PSYCHOLOGICAL ASSESSMENTS
OF CANDIDATES FOR RELIGIOUS LIFE

More and more units throughout the Congregation are making use of psychologists and psychological testing to help in the screening of candidates. Since most formators are not psychologists, entering into the world of testing and psychological reports may be overwhelming and confusing.  It may be helpful, therefore, to offer some guidelines on the use of psychological testing in the formation program. The following document attempts to answer some questions often asked regarding psychological testing.

The document is divided into two parts: the first part offers some questions and answers useful for a formation secretariat and formators or formation teams when considering testing. The second part offers an outline of expectations formators can share with a psychologist.

Part One – Frequently Asked Questions and Answers for Formators, Formation Teams and Formation Secretariats

I.    First, what is a psychological assessment?

The formal name for psychological tests is psychological assessment. The reason is that assessment is a broader term reflecting the fact that results from tests always need to be interpreted. As well, assessment indicates that tests are not the only criterion for a psychological profile of a candidate.

Psychological tests fall into several categories:

Ř      Achievement and aptitude tests: Achievement tests attempt to measure how much you know about a certain topic (i.e., your achieved knowledge), such as mathematics or spelling. Aptitude tests attempt to measure how much of a capacity you have (i.e., your aptitude) to master material in a particular area, such as mechanical relationships.

Ř      Intelligence tests attempt to measure your intelligence, or your basic ability to understand the world around you, assimilate its functioning, and apply this knowledge to enhance the quality of your life.

Ř      Occupational or vocational tests attempt to match your interests with the interests of persons in known careers.

Ř      Personality tests attempt to measure your basic personality style. Two of the most well-known personality tests are the MMPI made up of several hundred “yes or no” questions and the Rorschach – the inkblot test – composed of several cards of inkblots to which you give a description of the pictures you see when looking at the blots.

Ř      Specific clinical tests attempt to measure specific clinical matters, such as your current level of anxiety or depression.

Ř      In depth clinical interviews attempt to discover to a greater extent the experiences and history of an individual.

For the purposes of screening candidates for religious life, only personality tests, intelligence tests, occupational tests and in-depth clinical interviews are used. At times, because of specific concerns of formators, achievement and aptitude tests are requested, for example for brother candidates. At other times, because of learning or reading disabilities, specific testing will be required.

It is important to mention that psychological tests are often culturally biased. This is especially true of personality and intelligence tests. When using tests for candidates it is important to keep in mind the need for culture fair tests. Psychological testing should always be in the first language of the candidate, whenever possible. If this is not possible, there are tests that claim to be culture fair or try to take into account cross cultural bias. These should always be preferred over tests where the candidate is placed at a disadvantage because of language skills or cultural difference.

Some formators mistakenly think that the Myers Briggs Inventory or the Eneagram are psychological tests. While these instruments may be helpful in gaining self-knowledge they are not suitable tools in a psychological assessment. The Myers Briggs is called an “ipsative” test. It is based on ones perception of self and not based on norms. In other words, it is not based on research done with groups of people but rather on Jungian theory. The Eneagram comes from a philosophical base and is not a scientific instrument. This does not mean these do not have value in other contexts, however, within a psychological assessment they lack the rigors of scientific research.

II.   What is the Purpose of a Psychological Assessment?

The primary purpose of psychological assessment is to indicate the level of adjustment, maturity and motivation of a candidate. It endeavors to answer the question: is the candidate intelligent enough, mature enough, sufficiently adjusted and motivated to undertake religious life? Accepting the principle that “grace builds on nature,” psychological assessment can measure the suitability of this particular “nature” for growth in “grace.” (paraphrase of a comment by Dr. J. Gill, SJ)

Psychological assessment can also provide formators with the strengths, underdeveloped strengths and weaknesses of a candidate’s personality. This may be of particular use in developing a growth plan during the initial period of formation.

