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Trainee and Client Experiences of Therapeutic Assessment in a Required Graduate Course: A Qualitative Analysis.

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  • Author(s): Smith JD;Smith JD; Egan KN; Egan KN
  • Source:
    Journal of personality assessment [J Pers Assess] 2017 Mar-Apr; Vol. 99 (2), pp. 126-135. Date of Electronic Publication: 2015 Sep 25.
  • Publication Type:
    Journal Article
  • Language:
    English
  • Additional Information
    • Source:
      Publisher: Informa Healthcare Country of Publication: England NLM ID: 1260201 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1532-7752 (Electronic) Linking ISSN: 00223891 NLM ISO Abbreviation: J Pers Assess Subsets: MEDLINE
    • Publication Information:
      Publication: London : Informa Healthcare
      Original Publication: [Burbank, Calif.] Society for Personality Assessment.
    • Subject Terms:
      Interview, Psychological* ; Personality* ; Personality Assessment*; Psychology/*education; Diagnostic Self Evaluation ; Humans ; Learning ; Qualitative Research
    • Abstract:
      Surveys indicate that practice and training in psychological assessment, and personality assessment (PA) to a lesser degree, has been stable or increasing over the past quarter-century. However, its future arguably remains threatened due to changes in doctoral training programs and beliefs in the field concerning the utility of PA for treatment success. To increase interest in and use of PA, studies of training methods that include trainees' perspectives are needed. This study evaluated the experiences of 10 graduate trainees and their clients who were trained in and conducted a brief Therapeutic Assessment (TA). Qualitative responses to a self-evaluation administered post-TA were coded using directed content analysis. Results indicated that trainees viewed TA/PA as having clinical utility; they had positive feelings about TA/PA, and they desired or intended to use or continue learning about TA/PA. Clients' responses reflected positive feelings about the TA, having gained new self-awareness or understanding, and having a positive relationship with the assessor. The findings suggest that teaching PA from a TA perspective could produce positive benefits for psychology trainees.
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    • Grant Information:
      P30 DA027828 United States DA NIDA NIH HHS
    • Publication Date:
      Date Created: 20150927 Date Completed: 20171024 Latest Revision: 20181202
    • Publication Date:
      20231215
    • Accession Number:
      PMC4808493
    • Accession Number:
      10.1080/00223891.2015.1077336
    • Accession Number:
      26407831