Assessment, Diagnosis & Treatment

1. Lecture 4: Assessment,
Diagnosis & Treatment

2. Lecture 4 Video #1:
Assessment

3. What’s in this Video?
In this video we will explore the questions:
What is assessment?

4. What is Assessment?
The process of gathering data about children and families in order to reach valid conclusions
about their current functioning and future well-being
Characteristics:
◦ Idiographic case formulation: focuses on a detailed understanding of an individual
◦ Considers:
◦ Normative information
◦ Child’s age, gender & culture
More Commonly
Reported among Males
More Commonly
Reported among Females
Equally Reported among
Males and Females
ADHD Anxiety disorders Adolescent conduct disorder
Childhood conduct disorder Adolescent depression Feeding disorder
Intellectual disability Eating disorder Childhood depression
Autism spectrum disorder Sexual abuse Physical abuse & neglect
Language disorder
Specific learning disorder
Enuresis

5. What is Assessment? Culture
Ex. Cultural Formulation Interview
Focuses on
◦ Cultural identity
◦ Cultural conceptualizations of distress
◦ Psychosocial stressors & cultural features of vulnerability
◦ Cultural features of the relationship between the individual & the clinician
◦ Overall cultural assessment

6. What is the Purpose of Assessment?
Screening: Identification of subjects at risk for a specific negative outcome
Clinical description: summary of unique behaviours, thoughts and feelings that together make
up the features of the individual’s psychological disorder
◦ Ex. Intensity, frequency, severity, age of onset, duration, different symptoms & configuration
Diagnosis:
◦ Taxonomic diagnosis: formal assignment of cases to specific categories drawn from a system of
classification
◦ Problem-solving analysis: process of gathering information that is used to understand the nature of an
individual’s problems, possible causes, treatments and outcomes
Prognosis: formulation of predictions about future behaviour under specific conditions
Treatment planning, monitoring & evaluation: a plan to address problems & evaluate the
effectiveness of the treatment

7. What is the Purpose of Assessment?
Multimethod assessment: gathering data in a number of different ways to obtain the most
complete picture possible
Ideally, involves 4 components:
◦ Interviewing children & caregivers
◦ Observing children’s behaviour
◦ Collecting behavioural ratings from children, parents & teachers
◦ Administering norm-referenced tests to assess specific areas of functioning
Multi-informant assessment: gathering data from different people
◦ Low convergent validity – why?
◦ Informants privy to different information
◦ Children’s behaviour can vary across settings

8. To Sum Up
Assessment is the first step in a hypothesis testing process that allows a clinician to deduce the
contributors to a child’s problems and formulate appropriate interventions
Assessment has 5 main purposes
Assessment involves gathering information in multiple ways and from multiple informants
In the next video we will explore assessment strategies

9. Lecture 4 Video #2:
Assessment

10. What’s in this Video?
In this video we will explore the questions:
What are assessment tools?
◦ The clinical interview basics
◦ The Intake interview
◦ The mental Status Exam

11. Clinical Interviews
An interviews is an interpersonal encounter, conversational in style, in which one person, the
interviewer, uses language as the principal means of finding out about another person, the
interviewee
3 main types of clinical interviews:
◦ Unstructured interviews
◦ Structured interviews
◦ Semi-structured interviews

12. Clinical Interviews: Unstructured
Do not have a formal set of questions that are asked
◦ The clinician decides what is asked and the order in which questions are asked
◦ Questions will vary across clinicians and across clients
Questions are heavily influenced by the clinician’s paradigm and orientation
◦ Ex. Behaviourally-oriented clinician: questions about current environment conditions
A great deal of skill is required as the clinician must:
◦ Create an environment conducive to obtaining information
◦ Monitor their own mannerisms
◦ Interpret the client’s overt behaviours

13. Clinical Interviews: Structured
Standardized set of predetermined questions that are asked in a specific order
◦ The clinician does not decide what is asked and the order in which questions are asked
◦ Questions and order will be the same vary across clinicians and across clients
Ex. The cultural formulation interview
◦ Branching structured interview
◦ Client’s responses to one question determine the next question asked

14. Clinical Interviews: Semi-Structured
Standardized set of predetermined questions that are asked in a specific order, but clinical can
depart from questions at any time to follow up on specific issues
◦ The clinician can decide what is asked and the order in which questions are asked
◦ Questions and order will be the vary across clinicians and across clients

