Clinical Assessment of the child: Does drawing help children to talk about their presenting problems? Research for Master of Health Science: Endorsed in mental health. Authors; Woolford J., Patterson. T., and Hayne. H. .
June ‘Junie’ Woolford Child and Family Therapist CAFMHS Dunedin
1.Adverse effects on development 2.Enduring effects if not addressed. Homotypic/hetrotypic 4.Societal impact Loss of human capitol (WHO, 2009) 3.Youth issues- social disengagement A potential sequence of child psychopathology.
The child interview – embedded in the initial assessment
Typical assessment protocol was followed during first visit.
Background data, e.g., school, health, family.
Some rapport building follows…hobbies, friends, sports etc
The experimental phase: establishing the Presenting problem (PP).
Do you know why you have come here to see me today?
Yes - Name PP No – Prompt
No- Direct prompt. “I heard that you came along here today because… (PP)”.
Establish and give a name to the presenting problem.
Interview protocol for draw and tell conditions. 1. Open ended free recall , “ Can you draw and tell (or tell) everything you can about .e.g. Sadness?” 2. Direct Prompts. “ You said you don’t go to club anymore, can you draw and tell me more about that?” 3. Encouragers, reflections and minimal responses. “ Wow” , “That sounds tricky” or paraphrases. 4. Are there any other problems that you could draw / tell me about? 5. Repeat question protocol until no further information supplied.