Clinical Assessment of Child And Adolescent Personality And Behavior

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Springer Science & Business Media, 2005 - Psychology - 486 pages
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As demand for psychological services continues to increase, assessment of personality and behavior continues to be a central activity. And when dealing with children and adolescents, psychological assessment can present even greater challenges. Therefore, this text a " now in its second edition a " provides a welcome and timely review of personality and behavior in children and adolescents within a context of the psychological knowledge base necessary for contemporary assessment practice.

The text is organized into three sections, consistent with the authorsa (TM) approach to teaching:

- Part I provides students with the psychological knowledge base necessary for modern assessment practice, including historical perspectives, measurement science, child psychopathology, ethical, legal, and cultural issues, and the basics of beginning the assessment process.

- Part II gives students a broad review of the specific assessment methods used by psychologists, accompanied by specific advice regarding the usage and strengths and weaknesses of each method.

- Part III helps students learn to perform some of the most sophisticated of assessment practices: integrating and communicating assessment results and infusing assessment practice with knowledge of child development and psychopathology.

Although the volume is designed primarily as a text for beginning graduate students, Clinical Assessment of Child and Adolescent Personality and Behavior is also useful as a "refresher" for clinicians who are looking for updated personality and behavior assessment information.

 

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Contents

Historical Trends
1
PROJECTIVE TECHNIQUES
5
OBJECTIVE TECHNIQUES
10
THE DEVELOPMENT OF DIAGNOSTIC SYSTEMS
14
FUTURE TRENDS
16
Measurement Issues
19
SCORES NORMS AND DISTRIBUTIONS
22
NORMALITY AND SKEWNESS
29
DRAWING TECHNIQUES
249
CONCLUSIONS
253
Structured Diagnostic Interviews
255
OVERVIEW
256
EVALUATION OF DIAGNOSTIC INTERVIEWS
261
RECOMMENDATIONS FOR USE OF STRUCTURED INTERVIEWS
262
FOCUS ON THE NIMH DIAGNOSTIC INTERVIEW SCHEDULE FOR CHILDREN
265
CONCLUSIONS
270