15. Clinical Interviews: Semi-Structured
Example: the Schedule for Affective Disorders and Schizophrenia for School Aged Children
(Kiddie-SADS)
◦ Most widely used semistructured diagnostic interview for children and adolescents
◦ Screens children for major DSM-5 diagnoses
◦ Ex. Anxiety disorders, depressive disorders, conduct problems

16. Clinical Interviews: Comparison
Unstructured Structured
Collect important information  
Collect information clinician
views as directly relevant
 
Coverage of information High Low
Depth of information High Low
Flexibility High Low
Goals Getting to know client Relatively quick determination of
presence of disorder
Reliability & Validity Can be low Generally high

17. Clinical Interviews
Can vary widely but several key purposes:
◦ Begin to establish rapport with the family
◦ Identify the presenting problem
◦ Obtain information about the child’s psychosocial history
◦ Arrive at an initial diagnosis

18. Clinical Interviews: Intake Interview
The intake session (or initial consultation) is usually the first face-to-face formal contact between
clinician and client
Length: 1-2 hours
◦ Can vary depending on complexity of issues, client’s ability & willingness to cooperate
Main goals:
◦ Establish rapport
◦ Systematically collect relevant data about the client and their presenting problem(s)

19. Clinical Interviews: Intake Interview
Presenting problem: The family’s main reason(s) for seeking help
A clear description of the problem or most recent episode

20. Clinical Interviews: Intake Interview
Psychosocial (or Developmental) History: Information about the child’s & family’s current
functioning and history

21. Clinical Interviews: Intake Interview
Psychosocial (or Developmental) History: Information about the child’s & family’s current
functioning and history

22. Clinical Interviews: Intake Interview
Psychosocial (or Developmental) History: Information about the child’s & family’s current
functioning and history

23. Clinical Interviews: Intake Interview
Psychosocial (or Developmental) History: Information about the child’s & family’s current
functioning and history
Also will collect information about the parents’ expectations for assessment & treatment of
their child and themselves

24. Clinical Interviews: Cultural Formulation
Interview Examples
Example questions on the Cultural Formulation Interview
“People often understand problems in their own way, which may be similar or different from how doctors describe the problem. How would you
describe your family’s problem?”
“Sometimes, people’s background or
identity can make problems better or
worse. By “background or identity”, I
mean the communities you belong to, the
languages you speak, where you and your
family are from, your race or ethnicity,
your gender or sexual orientation, and
your faith or religion. Are there any
aspects of your family’s background or
identity that make a difference to this
problem?”
“Has anything prevented your family from getting the help it needs? For example,
money, work or family commitments, stigma or discrimination, or people who do
not understand your language or background?
“Sometimes, therapists and clients
misunderstand each other because
they come from different backgrounds
and have different expectations. Have
you been concerned about this and is
there anything we can do to provide
your family with the care you need?

25. Clinical Interviews: Mental Status Exam
Method of systematically observing a client’s behaviour and organizing it to determine whether
a disorder might be present
Covers 5 categories:
Category Examples
Appearance & behaviour Dress, posture, eye contact, quality of interactions
with others, attitude toward the therapist
Thought processes Preoccupation with certain topics, persistent
worries, disorganized speech, delusions
Mood & Affect Shy & inhibited, touchy & argumentative; tearful,
displays of anger, little emotional expression,
incongruence
Intellectual functioning Memory problems, reasoning, insight, judgment
Sensorium Not “oriented times three”

26. To Sum Up
The clinical interview is arguably the most important assessment tool available to clinicians
Clinical interviews vary in their flexibility from unstructured to semi-structured to structured
The choice of type of interview depends on many factors as there are advantages and
disadvantages and different purposes of each type
When encountering a client for the first time, an intake interview and a mental status exam can
be used
In the next video we will look at some other assessment tools

27. Lecture 4 Video #3:
Assessment

28. What’s in this Video?
In this video we will explore the questions:
What is behavioural assessment?
What is Psychological testing?

