if the basic information is communicated professionally, counsellors are left with
less time to actually help clients understand the factors influencing their
behaviour and integrate this understanding in a realistic personal change plan.
The general interpretation of test results aided by computer “helps clients be
more prepared for the interpretation of individual results, by getting acquainted
with terminology, basic concepts and nature of scoring” (Sampson 1983).
Transferring repetitive instruction and processing tasks to a computer,
counsellors can focus on interpersonal support functions in understanding and
application of test results in individual circumstances, on the ‘decoding’ of the
interpretation in terms that are comprehensible for each client (Sampson, 2000).
Interpretation of individual test results involves automatic test interpretation,
which increases the validity and reliability of testing, offering counsellors a wider
and more consistent knowledge base for the interpretation of test results. The
standardised nature of processing increases the consistency of interpretation, and
the “reports made by the computer tend to be more comprehensive and more
objective avoiding the risk of distortion by subjectivism and prejudice.” (Ibid).
A further advantage of computer-based interpretation is the possibility to adapt
test interpretation by including multimedia resources pertaining to certain client
categories. The programme allows presentation of interpretation by the face of a
counsellor belonging to the subject’s reference group by selecting variables such
as gender, age, nationality, etc. “Keeping close to the client’s reference group
helps the client relate and understand the person presenting the interpretation.”
(Sampson, 1990).
Integrating multimedia resources in test interpretation facility and adapting to
various cognitive styles enhance the use for persons with limited reading abilities.
Nevertheless, Internet resources rich in text, data, and that are highly structured
make reading difficult. When counsellors deal with clients from remote areas and
physically challenged who prefer to log in from home, a video-conference may
be organized (scheduled by e-mail) in order to present and discuss test
interpretation. (Sampson, 2000).
Supervising. „The Internet allows the expansion of interaction both
quantitatively, and qualitatively.” (Casey, 1994, apud Sampson, 2000).
Counsellors may communicate through discussion groups, video-conference,
e-mail, chat not only with their clients, but also with experts in the field for
supervision, interpretation of atypical test results, etc.In order to avoid ethical problems in the Internet testing, Sampson suggests three areas of
intervention: awareness, attitude, and training.
When Internet testing is used, counsellors must be aware of the potential problems that
can occur and find adequate prevention solutions. Validity and confidentiality of the
testing can be endangered, the counsellor’s intervention, providing counselling in remote