Career Assessment Inventory (CAI™) Enhanced Version
The Career Assessment Inventory—Enhanced Version compares an individual's occupational interests to those of individuals in 111 specific careers that reflect a broad range of technical and professional positions in today's workforce.
Users and Applications
Psychologists, guidance counsellors, and human resource professionals use this instrument to help:
• Identify career directions and major areas of study for high school and college students
• Teach students to focus on the patterns of interest that are important in making educational and occupational choices
• Advise individuals who are re-entering the workforce, considering a career change, or who have been displaced
Features and Benefits
• Provides scales for 111 occupations that require varying amounts of post-secondary education.
• Includes graphic and narrative test reports designed to be shared with the client.
• Interpretive report provides a three-page counsellor's summary.
• Combined gender scales allow for the broadest interpretation of survey results.
• The listed occupations closely match the distribution of professional and nonprofessional jobs in the labour force, making it well-suited for assessing groups with a variety of career aspirations (e.g., complete high school populations).
General Theme Scales
These scales are based on the widely accepted RIASEC model: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional.
Basic Interest Area Scales
The General Theme scales are divided into the following 25 scales:
• Realistic: Animal Service, Athletics/Sports, Carpentry, Electronics, Manual/Skilled Trades, Mechanical/Fixing, Protective Service, Nature/Outdoors
• Investigative: Mathematics, Medical Science, Scientific Research/Development
• Artistic: Creative Arts, Performing/Entertaining, Writing
• Social: Community Service, Education, Medical Service, Religious Activities
• Enterprising: Law/Politics, Management/Supervision, Public Speaking, Sales
• Conventional: Clerical/Clerking, Food Service, Office Practices
These scales match an individual's likes and dislikes to those of people who have been satisfactorily employed in an occupation for a number of years. Respondents receive scores on each of the 111 occupations grouped according to the General Themes. The Occupational Scales include skilled trades, service professions, and professional occupations.
• Educational Orientation
• Fine Arts-Mechanical
• Occupational Extroversion/Introversion
• Variability of Interests
Occupational interest inventory for college-bound and non-college-bound individuals
- Individuals 15 Years and Older
- 35–40 minutes (370 items with 5-point rating scales) Paper-and-pencil and computer administration
- Q Local™ software (Interpretive and Profile Reports,) mail-in scoring
Qualification Level B:
Tests may be purchased by individuals with:
A Master’s degree in psychology, education, occupational therapy, speech-language pathology, social work, or in a field closely related to the intended use of the assessment, and formal training in the ethical administration, scoring, and interpretation of clinical assessments.
Certification by or full active membership in a professional organization such as the Canadian Association of Speech-Language Pathologists and Audiologists (CASLPA), the Canadian Association of Occupational Therapists (CAOT), the Ontario Association of Consultants, Counsellors, Psychometrics and Psychotherapists (OACCPP), or other North American organizations such as the Canadian Counselling and Psychotherapy Association (CCPA), the American Counselling Association (ACA), the American Educational Research Association (AERA), the Council for Exceptional Children (CEC), the National Council on Measurement in Education (NCME), the American Speech-Language-Hearing Association (ASHA) or the American Occupational Therapy Association (AOTA), that requires training and experience in the relevant area of assessment.
A degree or license to practice in the healthcare or allied healthcare field.
Formal, supervised mental health, speech/language, occupational therapy, and/or educational training specific to assessing children, or in infant and child development, and formal training in the ethical administration, scoring, and interpretation of clinical assessments.
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