This document provides an overview of assessment, diagnosis, and classification in child psychology. It discusses the purpose of assessment as gathering data to understand a child's functioning. Key assessment tools include clinical interviews, behavioral observations, and psychological testing. Diagnosis involves determining if a child's issues meet criteria for a psychological disorder as defined in a classification system, like the DSM-5. Classification systems provide a framework to categorize and describe disorders and are important for communication, research, and treatment. The document reviews different classification approaches and systems used historically and currently.
Growth and Development usually refers to as a unit , express the sum of numerous changes that take place during the life time.
Development refers to a progressive increase in skills and capacity to function.
It is emerging and expanding of individual’s capacities through growth, maturation and learning.
It is qualitative change in the child’s functioning and can be measured through observation.
Development milestones and the early years learning framework and the nationa...Dr Lendy Spires
This document provides developmental milestones and examples of how they relate to the Early Years Learning Framework (EYLF) and National Quality Standards (NQS) for children from birth to 8 months. It outlines key physical, social, emotional, cognitive, and language milestones and gives examples of how early childhood educators can link observations of children's development to the EYLF learning outcomes and NQS quality areas to enrich their understanding and support for children's learning and growth. Educators are encouraged to use the milestones as a reference rather than checklist and to seek advice if concerned about a child's development.
This document discusses various developmental assessment scales used to evaluate children's development. It outlines four key areas of development - gross motor, fine motor, personal-social, and language. Several screening tools are described that assess developmental milestones in these domains for children from birth to school age. These include the Denver Developmental Screening Test, Gesel Development Schedule, Bayley Scales of Infant Development, and Trivandrum Developmental Screening Test. The document also discusses tools to measure intelligence such as Goodenough's Draw a Man Test, Stanford-Binet Intelligence Scale, and Wechsler Intelligence Scale for Children.
This document discusses child development assessment. It provides an overview of principles of development, factors affecting development, examination techniques, domains of development and developmental milestones. It also describes several developmental screening tests commonly used in India like the Trivandrum Developmental Screening Chart, Phatak's Baroda Screening Test, and Clinical Adaptive Test. The document emphasizes the importance of developmental surveillance and outlines some "red flags" that warrant further evaluation.
This document outlines the process for developmental assessment in children. It discusses principles of development, components of the assessment including history, physical exam and neuromuscular exam, milestones to assess, screening tools, who should be screened, diagnostic tests, and the difference between developmental surveillance and diagnostic assessment. The goal of developmental assessment is to identify developmental delays or deviations so appropriate intervention can be provided.
This document discusses developmental assessment and screening. It provides an overview of principles of child development, domains of development, and factors affecting development. It describes procedures for developmental assessment, including history taking, physical examination, and testing of different developmental domains. The document discusses screening tests versus definitive tests and developmental quotients. It also compares several international and Indian developmental screening tools, noting their ages assessed, domains covered, psychometric properties, validation, costs, and uses. Overall, the document provides a comprehensive overview of assessing child development and identifying developmental delays through screening.
Disability evaluation in intellectual disability and in specificSeema Rai
1. The document discusses intellectual disability and specific learning disorder, outlining their definitions, diagnostic criteria, and assessment process.
2. It describes assessing adaptive and intellectual functioning to diagnose intellectual disability, and using specific psychometric tests to identify learning deficits for specific learning disorder.
3. The certification process involves evaluations by medical and psychological professionals to determine the diagnosis and issue certificates of disability.
Growth and Development usually refers to as a unit , express the sum of numerous changes that take place during the life time.
Development refers to a progressive increase in skills and capacity to function.
It is emerging and expanding of individual’s capacities through growth, maturation and learning.
It is qualitative change in the child’s functioning and can be measured through observation.
Development milestones and the early years learning framework and the nationa...Dr Lendy Spires
This document provides developmental milestones and examples of how they relate to the Early Years Learning Framework (EYLF) and National Quality Standards (NQS) for children from birth to 8 months. It outlines key physical, social, emotional, cognitive, and language milestones and gives examples of how early childhood educators can link observations of children's development to the EYLF learning outcomes and NQS quality areas to enrich their understanding and support for children's learning and growth. Educators are encouraged to use the milestones as a reference rather than checklist and to seek advice if concerned about a child's development.
This document discusses various developmental assessment scales used to evaluate children's development. It outlines four key areas of development - gross motor, fine motor, personal-social, and language. Several screening tools are described that assess developmental milestones in these domains for children from birth to school age. These include the Denver Developmental Screening Test, Gesel Development Schedule, Bayley Scales of Infant Development, and Trivandrum Developmental Screening Test. The document also discusses tools to measure intelligence such as Goodenough's Draw a Man Test, Stanford-Binet Intelligence Scale, and Wechsler Intelligence Scale for Children.
