Molly Byrne

Inventory Interpretation, Page 1

Clients Name: Victoria
Date of Birth: April 26, 1992
Age: 23
Testing Dates: August 25, 2015, September 1, 2015, and September 14, 2015
Date of Report: October 27, 2015
Examiner: Molly Byrne

Part I: Introduction
Referral:
Joseph Dagney, a professor in the Counselor Education department at West Chester University,
referred this client to me. Victoria is currently taking a career counseling class where she took
three career inventories. Victorias current goal is to learn more about career counseling and to
find a position as a school counselor, preferably in an elementary or middle school.
Inventories Administered:
Campbell Interest and Skill Survey, CISS
Hollands Self-Directed Search, SDS Form R
Myers Briggs Type Indicator, MBTI Form M
Background Information:
Victoria is a 24-year-old Caucasian female who is currently pursuing her Masters of Education in
School Counseling at West Chester University. She grew up in Abington, Pennsylvania with her
mother, father, and sister. Victoria has always been very social, and she enjoys being around
other people. Victoria has always been the person people go to for help, and she loves helping
others. Following her high school graduation, Victoria went to Temple University for Early
Childhood Education, where she excelled. Now, Victoria is nearing the end of her graduate
studies, and she will begin to search for a School Counseling job in an elementary or middle
school.
Behavioral Observations:
When I met with Victoria, she was clearly very passionate about the counseling field. She
presents herself in a very kind, compassionate, and warm manner. Victoria is nearing the end of
her studies, and she is very enthusiastic about beginning her career as a school counselor.
Victoria always looks very put together and professional, and when speaks about her field
placements, she is very enthusiastic and motivated. In regards to career counseling, Victoria is
excited to see what her inventories have to say, but she is certain that school counseling is the
profession she should be pursuing.

Molly Byrne
Inventory Interpretation, Page 2

Part II: Descriptions of Inventories Used

1. Campbell Interest and Skills Survey, CISS
(Information courtesy of and adapted from the Mental Measurements Yearbook 13)
Background Information
o Acronym: CISS
o Author: David Campbell
o Publication Date: 1989-1992
o Publisher Information: NCS Assessments
o Purpose: Measures the clients self-reported interests and skills as it relates
to careers with the goal of helping individuals become aware of the
individual skills and interests that play a role in their career decisionmaking.
o Test Category: Vocational Interest and Skill Level
o Administration: Can be administered individually or in a group setting
o Administration Time: 35 minutes (estimated)
o Population: Designed for ages 15 years old to adult with education
institutions, human resources departments, training and development
programs, and in individual counseling sessions in mind as the preferred
setting(s)
Norming
o Item selection for inclusion on the Campbell Interest and Skill Survey
included (a) good response distribution, (b) clustering into homogeneous
sets that discriminated between individuals in different occupations, and
(c) a conceptually simple wording and clear style. Items were also
screened to avoid offending anyone by the item content or grammar. The
CISS manual notes that a few hundred people were used to try out earlier
versions of items
o After considering several alternatives, a 6-point item-response format was
adopted. It felt that it provided a wide range for examinees to express a
variety of choices yet with the absence of a middle-point it would allow a
mild stand to be identified. In the interest of familiarity, a standard score
with a mean of 50 and a standard deviation of 10 was adopted as the test
norm. In this way, a comparison of scores in the same profile is possible.
Validity and Reliability
o Validity and Reliability is examined for 3 of the 5 scales on the CISS
Orientation Scales

Molly Byrne
Inventory Interpretation, Page 3
Validity on the Orientation scales includes intercorrelations
between interest and skill scores, which are found to be
lower among orientation scales and higher between interest
and skill scores within an Orientation scale
Another examined source of validity is the relationship
between 58 occupation samples and Orientation Scale
scores
The median internal consistency estimate is .87 and median
test-retest correlation (over approximately 90 days) was .87
for interest scores and .81 for skill scores for the
Orientation Scales
Basic Scales
Validity and reliability evidence for the Basic Scales are
similar to the Orientation Scales
On the Basic Scale intercorrelations were higher between
the interest and skill scores within a Basic Scale than across
Basic Scales and the pattern of means for 58 occupational
samples for the 29 Basic Scales argued for their validity
The median internal consistency coefficient was .86 for
interest scores and .79 for skill scores. The median testretest correlations were .83 for interest scores and .79 for
skills scores. Given that some of the Basic Scales scores are
based on as few as three items, these reliable estimates are
quite high
Occupation Scales
Validity on the Occupation Scales is based on the
discrimination between people in an occupation and people
not in the occupation
For reliable estimates, only measures of test-retest stability
were presented because measures of internal consistency
were judged as not appropriate. The median test-retest
correlation for interest scores was .87 and for skills scores
was .79.
Directions for Use and Scoring
o The inventory is comprised of 200 interest items where examinees are
asked to rate their current level of interest as well as 120 skill items in
which examinees are asked to rate their level of skill. The examinees
scores on the interest items are said to reflect the persons attraction for an
occupational area and scores on the skill items are an estimate for an

