Is psychological assessment training possible without a specific context of psychological practice?

2015 ◽  
Vol 18 (2) ◽  
pp. 237-240
Author(s):  
Małgorzata Toeplitz-Winiewska
Keyword(s):  
Psychological Assessment ◽  
Specific Context ◽  
Psychological Practice ◽  
Assessment Training

Psychological assessment training during COVID-19

2020 ◽  
Author(s):  
Jordan Wright ◽  
A. Jill Clemence ◽  
Hadas Pade ◽  
David M. McCord
Keyword(s):  
Psychological Assessment ◽  
Assessment Training

scholarly journals Training Educational Psychologists: A Model of Working with Diagnostic Case

2016 ◽  
Vol 8 (3) ◽  
pp. 115-126
Author(s):  
A.S. Shubina ◽  
L.M. Petrova
Keyword(s):  
Graduate Students ◽  
Psychological Assessment ◽  
Diagnostic Process ◽  
Professional Activity ◽  
Advanced Training ◽  
Professional Standard ◽  
Psychological Practice ◽  
Educational Psychologists ◽  
Bachelor Degrees ◽  
Educational Psychological

The paper describes a model of working with a diagnostic case in educational psychological practice and analyses its compliance with the requirements of the professional standard for educational psychologists as well as with the theoretical bases of psychological assessment as a form of professional activity of a psychologist. The paper reviews the possibilities for making the requirements of the professional standard more specific by means of relating its components to the stages of the diagnostic process. As it is shown, a number of aspects in the diagnostic activity are deficient and require to be specially developed during professional and advanced training. The paper analyses the necessity of designing the content of psychodiagnostic disciplines so that they involve working with diagnostic hypotheses. It also outlines the tasks of mastering psychodiagnostic disciplines which, if solved successfully, would prevent students from making typical diagnostic mistakes. Finally, the paper discusses the difficulties with the development of the gnostic component of diagnostic activity in graduate students with bachelor degrees in a non-psychology field.

The Ethical Use of Psychological Tests: Australia

1997 ◽  
Vol 13 (2) ◽  
pp. 132-139 ◽  
Author(s):  
Graham Davidson
Keyword(s):  
Professional Development ◽  
Psychological Assessment ◽  
Best Practice ◽  
Continuing Professional Development ◽  
Psychological Testing ◽  
Computerized Testing ◽  
Individual Group ◽  
Psychological Practice ◽  
Policy Statements ◽  
Recent Policy

Statements of ethics and related guidelines have been developed in Australia over the period since 1968, covering psychological testing in general, and practices of individual, group, ‘blind' and computerized testing in particular. Guidelines on the psychological testing of indigenous people of Australia also exist. Changes in regulatory statements and supplementary guidelines over this period reflect support for the following: the scientist-practitioner philosophy of psychological practice; multimethod approaches to psychological assessment; and the explication of ‘best practice' in testing. The concept of contextual competence, contained in the various guidelines, may be extended to include cultural competence. The statements and guidelines reflect the ethical precepts of fidelity, beneficence, nonmaleficence and justice, and are reinforced by recent policy statements on professional competencies and continuing professional development.

Procedures and Principles of Sport Psychological Assessment

2003 ◽  
Vol 17 (3) ◽  
pp. 338-350 ◽  
Author(s):  
Jürgen Beckmann ◽  
Michael Kellmann
Keyword(s):  
Psychological Assessment ◽  
Assessment Instrument ◽  
Assessment Process ◽  
Assessment Instruments ◽  
Formal Assessment ◽  
Clear Identification ◽  
Assessment Training ◽  
The Individual ◽  
Clear Channel ◽  
Feedback Evaluation

In this paper we discuss some of the factors sport psychologists should consider before administering questionnaires or other formal assessment instruments to athletes. To be used effectively, assessment instruments need to be (a) reliable and valid for the individual athlete or sport group in question, (b) seen as useful by the athlete(s) completing the instrument, and be (c) completed honestly by the athlete(s). Additional objectives sport psychologists should strive to achieve include a clear identification of the purpose of the assessment instrument, the commitment of athlete and coach to the assessment process, and the maintenance of a clear channel of communication with coaches and athletes throughout the period of psychological assessment, training, feedback, evaluation, and adjustment.

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