Teaching Trainees to

Conceptualize and
Write About
Personality
Functioning
Wayne F. Martin, Ph.D.
Bexar County Juvenile Probation Department

Teaching Conceptualization and

Writing Skills
As graduate training in psychological assessment and report
writing has eroded over time, trainees more frequently
arrive at internship with inadequate skills in conceptualizing
and writing about personality structure and dynamics. This
poster will present time saving procedures that will provide
trainees a useful structure from which they can begin to
organize and analyze data, and then integrate this data into a
model of personality functioning. These structured training
techniques will lead to greater understanding and facility
with personality conceptualization, and ultimately a more
structured, user-friendly assessment report.

Teaching Conceptualization and

Writing Skills

Figure 1 is an organizational tool that helps trainees

organize assessment data that was discussed and
integrated during supervision
Completed before and during supervision and
organized to serve as an outline for the trainee to
write the personality section of the report
Repetitive use of this form allows the trainee to
internalize a structure for understanding personality
This form also serves as a summary of results that
aids the supervisor when editing the final report

Teaching Conceptualization and

Writing Skills
Figures 1: Sample Assessment Supervision Form
MHAT ASSESSMENT SUPERVISION FORM
Psychoeducational Issues
Issue
Data Source(s)
*Average IQ
WASI, Clin. Interview
*Poor Academic Skills
WRAT3
*
Emotional/Emergent Issues and Their Origins
Issue
Data Source(s)
*Depression
Clin. Interview
* Poor Self-Esteem
Clinical Interview, SC Blank, TAT
*Anxiety
Clinical Interview, SC Blank, TAT
*Anger
File data, Clinical Interview, SC Blank, MACI, TAT
Coping Behaviors/Defense Mechanisms
Behavior
Data Source(s)
*Repression
SC Blank, TAT
*Denial
SC Blank, TAT, Clinical Interview
*Fantasy
SC Blank, TAT
*Avoidance
SC Blank, TAT, File data
*Substance Abuse
MACI, Clinical Interview, File Data
Interpersonal Dynamics
Dynamic
Data Source(s)
*Seeks others to fill needs for attachment
Clinical Interview, SC Blank, TAT, MACI
*Will follow others in order to be accepted
Clinical Interview, SC Blank, TAT
*Passive aggressive toward authority
Clinical Interview, SC Blank, TAT, MACI
*Trust issues will hinder establishment of meaningful, supportive relationships
Clinical Interview, SC Blank, TAT

Teaching Conceptualization and

Writing Skills
Figure

2 is an annotated report outline for

the personality functioning section of the
assessment report
It is designed to again help trainees
structure personality data, know what
relevant information to present, and in what
order
Repetitive use allows trainees to ultimately
internalize these questions and the structure
of this outline

Teaching Conceptualization and

Writing Skills
Figure 2: Annotated Outline for Personality Functioning Section of Report
CONFIDENTIAL PSYCHODIAGNOSTIC INTERVIEW or PSYCHOLOGICAL EVALUATION
Name/ SID#:
Probation Officer:
DOB ; Age: Evaluated by:
Evaluation Date(s):
Report Date:
.
.
TEST RESULTS AND INTERPRETATION:
-Personality Section (3 paragraphs)
-Emotional and psychological functioning (current and long-standing) and apparent etiology (1 paragraph)
Answer the following questions: (a) how does the probationer present him/herself to the world?; (b) what emotions and issues is
the probationer struggling with at a deeper level?; (c) what, based on evaluation data, are the most likely
personal/environmental sources of these deeper feelings?
-Predominant coping strategies and strengths (1 paragraph)
Answer the following questions: (a) what is the function of these coping behaviors?; (b) what are probationers predominant
coping behaviors?; (c) what are the probationers strengths?
-Interpersonal functioning (1 paragraph)
Answer the following questions: (a) is the probationer drawn to relate to others/peers or not? why? Or why not?; (b) does s/he
have the capacity to form trusting, meaningful relationships; (c) how does the probationer relate to authority figures? why?;
(d) does the probationer relate to men/women differently? why?; (e) is the probationer likely to have specific romantic/sexual
issues? why?

Teaching Conceptualization and

Writing Skills

Figure 3 is a structured template for trainees

to use when writing the personality section of
their reports
Wording is chosen to both inform the reader
and the writer (the trainee) about what
personality is
Repeated use of this template helps intern
internalize a structure for thinking and
communicating -- verbally and in writing -about personality and emotional functioning

Teaching Conceptualization and

Writing Skills
Figure 3: Template of Personality Section of Assessment Report
While Probationer presents himself/herself as a (behavioral/emotional adjectives from first sentence
in paragraph above) young wo/man, assessment responses suggest that s/he may harbor deeper
feelings of (list of relevant emotions). It appears that these feelings may arise due to her/his (list of
probable origins of emotions named above). Given these issues, it seems plausible that
Probationer perceives that his/her needs for (list all that apply: nurturance, structure, safety,
security, and positive esteem) have not been adequately met.
As these deeper feelings of low self-esteem, depression, anxiety, distrust, and anger are often too
intense and threatening for Probationer to recognize and address consciously, s/he attempts to
cope with them in several ways. Moreover, as these coping behaviors form a predominant part of
his/her behavior, others are likely to view the following as key parts of Probationers personality.
First, Probationer . Second, Probationer . Third, ... Fourth,. Finally, Probationer. Despite
these coping difficulties, Probationer has strengths that might serve as protective factors against
future negative adjustment. Specifically, s/he appears to be (descriptors of protective traits) who
(more descriptors), which could serve as a solid foundation for future positive growth if these
strengths can be developed and focused more positively.
Interpersonally, Probationer appears to be (description of level of socialness regarding peers).
(Explanation of the likely cause of this/these character traits and how it might impact his social
behavior both positively and negatively). Regarding authority figures, Probationer (1-2 sentences
describing likely behaviors toward authority figures; if there are likely to be different behaviors
toward men and women note that here, also). Romantically, Probationers evaluation responses
suggested that (2-3 sentences describing behaviors and issues likely to play out in romantic
relationships given the emotional coping issues discussed above).

Teaching Conceptualization and

Writing Skills
General Discussion

Tools presented in Figures 1-3 are used to help

trainees structure the training task of understanding
and creating an internalized understanding and
structure of personality
Trainees often balk at following these training guides
closely and will relate it feels more comfortable to
use my own words. Weve found their skills
develop more quickly when we encourage them to
follow the structure of the forms closely

Teaching Conceptualization and

Writing Skills
General Discussion

While other stylistic issues that impact readability may

need to be addressed, use of these tools help improve the
organization and clarity of trainees personality write-ups
Once trainees have internalized this basic
structure/understanding of personality, they should be
encouraged to develop greater complexity in their
understanding and communication of personality
functioning (e.g., such as how one area of functioning or
intrapersonal dynamic impacts other areas)
This set of structured training tools can be adopted to
almost any theoretical structure of personality

Teaching Conceptualization and

Writing Skills

References

Cohen, K.R., Krishnamurthy, R., & Vandecreek, L.

(2004).Psychological Assessment: Process and outcomes in
defining competence. Journal of Clinical Psychology, 60 (7), 725739.
Wolber, G.J., & Carne, W.F. (1993). Writing psychological reports: A
Guide for clinicians. Sarasota, FL: Professional Resource Press.
Hilsenroth, M (2001). Psychological Assessment on Internship: A
survey of training directors and their expectations for students.
Journal of Personality Assessment, 76 (1), 18-47.