2026 SPA Workshops & Convention

As personality assessment continues to evolve, technological innovations offer new opportunities to expand how we conceptualize, measure, and interpret personality. This panel highlights three complementary approaches that illustrate how technology can deepen assessment by integrating personality structure with context, behavior, and data-driven analytic methods. Together, the panelists will demonstrate how technology can enhance core principles of personality assessment.  Dr. Michael Roche will examine how personality dynamics unfold in daily life using an experience sampling methodology, combining person-specific data analysis with sample-wide associations to integrate nomothetic and idiographic insights. He considers how salient contexts, such as discrimination, influences these associations and the meaning behind them for personality assessment. Dr. Katie Lewis will present a clinical case study using a multimethod, experience sampling framework to investigate the daily interpersonal behaviors and experiences of a patient over the course of 1-year in residential treatment. She will illustrate how these findings expand our understanding of personality dynamics and provide support for integrating experience sampling methods into routine clinical assessment and practice. Finally, Dr. Adam Natoli will present research using machine learning and artificial intelligence to examine complex patterns in personality assessment research and practice, addressing both the promise of these methods for advancing measurement and the interpretive challenges they introduce. Across presentations, panelists will address how technology can expand ecological validity, clinical nuance, and analytic capacity in personality assessment, consequentially improving its utility and accessibility. Moderated by SPA President Dr. Nicole Cain, this session will emphasize responsible, theory-driven integration of technology and encourage attendees to consider how these approaches may be thoughtfully incorporated into their own research and clinical practice.

 

Learning Objectives: After attending this session, participants will be able to:

1. Describe how ecological momentary assessment (EMA) can be used to assess external life events and contextual factors in conjunction with personality assessment.
2. Explain how integrating EMA with personality assessment methods can enhance clinical case conceptualization and assessment feedback.
3. Identify potential applications and limitations of machine learning and artificial intelligence approaches in the analysis and interpretation of personality assessment data.

John Kurtz will reflect on his educational and professional development as a psychologist, with frequent attention to the influence and encouragement of his journey from previous Klopfer Award winners. The theme of his research program has been the value of using multiple methods for personality assessment, and this theme will be illustrated with examples from various stages of his career. The many advantages of using knowledgeable informants has been a longstanding and frequent interest, and this method was used to investigate the stability of trait expression across different social contexts. Kurtz has also been interested in the use of sentence completion techniques to measure Loevinger’s theory of ego development, and he will recount a study that examined the place of this construct in the five-factor trait taxonomy. His research with the Personality Assessment Inventory has evaluated techniques for discriminating ordinary defensiveness provoked by the selection context versus conscious attempts to conceal psychopathology. Currently, Kurtz and his students are reporting the results of a narrative assessment project. Stories of COVID-19 lockdown were collected from a large sample of young adults and rated for growth motivations, identity and coherence of self, and emotional investment in relationships. These narrative variables were found to be significant predictors of current self-reported well-being. Kurtz will conclude by expressing appreciation to the Society of Personality Assessment for its enduring openness to the many possible means for understanding the complex nature of human beings. 

Learning Objectives 

At the end of this workshop, the learner will be able to:

Wisdom is an ancient concept that has captured modern scientists’ attention and interest. Defined as morally grounded excellence in social-cognitive processing, wisdom entails the application of our meta-cognitive capacities to solve complex and ill-defined life problems. The development of a cumulative and coherent science of wisdom has been complicated by the issue of how to measure it: some researchers prefer performance measures to assess people’s wisdom-related expertise in living; other researchers prefer self-report measures to assess people’s wisdom-related attributes. Each tradition has its strengths and limitations. In this address, I will present meta-analytic and empirical research to clarify wisdom’s nomological network through the common and unique correlates that wisdom manifests across these measurement traditions. As wisdom and narcissism are defined antithetically, I will then examine whether the absence of narcissism constitutes a necessary condition for wisdom. I will close by reflecting on the role of gen AI in future wisdom research.

This talk is intended for those generally interested in the perplexing lack of convergence between self-report and performance measures, as well as for those specifically interested in the measurement of elusive psychological constructs such as wisdom.

 

Learning Objectives

By the end of this talk, attendees should:

This keynote offers a lived experience perspective on the dimensional understanding of personality disorder, charting the shift from the onset of personality difficulties through disorder and into robust recovery.  

