Evaluating Psychologists and Seminary Formation Fernando A. Ortiz, Ph.D. Sep. 13, 2010

1. Evaluating Psychologists and Seminary FormationFernando A. Ortiz, Ph.D.Sep. 13, 2010

2. Fernando A. Ortiz, Ph.D. Counseling CenterGonzaga University502 E. Boone Ave BOX 94Spokane, WA 99258-0094509-313-3054Email: ortiz2@gonzaga.edu 

3. Objectives:1. To summarize practice principles utilized by vocation directors, seminary formators, and psychologists2. To demonstrate the opportunities and challenges present in the convergence of those principles3. To present a format for ongoing dialogue

4. 4 Lecture Format Research Findings (CARA REPORT) Psychological and Formation Principles and Practices Conceptual Model Anthropological Principles Format for Ongoing Dialogue

5. 5 Research Findings Uniformity and consistency of protocol Clear expectations and guidelines from seminary formators Psychological mindedness of vocation admissions committee Ecclesiastical and religious mindedness of psychologists Courtesy to candidates Ongoing assessment Development of solid norms Source: McGlone, Ortiz, and Karney (2010)

6. 6 Psychological Principles Consent and Confidentiality Context of relationship Multi-method Appropriate tests Qualification and expertise/competence

7. 7 Vocational Principles Consent and Confidentiality Respect Autonomy and Freedom of Candidate Context of relationship Multi-method Appropriate tests Qualification and expertise/competence

8. 8 Psychological Practices

9. 9 Psychological PrinciplesPre-Data Collection Develop professional relationship with seminary formators Specify type and length of assessment, financial arrangement and overall working relationship Be familiar with vocational practices/situational demands Understand areas of professional competence Discuss and clarify confidentiality (APA code of ethics) Obtain and discuss consent with applicant (provide this in both written and verbal form). Assess and obtain collateral data

10. 10 Psychological PrinciplesPre-Data Collection Conceptualize the assessment experience as a collaborative process Use active listening to clarify the understanding of the candidate and any areas of concern

11. 11 Vocational PrinciplesPre-Data Collection Foster active and conscious participation of candidate in assessment process Listen to candidate’s expectations Know candidate’s perceptions of the psychologist or the psychological assessment process (e.g., negative stigma) Prepare candidate for the initial interview Be well informed about the candidate’s problem areas and purpose of the assessment

12. 12 Vocational PrinciplesPre-Data Collection Professional relationship with psychologists Be familiar with psychological practices Understand areas of professional competence Discuss and clarify confidentiality and internal/external forum Obtain and discuss consent with applicant Follow Seminary and Formation Policies and Procedures (e.g., regarding referral of candidate to psychologist and his rights)

13. 13 Vocational PrinciplesPhase I: Data Collection Provide Specific Referral Questions Provide psychologist with pre-assessment data, areas of concern, history Avoid vaguely worded referral questions Clarify referral questions in more detail, if needed Ask for specific recommendations (short term and long term) on the application of psychological assessment findings to ongoing formation

14. 14 Psychological PrinciplesPhase I: Data Collection Review Referral Questions Explain to candidate the assessment process (use of assessment findings in admission process) Review of candidate’s previous history and records Look beyond the referral question and determine the basis for the referral in its widest scope. Understanding of the complexity of the candidate’s seminary setting including relationship with authority, internal /external forum Begin developing tentative hypotheses Clarify referral questions in more detail, if needed Conduct extensive clinical/behavioral interview Begin to make inferences

15. 15 Psychological PrinciplesPhase II: Development of Inferences Develop multiple inferences that should initially be tentative Refer to scores, interview data, seminary data, and additional sources of available information Monitor biases: Halo Effect Confirmatory Bias Hindsight bias Ethnocentric/Monocultural biases Illusory correlations

16. 16 Vocational PrinciplesPhase II: Development of Inferences Provide psychologist with objective, behavioral data, impressions Refer to peer data and internal/external information Monitor biases: Halo Effect Confirmatory Bias Hindsight bias Ethnocentric/Monocultural biases Illusory correlations

17. 17 Psychological PrinciplesPhase III: Reject, Modify, and Accept Inferences Counter fundamental attribution error Use disconfirmation strategy: look for information that might disprove hypothesis Delay reaching decisions while the assessment is being conducted. Don’t rush to judgments or conclusions Consider alternatives Avoid jumping to conclusions and being biased by early impressions Avoid using a shotgun approach to assessment without an adequate focus

