The Assessment of Child and Adolescent PersonalityHoward M. Knoff Guilford Press, 31 ธ.ค. 2002 - 686 หน้า 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. |
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เนื้อหา
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 |
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 |
667 | |
680 | |
ฉบับอื่นๆ - ดูทั้งหมด
คำและวลีที่พบบ่อย
adolescents adults aggressive and/or Applied Behavior Analysis approach Behavior Problem behavioral assessment behavioral observation CBCL characteristics Checklist children and adolescents classification classroom client Clinical Psychology clinicians cognitive conceptual conduct disorder consultation correlated depression developmental diagnostic dimensions discussed disorders disturbed behavior DSM-III ecological ecological psychology Edelbrock effects emotional emotionally environment evaluation example factor feelings genogram hyperactive identified individual interactions interpersonal interpersonal relationships interpretation intervention interview involves issues Journal Knoff Lachar measures ment mental health practitioners MMPI mother normative parents peers perceptions perspective presented procedures projective techniques psychiatric psychoeducational psychological report psychometric rating scales referred child relationship reliability responses Rorschach sample School Psychology self-concept sentence completion tests sentence stems settings significant skills social special education specific structure teacher thematic theoretical therapy tion treatment validity variables WISC-R York