BACKGROUND ART Psychological tools and questionnaires are commonplace. Many result in obtaining information about a patient or subject. However, the results of a test or questionnaire are generally not easily represented or readily available after the test has been conducted.

Therefore a further consultation can be required after a test is conducted to allow time to process the results. This can be considered a disadvantage in situations where a client requires immediate feedback from a test. In some cases a person may not have the time for repeat consultations to determine areas of need.

Correlating trends and patterns may not be useful to an individual that may require more idiosyncratic and personal feedback about aspects of their psychological disposition.

Traditional psychometric approaches often fail because they are focussed on testing rather than helping individuals. However, even testing functions are limited because the evaluation process is often based on comparison against norms, drawn from samples that are not representative of the individual, or the context of the individual's life. Furthermore, the testing functions provide information at too abstract a level to deal with the unique situation of an individual that requires effective case management counselling, career development or other applications.

Traditional approaches can take too long to complete data entry details compounded in part by the use of complex scaling systems. These approaches provide limited information for the effort of responding to a questionnaire and make predetermined judgements and assumptions about which are the most important issues in an individual's life, whether it be values, emotions, skills, self-beliefs, lifestyles or other factors.

It is an object of the invention to provide a method and system for processing psychological responses, which overcomes at least some of the abovementioned problems, or at least provides the public with a useful choice.

SUMMARY OF THE INVENTION According to a broad aspect of the invention there is provided a computer controlled method for processing psychological responses from a person, the method comprising the steps of : a. ) presenting an item to a said person, the item representing a potential area of a said person's life and interests that is psychologically meaningful and motivating; b. ) obtaining a first response to the item from the said person, the response being a ranking on a first scale representing a psychological motivator or psychological motivators; c. ) obtaining a second response to the item from the said person, the response being a ranking on a second scale indicating the likelihood of the item being realised, if the first response was not a neutral response; d. ) obtaining a third response to the item from the said person, the third response being an indication as to whether the item is a past self or a present self or a future self; e. ) resetting the program to step a. until all said responses have been obtained for a set of items, and when the set of items has been presented; f. ) calculating co-ordinates obtained from at least the first and second responses in steps b. and c.; and g. ) displaying the co-ordinates on a graph and/or results on a table.

Preferably in step f. the first response forms a Y-plot and the second response forms an X- plot, the combination of which form a co-ordinate on a graph and/or results on a table.

Advantageously in step f. the third response relating to a said item forms a shape or mark representing a past self or present self or future self that is marked on a graph alongside each plotted co-ordinate representing the first response and the second response of the said item.

Desirably the first scale and the second scale are numerical. Preferably the first numerical scale is one to seven, with four being a neutral response.

Preferably if a said neutral response is obtained from the first numerical scale, the program is reset to step a. and the next item is presented to the said person. Preferably the second numerical scale is one to five, with three being a neutral response.

Desirably a sliding scale means is used in step f. to allow plotting of all the first, second and third responses on a graph, and wherein each calculated co-ordinate can slide or move in response to the distribution of first, second and third responses.

Advantageously in step f. each calculated co-ordinate can move in response to the distribution of first, second and third responses, whereby the X axis and the Y axis define four quadrants, and wherein the X axis and the Y axis can be movable in order to create more area within each quadrant for plotting purposes having a plurality of first, second and third responses in a confined area of a quadrant, characterised in that the quadrants are represented as a matrix xi X2 Yi Y2 and wherein row X = Xl + X2/ (Xl + X2 + Yl + Y2); row Y = Yl + Y2/ (XI + X2 + Yl + Y2); column 1 = XI + Yl/ (XI + X2 + Yl + Y2); and column 2 = X2 + Y2/ +X2+Yl +Y2).

Preferably in step b. the psychological motivator is hope or fear.

Desirably in step g. the graph forms four quadrants wherein each quadrant represents an area of life or life domain of a said person.

Preferably the method further comprises a preliminary step of selecting a set of items representing areas of life or life domains, the domains selected from a group comprising any one of lifestyle choices, values, interests, working styles or general beliefs.

Desirably the third responses are plottable from step d. are represented as different shapes and/or colour in the graph in step g.

