The role of clinical experience in mental health assessment
Słowa kluczowe:
mental health assessment; clinical experience
Abstrakt
There are data showing clinical experience as disadvantageous for the quality of mental health assessment. On the other hand, according to American Psychological Association standards of evidence-based practice in psychology, clinical experience is one of the fundamental factors in professional psychological practice. The paper presents this controversy in the context of relevant psychological knowledge and empirical data. The conclusions are as follows: (1) the valuable input that clinical experience may bring to mental health assessment is intuitive thinking; (2) habitual cognitive errors and mindlessness, which are the possible side effects of long-lasting diagnostic practice, can be reduced by means of careful self-monitoring of the assessment process. A practical self-monitoring procedure is suggested.
Bibliografia
Ægisdóttir, S., White, M. J., Spengler, P. M., Maugherman, A. S., Anderson, L. A., Cook, R. S., Nichols, C. N., Lampropou, G. K., Walker, B. S., Cohen, G. R. i Rush, J. D. (2006). The meta-analysis of clinical judgment project: Fifty-six years of accumulated research on clinical versus statistical prediction. The Counseling Psychologist, 34(3), 341-382.
APA Presidential Task Force on Evidence-Based Practice (2006). Evidence-based practice in psychology. American Psychologist, 61, 271-285.
Baumeister, R. F., Bratslavsky, E., Finkenauer, C. i Vohs, K. D. (2001). Bad is stronger than good. Review of General Psychology, 4, 323-370.
Bell, I. i Mellor, D. (2009). Clinical judgements: Research and practice. Australian Psychologist, 44(2), 112-121.
Brammer, R. (2002). Effects of experience and training on diagnostic accuracy. Psychological Assessment, 14(1), 110-113.
Brzeziński, J. (2010). Psychologiczna diagnoza zdrowia i zaburzeń z perspektywy metodologii badań psychologicznych. W: H. Sęk (red.), Społeczna psychologia kliniczna (t. 1). Warszawa: Wydawnictwo Naukowe PWN.
Cacioppo, J. T. i Petty, R. E. (1982). The need for cognition. Journal of Personality and Social Psychology, 42, 116-131.
Cautin, R. L. (2011). Invoking history to teach about the scientist-practitioner gap. History of Psychology, 14(2), 197-203.
Cooper-Thomas, H. D. i Trayes, J. (2008). Preoccupied with predictive validity: An alternative perspective. Consulting Psychology Journal: Practice and Research, 60(3), 286-292.
Dane. E. i Pratt, M.G. (2007). Exploring intuition and its role in managerial decision making. Academy of Management Review, 2(1), 33-54.
Dijksterhuis, A., Bos, M. W., Nordgren, L. F. i van Baaren, R. B. (2006). On making the right choice: The deliberation-without-attention effect. Science, 311, 1005-1007.
Eells, T. D., Lombart, K. G., Kendjelic, E. M., Turner, C. i Lucas, C. P. (2005). The quality of psychotherapy case formulations: A comparison of expert, experiences and novice cognitive--behavioral and psychodynamic therapists. Journal of Consulting and Clinical Psychology, 73(4), 579-589.
Fernandez-Bellesteros, R., De Bruyn, E. E. J., Godoy, A., Hornke, L. F., Ter Laak, J., Vizcarro, C., Westhoff, K., Westmeyer, H. i Zaccagnini, J. L. (2001). Guidelienes for the assessment process (GAP): A proposal for discussion. European Journal of Psychological Assessment, 17, 187-200.
Garb, H. N. (1998). Studying the clinician. Washington, DC: American Psychological Association.
Garb, H. N. (2010). The social psychology of clinical judgment. W: J. E. Maddux i J. P. Tangney (red.), Social psychological foundations of clinical psychology (s. 297-311). New York: The Guilford Press.
Holt, R. R. (1986). Clinical and statistical prediction: A retrospective and would be integrative perspective. Journal of Personality Assessment, 50(3), 376-389.
Keyes, C. L. M. (2009). Toward a science of mental health. W: C. R. Snyder i S. J. Lopez (red.), Oxford handbook of positive psychology (s. 89-96). Oxford: Oxford University Press.
Kulatunga-Moruzi, C., Brooks, L. R. i Norman G. R. (2011). Teaching posttraining: Influencing diagnostic strategy with instructions at test. Journal of Experimental Psychology: Applied, 17(3), 195-209.