29. Assessment: Behavioural Assessment
Uses formal direct observation to assess an individual’s thoughts, feelings and behaviour in
specific situations or contexts
◦ During the clinical interview
◦ May not be representative of what happens in other contexts
◦ During analog tasks in the clinic
◦ Observe while client roleplays
◦ Naturalistic observations
◦ Ex. Home, work, community, school
◦ Time consuming; reactivity

30. Assessment: Behavioural Assessment
Goal is to:
◦ Identify target behaviours
◦ Determine the factors that influence those behaviours
Behaviour Analysis (functional analysis of behaviour)
◦ General approach to systematically organizing and using assessment information in terms of the ABCs of
behaviour observation
◦ Antecedents
◦ Behaviour in the here and now
◦ Consequences of behaviour

32. Assessment: Behavioural Assessment
Can be:
◦ Informal or formal
◦ Done by clinician or client (self-monitoring)
◦ Behaviour rating scales & checklists
Behaviour Rating Scales
◦ Global behaviour checklists
◦ Informants rate the presence of absence of a wide variety of behaviours or rate the frequency or intensity
◦ Ex. Child Behaviour Checklist

33. Child Behaviour Checklist

34. Assessment: Behavioural Assessment
Behaviour Rating Scales
◦ Allow for a child’s behavior to be compared with a known reference group
◦ Economical to administer and score
◦ Lack of agreement between informants is relatively common and is highly informative

35. Assessment: Psychological Testing
Specific tests to determine cognitive, emotional or behavioural responses that might be
associated with a specific disorder as well as more general tests that assess longstanding
personality features
Different types:
◦ Developmental testing
◦ Cognitive testing
◦ Projective testing
◦ Personality testing
◦ Neuropsychological testing

36. Developmental Testing
Carried out for purposes of screening, diagnosis, and evaluation of early development
◦ Ex. Autism Spectrum Rating Scales
◦ Ex. Conners 3
◦ Usually conducted with infants and young children
◦ Very brief so more thorough assessment is also needed if want a complete picture

37. Cognitive Testing: Intelligence Tests
Debate regarding definition of intelligence
Many IQ tests are based on:
◦ Intelligence as “a broad construct that is related to people’s abilities to adapt to their environments, to
solve problems, and to learn and use information accurately and efficiently”
◦ Ex. Intelligence as “the overall capacity of an individual to understand and cope with the world around them” (Wechsler, 1958)
◦ Intelligence has its origins in genetics and biology but is shaped by education and experience

38. Cognitive Testing: Intelligence Tests
Wechsler Intelligence Scale for Children (WISC-V) most frequently used IQ test for children
◦ Emphasizes fluid reasoning abilities, higher order reasoning, and information processing speed
◦ Consists of 10 mandatory and 6 supplementary subtests that span ages 6-16
◦ Can be administered in paper format or digitally
◦ Gives a full scale IQ (FSIQ) score, an estimate of child’s overall intelligence
◦ Gives 5 WISC-V indices, subscale scores

39. Cognitive Testing: Intelligence Tests
Verbal comprehension
Word knowledge and ability to use verbal information to
express self and to solve word or story problems
Fluid reasoning
Ability to solve novel, largely nonverbal problems; to detect
underlying patterns or relationships among objects; and to
engage in abstract thinking
Visual-spatial reasoning
Ability to attend, organize, and interpret visually presented
material and to use visual information to solve immediate
problems

40. Cognitive Testing: Intelligence Tests
Working memory
Ability to attend to information, retain and
manipulate visual or auditory information in memory,
and apply information when necessary
Processing speed
Capacity to scan visual information, to make quick
and accurate decisions, and to rapidly implement
one’s decisions

41. Cognitive Testing: Intelligence Tests
IQ scores fall on the normal distribution (Mean = 100, SD = 15)

42. Cognitive Testing: Academic
Achievement Tests
Some distinguish between an individual’s capacity to learn (IQ tests( and what they have already
learned & retained (academic achievement tests)
Assess 3 broad skills: reading, math and written expression
Ex. Woodcock-Johnson IV Tests of Achievement (WJ-IV) most widely used, comprehensive tests
of academic achievement
◦ In each domain, assesses basic skills, fluency & advanced applications
◦ Score in each domain (Mean = 100, SD = 15)
◦ <85 = delay, <78 might indicate a learning disorder

43. Projective Testing
Psychoanalytic tradition
Make use of ambiguous stimuli – person projects their own personality
or unconscious fears onto other people or things
Low reliability and validity
◦ But, newer standardized coding systems purported increase validity and reliability
Specific examples
Ex. Rorschach Inkblot
Ex. Human Figure Drawing Test

