Title: Reflecting on the Practice of Psychological Assessment in the Philippines

Introduction:

The field of psychological assessment plays a pivotal role in understanding and addressing the diverse
psychological needs of individuals. In the context of the Philippines, a country with a rich cultural
tapestry and unique societal challenges, the practice of psychological assessment takes on a distinctive
character. This thought paper delves into the current landscape of psychological assessment in the
Philippines, as illuminated by recent research findings.

Demographic Considerations:

One striking aspect of the psychological assessment landscape in the Philippines is the disproportionate
representation of Registered Psychometricians compared to Registered Psychologists. This demographic
skew raises questions about the depth of assessment tasks that practitioners can engage in and
highlights the need for a nuanced approach to the roles and responsibilities of different practitioners
within the field.

Training and Continuous Development:

The discussion on training unveils a significant challenge in the alignment of academic programs with the
demands of real-world assessment practice. While undergraduate training provides a foundational
understanding, it appears to lack specificity, leading to a more generalized approach to assessment. On
the other hand, graduate programs seem more focused on clinical assessment, possibly neglecting the
broader array of assessment tasks that professionals may encounter in diverse settings.

The clamor for continuous training and supervision among practitioners reflects a commitment to
ongoing professional development. This emphasis on education is a positive sign, suggesting that
practitioners recognize the evolving nature of their field and the importance of staying abreast of
advancements in psychological assessment.

Cultural Sensitivity in Psychological Tools:

The usage of Western psychological tests and the perceived challenge of their applicability in the Filipino
context present intriguing considerations. The call for the development of local tests or the adaptation
of existing ones reflects an awareness among practitioners of the need for cultural sensitivity in
assessment tools. This resonates with the broader principles of Evidence-Based Psychological
Assessment, emphasizing the importance of tailoring assessments to the cultural context.

Ethical Considerations:

The discussion on ethical considerations in the assessment process underscores the need for
practitioners to adhere to professional norms, ensuring fidelity to test administration guidelines and
obtaining informed consent. The acknowledgment of potential deviations from these norms suggests a
recognition of the complexities involved in the assessment process, particularly for practitioners who are
still in the early stages of their careers.

Conclusion:

As we reflect on the practice of psychological assessment in the Philippines, it is evident that the field is
evolving, adapting to the unique sociocultural context of the country. The challenges identified, from the
demographic imbalances among practitioners to the need for culturally sensitive tools, offer
opportunities for growth and improvement. Continuous dialogue, research, and a commitment to
evidence-based practices will be crucial in advancing the field of psychological assessment in the
Philippines, ensuring that it remains responsive to the diverse needs of the population it serves.
Introduction

The International Declaration on Core Competences in Professional Psychology (IPCP, 2016) highlights
psychological assessments as a key competency for practicing psychologists, aligning with the guidelines
of the American Psychological Association (APA) set by Bornstein (2017). Proficiency in assessment
involves various skills, including evaluating the validity of assessment tools, constructing assessment
batteries, administering and scoring measures, interpreting results, integrating data, and effectively
communicating findings.

While previous surveys have explored psychotherapy and counseling practices in the Philippines, a
comprehensive review of current psychological assessment practices is lacking. Psychological
assessment is crucial for decision-making in areas like treatment, education, and employment,
contributing to the professionalization of psychology in the Philippines. This study aims to examine the
assessment practices of Filipino practitioners and their alignment with evidence-based standards.

Research indicates that psychologists, while aware of evidence-based practices, may not consistently
adhere to them in real-world settings. Factors such as cultural diversity, linguistic differences, and
encountered barriers may lead practitioners to modify their approaches. Disagreements may also arise
regarding theoretical frameworks and instrument choices for diagnosing disorders.

The subsequent section delves into existing literature and documents related to psychological
assessment, including legal definitions and challenges faced by practitioners. These challenges are
categorized into training issues, tools used, the assessment process, and stakeholders involved in the
assessment process. This review aims to provide insights into the current state of psychological
assessment practices in the Philippines.

Defining Psych assessment and testing

In distinguishing between psychological assessment and psychological testing, standards exist, but in
everyday language, the terms are often used interchangeably. Conceptually, psychological assessment
involves gathering and integrating psychology-related data for evaluation using tools such as tests,
interviews, and observations. Psychological testing, on the other hand, is the process of measuring
psychological variables through specific devices or procedures. The definitions may overlap, causing
confusion among practitioners.

The Psychology Act (2010) in the Philippines defines psychological assessment as the gathering and
integration of psychology-related data for evaluation through various tools, supporting counseling and
interventions. The Guidance and Counseling Act (2004) associates psychological testing with registered
guidance counselors, interpreting it as synonymous with psychological assessment.

