A service-delivery paradigm for personality assessment

This paper describes a human science approach to the delivery of the feedback component of assessment services. The feedback process is now central to a collaborative assessment that is integrated with intervention. Research has suggested that subject, situational, and assessor variables are relevant for feedback, but such research has been unsystematic. A service-delivery paradigm for feedback of assessment findings is described that includes four levels of increasing client participation: information, emotional contingencies, transfer of power, and functioning of an assessment system. Communication of assessment findings has been incomplete historically because motivation for feedback, resource accessibility for feedback utilization, and criteria for adequate feedback have been considered as unrelated ingredients. The components of Antonovsky's Sense of Coherence construct--meaningfulness, manageability and comprehensibility--provide one conceptualization for interaction of these ingredients. It is now feasible to do systematic research on assessment that includes feedback of assessment findings and the service-delivery process.     

WHY DO ASSESSMENT CENTERS WORK? THE PUZZLE OF ASSESSMENT CENTER VALIDITY

The finding that assessment centers are successful in making valid predictions of managerial success is well established in the literature. Unfortunately, it is not clearly understood why assessment centers work. For example, construct validity of assessment center dimensions is rarely obtained. In this paper we affirm the evidence for predictive validity of assessment centers and conclude that assessment centers can work for a variety of purposes and in numerous contexts. But we also assert that we do not know why they work. The bulk of the paper goes on to raise possible explanations for the predictive validity observed in assessment centers and raises implications for practice and guidance of future research.     

Factor Structure and Incremental Validity of the Original and Modified Versions of the Difficulties in Emotion Regulation Scale

This paper describes a human science approach to the delivery of the feedback component of assessment services. The feedback process is now central to a collaborative assessment that is integrated with intervention. Research has suggested that subject, situational, and assessor variables are relevant for feedback, but such research has been unsystematic. A servicedelivery paradigm for feedback of assessment findings is described that includes four levels of increasing client participation: information, emotional contingencies, transfer of power, and functioning of an assessment system. Communication of assessment findings has been incomplete historically because motivation for feedback, resource accessibility for feedback utilization, and criteria for adequate feedback have been considered as unrelated ingredients. The components of Antonovsky's Sense of Coherence construct – meaningfulness, manageability and comprehensibility – provide one conceptualization for interaction of these ingredients. It is now feasible to do systematic research on assessment that includes feedback of assessment findings and the service-delivery process.     

Behavioral assessment: review and prospect

In this article I review the history and publication trends of the behavioral assessment (BA) section of the journal, outline future directions for the BA section and suggest avenues for future assessment research. BA began as a stand-alone journal in 1978 and was incorporated as a regular section of Behaviour Research and Therapy (BRT) in 1992. Throughout this article I will use 'BA' to refer to both the stand-alone assessment journal and the assessment section of BRT. Since its inception, the scope of BA has been broad, with behavioral assessment defined to include the assessment of motoric, cognitive, emotional and physiological responses. Several publication trends are identified, including a declining frequency in the number of submitted and published articles on behavioural assessment. This parallels the declining number of assessment articles published elsewhere. Despite these trends, assessment research continues to form a vital foundation for other types of psychological research (e.g. treatment outcome studies), and there is a continued need for assessment-related research. A number of potentially fruitful directions for assessment research are suggested.     

Assessment of intellectually disabled sexual offenders: The current position

Treatment relies on appropriate assessment, guided by the ‘What Works’ approach. As such, the assessment of sexual offenders with intellectual disabilities has three primary purposes: addressing the risk, needs, and responsivity principles. The aim of this paper is to examine different assessment methods for this population. Existing risk assessment protocols are discussed, as well as specific dynamic risk assessment tools for sexual offenders with an intellectual disability. The paper also investigates use of existing, adapted and new psychological tests to assess treatment needs. Assessment of responsivity specific to this population is discussed in terms of intellectual and adaptive functioning, as well as comprehension. Suggestions are made for moving towards a comprehensive assessment strategy for this population.     

A model for the behavioral assessment of behavior disorders in children: Measurement considerations and practical application

School psychologists have traditionally experienced difficulty in assessing children referred to them for behavior disorders. Given this reported difficulty, a behavioral assessment model is proposed which specifies three types of assessment information: direct observations, rating scale data, and interview data. Characteristics of these three types of assessment information are discussed, along with recommendations for their use. Two psychological models are suggested to guide school psychologists through the assessment process. Bergan's behavioral consultation model is recommended for securing valid and reliable interview and observational data, and Campbell and Fiske's multitrait-multimethod model is proposed as a means of logically integrating behavioral assessment information. The notion of convergence or agreement between dissimilar assessment methods is discussed.     

Psychological assessment in Asia: introduction to the special section

Psychological assessment with Asians is an important topic not only for psychologists from Asian countries but also for psychologists in multicultural societies with large populations of ethnic Asians. There is a dearth of information in the English language literature on psychological assessment for Asians. This special section is organized to review various forms of psychological assessment in Asia. The objectives of the special section are to inform test users and researchers of the issues related to cross-cultural validity of psychological assessment in Asia and to introduce examples of adapted and indigenously developed instruments that are culturally appropriate.     

