Vocational/career assessment in school psychological evaluations: Rationale, definition, and purpose

Abstract

This article suggests that a need exists in schools for the vocational, as well as academic, preparation of students, and that this need is especially prevalent among the handicapped. A rationale is offered for the involvement of the school psychologist in facilitating vocational/career development via the assessment process. Definition and purposes of vocational assessment as they relate to school psychological evaluations also are presented.

Relationship Between Intelligence and Occupational Adjustment and Functioning: A Literature Review

“…M uch has been written in recent years relative to vocational programming, particularly about providing vocational assessment services (Capps, Levinson, & Hohenshil, 1985;Heinlein, Nelson, & Hohenshil, 1985;Hohenshil, 1982;Hohenshil, Anderson, & Salwan, 1982;Hohenshil, Levinson, & Buckland-Heer, 1985;Levinson, 1984;Levinson & Shepard, 1982;Shepard & Levinson, 1985). It has often been said that traditional psychological assessment data have a great deal of vocational relevance and that counselors can use these data to assist them in developing vocational recommendations.…”

Vocational assessment involvement and use of the self-directed search by school psychologists

“…In recent years, much has been written relative to the school psychologist's involvement in the vocational programming of handicapped students, particularly in regard to the provision of vocational assessment services (Capps, Heinlein, Nelson, & Hohenshil, 1985;Hohenshil, 1982;Hohenshil, Anderson, & Salwan, 1982;Hohenshil, Levinson, & Buckland-Heer, 1985;Levinson, 1984;Levinson & Capps, 1985;Levinson & Shepard, 1982;Shepard & Levinson, 1985). That the two major publications of the National Association of School Psychologists (Best Practices in School Psychology and Children's Needs: Psychological Perspectives) each include a chapter relevant to the topic of vocational programming (Hohenshil, Levinson, & Buckland-Heer, 1985;Levinson, 1987) attests to the significance of the topic for the profession of school psychology.…”

Incorporating a vocational component into a school psychological evaluation: A case example

“…Within the last ten years, school psychologists have given increased attention to the roles they can play in the vocational preparation of handicapped youth. Much of the school psychology literature has focused upon the school psychologist's involvement in vocational assessment (Capps, Levinson, & Hohenshil, 1985;Heinlein, Nelson, & Hohenshil, 1985;Hohenshil, 1982;Hohenshil, Anderson, & Salwan, 1982;Hohenshil, Levinson, & Buckland-Heer, 1985; Levinson, 1984; Levinson & Shepard, 1982; Shepard & Levinson, 1985). It has been said that school psychologists traditionally use assessment instruments that yield data that have vocational relevance.…”