School psychologists have a critical role in identifying social-emotional problems and psychopathology in youth based on a set of personality-assessment competencies. The development of competencies in assessing personality and psychopathology is complex, requiring a variety of integrated methods and approaches. Given the limited extent and scope of formal preparation in personality assessment in school psychology training programs, it is important to develop models using multiple methods of assessment. It is proposed that an integrated paradigm associated with a combination of empirical and clinical methods serve as a framework for the development of school psychology practice competencies in personality assessment.