Drawing on the ICD-11 and the Alternative Model for Personality Disorders (AMPD), Baltzersen examines how self and interpersonal impairments not only signal severity but also shape how traits are expressed. The level of functioning can dictate whether an inherent trait becomes protective, neutral, destructive, or pathological.

Through personal narrative, medical records, and reflections spanning from adolescence to recovery, the audience gains insight into this dynamic reorganization.  What once appeared as impulsive self-destructiveness – described as “keeps finding herself in absurd and dangerous situations” – has, through functional recovery, transformed into spontaneous curiosity that now lads towards valuable and enriching environments. 

This is a story that illustrates the core thesis of structural change: same trait, different function.

Learning Objectives

1. Participants will gain insight into how personal narratives can illustrate theoretical models such as the ICD-11 and DSM-5 Alternative Model for Personality Disorders, deepening empathy and understanding in assessment and treatment contexts.
2. Participants will learn how the same core traits can serve both protective and self-destructive functions depending on underlying personality organization.

This four-hour workshop will focus specifically on how to apply the DSM-5's Alternative Model of Personality Disorders (AMPD) in clinical practice. The emphasis will be on novel case material (new for 2026) and practical clinical issues in assessment and case conceptualization. In 2024, the American Psychiatric Association published the official manual for the Personality Inventory for DSM-5 (PID-5), the instrument designed to assess maladaptive personality traits within the AMPD framework. Thus, the focus of the workshop is timely, and specific attention will be devoted to familiarizing attendees with the contents of the PID-5 manual and practical aspects of applying the PID-5 in clinical personality assessment.

Preemployment psychological evaluations (PPEs) of prospective police and public safety personnel, like all competent forensic investigative/assessment endeavors, require a multi-method approach and following the analytical model of scientific parsimony. Legally mandated in most state in the United States, PPEs of police applicants consists of psychological testing, formal life history data collection, a psychological/behavioral interview, and the harvesting of other collateral/supplemental information. Data relevance, formal assessment frameworks, and valid and reliable assessment tools inform the application of mechanical decision rules. Emerging technologies have advanced the science and practice of PPEs on numerous fronts, from enhancing data collection strategies to increasing capacity for more complex analytics (e.g., combining data and detecting historically obscured patterns of problematic data) to examining digital fingerprints/footprints (e.g., social media activity) for activities revealing high risk factors, such as radical extremism and bias/prejudice.

Murder is a legal construct that describes the illegal taking of a human life. Although the act is interpersonal, it may only have intrapersonal meaning for the offender. The underlying meaning of murder cannot be clearly understood without a study of the agent who commits the act. This workshop will demonstrate how Rorschach’s Test has been used to evaluate the psychological structure and personality functioning of individuals who have killed. After providing a description of organizing concepts for understanding types of homicidal behaviors, the presenters--senior forensic psychologists and advanced Rorschach clinicians--will present Rorschach Test data and protocols to illuminate personality characteristics-- self and object relations as well as cognitive and affective functioning--in those who have killed. Case examples will be used to illustrate the power of Rorschach’s Test for developing a clinical and forensic understanding of homicide and those who commit the acts, with direct application to clinical and forensic personality assessment.

Distinguishing whether the cognitive, somatic, and/or psychiatric problems reported by an assessee are authentic/credible or feigned/noncredible is one of the main tasks of forensic evaluators. Several instruments have been developed for this purpose, including symptom validity tests (SVTs), which assess the credibility of self-reported symptoms and will be the focus of this half-day workshop, and performance validity tests (PVTs), which assess the credibility of observed scores on cognitive tests. Like PVTs, SVTs also can either be embedded in broader and more complex instruments or serve as free-standing measures whose purpose is specifically to assess the credibility of the clinical presentation. Among the best-known examples of embedded SVTs are the validity scales focusing on negative response bias of the Minnesota Multiphasic Personality Inventory (MMPI-2-RF / MMPI-3) and Personality Assessment Inventory (PAI). As for free-standing SVTs, the Structured Inventory of Malingered Symptoms (SIMS) and the Inventory of Problems – 29 (IOP-29) are probably among the best known examples. Because the results of these different validity tests are often inconsistent with each other, it would be advisable to use an evidence-based method to integrate and combine the results of multiple SVTs. After attending this half-day workshop, participants will be able to select the most empirically supported cutoff scores for a large number of widely used SVTs and apply psychometrically sound algorithms for combining and integrating results from different administered SVTs.