44. Personality Testing
Based on the empirical approach
Ex. Minnesota Multiphasic Personality Inventory (MMPI)
◦ MMPI-Adolescent RF
◦ 3 higher order domains:
◦ Emotional/internalizing dysfunction, behavioural/externalizing dysfunction,
◦ Thought dysfunction
◦ 9 Content/clinical scales: demoralization, somatic complaints,
low positive emotions, cynicism, antisocial behaviour, ideas of persecution,
dysfunctional negative emotions, aberrant experiences, hypomanic activation
◦ Validity scales: Lie (L: faking good), Infrequency (F: random responding),
defensiveness (K: unrealistically positive self-views),
Cannot-Say (?: not answered questions)
◦ Specific problem scales
◦ Ex. Negative attitudes toward school

45. Neuropsychological Testing
Measures abilities in areas such as receptive and expressive language, attention and
concentration, motor skills, perceptual abilities, and learning and abstraction
◦ Assesses brain dysfunction by observing person’s ability to perform certain tasks
◦ Ex. The Bender Visual Motor Gestalt Test (Canter, 1996)
Useful for:
◦ Strengths & deficits in functioning, planning treatment,
◦ Documenting course, measuring subtle improvements,
◦ Follow up care
Reliability can fluctuate
◦ Mixed and inconsistent findings in the past

46. Reminder
Any assessment tool must be:
◦ Well standardized
◦ Reliable
◦ Valid

47. To Sum Up
In addition to interviews, clinicians have other assessment tools for collecting information
Assessment tools can be behavioural observations and various psychological tests
Each assessment tool has a particular purpose as well as advantages & disadvantages
Regardless of what tool is used, it has to be reliable and valid.
In the next video we will explore diagnosis and classification

48. Lecture 4 Video #4:
Diagnosis

49. What’s in this Video?
In this video we will explore the questions:
What is diagnosis?
What is classification & why it is crucial for diagnosis?
What are the classification systems currently in use?

50. Diagnosis & Classification
Diagnosis
◦ The process of determining whether the particular problem afflicting the individual meets all the criteria for a
psychological disorder as set forth in some classification system, e.g. DSM-5
Diagnosis serves several important functions:
◦ It is crucial to formulating and applying effective & appropriate treatments
◦ It informs the client’s prognosis
◦ It enables communication about disorders among clinicians and researchers
◦ It is foundational to education
◦ It is necessary for conducting research
◦ Ex. Epidemiological research
◦ It informs policy making

51. Diagnosis & Classification
Diagnosis starts with classification
◦ A way to name, organize, and categorize the collections of symptoms seen in psychological disorders
Classification involves the principles of nosology, which is the science of classification of diseases
Several purposes of classification:
◦ Nomenclature
◦ Basis for information retrieval
◦ Descriptive system
◦ Predictive system
◦ Basis for a theory of psychopathology
Different approaches to classification

52. Brief History of Classification: Reading #4
Late 1800s saw many advances in understanding biological origins of medical illnesses
Ex. Emil Kraeplin
◦ Classical (or categorical approach) that assumes every diagnosis has a clear underlying pathophysiological cause
which does not overlap with other disorders
◦ Therefore, only need one set of diagnostic criteria for each disorder
Largely ignored in the US until US Census started gathering information on mental disorders in 1840
Precursor to APA in collaboration published the first American diagnostic manual in 1921
◦ Ignored by most American psychiatrists
After WWII, creation of another classification scheme, the Medical 203
The WHO’s ICD-6 included mental disorders for the first time in 1949

53. Classification Systems for Mental
Disorders
Diagnostic and Statistical Manual for Mental Disorders (DSM) by APA
◦ First published in 1952
◦ Heavily influenced by psychoanalytic paradigm
◦ Largely ignored
◦ Lacked reliability
International Classification of Diseases (ICD) by WHO
◦ Only added a section classifying mental disorders in 1949 (ICD-6)
◦ DSM-II (1968)

54. Classification Systems for Mental
Disorders
DSM-III and DSM-III-R
◦ Less depended on untested theories
◦ Increased specificity and detail of criteria allowing study of reliability and validity
◦ Allowed individuals with possible psychological disorders to be rated on
5 dimensions, or axes
DSM-IV and DSM-IV-TR
◦ More compatible with ICD-10
◦ Less reliance on consensus of experts, changes based on scientific data
◦ 12 independent studies examined reliability and validity

