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Comments on the miniseries: Personality assessment in school psychology
Author(s) -
Flanagan Rosemary
Publication year - 2007
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20225
Subject(s) - psychology , school psychology , personality , norm (philosophy) , applied psychology , projective test , interpretation (philosophy) , personality assessment inventory , social psychology , epistemology , psychoanalysis , philosophy , computer science , programming language
Although personality assessment in school psychology is important, attention appropriate to its importance is not the norm. The miniseries contributions addressing ways personality is defined, considerations assessing diverse populations, data integration, projective or performance assessment, and Therapeutic Assessment are reviewed. Although prepared for school psychologists, the information should be helpful for all child practitioners. Important recommendations for school psychological practice are (1) the role of school psychologist should be expanded to evaluate personality beyond the level of screening, (2) personality assessment should include more than questionnaire data, (3) data obtained from varied measures should be integrated to provide a description as well as a diagnosis of the youngster, and (4) use of theory to guide interpretation is desirable. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 311–318, 2007.