Langer, E. (2009). Mindfulness versus positive evaluation. W: C. R. Snyder i S. J. Lopez (red.), Oxford handbook of positive psychology (s. 279-294). Oxford: Oxford University Press.
Paluchowski, W. J. (2007). Diagnoza psychologiczna. Proces – narzędzia – standardy. Warszawa: Wydawnictwo Akademickie i Profesjonalne.
Paluchowski, W. J. (2010). Spór metodologiczny czy spór koncepcji – badania ilościowe vs jakościowe. Roczniki Psychologiczne, 13(1), 7-27.
Pasikowski, T. i Sęk, H. (2010). Psychologiczna diagnoza kliniczna – etapy postępowania diagnostycznego a wynik diagnozy. W: H. Sęk (red.), Społeczna psychologia kliniczna (t. 1). Warszawa: Wydawnictwo Naukowe PWN.
Roe, R. A. (2002). What makes a competent psychologist? European Psychologist, 7(3), 192-202.
Shadel, W. G. (2010). Clinical assessment of personality: Perspectives from contemporary personality science. W: J. E. Maddux i J. P. Tangney (red.), Social psychological foundations of clinical psychology (s. 329-348). New York: The Guilford Press.
Skovholt, T. M., Rønnestad, M. H. i Jennings, L. (1997). Searching for expertise in counseling, psychotherapy, and professional psychology. Educational Psychology Review, 9(4), 361-369.
Snyder, C. R., Lopez, S. J., Edwards, L. M., Pedrotti, J. T., Prosser, E. C., LaRue-Walton, S., Spalitto, S. V. i Ulven, J. C. (2003). Measuring and labelling the positive and the negative. W: S. J. Lopez i C. R. Snyder (red.), Positive psychological assessment (s. 21-40). Washington, DC: American Psychological Association.
Spengler P. M., White, M. J., Ægisdóttir, S., Maugherman, A. S., Anderson, L. A., Cook, R. S., Nichols, C. S., Lampropoulos, G. K., Walker, B. S., Cohen, G. R. i Rush, J. D. (2009). The meta-analysis of clinical judgment project: Effects of experience on judgment accuracy. The Counseling Psychologist, 37(4), 400-409.
Stemplewska-Żakowicz, K. (2009). Diagnoza psychologiczna. Diagnozowanie jako kompetencja profesjonalna. Gdańsk: Gdańskie Wydawnictwo Psychologiczne.
Strieker, G. (2000). The scientist-practitioner model Gandhi was right again. American Psychologist, 55(2), 253-254.
Wright, B. A. i Lopez, S. J. (2009). Widening the diagnostic focus: A case for including human strengths and environmental resources. W: C. R. Snyder i S. J. Lopez (red.), Oxford handbook of positive psychology (s. 71-88). Oxford: Oxford University Press.
APA Presidential Task Force on Evidence-Based Practice (2006). Evidence-based practice in psychology. American Psychologist, 61, 271-285.
Baumeister, R. F., Bratslavsky, E., Finkenauer, C. i Vohs, K. D. (2001). Bad is stronger than good. Review of General Psychology, 4, 323-370.
Bell, I. i Mellor, D. (2009). Clinical judgements: Research and practice. Australian Psychologist, 44(2), 112-121.
Brammer, R. (2002). Effects of experience and training on diagnostic accuracy. Psychological Assessment, 14(1), 110-113.
Brzeziński, J. (2010). Psychologiczna diagnoza zdrowia i zaburzeń z perspektywy metodologii badań psychologicznych. W: H. Sęk (red.), Społeczna psychologia kliniczna (t. 1). Warszawa: Wydawnictwo Naukowe PWN.
Cacioppo, J. T. i Petty, R. E. (1982). The need for cognition. Journal of Personality and Social Psychology, 42, 116-131.
Cautin, R. L. (2011). Invoking history to teach about the scientist-practitioner gap. History of Psychology, 14(2), 197-203.
Cooper-Thomas, H. D. i Trayes, J. (2008). Preoccupied with predictive validity: An alternative perspective. Consulting Psychology Journal: Practice and Research, 60(3), 286-292.
Dane. E. i Pratt, M.G. (2007). Exploring intuition and its role in managerial decision making. Academy of Management Review, 2(1), 33-54.
Dijksterhuis, A., Bos, M. W., Nordgren, L. F. i van Baaren, R. B. (2006). On making the right choice: The deliberation-without-attention effect. Science, 311, 1005-1007.