This document discusses child development assessment. It provides an overview of principles of development, factors affecting development, examination techniques, domains of development and developmental milestones. It also describes several developmental screening tests commonly used in India like the Trivandrum Developmental Screening Chart, Phatak's Baroda Screening Test, and Clinical Adaptive Test. The document emphasizes the importance of developmental surveillance and outlines some "red flags" that warrant further evaluation.
This document outlines the process for developmental assessment in children. It discusses principles of development, components of the assessment including history, physical exam and neuromuscular exam, milestones to assess, screening tools, who should be screened, diagnostic tests, and the difference between developmental surveillance and diagnostic assessment. The goal of developmental assessment is to identify developmental delays or deviations so appropriate intervention can be provided.
This document discusses developmental assessment and screening. It provides an overview of principles of child development, domains of development, and factors affecting development. It describes procedures for developmental assessment, including history taking, physical examination, and testing of different developmental domains. The document discusses screening tests versus definitive tests and developmental quotients. It also compares several international and Indian developmental screening tools, noting their ages assessed, domains covered, psychometric properties, validation, costs, and uses. Overall, the document provides a comprehensive overview of assessing child development and identifying developmental delays through screening.
Disability evaluation in intellectual disability and in specificSeema Rai
1. The document discusses intellectual disability and specific learning disorder, outlining their definitions, diagnostic criteria, and assessment process.
2. It describes assessing adaptive and intellectual functioning to diagnose intellectual disability, and using specific psychometric tests to identify learning deficits for specific learning disorder.
3. The certification process involves evaluations by medical and psychological professionals to determine the diagnosis and issue certificates of disability.
This document discusses developmental assessment in children. It covers the principles, goals, domains, methods, tools, and interpretation of developmental assessment. Development is assessed from conception through maturity and involves screening tests and definitive tests to evaluate domains like gross motor, fine motor, language, and social skills. Assessment allows for early identification of developmental delays or disabilities so that appropriate treatment can be directed. Standardized tools measure developmental quotients and milestones to characterize normal and abnormal development.
Developmental delay refers to delayed development in areas such as motor skills, language, cognition, social skills, or other areas compared to other children. Assessment of developmental delay involves gathering information on a child's strengths and weaknesses across all developmental domains from medical professionals, therapists, teachers, and the family. The needs of children with developmental delay include extra help and support to develop skills through a nurturing environment that simplifies tasks, values their efforts, and uses multiple learning methods appropriate for their level of understanding.
This document discusses child development and developmental assessments. It covers the following key points:
1. Child development involves growth in four main areas: gross motor, fine motor, personal-social, and language. Development follows a typical sequence but rates vary between children.
2. Developmental assessments evaluate a child's skills and compare them to typical ages and milestones. They are used to identify delays, provide support and interventions, and reassure parents of normal development.
3. Common developmental screening tests include Denver-II, Ages and Stages Questionnaire (ASQ), and Phatak's Baroda Screening Test. Definitive tests like Bayley Scales and Wechsler Scales are used
Developmental Pediatrics is an essential part of pediatric practice that involves screening children's development through simple assessments using ordinary tools within a short time in a clinic setting. It is important to screen all children's development and give more thorough assessments to those with risk factors or suspected delays to enable early identification and management. Developmental screening can be done by observing a child's spontaneous activities and play to assess their motor, language, social, and fine motor skills development according to age-appropriate milestones.
The document discusses normal child development and developmental screening. It covers the following key points:
- Normal growth and development is essential for preventing and detecting disease. Development includes increases in size and changes in function influenced by emotional and social environments.
- Child development is monitored by parents, health checks, and involves assessing gross motor, fine motor, language, social-emotional, and cognitive skills.
- Screening checks whole populations for delays, while assessment provides detailed analysis of specific developmental areas.
- Multiple factors like nutrition, stimulation, and diseases can influence motor, cognitive, language, and socio-emotional development. Standard tests are used to evaluate developmental progress and identify children who need further assessment.
Growth & development nurs 3340 fall 2017 updateShepard Joy
Growth and development is a continuous process from conception through adulthood. The document discusses several key principles of growth and development including different rates of growth, developmental theories including psychosexual theory and psychosocial theory, stages of development from infancy through adolescence, and factors that influence individual growth and development. It also provides nursing diagnoses and interventions related to children's growth, development, and family dynamics.
Ch 5 developmental stages of the learnerstanbridge
This document provides an overview of developmental stages of the learner from infancy through older adulthood. It begins with introductions of the presenters and learning objectives. Key terms are defined. Development is discussed in terms of physical, cognitive, and psychosocial characteristics at each stage: infancy/toddlerhood, early childhood, middle/late childhood, adolescence, young adulthood, middle-aged adulthood, and older adulthood. Teaching strategies are outlined for each developmental stage. The role of family in patient education is also addressed.
