How do we move from an understanding of the administration, scoring, and interpretation of responses on various personality assessment instruments to the ability to put our understanding into words and communicate it effectively to referral agents and to patients themselves? And how do we transmit that ability to students?
Teaching and Learning Personality Assessment strives to fill a gap in the literature and in many training programs. The editors have assembled a group of renowned clinicians, noted not only for their own acumen in personality assessment but also for their teaching talent, who present in detail time-tested techniques for teaching assessment. Readers have the opportunity to "sit beside" these seasoned mentors and learn their special skills. Numerous examples illustrate the key concepts.
For every instructor of personality assessment who has ever pondered ways to organize a course or to convey difficult material, and for every student who has worried about how to translate theory into practice, in the context of a course or on his or her own, this book will offer enlightenment and provide uniquely practical assistance. It will be important reading for psychologists and trainees at every level of experience. Its clear style, vivid anecdotes, frank discussion of disagreements in the field, and innovative ideas make it an excellent text for both introductory and advanced courses.
Table of Contents
Contents: J.E. Exner, Jr., Foreword. L. Handler, M.J. Hilsenroth, Preface. Introduction. Part I:Setting the Stage. L. Handler, G.J. Meyer, The Importance of Teaching and Learning Personality Assessment. J.C. Fowler, The Trouble With Learning Personality Assessment. Part II:Conceptual Models for Interpretation. H.D. Lerner, The Experiential Basis of Psychological Testing. P. Erdberg, Helping Students Integrate Rorschach Structure and Psychological Theory. B.L. Smith, The Impossible Takes a Little Longer: The Role of Theory in Teaching Psychological Assessment. C.A. Waehler, H.J. Sivec, Critical-Thinking Applications in Personality Assessment: Classrooms as Laboratories and Studios. Part III:The Interpersonal Dimension. P.M. Lerner, Training in Assessment: Internalization and Identity. J.M. Masling, Interpersonal and Actuarial Dimensions of Projective Testing. H.M. Potash, Assessing the Social Subject. Part IV:Teaching and Learning Specific Test Instruments. R.L. Greene, P. Rouhbakhsh, Teaching the MMPI-2. R.D. Davis, T. Millon, Teaching Assessment With the Millon Clinical Multiaxial Inventory (MCMI-III). L.C. Morey, Teaching and Learning the Personality Assessment Inventory (PAI). I.B. Weiner, Teaching the Rorschach Comprehensive System. V. Brabender, Teaching That First Rorschach Course. P. Cramer, Approaching the Thematic Apperception Test (TAT). L. Handler, R. Riethmiller, Teaching and Learning the Administration and Interpretation of Graphic Techniques. L. Handler, Teaching and Learning the Interpretation of the Wechsler Intelligence Tests as Personality Instruments. Part V:Teaching and Learning Specialized Issues in Assessment. R.H. Dana, Personality Assessment and the Cultural Self: Emic and Etic Contexts as Learning Resources. C.T. Fischer, The Rorschach and the Life World: Exploratory Exercises. S.E. Finn, Teaching Therapeutic Assessment in a Required Graduate Course. E.E. Wagner, A Logical Analysis of Rorschach Autisms. M.J. Hilsenroth, Using Metaphor to Understand Projective Test Data: A Training Heuristic. B.A. Ritzler, Teaching Dissemination of Personality Assessment Results in Graduate Programs. Part VI:Teaching and Learning Assessment Courses. L. Handler, J.C. Fowler, M.J. Hilsenroth, Teaching and Learning Issues in an Advanced Course in Personality Assessment. S.W. Russ, Teaching Child Assessment From a Developmental-Psychodynamic Perspective. Part VII:Assessment in Internship Experiences. R. Lovitt, Teaching Assessment Skills in Internship Settings. M.A. Blais, M.D. Eby, Jumping Into Fire: Internship Training in Personality Assessment.