Assessment

What is
Biofeedback

Computerised
Assessment

Bioview
Computerised
Polygraph

The Future
for Biofeedback

Forensic
Psychology

Before 1998, Cassel Research Centres in Australia, United States and New Zealand were at the forefront of research and work in computerized biofeedback assessment.

The following paper was presented at the Brain Mapping EEG Convention at Key West in Florida in 1996. Entitled Biobehavioural Careers Assessment - Career Planning, Relocation and Rehabilitation, outlining the work being done by Cassel Research Centres in this field at that time.

The paper was presented by Dr Brian Costello.

"Our work with computerised biofeedback personality assessment commenced in 1979. We have tuned a refined scientific technique in computerised neurofeedback assessment to help individuals discover their best productive areas for optimal harmony. Critical planning means building bridges between school and work and essentially, in relocation from one career to another. Although many face career upheavals along the Super Highway, road accident victims and work related injuries often incur worse suffering and costly rehabilitation."

In the US, the health of the brain is becoming an increasingly important factor in corporate life. Australian-born Dr Brian Costello, now a fellow of the American Board of Medical Psychotherapists, says all public health research funds in the US are now tied to "global functioning" a criteria that involves and measures mental as well as physical health. Costello says "global function" scores are becoming an important factor in employment..."

--Australian Business Review Weekly, 19th June 1992.

Applied Research Studies 1987-1995

The Biobehavioral (LMT) was constructed to provide individuals with critical information from neural functioning to discover their vocation or "life mission." This technique interfaces EMG, PUL, TEM, EDR (Costello, 1981,1982,1987,1988,1989,1990,1992,1994) and in (Cassel and Costello, 1989,1990). Simultaneously, each measures separate neural functions beyond biofeedback dissonance in 14 work activity types (Green and Green, 1977).

The AUS and US Biobehavioral Life Mission Test (LMT)

Administered in 15 minutes, LMT interprets dissonance to discover attraction/aversion to jobs. Five pictures are replaced in the US LMT version eg) changes in uniforms etc,. Because of the "veto" power of the left brain, where perceived career interest is born, hidden feelings that determine personal satisfaction and happiness seldom become conscious. Utilizing neurofeedback modalities, unconscious responses for 14 career interest areas are assessed. Profiles are provided relating these feelings to interest areas.

Non-Verbal Language Independence

The test is free of literacy limitations or language spoken through answers to questions. Instead, picture stimuli are screened by a carousel projector, video tape/CD ROM. Neural data are interfaced through the Cassel Biosensor Unit; a specialised piece of biofeedback hardware (Cassel, Costello, Cox and Meyer 1982). Software displays ongoing responses, printing normative and graphic results with narrative reports related to norms (1987-1994). Norms for youth and adults are already computed in the software without tedious reference to test manual conversion scales. LMT prognosticates reliable indications of (right brain) affective components of career posture; a capacity only marginally available until now, (Geist and Costello, 1988). Self-realization potentials are discriminated readily including career choices the client or staff selection counsellor should avoid.

Right & Left Brain Companion Tests

LMT results are compared with the companion test Australian Vocational Interest Inventory (VII), a three times validated questionnaire for left brain career assessment (Australian Business Review Weekly, 1992). VII is used internationally in over 700 schools, colleges, government departments, staff selection agencies and private enterprise with an estimated 2 million administrations since 1987. LMT was constructed by replacing questions with picture exposures of action based career scenes. This substituted (left-brain) pencilled responses with (right-brain) neural measurements. Using precisely the same interest areas for evaluation, LMT and VII are thus, companion tests.

Statistical Validations

The statistical sample correlating VII and LMT results is N = 996. The LMT (right brain) emerged as standardised results for the VII (left-brain), were being documented in 1987-94. LMT was first published because documentation, including a factor analysis of a 56 x 56 correlation matrix on 334 cases, was found to display unusual conciseness and clarity of concept among career pattern responses (Journal of Education feature, 1993). Constructed in Australia (1987), LMT was presented at international conferences (Costello, Cassel and Budzynski, 1988 and in (Costello, 1989, 1990, 1991, 1994). Initial findings were reported in 1. Education Vol 112, No 4 and the American Educational Research Association 1992, California Careers Conference 1994, Australian Careers Conference, 1995.

