Teaching culturally informed psychological assessment: conceptual issues and demonstrations

Multicultural assessment requires a strong conceptual foundation to address the complex and dynamic nature of culture. I present 3 conceptual issues as well as the demonstrations or exercises that I use to teach these concepts to students in a doctoral program of clinical psychology. The first conceptual issue is that multicultural assessment requires a solid foundation in traditional assessment theory and methods. Second, culturally informed assessors specify and test what about the social and cultural world matters to avoid making inferences based on group labels associated with ethnicity or race. Third, culturally responsive assessors must formulate and test both culture-specific and alternative (impairment or dysfunction) hypotheses, which refers to shifting cultural lenses (Kleinman & Kleinman, 1991). I then review exercises and demonstrations to illustrate these conceptual ideas. My aim is to help instructors guide students of assessment toward integrating a process-oriented way of thinking about culture, one that promotes a critical approach to our understanding of the role of culture in human behavior and its assessment.     

Confusions in Psychological Skills Training

A critical examination of the idea of psychological skills training is undertaken. Questions are raised concerning the conceptual validity and generalizability of programs that attempt to train psychological skills us a means of “giving psychology away.” Although the critique presented is primarily conceptual, specific references and illustrations are drawn from recent research and theorizing in applied psychology, as well as from published literature in counseling and psychological education.     

Personality Research and Assessment in the Era of Machine Learning

The increasing availability of high-dimensional, fine-grained data about human behaviour, gathered from mobile sensing studies and in the form of digital footprints, is poised to drastically alter the way personality psychologists perform research and undertake personality assessment. These new kinds and quantities of data raise important questions about how to analyse the data and interpret the results appropriately. Machine learning models are well suited to these kinds of data, allowing researchers to model highly complex relationships and to evaluate the generalizability and robustness of their results using resampling methods. The correct usage of machine learning models requires specialized methodological training that considers issues specific to this type of modelling. Here, we first provide a brief overview of past studies using machine learning in personality psychology. Second, we illustrate the main challenges that researchers face when building, interpreting, and validating machine learning models. Third, we discuss the evaluation of personality scales, derived using machine learning methods. Fourth, we highlight some key issues that arise from the use of latent variables in the modelling process. We conclude with an outlook on the future role of machine learning models in personality research and assessment.     

Venturing into the visual voice: combining photos and interviews in phenomenological inquiry around marginalisation and chronic illness

In this article, we present a reflection on the research process of combining photographs with phenomenologically oriented interviews. Two studies in the field of chronic illness with marginalised individuals (lesbian, gay, bisexual and trans* people living with MS; men diagnosed with breast cancer) are employed to illustrate a range of conceptual, methodological and pragmatic issues. Both studies draw upon an integrative theoretical framework within a critical health psychology epistemological paradigm informed by phenomenological psychology and visual methodologies. The data collected for both studies have been analysed through interpretative phenomenological analysis (IPA). We offer some thoughts regarding certain challenges and opportunities of synergising verbal and visual data and illustrate our arguments through a series of examples from the two studies, which are critically discussed. We argue that qualitative research in psychology benefits from an enhanced multimethodological approach employing existential phenomenological psychology and visual methodologies, especially when exploring chronic illness in marginalised communities, and we outline benefits for the wider community of qualitative researchers in psychology.     

Crafting usable knowledge

Current emphasis on evaluating interventions does not address the problems of dissemination and utilization of these interventions, particularly in complex settings such as schools. Research on interventions is of value, but its generalizability to specific contexts is limited. Further, little is known about actual use of empirically supported interventions in practice settings. These concerns suggest the following: (a) There is a need to examine the dissemination process, including practitioner education and the development of a consumer information mindset by researchers; (b) guidance about selecting interventions would benefit from a systematic problem-solving orientation; and (c) research training and methodology need to be augmented with strategies and techniques suitable for developing an empirical approach to practice. These issues are addressed with specific examples drawn from school-based practice.     

