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      On the Structure of Case Formulations

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          Abstract

          Summary: A case formulation is the result of a complex process of interaction between assessing and assessed persons. There are many factors that exert their influence on this process and its result, although they are usually not even mentioned in the case formulation. This raises the question “What are the structure and characteristics of an adequate case formulation?”. Two different answers to this question are elaborated, both of which rely on an understanding of case formulations as structured sets of idiographic hypotheses, and are distinguished by different explications of the concept of idiographic hypothesis. The implications of the respective explications of the concept of idiographic hypothesis for the concept of case formulation are discussed. Finally, the question “If case formulations are construed as structured sets of idiographic hypotheses, how is the term 'structured set' to be understood?” is briefly addressed.

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          Guidelines for the Assessment Process (GAP): A Proposal for Discussion

          Summary: Current existing or proposed standards and guidelines in the field of psychological assessment are confined to psychological tests and psychological testing. But tests constitute only one category of psychological assessment procedures, and testing is only one of many available strategies or classes of actions in the course of the assessment process. Tests and testing are closely linked to a certain approach to psychological assessment, i. e., the psychometric one. This is one reason why it is relatively easy to formulate and establish standards or guidelines in the case of psychological tests and testing. The much more comprehensive assessment process is an indispensable part of any approach to psychological assessment, even of those that do not use psychometric tests. This makes the formulation of guidelines for the assessment process an ambitious and very difficult enterprise. But it can be done, at least at the level of recommendations that could help the assessor to cope with the complexities and demands of assessment processes in various contexts of psychological assessment. The European Association of Psychological Assessment (EAPA) decided to sponsor the development of Guidelines for the Assessment Process (GAP), setting up a Task Force for this specific purpose. The GAP introduced in this paper are intended as a first proposal to initiate a broad discussion about how to improve the practice of psychological assessment and the education and training of psychological assessors.
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            A normative-prescriptive view on clinical psychodiagnostic decision making

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              The social construction and psychological assessment of creativity

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                Author and article information

                Journal
                jpa
                European Journal of Psychological Assessment
                Hogrefe Publishing
                1015-5759
                September 2003
                : 19
                : 3
                : 210-216
                Affiliations
                [ 1 ] Department of Psychology, Free University of Berlin, Germany
                Author notes
                Westmeyer Hans, Department of Psychology, Free University of Berlin, Habelschwerdter Allee 45, D-14195 Berlin, Germany, hawest@ 123456zedat.fu-berlin.de
                Article
                jpa1903210
                10.1027//1015-5759.19.3.210
                3d531fa8-4a08-4c82-aa53-82d4971c0bfd
                Copyright @ 2003
                History
                Categories
                Original Articles

                Assessment, Evaluation & Research methods,Psychology,General behavioral science
                Case formulation,empirical content,explanation,idiographic hypothesis

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