Neuropsychological Biochemistry

We sought to identify careers that promised to excite specific deeper feelings yielding personal satisfaction and happiness or aversion. Based on the corresponding factor sign (plus or minus) clusters depict pleasure associated directly from the activity, factor fulfilling need that provides personal gratification. This is a scientific approach to include the nondominant brain through picture guided images where unconscious responses are clearly involved. In LMT administration, we are dealing with the endogenous opioids discovered only in 1975, each produced by an electrical discharge from specialised molecular neurotransmitters. Neuropeptides work like enzymes with antennae for immediate contact with special areas of one's brain., i.e., catecholamines and acetylcholines gut feelings, b-endorphins that produce pleasure, enkephalins that produce pain and dopamine determining sensitivity to praise and blame.

Interpretation of LMT Profile

No more than four different clusters are obtained and under such conditions two to five are given at the base of the first page and two clusters narrated on the second page. The following features are included in the print-out interpretation:

Scatter areas of high and low scores (T Scores 20's and 80's).

Number of clusters -- general vs specificity.

Nature of clusters -- examining extremes (low to high).

Relating to VII -- dominant brain.

Harmony and Value System -- the whole person agreement.

Where Today is Tomorrow In Health Care And Rehabilitation

The instrument assesses areas of life space rarely examined or considered. These feelings areas are a basic requisite for discovering satisfaction and continued happiness in life. In vocational rehabilitation, dependent on partial impairment, essentially- 'it is necessary to determine an alternative career path. When restoring people to the workforce, assessment intervention should be undertaken for overall global rehabilitation. Work is therapeutic in effective rehabilitation, restoring dignity and worth, described in the 1994 validation study.

Left Brain AUS and US Vocational Interest Inventory (VII)

This is the most widely used Australian "standardised" instrument administered in schools, TAFE Colleges, government departments, rehabilitation centers and private enterprise.

VII was developed largely on individuals in Australia, the US and New Zealand. The statistical manual contains three standardizations with 6 norms for adults, youth, male and female and general.

Fourteen interest areas are assessed in VII, each one incorporating two related career occupational areas. Additionally, career type clusters are identified based on factor validity, but only for individuals whose perceived interest is sufficiently high to warrant such clusters. Undoubtedly, we apply projective identification processes in assessment. (Blair, James and Simpson, 1962).

Machine & Mechanical -- MAC
Scientific & Assessment -- SCI
Education & Social Services -- EDU
Medical & Health Services -- MED
Clerical & Business -- CLE
Management & Supervision -- MAN
Agriculture & Life Sciences -- AGR
Aesthetics & Performing Arts -- AES
Crafts & Trades -- CRA
Law Enforcement & Military -- LAW
Sales & Marketing -- SAL
Labour & Elemental -- LAB
Engineering & Physical Sciences -- ENG
Communication & Transportation -- COM

Cluster Analysis And Interpretation

These are provided only for individuals who display a sufficiently high career interest to depict a factor based cluster. Not all individuals are expected to obtain such a cluster. The clusters are an addition to the usual career interest areas, and add much refinement to perceived career interest areas. Seven such clusters are available for youth (21 years old and younger):

CLUSTER - Health Care Provider.
CLUSTER - Machine Craftsman.
CLUSTER - Marketing Management.
CLUSTER - Communication transportation.
CLUSTER - Engineer scientist
CLUSTER - Law/Military.
CLUSTER - Artist/musician.

VII prints two separate profiles with seven career areas assessed on each page for:

Level of Perceived Career Interest (> 465 Total ACVII).
Strong and weak career interest areas (raw score).
Compared to corresponding norm group (McCally T-Score).
Cluster manifestation - factor enhancement.
Specificity Vs. Generality (maybe maturity of interest).

Medical Examinations And Non-Invasive Assessment

Traditionally, projective tests have been used in medicolegal and forensic assessment. Sophisticated advances in the computerised polygraph are imminent (Costello, Budzynski, Kall and Schwartz, 1996). The APA Practice and Science Directorates submitted suggestions for policy guidance on psychological tests to the Equal employment Opportunity Commission regarding the American Disability Act. APA advocated that psychological tests should be defined and not considered medical examinations when used appropriately in job screenings. Under a law signed by President Clinton 1994, tests must be used for a purpose for which it is valid, reliable and is consistent with relevant, nationally recognised professional and technical standards for assessment. This means that all tests must follow the usual standardisation procedures regarding reliability and validity.

