“Clinical Skills: Developmental Psychology – Course summary (UNIVERSITY OF AMSTERDAM)"
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Non-specifics refer to contextual factors within which the techniques of psychotherapy take place (e.g. therapeutic alliance). During the assessment procedure, the reason for referral should be taken into account. The interpretations that one anticipates making at the end of the evaluation should guide the selection of tests for the assessment battery (e.g. hypotheses about the referral question and the problem behaviour). When the referrer is unsure about what can be done to help the child or unsure about the nature of the problems, the goal of assessment is to diagnose the source of the problems and make treatment recommendations based on this diagnosis.
It is always important to determine whether an evaluation is in the child’s best interest as a request is not sufficient reason to conduct the evaluation. A second opinion can be valuable although it needs to be taken into account whether it is will not only reinforce the parent’s disagreement with the outcomes or form unrealistic expectations about what the result of evaluation can be.
There are four primary sources of error variance that can affect the reliability of assessment:
Aggregation refers to obtaining information from multiple sources and across multiple settings and can be used to control error variance and to increase reliability. Aggregation and reliability increase as the length of a test increases. However, the additional tests that are added should be reliable, as it otherwise decreases the reliability of the test battery.
The clinician needs to take several things into account when designing an assessment battery:
Rapport refers to the interactions between the clinician and the client that promote confidence and cooperation in the assessment process (e.g. warm relationship). An attitude of acceptance (1), understanding (2) and respect for the integrity of the client (3) are essential for building rapport. The self-esteem and the consequences of testing for parents need to be taken into account (e.g. feel like a failure when a child has a disability). It is also important to take the time that teachers have into account and not monopolize it. The rapport with the teacher can be enhanced by calling the teacher and personally thanking them for their effort.
Building rapport with youth is often characterized by having multiple participants, such as parents and teachers (1), lack of motivation of the child (2) and a limited timeframe (3). This makes building rapport more difficult. It is also important to build rapport with the parents and teachers. There are several strategies for building rapport with children and adolescents:
There are several things to take into account when explaining testing to adolescents:
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This bundle contains everything you need to know for the course "Clinical Skills: Developmental Psychology" given at the University of Amsterdam. It contains all the lectures and the following chapters of the books:
Clinical assessment
...This bundle contains a summary of the following chapters of the book "Clinical assessment of child and adolescent personality and behaviour by Frick, Barry, & Kamphaus (fourth edition)": 2, 3, 4, 5, 13, 15, 16.
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