Simulation and multi‐attribute utility modelling of life cycle profit

Investments on capital goods are assessed with respect to the life cycle profit as well as the economic lifetime of the investment. The outcome of an investment with respect to these economic criteria is generally non‐deterministic. An assessment of different investment options thus requires probabilistic modelling to explicitly account for the uncertainties. A process for the assessment of life cycle profit and the evaluation of the adequacy of the assessment is developed. The primary goal of the assessment process is to aid the decision‐maker in structuring and quantifying investment decision problems characterized by multiple criteria and uncertainty. The adequacy of the assessment process can be evaluated by probabilistic criteria indicating the degree of uncertainty in the assessment. Bayesian inference is used to re‐evaluate the initial assessment, as evidence of the system performance becomes available. Thus authentication of contracts of guarantee is supported. Numerical examples are given to demonstrate features of the described life cycle profit assessment process. Copyright © 2001 John Wiley & Sons, Ltd.     

Les représentations mentales de l’enfant chez les parents : situation,illustrations et réflexions sur les catalyseurs de changements en évaluation thérapeutique de l’enfant

Therapeutic assessment of the child (TA-C) is a model of psychological assessment that allows for collaborative work with parents and child on their reasons for consultation, a collaboration that breaks away from a traditional double separation (parent/assessor, and assessor/therapist) in child assessment. This paper, grounded in a contemporary psychodynamic viewpoint, presents clinical illustrations to support a conceptualization of change processes in TA-C. It is argued that, in order to revitalize empathy in parents, work focusing on the parents’ mental representation of their child is central. We propose a hierarchy of assessment/therapeutic goals that allows for a better distinction between TA-C and standard assessment in work with children.     

Assessment and Diagnosis of Autism Spectrum Disorder in Hanoi,Vietnam

For individuals with autism spectrum disorder (ASD), early and accurate diagnosis enables early intervention, which leads to improved quality of life. The diagnostic label of ASD has only been recognized in Vietnam since 2000 and the number of children who have been diagnosed has increased dramatically. However, there is limited understanding about the condition. This article aims to describe the current assessment and diagnostic practices in Hanoi, Vietnam, a low resource setting. Data for this article came from in-depth interviews with parents of children with ASD and service providers, and observation at health clinics and early intervention centers that provide ASD assessment during field work from July 2011 to May 2012. This study reveals that although there is some improvement in assessment services, parents still face a number of challenges in accessing quality assessment and diagnosis of ASD in Vietnam. These include rushed and perfunctory assessment; a lack of clinical guidelines for assessment; limited communication among health professionals in assessment teams, and between professionals and parents of children with ASD. Public awareness-raising of the signs of autism, capacity building for professionals, development of practical and contextual appropriate assessment protocols are needed to enhance the accessibility and quality of assessment services.     

Empirically informed approaches to topics in suicide risk assessment

The purpose of this article is to approach topics in suicide risk assessment from a scientifically informed standpoint. We summarize and elaborate a general framework for an empirically supported best practice recommendation in evaluating suicide potential and minimizing risk. This risk assessment framework provides a concise heuristic for assessment of suicidal symptoms, points the way to relatively routinized clinical decision-making and activity, and is compatible with best practices relevant to the legalities of suicide risk assessment. Having established a general and scientifically based framework for risk assessment, we go on to address the other questions noted above, with reference to the framework and to our ongoing scientific work. We conclude by summarizing all the work and providing clear and concise clinical recommendations based thereon.     

The influence of individual characteristics and assessment center evaluation on career exploration behavior and job involvement

The assessment center is a popular technique for identifying individuals with managerial talent and providing feedback to participants regarding their developmental needs for career progression. However, the impact of assessment center evaluations on subsequent career behavior and job attitudes has received little attention. This study investigated the impact of the assessment center evaluation, attitudes toward the assessment process, gender, locus of control, and career strategy on career exploration behavior and job involvement. Results indicated that assessment center evaluation, locus of control, career strategy, and attitudes toward the assessment process influenced job involvement and career exploration behavior.     

The use of structured multi-domain job analysis for the construction of assessment center methods and procedures

This article addresses the defensibility of the assessment center based on a content oriented validation strategy. One reason for the confusion in this area is the fact that there are no agreed upon methods for constructing the assessment procedures. Therefore, the purpose of this article is to describe how structured multi-domain job analysis information can be used to develop an assessment center which is well grounded with regard to content validity.     

