Psychodiagnostic competence of psychologists: influences and factors of diagnostic errors

Abstract

Diagnostic competence is a crucial factor in psychological practice, determining the accuracy and reliability of mental health assessments. Despite the growing body of research on clinical reasoning, psychology still lacks a unified framework for addressing diagnostic errors. This study synthesises psychology, cognitive science, and medical research findings to explore the cognitive, affective, and methodological factors influencing diagnostic accuracy. The analysis reveals that cognitive biases, such as anchoring and confirmation bias, significantly contribute to misdiagnoses.
Additionally, affective influences, including countertransference and mood-congruent recall, further distort clinical judgment. Methodological inconsistencies exacerbate these challenges remarkably, as do the variability in DSM and ICD interpretations and the overreliance on subjective self-reports. The study proposes a structured approach integrating metacognitive training, standardised diagnostic tools, and interdisciplinary collaboration to address these issues. The findings highlight the necessity of improving clinical reasoning education, implementing cognitive debiasing strategies, and fostering a systematic methodology for psychodiagnostics. By enhancing diagnostic competence, psychologists can improve the accuracy of mental health evaluations, ultimately leading to better treatment outcomes and ethical professional practice. Moreover, the article emphasises the need to operationalise diagnostic competence as a measurable construct, linking it with clinical decision-making outcomes and error rates. It calls for longitudinal research to evaluate the effectiveness of educational and procedural interventions aimed at reducing diagnostic inaccuracies across diverse clinical settings.