Question: To what extent would you expect a graduate programs model of training (e.g., scientistpractitioner, practitioner-scholar, or clinical scientist) to influence the types of personality assessment
To what extent would you expect a graduate program’s model of training (e.g., scientistpractitioner, practitioner-scholar, or clinical scientist) to influence the types of personality assessment tools (e.g., projective or objective) it trains its students to use?
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