The Assessment of Child and Adolescent Personality

˹
Howard M. Knoff
Guilford Press, 31 .. 2002 - 686 ˹
Now available in paper for the first time, this volume brings together leading contributors to provide a comprehensive review of theory, research, and practice in child and adolescent personality assessment. Organized for easy reference, the book is divided into four parts. Part I summarizes basic theories, issues, and concepts, setting forth a framework for assessment as a hypothesis- generating, problem-solving process. Part II describes and evaluates a wide range of relevant approaches, tests, and techniques, marshaling the available data and reviewing administration procedures, scoring, and interpretation. In Part III, the process by which personality assessment is translated into effective intervention strategies and programs for children is examined in depth. A summary of major perspectives and recommended practices is presented in Part IV, which also considers future needs and directions for the field.

ҡҹ˹ѧ

Դ繨ҡ - ¹Ԩó

辺Ԩó 觢ŷ

Identifying and Classifying Children and Adolescents Referred for Personality Assessment Theories Systems and Issues
3
Perspectives That Influence Referral Decisions
4
Personality Assessment and the Theoretical Models of Disturbed Behavior
7
Classification Systems That Categorize Disturbed Behavior
17
Issues That Affect the Identification and Classification Process
28
Summary
31
Legal and Ethical Issues in Child and Adolescent Personality Assessment
35
A Brief History of Psychological Testing and the Law
36
Types of Response Bias
313
Summarizing and Overcoming the Disadvantages of Rating Scales
314
A Review of Four Rating Scales
318
The Achenbach Child Behavior Checklist
319
Teacher Version of the Achenbach Child Behavior Checklist
325
The Conners Parent Rating Scales
328
The Conners Teacher Rating Scale
330
Missouri Childrens Behavior Checklist
333

Legislation and Litigation Affecting Personality Assessment with Children and Adolescents
42
Conclusions and Speculations on Future Legal Involvement in Assessment of Childrens Personality
51
References
53
A Conceptual Model and Pragmatic Approach toward Personality Assessment Referrals
57
Utilization of Personality Assessment Approaches and Techniques in the Field
71
A Pragmatic Approach toward Personality Assessment
73
School versus Agency Referrals
81
Appendix
83
References
100
Personality Assessment Approaches and Techniques with Children and Adolescents
103
The Diagnostic Interview Process
105
Background of the Interview
107
The History of the Diagnostic Interview
109
Psychometric Issues and Types of Interviews
111
The Structure of the Assessment Interview
115
The Content of the Assessment Interview
122
Developmental Issues and the Assessment Process
125
The Case History Interview
127
Mrs Rivera
132
Appendix
137
References
139
Assessing Children and Adolescents with the Rorschach
141
The Nature of the Rorschach
143
Interpreting the Rorschach Responses of Younger Subjects
149
Identifying Patterns of Developmental Psychopathology
153
Case Study
159
References
170
Thematic Approaches to Personality Assessment with Children and Adolescents
173
Historical Perspective
174
Assumptions of Thematic Approaches as Projective Techniques
175
Major Thematic Approaches
176
Contemporary Thematic Techniques
182
Thematic Adaptations for Specialized Populations
185
Psychometric Properties with Thematic Techniques
186
Projection in Children
192
A Case Study
193
Summary
195
Projective Drawings
199
Historical Perspective
200
Assumptions Underlying Protective Drawings
201
The DrawAPerson Technique
202
The HouseTreePerson Technique
217
The Kinetic Drawing System
223
A Case Study Using Drawing Techniques
231
Concluding Comments
237
References
239
The Sentence Completion Techniques
245
Historical Perspectives of the Sentence Completion Technique
247
The Four Major Elements of Sentence Completion Tests
249
Moving from Concepts to Practice
255
The Hart Sentence Completion Test for Children HSCT
257
Case Studies Using the HSCT
263
A Statement of Caution
269
Summary
270
References
271
The Personality Inventory for Children Approaches to Actuarial Interpretation in Clinic and School Settings
273
The Profile Scales
277
Actuarial Interpretation
284
Actuarial Interpretation of Individual Profile Scales
286
Classification of Special Education Needs
288
PIC Interpretation through Profile Classification
296
Future Developments
303
References
305
Behavior Rating Scale Approaches to Personality Assessment in Children and Adolescents
309
Advantages of Rating Technology
310
Disadvantages of Rating Scale Technology
312
The QuayPeterson Behavior Problem Checklist
339
The Revised Behavior Problem Checklist
342
Case Study
343
Summary
348
Behavioral Observation Approaches to Personality Assessment
353
Behavioral Assessment
359
Observational Approaches
361
Psychometric Issues in Behavioral Observation
374
Utility of Behavioral Observation
380
Case Study
386
Summary
389
References
390
Family Assessment Approaches and Procedures
399
Conceptualizing Family Assessment
401
The Stages of the Family Assessment Process
403
Family Assessment Techniques and Measures
408
Critique and Discussion of Family Assessment Approaches
429
A Family Assessment Case Study
432
Summary
444
References
445
Ecological Assessment Procedures
451
The Psychology of Context
453
The Sociology of Context
459
An Ecological Integration
460
Childbirth Family Centeredness of Hospital Environments
462
Childhood Support and Stress in the Neighborhood
463
Adolescence Peers and Social Network
465
Conclusion
466
Neighborhood and Community Assessment
468
Specimen Record
474
Social Networks InterviewFamily
477
Social Networks of Youth
480
References
484
Actuarial and Automated Assessment Procedures and Approaches
487
Historical Perspective
488
Methodological and Technical Considerations and Limitations of Automated Assessment
492
School and Clinical Applications
499
Current Limitations and Future Developments
540
References
541
Moving from Personality Assessment to Intervention
545
The Personality Assessment Report and the Feedback and Planning Conference
547
Conferencing and the Personality Assessment Process
565
Summary
570
References
581
Intervention and the Change Process Using the Theoretical Assessment Models and Consultation Processes
583
Intervention Possibilities Using the BASIC ID x Theoretical Approaches Interaction
588
Indirect Intervention Approaches Consultation Processes
594
The Change Process
603
Summary
606
References
607
Personality Assessment and Individual Therapeutic Interventions
609
The Purpose of Assessment in Therapeutic Intervention
611
A Model of Intervention
613
Assessment and Theories of Psychotherapy
618
SelfReport Measures
625
Summary
629
References
630
Summation and Integration
633
Conclusions and Future Needs in Personality Assessment
635
Research in Personality Assessment
637
Training for Effective Personality Assessment
639
Summary
641
A Summary of Selected Personality Assessment Tools Available to Mental Health Practitioners
643
Author Index
667
Subject Index
680
ԢԷ

Ѻ - ٷ

շ辺

ǡѺ (2002)

Howard M. Knoff, PhD, is Professor in the Department of Psychological and Social Foundations of Education at the University of South Florida, where he was Director of the School Psychology Program for 12 years.

óҹء