Assessing Behavior of Young Children
Introduction
Basic Concepts and Principles
What is Assessment
The Need to Assess
Different Approaches in Assessment and Therapy for Young Children
Different Approaches in Assessment and Therapy for Young Children
Collaborative Approaches
Cognitive-Behavioral Approaches
Assessment of Racial and Cultural Factors
Intergenerational Relational Factors
Transitions and Development
Family Structure
Individual Difference
Knowledge and Concepts About Change p. 69-75
Knowledge and Concepts About Change p. 69-75
Naturalistic Change
Therapeutic Change
Perceptual, Behavioral and Relational Change
Perceptions and Attitudes p.79
Perception of Client Competence p. 81
Behaviors p. 83 - 85
Questions p. 85
Tracking Interactional Sequences p. 86, 88
Reframing p. 87 - 91
Directives p. 91 - 95
How Behavior of Young Children Can be Assessed
How Behavior of Young Children Can be Assessed
Preparing to Practice p. 96 - 122
Referral Process
Joining Process
Therapeutic Process
Data Gathering
Hypothesizing
Specific Interventions
Evaluation
Table 4.2 Summary p. 120 - 121
The Intake p. 139
The Intake p. 139
Joining p. 140
Methods p. 141
Idendifying Family Strengths p. 141 - 143
Exploring the Referral Process p. 143
Deciding Whom to Involve p. 145
Defining the Problem p. 147
Assessing Clients' Definition of the Problem p. 147 - 149
Tracking International Sequences p. 149 - 153
Enacting the Interactional Sequences p. 149 - 153
Setting Goals p. 154
Developing Therapeutic Contracts p. 156 -160
Describe the Process
Finalizing the Contract
Summary p. 161
Assessment p. 167
Exploring Client Experience
Assessment Tools
Assessment Tools
Developmental Interviews p. 50 - 53
Genograms p. 168
Questionnaire Guidelines p. 172
Approaches in Constructing Genograms p. 173
Problem Solving
Solution Oriented
Cultural or Family of Origin
Circular Questioning p. 174
Connections among Action, Beliefs and Relationships of Individuals within the System p. 174 - 177
Tracking Interactional Sequence
Facts versus Assumptions p. 177
Tracking Longitudinal Sequence
Narratives About Changes Over Time p. 179
TimeLine p. 180 - 201
Developing a Rationale for a Timeline p. 182
Creating a Sense of Movement p. 183
Summarizing Details p. 184
Facilitating Relational Change p. 205
Exploring New Behaviors p. 222
Coaching Communication p. 226
Modeling p. 226
Feedback p. 230
Assessing Tasks p. 231
Developing Rituals p. 233
Addressing Client Resistance p. 235
Developing a Shared Direction p. 238
Developing a Collaborative Team p. 252 - 256
Developing a Collaborative Team p. 252 - 256
Choosing Interventions p. 256 - 258
Measuring Behavioral Change p. 269 - 273
Goal Attainment Scales p. 273
Self-Reports p. 277
Evaluation for Termination and Follow-up p. 277 - 279
Conducting Follow-up Evaluations p. 279 - 280
Case Reviews p. 284
References:
The Practice of Family Therapy: Key Elements Across Models, Second Edition, by Hanna, Suzanne Midori and Brown, Joseph H. - Wadsworth Publishing Company, 1999, Belmont, USA.
Ethics of Assessment
Research Ethics p. 49
Reference:
Child and Adolescent Development for Educators by Meece, Judith L., McGrawHill Company, 1997, USA.
Prepared by:
Prepared by:
Hector Teodoro Miranda
