Group 2 techniques used in guidance process

TECHNIQUES IN

DATA GATHERING

Commitment is doing whatever it takes

Presented to you by:

The OTOG Team (One Team, One Goal)

(Used in the Guidance Process)

(Group 2)

Definition of Data Gathering

- the process of obtaining information on variables of interest in an established systematic fashion that enables one to:

test hypothesis

answer stated questions,

and evaluate outcomes.

Purpose- to capture quality evidence that then translates

to rich data analysis and allows the building of a convincing and credible answer to questions that have been posed.

Importance

Data Gathering is the core of all research. Without factual data, there is no basis upon which to draw a reasonable conclusion.

Consequences of an Improperly Collected Data

Inability to answer the questions accurately.

Inability to repeat and validate the study.

Techniques in Guidance Process

1. ObservationThe basic guidance technique wherein the behaviour

and personality of an individual are measured in terms of what he SAYS and DOES.

This is a way of gathering data by watching behaviour, events, or noting physical characteristics in their natural setting.

Done on several occasions, then records are created and kept. The effectiveness of this technique depends upon the SKILLFULNESS OF THE OBSERVER.

when you watch the RESULT of interactions, processes, or behaviours.

when you watch interactions, processes, or behaviours AS THEY OCCUR.

everyone knows they are being observed.

no one knows they are being observed. The observer is also concealed.

OvertObservations

DirectObservations

CovertObservations

IndirectObservations

Types of Observation

When to Use the Observation Technique?

When you are trying to understand an on-going process or situation.

When you are gathering data on individual behaviours or interactions between people.

When you need to know about a physical setting.

When data collection from individuals is not a realistic option.

The Observation Process

1. Determine the focus

2. Design a system for data collection

**Ways of collecting OBSERVATION Data:

Recording Sheets and Checklists

Observation guides

Field Notes

3. Select the sites

4. Select the observers

5. Train the observers

6. Time your observations appropriately

Advantages:

Disadvantages:

1. You can collect data where and when an event or activity is occurring.

2. Does not rely on people’s willingness or ability to provide information.

3. Allows you to directly see what people do rather than relying on what people SAY THEY DID.

1. Susceptible to observer bias.

2. Susceptible to the “Hawthorne Effect”.

People usually perform better when they know they are being observed, although Indirect Observation may decrease this problem.

3. Can be expensive and time-consuming compared to other data collection methods.

4. The observed behaviour may be misinterpreted.

Aspects that can be Observed:

Desire to get attention or recognition from associates.Tendency toward mastery submission.Display of rivalry.Tendency to tease, to be inquisitive, to play.Desire to cooperate or compete in class.Study habits.Speed in reading.Completion of homework.Ways of answering questions, of asking questions.Social adaptability.Leadership qualities.Interest in school work.Speech difficulties, physical defects.Attempts at cheating, acts of dishonesty.Paying attention.





2. Autobiographical Sketches - an individual life story – one’s routine behaviour,

attitudes, interests, ideals –written by himself.

- a form of therapeutic treatment, releasing tensions within an individual.

In guidance, structured autobiographical items are given to the individual and he is asked to write them out.

- a means of securing information about an individual, which is an effective source in the counseling process.

Outline of an Autobiography

1.) EARLY LIFE HISTORY

Birthdate: _________ Place: ___

Place in the family: ________

Parents, brothers, sisters - names,

ages, place of the birth of

parents, ________

Occupation of parents

Interesting facts about family

occupations, talents &

achievements:

Religion:

Language spoken:

Early childhood memories:

3.) SCHOOLING

School attended:

Marks obtained:

Subject liked best:

Subject liked Least:

Extracurricular Activities liked:

Extracurricular Act’s participated in:

Leadership positions held:

Significant School experiences:

Curriculum followed:

Plans after school:

5.) VOCATION INFORMATION

Work experience:

Part-time job, if any:

Type of work liked best:

Type of work liked least:

Vocation being prepared for:

Qualifications for the job:

Help given by family:

2.) HEALTH

Height: Weight:

Vision: Hearing:

Early diseases:

Serious accident:

Handicaps:

Health precautions needed:

4.) LEISURE & INTERESTS

Hobby:

Summer camp:

Out-of-school organizations:

Reading interests:

Movies, concerts:

6.) PERSONAL HISTORY

The counselee as a person:

Physical appearance:

Social interests:

Philosophy of life:

Introvert of extrovert:

Special talents:

Examples:

Diaries

Daily journals


3. Anecdotal Records - a short description of a significant event or incident of a pupil’s

overt behavior. It facilitates the sharing of observation made by a teacher or a counselor, with the cooperation of other staff members.

