Psychological assessment training during COVID-19

In response to the need for physical distancing in the era of COVID-19, APA's Div. 12 (Society of Clinical Psychology), Section IX (Assessment Psychology) and the Society for Personality Assessment jointly addressed psychological assessment and telehealth for practicing health service and applied psychologists.

This second document provides guidance to psychologists who teach, train, and supervise graduate students and trainees in psychological assessment, particularly related to test administration.

During this time, our primary goal in education and training in psychological assessment is to ensure that our students are not at a disadvantage professionally or practically moving forward. We want to ensure that they get the best education and training possible, knowing that we need to be flexible with our approaches during this period of distancing and stay-at-home orders. There are limits to what can be accomplished, but we want to make sure that these students progress and gain competency in this core area of health service psychology.

Ensure understanding of standardized administration

Avoid teaching altered methods of standardized administration before students/trainees have a firm grasp on standardized administration procedures. Training alternative administration procedures can instill bad habits or potentially imply that standardization is not so important. Furthermore, trying to communicate both the alternative (remote) administration procedures and the fact that they are not best practice may increase the already typical overwhelm felt by students training in assessment.

Alter the focus, for now

Although test administration is a core component of assessment training, as test data are the foundation of a valid, comprehensive and integrative psychological assessment, during the current temporary circumstances, consider focusing on valid and meaningful interpretation of test data; integration and conceptualization in assessment work, including reconciling data discrepancies; and utilizing assessment data to inform clinical decision-making.

Follow up, as possible

Consider setting aside a separate, dedicated time later on (maybe even in a following semester, if needed or possible) to focus entirely on standardized administration procedures of major performance-based tests.

Once equivalency testing data become available, as well as additional remote testing options, assessment instructors and supervisors may be able to find ways to incorporate those into teaching and training.

Be cautious

Pre-doctoral interns and postdoctoral fellows who may have some experience with standardized administration should take great care to consider the potential impact of modifying assessment administration not only on the client and assessment procedures, but also on the assessor, the supervisory relationship and related needs.

Provide more supervision

Consider increasing observation of assessment administration when possible, at least in the initial stages of remote administration, and remind the supervisee that these techniques have not been entirely shown to be reliable when administered in this way, when in fact this is the case.

Be transparent

It is important to note in psychological assessment reports and feedback if/when assessment procedures have been altered and how these alterations may have or likely impacted the data. It is important to be transparent about the abnormal circumstances under which the assessment was conducted, as well as the considerations that went into how data are interpreted, with consideration to alterations, and integrated with other information.