Recent US Developments

Three major programs were developed in the United States. Each is designed to provide individuals with objective assessments serving as the basis for making career choices, compatible with interests and career opportunities. The Educational Testing Service, Princeton, New Jersey has developed a series of career guidance procedures designed to facilitate school to work planning. Presently several states are experimentally testing the ETS programs, New Jersey of course, being one of them.

American College Testing, Iowa has developed a new testing system to ease the transition from school to work. The ACT Work Keys System provides a national set of standards for educators and businesses to determine an individual's employability. The goal is to help people make transitions between school and work, and from job to job within a company. The Work Keys include applied mathematics, applied technology, learning, listening, locating information, managing resources, motivation, observing, reading for information, speaking, teamwork, and writing. After an individual's skills are assessed, they are measured against the skill level needed for a particular job. State Departments in Illinois, Iowa, Missouri, Oregon, and Utah are presently using the ACT Work Keys System. Neither system however, employs right brain assessment techniques.

Current AUS-US Developments

In Health Education, 9 computerised programs will be utilised including already published and validated right brain-neurofeedback assessments. Biofeedback programs have already been trialed in Victoria at Woodleigh College for LMT and RELAX programs (Demeris, 1995) and at Escondito (Cassel, 1996) using the new Australian BIOVIEW unit. The DISPROF and BCFT will be included in these AUS-US Health Education programs.

State Offices of Corrections (Colorado and Victoria) are presently collaborating in the development of computerised biofeedback prediction assessment, using the LMT model.

Sophisticated advances in the computerised polygraph, using EMOTE and LMT models are being developed for the Defense Personnel Security Research Center.

Selected Biofeedback References

Validation studies for Male, Female, Youth, Adult and General norms, standardised for EMG, EDR, PULSE, and PERIPH TEMP.

Cassel, R.N. and Costello, B.R. (1989). Guided imagery to depict disharmony in the neural functioning of persons involved in psychological therapy. Journal of Education. 109 (4), 399-408.

Cassel, R.N. and Costello, B.R. (1990). Neural dissonance Profile based on guided imagery and biofeedback that serves as a focus for change. College Student Journal.

Cassel, R.N., Costello, B.R. (1991). Validity of dissonance profile between therapy and no-therapy N = 216. Journal of Instructional Psychology . Vol 18, No 1 (51-60).

Cassel, R.N., Costello, B.R. (1992). Helping the patient to discover a mission in life is essential for effective health care. Education, 112(4),512-516.

Cassel, R.N., Costello, B.R., Pullar, B. (1993). Comparing two worlds of feelings using biofeedback. J. Education. Vol 113, No 4, 520-531.

Costello, B.R., Cassel, R.N., Budzynski T.H. (1988). Computerised biofeedback - an interface in medical psychology. International Congress of Psychology abs,. Sydney.

Costello, B.R., Cassel, R.N., (1993) Comparing factorial structure of the ACVII test based on logic versus ALMT based on feelings. Journal Of Instructional Psychology, Vol 20, No 1, 26-28, March.

Costello, B.R., Chung, P.H., (1994). The psychology of computerized assessment biofeedback and stress reduction. Cassel Research Publishing Australia ISBN 18757108 5.

Costello, B.R., Demeris S., (1995). Australian computerised biofeedback (Career Assessment Workshop) Australian Association Of Careers Counsellors, Melbourne.

Costello, B.R., Budzynski T.H., Kall R., Schwartz G. (1996) The polymediagraph advances in the computerized polygraph. Premier's Advisory Council On Drugs.

Costello, B.R. and Miles J., (1996). US LMT workshop and standardization for N = 1500. (In print) Australian Career Counsellors Annual Convention, Adelaide.

Costello, B.R. (1981). Medical psychology: computerised biofeedback applications comparing heart risk factors of patients in therapy. Int. Council of Psychologists 45th Annual Convention abs. N.Y. New York.

Costello, B.R. (1981). Medical psychology: computerised bio-feedback application comparing heart risk factors of patients in therapy. Int. Council of Psychologists 45th Annual Convention abs. N.Y. New York.

Costello, B.R. (1987). Factorial structure and sex differences of heart risk factors for Australian psychological patients. College Student Journal. Vol 21, No 3.214-218.

Costello, B.R. (1987). Computerised biofeedback applications in medical psychology. American Psychological Vn. abs., Division of Experimental Psychology and Human Engineering. 95th Annual Conv., N.Y. New York.

Costello, B.R. (1988). Assessing progress of two therapy sessions using Budzynski relaxation. Journal of Instructional psychology Vol 15, No 2 (47-51).

