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Computerized psychological test usage in APA-accredited training programs.

K R Olson1

  • 1Fort Hays State University, Hays, KS 67601, USA. kolson@fhus.edu

Journal of Clinical Psychology
|May 10, 2001
PubMed
Summary
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Despite the benefits of computerized psychological assessment, many training programs use few digital tools. This study surveyed 251 programs, finding limited adoption of computerized psychological tests in clinical and counseling psychology education.

Area of Science:

  • Psychology
  • Educational Technology

Background:

  • Computerized psychological assessment offers numerous advantages, including efficiency and standardization.
  • Despite technological advancements, widespread adoption in clinical and counseling psychology training remains limited.
  • The utilization of digital assessment tools has stagnated over the past decade.

Purpose of the Study:

  • To investigate the current extent of computerized psychological assessment use in APA-accredited clinical and counseling psychology training programs.
  • To compare the frequency of specific computerized tests used in academic settings with those prevalent in clinical practice.

Main Methods:

  • A survey was distributed to directors of 251 APA-accredited clinical and counseling psychology programs.
  • Data collected included the number and types of computerized psychological tests utilized within the training curricula.

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  • Results were compared with existing data on the most commonly used psychological tests in clinical practice.

    • Main Results:

    • The median number of computerized psychological tests used per program was only three.
    • A significant portion (25%) of surveyed programs reported using no computerized psychological tests.
    • The most frequently used computerized tests in training programs were identified and contrasted with those in clinical practice.

    Conclusions:

    • There is a substantial gap between the potential benefits of computerized psychological assessment and its actual implementation in psychology training.
    • The low adoption rates suggest barriers to integrating digital assessment tools into educational programs.
    • Further research is needed to understand and overcome obstacles to the broader use of computerized psychological assessment in training and practice.