Molly Byrne
Inventory Interpretation, Page 4
occupational area and scores on the skill items are an estimate of their
self-confidence in performing in that particular area.
o The self-reported interest and skills scores are organized into the following
types: Orientation Scales (7 scales), Basic Scales (29 scales), Occupational
Scales (58 scales), Special Scales (2 scales), and Procedural Checks (3
checks).
o The self-reported interests and skills scores for all the CISS scales
(Orientation, Basic, Occupational, Special, and Procedural) are reported
and compared in an individually prepared computer-generated, multi-page
CISS Individual Profile.

2. Hollands Self-Directed Search, SDS- Form: R

(Information Courtesy of and Adapted from the Mental Measurements Yearbook 14)
Background Information
o Acronym: SDS
Form: R
o Author: John Holland (based off of his theory of Vocational Choice)
o Edition: 4th, 1994
o Publisher Information: Psychological Assessment Resources, Inc.
developed for use with individual who may need minimal vocational
guidance.
o Test Category: Vocational
o Administration: Self-administered and can be completed individually or in
a group setting.
o Administration Time: 35 minutes (estimated)
o Population: Designed for use with adolescents and adults in schools,
agencies, and human services programs. In the educational setting, the
SDS can be used for career counseling and career education; and in a
business environment it can be used for placement, job classification, and
training.
Norming
o Form R is a revision of earlier versions of the SDS. The norm group
consists of 2,602 students and working adults spread over 25 states and the
District of Columbia.
o There were more females and males, and although the age ranged from 17
to 65 the mean age was 23.5 years of age.
o The norm group includes persons from a number of different racial
backgrounds.
Validity and Reliability
o Internal consistency coefficients ranged from .72 to .92 for the different
scales, with coefficients from .90 to .94 for the summary scale.

Molly Byrne
Inventory Interpretation, Page 5

o Test-retest reliability for a very small sample (r=73) had reliability

coefficients of .76 to .89 over 4 to 12 weeks.
o Validity is examined by reviewing summary scale intercorrelations and
assuring that they fit the theoretical model. Also, 54.7% of the norm group
has a match between their measured high-point code and one-letter
aspirational code.
Directions for Use and Scoring
o The inventory self-administered, self-scored, and self-interpreted.
o Clients are asked to rate their competencies and preferences for activities
and occupations based on 118 items. Upon completion, clients are guided
through the scoring process using the Assessment Booklet, resulting in a
three-letter code describing their occupational personality.
o Using this three-letter code, clients can search The Occupations Finder to
identify occupations according to their type and subtype, occupational
code, and the level of education required.
o For further exploration, the client can complete the You and Your Career
booklet to continue to learn about themselves, their job choices and their
career.

3. Myers-Briggs Type Indicator, MBTI- Form M

(Information Courtesy of and Adapted from the Mental Measurements Yearbook 14)
Background Information
o Acronym: MBIT
Form: M
o Edition: 1998
o Author: Katharine Briggs and Isabel Myers (based on Jungs theory of
psychological types)
o Publisher Information: CCP, Inc.
o Purpose: The Myers-Brigs is designed to identify an individuals preferences
based on eight characteristics.
o Test Category: Personality
o Administration: Can be completed individually or in a group setting on paper
or the computer.
o Population: Designed for use with individuals in a variety of settings.
Norming
o To norm the test, a representative national sample of U.S. adults over age 18
was used for the item analysis and item weighting (N=3,009).
Validity and Reliability
o The construct validity for the four-factor model of MBTI was investigated
using confirmatory factor analysis. The predicted four-factor model appeared
to be the best fit for the data, compared to two competing models. In the

