Abstract
AbstractAlthough personality assessment in school psychology is important, attention appropriate to its importance is not the norm. The miniseries contributions addressing ways personality is defined, considerations assessing diverse populations, data integration, projective or performance assessment, and Therapeutic Assessment are reviewed. Although prepared for school psychologists, the information should be helpful for all child practitioners. Important recommendations for school psychological practice are (1) the role of school psychologist should be expanded to evaluate personality beyond the level of screening, (2) personality assessment should include more than questionnaire data, (3) data obtained from varied measures should be integrated to provide a description as well as a diagnosis of the youngster, and (4) use of theory to guide interpretation is desirable. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 311–318, 2007.
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