For consistency with international standards, this paper uses the term "psychological assessment" to
encompass both assessment and testing practices. Psychological assessment is a crucial function for
professionals, guiding decisions in areas like diagnosis, treatment, hiring, promotion, education, and
interventions. Understanding the legal definitions and practitioners' interpretations is essential in
exploring the current landscape of psychological assessment in the Philippines.

Competencies and Training of assessment practitioners

An important concern in the assessment field is whether practitioners receive training aligned with
expected competences. Krishnamurthy et al. (2004) identified eight core competencies in psychological
assessment, covering psychometric theory, knowledge of assessment bases, skills in evaluating cognitive
and emotional dimensions, ability to assess treatment outcomes, understanding roles of clients and
psychologists, building professional relationships, connecting assessment with intervention, and
possessing technical assessment skills.

Currently, there is no local literature examining how practitioners are trained in these areas. A UK survey
found that many clinical psychologists learned through practical experience, but there's a lack of
sufficient supervision. This suggests a need for more research on specific learning activities that help
practitioners acquire these competencies.

Tools used in Psychological assessment

Existing literature on psychological assessment often focuses on the tools practitioners use, the
knowledge, attitudes, and skills required for test utilization, and the training, practices, and challenges
faced by practitioners (Archer et al., 2006; Piotrowski, 1999; Wright et al., 2017; Meteyard & Gilmore,
2015). Psychologists globally emphasize evidence-based practices and ethical considerations when
selecting assessment materials, advocating for tests with strong psychometric properties (Wright et al.,
2017; Musewicz et al., 2009). Concerns about the use of translated psychological tests in the Philippines
have led to validation studies exploring the applicability and equivalence of foreign tests in local
contexts (Bernardo, 2011; Bernardo & Estrellado, 2014; Nalipay et al., 2018).

Despite constraints, Western practitioners often choose traditional measures such as the Minnesota
Multiphasic Personality Inventory (MMPI), Wechsler Intelligence Scales, Symptom Checklist-90, Bender-
Gestalt, Beck Depression Inventory, and projective techniques like Rorschach, Thematic Apperception
Test, and sentence completion tests (Piotrowski, 1999; Archer et al., 2006). Traditional clinical
assessment tools like MMPI-2 and Wechsler Intelligence Scales remain popular due to their perceived
utility (Archer et al., 2006). Projective tests face criticism for alleged poor psychometric properties, but
some researchers support their utility, emphasizing the need for continued validation studies (Lilienfeld
et al., 2000; Hibbard, 2013).

The Process of Psychological Assessment

The process of psychological assessment starts with the reason for evaluation or assessment, sometimes
referred to as the referral question, and ends with the recommendations or the evaluation of
assessment results. In between, practitioners select, administer, score, and interpret the assessment
tools, and then integrate the findings (Groth-Marnat & Wright, 2016; Pawlik, Zhang, Vrignaud,
Roussalov, & Fernandez-Ballesteros, 2000). Other studies have looked into other specific psychological
assessment activities such as test feedback training, supervision, and practice (Curry & Hanson, 2010).

The Present Study

This survey focuses on understanding the practice of psychological assessment in the Philippines, using
Bornstein's evidence-based psychological assessment (EBPA) framework. Bornstein's framework
outlines nine steps for effective psychological assessment:

1. Develop proficiency in psychological assessment.

2. Stay updated on theoretical and empirical developments in related areas.
3. Use validated assessment tools with documented clinical utility.
4. Use test scores for validated outcomes and report accordingly.
5. Use multiple methods to assess a construct, explaining the rationale for each.
6. Explain and interpret meaningful test score convergences and divergences.
7. Practice self-monitoring to identify biases and assumptions throughout the assessment process.
8. Be aware of the interaction between the patient and assessor identities.
9. Communicate test results to multiple stakeholders using appropriate language.

This study aims to describe Filipino psychological assessment practitioners' practices, including their
profiles, competencies, training, the tools they use, the assessment process, and the involved
stakeholders. The elements of the survey are based on the operationalization of Bornstein's EBPA, as
illustrated in Figure 1.

Methods

In the study, 151 psychological assessment practitioners participated. The majority were registered
psychometricians, constituting the largest group, while 33% were registered psychologists, and 7% were
registered guidance counselors. The inclusion of guidance counselors was justified as they are licensed
to practice psychological assessment and testing in the Philippines according to the Guidance and
Counseling Act (2004) and Psychology Act (2009), each within the scope of their licenses.

The respondents were geographically diverse, representing different parts of the country. The
demographic profile and length of practice for each participant are detailed in Table 1. Although a small
percentage (2%) had experience practicing in other countries, they were actively practicing assessment
in the Philippines during the data collection period.