According to a second broad aspect of the invention there is provided a method of performing a psychological test, the steps comprising: i. performing the method of any one of claims 1 to 13 and obtaining a plotted graph and/or table of results; ii. analysing the displayed results; and i i i. counselling or advising the person based on the results of the test.

BRIEF DESCRIPTION OF THE DRAWINGS A preferred embodiment of the invention will now be illustrated, by way of example only, with reference to the accompanying drawings in which: Figure 1: Shows a view of a flow chart of processing steps for a computer controlled method according to a preferred embodiment of the invention; Figure 2: Shows the layout of an X and Y plotted graph using the first and second numerical scales; Figure 3 : Shows an example of a plotted graph of first, second and third responses from a first psychological test; and Figure 4 : Shows an example of a plotted graph of first, second and third responses from a second psychological test.

DETAILED DESCRIPTION OF THE DRAWINGS Referring to figure 1, a flow chart of processing steps of a computer controlled method, generally referred to as 1, according to a preferred embodiment of the invention, is illustrated.

The computer controlled method or computer program 1 is a psychological tool that provides an efficient client-generated screening of what is considered important to a client. This can desirably speed up the process of counselling or consultation and can reduce the risks of counsellors missing crucial issues or focussing on irrelevant issues. The program 1 can be applied in either group sessions, although it is particularly suitable for use in one-to-one sessions.

One aspect of the invention is that it can provide an immediate means of presenting wide- ranging information about a person simply and quickly. Unlike many psychological tools, this method and computer program 1 advantageously provides ideographic information about a person. This differs from standard approaches that use responses to place people into psychological types or profiles. The invention can provide effective information based on industrial psychology principles around managing user interest and maintaining mental load.

This feature provides a gateway for a very speedy intervention that is also personalised because of the level of detail provided. Traditional psychometric approaches also have problems of slow speed. Because the information is too abstract, and of questionable accuracy, interventions take time to identify real issues that stop people. In contrast the methods of the invention are extremely quick at identifying opportunities and barriers in people's lives.

The methods of the invention use each response as a unique piece of information to be reported back. Because the methods of the invention use information efficiently, it can cover a wider range of matters, allowing the respondent to indicate which of these variables are most important, rather than the practitioner prescribing a set of items that makes assumptions about what is important to an individual.

The computer program 1 involves a number of processing steps. The first step a. is with presenting an item or question to a user that may be psychologically meaningful and motivating, and may represent potential future goals or otherwise of a person's life of interests. A number of questions in that category may preferably be put to a person or client via a convenient computer user interface or otherwise.

Items or questions put to a client can be grouped by categories and one non-limiting grouping reflecting four areas of life are conveniently called"life domains". One set of life

domains includes the following four areas: A. skills and interests, B. career or perceived work options, C. general beliefs and D. lifestyle options. It will be appreciated that alternative structures of questions and categories or domains of questions can be devised according to an aspect of the invention.

For each life domain the person is presented with a list or set of items, and that person provides a response to each item, desirably sequentially, whether the item is considered a psychological motivator to them or not. Preferably the psychological motivator is a hope or a fear, and the response obtainable is quantifiable as a ranking on a scale between hope and fear, along with the option of choosing a neutral response to indicate that the item is considered not relevant or is unimportant. In one embodiment the items throughout the test are simply put to the person sequentially.

The program 1 preferably includes the preliminary step of selecting life domains, thereby choosing sets of covering different domains or categories such as lifestyle choices, values, interests, working styles or general beliefs about the self. It may also include the pre- selecting of individual items of interest as well as, or instead of, domains.

Once the item is selected or presented to the client, the second to fourth processing steps b. to d. of the program are moved through sequentially. Steps b. and c. are aimed at obtaining data to enable a co-ordinate to be plotted and displayed on a graph. The client is asked to rate their response to items, and details of these steps are as follows.

In step b. , the client is asked to respond to the item by selecting a ranking in a first scale, preferably a numerical scale, with the lowest first scale number being, for example one, representing a response indicator or psychological motivator, and in this embodiment is very strong fear, and the highest first scale, for example seven, representing an opposing response indicator or psychological motivator, and in this embodiment is very strong hope.

The first scale numbers in-between being lesser responses of the extreme indicators of hope/fear. First scale number four is selected if there is neither a fear or hope and the item is considered to be a neutral response that means it is not relevant or not important to the person.