This document discusses typical child development milestones from birth through age 6. It outlines the expected progression in several domains, including gross motor, fine motor, cognitive, social, and language skills. Key points covered include:
- Typical developmental milestones and ages they usually emerge (e.g. sitting at 6 months, walking at 12 months)
- Stages of child development and the age ranges (e.g. infant 1-12 months, toddler 1-4 years)
- Common developmental screening tools used to assess children's progress.
The document provides a comprehensive overview of the expected sequence and timing of developmental skills in young children.
This document discusses the approach to developmental delay. It begins by outlining normal child development and milestones in gross motor, fine motor, language, and social skills. It then describes transient versus persistent developmental delay. Screening tools used in India to identify developmental delay are mentioned. Formal developmental assessments including the Bayley Scales and IQ tests are also discussed. The document provides guidance on evaluating a child with delay, including obtaining a thorough history and physical exam. Key areas to assess and developmental red flags at different ages are outlined.
Week 3: Assessment & formulation with children & adolescentsMelanieKatz8
This document discusses psychosocial assessment with children and adolescents. It outlines that assessment is an ongoing process that explores biological, psychological, and socio-cultural factors using a biopsychosocial model. It should identify strengths and weaknesses. The assessment process generally includes intake interviews with parents and children, as well as information from collateral sources like teachers. Formal assessment tools and interviews are commonly used. Theoretical orientations help guide the assessment and conceptualization process. The goal is to understand the underlying issues and formulate a hypothesis to guide intervention planning.
1) Assessment is important for infants and toddlers to promote learning and development, identify health issues, and diagnose developmental delays.
2) Various medical professionals assess infants and toddlers, including pediatricians, neonatologists, and early childhood educators.
3) Common assessments include the Apgar scale, Neonatal Behavioral Assessment Scale, Bayley Scales of Infant Development, and Communication and Symbolic Behavior Scales. These assess health, development, adaptive skills, intelligence, language, and more.
The document discusses the history and key differences of child and adolescent psychiatric nursing compared to adult psychiatric nursing. It notes that child psychiatric nursing evolved in the 20th century as the therapeutic value of nurses' relationships with children was realized. The first graduate program in child psychiatric nursing opened in 1954. Key differences include that children are usually brought for consultation by parents due to abnormal behaviors, greater consideration of developmental stage is needed, and treatment focuses more on changing parental attitudes than individual therapies. The document also provides a brief classification of common childhood disorders.
This document discusses cognitive development in infancy based on Piaget's views. It covers topics like Piaget's sensorimotor stage of development, object permanence, imitation, challenges to Piaget's views, modern studies on object permanence, and differences between Piaget and recent research approaches. It also discusses cognitive changes in infancy, learning and memory development, theoretical perspectives on the beginnings of language, early language milestones, variations in language development, and measuring infant intelligence.
The document provides an overview of assessing child and adolescent psychiatry. It discusses conducting a clinical interview, considering special issues like development and adolescence. It outlines assessing domains like cognitive/academic functioning, family/peer relationships, and interests. Rating scales and other standardized instruments are described. The summary should formulate assessments using a biopsychosocial model and the 4 Ps approach, and consider appropriate laboratory tests and treatment recommendations.
This one is for the pedo lovers .this is all about child psychology for various theories given and the one most accepted.Students this a bit dry topic but of course interesting one.
This document provides an overview of developmental assessment for children. It discusses the goal of developmental assessment as generating a diagnosis and analyzing strengths and weaknesses to direct treatment. It also covers principles of development, value of assessment, common assessment tools, domains of development, developmental milestones, and risk factors. The document aims to guide healthcare providers in conducting developmental assessments and identifying potential developmental delays.
This document provides an introduction to special education, including the philosophy, history, laws, and principles of special education. It discusses key laws like the Education for All Handicapped Children Act, the Individuals with Disabilities Education Act, and the No Child Left Behind Act. It also outlines the seven major principles under IDEA, including informed consent, zero reject, free appropriate public education, nondiscriminatory evaluation, least restrictive environment, individualized education programs, and due process safeguards. Finally, it lists and describes the 13 recognized disabilities under IDEA.
Bone age radiographs can provide information about a child's adult height potential and exposure to sex steroids if their bone age is advanced compared to their chronological age. Children with familial short stature usually have a normal bone age, while those with constitutional delay of growth usually have delayed bone age. The cause of failure to thrive is nonorganic in the majority of patients, and extensive lab evaluation should be deferred until outpatient dietary management has been tried. Regular, periodic developmental screening using tools such as PEDS, ASQ, or M-CHAT can help identify developmental delays or risks. Key motor, cognitive, and language milestones include the ability to sit independently by 9 months and speak in 3 word sentences by 36 months
The document discusses pediatric nursing growth and development. It covers:
1) Phases of growth including infancy, preschool to puberty, and puberty which is the second most rapid growth period.
2) Principles of growth including that growth is complex, continuous, and orderly. Growth is measured both quantitatively and qualitatively over time.