- provides description of a pupil’s behavior in a specific situation and can be compared to a snapshot of the incident .

- almost the same with Autobiography, except that anecdotal records are written by the teacher or counselor, whereas, Autobiography is written by the student herself.

Criteria of a Good Anecdotal Record:

Objectivity the record should NOT give an account of the personal emotional reaction of the reporter.

Adequate background the record should provide DEFINITE information about the time, place, persons involved (their name, age) and the specific situation/s wherein the subject is observed.

Selectivity trained workers can select which of the gathered record are significant in understanding the subject’s problem.

Reliability the report is based exactly on one’s personal observation, not on hearsay.

Example:

Student Name: Justin Timberlake Age: 6 years, 2 months

Observer: Britney Spears Date of Observation: July 7th, 2012 11:45 am

Setting: Classroom

Purpose:

To observe Justin’s sentence structure with peers.

Observational Question:

Does Justin use simple sentences or more complex sentences when interacting with peers?

Observation Details:

Justin played with the drama materials for 15 minutes, using the dress-ups and examining himself in

the mirror. He walked over to the corner table and said to Nick Carter, 29, “Hey! Give me that!”, then took

the spoon from the other pupil. I spoke to Justin and requested to return the spoon back to Nick. He gave

the spoon back and added, “I want choco milk and biscuits too!”

I asked the children to pack away. Celine Dion, 35, approached Justin and asked him to pack away.

Justin replied, “Yes, but can we go outside?” Celine replied, “Sure!” Justin shouted, “yay!” and started

packing away.

Analysis:

Justin can use both simple and complex sentence structure. He demonstrated confidence in his

interactions with his peers. Justin was able to engage in appropriate ‘turn taking’ during his brief

conversation with two adults and avoids interrupting.


4. Recording Data- method of filing and using information essential

for the guidance of students.Types of Data Records:

- A record of information concerned with the appraisal of an individual student. The information obtained is assembled in a summary form on the Cumulative Record Card so that it may be used when the student needs advise for the solution of some educational or vocational problem.

1. Cumulative Records

- Contains spaces for recording the data needed for what is called "Inventory Service of Guidance". Contains information concerned with the appraisal of the individual pupil kept on a card, sheet, folder, cards in an envelope or a combination of all.

- A helpful current and future guide in charting the progress of the special needs of the child as it serves as an additional information base for providing vocational and academic guidance for the student, in addition to the students EIP or Individualized Educational Plan.

**Main Items found in a Cumulative record

Identifying Data

Home Background

Health Information

Educational History Age of starting school, Accelerations & Retentions/Fails, frequency of changing schools, standardized test scores

Case Summary

Recommendation

Address, Birthday, Birthplace, Civil Status, Religion

Parents’ Name, Number of Siblings, Occupation of Parents

Immunizations, Dental Records, Frequency of illness, Sensory Abilities and corrections, chronic diseases/defects

(as discussed in the previous technique) Anecdotal Record

Employed only for pupils with some personnel/social dilemma that impedes growth

Remarks from prior counsellors, teachers, results of staff conferences

**Importance of Cumulative Records in Guidance:

1. Cumulative records reveal individual differences and indicate the nature and amount of professional assistance needed by individual students at various stages of their development.

2. Cumulative records are permanent history of the educational development of the individual student. It is useful in analysing the future needs of the individual student and proper educational and occupation guidance can be offered on the basis of his needs.

**Characteristics of a Good Cumulative Record1. Complete, comprehensive & adequate information2. True and valid information3. Reliable information4. Re-evaluated from time-to-time5. Objective and free from personal opinions

& prejudices6. Usable

Types of Data Records: (continuation)

2. Confidential Data

- dependent on the counselor’s opinion. Ordinary information can be classified as confidential if deemed appropriate by the counselor.