THE UTILITY OF DIFFERENT RATERS
30
RELIABILITY
33
CONSTRUCT VALIDITY
37
CONCLUSIONS
44
Classification and Developmental Psychopathology
46
CLASSIFICATION
47
DEVELOPMENTAL PSYCHOPATHOLOGY
56
CONCLUSIONS
62
CHAPTER SUMMARY
63
Standards and Fairness
64
APA ETHICAL PRINCIPLES OF PSYCHOLOGISTS
65
TEST STANDARDS
68
BIAS
72
FAIRNESS
75
CONCLUSIONS
78
Planning the Evaluation and Rapport Building
80
CLARIFYING THE REFERRAL QUESTION
81
DESIGNING THE EVALUATION
84
TO TEST OR NOT TO TEST
86
RAPPORT BUILDING
87
CONCLUSIONS
94
SelfReport Inventories
96
SINGLE CONSTRUCT PERSONALITY INVENTORIES
126
CONCLUSIONS
130
CHAPTER SUMMARY
131
Parent Rating Scales
133
OMNIBUS PARENT RATING SCALES
134
OTHER PARENT RATING SCALES
155
CONCLUSIONS
158
CHAPTER SUMMARY
161
Teacher Rating Scales
162
FACTORS THAT INFLUENCE TEACHER RATINGS
163
OMNIBUS RATING SCALES
164
SINGLEDOMAIN RATING SCALES
189
IMPAIRMENT RATING SCALES
193
CONCLUSIONS
195
CHAPTER SUMMARY
196
Behavioral Observations
199
BASICS OF OBSERVATIONAL SYSTEMS
201
EXAMPLES OF OBSERVATIONAL SYSTEMS
208
CONCLUSIONS
216
PeerReferenced Assessment
218
ETHICS OF PEERREFERENCED STRATEGIES
220
TYPES OF PEERREFERENCED TECHNIQUES
223
OTHER PEERREFERENCED TECHNIQUES
228
CONCLUSIONS
229
Projective Techniques
230
INKBLOT TECHNIQUES
235
THEMATIC STORYTELLING TECHNIQUES
240
SENTENCE COMPLETION TECHNIQUES
246
Assessing Family Context
272
GENERAL ISSUES
277
OMNIBUS RATING SCALES
279
PARENTING STYLES AND PRACTICES
285
MARITAL DISCORD AND DIVORCE
292
Parental Adjustment
293
CONCLUSIONS
296
CHAPTER SUMMARY
297
History Taking
299
CONTENT
304
FORMATS
305
CONCLUSIONS
311
Adaptive Behavior Scales
313
CHARACTERISTICS OF ADAPTIVE BEHAVIOR SCALES
315
OMNIBUS ADAPTIVE BEHAVIOR SCALES
318
MEASURING SOCIAL SKILLS
334
CONCLUSIONS
337
CHAPTER SUMMARY
339
Integrating and Interpreting Assessment Information
341
INTEGRATING INFORMATION ACROSS INFORMANTS
343
A MULTISTEP STRATEGY FOR INTEGRATING INFORMATION
349
CONCLUSIONS
355
Report Writing
357
PITFALLS OF REPORT WRITING
358
SUGGESTED PRACTICES
364
ADAPTING REPORTS TO AUDIENCE AND SETTING
367
THE SECTIONS OF THE PSYCHOLOGICAL REPORT
368
COMMUNICATING RESULTS ORALLY
371
CONCLUSIONS
375
Assessment of Disruptive Behavior Disorders
377
ATTENTIONDEFICIT HYPERACTIVITY DISORDER
378
CONDUCT PROBLEMS
396
CONCLUSIONS
406
Assessment of Depression and Anxiety
408
CHILDHOOD DEPRESSION
409
AN ASSESSMENT STRATEGY FOR DEPRESSION
414
ANXIETY DISORDERS OF CHILDHOOD
420
AN ASSESSMENT STRATEGY FOR ANXIETY
423
CONCLUSIONS
425
Assessment of Autism
430
SPECIALIZED MEASURES OF AUTISM
433
AN ASSESSMENT STRATEGY FOR AUTISM
436
A SAMPLE CASE OF AUTISM IN A CHILD WITH NEUROLOGICAL IMPAIRMENT
438
CONCLUSIONS
442
CHAPTER SUMMARY
445
REFERENCES
447
AUTHOR INDEX
475
SUBJECT INDEX
480
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Page 458 - Haley, GMT, Fine, S., Marriage, K., Moretti, MM, & Freeman, RJ (1985). Cognitive bias and depression in psychiatrically disturbed children and adolescents. Journal of Consulting and Clinical Psychology, 53, 535-537. Hammen, C., Adrian, C., Gordon, D., Burge, D., Jaenicke, C., & Hiroto, D. (1987). Children of depressed mothers: Maternal strain and symptom predictors of dysfunction.

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About the author (2005)

Randy W. Kamphaus is a Professor of Educational Psychology at the University of Georgia. In addition to classroom work, he has served in roles such as the Director of Training for the doctoral program in School Psychology, the Director of the School Psychology Clinic, and as the Faculty Administrator for Research in the College of Education.A focus on issues related to clinical assessment has led Dr. Kamphaus to pursue research in classification methods, differential diagnosis, test development and learning disability and ADHD assessment. He has served as principal investigator, coinvestigator, or consultant on several federally funded research projects dealing with early intervention and prevention, child classification methods, prevalency of ADHD and Conduct Disorder in Latin America, and violence prevention in schools.As a licensed psychologist and a Fellow of the American Psychological Association (APA), he has contributed extensively to his profession, and he is Past-President of the Division of School Psychology for APA. Dr. Kamphaus has also authored or coauthored 5 books, 2 psychological tests, more than 40 scientific journal articles, and more than 20 book chapters. He also participates in scholarship in the field through work as an editorial board member, associate editor, test reviewer, and newsletter editor. Dr. Kamphaus is a frequent guest lecturer and speaker.

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