Empirical and clinical methods in the assessment of personality and psychopathology: An integrative approach for training

Flanagan, Rosemary; Esquivel, Giselle B.

doi:10.1002/pits.20165

Cited by 11 publications

(6 citation statements)

References 55 publications

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“…Thus, school psychologists might feel more prepared to screen for the presence of an eating disorder if they were to utilize a familiar social–emotional instrument. One such instrument may be the Behavior Assessment Scale for Children‐Second Edition (BASC‐2; Flanagan & Esquivel, ; Reynolds & Kamphaus, ). The BASC‐2 is used for many purposes, including clinical diagnosis, educational classification, and program evaluation, to name a few (Reynolds & Kamphaus, ).…”

mentioning

confidence: 99%

The Use of the Basc‐2 for the Identification of Female Adolescents at Risk for Developing an Eating Disorder

Stachowitz

Choi

Schweinle

2014

Psychology in the Schools

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Eating disorders, disordered eating, and body dissatisfaction prevalence rates are on the rise among adolescent females. The present study examined the potential use of a commonly used social–emotional instrument, the Behavior Assessment System for Children‐Second Edition (BASC‐2), for detecting the presence of possible eating disorders in adolescent females in a school setting. Participants included 65 female adolescents aged 13 to 17 years from Midwestern public middle and high schools. The Eating Disorder Inventory‐Third Edition was used to determine eating disorder risk and level of body dissatisfaction. Those adolescents at risk for developing an eating disorder differed significantly on 12 of the 16 BASC‐2 scales, whereas four of these scales were also in the clinically significant range according to the BASC‐2 normative sample. A common profile of a female adolescent at risk for developing an eating disorder was explored. Implications of the findings and recommendations for future research are discussed.

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confidence: 99%

The Use of the Basc‐2 for the Identification of Female Adolescents at Risk for Developing an Eating Disorder

Stachowitz

Choi

Schweinle

2014

Psychology in the Schools

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“…Although scientific rigor and evidence-based practice are tenets critical to the profession, it is equally important to be aware of holistic ways of understanding and to be open to exploring the use of multiple methods within an integrative paradigm (Flanagan & Esquivel, 2006;McAdams & Pals, 2006). It is proposed that school psychologists (researchers, educators, practitioners) reexamine the merit of narratives as an assessment-intervention modality and enhance their clinical utility through further research and best practices.…”

Section: Future Research Directions In Narrative Assessmentmentioning

confidence: 98%

“…In terms of the premises outlined, it is important that narrative assessment practices in personality assessment be guided by a systematic framework that is based on theoretical and research data; be consistent with the development of personality in children and adolescents; follow a standard administration process and objective criterion-based method of analysis; consider situational and sociocultural contexts; provide a descriptive and/or diagnostic profile; and connect findings and interventions as a critical purpose of assessment. Moreover, such a system must be amenable to research validation, using a combination of empirical and clinical methods (Flanagan & Esquivel, 2006).…”

Section: Narrative Thematic Analysis With Children and Adolescentsmentioning

confidence: 99%

Narrative methods of personality assessment in school psychology

Esquivel¹,

Flanagan²

2007

Psychology in the Schools

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This critical review of narrative methods of personality assessment highlights their value in understanding unique aspects of personality functioning of children and adolescents in the context of school psychology. The use of narratives for assessment is based on constructivist theories emphasizing the role of the person and the social group in assigning meaning to reality through the use of storytelling processes. Narrative analysis is linked to thematic apperception techniques within a personological paradigm of assessment that attends to the internal and interpersonal processes underlying personality development. A comprehensive framework is described to guide the use of narrative methods of assessing children and adolescents. Research is proposed to validate these methods further as an integral aspect of personality assessment in school psychology. © 2007 Wiley Periodicals, Inc.Narrative assessment is a qualitative method of analysis used by a number of disciplines in the humanities and social sciences to understand the implicit meaning of personal accounts, life histories, autobiographies, and other forms of narrative discourse. This article focuses on the application by school psychologists of narrative analysis in personality assessment. A critical discussion is provided for (1) the theoretical and research literature that form the basis for an understanding of narrative methods, (2) the application of narrative approaches to personality assessment with children and adolescents, (3) a framework for analysis and interpretation of data derived from narratives, and (4) future directions in research on narrative assessment. Theoretical and Research Bases of Narrative AssessmentAn understanding of the use of narratives in psychology is derived from theoretical premises in related disciplines, including an interpretive approach to text analysis in the humanities, narrative conceptualizations of human knowledge, and personal-social constructivist movements in philosophy (Gergen, 1985;Polkinghorne, 1988). These major theoretical perspectives are discussed in terms of their influence on the application of narrative assessment methods in psychology. Narrative Psychology and Theories of KnowledgeNarrative psychology is based on a philosophy of human nature that emphasizes the individual's subjective interpretation of reality as part of an ongoing internal process that is personal yet shared within a social context (Crossley, 1996;Mancuso, 1996). This philosophical view assumes that individuals construct their own stories about life situations on the basis of their interpretation of past experiences, in relation to the social narratives of others, and according to culturally transmitted constructs of reality. This storytelling interaction between a person and the social and cultural environment provides a sense of identity, continuity, cohesiveness, and meaning to life experiences for the individual in the context of community (McAdams & Bowman, 2001).A psychological narrative perspective has its roots in the philosop...

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“…Each approach lends itself to specific types of test construction (Flanagan & Esquivel, 2006). Because the psychodynamic approach weighs the intrapsychic processes in adjustment or maladjustment heavily, various projective stimuli have been used to solicit individuals' responses in a relatively unstructured manner, one in which the clinician can consider and evaluate the structure that the respondent places on the test materials.…”

Section: Description and Definitionmentioning

confidence: 99%

Test development and validation.

Geisinger¹

2016

APA Handbook of Clinical Psychology: Theory and Research (Vol. 2).

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For more than 100 years, psychologists have measured human behavior, thought, feelings, and personality. The context in which tests and assessment measures are used in clinical psychology is extraordinarily broad. The aspects of human behavior assessed include intellectual behavior, neuropsychological functioning, observation of behaviors, personality, attitudes, interests, values, and the like.This chapter concerns test development and validation. It focuses on the most common types of psychological testing used in clinical psychology: self-report inventories (Ben-Porath, 2013). Such inventories are typically expected to assess personality, psychopathology, or both.

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Empirical and clinical methods in the assessment of personality and psychopathology: An integrative approach for training

Cited by 11 publications

References 55 publications

The Use of the Basc‐2 for the Identification of Female Adolescents at Risk for Developing an Eating Disorder

The Use of the Basc‐2 for the Identification of Female Adolescents at Risk for Developing an Eating Disorder

Narrative methods of personality assessment in school psychology

Test development and validation.

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