Some ask too much of psychological assessment while others see it as nothing more than a requirement. The value of assessments probably lies between the two extremes. There are a number of factors that enter into the acceptance of a candidate into a religious community. One means of assisting in this discernment is the data from a psychological assessment. If an assessment is done properly it can provide information which may not otherwise be acquired. Personal observations can be clarified and motivations can be evaluated.

An assessment can help clarify levels of development, maturity, adjustment, influences of the family on one’s personal or social development, sexual integration, sense of personal identity as well as some idea of the individual’s self-image. An assessment can never stand alone and must always be tempered by reports from people who know or have lived with the applicant, personal documents, personal interviews, the person’s spiritual life, his religious practices and his understanding of vocation.

III.  At what stage of formation do you ask for a psychological assessment?

Some units of the Congregation see the advantage of more than one assessment during the time of initial formation. Some formation secretariats and formators see the advantage of a less intensive assessment prior to acceptance into postulancy. This would be an interview to assess motivation and basic psychological health. There would then be a more comprehensive assessment prior to entering novitiate or prior to first vows. Some units see an advantage in having a further assessment during the theologate to see patterns of growth and areas for further development. What is important is to keep in mind that a psychological assessment done on a 19 or 20 year old may not be an accurate indication of the personality structure when that individual is 24 or 25. People change dramatically in young adulthood and one would hope that formation also influences changes. A second assessment can help see these changes and recommend new goals for further personal growth, as well as highlight strengths, gifts and any problematic areas.

IV.   What should a thorough psychological assessment include?

A thorough psychological assessment should include the following aspects:

Ř  A look at the family of origin (its health and the patterns of relationships) especially the individual’s relationship with his family and his parents;

Ř  A thorough sexual history and analysis of one’s capacity for healthy interpersonal relationships;

Ř  A survey of religious experiences, practice and religious vocational development;

Ř  An effort to understand the individual’s motivation;

Ř  An investigation of emotional stability, intellectual abilities and personal maturity;

Ř  A look at the strengths and gifts of the personality;

Ř  A summary of areas for growth and problematic areas.

V.   What does a typical psychological assessment look like?

A typical psychological assessment has the following three elements:

1.      In depth interviews

o   On one’s family of origin

§     What was/is the health of the family?

§     How did the parents relate to their parents? How did the parents meet? Was the candidate born out of wedlock?

§     Were there any problems in the family – alcoholism, divorce, separations, deaths of siblings, death of parents, mental illness?

§     Parental style of communication and discipline in the home?

§     Practice of religion and religious practices in the home?

§     How does/did the candidate relate to his mother? His father?

§     What role did the candidate play in his family?

§     Has the individual separated from his family, taken charge of his life?

o   Psychosexual development

§     A thorough sexual history

§     Are there any elements in the history that are out of the norm – such as abuse, too sexually active or asexual attitudes?

§     Does he know his pattern of sexual attractions?

§     Quality of relationships with girlfriends, male peers?

§     Attitudes towards women?

§     What does it mean for him to be celibate?

o   Religious experiences and practices

§     What is the history of religious practice? – life of prayer, sacramental life, stability in his faith practices

§     Any mystical experiences? (beware of unusual religious experiences or immature mysticism)

§     What is his sense of vocation?

§     What are his views of authority?

o   Motivation

§     Why does he want to be a religious?

§     How does he see religious life? What is his vision of Church?

§     Why does he want religious life now?

§     Has he tried to enter another community or diocesan seminary? Why did he leave?

§     Is there a desire to help people, a concern about social justice?

§     Work history – debts?

§     If he was rejected by the community how would he feel? What would you do?

