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