3) Physiological characteristics of growth for systems like circulatory, respiratory, digestive, and nervous.
This document provides an overview of the clinical interview process. It discusses the characteristics of a clinical interview, including that it is a one-on-one conversation between a professional and client in a professional setting. It describes the different types and structures of interviews, such as intake interviews, case history interviews, mental status exams, crisis interviews, and diagnostic interviews. Communication strategies for building rapport and conducting the interview are also covered, along with considerations for different populations and common pitfalls.
This document discusses developmental assessment in children. It covers the principles, goals, domains, methods, tools, and interpretation of developmental assessment. Development is assessed from conception through maturity and involves screening tests and definitive tests to evaluate domains like gross motor, fine motor, language, and social skills. Assessment allows for early identification of developmental delays or disabilities so that appropriate treatment can be directed. Standardized tools measure developmental quotients and milestones to characterize normal and abnormal development.
Developmental delay refers to delayed development in areas such as motor skills, language, cognition, social skills, or other areas compared to other children. Assessment of developmental delay involves gathering information on a child's strengths and weaknesses across all developmental domains from medical professionals, therapists, teachers, and the family. The needs of children with developmental delay include extra help and support to develop skills through a nurturing environment that simplifies tasks, values their efforts, and uses multiple learning methods appropriate for their level of understanding.
This document discusses child development and developmental assessments. It covers the following key points:
1. Child development involves growth in four main areas: gross motor, fine motor, personal-social, and language. Development follows a typical sequence but rates vary between children.
2. Developmental assessments evaluate a child's skills and compare them to typical ages and milestones. They are used to identify delays, provide support and interventions, and reassure parents of normal development.
3. Common developmental screening tests include Denver-II, Ages and Stages Questionnaire (ASQ), and Phatak's Baroda Screening Test. Definitive tests like Bayley Scales and Wechsler Scales are used
Developmental Pediatrics is an essential part of pediatric practice that involves screening children's development through simple assessments using ordinary tools within a short time in a clinic setting. It is important to screen all children's development and give more thorough assessments to those with risk factors or suspected delays to enable early identification and management. Developmental screening can be done by observing a child's spontaneous activities and play to assess their motor, language, social, and fine motor skills development according to age-appropriate milestones.
The document discusses normal child development and developmental screening. It covers the following key points:
- Normal growth and development is essential for preventing and detecting disease. Development includes increases in size and changes in function influenced by emotional and social environments.
- Child development is monitored by parents, health checks, and involves assessing gross motor, fine motor, language, social-emotional, and cognitive skills.
- Screening checks whole populations for delays, while assessment provides detailed analysis of specific developmental areas.
- Multiple factors like nutrition, stimulation, and diseases can influence motor, cognitive, language, and socio-emotional development. Standard tests are used to evaluate developmental progress and identify children who need further assessment.
Growth & development nurs 3340 fall 2017 updateShepard Joy
Growth and development is a continuous process from conception through adulthood. The document discusses several key principles of growth and development including different rates of growth, developmental theories including psychosexual theory and psychosocial theory, stages of development from infancy through adolescence, and factors that influence individual growth and development. It also provides nursing diagnoses and interventions related to children's growth, development, and family dynamics.
Ch 5 developmental stages of the learnerstanbridge
This document provides an overview of developmental stages of the learner from infancy through older adulthood. It begins with introductions of the presenters and learning objectives. Key terms are defined. Development is discussed in terms of physical, cognitive, and psychosocial characteristics at each stage: infancy/toddlerhood, early childhood, middle/late childhood, adolescence, young adulthood, middle-aged adulthood, and older adulthood. Teaching strategies are outlined for each developmental stage. The role of family in patient education is also addressed.
This document discusses typical child development milestones from birth through age 6. It outlines the expected progression in several domains, including gross motor, fine motor, cognitive, social, and language skills. Key points covered include:
- Typical developmental milestones and ages they usually emerge (e.g. sitting at 6 months, walking at 12 months)
- Stages of child development and the age ranges (e.g. infant 1-12 months, toddler 1-4 years)
- Common developmental screening tools used to assess children's progress.
The document provides a comprehensive overview of the expected sequence and timing of developmental skills in young children.
This document discusses the approach to developmental delay. It begins by outlining normal child development and milestones in gross motor, fine motor, language, and social skills. It then describes transient versus persistent developmental delay. Screening tools used in India to identify developmental delay are mentioned. Formal developmental assessments including the Bayley Scales and IQ tests are also discussed. The document provides guidance on evaluating a child with delay, including obtaining a thorough history and physical exam. Key areas to assess and developmental red flags at different ages are outlined.
