Maja FILIPIAK, Monika TARNOWSKA, Bartosz ZALEWSKI, Władysław Jacek PALUCHOWSKI (2015).  On the system of continuing education in psychological assessment in Poland. Annals of Psychology, 18 (2), 171-183.


Abstract: The article is an invitation to a discussion on creating a continuing education system in the field of psychological assessment in Poland. This kind of learning is recommended in numerous docu-ments relating to assessment practice, including the rules of obtaining EuroPsy - the European Certificate in Psychology. There is no coherent and commonly accessible system of learning and verifying assessment competencies in Poland. A degree in psychology alone is enough to be al-lowed to use all the assessment tools available. Research on the education of psychologists sug-gests that continuing education combined with clinical practice is the best way of developing assessment competencies. In this context, the article addresses a number of problems - and ques-tions derived from them - that focus on the task of organizing such a system in Poland.

Keywords: psychological assessment, clinical assessment, assessment competencies, continuing education.





Peter HALAMA (2015). Competence in psychological assessment is not independent of competence in specific psychology area of practice. Annals of Psychology, 18 (2), 189-191.


Abstract: The commentary on the paper by M. Filipiak et al. emphasizes that psychological assessment in a broad sense is an inevitable part of psychologists' occupation regardless of whether or not psy­chological tests are used. Also, competence in the area of psychological assessment is not inde­pendent of competence in specific areas of psychological practice. This is the reason why general education in psychological assessment is not sufficient to gain assessment competence; still, it can be a solid basis for improving the quality of assessment in specific areas of psychology.

Keywords: psychological assessment, competence, education.


Maciej KARWOWSKI, Joanna SZEN-ZIEMIAŃSKA (2015). Thinking more broadly about assessment (and diagnosticians). Annals of Psychology, 18 (2), 199-203.


Abstract: Commenting on the paper by Filipiak et al., we especially suggest a wider definition of the category of diagnosticians than the authors have proposed. We do not fully contest the correct proposal of continuing education in the field of assessment, but we wonder how to organize such education so that it caters not just for psychology graduates but also for other specialists who deal with assessment on an everyday professional basis - such as educators, sociologists, psychiatrists, and therapists.

Keywords: psychological assessment, educational assessment.


Piotr OLEŚ (2015). Competence in assessment: On the necessity of continuing education. Annals of Psychology, 18 (2), 211-216.


Abstract: The fast growth of knowledge in the field of psychological assessment makes permanent learning necessary for diagnosticians. It should cover all the steps of the assessment process; it should also include training in the skills of relative thinking and formulating alternative hypotheses as well as theoretical interpretations. Case analyses and discussions on the validity of clinical experience are also important. The proposed way is open cooperation between researchers representing current knowledge and experienced diagnosticians having procedural knowledge of psychological assess-ment and relevant skills.

Keywords: clinical assessment and examination, permanent learning.


Ype H. POORTINGA (2015). The organization of Continued Professional Development. Annals of Psychology, 18 (2), 221-223.


Abstract: This comment fully endorses the need for Continued Professional Development (CPD) expressed in the lead article. A possible discrepancy is noted with the EuroPsy regulations and a few ques-tions are raised.

Keywords: assessment, Continued Professional Development (CPD), European Federation of Psychologists' Associations (EFPA), EuroPsy.


Adam TARNOWSKI (2015). Continuing education as sharing the responsibility. Annals of Psychology, 18 (2), 229-231.


Abstract: Commenting on an article devoted to the continuing education of assessment psychologists from the point of view of transport psychology, the author proposes that various forms of postgraduate education should be evaluated in terms of the assumed and verifiable effects of education, and that, with their assumptions based on the effects-based approach (EBA), they should develop a habit of combining practice with scientific knowledge. Since many people lack basic psychological skills, the best solution in their case seems to be traineeship and work under supervision. The system of education should take into account the fact that the teaching of rules, skills, and procedures amounts to taking over part of the responsibility for the trainees' actions in their future assessment practice.

Keywords: psychological assessment, EBA, effects of education, responsibility.


Małgorzata TOEPLITZ-WINIEWSKA (2015). Is psychological assessment training possible without a specific context of psychological practice? Annals of Psychology, 18 (2), 237-240.


Abstract: The polemic with the authors of the text about the need for a systemic solution for continuing education in the area of assessment focuses on the problems connected with training in a spe-cific area of psychological practice. The authors formulated a number of questions, which it is impossible to answer in a short polemic text. Therefore, this response is focused on elements in-dispensable in any training and on several remarks concerning the process of assessment compe-tence certification.

Keywords: psychological practice, assessment competence, certification.





Maja FILIPIAK, Monika TARNOWSKA, Bartosz ZALEWSKI, Władysław Jacek PALUCHOWSKI  (2015). On the system of continuing education in psychological assessment in Poland: A discussion summary. Annals of Psychology, 18 (2), 251-260.


Abstract: The paper summarizes the discussion on continuing education in psychological assessment to which the lead article by Filipiak et al., published in Roczniki Psychologiczne (18(2015), No 2, 171-183 pp.), was an invitation. The issues discussed concern the definition of assessment as a service vs. competency, the placement of formal regulations on education at the Polish vs. Euro-pean level, the contents of education, and the organization of education in the broader context of the psychologist's professional role, as well as the problem of education in assessment, not only for psychologists. Presenting their stance on the issues discussed, the authors formulate recom-mendations concerning: (a) systemic solutions for continuing education in psychological assess-ment, (b) the need to pursue research verifying the usefulness of particular forms of teaching as-sessment competencies, and (c) the need for promoting the culture of co-operation between prac-ticing and academic psychologists.

Keywords: continuing education, psychological assessment, development of psychological com-petencies.

Autor: Karol Juros
Ostatnia aktualizacja: 28.06.2015, godz. 08:39 - Karol Juros