55. Classification Systems for Mental
Disorders
DSM-5 (2013)
◦ More compatible with ICD-11
◦ Largely unchanged from DSM-IV-TR, but
◦ Some disorders reclassified & some new disorders added
◦ Changes to the organization of the manual itself
◦ 3 main sections
◦ Describe manual and how to use it, disorders, descriptions of disorders or conditions that require further study
◦ Removal of multiaxial system
◦ Clinician can make separate notation of relevant psychosocial or contextual factors or extent of disability associated with the
disorder
◦ Use of dimensional axes for rating severity, intensity, frequency, or duration for specific disorders was expanded
◦ Social and cultural considerations

56. Classification Systems for Mental
Disorders
Prototypical approach
Identifies certain essential characteristics of an entity, thus allowing classification, but allows for
non-essential variations that do not necessarily change the classification
◦ Ex. MDD
◦ 5 or more specific symptoms must be present during the same 2-week period and must represent a change in the person’s previous
functioning
◦ At least 1 of the symptoms is either depressed mood OR loss of interest or pleasure in most activities
◦ Other symptoms can include considerable weight gain or loss without dieting, near daily insomnia, etc.

57. Classification Systems for Mental
Disorders
Reconceptualized in DSM-5
Neurodevelopmental disorders
◦ Intellectual disabilities
◦ Autism Spectrum disorder
◦ Communication disorder
◦ Specific learning disorder
◦ Attention-deficit/hyperactivity disorder
◦ Motor disorders

58. Classification Systems for Mental
Disorders
Criticisms of the DSM-5
◦ “fuzzy” categories
◦ Improved reliability at the expense of validity
◦ Reliance upon flawed definitions that have been handed down
◦ Misuse of systems
◦ Labeling and stigma
Research Domain Criteria (RDoC) as an alternative classification system
Ex. Compared to DSM-5: begins with normal functioning, more dimensional, more emphasis on
neuroscience, more research-based

59. To Sum Up
Diagnosis is fundamental to abnormal psychology and requires some system of classification
Approaches to classification and classification systems have changed over time
Classification systems in use today are the DSM-5, the ICD-10 (11 coming into effect in 2022) and
the RDoC

60. Lecture 4 Video #5:
Treatment

61. What’s in this Video?
In this video we will explore the questions:
What are the major approaches to treatment?
What do we know works?

62. Interventions
Refers to a broad spectrum of activities for:
◦ Prevention
◦ Treatment
◦ Maintenance
Prevention: Efforts to decrease the
chances that undesired future
outcomes will occur
• Ex. Health promotion
• Ex. Universal prevention
• Ex. Selective prevention
• Ex. Indicated prevention

63. Interventions
Refers to a broad spectrum of activities for:
◦ Prevention
◦ Treatment
◦ Maintenance
Maintenance: Efforts to increase
adherence to treatment over time
to prevent relapse or recurrence of
a problem

64. Interventions: Cultural Considerations
Cultural compatibility hypothesis: treatment is likely to be more effective when it is compatible
with the cultural patterns of the child & family
◦ Ex. For some problems & treatments, ethnic similarity between a child’s caregiver & clinician is
associated with better treatment outcomes
Intersectionality: the ways in which sociocultural factors interact to shape children’s identity and
either promote or hinder their development
◦ Ex. Ethnicity, poverty & language intersections
◦ Ex. African American & Latinx minority families
◦ Ex. Chicago Parent Program

65. Interventions: Ethical Considerations
At minimum, clinicians must provide certain ethical standards when:
◦ Selecting treatment goals and procedures that are in the best interest of the client
◦ Making sure that client participation is active and voluntary
◦ Keeping records that document the effectiveness of treatment
◦ Protecting confidentiality of the therapeutic relationship
◦ Ensuring practice within limits of qualifications and competence
However, we cannot just simply take ethical guidelines and considerations for adults and apply
them to children and teens
◦ See table 4.9 in textbook
Other thorny issues
◦ Ex. Competence to make own decisions versus legal status; provision of treatments that may not work

