Training Assessors in Therapeutic Assessment

Haydel, Marianne E.; Mercer, Barbara L.; Rosenblatt, Erin

doi:10.1080/00223891.2011.529004

Cited by 13 publications

(6 citation statements)

References 7 publications

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“…However, there was also a dearth of published research examining how to train graduate students and practitioners effectively on specific aspects of psychological assessment, such as TFB. The few available studies specific to TFB training have been exploratory, highlighting the importance of experiential learning, contextual considerations, and the need for trainees to see the clinical utility of psychological assessment (Haydel et al, 2011;J. D. Smith & Egan, 2017).…”

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confidence: 99%

Psychological Test Feedback: Canadian Clinicians’ Perceptions and Practices

Zhou

Hanson

Jacobson

et al. 2020

CJCP

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This study explores Canadian clinicians’ perceptions of test feedback (TFB) and how those perceptions influence their practice. This secondary analysis of open-ended qualitative data extends a previous study with similar research questions conducted by Jacobson et al. (2015). A case study design and consensual qualitative research (CQR) data analysis procedure was utilized to enhance the trustworthiness of the results. The findings indicate that clinicians give TFB in a variety of settings. Clinicians emphasize the importance of providing tailored and collaborative TFB, of attending to ethical issues related to TFB, and of improving academic training in TFB. Also, clinicians discuss unique situations in which feedback is provided to a third party rather than to the testing individual. Clinical implications such as increased practical training for providing TFB are discussed. Future research could investigate the outcomes of TFB provision.

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confidence: 99%

Psychological Test Feedback: Canadian Clinicians’ Perceptions and Practices

Zhou

Hanson

Jacobson

et al. 2020

CJCP

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“…Clinical training in the model to competence or certification level, followed by consultation with instructors teaching courses on TA or from a TA perspective, is the perhaps the best available pathway at this time. Further, there is some evidence that clinicians being trained in TA are sometimes challenged personally as well as professionally when working with clients (Finn, 1998; Haydel, Mercer, & Rosenblatt, 2010) and that confronting such challenges is an integral part of learning to practice TA effectively (Finn, 2005). Nevertheless, we suggest incorporating TA principles and procedures into the existing required sequence of psychological assessment courses.…”

Section: Discussionmentioning

confidence: 99%

Trainee and Client Experiences of Therapeutic Assessment in a Required Graduate Course: A Qualitative Analysis

Smith¹,

Egan

2015

Journal of Personality Assessment

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Surveys indicate that practice and training in psychological assessment, and personality assessment (PA) to a lesser degree, has been stable or increasing over the past quarter century. However, its future arguably remains threatened due to changes in doctoral training programs and beliefs in the field concerning the utility of PA for treatment success. In order to increase interest in and use of PA, studies of training methods that include trainees’ perspectives are needed. This study evaluated the experiences of ten graduate trainees and their clients who were trained in and conducted a brief Therapeutic Assessment (TA). Qualitative responses to a self-evaluation administered post-TA were coded using directed content analysis. Results indicated that trainees’ viewed TA/PA as having clinical utility; they had positive feelings about TA/PA, and they desired or intended to use or continue learning about TA/PA. Clients’ responses reflected positive feelings about the TA, having gained new self-awareness or understanding, and having a positive relationship with the assessor. The findings suggest that teaching PA from a TA perspective could produce positive benefits for psychology trainees.

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“…The TA-C model has been adapted to work in schools (Tharinger et al, 2007), university-based clinics (Hamilton et al, 2009;Smith & Handler, 2009), private practices (Finn, 2007;Handler, 2006), and community-based clinics (Guerrero et al, 2011;Haydel et al, 2011). As presented here it also has a potential application in a family therapy context.…”

Section: Discussionmentioning

confidence: 99%