Therapeutic Assessment with Adolescents (TA-A) is a semi-structured form of collaborative assessment developed by Dr. Stephen Finn and influenced by the work of Connie Fischer and Len Handler (Finn, 2007; Fantini et al., 2022). Psychological testing is not only used for diagnosis, treatment planning, and outcome evaluation, but also as the centerpiece of a brief therapeutic intervention with adolescents and their families. TA-A is especially helpful at the adolescent stage of development, as teens are forming their identities for adulthood and developing their self-narratives (Tharinger et al., 2013). TA-A can be a ripe opportunity to help teens develop more accurate, compassionate narratives. Since it actively involves parents and caregivers, TA-A can also help families make systemic changes and see their teens more accurately and compassionately. This workshop will detail the underlying theories, structure, and supporting research of TA-A. Participants will be exposed to the different steps that are part of the model and come to appreciate how to develop questions to be answered through testing, and how to explore test results to build insight. As the steps of the model are explained, clinical vignettes, including video and test data, will bring TA-A to life. Participants will come to understand important aspects of the model that they can use to enhance client care.

Understanding and evaluating the risk of suicide is a crucial skill for assessment psychologists. The focus of this intermediate workshop is to provide an updated, practical, and evidence-based approach to suicide risk assessment.

In addition to examining the evidence-based literature on suicide risk assessment, the workshop focuses on utilizing and integrating clinical interviews with MMPI-3, PAI-PLUS, and the Rorschach (R-PAS and CS) in suicide risk evaluation.

This workshop employs a lecture format with slides, case examples, and audience participation to examine suicide risk factors in different settings and contexts and to illustrate how to conduct a suicide preventive evaluation. Our discussion highlights:

1. Diversity related to suicide risk,
2. the significance of suicide risk formulation,
3. the limitation of suicidal ideation as a risk factor,
4. effective use of self-report and performance-based measures in suicide risk assessment
5. psychosis and suicide risk,
6. countertransference in assessing suicide risk, and
7. the use of suicide contracts.

Additionally, we discuss the strengths and limitations of psychological testing instruments and other specialized tools in assessing suicide risk.

Goals and Objectives:

1. Participants will be able to discuss two limitations of suicidal ideation as a risk factor.
2. Participants will be able to list two strengths of multi-scale personality measures in the assessment of suicide risk.
3. Participants will be able to explain two conditions under which a suicide protective factor could become a risk factor.
4. Participants will be able to make two key distinctions between Risk Status and Risk State.
5. Participants will be able to describe three conceptual approaches to the use of the Rorschach in suicide risk assessment.

Narrative assessment can assist in the assessment of motivation, unconscious processes, relational patterns, and psychological dynamics. Narrative methods can be used in multi-method personality assessment to complement data from interviews and self-report. However, these methods face significant practical barriers (e.g., training raters and rating narratives can take months). Resource limitations may push researchers away from these approaches. This workshop demonstrates and reviews steps researchers can take to implement artificial intelligence (AI) to assist in narrative rating. Workshop attendees will get hands-on experience practice in creating Generative AI bots, developing system prompts, generating synthetic narratives (for prompt refinement), using multiple AI families, and using systematic steps to assess validity and reliability. Additionally, they will learn about important ethical considerations regarding consent and confidentiality. This workshop is intended for researchers, clinicians, and educators interested in personality assessment. The workshop requires no prior programming experience or experience with AI. We welcome participants at all levels of technological familiarity. The presenters will provide an overview of AI and will review steps for developing, refining, and validating AI assistants using systematic approaches. Workshop attendees will get hands-on practice with prompt development and refinement, bot assessment, synthetic narrative generation, and bot validation. Attendees will be required to have a Poe.com subscription. Depending on plan, Poe.com costs between $10-$30 (per month). This will grant attendees access to several AI families and web-based hosting for AI bot development.

Dr. Ryan Marek will discuss the use of the MMPI-3 in presurgical psychological evaluations of persons seeking a spinal procedure and metabolic and bariatric surgery (MBS). Current practices of presurgical psychological evaluations will be discussed. Following, the research that supports use of the MMPI-3 in these higher-risk interventions will then be discussed. Case illustrations will then be presented where the newest, empirically based MMPI-3 report, the Spinal Procedure Candidate Interpretive Report (SPCIR), will be shown and demonstrate how it will assist in accurately and efficiently evaluating patients seeing spinal surgical procedures.