66. Interventions: Treatment
Treatment Goals: Outcomes Related to Child Outcomes Related to
Family
Outcomes of Societal
Importance
Reduction/elimination of
symptoms
Reduction in family
dysfunction
Improved participation in
school
Reduced impairment in
functioning
Improved relationships
between family members
Reduced involvement in
juvenile justice system
Enhance long-term
functioning
Reduction in stress Reduced need for special
services
Improved quality of life Reduced accidental
injuries
Reduced burden of care Enhancement of health
Enhanced family support Reduction in health care
costs

67. Interventions: Treatment
Choice of
treatment
Goals of
treatment
Nature of
disorder
Course of
disorder
Associated
features
Potential
causes of
disorder
Empirical
evidence of
efficacy &
effectiveness

68. Interventions: Treatment
Psychotherapy: a formal interpersonal process in which a therapist with specialized knowledge,
training and legal approval interacts with the client to alter the thoughts, feelings or overt actions of
the client to alleviate symptoms and improve well-being
Essential to psychotherapy is the therapeutic alliance
◦ Collaborative relationship between the client and the therapist
◦ Emotional aspect: positive emotional connection based on trust and support
◦ Cognitive aspect: client and therapist agree on the goals of therapy & the steps for reaching those goals
There are several differences between child and adult psychotherapy
◦ Motivation: adults usually refer themselves; children do not
◦ Cognitive & socio-emotional functioning differences
◦ Goals: symptoms reduction + promoting development
◦ Control: adults have more autonomy than children
◦ Higher comorbidity in children & teens than in adults

69. Interventions: Treatment
Psychodynamic
◦ Child psychopathology caused by unconscious conflicts
◦ Main goal is to provide insight – help the person become aware of the mental conflict that contributes
to symptoms
Behavioural
◦ Child psychopathology caused by learned behaviour
◦ Main goal is to alter environmental contingencies of behaviour to increase likelihood of engaging in
adaptive actions
Cognitive
◦ Child psychopathology caused by deficits and/or distortions in thinking
◦ Main goal is to alter maladaptive thought patterns

70. Interventions: Treatment
Cognitive-behavioural
◦ Child psychopathology caused by faulty thinking patterns & learning experiences
◦ Main goal is to help client identify and replace maladaptive thoughts & behaviours with more adaptive
patterns
Client-centered
◦ Child psychopathology caused by social or environmental circumstances imposed on child that interfere
with capacity for personal growth and adaptive functioning
◦ Main goal is create environment that allows adaptive functioning and personal growth through self-
directed goal attainment
Interpersonal
◦ Child psychopathology caused by disruptions in their relationships
◦ Main goal is to identify & correct relationship difficulties that contribute to the child’s problem(s)

71. Interventions: Treatment
Family
◦ Child psychopathology caused by disturbances in family relationships
◦ Main goal is to help identify & correct patterns of family dysfunction
Neurobiological (table 4.10)
◦ Ex. Stimulants for ADHD
◦ Ex. SSRIs for depression & anxiety
◦ Ex. Antipsychotic medications for psychotic symptoms
◦ Ex. Mood stabilizers for bipolar disorders
◦ Ex. Antianxiety medications for severe anxiety
◦ The use of medications has been steadily increasing
Combined Treatments
◦ More than 1 intervention used, each of which can be used independently

72. Interventions: Treatment
Best practice guidelines
◦ Systematically developed statements to assist practitioners and patients
Two main approaches in developing best practice guidelines:
◦ The scientific approach derives guidelines from a review of current research findings
◦ The expert-consensus approach uses experts’ opinions to fill gaps in scientific literature

73. Interventions: Treatment
Weis et al.’s (2017) meta-analysis shows us that
treatments in general do work!
• Higher probability that a youth will fare better with
treatment
• Psychotherapy effective for a range of problems &
youths
• Effects of psychotherapy continue beyond initial
course of treatment
• Effects are larger when specific symptoms areas are
targeted
But
• Several moderators
• Presenting problem, reporter
• Not all treatment goals met
• Efficacy vs effectiveness

74. To Sum Up
Intervention is the last step of the process that begins with assessment.
Intervention addresses 3 broad domains of activities, prevention, treatment and maintenance and takes
place across a range of settings
There are certain considerations that must be address when designing, choosing and implementing
interventions including cultural, ethical and legal factors.
There are hundreds of schools of psychotherapy but there are major, broad categories.
The choice of intervention can be guided by best practice guidelines
We do have treatments for child psychopathology, but we still have a long way to go