Week 3: Assessment & formulation with children & adolescentsMelanieKatz8
This document discusses psychosocial assessment with children and adolescents. It outlines that assessment is an ongoing process that explores biological, psychological, and socio-cultural factors using a biopsychosocial model. It should identify strengths and weaknesses. The assessment process generally includes intake interviews with parents and children, as well as information from collateral sources like teachers. Formal assessment tools and interviews are commonly used. Theoretical orientations help guide the assessment and conceptualization process. The goal is to understand the underlying issues and formulate a hypothesis to guide intervention planning.
1) Assessment is important for infants and toddlers to promote learning and development, identify health issues, and diagnose developmental delays.
2) Various medical professionals assess infants and toddlers, including pediatricians, neonatologists, and early childhood educators.
3) Common assessments include the Apgar scale, Neonatal Behavioral Assessment Scale, Bayley Scales of Infant Development, and Communication and Symbolic Behavior Scales. These assess health, development, adaptive skills, intelligence, language, and more.
The document discusses the history and key differences of child and adolescent psychiatric nursing compared to adult psychiatric nursing. It notes that child psychiatric nursing evolved in the 20th century as the therapeutic value of nurses' relationships with children was realized. The first graduate program in child psychiatric nursing opened in 1954. Key differences include that children are usually brought for consultation by parents due to abnormal behaviors, greater consideration of developmental stage is needed, and treatment focuses more on changing parental attitudes than individual therapies. The document also provides a brief classification of common childhood disorders.
This document discusses cognitive development in infancy based on Piaget's views. It covers topics like Piaget's sensorimotor stage of development, object permanence, imitation, challenges to Piaget's views, modern studies on object permanence, and differences between Piaget and recent research approaches. It also discusses cognitive changes in infancy, learning and memory development, theoretical perspectives on the beginnings of language, early language milestones, variations in language development, and measuring infant intelligence.
The document provides an overview of assessing child and adolescent psychiatry. It discusses conducting a clinical interview, considering special issues like development and adolescence. It outlines assessing domains like cognitive/academic functioning, family/peer relationships, and interests. Rating scales and other standardized instruments are described. The summary should formulate assessments using a biopsychosocial model and the 4 Ps approach, and consider appropriate laboratory tests and treatment recommendations.
This one is for the pedo lovers .this is all about child psychology for various theories given and the one most accepted.Students this a bit dry topic but of course interesting one.
This document provides an overview of developmental assessment for children. It discusses the goal of developmental assessment as generating a diagnosis and analyzing strengths and weaknesses to direct treatment. It also covers principles of development, value of assessment, common assessment tools, domains of development, developmental milestones, and risk factors. The document aims to guide healthcare providers in conducting developmental assessments and identifying potential developmental delays.
This document provides an introduction to special education, including the philosophy, history, laws, and principles of special education. It discusses key laws like the Education for All Handicapped Children Act, the Individuals with Disabilities Education Act, and the No Child Left Behind Act. It also outlines the seven major principles under IDEA, including informed consent, zero reject, free appropriate public education, nondiscriminatory evaluation, least restrictive environment, individualized education programs, and due process safeguards. Finally, it lists and describes the 13 recognized disabilities under IDEA.
Bone age radiographs can provide information about a child's adult height potential and exposure to sex steroids if their bone age is advanced compared to their chronological age. Children with familial short stature usually have a normal bone age, while those with constitutional delay of growth usually have delayed bone age. The cause of failure to thrive is nonorganic in the majority of patients, and extensive lab evaluation should be deferred until outpatient dietary management has been tried. Regular, periodic developmental screening using tools such as PEDS, ASQ, or M-CHAT can help identify developmental delays or risks. Key motor, cognitive, and language milestones include the ability to sit independently by 9 months and speak in 3 word sentences by 36 months
The document discusses pediatric nursing growth and development. It covers:
1) Phases of growth including infancy, preschool to puberty, and puberty which is the second most rapid growth period.
2) Principles of growth including that growth is complex, continuous, and orderly. Growth is measured both quantitatively and qualitatively over time.
3) Physiological characteristics of growth for systems like circulatory, respiratory, digestive, and nervous.
This document provides an overview of the clinical interview process. It discusses the characteristics of a clinical interview, including that it is a one-on-one conversation between a professional and client in a professional setting. It describes the different types and structures of interviews, such as intake interviews, case history interviews, mental status exams, crisis interviews, and diagnostic interviews. Communication strategies for building rapport and conducting the interview are also covered, along with considerations for different populations and common pitfalls.
The document provides an overview of the components of a nursing assessment. It discusses Gordon's 11 Functional Health Patterns which provide a framework for collecting comprehensive nursing data. It also describes the purpose and techniques for obtaining both subjective and objective data, including conducting a nursing interview, performing a physical examination using inspection, palpation, percussion, and auscultation, and developing a health history. The document aims to help nursing students understand how to systematically assess a client's health status.