Interview notes Test results

Personal data of the individual Home & family

Maria was in section 4. Her grades in the first three years were very satisfactory. Even in her senior year, she was the organizer, the leader of the class in every activity or project.

Example:

During the second semester, she lagged in her studies. One day, during recess, she approached Mrs. A, and confided her problem to her. Her father abandoned the family, and she was afraid she had to stop studying.

Mrs. A studied Maria’s cumulative record. Advising Maria not to cry over spilled milk. She then suggested that Maria’s mother take up laundry work or sewing to earn a little, and that Maria herself continue studying.

Mrs. A then helped Maria land a part-time job as a salesgirl. Thus Maria did not have to stop studying. She has since then been happily married.


5. Interview- a conversation with a purpose. It is a serious conversation directed towards a definite purpose other than satisfaction in the interview itself.

- a dynamic face-to-face relationshipWhich is dependent upon the skillof the counselor and the cooperation of the counselee.

- An opportunity for an individual to make clear his confused thoughts and feelings and to bring out his inner conflicts.

- Considered the most essential of all techniques in the counseling processes.

**Advantages of an InterviewIt is a widely used technique in guidance because it has certain advantages which are not possessed by other techniques of guidance.

It is very flexible.

It serves a variety of purposes.

It has a great therapeutic value.

Interview is helpful in diagnosing a problem.

The face-to-face contact gives very useful clues about the client’s

personality.

It enables the client to think about the problem and about his “self”.

Provides a choice to the client and the counselor to exchange ideas and

attitudes through conversation.

**Purposes of an Interview

To obtain information.

Attitudes, opinion and techniques or business associates are sought which can be acquired through the school records, questionnaire technique and exchange of personal use.

To give information.

Not found in books like interpretation of school regulations, college requirements and curricula.

For employment.

For adjustment

To get the best applicant and the candidate to seek the kind of job he feels qualified.

The most difficult form of guidance and counseling where the counselee has to solve a problem.

**Kinds of Interview

1. Structured Interview - follows a predetermined plan of questioning which make use a list of

questions/checklist of general topics as a guide. This is used in employment situations where the employer requires specific information of an employee’s evaluation, work experiences, special abilities and reasons for leaving his former positions.

2. Unstructured Interview

- the interviewer is free to develop the conversation along the lines that seem most suitable for him.

Advantages:Ensures that essential topics will be covered.Lessens the probability that an unskilled interviewer will ignore many important areas of inquiry.Easier to compare interviews and rate of interviewees when it covers the same topic.

Its flexibility is desirable in Clinical Situations or Vocational Guidance Sessions when the interviewer wishes to encourage the person to talk as freely as possible about his needs and desires.

Advantages:

**Steps in the Interview Process1. Preparing the Interview

The setting should have order and privacy, free from distraction such as noise and interruptions.

The interviewer (teacher/counselor) should have adequate knowledge about the student/counselee obtained from tests or other techniques.

2. Establishing RapportThis can be done by manifesting the feelings of friendliness, security and

mutual confidence.

3. Developing InsightThe major goal of the any interviewer is to have the counselee develop his

own insight. The counselee should be able to tell all - unburdening his frustrations, repressions or difficulties, so he will see the situation in a new light.

Through a pleasant atmosphere and means of leading questions, the counselee will become aware of his difficulties, feelings and conflicts. Hence, he is helped to do his own thinking, reach conclusion and probably change his attitude.

Recording important facts is necessary.

4. Terminating the InterviewThe interview is said to be terminated when the counselee leaves

with a feeling of having had a satisfying and helpful experience, with self-confidence, a light heart but eager for activity. He should be made to feel free to meet the counselor again.

5. Keeping Records of the InterviewThe records must be made not only during but also immediately

after the interview and these must be filed in a secure place for future references.

6. Evaluating the Interview

The counselor would do well to go over the interview, to determine whether improvements were made in subsequent interview with the pupils.

**Questions to Test the Effectiveness of the Interview

Was there a progress made by thecounselee toward the recognition of the problem?

Was he willing to face the problem?

Did the interview help the pupil become more self-reliant?