18. 18 Psychological PrinciplesPhase IV: Develop and Integrate Hypotheses Elaborate each inference to describe the candidate’s trends or patterns Elaborate specific, accurate, objective, behavioral statements about the candidate Address the referral questions

19. 19 Phase V: Relational Model: Dynamic View of the Person and Vocation

20. 20 Phase VI: Situational Variables Precipitating factors (situational triggers at seminary, interpersonal stress) Perpetuating factors Symptom expression Personality traits in context

21. 21 Phase VII: Report Seminary formation team may misinterpret the conclusions of the report if statements are over-speculative, of if speculations are not specified as such, but rather, disguised as assertions. If speculations are overly assertive, this may lead seminary team to develop incorrect conclusions about candidate. Conclusions should not be phrased as overly authoritative and dogmatic Misinterpretations can also result from vague and ambiguously worded sentences that place incorrect or misleading emphasis on a candidate’s behavior.

22. 22 Phase VII: Report A statement such as “Sam lacks social skills” is technically incorrect because Sam must have some social skills, although these skills may be inadequate. A more correct description would be to state that Sam’s social skills are “poorly developed” or “below average.” A statement such as “Sam uses socially inappropriate behavior” may be subject to a myriad interpretations by the seminary formation team. This could be rephrased to include more behaviorally oriented descriptions, such as “frequently interrupts in classes or meetings” or “would often pursue irrelevant tangents.”

23. 23 Phase VII: Report Relevant, clear explanations that meet the needs of the formation team and the specific referral questions Useful conclusions for seminary formation (short and long term) Avoid vague, over-inclusive, and fragmented descriptions Use “action-language” linking specific behaviors, therapeutic issues, or needs When presenting conclusions, indicate relative degree of certainty. Is a specific conclusion based on an objective fact, or is it merely presenting a speculation? Avoid improper emphasis (personal bias, selective perception of data, overly narrow focus, restrictive theoretical orientation, incorrect subjective feelings, overemphasis on pathology)

24. 24 Phase VII: Report Be sensitive to content overload. If information contains too many details, it begins to become poorly defined and vague and, therefore, lack impact or usefulness. An example might be: “Sam’s relative strengths are in abstract reasoning, general fund of knowledge, short-term memory, attention span, and mathematical computation. The report should instead adequately develop each of the various points and focus on the areas that are most relevant to the purpose of the report, and specifically be mindful of how seminary formation team may use this information. Beneficial reports often include detailed vocational and spiritual history and faith-community involvement

25. 25 Phase VIII: Feedback Even the most secure of candidates might easily feel uncomfortable knowing a report with highly personal information might be circulated and used by persons in power to make decisions about the candidate’s admission and formation. The psychologist may paraphrase, elaborate and explain selected portions of the report. This increases the likelihood that candidates will readily understand the most important material and will not be overloaded with too much content.

26. 26 Phase VIII: Feedback The rationale for the assessment can be briefly explained to the candidate and any misconceptions can be corrected. Some candidates can mistakenly fear that the purpose of the assessment is to evaluate their sanity. The psychologist can select the most essential information and this will probably involve clinical judgment. Important considerations may include the candidate’s ego strength, life situation, stability, and receptiveness to different types of material.

27. Formational Principles -I Use the most appropriate and natural interventions first. Spiritual Direction, Supervision, Regular and ongoing communication and meetings. Intervention may be with the person… Be creative in looking for simple specific situational interventions - do not rush to personality deficiencies too easily.

28. Formational Principles-II Policies and Procedures should not be a surprise to the candidate. They need information upon admission to the seminary or that stage of formation. Watch for stigmas associated with the use of counseling, if ever necessary! Educate candidate and seminary/religious community about the proper role of counseling and therapy. Develop appropriate policies and procedures. Don’t re-invent the wheel consult with other dioceses and religious orders.

29. Phases of Possible Interventions Pre-Admission Admission Process Various Formation Stages Crisis Moments

30. Addictions Sexual Issues Celibate Lifestyle Depression And Anxiety Authority Issues/ Anger issues Rigidity and Dogmatism versus orthodoxy Transparency/Authenticity Clericalism Avoiding Burnout in the newly ordained Issues in Formationthat need attention

31. A New Proposed Operational Model Engagement with the individual Using Seminary resources. (Look to the Situation first) Create relational trust and partnership. Consult with psychologist Regular meetings with formation team and referring psychologists Create Feedback loop: Regular progress reports. Updates. Attendance records of some sort. You can always update your psychologist