One of the central aims of clinical work—whether in psychotherapy or psychological assessment—is to help clients connect with their emotional experiences. This emotional access is often the gateway to understanding the roots of suffering, developing self-compassion, and building the strength necessary for growth and change. Yet, for many clients, this work is complicated by entrenched defenses that protect them from emotional pain. These are often deactivating defenses—protective strategies that mute emotional expression and distance clients from vulnerable states.

This advanced-level workshop will explore deactivating defenses from an attachment theory perspective, with a focus on how these defenses emerge, function adaptively, and—at times—become maladaptive. The presenters will reflect on clients’ “dilemma of change”, and the forces that make it difficult for clients to embrace a change. Drawing from the conceptual framework of the Adult Attachment Projective Picture System (AAP; George & West, 2012), we will review common deactivating strategies such as intellectualization, normalization, rationalization, compartmentalization, minimization, overemphasis on independence or achievement, and emotional numbing.

The workshop will then demonstrate how the Early Memories Procedure (EMP; Bruhn, 1992) can be used as a clinically powerful tool to explore and soften these defenses both in the context of a psychological assessment as well as therapy. The EMP is a brief, narrative-based assessment method that offers deep insight into clients’ world view, including attachment defense, unspoken conflicts, and adaptations. Through real clinical cases, participants will learn to identify subtle markers of defenses, generate attachment-informed hypotheses, and use clients’ early memories to create therapeutic bridges that invite emotion and help make meaning of current struggles. Furthermore, attendees will be able to reflect on their own deactivation defenses and on the countertransference that they experience when they work with clients who employ strong deactivation defenses.

Importantly, this workshop will not only present theory and case material—it will immerse attendees in experiential learning through video segments, structured role-play, and small group discussion. Participants will have the opportunity to practice identifying deactivating defenses in the Early Memories Procedure, reflect on case conceptualization and clinical interventions, as well as their own countertransference.

This workshop is considered advanced due to its focus on the integration of narratives as they emerge in the Early Memories Procedure and the attachment frameworks, and its emphasis on experiential methods that foster skill development and self-reflection in clinicians.

In this workshop, sponsored by the Society for Interpersonal Theory and Research, Dr. Hopwood will present the assumptions of Contemporary Integrative Interpersonal Theory, walk attendees through the interpretation of multisurface interpersonal circumplex data, and illustrate the use of contemporary integrative interpersonal assessment for case formulation at the beginning and during psychotherapy. The presentation will describe the features of interpersonal situations, including motives, affects, perceptions, and behaviors. Strategies will be described for how these features can be measured across different levels of analysis and time (including as dispositions, across situations, and within situations). The presentation will also discuss how dynamic concepts such as complementarity and developmental copy processes can support case formulation.

Our wokshop is designed to help assessors expand their toolkit and broaden the scope of Rorschach use to include the assessment of psychological functioning in neurocognitive and neurodevelopmental disorders. We first provide an overview of neurocognitively correlated variables, beginning with the seminal work of Hermann Rorschach and Zygmunt Piotrowski's 10 "organic signs". In our overview, we divide neurocognitively correlated Rorschach variables into four broad categories: (1) variables related to adaptive coping resources and the capacity to mentalize; (2) variables related to perceptual-cognitive sophistication and complexity; (3) variables related to psychotic phenomena; and (4) additional neuropsychologically correlated variables. Next, we provide an overview of neuroimaging and psychophysiological studies using the Rorschach, as well as an overview of studies describing Rorschach performance in a range of neurocognitive and neurodevelopmental disorders, such as dementia, traumatic brain injury, attention deficit/hyperactivity disorder, autism spectrum disorder, and other conditions. Finally, we provide assessors with guidelines for interpreting neurocognitively correlated Rorschach variables, and present two brief case illustrations showing how the Rorschach can be used from a neuropsychological perspective. We will also provide an extensive list of recommended reading materials relevant to neuropsychological Rorschach assessment.

This workshop identifies common challenges in teaching and supervising psychological assessment, including discussing its complex, paradoxical history while also teaching explicit skills and grappling with critical social justice issues. The workshop will review and critique the assessment and multicultural benchmarks expected as part of clinical training towards practicum, internship, and eventually clinical practice. Particular focus is on establishing a social justice-oriented training environment and teaching/supervising approach. Participants will be introduced to a variety of activities that help incorporate cultural humility in the teaching and learning process. Participants will explore ways to assess for both their own culturally-related skills, as well as the skills of their students/trainees. The workshop will allow space for discussion and sharing expertise among participants and presenters to strengthen assessment training and services that support justice and empowerment for diverse clients.

