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.     

Ethical issues in psychological assessment in different settings.

In this article, we provide an introduction to the special series on ethical issues in assessment. We establish as its purpose the provision of some general principles and guidelines to help practitioners grapple with the ethical issues that may be characteristic of their particular settings. We provide a very brief synopsis of the articles that follow. The relationship between ethical practice and risk management is briefly discussed.     

Ethical issues in psychological assessment in school settings.

It is especially important for psychologists providing assessment and testing services in schools to be able to recognize and negotiate the ethical challenges specific to academic settings. In this article I address ethical issues in the areas of informed consent, nondiscriminatory assessment, projective personality assessment, and computerized psychological testing. One of the most frequent ethical issues that confronts psychologists in the schools is the process of parental consent and involvement. Psychologists are also obligated to select nonbiased test instruments and use them in a way that is not racially or culturally biased. There are several factors to consider when using projective testing in a school setting, and the use of computerized psychological assessment measures raises significant ethical issues. Although concrete solutions are not always available for these complex situations, a basis for ethical decision making is presented.     

A teaching method for multicultural assessment: psychological report contents and cultural competence

An earlier training model emphasized systematic feedback on accuracy of concepts contained in student assessment reports prepared with common data sets from standard tests. This feedback resulted in consistent increments in concept agreements between reports prepared by students and more experienced assessors. This model was applied in courses with multicultural students by contrasting standard and multicultural assessment and using data sets from multicultural assessees. These students experienced greater difficulty in demonstrating consistent increments of agreement in report concepts due to uneven knowledge of specific cultures, inapplicability of available norms, and interpretation issues. The effectiveness of combining standard and multicultural training should be compared with conventional standard training followed by culturally focused specialized assessment courses.     

Psychological testing and psychological assessment. A review of evidence and issues

This article summarizes evidence and issues associated with psychological assessment. Data from more than 125 meta-analyses on test validity and 800 samples examining multimethod assessment suggest 4 general conclusions: (a) Psychological test validity is strong and compelling, (b) psychological test validity is comparable to medical test validity, (c) distinct assessment methods provide unique sources of information, and (d) clinicians who rely exclusively on interviews are prone to incomplete understandings. Following principles for optimal nomothetic research, the authors suggest that a multimethod assessment battery provides a structured means for skilled clinicians to maximize the validity of individualized assessments. Future investigations should move beyond an examination of test scales to focus more on the role of psychologists who use tests as helpful tools to furnish patients and referral sources with professional consultation.     

Conceptual approaches and issues

The experimental analysis of behavior has lagged far behind mainstream psychology, particularly cognitive psychology, in the study of complex behavior—remembering, thinking, imaging, problem solving, and the like. Yet it is the study of these kinds of behavior that will provide the greatest justification of our continued existence in the community of behavioral scientists. Focusing primarily on remembering as a complex performance, aspects of (1) radical behaviorism, (2) the methodology of the experimental analysis of behavior, and (3) the special contributions of B. F. Skinner are assessed as explicitly or implicitly discouraging the experimental treatment of such complex behavior. Although there are encouraging signs of advancement into the present domains of cognitive psychology, future success of the experimental analysis of behavior in this endeavor will require aggressive pursuit by investigators and more effective training of their students.     

The incremental validity of psychological testing and assessment: conceptual, methodological, and statistical issues

There has been insufficient effort in most areas of applied psychology to evaluate incremental validity. To further this kind of validity research, the authors examined applicable research designs, including those to assess the incremental validity of test instruments, of test-informed clinical inferences, and of newly developed measures. The authors also considered key statistical and measurement issues that can influence incremental validity findings, including the entry order of predictor variables, how to interpret the size of a validity increment, and possible artifactual effects in the criteria selected for incremental validity research. The authors concluded by suggesting steps for building a cumulative research base concerning incremental validity and by describing challenges associated with applying nomothetic research findings to individual clinical cases.     

The current status of psychological assessment training in graduate and professional schools.

Test-based psychological assessment is threatened by the policies of managed care organizations; however, research has demonstrated that test-based psychological assessment is quite valuable and economically justified when conducted by well-trained psychologists. This surfaces the question of the current status of graduate training in test-based psychological assessment. Results of this study indicate that clinical and counseling students currently receive almost equivalent training in test-based assessment. However, in a larger context, results indicate a lack of sound preparation in test-based assessment training for a large proportion of clinical and counseling students. These findings are discussed in terms of their implications for the field and, more specifically, for graduate and internship training.     