The document discusses clinical assessment and diagnosis in psychopathology. It describes the goals of assessment as understanding how and why a person is behaving abnormally and how they can be helped. Assessment tools should be standardized, reliable, and valid. Clinical interviews and psychological tests are common forms of assessment. Treatment decisions are based on assessment and diagnosis to determine an appropriate treatment plan. Research shows that therapy is generally effective compared to no treatment, and certain therapies are effective for specific disorders.
The document discusses guidelines and best practices for conducting evaluations of children who may need special education services. It outlines steps for identifying children for evaluation, conducting a full and individualized evaluation using various assessment tools, and techniques for interviewing parents and observing the child. The evaluation aims to determine the child's needs, guide decision-making about educational programming, and ensure parents provide informed consent to the evaluation.
This document discusses psychodiagnostics, which involves using psychological assessment techniques to evaluate personality and diagnose mental disorders. The aims of psychodiagnostic techniques include answering diagnostic questions, ascertaining difficulties, making predictions about behavior, and measuring cognitive abilities. Common types of psychodiagnostic tests include intelligence tests, projective techniques like Rorschach tests, and personality assessments. The process of clinical assessment involves planning assessments, collecting data through interviews, tests, observations, and records, processing and interpreting the data, and communicating findings in a psychological report.
Teaching the art of communication between patient and the doctor is a major deficiency in our curriculum. Most of our young graduates don't get adequate exposure to this part of medical training. Lack of emphasis by examining authorities in developing world and additionally paucity of trainers adds to this vicious circle.
The document discusses psychoeducational assessments. It explains that a psychoeducational assessment is an evaluation conducted by a psychologist to determine if a child has developmental or learning challenges. The assessment explores a child's strengths and weaknesses compared to peers. It allows parents to gauge their child's development. The assessment uses various psychometric tools customized to the child's needs. Parents receive preliminary results on the day of the assessment and a full report two weeks later to discuss the results.
Clinical interviews and psychological tests are important tools used by psychologists to assess patients. The clinical interview involves a conversation between psychologist and patient to diagnose issues and plan treatment, and can be structured or unstructured. Common psychological tests include intelligence tests like WAIS and WISC, personality tests like MMPI and Rorschach, and achievement and aptitude tests. Psychological assessment also involves behavioral observation, mental status exams, and collecting demographic and medical history information.
Clinical assessment involves collecting information to determine how and why a person is behaving abnormally and how they can be helped. Clinicians use clinical interviews, tests, and observations as assessment tools, which must be standardized, reliable, and valid. The DSM-IV-TR is commonly used for diagnosis and describes diagnostic criteria across five axes. Treatment decisions are based on assessment and diagnosis information, with the goal of empirically supported and evidence-based therapies. Research shows that therapy is generally more effective than no treatment, though some therapies may be more effective than others for specific problems.
Clinical assessment involves collecting information to determine how and why a person is behaving abnormally and how they can be helped. Clinicians use clinical interviews, tests, and observations as assessment tools, which must be standardized, reliable, and valid. The DSM-IV-TR is commonly used for diagnosis and describes diagnostic criteria across five axes. Treatment decisions are informed by assessment and diagnosis, with the goal of empirically supported and evidence-based interventions. Research shows that therapy is generally more effective than no treatment, and that specific therapies can effectively treat particular disorders.
Psych 24 history of personality assessmentMaii Caa
The document discusses various methods used in psychological assessment, including both objective measures like standardized tests and projective tests, as well as clinical interviews. It outlines the advantages and disadvantages of different assessment approaches and how assessments are used to better understand individuals and their behavior. The document also provides examples of specific assessment tools like the MMPI-2, TAT, and astrology.
Psych 24 history of personality assessmentMaii Caa
The document discusses various methods used in psychological assessment, including both objective measures like standardized tests and projective tests, as well as clinical interviews. It outlines the advantages and disadvantages of different assessment approaches and how assessments are used to better understand individuals and their behavior. The document also provides examples of specific assessment tools like the MMPI-2, TAT, and astrology.
Is there a 'best' approach to evaluating work with sexually exploited children?BASPCAN
This document discusses the challenges of evaluating interventions for sexually exploited children given the complex nature of the issue. It notes there is little existing evidence on effective preventative or protective services for child sexual exploitation. The lives of victims are chaotic and each case differs. The document proposes a compromise evaluation approach for a UK organization working with sexually exploited youth across multiple service centers. Outcome measures would be integrated into practice to evaluate well-being, trauma symptoms, and risk over time. Quantitative data collection faces challenges around consent, timely measure completion, and follow up. Qualitative research would further understand pathways into abuse and the types of help that make a difference. The evaluation seeks to better understand practice through data and inform practice through evaluation findings to develop a
1. The document discusses various procedures and skills involved in the counseling process. It defines counseling, outlines the typical counseling process structure, and describes important skills at each stage like rapport building, assessment, goal-setting, interventions, and termination.