Did the counselee come to help of his own will?

Was there a noticeable improvement in the counselee’s behavior?

Did the counselee carry out the plan mutually outlined?

6. Tests1. Tests are used as basis for admission into an educational institution.

2. Tests give information about an individual's ability, interests, aptitudes & plan which are more accurate than other techniques.

3. Tests can be the basis for promotion to determine whether or not the student is entitled to obtain passing grades.

4. Tests are used to compare students belonging to one school to that of students of different schools (but in the same level) to determine the winners in contests.

5. Tests are used for the classification of pupils into sections.

6. Tests are used to determine students' abilities and those who may need remedial instruction.

7. Tests evaluate standards of different schools.

8. Survey tests reveal cases of ineffective study habits.

9. Tests are techniques of guidance whereby individual learners are helped to adjust to the school, the curriculum, and to make a vocational choice.

10. Tests can be used to evaluate teaching methods and the progress of pupils of similar ability can be compared.

**Types of Tests

1. Achievement Test

2. Standardized Test

3. Intelligence Test

4. Aptitude Test

5. Interest Inventory Test

6. Personal Inventory Tests

7. Diagnostic Tests

8. Trade Tests

- devised and administered tomeasure how well a person haslearned as an outcome of instruction.

- used to assess student's performance in school subjects

- tools designed to measure the degree of student learning in specific curriculum areas common to most schools.

Examples: Unit Test

Semester Examination Test

National Achievement Tests

2. Standardized Test

- tests prepared by a competent group of persons whereby every item is chosen after its difficulty and value have been determined by means of rigid experimental processes.

3. Intelligence Test

- measures general intelligence (IQ) of the counselee to determine the client’s mental ability.

4. Aptitude Test- measures the probable potentiality for development of a child prior to training or schooling

- to test a present condition, or the quality or set of qualities which are indicative of an individual's potentialities in the future.

- discovers an individual's ability to succeed in a specific field.

**Types of Tests (continuation)

Examples of Aptitude Test:

Special Aptitude Tests - measures an individual’s ability to perform or acquire proficiencyin a specific occupation orother types of activity.

Vocational Aptitude Batteries – helps identify the possible job or vocation the student will most likely succeed because it meets his/her interests and abilities

Scholastic Aptitude Tests - measures one’s potential for performing in academic situations.

5. Interest Inventory Test

6. Personal Inventory Tests

7. Diagnostic Tests

8. Trade Tests

- reveal the likes and dislikes of a person in appraising occupational preferences in a certain field of specialization.

**Methods of Measuring Interests:

ObservationClaims of the Counselor

Use of InstrumentsUse of Inventories

- measure the sum total of an individual's overt behavior and inner feelings. It is the totality of what makes an individual different from one another.

Philippine Personality TestExamples:

Trade Tests

- aimed to uncover and focus attention on weaknesses of individuals for remedial purposes

- designed to determine the skills, special abilities and techniques that is fit for a given occupation. It may be oral or written tests.

Example: Tests for engineers, plumbers, carpenters


7. Questionnaire Method - a list of questions to be answered by an

individual or a group of individuals, especially to get facts or information.

- should be elaborated to match with other techniques.

- Questions are designed to get information about conditions and practices about which the respondents are presumed to have the knowledge.

**Types of Questionnaires

- requires the answer in the form of “Yes” or “No” in a limited number of given categories.

- require the individual to think, analyse, feel and write.

1. Close-ended Questions

2. Open ended

Example:

Example: What kind of friend do you want to have?

What types of activities do you like to do most?

What is your most memorable experience and describe why you can’t forget it.


8. Rating-scale Technique

- a technique whereby the behavior of the child may be known by means of assigning degrees of responses with corresponding scales of values.

Example: How good is the performance?

- a tool that records judgment or opinions to indicate the degree or

different degrees of quality.

Rating-scale

Excellent Very Good Average Below Poor

Very

Good Average Poor

_____|________|_______|_______|_________|_________|__________|______

___



- very useful in assessing quality, especially when quality is difficult to measure objectively. Example:



Purpose of the Rating-scale To measure: Teacher/Students Performance/Effectiveness Personality, anxiety, stress, emotional intelligence etc. School appraisal including appraisal of courses,

practices and programs.