Costello, B.R. (1988). Secondary school computerised guidance program. Journal of Education. (Australian Bicentennial edn), Vol 108, No 3. Spring.

Costello, B.R. (1989). The Australian computerised vocational interest inventories (2nd Revision Form B ACVII-B (Biofeedback). ISBN 1875713034 Australian College of Education Annual Conference Melbourne.

Costello, B.R., (1990). The Australian computerised biofeedback inventory. American Board of Medical Psychotherapists Annual Convention abs. San Francisco.

Costello, B.R. (19905. The Australian computerised vocational interest inventory (ACVII). Journal of Education: Australian Educational Technology. Vol 1 10 No 4.

Costello, B.R., (1990). The Australian computerised biofeedback inventory. American Board of Medical Psychotherapists Annual Convention abs. San Francisco.

Costello, B.R. (1992). Australian computerised vocational interest inventory life mission test ALMT manual. Cassel Psychology Center, San Diego, California.

Costello B.R. (1994). Australian life mission test. California Careers Conference, San Francisco. California Careers Asn.

Additional References

Blair, James and Simpson (1962). Educational psychology. Macmillan, New York.

Business Review Weekly (1992). Managing. How the brain's mysteries can affect your business. Vol 14, No 23, (74-75), June, Melbourne.

Care, Esther. (1994). Compromise of non-traditional interests? Australian Journal Of Career Development, Vol 3, No 2, 21-24.

Cassel, R.N. (1074). Psychological aspects of happiness. Peabody Journal of Education, 50(1), 73-82.

Cassel, R.N. (1984). Need gratification and brain dominance nucleus for transpersonal psychology and biofeedback use. Psychology, 21(2), 48-54.

Cassel, R.N. (1991a). Tracing the evolution of guided imagery theory in relation to health care. Education, 112(2), 300-309.

Cassel, R.N. (1991b). School dropout odyssey: a tragic health crisis. Chesterfield, Missouri. Psychologists & Educators.

Cassel, R.N. (1993). Developing global functioning of military personnel: an essential element of Air Force leadership. Journal of Instructional Psychology, 20(3), 192-196.

Cassel, R.N., Costello, B.R., Budzynski T.H. (1988). Computerised biofeedback -- An interface in medical psychology. Proceedings of the International Congress of Psychology, Sydney, Australia.

Cassel, R.N., and Costello, B.R. (1989). Guided imagery to depict harmony in the neural functioning of persons involved in psychological therapy. Education, 110(1), 40-49.

Cassel, R.N., and Costello, B.R. (1992). Helping patients to discover a mission in life is essential for effective health care. Education, Vol 112, No 4.

Cassel, R.N. and Costello, B.R. (1993). Comparing factorial structure of ACVII based on feelings. Journal of Instructional Psychology, Vol 20, No 1. 26-28.

Cassel, R.N., and Costello, B.R. (1993).- Comparing the factorial structure of the ACVII Test based on logic versus ALMT based on feelings. Journal of Instructional Psychology, Vol 20,1.

Cassel, R.N., and Costello, B.R. (1993). Comparing two worlds of feelings using biofeedback (Disprof-logical world, & EMOTE-picture world). Where today is tomorrow in health care. Education, Vol 113, No 4.

Costello, B.R. (1971). A tri-modality teaching technique. Feature article. Journal of the Australian Chamber of Manufacturing.

Costello, B.R. (1974a). Counselling for what? A book review. Australian Journal of Remedial Education, Apr. Melbourne.

Costello, B.R., (1979). Psychological adjustment of the intelligent under achiever. Proceedings of the 87th Annual Conv. American Psychological Asn. Divisions of Clinical & Educational Psychology. abs. August. N.Y. New York.

Costello, B.R., (1979). Misconceptions of giftedness and under-achievement. Proceedings of the International Council Of Psychology Annual Convention. ETS Princeton University. Princeton, New Jersey.

Costello, B.R. (1980). Biofeedback computer applications in psychology. Keynote address. Proceedings of the Australian computer Society Annual Convention. March. Kangaroo Island, South Australia.

Costello, B.R. (1981). Medical psychology: computerised biofeedback applications comparing heart risk factors of patients in therapy. Proceedings of The international Council if Psychologists 45th Annual Convention. N.Y. New @York.

Costello, B.R. (1981). Applications of computerised psychology and educational assessment in South Australia. Proceedings of the 38th Annual Convention, International Council Of Psychology. University Of California. Los Angeles, California.

