By Robert D. Hoge
Youth is a different interval of improvement that offers a few targeted demanding situations. This truth has vital implications for execs picking out and administering overview techniques and studying the information they yield, but overview texts have excited by adults or little ones and committed minimum realization to children. This e-book constitutes the 1st up to date and useful advisor to the powerful mental evaluation of teens. all through, the author's emphasis is on standardized tools. Their use, he argues, offers extra legitimate information regarding members, ends up in larger therapy or placement judgements, and contributes to the extra effective administration of organizational assets than does reliance on medical interviews and judgment by myself. Assessing youth in academic, Counseling, and different Settings can be welcomed by way of all these professionally fascinated with the evaluate of adolescents--psychologists, psychiatrists, social staff, baby care service provider employees, and educators--as good as via those that needs to make judgements in line with their assessments--school principals, formative years courtroom judges, and bosses of residential remedy amenities between others. Developmental researchers also will locate this overview of obtainable standardized instruments invaluable of their paintings.
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Extra resources for Assessing Adolescents in Educational, Counseling, and Other Settings
More recent efforts, Page 37 though, are based on the assumption that different individuals may traverse different pathways in moving from childhood to adulthood. The research has shown, for example, very different longterm prognoses for adolescents exhibiting antisocial behaviors depending on their histories; youths with a long history of conduct disorders present a much higher risk for future antisocial activity than adolescents exhibiting conduct disorders without such a history (Loeber & Hay, 1997).
Piaget's (1950; see also Flavell, 1963) cognitive developmental theory, for example, focuses more narrowly on cognitive development, and other theories provide even more specific focus on, for example, the development of conduct disorders or problems of substance abuse. This distinction has some implications for the way we view the behavior of adolescents and for the development of intervention strategies and assessment tools. All research, interventions, and assessments reflect a set of assumptions about human behavior and it is important to be sensitive to that point.
The procedures actually parallel those for developing personality constructs reviewed in chapter 2. , impulsivity propensity, anxious feelings) were derived from a formal theory of personality. The three most prominent examples of this approach are represented in the DSMIV (American Psychiatric Association, 1994), the World Health Organization (WHO) system, and the GAP system (Group for the Advancement of Psychiatry, 1966). The core of this system is a set of diagnostic categories that define a wide range of pathological behaviors.