What transforms teaching psychological assessment from the ordinary to the extraordinary (1.5 CEs)

Abstract

Teaching psychological assessment often focuses on multiple dimensions of the assessment process, including, but not limited to, test construction, test administration, scoring, interpretation, and report writing. Much of the literature on teaching psychological assessment focuses on the objective nature of the measures, the reduction of bias, and the importance of standardized assessment procedures. Yet, there are basic underlying principles embedded in teaching and learning psychological assessment which are implicit and not fully acknowledged. This panel will outline two underlying principles, namely teaching and learning the role of being an evaluator and teaching and learning the role of being a diagnostician. Additionally, countertransferential reactions to learning these roles, while students are simultaneously being evaluated and in classes and in supervision, will be discussed. The panel will present papers from faculty, supervisors, and students who hold varied identities

Coordinator

Sarah Hedlund | Geor

Speakers

Helen DeVinney | George Washington University

Katherine Marshal Woods | George Washington University

Han Yu | George Washington University

Hannah Goldstein | George Washington University

Harsh Taneja | George Washington University

Goals & Objectives

1. Describe two methods of pedagogy utilized to teach assessment students the role of being an evaluator.
2. Describe two methods of pedagogy utilized to teach assessment students the role of being a diagnostician.
3. Describe two pedagogical methods utilized to aid students in identifying countertransferential aspects inherent in the role of being an evaluator.