Regarding the purpose of assessment, the majority of respondents (66.7%) conducted assessments for
educational purposes. Additionally, a significant portion of practitioners performed assessments for
industrial purposes, forming part of the study's exploration into the motivations behind conducting
psychological assessments.
Data Gathering Instrument
The research team developed a survey instrument for this study, including both closed and open-ended
questions in English. Two versions of the survey were created: a traditional paper-and-pen version and a
digital version using Google Forms. The questionnaire was designed with guidance from the evidence-
based psychological assessment (EBPA) process.

The survey had several sections:

1. **Profile Information:**
- Collected data on respondents' demographics (e.g., gender, age, professional license, practice setting,
length of practice).
- Inquired about respondents' education, training, and supervision.

2. **Projective Techniques:**
- Explored where respondents learned about the administration, interpretation, and scoring of
projective techniques.
- Investigated their attitudes toward the use of these techniques.

3. **Professional Practice:**
- Asked about referral sources, types of clients, and specific cases encountered by respondents.
- Explored the context and process of their assessment practice, including both assessment and non-
assessment activities.

4. **Test Administration and Interpretation:**

- Inquired about the procedures for test administration, interpretation, data analysis, and report
writing.

5. **Knowledge and Ratings:**

- Explored respondents' knowledge of psychometric properties, standard scores, test bias, test
development, and translation.
- Asked respondents to rate the importance of certain qualities for assessment professionals on a scale
of 1 to 5.

6. **Open-Ended Questions:**
- Provided an "Other" option in multiple-choice questions to accommodate free responses, considering
the diverse range of tools used by respondents.
- Included a section for respondents to share their experiences with the practice of assessment
through open-ended questions.

The survey instrument underwent a thorough review by three assessment practitioners to ensure
content comprehensiveness, appropriate wording, and reasonable response time. A pretest with 30
participants was conducted, and the results were used to enhance the instrument, such as adjusting
question order and providing additional choices.
Data Gathering and Analysis Procedure

The participants for the online survey were recruited using a Google Forms link shared on social media
platforms and sent through personal emails by the researchers to their colleagues known to be
assessment practitioners. Additionally, paper-and-pen surveys were distributed during workshops on
psychological assessment. Prior to presenting the survey questions, participants were provided with an
informed consent form outlining the study's benefits, risks, and confidentiality assurances.

The survey comprised 92 items, including four open-ended questions, and required approximately 30
minutes to complete. Responses from both Google Forms and manually-encoded paper-and-pen surveys
were combined for analysis. The data analysis was performed using the Statistical Package for the Social
Sciences (SPSS). For qualitative data, thematic analysis was conducted by two raters. Initially, the raters
independently identified themes, and then, through consensus, finalized the thematic analysis. This
multi-method approach aimed to gather comprehensive insights into the practices of psychological
assessment practitioners in the Philippines.

Discussion

The study provides a preliminary overview of the practice of psychological assessment in the Philippines,
emphasizing potential misalignments with evidence-based psychological assessment (EBPA) principles
outlined by Bornstein (2017). The results, based on 151 assessment practitioners, suggest that current
practices may not consistently adhere to EBPA elements. The findings address practitioner profiles, tools
used, the assessment process, and stakeholders.

**Practitioners:**
- Majority are Registered Psychometricians, with limited assessment experience.
- Disproportionate numbers of psychologists and psychometricians may impact supervision.

**Training:**
- Undergraduate assessment training is broad, lacking context specificity.
- Graduate programs focus more on clinical assessment, potentially limiting diverse competencies.
- Continuous training and supervision are strongly desired by practitioners, reflecting a commitment to
ongoing education.

**Psychological Tools:**
- Western tests dominate practice.
- Recognition of the need for local tests or adaptations due to cultural differences.
- Efforts to create indigenous tests are acknowledged but underutilized.

**Assessment Process:**
- Practitioners use various methods for assessments.
- Interpretation and integration of findings pose challenges.
- Acknowledgment of the importance of supervision, especially for newer practitioners.
- Ethical considerations, such as obtaining informed consent, are emphasized.

**Communication of Results:**
- Practitioners create varied reports tailored to stakeholders' needs.
- Recognition of the professional relationship nature of assessment, emphasizing care in the process.

**Limitations and Recommendations:**

- Sample not fully representative, biased toward urban areas and younger practitioners.
- Continuous research and specific studies on assessment training and practices are recommended.
- The need for locally developed tests, adherence to ethical standards, and ongoing reflection on
assessment processes are highlighted.

In conclusion, the study underscores the importance of aligning psychological assessment practices with
evidence-based principles to meet international standards and improve services for stakeholders in the
Philippines. Continuous research and refinement of training programs are crucial for advancing the field
of psychological assessment in the country.