§     Has he ever worked with a team?

o   Health history

2.   Administration of psychological tests

o   At least two standardized personality tests – with norms based on the culture of the person.

o   An assessment of intellectual ability (a culture-fair test), and

o   If possible, one projective test (e.g. Rorschach)

3.   Follow-up interview

o   Review report with candidate

o   Sign release of information

o   Give the report to designated formator or formation teams and meet with the formator or formation teams, if necessary

VI.   What Psychological issues prevent acceptance or raise doubts?

The following issues would, in most cases, prevent acceptance:

1.   Clinical disorders – Epilepsy generally needs a psychiatric evaluation to determine severity and manageability. One would not accept a candidate if there has been a previous psychotic episode, manic-depressive states, schizophrenia or pre-psychotic states. (Pre-psychotic states might be evident in overly pious activities and withdrawn, eccentric behaviors).

2.   Personality disorders – Severe personality disorders should be cause for refusal, especially anti-social disorders, obsessive-compulsive disorders, and scrupulosity. Eating disorders are problematic.

3.   Alcoholism, drug dependency, gambling addiction, shopping or credit card addictions.

4.   Sexual problems – active homosexual or heterosexual behaviors, any abnormal sexual acting out – for example use of internet pornography, transvestite behaviors or fetishes.

The following might raise serious doubts:

5.   Other phenomena – for example, interpersonal relationships marked by hostility or anxiety; passive aggressive behavior; lack of impulse control; problems with anger; hyper-sensitivity and suspicious personality; problems with stability at work; consistent unemployment.

VII.  What questions need to be asked of a psychologist beforehand?

Religious formators or formation teams should have some clarity about what they want from a psychologist. There are questions the formator must ask the psychologist before hiring him or her to do an assessment of a candidate. Clarity about what is wanted and what a formator or formation team is looking for in the follow up report are essential to a good psychological assessment. The formator determines the scope and the depth of the assessment NOT the psychologist. Be certain you know what you want and seek out the person who can respond to your needs.

When looking for a psychologist the following questions might help:

Does the psychologist have any difficulty assessing candidates for religious life?

Does he/she have any prejudices about religious life?

How does he/she do psychological assessments?

Does the psychologist include in-depth interviews as well as standardized testing?

Will there be a written report at the end of the process?

Is the psychologist willing to do a family of origin interview, a psycho-sexual inventory, a look at motivation for religious life and the psychological health of religious experiences? (Details are generally not for the report but for the psychologist to make a clinical judgment)

Is the psychologist willing to do an intelligence and personality assessment?

Can the psychologist in his report outline the emotional stability, psychological maturity, motivation, capacity for interpersonal relationships, and relationship with authority figures, flexibility and adaptability of the candidate?

Is the psychologist also prepared to point out the strengths of the personality, underdeveloped strengths and areas for growth?

At the end of the process is the psychologist willing to sit and go over the test results with the candidate and with you?

VIII.   What should you look for in a Psychological Report?

First of all do not be intimidated by a psychological report or any technical jargon.

Remember that any raw scores given for a test are within a range.

Insist that a psychologist write a report that covers YOUR concerns and questions.

Does the report respect confidentiality by avoiding too much information about family history, sexual history, or religious experiences? It should be enough to highlight areas of concern and state only what is necessary to assist in making an informed judgment.

Does the report fit with your knowledge of the candidate?

Does the report clearly outline what YOU are looking for?

Does the report answer YOUR questions about the suitability of the candidate for religious life?

Does the report help you in arriving at or confirm your decision to accept a candidate for religious life?

Does the report include recommendations for areas of growth or underdeveloped strengths that could be included as personal goals for formation?

In closing, it is important to keep in mind that psychological assessments are meant as an aid for formators. They do not speak with absolute accuracy about a person but only give hypotheses that may be more or less accurate. Input from many sources is needed when making a decision about acceptance of a candidate for religious life. Like any diagnostic tool, whether in medicine or in psychology, there may be more than one conclusion from the same data. It is the responsibility of the formation team to use psychological assessments wisely, prudently and with common sense.

Part Two – Information for a formation secretariat or formator to share with the psychologist doing the assessment

I.   Elements you might like the psychological assessment to include

Ř      A look at the family of origin (its health and the patterns of relationships) especially the individual’s relationship with his family and his parents.