2. Key counseling skills discussed include active listening, asking open and closed questions, using encouragers, paraphrasing, reflecting feelings, and summarizing. The document also covers methods for influencing behavior like directives, reframing, advice, feedback, and logical consequences.
3. The full counseling process involves assessment, conceptualization of problems, mutually defining goals, selecting interventions, and termination when goals are achieved. Building rapport, understanding the client's perspective,
Clinical assessment involves evaluating an individual's strengths and weaknesses, conceptualizing the problem, and prescribing treatment. The assessment process begins with a referral question from the referral source. The clinician must understand the precise referral question being asked. The assessment interview is a basic and useful technique where the clinician can exercise skill and adaptability to make clinical decisions. Establishing rapport through a comfortable atmosphere and mutual understanding of the interview purpose allows the clinician to achieve the interview goals. Different types of interviews like intake, case history, mental status, crisis, and diagnostic interviews each have specific purposes in the assessment process.
Clinical assessment involves evaluating an individual's strengths and weaknesses, conceptualizing the problem, and prescribing treatment. The assessment process begins with a referral question from the referral source. The clinician must understand the precise referral question being asked. The assessment interview is a basic and useful technique where the clinician can exercise skill and gain understanding to make clinical decisions. An important part of the interview is developing rapport with the patient through casual conversation to make them comfortable before delving into issues. There are different types of interviews that can be used for different assessment purposes, such as intake interviews, case history interviews, mental status examinations, crisis interviews, and diagnostic interviews.
This document provides an overview of qualitative research methods and question formulation. It discusses key aspects of qualitative research including theoretical backgrounds in ethnography, phenomenology and grounded theory. Examples of qualitative research questions and methods like observation and interviews are provided. The importance of qualitative research in understanding human experiences and perspectives is highlighted. Guidance on formulating focused qualitative research questions using frameworks like PICO, SPICE, ProPheT and CLIP is also given.
Neurodevelopmental Treatment and Cerebral Palsy- Researchda5884
An alternative description of my Critically Appraised Topic on Neurodevelopmental treatment when used on children with cerebral palsy. This presentation focuses more on the process of the research.
Phenomics assisted breeding in crop improvementIshaGoswami9
As the population is increasing and will reach about 9 billion upto 2050. Also due to climate change, it is difficult to meet the food requirement of such a large population. Facing the challenges presented by resource shortages, climate
change, and increasing global population, crop yield and quality need to be improved in a sustainable way over the coming decades. Genetic improvement by breeding is the best way to increase crop productivity. With the rapid progression of functional
genomics, an increasing number of crop genomes have been sequenced and dozens of genes influencing key agronomic traits have been identified. However, current genome sequence information has not been adequately exploited for understanding
the complex characteristics of multiple gene, owing to a lack of crop phenotypic data. Efficient, automatic, and accurate technologies and platforms that can capture phenotypic data that can
be linked to genomics information for crop improvement at all growth stages have become as important as genotyping. Thus,
high-throughput phenotyping has become the major bottleneck restricting crop breeding. Plant phenomics has been defined as the high-throughput, accurate acquisition and analysis of multi-dimensional phenotypes
during crop growing stages at the organism level, including the cell, tissue, organ, individual plant, plot, and field levels. With the rapid development of novel sensors, imaging technology,
and analysis methods, numerous infrastructure platforms have been developed for phenotyping.
The technology uses reclaimed CO₂ as the dyeing medium in a closed loop process. When pressurized, CO₂ becomes supercritical (SC-CO₂). In this state CO₂ has a very high solvent power, allowing the dye to dissolve easily.
Remote Sensing and Computational, Evolutionary, Supercomputing, and Intellige...University of Maribor
Slides from talk:
Aleš Zamuda: Remote Sensing and Computational, Evolutionary, Supercomputing, and Intelligent Systems.
11th International Conference on Electrical, Electronics and Computer Engineering (IcETRAN), Niš, 3-6 June 2024
Inter-Society Networking Panel GRSS/MTT-S/CIS Panel Session: Promoting Connection and Cooperation
https://www.etran.rs/2024/en/home-english/
The debris of the ‘last major merger’ is dynamically youngSérgio Sacani
The Milky Way’s (MW) inner stellar halo contains an [Fe/H]-rich component with highly eccentric orbits, often referred to as the
‘last major merger.’ Hypotheses for the origin of this component include Gaia-Sausage/Enceladus (GSE), where the progenitor
collided with the MW proto-disc 8–11 Gyr ago, and the Virgo Radial Merger (VRM), where the progenitor collided with the
MW disc within the last 3 Gyr. These two scenarios make different predictions about observable structure in local phase space,
because the morphology of debris depends on how long it has had to phase mix. The recently identified phase-space folds in Gaia
DR3 have positive caustic velocities, making them fundamentally different than the phase-mixed chevrons found in simulations
at late times. Roughly 20 per cent of the stars in the prograde local stellar halo are associated with the observed caustics. Based
on a simple phase-mixing model, the observed number of caustics are consistent with a merger that occurred 1–2 Gyr ago.
