Abstract

Psychological assessment is a fundamental competency in clinical psychology doctoral training, yet inconsistencies persist in the content and structure of assessment education across programs. This study aimed to evaluate current trends in psychological assessment training at American Psychological Association (APA) accredited clinical psychology doctoral programs, with particular attention to the implementation of the APA Guidelines for Education and Training in Psychological Assessment in Health Service Psychology. Utilizing a nonexperimental, descriptive design, the study analyzed 85 syllabi submitted by 58 programs, as well as publicly available curricular information. A rubric was developed to assess the extent to which course syllabi reflected the seven domains outlined in the APA guidelines. Results revealed variability in course structure and instrument coverage and in general alignment with the guidelines. Limitations included a low response rate (14%) and potential discrepancies between syllabus content and actual classroom instruction. Findings suggest that, although programs are generally incorporating core assessment competencies, gaps may exist in uniform application of the guidelines. Future research should explore faculty perspective and student outcomes to further assess the efficacy of current training practices.

Library of Congress Subject Headings

Clinical psychology—Study and teaching (Graduate); Psychological tests—Study and teaching; Curriculum evaluation; American Psychological Association

Date of Award

2025

School Affiliation

Graduate School of Education and Psychology

Department/Program

Psychology

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Edward P. Shafranske

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