It will be appreciated that any numerical scale of odd numbers can be applied. The response indicators, hope and fear, are considered to be two psychological components of motivation. It will be appreciated that other responses can be used in the program of the invention.

After a response is obtained, the program moves to step c. if the first response in step b. was any one of numerals one to three as a fear or five to seven as a hope on the first scale.

The first response can be accepted as a Y plot co-ordinate as detailed below.

If the first response was a four, indicating the item is neither a hope nor fear, or is not relevant or is unimportant, it is determined as a neutral response and optionally no more questions are asked about that item and no information about it is subsequently reported in the feedback. Thus, if a client responds with a four on the first scale, representing neither fear nor hope, then the item or question is considered irrelevant and is cancelled from the response plot on a graph. In this situation the program may preferably reset to step a. and proceed to obtain a further first response to the next item and repeat the sequence of steps a. to d.

In step c. , the client or person is asked to provide a second response to indicate the degree of likelihood of the item being realised if the first response in step b. was a number on a first scale of one to three or five to seven. That is, whether they consider that they will attain a hope or realise a fear. The person chooses a second response on a second scale of one to five with one representing a low likelihood of the item occurring and five representing a high likelihood. The second response is accepted as an X plot co-ordinate.

Once entered, the next step d. is executed.

According to step d. the person may provide a third response to the item, the third response being an indication as to whether the item is considered a past self or a present self or a future self. The third response provides an indication as to whether an item, for example in the category of skills and interests relating to"writing skills", is considered a past self or a present self or a future self. Details on what is a past/present/future self is elaborated below.

The next step e. includes resetting the program to step a. and presenting the next item to the person. As seen in the flow chart, feedback loops for either relevant responses or irrelevant responses are utilised to ensure all items are posed to a person, according to an aspect of the program 1.

When it is determined that all the items have been posed to the person and the first, second and third responses have been obtained, as applicable, the program 1 moves to processing step f. Step f. involves calculating ordinates based on at least the relevant first responses and the second responses for the items, and the co-ordinates obtained are plotted and displayed on a graph, an illustration of such a graph is seen in figure 2.

In step g. the co-ordinates derived can be desirably plotted on a graph and/or listed on a table. As seen, a seven-point first scale reflects the first responses given. Responses on the hope/fear first scale are plotted on the vertical axis. This means high hopes are at the top of the graph and strong fears are at the bottom of the graph.

The second scale is plotted on the horizontal axis. The algorithm applied in step f. may desirably include the following sequence: If hope/fear is equal to or less than 3, or hope/fear is 5 or greater, graph plot is f = (likelihood x, hope/fear y) Preferably, but not exclusively, the X and Y axes can move in response to the distribution of responses as the person may not respond evenly across the range of co-ordinates. Most people have many more opportunities (high hope and, likelihood) than any other score so the size of each quadrant is therefore not equal. Consequently the X axis and the Y axis can move in order to create more space in quadrants that have the greater number of responses. This can be done in the following way: XI X2 Yl Y2 RowX=Xl+X2/ (Xl+X2+Yl+Y2)<BR> <BR> RowY=Yl +Y2/(Xl +X2+Yl +Y2)

Column 1 = +Yl/ (Xl +X2+Yl +Y2) column 2 = X2 + Y2 / (X1 + X2 + Y1 + Y2) The above formation is a 2 x 2 matrix. In cases where there are more rows/columns, the same principle should apply. To ensure that no columns/rows are empty, two units are added to each cell.

For example, the following values are in the matrix: 1 0 10 5 0 15 The resulting adjusted matrix would be: Row 1 = (1+2) + (0 + 2) + (10+2)/ (1+2) + (0 + 2) + (10+2) + (5 + 2) + (0 + 2) + (15+2) = 17/43 = 39. 5% Row2 = (5 + 2) + (0 + 2) + (15 + 2)/ (1+2) + (0 + 2) + (10+2) + (5 + 2) + (0 + 2) + (15+2) = 26/43 = 60.5% Column 1 = (1+2) + (5+2) / (1+2) + (0 + 2) + (10+2) + (5 + 2) + (0 + 2) + (15 + 2) =10/43<BR> =23% Column 2 = (0+2) + (0+2) / (1+2) + (0 + 2) + (10+2) + (5 + 2) + (0 + 2) + (15 + 2) =4/43 =9% Column 3 = (10+2) + (15+2)/ (1+2) + (0 + 2) + (10+2) + (5 + 2) + (0 + 2) + (15 + 2) =29/43 = 68%

Once the graph is plotted and printed a further routine in the program 1 may reproduce the responses in a table. After the table has been derived and printed, the program 1 may end.

