Interpretive Report

SAA 6620
Fall 2015

CDF Student Name: Alfred L. Harper III, Wright State University

Client Name: Jane Smith
Client Age: 22
Source: Acquaintance

Session #1 Intake Client with Client

Background Data
The Client is a 22-year old single African American female with no children.
She received her Bachelor of Arts in Mass Communications from Bowling Green
University. She is currently a graduate student in the Student Affairs in Higher
Education Program at Wright State University. While at Bowling Green University,
the client worked as a student worker in the Office of Admissions and joined Zeta
Phi Beta Sorority, Incorporated Psi Epsilon Chapter, which caused her to pursue
Higher Education. She currently serves as the Graduate Assistant in the Education
Resource Center for the College of Education and Human Services with Wright State
University.
The client was raised in Lima, Ohio, and is first-generation college student.
The clients father did not attend college, but he owns a barbershop. She has four
brothers and one sister. None of her siblings attended college, they just graduated
from high school.
Observations
As mentioned before, the client works in the Education Resource Center at
Wright State University as a Graduate Assistant. She commits a total of twenty
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hours during the week, along with three courses for her first year of graduate
school. The client is well-spoken, likes to serve as a resource, creative, and detail
oriented. Our first interview occurred on the campus of Wright State University
outside of Allyn Hall at the tables in the area of The Quad. She was just leaving her
GA, so she was dressed casual.
Narrative Summary of Session #1
When the client was approached about the purpose of this assign, she was
enthused about being used as the subject because she wanted to learn more about
her leadership styles and growing as a person. Though the purpose of the first
session was to learn background information about the client, she was experiencing
difficulty with her graduate assistant that she shared with me, and wanted my
advice on how to move forward. Because the client was interested in growing as
person and leader, the information shared was very important to this assessment.
The predicament that the client was experience with her graduate assistant
was that she was not working well with her supervisor. She mentioned that the
dilemma between her and the supervisor were colliding and it caused them to have
to meet with the Student Affairs in Higher Education (SAHE) program director to
come to a solution. The client mentioned that when given task, she would complete
them, and her supervisor would always comment on how they were completed, but
never provide feedback on how to improve. The client then mentioned that this
would frustrate her because she is a very detailed-oriented individual and wanted to
receive feedback or direction if needed. She mentioned how the work environment
was bad, that sometimes she would not speak to her supervisor unless she had to
or she come off strong when the supervisor would say she did not do a task She
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mentioned then began to mention about the meeting with the SAHE program
director and how during the meeting that both of them came to the conclusion that
it would not work with her being employed there for another academic year
following this one. After the client expressed her concern about her graduate
assistant position, she then established a sense of trust with the CDF.
The client then began to provide background information about who she was
and where she completed her bachelors, and so on. She completed her
undergraduate degree in May 2015 from Bowling Green University. While at Bowling
Green University, her major was Telecommunications. She mentioned that she did
not pursue communications because the program at Bowling Green was more
focused on television broadcast and that is not what she was interested in. She
mentioned that she transitioned to higher education because of her employment in
the Office of Admissions as a student worker at Bowling Green University. While
working in the Office of Admissions, she worked in the call center where she would
invite students to college preview day, inform students about various resources on
campus. She also transitioned because she was involved in student organizations as
a student leader. Before closing, she then mentioned about ultimate career
positions within higher education that she would be interested in. Some of those
positions are: Admissions Counselor, Director over Leadership Programs, and
working with a mentoring program or scholarship program.
Overall Impressions
My impressions of the client is that where she is currently is based on her
undergraduate experience. The client is very passionate, strong, willing to learn,
and looking for experience that will prepare her for where she is going. Based on the
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clients experience, she is concerned about growing as an individual, and looking for
someone who she can talk to about her experience so she can continue to move on.

Session #2 Administration of Assessments

On Sunday, October 11, 2015, the CDF met with the client to convey the following assessments:
Holland Self Directed Search assessment, and the Supers Work Values Inventory assessment. Before
administering the assessments, the client was excited and vey enthused to complete these assessments.
The CDF then explained to the client that the assessments should take not more than minutes and to trust
herself when answering each question. The client was informed that the assessments should take no
longer than 30 to 45 minutes. She was also told that she did not need to score the assessments, but she did
score them anyhow. The CDF told her that she would then review the results, for the follow-up session.
The client agreed that the next meeting would be on Tuesday, October 13, 2015 once she got out of class.
Instruments Administered
Holland Self-Directed Search Assessment
The John Holland Self-Directed Search instrument assesses the career fit and match based on
their personality. The full version of the Holland assessment was then provided to the client. The client
was instructed to complete the first 13 pages. The assessment was broken up into four sections: activities,
competencies, occupations, and self-estimates. Before the beginning of the assessment, the client was
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asked to list possible jobs that she would be interested in ultimately to begin the instrument. She was then
asked to check the Like or Dislike box for those activities that she liked or disliked. She was also
asked to check the Yes or No box for those competencies and occupations that she favored or did not
favor; and to the number ranking from 1 to 7 for the ability and skills self-estimates section. The client
was then informed that based on her results, that there would be a personality code of: Realistic,
Investigative, Artistic, Social, Enterprising, and Conventional.

