Download or read book Parental Experience as a Function of Therapeutic Assessment infused Versus Standard Practice School based Psychological Assessment of Their Child written by Johnathan Leas Fowler and published by . This book was released on 2010 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation investigated the effects of infusing therapeutic assessment practices into school-based psychological assessments on parent experience. Fourteen assessment professionals from a medium sized public school district in central Texas were assigned to one of two groups based upon previous exposure to Finn's Therapeutic Assessment (2003) model. Those in the Therapeutic Assessment-infused (TA-I) group were trained on collaborative assessment concepts, while those in the standard practice group were asked to conduct assessments as usual, while being required to conduct initial and feedback meetings with parents. Outcomes were measured using the Parent Experience of Assessment Survey -- I (PEAS-I), Parents' Positive and Negative Emotions (PPNE), the Experience of School Investment and Collaboration Scale (ESICS), and post-interviews with parents and assessors. Parent ratings from both groups were compared using a MANOVA. It was hypothesized that parents in the TA-I group would report having learned more, more positive parent/assessor and child/assessor relationships, more collaboration with the assessor, less negative emotion related to the assessment, and a higher perception of family involvement in their child's problems. Parents in the TA-I group were also hypothesized to report a greater sense of home-school collaboration and school investment in their child. Finally, it was proposed that parents in the TA-I group would report feeling more positive and less negative about their child's future. The group difference was not statistically significant, due in part to limited sample size. However, small to medium effect sizes were achieved for several outcome scales, including parents' positive emotions following participation, positive parent-assessor relationship, and parental sense of collaboration throughout the assessment. An exploratory measure indicated a significantly greater sense of future collaboration with their child's school for parents in the TA-I group. Post-participation interviews indicated clear appreciations of the TA-I model. Parents experiencing standard practice assessments, however, also expressed high satisfaction, though the requirement of two face-to-face parent meetings may have contributed to a notable departure from standard practice. Results suggest that infusing TA-I practices into school assessments may be effective in increasing parental satisfaction and home-school collaboration. Further research is warranted, and discussion of potential improvements for future research is provided.
Download or read book Child and Parent Experiences of Neuropsychological Assessment as a Function of Child centered Feedback written by Shea McNeill Pilgrim and published by . This book was released on 2010 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has paid little attention to clients' experience of the psychological assessment process, particularly in regard to the experiences of children and their parents. Advocates of collaborative assessment have long espoused the therapeutic benefits of providing feedback that can help clients better understand themselves and improve their lives (Finn & Tonsager, 1992; Fischer, 1970, 1985/1994). Finn, Tharinger, and colleagues (2007; 2009) have extended a semi-structured form of collaborative assessment, Therapeutic Assessment (TA), with children. One important aspect of their method, drawn from Fischer's (1985/1994) example, is the creation of individualized fables that incorporate assessment findings into a child-friendly format. The fables are then shared with the child and parents as assessment feedback. This study evaluated whether receiving this type of individualized, developmentally appropriate feedback would affect how children and their parents report experiencing the assessment process. The assessment process, with the exception of child feedback, was standard for the setting. Participants were 32 children who underwent a neuropsychological evaluation at a private outpatient clinic, along with their parents. Multivariate and univariate statistics were used to test differences between two groups: an experimental group that received individualized fables as child-focused feedback and a control group. Children in the experimental group reported a greater sense of learning about themselves, a more positive relationship with their assessor, a greater sense of collaboration with the assessment process, and a sense that their parents learned more about them because of the assessment than did children in the control group. Parents in the experimental group reported a more positive relationship between their child and the assessor, a greater sense of collaboration with the assessment process, and higher satisfaction with clinic services compared to the control group. Limitations to the study, implications for assessment practice with children, and future directions for research are discussed.
Download or read book Children s Experience of Therapeutic Assessment Techniques Within School based Assessment written by Jamie Thomas Kuhlman and published by . This book was released on 2012 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation examined students' experience with school assessment infused with Therapeutic Assessment (TA) techniques. Nine assessors from the school district were assigned to one of two groups, TA-infused group and the assessment-as-usual group. Those in the TA-infused group were trained in collaborative assessment practices based on Finn's model of TA with children (TA-C), specifically collaborative interviews, extended inquiries, and collaborative oral and written feedback (Finn, 2007). Thirty-three students from a medium sized public school district in central Texas completed the study in its entirety. It was hypothesized that those in the TA-infused group, compared with the assessment-as-usual group, would report learning more about themselves, experiencing a more positive relationship with the assessor, feeling more positive about the assessment process, feeling more collaborated with, and having greater perceptions of parental understanding. It was also hypothesized that those in the TA-infused group would report an increase in positive feelings and a decrease negative in feelings about themselves and their challenge when compared with the assessment-as-usual group. Additionally, it was hypothesized that those in the TA-infused group would report an increase in positive attitudes toward school after the intervention when compared with the assessment-as-usual group. Outcomes were measured by the Child's Experience of Assessment Survey (CEAS), the Children's Positive and Negative Affect Scale (CPNE-S), and the Attitude to School (ATS) subtest of the BASC-2-SRP. A descriptive discriminate analysis was conducted using the five subscales of the CEAS to measure the first hypotheses. RM ANOVAs were run on the CPNE-S and the ATS to analyze the second and third hypotheses. Additionally, a qualitative interview was conducted with participants. Analyses yielded no statistically significant results between the groups. Qualitative interviews indicated that both groups were satisfied with the assessment process. Additionally, those in the TA-infused group all reported positive reactions to the collaborative written feedback. Specifically, those that received a fable reported liking the fable and feeling that it related to their lives. Those that received a letter reported learning more about themselves, appreciating a written record of the feedback, and feeling positively about their relationship with the assessor. Further research is needed to understand the effects of collaborative techniques within school assessments, particularly the effects of the different forms of written feedback.