What sources contribute to variance in observer ratings? Using generalizability theory to assess construct validity of psychological measures

Cronbach and Meehl (Psychol. Bull. 1955; 52:281–302) stated that the key question to be addressed when assessing construct validity is ‘What sources contribute to variance in test performance?’ We illustrate the utility of generalizability theory (GT) as a conceptual framework that encourages psychological researchers to address this question and as a flexible set of analytic tools that can provide answers to inform both substantive theory and measurement practice. To illustrate these capabilities, we analyze observer ratings of 27 caregiver–child dyads, focusing on the importance of situational (contextual) factors as sources of variance in observer ratings of caregiver–child behaviors. Cross‐situational consistency was relatively low for the categories of behavior analyzed, indicating that dyads vary greatly in their interactional patterns from one situation to the next, so that it is difficult to predict behavioral frequencies in one context from behaviors observed in a different context. Our findings suggest that single‐situation behavioral measures may have limited generalizability, either to behavior in other contexts or as measures of global interaction tendencies. We discuss the implications of these findings for research and measurement design in developmental psychology. Copyright © 2008 John Wiley & Sons, Ltd.     

Ethical issues in the research and practice of applied developmental psychology

Within the last decade, applied developmental psychology (ADP) has emerged as a new subspecialization within traditional graduate programs in developmental psychology. Current definitions of ADP range from a primarily research-oriented discipline to a superordinate discipline under which clinical, educational, and school psychology organize applications of the developmental data base. This work draws upon several common themes to arrive at a broad definition of ADP. We outline reasons for developmental psychology's entrance into the “decade of applied research,” the broad spectrum of activities currently characterizing ADP, and training programs proposed to prepare students for these activities. The extension of developmental psychology into applied areas requires attention to the ethical issues encountered across the full spectrum of ADP activities. We present a perspective of ethical issues whose framework is predominantly applied developmental psychology. Our approach focuses on ethical concerns associated with both knowledge generation and knowledge application. In so doing, we raise issues concerning the need for applied developmentalists to address questions concerning the impact of planned methods on development in normal and atypical populations, consultation to institutions and public policy makers, competencies required to conduct developmental education programs, and utilization of developmental assessment techniques.     

Teaching cultural sensitivity in psychological assessment: a modular approach used in a distance education program

In this article, I describe the teaching and evaluation of 8 multicultural assessment competencies in an American Psychological Association accredited, distance education, clinical psychology doctoral program. This modular approach consists of 15 hr of face-to-face, didactic and experiential multicultural assessment training designed to (a) augment personal awareness, (b) develop a conceptual base, (c) provide exposure to available assessment technologies, (d) ensure an understanding of an integrative model of culturally sensitive assessment, and (e) offer opportunities to apply this material to assessment cases. In addition to completing this training, students are evaluated on these competencies as part of their preinternship clinical comprehensive. I present preliminary evaluative outcome data as well as a critique of this approach.     

Integrating Person- and Function-Centered Approaches in Career Development Theory and Research

In the 1980s, life-span developmental psychology and developmental contextualism were first applied to career development in an effort to update the developmental frameworks most commonly used in vocational psychology. Because the occupational world today is far more dynamic and rapidly changing than even 20 years ago, it stands to reason that changes in the world of occupations need to be matched by theoretical and conceptual advances. One significant advance would be to integrate a person-centered, life course approach exemplified by the work of Bühler, with a function-based, life-span developmental approach that examines certain behaviors or functions (such as career-related behaviors) (Baltes & Goulet, 1970). Prominent researchers in the life course tradition (e.g., Elder) and in the life-span tradition (e.g., Baltes) have, however, pursued separate directions in both theory and research. The present paper will propose that career development theory and research could be a natural area in which the predominantly function-centered approach of life-span psychology can be integrated with the person-centered methodologies and theoretical perspectives exemplified by the life course approach in sociology.     

Clinical training and the duty to protect.

Given that the duty to protect is now a well established clinical and legal expectation, training in professional psychology should assist students in developing conceptual models for violence risk assessment and management. This report presents a training model incorporating recent advancements in risk assessment (such as the assessment of psychopathy), the need for basic legal understanding, and knowledge of specific risk management strategies. Additionally, academic and internship training programs in Michigan were surveyed by telephone about current training patterns. Preliminary results indicated program strengths in general awareness and training in risk factors. However, the data also suggested a need to formalize a faculty role in risk education, improve the training of students in relevant legal information, and establish coherent conceptual models of dealing with potential patient violence. It is argued that improving training of future professionals in this way will improve clinical practice, reduce legal liability, and improve public safety.     

