A Competency-Focused Commentary on the Special Section on Teaching, Training, and Supervision in Personality and Psychological Assessment

Kaslow, Nadine J.; Egan, Glenn

doi:10.1080/00223891.2016.1226177

Cited by 7 publications

(8 citation statements)

References 22 publications

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“…Such a recommendation is consistent with recent calls for a hybrid competency–capability assessment training framework (Kaslow & Egan, 2017; Kaslow et al, 2018), and the necessity of continued growth for the competency movement within psychology more broadly (Fouad & Grus, 2014; Rubin et al, 2007). The development of capability (e.g., the instillment of confidence and personal responsibility for learning and practice; Stephenson, 1994; O'Reilly et al, 1999) is critical to training in psychological assessment.…”

Section: Discussionsupporting

confidence: 76%

“…There is a robust body of literature focused on identifying graduate course and practicum experience coverage in assessment for HSP (e.g., Childs & Eyde, 2002; Ingram et al, 2020; Mihura et al, 2017; Ready & Veague, 2014), as well as a coinciding and growing emphasis on the necessity of instructional practice research (Kaslow & Egan, 2017; Smith, 2017). Accordingly, recent focus on supervision practices have provided some promising directions for instructors to promote the attainment of competency in psychological assessment (Danzi et al, 2020; Iwanicki & Peterson, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Doctoral students' intention to use assessments in their career: The incremental role of self‐reported competence

et al. 2022

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Objective Attaining competence in assessment is a necessary step in graduate training and has been defined to include multiple domains of training relevant to this attainment. While important to ensure trainees meet these standards of training, it is critical to understand how and if competence shapes a trainees' professional identity, therein promoting lifelong competency. Methods The current study assessed currently enrolled graduate trainees' knowledge and perception of their capabilities related to assessment to determine if self‐reported and performance‐based competence would incrementally predict their intention to use assessment in their future above basic training characteristics and intended career interests. Results Self‐reported competence, but not performance‐based competence, played an incremental role in trainees' intention to use assessments in their careers. Multiple graduate training characteristics and practice experiences were insignificant predictors after accounting for other relative predictors (i.e., intended career settings, integrated reports). Conclusion Findings are discussed about the critical importance of incorporating a hybrid competency‐capability assessment training framework to further emphasize the role of trainee self‐efficacy in hopes of promoting lifelong competence in their continued use of assessments.

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Section: Discussionsupporting

confidence: 76%

Section: Introductionmentioning

confidence: 99%

Doctoral students' intention to use assessments in their career: The incremental role of self‐reported competence

et al. 2022

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“…We believe it is necessary for variability in instruction and training exposure to decline so that there is a more explicit assessment training standard for all psychologists. Program efforts to meet more explicit training exposure guidelines are critical if we are to effectively (and universally) define the knowledge domain for an assessment competency for psychologists (Kaslow & Egan, 2017). Implicitly, this often occurs already, as instructors frequently select instruments for courses that will prepare trainees for the world of work.…”

Section: Discussionmentioning

confidence: 99%

“…However, training components are vaguely described and primarily serve to reinforce the role of doctoral training in assessment competence without providing clear competency benchmarks for such training (Board of Trustees of the Society for Personality Assessment, 2006). In turn, assessment training practices, particularly within personality assessment, need further advancement (Kaslow & Egan, 2017) and are understudied (Smith, 2017). 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).…”

mentioning

confidence: 99%

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

Ingram

Cribbet

Schmidt

2019

Training and Education in Professional Psychology

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This investigation surveyed students (n ϭ 91) from 16 American Psychological Association accredited doctoral programs in clinical and counseling psychology about knowledge and training in personality assessment. We report self-perceived competency on specific instruments as well as training trends in coursework and instrument exposure in clinical settings. We also evaluate skill at interpretation on a popular personality instrument using two tasks, a narrative interpretation where trainees estimate an originating score profile using a standardized interpretive report and a symptom probability task where trainees predict the likelihood of symptoms based on a score profile. The Minnesota Multiphasic Personality Inventory-2 (MMPI-2) and Personality Assessment Inventory (PAI) were the most frequently trained and utilized and had the highest self-perceived competence. When given interpretation tasks to evaluate assessment skills using the MMPI-2-RF, trainee performance was variable and discrepant from a comparison expert panel given the same tasks. Overall, our results suggest that there is a need for further, and more comprehensive, study on competence and training according to the experience of trainees. We note that there is variability across instruction on instrument use, exposure to instruments in practice, and practical skill level. We highlight our findings across four conceptual areas and discuss the implications for the observed trends: frequency of instrument exposure, trainee beliefs of competence, trainee interpretation skills, and reporting of testing interpretation. Public Significance StatementThis pilot study provides the first evaluation of assessment training patterns as reported by health service psychology trainees. Results indicate that, in general, trainee instrument exposure and use mirror those of practicing psychologists; however, there is notable variability in how assessment results are reported and in trainee competency. Additional research evaluating health service psychology training should utilize student participants so that direct evaluations of competency and outcomes are possible.

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“…Despite efforts to shore up assessment practice and training (e.g., APA BEA, 2020; Cox, Cox, & Caplan, 2013; Guilmette, Hagan, & Giuliano, 2008), concerns persist over insufficient exposure to, and inadequate outcomes for, assessment training during doctoral programs (Cook, Hausman, Jensen-Doss, & Hawley, 2017), likely as a function of the dearth of research on explicit training practices to guide training programs (Kaslow & Egan, 2017; Smith, 2017). 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).…”

mentioning

confidence: 99%

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

Ingram

Schmidt

Bergquist

et al. 2022

Training and Education in Professional Psychology

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Assessment is critical to health service psychology and represents a core area of coverage during doctoral training. Despite this, training practices in assessment are understudied. Accordingly, this study utilized a national sampling of students (n = 534) enrolled in an American Psychological Association–accredited health service psychology doctoral program with substantive training in clinical or counseling psychology. We asked trainees to rate their competency for instruments in which they had training. We examined trends in training experiences, including both theory-based education and applied clinical opportunities, and explored differences in instrument training trends across program type (PhD/PsyD) and program discipline (clinical/counseling). Results of this study suggest a general convergence with professional practice trends in terms of instrument coverage, less clinical training, and exposure compared with didactic methods and generally small differences across program type and discipline in perceived competence and instrument exposure. Implications for training and education in psychological assessment are discussed.

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A Competency-Focused Commentary on the Special Section on Teaching, Training, and Supervision in Personality and Psychological Assessment

Cited by 7 publications

References 22 publications

Doctoral students' intention to use assessments in their career: The incremental role of self‐reported competence

Doctoral students' intention to use assessments in their career: The incremental role of self‐reported competence

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

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

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