Ř      A thorough sexual history and analysis of one’s capacity for healthy interpersonal relationships.

Ř      A survey of religious experiences, practice and religious vocational development.

Ř      An effort to understand the individual’s motivation.

Ř      An investigation of emotional stability, intellectual abilities and personal maturity.

Ř      A look at the strengths and gifts of the personality.

Ř      A summary of areas for growth and problematic areas.

Ř      To achieve these elements it is necessary to have in-depth, structured interviews; the administration of at least two standardized personality tests with norms based on the culture of the candidate; and, an assessment of the intellectual abilities of the candidate. At the end of the process a written report is expected. Review the report with the candidate, have a signed release of information taken and give the report to the designated authority. If necessary or desirable, arrange a meeting with the authority and the candidate.

II.  Elements you might want the psychologist to look for in a candidate

Ř      Emotional stability – ability to withstand the stresses of life, balance, at ease with self, not habitually troubled, distressed or disturbed; good control of feelings and desires; cheerful and optimistic; good sense of humor; self-accepting; knows what needs to change and what needs to be accepted; healthy attitudes towards life and sexuality.

Ř      Psychological maturity – functioning at an adult level; has a capacity for work; able to make decisions; willing to accept responsibility for one’s decisions, has initiative; has leadership abilities suitable for religious life; is flexible and willing to listen or change; a certain degree of independence; a sense of who he is; a sense of purpose and direction in life; adaptable to circumstances; capable of facing change with ease; non-defensive. How transparent and open is he? How flexible is he?

Ř      Motivation – a healthy living spirituality; generosity; the ability to give of himself, his time, his work; honesty; openness; a healthy understanding and acceptance of authority; a willingness to work; ability to follow through; transparency.

Ř      Capacity for affective interpersonal relationships – genuine interest in people and their problems; sensitivity and concern for others; exhibits human warmth, acceptance; is approachable and amiable; able to communicate thoughts and feelings; is able to maintain confidence.

Ř      Intelligence – a certain minimum of intellectual ability; common sense; prudence; ability to think; be creative; broad interests; culturally literate.

Ř      Good Judgment – ability to make a balanced assessment of a human situation; ability to apply general principles; not carried away by emotional pressures; practical and tactful.

Ř      Physical Integrity and Health – adequate health to perform the work.

III.  Elements you might find helpful in a psychological report

Ř      Highlight of findings on the above personality traits.

Ř      Avoid too much information and detail about family history, sexual history, or religious experiences. It is sufficient to highlight areas of concern and state only what is necessary to assist in making an informed judgment.

Ř      Give the results and scores of intelligence testing

Ř      Give the results and interpretations of all personality tests and structured interviews.

Ř      In your opinion is the candidate suitable for religious life?

Ř      Include recommendations for areas of growth or underdeveloped strengths that could be included as personal goals for formation.

Closing Comments

The formation secretariat and the formation personnel may want to establish who has access to the psychological reports of a candidate and how long the report is kept on file. In some countries access is determined by laws of rights to privacy and only those specifically named in a signed release can read or have a copy of the report. This is also true for the length of time a report can stay in an individual’s file. Clear policies can prevent misuse of psychological reports and protect the good name of a candidate. Generally speaking a psychological report on a candidate is for the formation team and not for the provincial and his council. However, the provincial has the right to know that a psychological assessment has been done and whether or not major issues were uncovered. A record of this communication from the formation director can and in some cases should be kept on file.

Formation personnel have several choices of what to do after a report has been received on a candidate. To take full advantage of an assessment, the candidate with the formation director should use the report to establish growth goals and consider how to build on ones strengths. The formation director can also decide what would be the best approach to accompany the individual in his weaknesses. The scope of this paper does not allow for a full development of these themes. However, reference to other sections in this manual on accompaniment, colloquia, spiritual direction and development of personal growth plans may be of help.