CTAC Psychosocial Assessment: An Overview

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A brief overview of the CTAC Psychosocial Interview with older children and adolescents

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CTAC Psychosocial Assessment: An Overview

  1. 1. The CTAC Psychosocial Assessment For Later Childhood and Adolescence
  2. 2. Purpose <ul><li>Gain perspective of the child’s </li></ul><ul><li>world </li></ul><ul><li>To learn more about how and what they perceive what has happened and what is happening to them now </li></ul>
  3. 3. Procedure <ul><li>Depending on age, developmental ability, history of trauma </li></ul><ul><li>May be via Play, Projective Drawings, Physical Activity to obtain comfort and trust </li></ul><ul><li>Creation of a collaborative, shared experience </li></ul>
  4. 4. Directed Assessments Include <ul><li>Interview </li></ul><ul><li>Play (Castle or Playhouse and People-Figures and Objects) </li></ul><ul><li>Physical Activity (Playing catch or “basket-Basket Ball while sitting and conversing) </li></ul><ul><li>Draw A Person </li></ul>
  5. 5. Interview <ul><li>Explore range of emotion </li></ul><ul><li>When does he feel good, bad, etc </li></ul><ul><li>Describe a time she felt good, bad, worried etc </li></ul><ul><ul><li>Use 0-10 range of feeling, 0 equals no feeling, 10 equals the most (mad, sad, worried etc) he can imagine. </li></ul></ul><ul><li>What did she do when she felt this? </li></ul>
  6. 6. Interview <ul><li>Use information he would expect the interviewer to know, i.e. Had to leave foster home. </li></ul><ul><li>Explore what these events were like. </li></ul>
  7. 7. Projective Drawing: Draw A Person Test “ I’d like you to draw a picture of a person. It can be anyone you like, real or pretend, doing anything you would like. The only rule is that it is a whole person, instead of a stick person” Allow for the picture to be drawn without interruption, unless they begin conversation. If picture takes a long, long time use judgement as to beginning the rest of the interview .
  8. 8. Projective Drawing <ul><li>When done, ask for narrative. </li></ul><ul><li>The most important information is </li></ul><ul><ul><li>Who the person is </li></ul></ul><ul><ul><li>How old the person is </li></ul></ul><ul><ul><li>What the person is doing “in the picture” and </li></ul></ul><ul><ul><li>How he is thinking or feeling “in the picture”. </li></ul></ul><ul><li>With smooth transition, use the drawing as springboard to talking about self. </li></ul>
  9. 9. Three Wishes <ul><li>If you had three wishes, what would you change about your life to make it better </li></ul><ul><li>Avoid asking what three </li></ul><ul><li>things would you wish for </li></ul><ul><ul><li>Family things different/better. </li></ul></ul><ul><li>Consider developmental issues and adjust directions, i.e. had all the power in the world, had a fairy godmother </li></ul>
  10. 10. Parent or Self Rating Scales <ul><ul><li>Child Behavior Checklist (CBCL) </li></ul></ul><ul><ul><li>ADHD Rating Scale </li></ul></ul><ul><ul><li>Sensory Profile </li></ul></ul><ul><ul><li>Child Sexual Behavioral Inventory (CSBI) </li></ul></ul>
  11. 11. This presentation is part of a comprehensive professional education and training project created by the SW Michigan Children’s Trauma Assessment Center funded by a grant from the Substance Abuse and Mental Health Services, Department of Health and Human Services which funds the National Children’s Trauma Stress Network

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