We also compare the observed phase-space distribution to FIRE-2 Latte simulations of GSE-like mergers, using a quantitative
measurement of phase mixing (2D causticality). The observed local phase-space distribution best matches the simulated data
1–2 Gyr after collision, and certainly not later than 3 Gyr. This is further evidence that the progenitor of the ‘last major merger’
did not collide with the MW proto-disc at early times, as is thought for the GSE, but instead collided with the MW disc within
the last few Gyr, consistent with the body of work surrounding the VRM.
The use of Nauplii and metanauplii artemia in aquaculture (brine shrimp).pptxMAGOTI ERNEST
Although Artemia has been known to man for centuries, its use as a food for the culture of larval organisms apparently began only in the 1930s, when several investigators found that it made an excellent food for newly hatched fish larvae (Litvinenko et al., 2023). As aquaculture developed in the 1960s and ‘70s, the use of Artemia also became more widespread, due both to its convenience and to its nutritional value for larval organisms (Arenas-Pardo et al., 2024). The fact that Artemia dormant cysts can be stored for long periods in cans, and then used as an off-the-shelf food requiring only 24 h of incubation makes them the most convenient, least labor-intensive, live food available for aquaculture (Sorgeloos & Roubach, 2021). The nutritional value of Artemia, especially for marine organisms, is not constant, but varies both geographically and temporally. During the last decade, however, both the causes of Artemia nutritional variability and methods to improve poorquality Artemia have been identified (Loufi et al., 2024).
Brine shrimp (Artemia spp.) are used in marine aquaculture worldwide. Annually, more than 2,000 metric tons of dry cysts are used for cultivation of fish, crustacean, and shellfish larva. Brine shrimp are important to aquaculture because newly hatched brine shrimp nauplii (larvae) provide a food source for many fish fry (Mozanzadeh et al., 2021). Culture and harvesting of brine shrimp eggs represents another aspect of the aquaculture industry. Nauplii and metanauplii of Artemia, commonly known as brine shrimp, play a crucial role in aquaculture due to their nutritional value and suitability as live feed for many aquatic species, particularly in larval stages (Sorgeloos & Roubach, 2021).
Authoring a personal GPT for your research and practice: How we created the Q...Leonel Morgado
Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.
Unlocking the mysteries of reproduction: Exploring fecundity and gonadosomati...AbdullaAlAsif1
The pygmy halfbeak Dermogenys colletei, is known for its viviparous nature, this presents an intriguing case of relatively low fecundity, raising questions about potential compensatory reproductive strategies employed by this species. Our study delves into the examination of fecundity and the Gonadosomatic Index (GSI) in the Pygmy Halfbeak, D. colletei (Meisner, 2001), an intriguing viviparous fish indigenous to Sarawak, Borneo. We hypothesize that the Pygmy halfbeak, D. colletei, may exhibit unique reproductive adaptations to offset its low fecundity, thus enhancing its survival and fitness. To address this, we conducted a comprehensive study utilizing 28 mature female specimens of D. colletei, carefully measuring fecundity and GSI to shed light on the reproductive adaptations of this species. Our findings reveal that D. colletei indeed exhibits low fecundity, with a mean of 16.76 ± 2.01, and a mean GSI of 12.83 ± 1.27, providing crucial insights into the reproductive mechanisms at play in this species. These results underscore the existence of unique reproductive strategies in D. colletei, enabling its adaptation and persistence in Borneo's diverse aquatic ecosystems, and call for further ecological research to elucidate these mechanisms. This study lends to a better understanding of viviparous fish in Borneo and contributes to the broader field of aquatic ecology, enhancing our knowledge of species adaptations to unique ecological challenges.
When I was asked to give a companion lecture in support of ‘The Philosophy of Science’ (https://shorturl.at/4pUXz) I decided not to walk through the detail of the many methodologies in order of use. Instead, I chose to employ a long standing, and ongoing, scientific development as an exemplar. And so, I chose the ever evolving story of Thermodynamics as a scientific investigation at its best.
Conducted over a period of >200 years, Thermodynamics R&D, and application, benefitted from the highest levels of professionalism, collaboration, and technical thoroughness. New layers of application, methodology, and practice were made possible by the progressive advance of technology. In turn, this has seen measurement and modelling accuracy continually improved at a micro and macro level.
Perhaps most importantly, Thermodynamics rapidly became a primary tool in the advance of applied science/engineering/technology, spanning micro-tech, to aerospace and cosmology. I can think of no better a story to illustrate the breadth of scientific methodologies and applications at their best.
Immersive Learning That Works: Research Grounding and Paths ForwardLeonel Morgado
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
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
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
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
31.
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
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
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
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
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
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
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