Update on the decline in the education and training in psychological measurement and assessment

An update is presented on the steady decline in the education and training of psychometricians, quantitative psychologists, and personality assessment psychologists in North America.     

An illustration of issues in factor extraction and identification of dimensionality in psychological assessment data

Structural validity has long been regarded as critical to psychological measurement. However, in practical application, issues central to structural validity are often neglected. The purpose of this study was to illustrate the importance of several crucial choices that face researchers attempting to evaluate the structure of data from a given scale. In this study, I compared the structural solutions derived via principal components analysis and principal axis factoring using eigenvalues, scree plots, and traditional parallel analyses with data from the Purpose in Life Test (Crumbaugh & Maholick, 1964). I discuss the importance of structural validity for overall construct validity and the importance of carefully considering factor analytic methodology. I provide recommendations for uses of factor analysis.     

African witchcraft and western law: psychological and cultural issues

The South African Suppression of Witchcraft Act of 1957 outlawed tribal mediation by chiefs and sangomas (African priest-diviners) in witchcraft accusation trials. This Western legislative intervention denies African justice to Africans who believe in the reality of African witchcraft. As a result there have been many recorded instances where ordinary African people, thinking themselves bewitched, have turned to self-help to protect themselves against bewitchment; mob justice and witchcraft violence have escalated like never before. This paper argues that the Suppression of Witchcraft Act should be repealed so that legitimate sangomas can be reinstated as mediators in witchcraft accusation cases. The distinction between sangomas and witches is clarified and a Jungian framework is used to shed light on the nature of African beliefs in witches, ancestors, and spirit worlds. Standard models of anthropology and psychology have tended to treat such beliefs as symptoms of superstition or madness. My argument is that by approaching these belief systems from a Jungian perspective, new ways of thinking about them are introduced which can help us find a solution to the problem of witchcraft violence in South Africa.     

Confidentiality issues in psychological research

There has been increased attention in recent years to the importance of individual privacy and professional confidentiality both in Australia and overseas. At the same time, psychologists' growing research interests in areas such as AIDS, child sexual abuse, and domestic violence have led to new ethical dilemmas over the contract of confidentiality between researchers and their research participants. The present paper discusses a number of issues regarding the ethics of confidentiality in psychological research. Following Bok (1989), the issues are highlighted within the context of four ethical principles that underlie researchers' obligations to preserve confidentiality. These principles are derived from considerations of privacy, loyalty, the pledge of silence, and professional codes of ethical standards. Each of these principles is illustrated with examples taken from recent research. We devote special attention to instances that appear to provide a clash between moral principles.     

Teaching Psychological Assessment: Training issues and Teaching Approaches

Clinical psychology graduate programs need to pay attention to important issues involved in teaching psychological assessment, if graduate students are to be adequately prepared. Recent studies have suggested a gap between academic training in psychological assessment and internship expectations. Graduate students are not as well prepared as many internship settings would like. In addition to learning the fundamentals, students need help in dealing with issues of categorizing individuals, using tests in helpful ways, taking responsibility for decision-making, and developing a balance between critical evaluation of tests and appreciation of their usefulness. Teaching approaches for dealing with these issues are discussed. The importance of academic and clinical agencies working together is stressed. Goals for graduate training in assessment are suggested.     

Treatment approaches and offending behavior programs: Some critical issues

This paper discusses what is known about effective methods of program delivery in offender rehabilitation programs and how this impacts on the integrity of correctional programs. Drawing on literature from both psychotherapy and adult education, it is concluded that collaborative and client-centred approaches are likely to be associated with the highest levels of effectiveness, and that there is a need to support these methods of delivery through the development of practice guidelines that can be used by both program providers and supervisors.     

Can psychological approaches be used effectively: An overview

Using the contributed papers as a base, this overview discusses aspects of the issue of using psychological approaches to study entrepreneurship, the contributions of each of the four papers, and the research implications and future of the area.     

Standards for education and training in psychological assessment position of the Society for Personality Assessment

The Society for Personality Assessment is a national and international professional organization devoted to research and practice in the field of psychological assessment. As such, it represents practitioners of assessment regardless of discipline or degree.