Assessment in Psychology

Navigating Assessments with Values of Social Justice and Critical Reflection

As a registered health professional, my role often involves providing individuals with diagnostic labels that can shape their healthcare journey, influence the broader system (especially in interactions with general practitioners), and become part of their permanent health records. This responsibility—to determine the need for ongoing support and communicate findings—is one I undertake with great care, both in public and private settings. To guide me in this crucial work, I lean on three foundational values: social justice, critical perspectives, and giving the benefit of the doubt.

Social Justice as a Guiding Principle

Social justice is at the core of my practice, guided by five essential principles: access, equity, diversity, participation, and human rights.

1. Access: Many communities face unequal access to healthcare and resources due to factors like socioeconomic status, education, and employment opportunities. For example, education correlates with higher-paying jobs and economic stability, which impacts individuals’ ability to afford paid services. In my role as a psychologist conducting assessments, I prioritize expanding access for underserved communities, ensuring they have the resources needed for improved health outcomes.
2. Equity: Addressing disparities involves tailoring services to meet the unique needs of individuals and communities. This means actively working to dismantle systemic barriers that prevent equitable healthcare delivery.
3. Diversity: Promoting diversity is essential in improving access to healthcare. This includes providing written resources in multiple languages and employing culturally aware interventions that reflect the varied backgrounds of clients.
4. Participation: The decision-making process must involve all relevant stakeholders. Whether it’s inviting advocates or ensuring families have a say in assessments for children and young people, participation fosters inclusive, collaborative outcomes.
5. Human Rights: Every interaction in my professional practice upholds human rights principles, as outlined by the United Nations. This includes supporting autonomy, fostering engagement through choice, and ensuring all processes respect fundamental human rights.

By embedding these principles into my assessments, I aim to ensure that they are fair, inclusive, and supportive of long-term wellbeing.

Taking a Critical Perspective

In addition to social justice, I value a critical approach to assessments. This perspective encourages me to:

• Focus on identifying strengths and normal variations in behavior, rather than solely searching for deficits or confirming pre-existing assumptions.
• Avoid reductionist approaches that oversimplify complex experiences into singular diagnoses.
• Be cautious of trends and emerging research that promise quick fixes or overly simplistic explanations.

For instance, assessments can be compromised when conducted with the goal of fitting a diagnosis, such as pursuing an ADHD assessment without considering broader neuropsychological factors. While diagnoses can provide access to services and financial support, they also risk stigmatization and oversimplification. Balancing these benefits and drawbacks is a constant challenge, particularly given the current proliferation of popular diagnoses like ADHD, ASD, and OCD. It is important to take the time to consider whether these diagnoses are right for you, or whether they might be better understood through systemic lenses, or a mix of both.

Balancing Professional and Ethical Concerns

I approach psychological assessments with a sense of discomfort regarding their rising prevalence, largely due to two factors:

1. Cost: The high cost of many assessments conflicts with my commitment to access and equity. This concern is heightened by reports of professionals using assessments as a means to support personal financial goals rather than prioritizing client needs.
2. Appropriateness: Not every situation requires a formal assessment. I critically evaluate whether an assessment is the best intervention at a given time or if alternative approaches might offer greater benefits to clients. The goal is to intervene minimally while maximizing positive outcomes. If an assessment appears to be required, I would carefully consider the most appopriate referral for this in collaboration with the patient.

Reflection and Ongoing Learning

These values and concerns shape my recommendations and inform my approach to assessments. However, the journey of reconciling these complex issues is ongoing. Through continued reflection, discussion, and engagement with peers, I strive to uphold my principles while evolving as a professional.

In conclusion, assessments are powerful tools, but they must be wielded thoughtfully. By prioritizing social justice, adopting a critical perspective, and carefully weighing the costs and benefits, we as clinicians can ensure our practices remain ethical, inclusive, and impactful.