Guide in constructing a Rating Scale:

subjects or the phenomena to be rated. continuum which they will be rated judges who will do the rating.

Should have these three factors:

**Ways of the Rating-scale

- the individual rates himself. It provides useful information for self-analysis which leads to better self-actualization or understanding.

- someone is to rate the individual.

1. Self-Rating Scale

2. Opinionated Rating Scale

- enables an individual to provide information about himself by means of filling out a checklist of self-appraisal forms either in behavioral descriptions by indicating the extent to which the behavior describes what he is like or in traits or characteristics to place marks to which trait he possesses.


9. Case Conference- called to gain understanding and of determining sound approaches to several problems of counselees such as:

unwise choice of coursereading disabilitiessocial maladjustmentineffective study habitsachievement below

what’s expected of him.

- aims to avoid rushed approaches to his problems.


9. Case Conference- done without the knowledge of the counselee.

- aims to avoid rushed approaches to his problems.

Hence, several persons are involved like the guidance counselor, the homeroom sponsor, the teacher who made reference, head of the department and the teacher who has the knowledge of the counselee and his problem.


10. Sociometry- the mapping of interpersonal

likes and preferences within a classroom.

The theory is that people can be more productive and movable to influencewhen they are socially comfortable.

- assess the degree of acceptance of anindividual by his peers.

- not valid unless members of the group have had an opportunity to become acquainted with each other.

To study the nature of social relationship of individual within a group. Purpose:It offers an opportunity to identify personality problems, especially in

the isolated & the rejects. This technique is a useful source of information for appraisal of social behavior of students.

**Questions that may be used for Sociometry: 1.) Which two pupils would you like to sit next to you?

2.) Which classmate would you want to help you with your school work?

3.) Which pupils of the same sex would you invite to accompany you on a hike?

4. Which pupil of the opposite sex would you invite to a party?

Mary Beth John Alex Sophia

Who would you most like to play

with?

x

Who would you least like to play

with?

x

Who gets into trouble the most? x

Who gets along best with other? x

**Types of Sociometric Technique

1. Nomination- the student is asked to select and name his/her peers in terms of some criterion suggested by the teacher.

Children may be asked to provide a list of the three classmates with whom they would most like to play and the three with whom they would least like to play.

Example: Peer Nomination Technique

Children will provide a list of the names of the children in a classroom along with social acceptance items. Then they are asked to identify perhaps one to three classmates who they perceive best fit the item description.

2. The Social Acceptance

3. The 'Who's Who' or 'Guess Who'

- levels of social relationship are stated and the students asked to express his/hersociometric choice.

- brief descriptions of various types of students are provided and they are asked to guess who in the class matches with the description.

The Sociogram- shows attractions and repulsions within a group and helps the teacher and the counsellor in discovering the problems of students in relation to the group.

A frequently employed procedure for determining peer evaluation.

A graphic representation of the responses to a questionnaire administered to members of a group with respect to their choice of roles to be played by particular members of the group.

**Implications of Sociometric Assessment for Educational Practice

Used to determine eligibility for special education.

For intervention for adaptive behavior or socio-emotional problems.

In the ‘General Education Population’, this is most beneficial to children who are shy and rejected, or those who are victims of bullying or aggressive behavior or who simply have limited social skills

Assessing and understanding children's and adolescents' peer relations is important in educational settings for several reasons:

To understand how children develop social skills as they mature.

To identify children's social standing & predict positive or negative social outcomes for children

To establish friendships & positive social interactions for children's social development and for interacting in the social world, including the school setting.

Children with poor peer & adult relationships often experience negative social and emotional consequences that can continue throughout adulthood.

lower academic achievement higher rates of school dropout fewer positive employment opportunities anti-social behavior like aggression, criminality

social withdrawal depression, anxiety low self-esteem poor self-concept

A large number of children with inadequate social relationships may be at-risk for developing behavioral and emotional difficulties. Children with poor or limited social skills also are at risk for becoming victims of bullying and other aggressive behavior. Children with disabilities often have social skills deficits and negative peer perceptions that put them at heightened risk.

Examples:

Which thee classmates are your best friends?