Download or read book The Oxford Handbook of School Psychology written by Melissa A. Bray and published by OUP USA. This book was released on 2011-02-18 with total page 916 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Oxford Handbook of School Psychology focuses on significant issues, new developments, and scientific findings that influence current research and practice in the ever-growing field of school psychology. Additional sections discuss building a cumulative knowledge base to better facilitate students' academic, social, and personal competencies, including the promotion of positive mental health and subjective well-being.
Download or read book Delivering Psycho educational Evaluation Results to Parents written by Francis J. DeMatteo and published by Routledge. This book was released on 2020-07-26 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: Delivering Psycho-educational Evaluation Results to Parents presents a concrete and adaptable Feedback Model that efficiently communicates complex evaluation results to parents in an easily understandable manner. The book discusses a model rooted in basic learning principles, effective communication practices, and practitioner empathy towards the parent experience of the home-school relationship, hinging upon practitioners and parents jointly creating a permanent product of the evaluation results during the feedback process. It provides early career school psychologists with a parent-friendly Feedback Model that can be adapted to their school-based setting. The text includes specific verbiage to explaining constructs in the cognitive, achievement, visual-motor, and social-emotional domains, along with considerations in application to working with diverse populations. The text is intended for school psychologists and professionals who complete psycho-educational evaluations for special education eligibility. More specifically, the text is envisioned to support the graduate training of school psychologists and the professional development of early career professionals in the field.
Download or read book The Psychological Assessment of Abused and Traumatized Children written by Francis D. Kelly and published by Routledge. This book was released on 1999-03-01 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt: The past decade has seen more and more clinicians involved in the assessment and treatment of abused and traumatized children. They have contributed to an impressively large body of literature on the impact of abuse and trauma at all ages, the focus of which has been the short and long-term sequelae apparent in the child's behavior, emotional experience, and social interaction. But there have been few efforts to investigate the ways in which abuse and trauma damage the intrapsychic systems and structures that often guide, direct, and inform the child's manifest adjustment and functioning. The need to redress the balance was the major impetus for this book. Kelly offers a clinical paradigm for the personality assessment of abused or traumatized children via projective instruments--the TAT and Rorschach--and shows how various projective measures and indices can be utilized as sensitive barometers of changes in self, object, and ego functioning following therapeutic interventions and other corrective experiences. But further, integrating the tenets of trauma theory and those of psychoanalytic theory, he sets this clinical paradigm in a meaningful theoretical context, and draws on both theory and clinical experience to develop a comprehensive psychological composite of the child who has been maltreated. Part I provides an overview of theoretical models relevant to the assessment and diagnosis of the maltreated child. Contemporary psychoanalytic theory serves as one frame and is discussed first, with particular emphasis on object relations and ego functions. Equal attention is devoted to developmental psychology as another frame. Part II reviews relevant research. The Mutality of Autonomy Scale (MOA) and the Social Cognition and Object Relations Scale (SCORS) are introduced as examples of reliable and valid instruments readily employed to assess the impact of abuse or trauma on a child's object relations functioning. Additional Rorschach indices--boundary disturbance measures, thought disorder indices, trauma markers, and defensive functions measures--are discussed as measures of the impact on different facets of ego functioning. These various projective measures can be utilized as sensitive barometers of changes in self, object, and ego functioning following therapeutic interventions and other corrective experiences. Part III includes a variety of extended clinical illustrations. Seven cases of boys and girls subjected to varying degrees of abuse and trauma are presented to demonstrate the clinical utility of projective material for assessment, diagnosis, and treatment planning. For the clinician who takes the idiographical-phenomenological approach, appropriate given the uniqueness of each situation of abuse or trauma and the frequent brevity and barrenness of the protocol, such material can open a window onto a rich vista of the child's psychological terrain. The resulting map can point the way to wise decisions about type, timing, and level of therapeutic intervention, the resolution of such process issues as transference and countertransference, plus additional questions. Two cases of adult women who were abused as children and find themselves continuing to struggle with enduring unresolved issues vis a vis their own children are also presented. These cases underscore the value of TAT and Rorschach material, and object relations measures, in assessing and understanding the abusive and potentially abusive parent.
