone wall - impact of negative
thoughts on decision making
– Uneven stone wall - priorities for
cognitive restructuring
– Cooking with a recipe - the content
and process of decision making
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Low Amount of
Negative Career Thoughts
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High Amount of
Negative Career Thoughts
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Amount of
Negative Career Thoughts
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Identifying the Nature
of Negative Career Thoughts
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Identifying the Nature
of Negative Career Thoughts
Decision-Making
Confusion
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Identifying the Nature
of Negative Career Thoughts
Decision-Making
Confusion
Commitment
Anxiety
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Identifying the Nature
of Negative Career Thoughts
External
Conflict
Decision-Making
Confusion
Commitment
Anxiety
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Improving Your Ability to
Make Good Decisions
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Recipe for Career Decisions
Ingredients
1. Knowledge about myself
2. Knowing my options
3. Know how I make decisions
4. Thinking about my decision making
Steps
1. Realize I need to make a choice
2. Make sure I understand myself and my options
3. Expand & narrow my options (as needed)
4. Choose an occupation or field of study
5. Implement my choice
Knowing Doing
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Appropriate Users of the CTI
• 11th and 12th grade high school
students
• College students
• Adults
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Readability
• CTI - 6.4 grade level
• CTI Workbook - 7.7 grade level
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Administration and Scoring
• Review directions with the user
• User completes the CTI in
approximately 7-15 minutes
• Practitioner completes hand
scoring in 3 - 5 minutes (or the
user in some group settings)
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Diversity Issues
All items associated with gender
and ethnicity were dropped from
the CTI
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Diversity Issues
Consider the impact of group
membership on career choice
Use the CTI as a stimulus to discuss
diversity issues
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Professional Requirements
Screening, Interpretation, and Intervention
• Training in human behavior, helping
skills, & assessment
• Training in career development, career
services, & cognitive therapy
• Supervised experience in delivering
career services
• Familiarity with the CTI, CTI Workbook,
& Professional Manual
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Professional Requirements
Screening and Referral
• Training in helping skills & assessment
• Training in career development & career
services
• Supervised experience in delivering
career services
• Familiarity with the CTI, CTI Workbook,
& portions of the Professional Manual
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Normative Data
• Adults (n=571)
• College students (n=595)
• 11th & 12th grade high school students
(n=396)
• College & adult clients (n=376)
• Neutral in terms of gender & ethnicity
• Geographically diverse
• Importance of local norms
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Reliability
• Internal consistency
• Stability
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Validity
• Face
• Content
• Construct
• Convergent
• Criterion
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Utility
• Quickly administered
• Rapidly scored
• Easily interpreted
• Easily integrated
• Inexpensively used
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Case Studies
• Karen
–38 year old female seeking assistance at a
community college
• Jeff
–20 year old sophomore seeking assistance
from a college counseling center
• Carmen
–17 year old high school senior participating
in a classroom guidance unit
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Questions for Processing Cases
• What can you say about this
individual’s level of readiness
based on the information
provided?
• What interventions would you use
to help this individual?
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Screening & Selecting Options
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Screening & Selecting Options
Individual Choice Figure 1
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Screening & Selecting Options
Individual Choice Figure 1
Independent Use
of the Internet or
Other Resources
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Screening & Selecting Options
Individual Choice Figure 1
Brief Screening
Career Center Reception
Self
Referral
Independent Use
of the Internet or
Other Resources
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Screening & Selecting Options
Individual Choice Figure 1
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Screening & Selecting Options
Individual Choice Figure 1
Brief Screening
Career Center Reception
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Screening & Selecting Options
Individual Choice
Self-Help
Services
Figure 1
Brief Screening
Career Center Reception
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Screening & Selecting Options
Comprehensive Screening
Career Center Library
Individual Choice
Self-Help
Services
Self or Staff Referral
Figure 1
Brief Screening
Career Center Reception
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Screening & Selecting Options
Comprehensive Screening
Career Center Library
Individual Choice Figure 1
Brief Screening
Career Center Reception
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Screening & Selecting Options
Comprehensive Screening
Career Center Library
Individual Choice
Self-Help
Services
Figure 1
Brief Screening
Career Center Reception
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Screening & Selecting Options
Comprehensive Screening
Career Center Library
Individual Choice
Brief
Staff-Assisted
Services
Figure 1
Brief Screening
Career Center Reception
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Screening & Selecting Options
Comprehensive Screening
Career Center Library
Individual Choice
Individual
Case-Managed
Services
Figure 1
Brief Screening
Career Center Reception
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Screening & Selecting Options
Comprehensive Screening
Career Center Library
Individual Choice
Self-Help
Services
Brief
Staff-Assisted
Services
Individual
Case-Managed
Services
Self or Staff Referral
Figure 1
Brief Screening
Career Center Reception
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Screening & Selecting Options
Comprehensive Screening
Career Center Library
Individual Choice
Self-Help
Services
Brief
Staff-Assisted
Services
Individual
Case-Managed
Services
Self or Staff Referral
Figure 1
Brief Screening
Career Center Reception
Self
Referral
Independent Use
of the Internet or
Other Resources
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Cost-Effective Career Services
Avoid overserving or underserving
individuals by using readiness
assessment (screening) to match
needs with services
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Cost-Effective Career Services
The right resource
used by the right person
with the right level of support
at the lowest possible cost
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For Additional Information
www.career.fsu.edu/techcenter/
Thank You