Molly Byrne
Inventory Interpretation, Page 6

manual, numerous validity students are reported that correlated MBTI

continuous scores with other instruments, such as the California Psychological
Inventory (CPI). The use of continuous scores is contrary to the theory
underlying the instrument, so these results should be interpreted with caution.
o The authors report the usual estimates of reliability, including split-half,
coefficient alpha, and test-retest reliabilities, which indicate acceptable levels
of reliability for the scores. Most of these reliabilities, however, are based on
the use of the continuous preference scores from the instrument. Such
analyses are contrary to the theory underlying the MBTIthat the instrument
is designed to sort individual is designed to sort individuals into types rather
than to assign continuous scores to them. One reliability analysis is included
that reports the percentage of agreement for the dichotomies for three testretest samples. The percentage of participants reporting the identical four
preferences after a 4-week interval range from 55% to 80%, with an average
of 65
Directions for Use and Scoring
o Form M of the MBTI contains 93 items written at the seventh-grade reading
level. The respondents are required to answer forced-choice items that are
written to reflect the roles of the dichotomies. Form M has both computer and
hand-scored versions.
o Instructions to the respondents are included on the cover of the question
booklets. The hand-scores version uses unit weights for the items (i.e., each
response is counted as one point). The points are summed for each scale, and
an individuals preference on a scale is the pole of the dichotomy with the
most points
o For the computer-scored version of the MBTI, an IRT (item response theory)
scoring method is used. According to the authors, IRT scoring provides an
more accurate indication of preference, especially around the cutoff points of
the scales.
o An IRT procedure was also used to select the item content for Form M.
Through the use of DIF (differential item functioning) analyses, items that
demonstrated significantly different responses by gender were eliminated
from the item pool. This eliminated the need for different scores procedures
for males and females. The use of IRT in the development of Form M also
makes it virtually impossible to score at the midpoint of a scale, thus
eliminating ties on the scales. On previous forms, ties were broken by a
decision-rule that arbitrarily assigned individuals to a preference (i.e., I, N, F,
or P).

Molly Byrne
Inventory Interpretation, Page 7

Part III: Test Results

1. Campbell Interest and Skill Survey, CISS
o Breakdown on the Seven Orientation Scales
o Influencing: Interest = 29, Skill = 31
o Organizing: Interest = 32, Skill = 22
o Helping: Interest = 56, Skill = 53
o Creating: Interest = 32, Skill = 31
o Analyzing: Interest = 31, Skill = 31
o Producing: Interest = 34, Skill = 35
o Adventuring: Interest = 30, Skill = 30

Interest
Highest Score: Helping
Lowest Score: Adventuring
Skill
Highest Score: Helping
Lowest Score: Adventuring

2. Hollands Self Directed Search, SDS Form R

o Summary Code: SEC
o Social: Score = 48
o Enterprising: Score = 27
o Conventional: Score = 14
o Self Identified Occupations of Interest and Required Levels of Education
o Social Worker
Education: 5
o Academic Advisor
Education: 4
o Child Development Specialist
Education: 4
o Teacher, Elementary School
Education: 3
3. Myers-Briggs Type Indication, MBTI Form M
o Type: ESFJ
o Extraversion (E): Score = 19
o Sensing (S): Score = 14
o Feeling (F): Score = 23
o Judging (J): Score = 15

Molly Byrne
Inventory Interpretation, Page 8

Part IV: Interpretations & Recommendations

Interpretations:
Victorias assessment results can be viewed through the framework of Parsons and Williamsons
Trait-and-Factor theory. Trait-and-Factor theory relies on matching the persons traits with the
requirements of the job, and Victorias personality is perfectly aligned to be a school counselor.
Victorias Campbell Interest and Skill Survey (CISS) results show her highest interest as helping,
as well as her highest skill as helping. The helping trait aligns directly with the role of a school
counselor, and this is definitely a benefit for Victoria. On her Self-Directed Search (SDS),
Victorias results showed her top trait as social, which is also a great trait for school counselors
to have. Her summary code, SEC, has many different helping professions listed as possible
careers to pursue. Finally, Victorias Myers-Briggs Type Indicator (MBTI) scores show her as
extraverted, sensing, feeling, and judging, which I have heard referred to as the caregiver. This
is very true of Victoria, and it aligns directly with the responsibilities of a school counselor.
By looking at Victorias assessment results from a Trait-and-Factor framework, it is clear school
counseling is the right track for Victoria. Her strongest personality traits are all needed in order
to be an effective school counselor, and she has much passion and interest in the field. The
interest, passion, skills, and personality that Victoria has all align perfectly, and Victoria should
continue to pursue the school counseling profession.
Recommendations:
I recommend that Victoria continue her studies at West Chester University in the School
Counseling program since she is very passionate and motivated. She enjoys this program very
much, and she is excelling in all her classes and field placements. Victoria would like to work in
an elementary or middle school setting, so I recommend she continue to get as much experience
in these settings as possible. This could include field placements, shadowing, interviews, or
professional development.
Victoria has expressed interest in doing more professional development activities and courses, so
I would encourage her to do things like join the honors society or take online professional
development courses to learn more about counseling.
In the distant future, Victoria envisions herself working primarily with the LGBTQ community
or working as a grief counselor. Because of this, I encourage her to continue to gain knowledge
and experience in these fields.

Molly Byrne
Inventory Interpretation, Page 9

_________________________________________
Molly Byrne, Candidate for Masters of Education in School Counseling
Appendices:
Appendix A Victorias Campbell Skill and Interest Survey Results
Appendix B Victorias Myers-Briggs Type Indicator Results
Appendix C Victorias Self-Directed Search Results