Download or read book Research Design in Clinical Psychology written by Alan E. Kazdin and published by Cambridge University Press. This book was released on 2021-08-05 with total page 583 pages. Available in PDF, EPUB and Kindle. Book excerpt: A thorough guide to research design from a world-renowned clinical and child psychologist.
Download or read book Handbook of Psychological and Educational Assessment of Children written by Cecil R. Reynolds and published by Guilford Publications. This book was released on 2018-10-16 with total page 556 pages. Available in PDF, EPUB and Kindle. Book excerpt: The two volumes of the Handbook of Psychological and Educational Assessment of Children, Second Edition, cover all aspects of child and adolescent assessment. Leading clinical scientists summarize the state of the science of assessment paradigms, instruments, and methods. With an emphasis on practical clinical considerations, chapters also delve into issues related to test development, psychometrics, and bias. Conveniently designed for reference or text use, this vast knowledge base has been synthesized into two volumes which may be purchased separately or together. INTELLIGENCE, APTITUDE, AND ACHIEVEMENT surveys assessment of intelligence, learning styles, and academic achievement; covers historical issues and psychometric methods; and addresses diversity issues, ethical concerns, and special topics in mental testing. PERSONALITY, BEHAVIOR, AND CONTEXT reviews the use of projective methods, interviewing and observation, and objective methods of assessing personality and behavior; discusses the assessment of specific syndromes and symptoms; and presents tools for assessing adaptive skills and the family context.
Download or read book Psychological Methods Of Child Assessment written by Jacquelin Goldman and published by Routledge. This book was released on 2020-07-24 with total page 416 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides some common background in child development and assists the provider of child assessment services to determine appropriate procedures to answer questions and investigate specific problems. It is intended for graduate students in child clinical psychology and school psychology.
Download or read book The Psychological Assessment of Abused and Traumatized Children written by and published by Routledge. This book was released on with total page 279 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Index Medicus written by and published by . This book was released on 2004 with total page 2454 pages. Available in PDF, EPUB and Kindle. Book excerpt: Vols. for 1963- include as pt. 2 of the Jan. issue: Medical subject headings.
Download or read book Abstracts written by and published by . This book was released on 1977 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book In Our Clients Shoes written by Stephen E. Finn and published by Routledge. This book was released on 2020-07-24 with total page 239 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Our Clients’ Shoes conveniently assembles a number of important papers on the Therapeutic Assessment approach in one resource, explicating its history, theory, techniques, as well as its impact on clients and assessors. Author Stephen E. Finn incorporates pieces presented at various conferences over the past 13 years, in addition to previously unpublished work, with the intent to allow psychologists greater insight into their clients’ perspectives. Arranged in three sections, the first set of papers describes the history and development of Therapeutic Assessment, including personal experiences of the author, which ultimately led him to focus on psychological assessment as a potential therapeutic intervention. The second section follows with a variety of essays to illustrate particular techniques of collaborative and Therapeutic Assessment. In this section, readers gain an understanding of how to integrate test findings, engage clients in discussing their experiences of a test, conduct assessment intervention sessions, and teach Therapeutic Assessment to graduate students. Finn concludes by drawing a link between Therapeutic Assessment and two major schools of psychotherapy: intersubjectivity theory and control-mastery theory. He also discusses how assessors grow and change as a result of practicing psychological assessment, and addresses practical matters such as when to apply the approach, how to bill for Therapeutic Assessment sessions, how to market Therapeutic Assessment, and where to find professional support for this kind of work. In Our Clients’ Shoes is appropriate for all clinicians who wish to further impact the lives of their clients and enhance their own wisdom, compassion, and personal and professional development.
Download or read book Testing Children written by Sampson Joseph Weaver and published by . This book was released on 1984 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the book was originally to offer a relatively brief manual on the essentials of psychological assessments for the general classes of problems in children and youth that present themselves to psychologists in general practice. There are few psychological training programs that train clinicians to specialize in children. Experts in child clinical psychology have lamented the failings of adult-oriented training programs in preparing practitioners to work with children and youth. Since adult programs make up the overwhelming majority of psychology programs in existence, many psychologists who subsequently take positions in general practices find themselves faced with assessments for which they have had minimal training.
Download or read book Straight Talk about Psychological Testing for Kids written by Ellen Braaten and published by Guilford Publications. This book was released on 2004 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: Braaten and Felopulos describe how the evaluation process occurs in children, including the role (if any) that testing plays in diagnosing and devising treatment plans for dyslexia, ADHD, math and reading disorders, autism and Asperger syndrome, depression, anxiety, and other conditions.
Download or read book School Mental Health written by Stan Kutcher and published by Cambridge University Press. This book was released on 2015-05-05 with total page 335 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides vivid examples of school mental health innovations from 18 countries, addressing mental health promotion, prevention and interventions. These initiatives and innovations enable readers from different regions and disciplines to apply strategies to help students achieve and maintain mental health, enhance their learning outcomes and access services, worldwide.
Download or read book Play Therapy Goes to Court written by Anita Trubitt and published by . This book was released on 1994-06-01 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
