Teaching psychological testing to psychiatric residents.

Abstract

Psychodiagnostic testing has been a focus ojtension and misunderstanding between psychiatry and psychology. Psychiatrists have often been disappointed with the results of assessment, and psychologists have felt dismayed over the lack ofappreciation for their efforts. Psychologists can help alleviate the disenchantment with testing by participating in the •training of residents. Such training should familiarize residents with the basic principles of testing to help them become sophisticated consumers of the psychologist's consultative service rather than test practitioners themselves. This introduction of testing to residents must take into account their specific educational needs, especially the difficulties they have in learning psychological constructs early in their career, due to the physicalistic orientation of their former training. Of equal importance to teaching the principles of assessment is the elucidation of the collaborative diagnostic effort as an interpersonal process with opportunities for cooperation or interdisciplinary friction. The landmarks and pitfalls encountered during the collaborative diagnostic process involving psychologist and psychiatrist are outlined as crucial issues to be covered in training to help foster improved teamwork between the two disciplines. Finally, the sources of political friction that can arise when psychologists train psychiatrists are discussed.

Consumer-focused psychological assessment.

“…But feedback sessions must not be conducted in a unilateral manner in which the assessment results are "pronounced" to the referral source. As Berg (1984) noted, "The aura of omnipotence . .…”

“…Collaborative approaches also enable the psychologist to gather qualitative data regarding the consumer's perspectives on different components of the assessment. Berg (1984) urged psychologists during feedback sessions to encourage psychiatrists to give them feedback on the helpful and unhelpful aspects of the assessment. This enables psychologists to continually improve the quality and accuracy of assessments (Lanyon, 1972), which is consistent with most approaches to quality management, as well as with the Boulder model of clinical psychology, which encourages psychologists to use research to guide clinical practice.…”

“…But feedback sessions must not be conducted in a unilateral manner in which the assessment results are “pronounced” to the referral source. AsBerg (1984) noted, “The aura of omnipotence … has increased interdisciplinary strains to the detriment of diagnostic work and the welfare of patients” (p. 344). Cleveland (1976) referred to psychologists' attitude of pronouncing test results as “test prediction in a vacuum.”Cason (1945) suggested that school psychologists should use “democratic methods of co-operative planning rather than assuming an authoritarian role” (p. 134) in their feedback sessions.…”