MEASUREMENT ERROR IN RESEARCH ON HUMAN RESOURCES and FIRM PERFORMANCE: HOW MUCH ERROR IS THERE AND HOW DOES IT INFLUENCE EFFECT SIZE ESTIMATES?

Studies of the relationship between human resource (HR) practices and firm performance typically use a single respondent to assess firm level HR practices or HR effectiveness. However, previous research in other substantive areas suggests that rater differences are a potentially important source of measurement error. We demonstrate analytically the potential consequences of both random and systematic measurement error in research on HR and firm performance. However, our main focus is on random error and we show how generalizability theory can be applied to obtain better estimates of reliability by simultaneously recognizing multiple sources (e.g., items, raters) of random measurement error. These more inclusive reliability estimates, in turn, offer the possibility of more precisely quantifying substantive relationships in the HR and firm performance literature. In our sample, reliabilities (as estimated by generalizability coefficients) for single-rater assessments of HR variables were generally below .50. This degree of measurement error, if present in substantive studies on HR and firm performance, could lead to considerable bias, given that an unstandardized regression coefficient is corrected for measurement error in the independent variable by dividing by its reliability coefficient (not its square root). We also found only limited convergent validity between HR and line managers ratings of a second type of HR measure, HR effectiveness. In general, our findings suggest that future researchers need to devote greater attention to measurement error and construct validity issues. Our study provides an example of how generalizability theory can be useful in this pursuit.     

A framework for profile similarity: integrating similarity, normativeness, and distinctiveness

Many questions in personality psychology lend themselves to the analysis of profile similarity. A profile approach to issues such as personality judgment, personality similarity, behavioral consistency, developmental stability, and person-environment fit is intuitively appealing. However, it entails conceptual and statistical challenges arising from the overlap among profile similarity and normativeness, which presents potential confounds and potential opportunities. This article describes the normativeness problem, articulating the need to evaluate profile similarity alongside normativeness and distinctiveness. It presents conceptual and psychometric foundations of a framework differentiating these elements for pairs of profiles. It derives two models from this framework, and it discusses the application of their components to a variety of research domains. Finally, it presents recommendations and implications regarding the use of these components and profile similarity more generally. This approach can reveal and manage potential confounds, and it can provide theoretical insights that might otherwise be overlooked.     

New Frontiers for the Five-Factor Model: A Preview of the Literature

The Five-Factor Model (FFM) of personality traits has been widely adopted and applied to a diverse set of issues in psychology and related disciplines. In this article, we identify a number of unresolved questions and propose new directions for research using the FFM. In clinical psychology, research is needed on the optimal ways to utilize personality assessments in psychotherapy. Acculturation studies are crucial for an understanding of the origins of national differences in trait levels. The large literatures on personality and on the self should be better integrated, adding a process perspective to trait psychology. Personality psychology should begin to transcend the individual, examining the consequences of aggregate personality traits in dyads, organizations, and nations. Applications of the FFM appear to be limited only by the creativity and industry of researchers.     

羞耻研究:概念、结构及其评定

近年来国内外心理学界有关羞耻的实证研究有了很大的进展,这在很大程度上归因于对羞耻概念本身的深入理解以及相应评定方法的发展。文章梳理了羞耻的概念、结构及其评定的已有研究成果,总结了国内外心理学界在以上三个领域的理论偏向、研究取向和评定范式,指出了已有研究中存在的困惑,最后提出了羞耻概念、结构及评定的未来研究要实现两个转向,一是从研究视角来看,由结构和类型视角转向关系和情境视角,二是从评定范式来看,由西方实证研究范式转向本土研究范式。     

More Than Meets the (Rationalistic) Eye: A Neophyte Sport Psychology Practitioner’s Reflections on the Micropolitics of Everyday Life within a Rugby League Academy

Despite the welcome contributions of the reflective practice literature, an understanding of the complexities, nuances, and dilemmas of applied sport psychology practice is in need of further development. For example, there remains a paucity of inquiry addressing how practitioners make sense of, and subsequently write themselves into, the (micro)political landscape of a sporting organization. Utilizing a reflective, ethnographic approach, this article examined the first author’s engagement with the sociopolitical dynamics of everyday life within a professional rugby league academy. Key themes identified were that (a) players simultaneously collaborate and compete with one another, (b) tensions exist between the coaches, and (c) most players end up being released. Micropolitical theorizing was used as the primary heuristic framework, thus promoting the utility of these theories to inform critical appreciation of the day-to-day realities of applied sport psychology practice. The article concludes by highlighting the potential benefits of researchers, educators, and practitioners better engaging with the contested, ambiguous, and professionally challenging demands of practice than that which has been achieved to date.