Costello, B.R., (1982). Emerging opportunities for self realisation through leisure. Keynote address. Proceedings of The Australian National Conference On Leisure, Adelaide, South Australia.

Costello, B.R.(1982). Applications of computerised psychological & educational assessment. Journal of International School Psychology., Holt Rinehart & Winston, 0143 0343/82/03.

Costello, B.R. (1987). Computerised biofeedback applications in medical psychology. Proceedings of the American -an Psychological Asn, 95-th Annual Convention. Division of Experimental Psychology and Human !Engineering. N.Y. New York.

Coste11o, B.R. (1987). A comparison of vocational interests of male and female 10th year students: For Langwarrin Secondary College. College Student Journal.

Costello, B.R. (1988). Secondary school computerised guidance program. Journal of Education. (Australian Bicentennial edn), Vol 108, No 3. Spring.

Costello, B.R. (1988). Defensive living elements for secondary School Guidance Programs. Journal of Education 108 (3).

Costello, B.R. (1988). Examining the career interest of tenth grade students at 1-Langwarrin Post Primary School in Australia. College Student Journal, 22(2), 185-191.

Costello, B.R. (1988). The Australian computerised vocational interest inventories. Proceedings of the International Congress of Psychology. Sydney.

Costello, B.R.(1989). The Australian computerised vocational interest inventories (2nd Revisions Form (A) ACVII-A. Proceedings of the Victorian Chapter Regional Convention. Australian College of Education, Victoria.

Costello, B.R. (1990). The Australian computerised vocational interest inventory
(ACVII).'Journal of Education-: Australian Educational Technology issue. Vol 110 (4) 457-462.

Costello, B.R., (1990). The computerised biofeedback vocational interest inventory. Acceptance of the Exhibition Prize. Proceedings of the USSR Psychological Society Software Exhibition, University of Moscow. TASS Pravda Sept.

Costello, B.R., (1990). The Australian computerised biofeedback Inventory. Proceedings of the American Board of Medical Psychotherapists Annual Convention, San Francisco.

Costello, B.R. (1990). The Australian computerised biofeedback vocational interest inventory validation study. USSR Academy Of Science. Echo of The Planet. Oct. Moscow.

Costello, B.R. (1992). Australian computerised vocational interest inventory Australian Life Mission Test ALMT Statistical Manual, Cassel Psychology Center, San Diego, California.

Costello, B.R. (1994). Australian computerised marriage assessment profile. Cassel Research Publishing Australia, ISBN 1 875713 09 3

Costello, B.R. (1994). Australian computerised human relations assessment profile. Cassel Research Publishing Australia, ISBN 1 875713 10 07

Costello, B.R., (1994). Australian computerised vocational interest inventory. Australia Day 5th Edn. Cassel Research Publishing Australia, ISBN 1 8757@ l 07 07

Costello, B.R., and Byrne, E., (1978). An interpersonal relations health education program for secondary schools. Proceedings of the International Council Of Psychologists 41st Annual Convention. Munich.

Costello, B.R., and Guyot D., (1979). Intelligence, aspirations and children's dreams. Congress Internationale d'Enfante Psychologie, Universite Rene Descartes, I'Ecole de Medicine, Paris. Australian Journal of Remedial Education, Vol 2 No 4, Melbourne.

Costello, B.R., and Cheetham, J. (1979). Parent Power. Macmillan publishers, Sun Books ISBN 07251 0349, Ind Child devt., Parent & Community Guidance. Melbourne.

Costello, B.R., and Taylor, J.L. (1988). Australian women in cultural Perspective. Journal of Education. (Australian Bicentennial issue), Spring, Vol 108, 3. 345-349.

Costello, B.R., and Geist H. (1988). Geist Picture Inventory Comparative Analysis between USA and Australian Norms. Proceedings of the International Congress of psychology abs. Sydney.

Costello, B.R., and Taylor J.L., (1991). The Australian woman. Ch from Women In Cross Cultural Perspective. Edtr. L.L. Adler, Praegar Publishers New York.

Costello, B.R., and Chung P.H., (1993). 'The applied psychology of computerised assessment, biofeedback and stress reduction. Cassel Research Publishing. ISBN 93160183

DSM-III-R (1987). The Diagnostic and Statistical Manual of Mental Disorders, Washington, D.C.: American Psychiatric Association. Washington D.C.

Education (1993). Where today is tomorrow in health care. Vol 113, No 4. ISSN: 0013-1172

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