Children's Understanding of Risks and Benefits of Psychotherapy

Kaser-Boyd, Nancy; Adelman, Howard; Taylor, Linda; Nelson, Perry

doi:10.1207/s15374424jccp1502_9

Cited by 27 publications

(27 citation statements)

References 12 publications

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“…Sixteen studies examined associations between age and various aspects of competence. Nine studies found no relationship between a child's age and various aspects of competence for consent or assent (Abramovitch et al, 1995;Billick et al, 1998;Casimir & Billick, 1994;Dorn, Susman, & Fletcher, 1995;Fogas et al, 2001;Kaser-Boyd et al, 1986;Mulvey & Peeples, 1996;Susman, Dorn, & Fletcher, 1992), one study found a positive relationship between age and understanding (Billick et al, 2001), and six had mixed results regarding age (Ambuel & Rappaport, 1992;Kaser-Boyd, Adelman, & Taylor, 1985;Scherer, 1991;Tait, Voepel-Lewis, & Malviya, 2003;Urberg & Rosen, 1987;Weithorn & Campbell, 1982). For studies with mixed results, age was associated with some aspects of competence but not with others, or there were age differences for some decision-making scenarios but not for others.…”

Section: For Single-study Results)mentioning

confidence: 99%

“…Almost all (n = 16) studies that assessed understanding did so using a semistructured interview about research or treatment (e.g., "What bad things might happen on this study?"). One study used a sorting task to assess participants' understanding of the risks and benefits of psychotherapy (Kaser-Boyd, Adelman, Taylor, & Nelson, 1986), and two used an experimental manipulation to assess children's understanding of their right to withdraw from research (Abramovitch et al, 1995).…”

Section: Measurement Of Constructs Related To Assent and Consentmentioning

confidence: 99%

“…In three of these studies (Ambuel & Rappaport, 1992;Lewis, 1980;Urberg & Rosen, 1987), participants were asked questions about decision-making related to potential or actual pregnancy. In five of these studies, participants listened to hypothetical dilemmas related to various treatment or research decisions (e.g., cosmetic surgery, experimental acne medication, psychotherapy, treatment for diabetes) and were then asked open-ended questions to assess decision-making skill (Halpern-Felsher & Cauffman, 2001;Kaser-Boyd et al, 1986;Lewis, 1981;Mulvey & Peeples, 1996;Weithorn & Campbell, 1982).…”

Section: Measurement Of Constructs Related To Assent and Consentmentioning

confidence: 99%

“…Almost all (n = 26) studies measured one dimension of competence, and only three examined more than one aspect of competence in the same study (Kaser-Boyd et al, 1986;Mulvey & Peeples, 1996;Weithorn & Campbell, 1982). These studies typically examined both understanding and reasoning.…”

Section: Measurement Of Constructs Related To Assent and Consentmentioning

confidence: 99%

“…All of these studies included primarily White participants. Two of these studies found that White ethnicity was associated with greater understanding (Mulvey & Peeples, 1996) and better reasoning (Kaser-Boyd et al, 1986). The other study found no relationship between understanding and race or ethnicity (Tait et al, 2003).…”

Section: Race and Sesmentioning

confidence: 99%

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Children's Competence for Assent and Consent: A Review of Empirical Findings

Miller¹,

Drotar²,

Kodish³

2004

Ethics & Behavior

153

137

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This narrative review summarizes the empirical literature on children's competence for consent and assent in research and treatment settings. Studies varied widely regarding methodology, particularly in the areas of participant sampling, situational context studied (e.g., psychological versus medical settings), procedures used (e.g., lab-based vs. real-world approaches), and measurement of competence. This review also identifies several fundamental dilemmas underlying approaches to children's informed consent. These dilemmas, including autonomy versus best interest approaches, legal versus psychological or ethical approaches, child- versus family-based approaches, and approaches that emphasize consent versus those that emphasize assent, have implications for the measurement of children's competence and interpretation of findings. Recommendations for future research in the area of children's informed consent include the use of diverse samples and control groups, development of multidimensional and standardized measures of competence, utilization of multidimensional and standardized measures of competence, utilization of observational methods and longitudinal designs, examination of noncognitive aspects of children's competence and comparison of children's competence for treatment and research decisions.

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Section: For Single-study Results)mentioning

confidence: 99%

Section: Measurement Of Constructs Related To Assent and Consentmentioning

confidence: 99%

Section: Measurement Of Constructs Related To Assent and Consentmentioning

confidence: 99%

Section: Measurement Of Constructs Related To Assent and Consentmentioning

confidence: 99%

Section: Race and Sesmentioning

confidence: 99%

See 3 more Smart Citations

Children's Competence for Assent and Consent: A Review of Empirical Findings

Miller¹,

Drotar²,

Kodish³

2004

Ethics & Behavior

153

137

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Ethical Issues During and After the Study

Textbook of Research Ethics

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Are disturbed and normal adolescents equally competent to make decisions about mental health treatments?

Mulvey¹,

Peeples²

1996

Law and Human Behavior

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This study uses a structured vignette procedure to assess competency to make treatment decisions in two groups of adolescents, one at risk for institutional placement and the other a matched community sample. Scores on Factual Understanding (the ability to recall facts), Inferential Understanding (the ability to make inferences about those facts), and Reasoning (the ability to weigh risks and benefits of various treatment options and to make choices based on that reasoning) were compared. Results showed that while at-risk adolescents and their community counterparts did not differ in their factual and inferential understanding abilities, the at-risk adolescents did significantly less well than the community adolescents in reasoning. This difference couM not be fully explained by differences in verbal 1Q. Girls, no matter what their risk status, scored higher than boys on the Reasoning scale. Implications for legal policies concerning adolescents are discussed.How much adolescents should be involved in decision making about mental health treatment is a controversial policy question, Historically, parents or the state have been entrusted to see that adolescents received care when it was in their best interest (Parham v. J.R., 1979;Melton, 1984). Recently, however, many have questioned this general framework (e.g., Melton, 1989). A call to expand adolescents' autonomy under the law has arisen, especially regarding their rights to make decisions about their own medical care (Interdivisional Committee on Adolescent Abortion, 1987; Gittler, Quigley-Rick, & Saks, 1990).The empirical support for this position rests primarily on a set of studies that compared how adolescents and adults make decisions about hypothetical treatment situations. These studies have generally demonstrated no difference in the outcomes chosen and the logic used by adults and adolescents above the age of 14 (e.g.,

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Children's Understanding of Risks and Benefits of Psychotherapy

Cited by 27 publications

References 12 publications

Children's Competence for Assent and Consent: A Review of Empirical Findings

Children's Competence for Assent and Consent: A Review of Empirical Findings

Ethical Issues During and After the Study

Are disturbed and normal adolescents equally competent to make decisions about mental health treatments?

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