Lay Summary: This article discusses the first author's critical reflections on issues of practice as a sport psychologist working within a professional rugby league academy. The issues discussed illustrate how power, conflict, and vulnerability typified day-to-day interactions within this sporting context and impacted upon applied practice.     

Kelly,bannister, and a storytelling psychology

A perspective on psychology as a story-telling discipline (Mair, 1988) is elaborated. It is suggested that both Kelly and Bannister can be seen as moving between relatively traditional psychological approaches and a more clearly narrative understanding of psychology. Ways in which work in linguistics, literary criticism, rhetoric, and related disciplines is relevant to such a view are indicated. Further important issues in a story-telling approach to psychology are sketched.     

Narrative as a Root Metaphor for Political Psychology

The idea of narrative has become increasingly appropriated in empirical research in both psychology and politics, yet there is a notable absence of integrative frameworks that specify a conceptual and methodological approach to narrative research in political psychology. An integrative conceptual framework is proposed and anchored in four principles of a narrative approach: (1) the mutual constitution of language and thought, (2) the need for personal coherence through narrative identity development, (3) the need for collective solidarity through shared meaning, and (4) the mediational property of narrative in social activity and practice. Theory and empirical research related to these principles are reviewed. We argue that a narrative framework has the potential to enhance the relevance and amplify the voice of political psychology within and beyond the academy and to offer new knowledge on the complex and dynamic relationship between context and mind.     

Introduction to the Special Section on Teaching,Training, and Supervision in Personality and Psychological Assessment

This special section contains empirical and conceptual articles pertaining to the broad topic of teaching, training, and supervision of assessment. Despite some evidence of a decline in recent decades, assessment remains a defining practice of professional psychologists in many subfields, including clinical, counseling, school, and neuropsychology, that consumes a consequential proportion of their time. To restore assessment to its rightful place of prominence, a clear agenda needs to be developed for advancing teaching and training methods, increasing instruction to state-of-the-art methods, and defining aims that could be elucidated through empirical inquiry. The 7 articles in this special section provide a developmental perspective of these issues that collectively provide practical tools for instructors and begin to set the stage for a research agenda in this somewhat neglected area of study that is vital to the identity of professional psychology. Additionally, 2 comments are provided by distinguished figures in the field concerning the implications of the articles in the special section to health services psychology and the competencies-based movement in applied psychology.     

Incorporating feasibility protocols in intervention research

In this paper, we review some dimensions of feasibility research. Feasibility research focuses on the intervention process and addresses questions about whether and how an intervention can be evaluated and implemented. Feasibility studies are implemented prior to conducting an outcome-focused pilot study or full-scale evaluation to test the effectiveness of an intervention. We propose a feasibility framework that includes 10 possible dimensions to evaluate in a feasibility trial, including (a) recruitment capability, (b) data collection procedures, (c) design procedures, (d) social validity, (e) practicality, (f) integration into existing systems, (g) adaptability, (h) implementation, (i) effectiveness, and (j) generalizability. Among these dimensions we offer some priorities that researchers can consider in establishing feasibility. Although feasibility investigations can advance evidence-based practice in psychology and education, we review current challenges for researchers to consider when incorporating a feasibility protocol into their intervention research agenda.     

心理学本土化的后现代反思

心理学本土化目前在我国的发展面临很多困惑,究其原因,主要在于现代心理学的科学主义倾向明显,导致很多研究者在对心理学学科性质、研究方法、研究对象等根本问题上存在严重的认识偏颇。要解决心理学本土化过程中的困惑,需要重新对心理学的学科性质、研究方法、研究对象等基本问题进行反思。后现代主义心理学在一定程度上能够给予本土心理学研究者以思考,帮助其重拾学术自信,促进研究者在未来的心理学本土化研究中更好的开展相关的工作,进而产生更多的学术创新。