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Child Psychopathology

Child Psychopathology. Assessment and Diagnosis Reading for today: Chapter 4. Why do we conduct an assessment?. To provide a diagnosis. What is a diagnoosis? What is implicit in diagnostic categories? To make a prognosis. What is a prognosi.s? Why is this important?

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Child Psychopathology

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  1. Child Psychopathology Assessment and Diagnosis Reading for today: Chapter 4

  2. Why do we conduct an assessment? • To provide a diagnosis. • What is a diagnoosis? • What is implicit in diagnostic categories? • To make a prognosis. • What is a prognosi.s? • Why is this important? • To provide treatment planning and evaluation • How is treatment linked to an assessment?

  3. Clinical Interviews • The most universally used assessment procedure • Information includes developmental and family history • Mental status exam assesses a child’s general mental functioning • Orientation to person, time, and place • Interviews can be unstructured or semi-structured

  4. Categories of information • Family (Immediate and extended) • Medical • School & work • Developmental history • Interests and hobbies • Traumas and critical incidents • Did we cover all of these when asking about the teenage girl?

  5. Behavioral assessment • Objective description of the ABC’s of behavior • Sometimes different people have different views of a behavior • Checklists, frequency counts, rating scales completed by self or other: unreliable but cheap • Observations can be structured or iunstructured; in vivo or in clinic

  6. Psychological testing • Developmental tests screen for risk and delay • Intelligence and educational tests • WISC-III assesses verbal and non-verbal intelligence, predicts academic achievement • Achievement tests assess knowledge in an area • Projective tests: How to children respond to ambiguous stimuli? Rorschach, drawings • Neuropsychological assessment: CNS

  7. Child Behavior Checklist is a commonly-used behavioral rating scale. What similarities and differences of parent, teacher, and self-versions?

  8. All rate child behavior in different areas: academic, physical, peers, social Parallel structure: length, items, 0/1/2 format Opportunity for open-ended responses Perspective differs Age range CBCL 4-18, YSR 11-18, TRF 5-18 Problem focus for CBCL, TRF; not for YSR Time frame CBCL and YSR is 6 months; TRF is 2 months Child Behavior Checklist is a commonly-used behavioral rating scale. What similarities and differences of parent, teacher, and self-versions?

  9. Classification and diagnosis

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