Standards of Psychological Diagnosis PY-5F-SDP

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The course focuses on standards of psychological assessment understood as a responsible process of moving from diagnostic data to interpretation, conclusions, and decisions. The starting point of the course is the assumption that psychological assessment does not consist in mechanically reading test results, but in justified reasoning based on data of varying quality obtained from different sources.

The course discusses fundamental issues related to the use of psychological tests and other assessment methods. Particular attention is given to the contemporary understanding of validity as referring primarily to the interpretation of test scores and their intended uses. Students will also learn about the importance of reliability, measurement error, standardization, cut-off scores, norms, data quality, and interpretive limitations associated with test results.

An important component of the course is the distinction between data, interpretation, diagnostic conclusion, and decision. The course addresses situations in which the same data may lead to different interpretations, as well as the conditions under which a given interpretation may be considered sufficiently justified. Special emphasis is placed on the risk of overinterpretation, premature diagnostic closure, and treating a test score as a ready-made diagnosis.

The course also covers the integration of data from different sources, such as psychological tests, interviews, observation, documentation, and information from other people. Students learn to analyze consistency and discrepancy between data, recognize the limitations of particular sources of information, and formulate diagnostic conclusions that are adequate to the quality of the collected material.

The final part of the course is devoted to the professionalism of the diagnostician and to Polish standards of psychological assessment. Topics include the significance of the relationship with the assessed person, the influence of the diagnostician’s attitude on the quality of data, the role of self-reflection, professional boundaries, role conflicts, responsibility for formulated conclusions, and ethical aspects of communicating assessment results. Particular attention is paid to the fact that psychological assessment is not only a technical procedure, but also a professional act that may have significant consequences for the assessed person.

The course refers both to international standards for educational and psychological testing and to the Polish Standards of Psychological Assessment issued by the Polish Psychological Association. It also includes selected issues of clinical professionalism, including the role of the relationship, boundaries, responsibility, and communication of conclusions in assessment practice.

Classes are conducted in the form of problem-based lectures with elements of case analysis, guided discussion, and short tasks aimed at developing diagnostic reasoning. The aim of the course is to prepare students for critical, responsible, and reflective use of diagnostic data and for formulating conclusions consistent with the standards of professional psychological practice.

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Basic literature
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American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. American Educational Research Association.

Polskie Towarzystwo Psychologiczne. (2020). Standardy diagnozy psychologicznej. Polskie Towarzystwo Psychologiczne. https://psych.org.pl/dla-psychologow/tytul-domyslny

Groth-Marnat, G., & Wright, A. J. (2016). Handbook of psychological assessment (6th ed.). Wiley.

Gabbard, G. O., Roberts, L. W., Crisp-Han, H., Ball, V., Hobday, G., & Rachal, F. (2012). Professionalism in psychiatry. American Psychiatric Publishing.

Additional literature
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Messick, S. (1995). Validity of psychological assessment: Validation of inferences from persons’ responses and performances as scientific inquiry into score meaning. American Psychologist, 50(9), 741–749.

Kane, M. T. (2013). Validating the interpretations and uses of test scores. Journal of Educational Measurement, 50(1), 1–73.

Meyer, G. J., Finn, S. E., Eyde, L. D., Kay, G. G., Moreland, K. L., Dies, R. R., Eisman, E. J., Kubiszyn, T. W., & Reed, G. M. (2001). Psychological testing and psychological assessment: A review of evidence and issues. American Psychologist, 56(2), 128–165.

Stemplewska-Żakowicz, K., & Paluchowski, W. J. (2008). Podstawy diagnozy psychologicznej. W J. Strelau & D. Doliński (red.), Psychologia. Podręcznik akademicki (t. 2, s. 25–94). Gdańskie Wydawnictwo Psychologiczne.

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Teaching methods: problem-based lecture, work with texts, analysis of diagnostic examples, guided discussion.

Assessment of learning outcomes: single-choice test covering the content discussed during lectures and the required literature. The test consists of 30 questions.

Student workload:

15 contact hours,
35 hours of independent student work, including reading the literature and preparing for the final test.

Total student workload: 50 hours, 2 ECTS credits.

Grading criteria:

grade 3.0 — more than 50% correct answers, i.e., 16–18 points,
grade 3.5 — more than 60% correct answers, i.e., 19–21 points,
grade 4.0 — more than 70% correct answers, i.e., 22–24 points,
grade 4.5 — more than 80% correct answers, i.e., 25–27 points,
grade 5.0 — more than 90% correct answers, i.e., 28–30 points.

A minimum score of 16 points in the final test is required to pass the course.