It is envisaged that the program 1 also allows storage of the data being obtained, for subsequent use by the program 1 to recalculate and/or reprint results.

The computer program 1 desirably utilises possible selves theory. This theory is considered to be compatible with a wide range of guidance approaches, styles or theories that counsellors use. For instance, it works well with both Rogerian style counselling and cognitive behaviour interventions. In addition, it is useful across the range of reasons and circumstances that people have for career transition.

Possible selves is a concept from psychology for describing the different words, images and senses that we have for ourselves in the future. Possible selves theory recognises that people have many different selves, and that people are capable of changing. People have positive (hoped for) selves and also negative (feared) selves: what they want to achieve or want to avoid. They also have selves relating to what they expect will happen. Possible selves capture many of the areas counsellors traditionally explore in career guidance, but focus in particular on the future (rather than the past). It provides insight into a client's past but also retains a future focus. For example, a past or a present self can relate to a possible self. Past experiences, media images and a range of other things that influence us, for example peers, shape possible selves.

The Possible Selves Program gives counsellors an integrated framework to use possible selves to discuss with clients their values, interests, perceived work options, family and lifestyle matters, other self related beliefs (such as confidence) and emotional states.

With the results of the questionnaire and computer program 1 plotted and displayed on a graph as seen in figure 2, according to a second aspect of the invention there is provided a method of counselling using the computer software program according to the first aspect of the invention.

An advantage with the method of counselling according to the invention is that a client or person can quickly work through a set of items and questions in accordance with the

computer program 1 and obtain immediate feedback by way of the graphics and text displayed on a plotted graph and additionally in a table of responses.

A non-limiting example of a sample of a test conducted using the computer program 1, is shown.

The following is table A showing the skills and interests category of the items presented to a client in his early thirties who had recently begun a career transition by enrolling at university, after a career in sales.

Table A: Feedback on Skills and Interests life domain Dream, Past and/or Likelihood Importance: Opportunity, present Self ? strength of Threat or hope or fear Dread? Using my current skills Opportunity Yes Very likely Very strong and knowledge hope Music Opportunity Yes Likely Strong hope Keeping in touch with Opportunity No Very likely Strong hope friends Drawing, Painting or Opportunity Maybe Yes Medium Sculpture Languages or Opportunity Yes Don't know Hope communication skills Being better qualified Opportunity Yes Don't know Very strong hope Writing Opportunity Yes Don't know Very strong hope Cooking Opportunity Yes Yes High Computing skills Dream No Very low Very strong hope Being more Opportunity Maybe Maybe Strong hope knowledgeable Amongst many things this table tells us that the client has very strong interests in'being better qualified'and'using current skills and knowledge'but is uncertain that all these goals will be achieved. A counsellor could probe why'qualifications'are rated as a very

strong hope but there is uncertainty about their likelihood. Similar uncertainty about the likelihood of developing writing and'computing skills'could also be queried. Arts such as'music'are considered very important. The client explores these skills and interests as either career opportunities, or as coping resources and leisure during his transition. As most have been developed in the past or present, suggesting that in some ways the degree of change sought is moderate.

The graphs provide the same information as the tables. As shown in figure 3,'setting things up','working with people'and'professional artist/sportsperson'are rated as strong hopes that are likely to occur.

As seen in the plot of figure 4, a person or client fears, but expects, to be"dissatisfied with life", "depressed","lacking confidence","in decline"and other items in the bottom right hand quadrant. These were items rated as fears and ones likely to occur. "Creative"is a hope considered likely to happen (top right quadrant), "liked"is a hope but considered less likely to happen (top left quadrant).

The shapes under each item tell us that many of these hoped for jobs have been past or present selves, suggesting that a strong degree of continuity between what has been the situation now or in the past, and what is anticipated for the future.

As aforementioned, an item's position in the graphed plot of either figure 3 and/or figure 4 is determined by whether it is a hope or fear. The horizontal line or axis divides hopes from fears. Thus items in the top quadrant are hopes: those in the lower one are fears. The line is placed to make room for where most of the items are situated.