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Work-Values Inventory
The Donald Supers Work-Values Inventor review the values that have been attained over an
individuals life span from work, experience, education, and family. The client was emailed and instructed
to complete the first two pages of the instrument that uses a 5 point Likert-type scale with 1 being
unimportant and 5 being very important. The client was asked to print, and complete this instrument
during our meeting for the administration of the Holland Self-Directed Search assessment. The client was
then told that the CDF would complete the scoring and that the results would help her identify her top and
bottom work values.

Session #3 Interpretation of Assessment Results

The CDF and the client met on Tuesday, October 13, 2015 evening at Starbucks on
Wright State University to discuss the results of the two instruments that were administered. The
CDF prepared the results to before the session so that the client would be able to follow along.
Before going through the results of each individual instrument, an overview of the results were
given. After the overview of the results of the overall assessment, the CDF then interpreted the
Holland Self-Directed Search assessment with the client. Lastly, the client then interpreted
Supers Work Values Inventory with the client, along with the top items of value and the bottom
items of value.
Summary of Assessment Results
The results of the assessment confirmed that the client is very prefers tasks that are clear
in understanding, that she enjoys working other people, and that she likes to provide resources to
others. The assessment results also confirmed that the client has the ability to be in leadership or

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management potentially. Table 1 summarizes the results of the survey administered. Following
the survey, the survey results of each assessment are discussed by an interpretation section.
Table 1 Client Summary of Assessment Results
Instrument

Holland Self-Directed

Results

CES
Conventional (43),
Enterprising (36), Social
(33)

Super Work Values

Inventory
Top Values
1. Altruism (15)
2. Independence
(13)
3 Management (14)
Bottom Values
1.Aesthetics
2. Variety
3. Associates

Holland Self-Directed Search (SDS) Results

The Holland SDS (2013) revealed the theme code of CES: Conventional (43),
Enterprising (36), and Social (33). With the client having experience in the Office of Admissions,
she had high scores is the Conventional competencies and self-estimates. This was further
reinforced when the theme code in The Occupations Finder was reviewed and identified her
occupations as Fire Inspector, Employment Clerk, and Reservations. When completing the
Holland SDS assessment, the client was asked to list occupations that she thought about or
dreamed about. Some of those occupations that she listed were: Director of Student Affairs, Dean
of Students, Director of Residence Life, and Admissions Counselor. With these positions she was
also asked to list the Holland Code next to the, and the code was ESC (Enterprising, Social, and

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Conventional). I found this interesting because the positons she wanted to pursue all resembled
the Holland Occupational code with the assessment that she completed.
Donald Supers Work-Values Inventory Results
For the Donalds Supers Work-Values Inventory assessment, the clients top values were
Altruism (15), Management (14), and Independence (13). The bottom values included variety
(12), associates (12), and aesthetics (10). In reviewing this with the client, the top values of
altruism, independence, and management that will cause her to be conducive in the work
environment. These top values were demonstrated during her employment in the Office of
Admissions at Bowling Green with helping others, working on tasks herself, and having a good
rapport with her leadership.
Interpretation of Work-Values Inventory Results with Super Life Span
Theory
The Life Span theory by Super ( Super et al., 1963) theorized that the values
of an indiviudals career are developed over their years of work experience. The
client is currently in Stage 3, Establishment, where the client needs to learn
about the different areas of higher education and their requirements. The client was
informed that she was in the right stage of her life and that seeing this is her first
year in the SAHE program, it is important that when she begins her internships, that
she chooses them wisely to receive the experience that she needs that will prepare
her for post graduation.
The Interpretation and Value of Both Holland and Super Assessmets

