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Journal of Personality Assessment Volume 99, 2017 - Issue 2
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Special Section: Teaching, Training, and Supervision in Personality and Psychological Assessment

Teaching Strategies for Personality Assessment at the Undergraduate Level

Michael J. RocheDepartment of Psychology, Penn State AltoonaCorrespondence[email protected]
,
Nicholas C. JacobsonDepartment of Psychology, The Pennsylvania State University
&
Carley A. RocheHuntingdon Area School District, Huntington, Pennsylvania
Pages 117-125 | Received 30 Jun 2015, Published online: 09 Mar 2016

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Read on this site (5)

Michael J. Roche, Nicholas C. Jacobson & Jennifer J. Phillips. (2018) Expanding the Validity of the Level of Personality Functioning Scale Observer Report and Self-Report Versions Across Psychodynamic and Interpersonal Paradigms. Journal of Personality Assessment 100:6, pages 571-580.
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Nadine J. Kaslow, J. Tyler Finklea & Ginny Chan. (2018) Personality Assessment: A Competency–Capability Perspective. Journal of Personality Assessment 100:2, pages 176-185.
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Nadine J. Kaslow & Glenn J. Egan. (2017) A Competency-Focused Commentary on the Special Section on Teaching, Training, and Supervision in Personality and Psychological Assessment. Journal of Personality Assessment 99:2, pages 189-191.
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Elena J. Eisman & Katherine Nordal. (2017) The Implications for Health Care: Commentary on the Special Section on Teaching, Training, and Supervision in Personality and Psychological Assessment. Journal of Personality Assessment 99:2, pages 186-188.
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Justin D. Smith. (2017) Introduction to the Special Section on Teaching, Training, and Supervision in Personality and Psychological Assessment. Journal of Personality Assessment 99:2, pages 113-116.
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Articles from other publishers (1)

Nicholas C. Jacobson, Thane M. Erickson, Christina M. Quach & Narayan B. Singh. (2023) Low Emotional Complexity as a Transdiagnostic Risk Factor: Comparing Idiographic Markers of Emotional Complexity to Emotional Granularity as Predictors of Anxiety, Depression, and Personality Pathology. Cognitive Therapy and Research 47:2, pages 181-194.
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