Mike : Dareen, Connor, James

Olivia : Lane, Tracy, Tiona

Connor : Mike, Darren, Taylor

Tracy : Olivia, Lena, Tiona

Lena : Olivia, Tiona, Tracy

Darren : Mike, James, Taylor

James : Mike, Conner, Darren

Tiona : Olivia, Tracy, Lena

Lisa : Olivia, Connor, Tracy

Taylor : Mike, Connor, James

Suppose you decided to ask your students to choose the three classmates that are their best friends. The following list shows your results:

This list contains the three best friends that each person chose.

Examples:

Which thee classmates would you LEAST

enjoy going on a vacation with?

Mike : Tracy, Olivia, Lena

Olivia : Mike, James, Darren

Connor : Lisa, Tiona, Olivia

Tracy : Lisa, Taylor, Mike

Lena : Dareen, Mike, James

Darren : Olivia, Tracy, Tiona

James : Olivia, Lena, Tiona

Tiona : Mike, Connor, Taylor

Lisa : Mike, Taylor, Darren

Taylor : Olivia, Tiona, Tracy

Suppose you also asked your students which three classmates they would less like to go on a vacation with. The following list shows your results:

This list contains the three people that each person

would LEAST likely to go on a vacation with.

Creating the Sociogram:

1. Positive Criterion2 Types:

Notice that all of the students picked either Mike or Olivia as one of their closest friends, so you decide to put Mike & Olivia at the centre of your sociogram.

We can then conclude that Mike is the leader for all males while Oliviais the leader among the female

peers.

- makes use of negative questions and situations.

Which thee classmates would you LEAST

enjoy going on a vacation with?

Mike : Tracy, Olivia, Lena

Olivia : Mike, James, Darren

Connor : Lisa, Tiona, Olivia

Tracy : Lisa, Taylor, Mike

Lena : Dareen, Mike, James

Darren : Olivia, Tracy, Tiona

James : Olivia, Lena, Tiona

Tiona : Mike, Connor, Taylor

Lisa : Mike, Taylor, Darren

Taylor : Olivia, Tiona, Tracy

Notice that all of the femaleshave chosen Mike and all males chose Olivia based on a negative criterion, especially since Olivia & Mike appear to be leaders among their same-sex peers.

Constructing the Sociogram: We will then need to speak to Mike & Olivia to check what is going on.

2. Negative Criterion


11. Clinical Method- method whereby the child’s problem is more

serious than any case referred to in the case study method.

An extensive study of the case may be made by psychologists, psychiatrists with the cooperation of special services.

A clinical psychologist can use personality assessments to help choose the best therapy for his clients.

Example:


12. Projective Technique

Projection

A defense mechanism with which the ego protects itself from anxiety by externalizing unpleasant feelings

or experiential element.


12. Projective Technique- expressive techniques where a child has to add meaning to a

meaningless situation, which are most useful with very young children.

- use of vague, ambiguous, unstructured stimulus objects or situations in which the subject “projects” his or her personality, attitude, opinions and self-concept to give the situation some structure.

- indirect and unstructured methods of investigation which have been developed by the psychologists and use projection of respondents for inferring about underline motives, urges or intentions which cannot be secured through direct questioning as the respondent either resists to reveal them or is unable to figure out himself.

Uhm… ____________ _________________________________________________________________.

** Tools Used in Projective Technique:

- the subject is given an incomplete sentence, story, argument or conversation, and asked to finish it.

1. Completion

It may also be in the means of showing the subject a picture of an incomplete situation and asked on how he will respond to the situation.

Waaah! That was you mom’s favourite vase you broke!!!

** Tools Used in Projective Technique:

Example:

Sentence Completion

1. Completion

“If my mother…..”

Rosenweg's Picture-Frustration Study

– the client is given / presented with 24 cartoons with an incomplete dialog, the client then is asked to complete the dialog answering the question, “How will you react with this situation?”

2. Expressive

3. Construction

- a subject is asked to role-play, act, draw or paint a specific concept or situation.

Example: Handwriting Analysis

Human Figure Drawings

Projective Puppet Play

- the subject is asked to construct a story or a picture from a stimulus concept.

