Teaching psychological testing in a diagnostic seminar: psychodynamics of three teacher tasks

Despite perceived threats to its viability, psychological testing remains a highly valued component in the teaching and training of clinical psychology graduate students (Hilsenroth & Handler, 1995; Silverstein, 1995; Watkins, Campbell, Nieberding, & Hallmark, 1995). The psychological aspects of educating students in assessment, however, represent relatively uncharted terrain. In this article, the author focuses on the diagnostic testing seminar in the academic setting as a forum for exploring the psychodynamics of three teaching tasks that involve: (1) the seminar as classroom and clinic, (2) student self-esteem, and (3) perceived threats to the teacher's expertise.