Psychological assessment represents a core competency and a highly specialized skill in professional psychology that is central to the identity of many practicing psychologists. However, more research is needed on the quality of assessment training that psychology doctoral students receive, particularly in relation to developing competence in the assessment of diverse individuals and groups. Moreover, diversity-related considerations for assessment should be broad and incorporate dimensions that include age, gender, gender identity, ethnicity, religion, sexual orientation, disability, language, socioeconomic status, and other factors. This clinical dissertation consisted of an archival study that examined predoctoral internship directors’ perspectives on their interns’ preparation to conduct psychological assessment with diverse populations. The study also examined: the impact of evidence-based practice on assessment in internships; the types of recently introduced assessment measures; and the measures internship directors would like to see introduced in the future. The study utilized a subset of data from a national survey of predoctoral internship directors (Bates, 2016; Faith, 2016; Shipley, 2019). The six most frequently occurring internship settings in the parent study were selected for focus in the current study and they were: Consortium programs (CON), Prisons/Correctional settings (PC), State/County Public Hospitals (SCPH), University Counseling Centers (UCC), Veterans Affairs Medical Centers (VAMC), and Community Mental Health Centers (CMHC). There were 124 internship directors in the present study, all from APPIC-member programs. Results indicated that overall, internship directors were somewhat satisfied with their beginning interns’ preparation to conduct psychological assessment with diverse populations. Satisfaction levels differed significantly across internship settings, with CON and PC directors reporting higher mean satisfaction. There were no significant differences across groups in the perceived impact of evidence-based practice on assessment in the internship settings. Regarding recently introduced and desired measures for the future, internship directors often mentioned abbreviated versions of traditional measures, symptom-focused measures, Spanish language versions of measures, and measures for younger children. The critical importance of training for cultural competence in psychological assessment is stressed. Other findings, study limitations, and suggestions for future research are also explored.
|Advisor:||Keatinge, Carolyn, Mitchell, Cary|
|School Location:||United States -- California|
|Source:||DAI-B 82/1(E), Dissertation Abstracts International|
|Subjects:||Psychology, Public Health Education, Quantitative psychology, Clinical psychology|
|Keywords:||Psychological assessment, Cultural competence, Internship|
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