National survey of psychologists' test feedback training, supervision, and practice: a mixed methods study.
In this empirical, mixed methods study, we explored test feedback training, supervision, and practice among psychologists, focusing specifically on how feedback is provided to clients and whether feedback skills are taught in graduate programs. Based on a 48.5% return rate, this national survey of clinical, counseling, and school psychologists' suggests psychologists provide test feedback to clients but inconsistently. Most respondents, 91.7%, indicated they give verbal feedback at least some of the time, whereas 35% do so every time. However, 2.8% indicated they never give feedback. A negative correlation exists for clinical psychologists between years since graduation and providing verbal feedback. Of particular interest, approximately one third of respondents indicated predoctoral coursework, practica, and internship were of little-to-no help in preparing them to provide feedback. Also, feedback training in predoctoral coursework, practica, and internship was not correlated to actually providing feedback. There was, however, a significant correlation between postdoctoral training and providing feedback. Consistent with existing ethical exceptions, the most frequent reason for not providing feedback was using assessments in forensic settings. Individuals who indicated their training was not helpful cited "trial and error" and self-instruction as ways in which they learned feedback skills. We discuss implications and suggestions for feedback training, research, and practice.
Curry
Kyle T
KT
Department of Educational Psychology, University of Nebraska-Lincoln, USA. kyle.curry@va.gov
Hanson
William E
WE
D003625:Data Collection; D004500:Education, Graduate; D005246:Feedback; D005260:Female; D006801:Humans; D008297:Male; D011369:Professional-Patient Relations; D011581:Psychological Tests; D011584:Psychology / Q000193:education*; D014481:United States