Eells, T. D., Lombart, K. G., Kendjelic, E. M., Turner, C. i Lucas, C. P. (2005). The quality of psychotherapy case formulations: A comparison of expert, experiences and novice cognitive--behavioral and psychodynamic therapists. Journal of Consulting and Clinical Psychology, 73(4), 579-589.
Fernandez-Bellesteros, R., De Bruyn, E. E. J., Godoy, A., Hornke, L. F., Ter Laak, J., Vizcarro, C., Westhoff, K., Westmeyer, H. i Zaccagnini, J. L. (2001). Guidelienes for the assessment process (GAP): A proposal for discussion. European Journal of Psychological Assessment, 17, 187-200.
Garb, H. N. (1998). Studying the clinician. Washington, DC: American Psychological Association.
Garb, H. N. (2010). The social psychology of clinical judgment. W: J. E. Maddux i J. P. Tangney (red.), Social psychological foundations of clinical psychology (s. 297-311). New York: The Guilford Press.
Holt, R. R. (1986). Clinical and statistical prediction: A retrospective and would be integrative perspective. Journal of Personality Assessment, 50(3), 376-389.
Keyes, C. L. M. (2009). Toward a science of mental health. W: C. R. Snyder i S. J. Lopez (red.), Oxford handbook of positive psychology (s. 89-96). Oxford: Oxford University Press.
Kulatunga-Moruzi, C., Brooks, L. R. i Norman G. R. (2011). Teaching posttraining: Influencing diagnostic strategy with instructions at test. Journal of Experimental Psychology: Applied, 17(3), 195-209.
Langer, E. (2009). Mindfulness versus positive evaluation. W: C. R. Snyder i S. J. Lopez (red.), Oxford handbook of positive psychology (s. 279-294). Oxford: Oxford University Press.
Paluchowski, W. J. (2007). Diagnoza psychologiczna. Proces – narzędzia – standardy. Warszawa: Wydawnictwo Akademickie i Profesjonalne.
Paluchowski, W. J. (2010). Spór metodologiczny czy spór koncepcji – badania ilościowe vs jakościowe. Roczniki Psychologiczne, 13(1), 7-27.
Pasikowski, T. i Sęk, H. (2010). Psychologiczna diagnoza kliniczna – etapy postępowania diagnostycznego a wynik diagnozy. W: H. Sęk (red.), Społeczna psychologia kliniczna (t. 1). Warszawa: Wydawnictwo Naukowe PWN.
Roe, R. A. (2002). What makes a competent psychologist? European Psychologist, 7(3), 192-202.
Shadel, W. G. (2010). Clinical assessment of personality: Perspectives from contemporary personality science. W: J. E. Maddux i J. P. Tangney (red.), Social psychological foundations of clinical psychology (s. 329-348). New York: The Guilford Press.
Skovholt, T. M., Rønnestad, M. H. i Jennings, L. (1997). Searching for expertise in counseling, psychotherapy, and professional psychology. Educational Psychology Review, 9(4), 361-369.
Snyder, C. R., Lopez, S. J., Edwards, L. M., Pedrotti, J. T., Prosser, E. C., LaRue-Walton, S., Spalitto, S. V. i Ulven, J. C. (2003). Measuring and labelling the positive and the negative. W: S. J. Lopez i C. R. Snyder (red.), Positive psychological assessment (s. 21-40). Washington, DC: American Psychological Association.
Spengler P. M., White, M. J., Ægisdóttir, S., Maugherman, A. S., Anderson, L. A., Cook, R. S., Nichols, C. S., Lampropoulos, G. K., Walker, B. S., Cohen, G. R. i Rush, J. D. (2009). The meta-analysis of clinical judgment project: Effects of experience on judgment accuracy. The Counseling Psychologist, 37(4), 400-409.
Stemplewska-Żakowicz, K. (2009). Diagnoza psychologiczna. Diagnozowanie jako kompetencja profesjonalna. Gdańsk: Gdańskie Wydawnictwo Psychologiczne.
Strieker, G. (2000). The scientist-practitioner model Gandhi was right again. American Psychologist, 55(2), 253-254.
Wright, B. A. i Lopez, S. J. (2009). Widening the diagnostic focus: A case for including human strengths and environmental resources. W: C. R. Snyder i S. J. Lopez (red.), Oxford handbook of positive psychology (s. 71-88). Oxford: Oxford University Press.
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2019-04-05
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