The meaning of an item is also determined by whether the client rates it as likely to occur or not. If an item is on the left it indicates there is a low likelihood of it occurring: those on the right have a high likelihood of occurring. The vertical line or axis divides high likelihood from low likelihood responses or scores and also is placed to take account of where the most items are situated.

The information on the graph of figures 3 and/or 4 can identify information that a counsellor working with a client can use to discuss priorities, how to balance different

parts of the client's life and to improve motivation. The choices the client makes create a unique set of plotted results. The diversity of the plotted results from each user or client recognises the diversity of people and their situations, and thus can highlight a people's idiosyncrasies and aspects that are unique about a person. The program can have the flexibility to identify and display aspects of a client's individuality, by presenting information ideographically.

This is a program to assist counsellors in their work with adults who are coping with and planning for life and/or career transition. In particular, it provides opportunities for counsellors to work with their clients to manage and develop their careers, especially when workplaces and jobs are continually changing. Client's may better understand what they want to be and what they want to do and use their strengths and understand their weaknesses to get what they want. Client's may achieve a better balance between the different parts of their life, such as work, family and interests, and may well be better motivated to become what they want to be.

Information presented graphically is also presented in tables. The tables, that may represent each of the life domains aforementioned, aforementioned, or alternatively other domains or categories, can identify the client's reported skills and interests, perceived work options, general descriptors and lifestyles.

The table for the"work option"table has a unique feature. Items that the user has selected and so is presented in the table are coded against the Standard Classification of Occupations, so that similar, alternative career options can be discussed with the client, and required skills identified.

The"general beliefs"table can provide information on how clients describe themselves in general terms. It uses items such as'alone','sad','happy'and'anxious'. It can assist counselling by indicating the general well-being of the client and risks for them of future anxiety or unhappiness, indicate opportunities and threats to the client's motivation arising from strong negative self-beliefs or positive constructive self-attitudes, and provide information on a client's thinking style, such as how they process information, for example whether they are positive or negative in their thinking. Finally the table may highlight how they handle setbacks.

The"lifestyle"table can provide information on how clients see their lives fitting with their families and social life, and their overall approach to their future. It includes items such as 'living a spiritual life','lots of freedom, in an unhappy relationship'and'parenting'.

It can assist counselling by identifying major problems and uncertainties that may impede a client's exploring and decision-making, highlight values that are important to the client for decision-making and goal setting.

In each table the selves are those items the client has identified as relevant to their future and was asked more about through additional items and questions. Also, within each table is information on dreams, opportunities, threats and dreads. It is seen that"dreams" represent what people hope for, but think is not likely to happen. People generally select goals that they think are achievable. This is reflected in relatively few items appearing in the dreams section of the feedback. "Opportunities"represent what people want to happen, and think is likely to happen. "Threats"represent what people fear will happen, and think is likely to happen. "Dreads"represent what people are afraid will happen, but think will not occur.

The outcome of the method is that the client may have an improved self-understanding of their possible future, across all life domains or areas of their life.

The advantages or benefits of the program 1 include, for example, a person becoming more focussed on the future and opportunities. Further, the program 1 can be used alongside other counselling techniques. The guide to the program 1 includes a description of the content of the steps counsellors should go through with clients when using the program 1.

Career counsellors can use the computer program 1 to achieve several results for their clients, an improved understanding about self and direction in life; it can relate their past experiences to their future; and clients may be more comfortable about their direction and motivation. In particular, clients may experience improved confidence in being able to achieve their desired possible selves.

These improvements may desirably lead to longer-term gains in life satisfaction and self- esteem for adults who have worked with a career counsellor and the computer program 1 during a time of career transition.

Wherein the aforegoing reference has been made to integers or components having known equivalents, then such equivalents are herein incorporated as if individually set forth.

Accordingly, it will be appreciated that changes may be made to the above described embodiments of the invention without departing from the principles taught herein.

It is to be understood that the above description is intended to be illustrative, and not restrictive. Additional advantages of the present invention will become apparent for those skilled in the art after considering the principles in particular form as discussed and illustrated.

Thus, it will be understood that the invention is not limited to the particular embodiments described or illustrated, but is intended to cover all alterations or modifications which are within the scope of the appended claims.