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Table of Contents
Guidelines for the Use of Psychology in Seminary Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 The Purposes of a Psychological Evaluation for Seminary Admissions .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Suggested Components of a Psychological Assessment and Report for Admissions .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Desired Qualities of the Psychological Professional Who Conducts Evaluations for Seminary Admissions .. . . . . . 5 Privacy and Confidentiality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Role of Psychological Information in Formation . . . . . . . . . . . . . . . . . 8 Retention of Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10