Demonstrating Support for the Formative and Summative Assessment Paradigm in a School-Based Intensive Mental Health Program

We illustrate the use of formative and summative assessment in evaluating a therapeutic classroom program for children with serious emotional disturbances. Information was analyzed based on data gathered for clinical decision-making during treatment (formative assessment) and measurement of outcomes at discharge (summative assessment) from a school-based Intensive Mental Health Program. Results indicated that overall ratings of daily indicators of behavior across all environments (therapeutic classroom, neighborhood school, and home) were predictive of functioning at discharge. An ecological approach during the formative assessment period of evaluation is important as compared to only examining individual environments. Formative assessment techniques can predict scores on a summative assessment measure. Thus, we found supportive evidence for the formative and summative procedures used in the Intensive Mental Health Program for therapeutic interventions, clinical decision-making, and outcomes assessment.     

基于胜任特征的人才测评

该文总结了国内外有关胜任特征与测评方面的文献,阐述了胜任特征作为人才测评的标准的内涵,进而总结了胜任特征应用于人才测评的作用与意义,最后简要介绍了基于胜任特征的人才测评的技术方法。本文有助于胜任特征与人才测评课题的进一步研究,对于人才测评的实践具有很强的指导意义。     

Berufliche Leistungsfähigkeit

In different fields of law the assessment of capability of performance is important and often poses a particular challenge for medical or psychological experts. The present article introduces a model for the assessment of capability of performance developed on the background of a multicenter and interdisciplinary research project. This approach of assessment assumes that the performance capability of a person with psychiatric or psychosomatic disorders does not arise from symptomatology alone; instead, it is also a consequence of interactions between coping processes of the individual and environmental factors. The presented model of the assessment of performance capability is mainly oriented to the “International Classification of Functioning” (ICF; WHO) whose central diagnostic categories are, in addition to the disorder and the somatic and psychiatric functions, the levels of activity and participation. The different assessing levels are operationalized in the assessment model. In this article the various diagnostic levels and their interactions and the criteria which have been formulated are described. The process of decision-making is explored as well. This assessment model aims to make a more reliable, valid and transparent process of expert decision-making in order to increase the objectivity and justice of the assessment procedure.     

Evidence-based assessment of anxiety disorders in adults

This article discusses issues related to the development and dissemination of evidence-based assessment strategies for anxiety disorders and associated problems. It begins with a review of the criteria that should be considered when determining whether particular assessment procedures are evidence-based. These include such factors as reliability, validity, cost-effectiveness, consumer acceptability, utility across different populations, and ease of dissemination. The importance of considering the purpose of the assessment process when deciding whether a procedure is evidence-based is emphasized. Next, the major assessment domains that are particularly important in the area of anxiety disorders (e.g., triggers for anxiety symptoms, avoidance behaviors) are reviewed. Finally, some potential obstacles to the dissemination of evidence-based assessment procedures are discussed along with suggestions for managing these obstacles.     

The Type A Structured Interview: A behavioral assessment in the rough

The Type A behavior pattern is the focus of considerable research in behavioral medicine because of its causal relevance to coronary heart disease. The primary assessment of Type A behavior is a global rating made from a structured interview. From the perspective of behavioral assessment, this Structured Interview (SI) is important for two reasons. First, it provides an example of the superiority of an observed behavioral measure compared to self-report questionnaires for the assessment of an overt behavior pattern. Second, it provides a unique opportunity for the application of behavioral assessment technology. However, while the SI has demonstrated its clinical and research utility as a diagnostic procedure, its usefulness could be further enhanced in the areas of treatment selection and evaluation. The historical relationship between behavior and coronary heart disease is described. The development of the SI and the strengths of this assessment relative to other measurement approaches are reviewed. The standard questions and administration procedures for the interview are presented, along with several variations and modifications. Following this overview, the SI is discussed from the perspective of behavioral assessment.     

Social competence as a developmental construct

The concept of social competence presents problems for conceptualization and assessment. At times researchers have tried to circumvent these problems by defining competence in terms of specific capacities or skills, with the consequence that the integrative potential of the concept is lost. On the other hand, more molar definitions (e.g., “effectiveness”), while being true to the integrative nature of the construct, provide little guidance for assessment. In this paper a developmental perspective on competence is presented which is congruent with a molar definition of competence while still guiding assessment efforts. In addition to this developmental viewpoint, certain practical guidelines are presented for assessment of competence across ages. These include the use of broadband assessments, which are tied to real-life adaptational problems, call for the coordination of affect, cognition, and behavior, and tax the integrative capacities of the child. Initial validation of the developmental competence construct and this approach to assessment is presented.     

Personality assessment and Native Americans

Personality assessment services for Native Americans have been culturally inappropriate and historically underutilized as a consequence. A framework for personality assessment is presented including components of relevant cultural knowledge, assessment techniques, assessor characteristics, and relationship style. Emic and etic approaches are described as serving different assessment functions. Acculturation measures and awareness of acculturation effects on different instruments provide temporary palliatives. A biopsychosocial model for service-delivery with linkages to family, tribal, county, state, and federal resources would be desirable and potentially effective. Ameliorations in techniques and service-delivery cannot substitute for genuine professional commitment to recruitment and training of indigenous assessment service-providers.