Personality Assessment: A Competency–Capability Perspective

Abstract

This article begins by reviewing the proficiency of personality assessment in the context of the competencies movement, which has dominated health service psychology in recent years. It examines the value of including a capability framework for advancing this proficiency and enhancing the quality of personality assessments, including Therapeutic Assessment (Finn & Tonsager, 1997 ), that include a personality assessment component. This hybrid competency-capability framework is used to set the stage for the conduct of personality assessments in a variety of contexts and for the optimal training of personality assessment. Future directions are offered in terms of ways psychologists can strengthen their social contract with the public and offer a broader array of personality assessments in more diverse contexts and by individuals who are both competent and capable.

Capability-informed competency approach to lifelong professional development.

“…For psychologists to impact societal and public health problems and address syndemic drivers of adverse health outcomes and social inequity, we must build on the strong foundation of competency attainment and encourage trainees to demonstrate capability and apply their competencies under dynamic conditions and changing contexts (Fraser & Greenhalgh, 2001; Lester, 2014). Capability, which pertains to learning outcomes yet to be observed, is reflected in novel and creative applications of psychological approaches in response to evolving contexts, societal demands, and the needs of diverse populations in ways that advance change, including systemic transformation (Kaslow et al, 2018; Lester, 2014; Stephenson, 2012).…”

Coursework, instrument exposure, and perceived competence in psychological assessment: A national survey of practices and beliefs of health service psychology trainees.

“…Likewise, internship directors report that trainee applicants are not sufficiently prepared in report writing (Ready, Santorelli, Lundquist, & Romano, 2016; Stedman, Hatch, & Schoenfeld, 2001, 2001), and there are also concerns over inadequate coverage of ethics and multiculturalism as they relate to assessment practice (Ready & Veague, 2014). Some specialty assessment practices also lack formal frameworks for evaluating competency or providing instruction for key foundational skills (Kaslow, Finklea, & Chan, 2018).…”

Trends in training and trainee competence in personality assessment across health service psychology doctoral students: A pilot study.

“…Accordingly, internship directors view only a minority of their training candidates as having sufficient experience for the critical assessment practice of report writing (Ready, Santorelli, Lundquist, & Romano, 2016; Stedman, Hatch, & Schoenfeld, 2001). While general domains for a competence framework have been identified (e.g., knowledge, skills, and attitudes about their integration; Kaslow, Finklea, & Chan, 2018), little has been done to evaluate outcomes on the fusion of training program components and those of the field. Domains of needed competence in assessment exist (APA, 2017; Board of Trustees of the Society for Personality Assessment, 2006); however, they are often vague and describe students needing competency without describing what competency entails.…”

“…Presently, personality assessment lacks a framework for evaluating competency (Kaslow et al, 2018) and still needs conceptual frameworks through which skills are taught and conceptual knowledge is used to inform treatment in a unified manner (Blais & Hopwood, 2017). Accordingly, quality and consistency of personality assessment training is difficult to evaluate reliably and may be declining relative to other areas of assessment (e.g., neuropsychological testing, self-report measures, etc.…”