This workshop focuses on clinical applications of multimethod test data across different applied settings. The workshop will highlight how to transform test data into meaningful assessment reports and feedback sessions. A multi-method assessment approach will be emphasized and various types of data (e.g. structural, thematic, and behavioral) will be defined and utilized. The workshop will use two practice cases, a forensic case example involving trauma and a psychiatric outpatient case involving psychosis, to illustrate concepts and practice application. Additionally, the needs of different clinical settings and patient populations will be emphasized, with attention to cultural considerations when selecting assessments, writing reports, and delivering feedback. The workshop will walk attendees through the process of taking raw assessment data and translating the data into personalized, tailored case conceptualizations. Then, we will discuss how to translate the case conceptualization into a well written assessment report, offering guidance on writing Personality Functioning, Diagnostic Impressions, and Summary sections. The workshop will then focus on guiding audience members through writing clear, effective, and highly personalized recommendations. The workshop will wrap up with a focus on delivering feedback. Audience members will be introduced to several approaches to structuring feedback sessions, ways to make feedback “stick,” and considerations for tailoring feedback to land with the individual. Empirical literature will be referenced throughout to support the practices used, and attendee discussion, participation, and applied practice of techniques taught will be highly encouraged. This was offered last year in a half-day format, although has been tailored for a full day workshop to foster better pacing, increased attendee engagement and allow time for thoughtful discussion. 

This intermediate workshop highlights how personality assessment instruments, using the MMPI-A-RF as an exemplar, can enhance the scope and impact of psychoeducational assessments. Although psychoeducational evaluations are often conducted to assist with high-stakes decisions, these assessments frequently rely on tools that emphasize recent, observable indicators of functioning (Lockwood, et al., 2022; Oakland, 2016). As a result, evaluators may miss critical information about students’ experiences of psychopathology and their standing on key dispositional vulnerabilities, both of which shape how students perceive, engage with, and respond to the academic environment (Flanagan, 2007). The MMPI-A-RF is a broadband personality and psychopathology instrument designed for adolescents that offers psychometrically rigorous, dimensional data aligned with modern models of mental health and personality (Archer et al., 2016; Lee et al., 2024, Stokes et al., 2018). Despite its clinical utility, the MMPI-A-RF is rarely used in schools, in part to practical concerns and limited training opportunities (Lockwood, et al., 2022; Oakland, 2016). This workshop addresses these gaps by helping practitioners understand how the MMPI-A-RF can enhance the accuracy, depth, and utility of psychoeducational evaluations. Through a blend of didactic instruction, case-based illustration, and guided interpretation, participants will learn how MMPI-A-RF data can clarify diagnostic impressions, support classification decisions, and guide development of individualized support planning within tiered service models. The workshop will also explore practical and ethical considerations related to using instruments like the MMPI-A-RF in school settings. Attendees will leave better equipped to integrate MMPI-A-RF data with other sources (e.g., academic, cognitive, behavioral), thereby strengthening their ability to construct comprehensive case conceptualizations and make informed, equitable decisions in school-based evaluations.

There continues to be a growing need in the psychology field to create measures that quantify qualitative data in dynamically rich and meaningful ways. Within the personality assessment and psychotherapy process and outcome empirical literature, the Social Cognition and Object Relations Scale-Global Rating Method (SCORS-G) has become one of the most commonly used clinician-rated measures to code object relational content via narrative material. This INTRODUCTORY workshop will teach participants how to score and interpret TAT protocols and integrate this information within a multi-method battery. Overall, this will be an interactive seminar and applicable to those with various levels of training.

For years it has been known that performance-based tests--such as the Rorschach, Wartegg Drawing Completion Test, Adult Attachment Projective Picture System, Early Memory Procedure, and Thematic Apperception Test—are particularly sensitive to eliciting clients’ unresolved traumas, either via the content of their responses or in their comportment during the assessment situation. Recent brain research explains how and why performance-based tests elicit traumatic memories and emotions and provides insights into how to use such events to help clients heal. Dr. Finn will summarize the research in this area and teach the necessary elements for using performance-based tests therapeutically, including how to keep clients safe while doing this work. He will illustrate his points with case examples and videos of actual clients doing multiple performance-based tests. Participants will also work in small groups to try collaborative assessment techniques known to facilitate therapeutic change. 

