Case Study 2 - Psyc Internship

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Case Study 2

Liberty University  

APA

        Case Study 2

        In Case Study 1, a female student with a major in Psychology completed the Canfield Learning Styles test. Brooke is a 25 year old woman who has been struggling to keep a job. She has been in and out of the Texas Workforce System for the past two years. Every six months she requests for assistance and filing for unemployment. Texas Workforce will send individuals like Brooke to Downs Educational Training & Consulting (DETC) to assist with job placements in an effort to provide individual stability via Learning Styles test which leads to counseling sessions assessing individual’s psychological behavior and job placements. The results in Case Study 1 revealed that Brooke showed a high percentage in preferences for Organization (98%) and Reading (97%) and an extremely low preference for Listening (2%). As a recap, Brooke is an Independent/Conceptual learner according to the Typology grid of the WPS Test Report. She prefers to work alone toward individual goals with highly organized language materials; instruction allowing for independent reading and literature searches. Case Study 2 will provide a detailed report based on additional results of Brooke’s test. This Case Study will also provide part 2 results of the Holland’s Career Assessment which is the last phase that provides a specific personality type and codes which will aid in identifying a job placement for Brooke. This is the assessment given to candidates to identify psychological behaviors which are discussed via a counseling session. The job placements are discussed and provided to the candidates during the counseling sessions as well.

        Brooke’s Learning Styles scores also revealed high percentages in preference for Independence (74%), Authority (76%), Direct Experience (71%), and Numeric (91%). Also, low percentages in the areas of Peer (9%), Detail (7%), and Inanimate (6%). Organization, Peer, Detail, Independence, and Authority falls under ‘Conditions for Learning.’ Based on Brooke’s ‘Conditions for Learning’ results, she gets the most out of learning when assignments are organized and relevant. Numeric and Inanimate falls under ‘Areas of Interest.’ Reading, Listening, and Direct Experience falls under ‘Modes of Learning.’ Latasha learns best by reading and hands-on interactions. Lastly, Brooke’s areas of interest heightens when working with numbers. On the other hand, Brooke does not work well with others and her learning is challenged by the listening mode. She also does not like to build, repair, design, or operate equipment. This completes part 1 which concluded that Brooke is an Independent/Conceptual learner. As stated above, she prefers to work alone towards individual goals with highly organized language materials; instruction allowing for independent reading and literature searches. The last test candidates are given is the Holland’s Career Assessment which is part 2 of the training workshop.

The Holland’s Career Assessment is a tool used to identify personality types based on tasks individuals like which leads to job satisfaction. This career assessment was created by Dr. John Holland, a psychologist who believed people are high performers at work if doing something they prefer. Dr. Holland’s theory consist of six personality types: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. Realistic personality type consist of individuals who enjoy hands-on activities. Such as building, designing, machinery, or operating equipment. These individuals prefer to learn by doing instead of learning via classroom setting. Realistic careers include engineers, electricians, or the military. Investigative personality type consist of individuals are analytical and enjoy intellectual, science, math, and are analytical. These individuals are creative problem solvers, enjoy logic and lack persuasive and leadership skills. Investigative careers include biologist, systems analyst, or medical technologists. Artistic personality type consist of intuitive, impulsive, and emotional individuals. They love to express themselves through writing, painting, music, and acting. Artistic careers include interior decorating, musician, or a reporter. Social personality type are individuals who loves people, they are humanistic and selfless. They enjoy social activities and have good interpersonal skills which are used to solve relational problems. These individuals are cheerful, understanding, and believes in working together. Social careers include counselor, teacher, life coach, and social worker. Enterprising personality type are adventurous, energetic, and ambitious individuals. These individuals have a high level of self-confidence, display leadership skills, and are great public speakers. They can be seen as arrogant and domineering. They love to be seen in an authoritative position which gives them a sense of power and status. Enterprising careers include executive positions, manager, or salesperson. Conventional personality type are individuals who are organized, flexible, efficient, and dependable. These individuals have a high level of numerical, clerical, and organizational skills. They have a sense of conformity in the working environment by adhering to rules, guidelines, and job responsibilities disseminated by leadership. Conventional careers include financial banker, accountant, administrative assistant, data management, or record keeping. The results from part 1 and part 2 of the training workshops were reviewed and used to help with Brooke’s psychological behavior assessment and job placement during her counseling session.

Brooke received a high percentage in two areas: Conventional and Investigative personality types. Her Holland six letter code was CISAER which consist of the personality types in this order: Conventional (30%), Investigative (23%), Social (17%), Artistic (10%), Enterprising (10%), and Realistic (10%). A total of 20 occupations were suggested for Brooke which consist of the following: Archive manager (93%), Legal assistant (87%), Medical Records Clerk (82%), IT Auditor (81%), Industrial Waste Inspector (78%), Statistician (78%), Actuarial Consultant (78%), Database Administrator (78%), Financial Analyst (78%), Web developer (78%), Statistical Assistant (78%), Bookkeeper (77%), Insurance Underwriter (77%), Accountant (77%), Phlebotomist (76%), Loan Officer (75%), Insurance Clerk (75%), Health and Safety Officer (75%), and Pharmacist (75%). Brooke experienced an epiphany moment when these results were revealed to her because she will have to change her Psychology major based on these results. She chose a Psychology major because her grandparents, mother, dad, and her siblings were in the medical field – medical doctors and nurses. She knew she did not want to be a medical doctor or a nurse; therefore, she chose Psychology to work towards being a Psychologist which is the closest she was going to get to the medical field as she stated.  Previous jobs she had were in the home health field or in hospitals as an aid or a CNA while going to school. She advised she was always miserable, her performance was poor, and behavior was disruptive which resulted to terminations. Brooke stated her parents will not support her financially because of her decision to go to school to be a Psychologist. Therefore, Brooke is an independent young woman financially supporting herself with the help of her siblings. Brooke is afraid that her parents will disown her if her career choice is completely out of the medical field. Based on the information Brooke shared during the counseling session and the results of part 1 and part 2 workshops, the Family Systems theory is applicable to Brooke’s situation. I would suggest the Family System therapy and integrate the HCAP Model for Brooke and her family.

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