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The Holland and Super instrumenents allowed the CDF to see the client in a
more holistic overview of the clients talent and abilities. Though the Holland theme
code did not have any matches that were specifically linked with higher education,
there were themes, and characteristics that the client was specifially looking for
within a positon. The Super Work-Values Inventory asessment was given to identify
key values that the client expects or is looking for in the positon that they will be
working for a career. The Supers Work-Values and the Holland assessment collided
with each other because in the positons that the client was interested in, they
values that the client, held to her heart were portarayed in the position.
Client Strengths and Barrier/ Long-Term and Short Term Goals
After meeting with the client to discuss the results of the career assessment,
we discussed possible items that will allow her to gain experience and exposure to
different areas of student affairs. With this being her first year in the graduate
program, we decided that gradutation would then be one of her long-term goals. As
she is working towards graduation, her ability of being involved with internships that
will increase her experience and broadon her scope of higher education. Possible
barriers for this was that her ability of securing an opportunitiy and her time
management skills
Client Reactions
The client was satisfied wit her results from the assessment with the theme
code of CES. The work-values inventory brought addiitional understanding to the
client, and reiterated what the client was looking for in a position. It was interesting
because mentiomed that they completed the Typefocus test in one of their classes
amd whem giving the descriptions of the values from the Holland theme code, she
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had a deeper understanding. Before, the client was thinking that based on the
theme code that she those particular positions were examples, but she would be
able to look within the psotion and see the values that they possess.
Recommendations/Action Plan
1. The client is very passionate, strong, willing to learn, and looking for
experience that will prepare her for where she is going. The
recommendations that is that when the client begins looking for internships,
look for experiences that will give you exposure to another realm of student
affairs in higher education
2. The client was also information to look into national organizations such as
Ohio College Personnel Association (OCPA) and the National Association of
Student Personnel Administrators
3. The client was also informed that the long term goal was to work towards
graduation in May 2017.

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Class Colultation Handout

The Client:
22-year old African American female; Graduate Student at Wright State
University
The Dilemma:
Works part-time ( 20 hours) a week. She is interested in learning more about her
ledership stlye, and what type of characteristics and values that she should be
for in an occupation. She also had an issue with her employer, where there was a
a collision in the office, where the two were not functioning well together
Table 1 Assessment Results

Instrument

TypeFocus

Results

ESTP

Holland Self-Directed
CES

Extraversion, Sensing, Conventional (43),

Thinking, Perception

Enterprising (36),

Values:

Social (33)

Achievement,
Support,
Instrument
Results

Relationships
Type

Holland Self-Directed
CES
Conventional (43),

Alfred L. Harper III

Super Work
Values Inventory
Top Values
1. Altruism (15)
2. Independence
(13)
3 Management (14)
Bottom Values
1.Aesthetics
2. Variety
3. Associates

Super Work
Values Inventory
Top Values
1. Altruism (15)
2. Independence
(13)
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SAA 6620
Fall 2015

Enterprising (36),

3 Management (14)

Social (33)

Bottom Values
1.Aesthetics
2. Variety
3. Associates

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Appendix A Client Intake Form

Date: Friday, October 9, 2015
Clients Name: Clarissa Beavers
Gender: Female
Citizenship: United States
Reasons for Seeking Help (As stated by the client):
To increase leadership skills, and to wbe able to find what are the best jobs within
higher education that would best fit her
Work History (Last four jobs, with dates):
Wright State University Graduate Assistant, August 2015
Rachel Wixey and Associates, Inc Service Associate, Januray 2015-May2015
Critical Mix Panelist Customer Care Representive, July 2014-April2015
Bowling Green State Universty Office of Admission Communications Specialist,
November 2012-December 2014
Eduational Background:
MA, Student Affairs in Higher Education Wright State University
BA, Mass Communications Bowling Green University
Desired Job or Job Characteristics:
Admissions Counseler, Academic Advior, Director Student Affairs, Provost
Specific Job Skills: Writing skills, critical thinking, research
Possible Barriers:
Next Steps:
Administer the Hollege SDS, and the Works-Values Inventory
Develop Action Plan

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Appendix B Action Plan

Date: October 13, 2015
Client Name: Clarissa Beavers
Major career needs: To find meaningful internships that will be beneficial and
allow her to gain additional experience in Higher Education
Other Needs: Identify mentors that have been in the field for a number of years
that will provide wisdom with career decisions

1. Long-term goal: Complete Graduate Degree

Accomplish by (Date):
Spring 2017
a. Short-term Goal: Internship
Time Frame: Spring
2016
Resources Needed: Faculty Assistance
Potential Barriers: Time management; Securing Opportunity
Strategies to Address Barriers: Begin to Search
2. Long-term Goal: Professionally Cordial
a. Short-term Goal: Become more involved with Student Orgranizaitons
Resources Needed: Support from Others
Potential Barriers: Lack of Involvement
Strategies to Address Barriers: Intentionally for diversity
b. Short-term Goal: Improve thought process
Resources Needed: Engage socially in conversation
Potential Barriers: Lack of Involvement
Strategies to Address Barriers: Intentionally for diversity

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