Objectives: 
Participants will be able to: 

• Summarize current neurobiological research on the power of performance-based tests to elicit unresolved trauma
• List ways to keep clients within the window of tolerance while using projective tests therapeutically
• Explain at least two techniques for using material from performance-based tests therapeutically
• Practice using performance-based tests therapeutically during role plays 

This workshop focuses on clinical applications of multimethod test data across different applied settings. The workshop will highlight how to transform test data into meaningful assessment reports and feedback sessions. A multi-method assessment approach will be emphasized and various types of data (e.g. structural, thematic, and behavioral) will be defined and utilized. The workshop will use two practice cases, a forensic case example involving trauma and a psychiatric outpatient case involving psychosis, to illustrate concepts and practice application. Additionally, the needs of different clinical settings and patient populations will be emphasized, with attention to cultural considerations when selecting assessments, writing reports, and delivering feedback. The workshop will walk attendees through the process of taking raw assessment data and translating the data into personalized, tailored case conceptualizations. Then, we will discuss how to translate the case conceptualization into a well written assessment report, offering guidance on writing Personality Functioning, Diagnostic Impressions, and Summary sections. The workshop will then focus on guiding audience members through writing clear, effective, and highly personalized recommendations. The workshop will wrap up with a focus on delivering feedback. Audience members will be introduced to several approaches to structuring feedback sessions, ways to make feedback “stick,” and considerations for tailoring feedback to land with the individual. Empirical literature will be referenced throughout to support the practices used, and attendee discussion, participation, and applied practice of techniques taught will be highly encouraged. This was offered last year in a half-day format, although has been tailored for a full day workshop to foster better pacing, increased attendee engagement and allow time for thoughtful discussion. 

The Millon inventories can be an integral part of any psychological assessment as well as a source of perceptive insights that can serve as a guide for treatment interventions. This workshop will provide an in-depth look at the clinical utility of the MACI-II. We will discuss Millon's comprehensive theory from a developmental perspective. We will explore how the theory's fundamental polarities relate to neuropsychological stages of development in addition to giving consideration to how parenting styles and parent-child interaction patterns may relate to emerging personality styles. Numerous case examples will provide opportunities to discuss the role of life experiences and cultural factors and to incorporate validity data from various sources.

This full-day workshop builds upon the foundational work presented in Psychological Assessment of Bipolar Spectrum Disorders (Kleiger & Weiner, 2023), a comprehensive volume that advances a multimethod approach to evaluating bipolar spectrum conditions. One of the workshop presenters contributed a chapter to this book, and the session aims to cover its insights by focusing on the psychodynamic analysis of speech, as a tool for identifying manic-depressive personality traits within the broader bipolar spectrum. 
The faculty will explore the concept of manic-depressive personality (MDP) through a psychodynamic lens, offering a qualitative approach to personality assessment using the Rorschach and the TAT. Moving beyond traditional psychometric tools, the session introduces participants to a theoretical and clinical framework that emphasizes affective experience, object relations, and language. Drawing on the Lausanne School’s methodology and key contributions from Akiskal, Bleuler, and others, the workshop provides tools for identifying MDP traits in clinical material, particularly through speech analysis. Participants will engage with case studies and practice thematic analysis to refine their diagnostic sensitivity.

As artificial intelligence (AI) tools become increasingly available to clinicians, psychologists face growing pressure to understand their ethical, appropriate, and culturally responsive use in clinical assessment. This full-day workshop is designed for licensed psychologists and advanced trainees who conduct psychological assessments and are seeking practical guidance on integrating AI tools responsibly into their workflows. 
The morning session will provide a didactic foundation in key concepts, including the capabilities and limitations of large language models (LLMs), embedded tools, and ambient listening technologies. Participants will reflect on their own AI use and comfort level through guided activities and engage in critical discussion about ethical challenges, cultural bias in AI-generated content, and supervision practices for trainees using AI. 
The afternoon session will hands-on practice integrating a variety of AI tools into each step of the assessment process using a comprehensive fictional case (amalgamated from multiple patients). Participants will work step-by-step through the psychological assessment process—reviewing records, formulating referral questions, selecting measures, interpreting test results, integrating findings, and generating recommendations and feedback—while using a variety of AI tools in structured and supervised ways.

1. Identify central personality characteristics, assessed through widely used personality measures, that aid or prevent effective adaptation.
2. Integrate personality assessment results with case history to develop a diagnostic formulation and case conceptualization.
3. Formulate specific treatment targets.
4. Identify connecting links between the preceding processes that provide for an integrated, cohesive approach.
5. Describe approaches to teach and/or supervise students to deepen conceptualization and treatment planning.