III. Case Study When Anna, a 31-year-old Jewish woman, first sought career counseling at the Women's Center, she looked

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Iii Case Study When Anna A 31 Year Old Jewish Woman First Sought Career Counseling At The Women S Center She Looked 1 (86.61 KiB) Viewed 15 times

III. Case Study When Anna, a 31-year-old Jewish woman, first sought career counseling at the Women's Center, she looked tired and depressed. I consider myself very fortunate," she said, "but I'm still unhappy. Something must be wrong with me. I need some help. I have had multiple sclerosis for three years and I am now going through a long remission period." Anna grew up in suburban Toronto. Her father was a physician, and her mother was a nurse who had stopped working outside of the home when Anna was born and returned to work in her husband's office when Anna went into high school. As an only child with considerable intelligence, charm, and attractiveness, Anna had received a great deal of attention from family, friends, and teachers. Her parents, who were unable to have other children, focused all their hopes and expectations on Anna; her father encouraged her to become a physician and take over his practice, whereas her mother spoke of the joys of marriage and parenthood. Like many young women of her generation and cultural and socioeconomic background, Anna had two goals for herself: Although she wanted to attend college and develop a profession, she also wanted to marry and have children, integrating the goals and expectations that both parents held for her. Since childhood, Anna had had a strong interest in foreign cultures. Her interest began through stamp collecting in elementary school, progressed through family trips to Europe and extensive reading in middle and high school, and led her to major in foreign languages 1 in college. Interests and abilities seemed to coincide in Anna's career development and she enthusiastically studied not only Spanish and French in high school but also Japanese in college and Farsi on her own. A junior year abroad complemented her studies and sparked her interest in foreign cultures even further. Despite her great interest in other cultures, Anna established fairly conventional career goals, again typical of women of her generation. In addition to her foreign language courses, she took enough teacher education courses to become certified as a foreign language teacher. She anticipated that she would marry soon after college, perhaps teach a few years, and then leave teaching to raise her children, following her mother's model. Initially Anna's life seemed to go as planned. Shortly after finishing college she married a man who was completing law school. She obtained a job teaching foreign languages in a high school and looked forward to having children in a few years. Unfortunately, about 3 years after their marriage, Anna's husband was killed in a car accident. Being widowed at 27 is what might be called a "paranormative" event that is, an event that happens at an unexpected time. This was the first of several paranormative events Anna would experience in her life. Typically, such events are more difficult to handle than events that take place at expected times. Despite considerable support from family and friends, Anna was devastated by her loss and believed that it spelled the end of her personal goals, Combined with this loss was the diagnosts 1 year later of multiple sclerosis. This also devastated her, and the onset of symptoms caused arodety and prompted her to leave teaching to find another occupation, and to seek vocational counseling. She is now in remission and feels confident that with her good doctors and a careful treatment regimen, she can pursue another careevjob opportunity. 1. Considering that the referring rehabilitation counselor would like the vocational assessment to be conducted and finished in three sessions, would you proceed during the initial ses- sion with paper-and-pencil testing? If so, what tests would you use and how would you prepare the consumer? If not, what are your reasons to delay any standardized testing? 2. Identify those factors that could affect the reliability of Anna's assessment situation. 3. Are there any norming issues to consider when selecting as sessment approaches and specific measures for Anna?