Example:

- consist of a series of 10 pictures presented one at a time to the clientele)

Hood Johnson’s Thematic Apperception Test

Hood Johnson’s Thematic Apperception Test

4. Association- the subjects are presented with a stimulus and they respond by indicating the first word, image or thought elicited by the stimulus.

Example: Hermann Rorschach “Inkblot” Test

- consist 10 series of pictures that are presented one at a time. The first five contains only black & white inkblots and the last five contain colored blots.

- the subjects are presented with a stimulus and they respond by indicating the first word, image or thought elicited by the stimulus.

5. Choice Ordering

Example:

Luscher’s Color Test

Szondi’s Picture Arrangement Tests

- Based from the Dr. Max Luscher’s belief that color selections are guided in an unconscious manner, they reveal the person as they really are, not as they perceive themselves or would like to be perceived.

- 25 sets of 3 pictures which the subject must arrange into a sequence that they "feel makes the best sense"


13. Case Study- an intensive investigation employing all types of research - making use of tests, interviews and observation.

- its function is to assist in discovering the causes of the need to take remedial measures.

- collection of all available information that promises to help explain a single individual.

- the most important technique and the “best” method of studying the whole individual.

**Steps in Case Study:1) Recognition of the status of what has to be investigated.2) Collection of data relating to the factors associated with the

problem under study.3) Diagnosis- identification of casual factors.4) Application of remedial measures5) Follow-up Techniques – necessary to check the correctness of

the diagnoses and if necessary, modify the treatment to suit the case.

**Facts to Collect in a Case Study:1) Physical, socio-economic and cultural environment

2) History and present status of the family

3) Own development and present status

**Challenges & Difficulties¤ The case study must penetrate into the problem under study. It

should not be superficial.

¤ The study should not be one-sided. Parents should be contacted,

medical opinion from family physician sought. All those who

came into contact with the individual should be approached.

¤ All possible details should be gathered, not even the slightest

detail is left out or overlooked.

Client: Miley Cyrus

Situation: Previously performing really well in class for the first and second grading. She is part

of the top 5.

Suddenly, in the middle of the third grading, she started to become aloof and is slowly

sliding down to only top 12.

Challenges:The child is usually alone and when approached, she walks away – always finding

alibis.

Her parent is always away - mother is working in a different country.

Actions:Gathered her cumulative records to check previous performance in class.

Interviewed classmates, close friends and nanny what may have changed.

Result(s):Found out that her dad has been arrested for drug abuse. With no one to look after

her or with no family she can personally talk to about school challenges, she built a wall

around her to avoid inquiries from friends and teacher.

Action Plan:Will be contacting the mom and advise her of the situation.

Will talk to the child and offer an ear for her to let out her frustrations – perhaps

having her write about it, or draw her inner thoughts and feelings.

Example:


14. Computerized Data Gathering- the use of electronic software in collecting data. It can take on many

forms ranging from computer-administered surveys to internet-based inquiries.

- a program is written to administer the questions and to collect the answer as it is chosen by the student. The survey may be administered in several ways:

How does it work?

1) by gathering a group of people in a central location to answer at a computer

2) the survey may be installed on the organization’s network

3) the program may be saved on disk so that students can just open the survey on their desktop and then return the disk when they are done

- either the computer assists an interview, or it interacts directly with the respondent. The computer acts as the medium by which potential respondents are approached, and it is the means by which respondents submit their completed questionnaire.

Benefits of computerized data collection:

Example:

1. Computer-administered questions

2. Electronic mail (e-mailed)

3. Web-based

1. Speed - computers can quickly jump to questions based on specific responses and they can easily check on answers to previous questions to modify or custom-tailor the survey to each respondent’s circumstances.

2. Error-free - the computer neither becomes fatigued nor cheats. So, it avoids human-error in writing what had been gathered, or misunderstanding what was meant.

- data-entry is eliminated

Sample Scenario: Interview

3. Lowered levels of social-desirability responding

“peer pressure”

4. Survey becomes more enjoyable- use of pictures, videos, and graphics

=

AVOID

5. Complex Prompting of Questions can be used- use of pictures, videos, and graphics

Thank You!for paying attention.

That’s all.