Assessing and Treating Children’s Problems -slides.pptx

Assessing and Treating Children’s Problems This Photo by Unknown Author is licensed under Learning Outcomes Explain what psychological assessment is and its purpose Describe the Diagnostic Interview and Mental Status Exam Describe the purpose of psychological assessment a...

Assessing and Treating Children’s Problems This Photo by Unknown Author is licensed under Learning Outcomes Explain what psychological assessment is and its purpose Describe the Diagnostic Interview and Mental Status Exam Describe the purpose of psychological assessment and the importance of including information from multiple informants using multiple methods Describe different forms of psychological assessment Discuss the qualities of a good psychological test Differentiate the major systems of psychotherapy Summarize the efficacy and effectiveness of therapy for children and families  Psychological Assessment Psychological Assessment Gather data about child and family. Screen, diagnose, plan treatment, and monitor progress. Child’s strengths and weaknesses. Analogous to a research study. Principles of Assessment Gather data in different ways: multimethod assessment Gather data from different people: multi- informant assessment This Photo by Unknown Author is licensed under Psychological Assessment Diagnostic Interview and Mental Status Exam Most important component of assessment. Identify the family’s presenting problem. Obtain information about psychosocial history and current functioning. Arrive at an initial diagnosis. This Photo by Unknown Author is licensed Cultural Formulation of Children’s Problems under CC BY-SA Clients’ racial, ethnic, cultural identities. Cultural definition of the child’s problem. Cultural perceptions of cause and context. Cultural factors that affect coping and past help- seeking. Cultural factors affecting current help-seeking. Assessing and Treating Children’s Problems Part 2 This Photo by Unknown Author is licensed under Psychological Assessment Diagnostic Interview and Mental Status Exam 3 Areas assessed: Appearance and actions: overt behaviour during session This Photo by Unknown Author is licensed under CC BY Emotions: mood (long-term emotional disposition) and affect (short-term, outward expression) Cognition: thought content, thought process, overall intelligence, insight, and judgement Psychological Assessment Observation Methods Child’s participation in diagnostic interview. Performing analog tasks. Real life activity in clinic Naturalistic observations. Everyday settings Functional Analysis of Behavior Identify antecedents and consequences of behaviour Behaviour has purpose Assessing and Treating Children’s Problems Norm Referenced Tests This Photo by Unknown Author is licensed under Norm Referenced Tests Intelligence Reflects aspects of mental functioning. Intelligence: a broad construct related to one’s ability to adapt to their environment, solve problems, and learn and use information accurately and efficiently Wechsler Intelligence Scale for Children–Fifth Edition (WISC–V) most frequently used test. 6-16 years Full scale IQ Subscales: Verbal comprehension, fluid reasoning, visual-spatial reasoning, working memory, processing speed Normal distribution (M=100, SD = 15) Norm Referenced Tests Academic functioning Knowledge and academic skills learnt. Tests of intelligence versus achievement. Reading, math, and written expression. Woodcock-Johnson IV tests of achievement. Reading, math, and written language M =100; SD = 15 1 SD below mean – delay 1.5 SD below mean – learning disorder Norm Referenced Tests Personality Testing Rersonality: Relatively stable pattern of thoughts, feelings, and actions. Minnesota multiphasic personality inventory (MMPI) MMPI-adolescent-restructured form. Internalizing/externalizing dysfunction Behavioural/externalizing dysfunction Thought dysfunction Nine scales M= 50; SD = 10 Scores greater than 60 = problems  Parent, Teacher, and Self-Report Rating Scales Adults evaluate children’s functioning. Norm Most widely used rating scales. Achenbach System of Empirically Based Referenced Assessment (ASEBA). Conners Comprehensive Behavior Rating Scales. Tests Behavior Assessment System for Children, Third Edition (BASC-3). Benefits and process of the BASC-3 Norm Referenced Tests Revised Autism Spectrum Conners 3 Children’s Rating Scales: Behavior Rating Anxiety and (ASRS) Scale: Depression Scale: Parent and Screen ADHD Internalizing teacher ratings. and disruptive problems Communication behaviour Self-report and disorders questionnaire socialization Parents, skills teachers, children Assess oppositional behaviour Assessing and Treating Children’s Problems Qualities of a Good Test This Photo by Unknown Author is licensed under Assessing and Treating Children’s Problems Qualities of a Good Test This Photo by Unknown Author is licensed under  Reliability: Consistency Inter-rater reliability Reliability Test-retest reliability Internal consistency Psychological Assessment Validity: accuracy Content validity Construct validity Convergent validity Discriminant validity Criterion-related validity Concurrent validity Predictive validity Assessing and Treating Children’s Problems Systems of Psychotherapy This Photo by Unknown Author is licensed under Systems of Psychotherapy Positions of authority and trust. Evidence-based, ethically mindful treatment. Common Factors of Therapy Trusting relationship Setting for change Theory or explanation Therapeutic ritual This Photo by Unknown Author is licensed under CC BY-NC-ND Systems of Psychotherapy The Therapeutic Alliance Collaborative relationship between client and therapist. Emotional and cognitive components Goals agreed upon Predicts children’s success in psychotherapy. Stronger alliance 🡪 greater cooperation form children This Photo by Unknown Author is licensed under CC BY-ND Assessing and Treating Children’s Problems Systems of Psychotherapy This Photo by Unknown Author is licensed under Systems of Psychothera py Major forms of Psychotherapy Behaviour therapy – overt actions Symptom level Alter behaviour Avoid environmental triggers Systems of Psychothera py Cognitive therapy – patterns of thinking Systematic errors in thinking Cognitive bias: selective attention to negative aspects Cognitive distortion: twisting reality to fit with a negative world view Change thought patterns Remove distortions Systems of Psychothera py Interpersonal therapy – quality of relationships Social competence Disruptions in relationships Death, interpersonal transition, interpersonal dispute, interpersonal deficits Correct relationship difficulties Systems of Psychothera py Family systems therapy – quality of interactions in the family Structural family therapy Boundaries Adlerian family therapy Maladaptive behaviour Psychodynamic therapy- unconscious conflict Insight transference Assessing and Treating Children’s Problems Efficacy and Effectiveness of Child Psychotherapy This Photo by Unknown Author is licensed under The Efficacy and Effectiveness of Child Psychotherapy Child Psychotherapy vs. Adult Psychotherapy Motivational differences Cognitive differences Goals Overall Efficacy of Therapy. Informants Age, gender, and ethnicity Efficacy vs. effectiveness Efficacy: effects examined under ideal conditions. Effectiveness: effects on functioning in real-world conditions. Little research found on effectiveness. Summary Psychological assessment is used to screen, diagnose, and plan and monitor treatment The diagnostic interview is the most important aspect of assessment A good psychological measure includes standardization, reliability, and validity Psychotherapy is a professional relationship between at least two people with the goal of alleviating distress or impairment and promoting growth and competence. Systems of psychotherapy include behaviour therapy, cognitive therapy, interpersonal therapy, family therapy and psychodynamic therapy some data suggest that behavioral and cognitive therapies may be more efficacious than other therapies for children.