Personality feedback consultation to families in a managed mental health care practice.

Quirk, Michael; Strosahl, Kirk D.; Kreilkamp, Thomas; Erdberg, Philip

doi:10.1037/0735-7028.26.1.27

Cited by 16 publications

(8 citation statements)

References 19 publications

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“…Finn (1996Finn ( , 2003 and Finn and Kamphuis (2006, in press) have provided detailed adult case illustrations containing verbatim transcripts from the clinical sessions. DuBose (2002); Fischer (1985Fischer ( /1994Fulmer, Cohen, and Monaco (1985); Handler (2007);Michel (2002); Mutchnick and Handler (2002); Pollack (1988); Purves (2002);and Quirk, Strosahl, Kreilkamp, and Erdberg (1995) have published clinical case studies of collaborative assessment with children or adolescents. In most of these, parents report gaining a better understanding of their children's problems and feeling more effective in their parenting and in pursuing of appropriate services, whereas children have shown decreased behavioral problems and improved mood, social functioning, and school adjustment.…”

Section: Research On Collaborative and Therapeutic Assessmentmentioning

confidence: 98%

Therapeutic assessment with a child as a family intervention: A clinical and research case study

Tharinger

Finn

Wilkinson

et al. 2007

Psychology in the Schools

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Psychological assessment has the potential to impact positively both those individuals being assessed and the systems in which they are embedded (e.g., families and schools). Therapeutic Assessment (TA) is a relatively new paradigm that uses collaborative psychological assessment to address consumers' questions of interest and promote positive change. TA with children aims to impact the parents, the child, and their relationship and to date has been used primarily in clinics and independent practices, with some auxiliary involvement of schools. This article draws from the first research project investigating the efficacy of TA with children and families. Clients were referred from the waiting list of a community mental health center, and TA was provided in a university clinic setting. First, excerpts from a TA "report" with a child are presented. Next, the theoretical underpinnings and research on TA are discussed, as well as the protocol for using TA with children and families. Finally, a detailed clinical case study is presented, with outcome measures indicating high acceptability and satisfaction, decreased child symptomatology, improved hope and self-esteem, and enhanced parental efficacy. Yet to be explored is the effectiveness of comprehensive TA in the schools, where the target of intervention could also include teachers, organizational aspects of schools, and parent-school collaboration. Until that time, suggestions are provided for implementing techniques of TA-as currently conceptualizedwithin schools. © 2007 Wiley Periodicals, Inc.In this article, we introduce a clinical method, Therapeutic Assessment (TA), which explicitly uses psychological assessment with a child as the cornerstone of a family intervention. We start by sharing the end point of TA with one family through excerpts from a letter written to Mr. and Mrs. Sanchez at the end of our assessment of their 11-year-old granddaughter, an assessment in which they were actively engaged. As will be discussed fully in a later section, a goal of TA is to promote new understanding and empathy in parents about their child that allows them to take steps toward systemic and individual change. Another goal is to provide the child with an assessment experience that directly impacts her in positive ways and enhances her capacity to be responsive to the new parental change. At this point, we encourage you to set aside your experience with formal psychological reports and to read the following excerpts as if you were parents of a child who had problems. How does it affect you? What would you experience receiving this letter? Letter to Maria and Edward SanchezDear Maria and Edward, We're writing this letter to give you a written copy of the results from our psychological assessment of your daughter, Christina. This letter summarizes the answers for the questions you posed for the assessment and provides more details about how you can relate to Christina. Before addressing your questions in writing, we want to say again how much we appreciated working with your ...

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Section: Research On Collaborative and Therapeutic Assessmentmentioning

confidence: 98%

Therapeutic assessment with a child as a family intervention: A clinical and research case study

Tharinger

Finn

Wilkinson

et al. 2007

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…He concluded that with a focal assessment it "often is possible to accomplish in 11,5 to 21/2 days what would require weeks or months of once-a-week sessions" (p. 554). Fulmer, Cohen, and Monaco (1985); Quirk, Storsahl, Kreilkamp, and Erdberg (1995); and Pollak (1988) presented case examples where psychological testing was used to help parents and school personnel gain empathy for children with learning and behavioral problems and to develop effective interventions. Moffett et al (1996) described the use of personality testing to assist the formation of a "therapeutic community" among men in inpatient treatment for severe substance dependence.…”

Section: Using Psychological Assessment As a Treatment In Itselfmentioning

confidence: 99%

Empirical support for psychological assessment in clinical health care settings.

Kubiszyn¹,

Meyer²,

Finn³

et al. 2000

Professional Psychology: Research and Practice

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Psychologists in health care settings today find it increasingly difficult to obtain authorization and appropriate reimbursement for psychological assessments from 3rd party payers. Authorization and reimbursement denials often are based on allegations that empirical support for the utility and validity of psychological tests is nonexistent or limited. This article reviews a sample of the considerable empirical support that exists for the utility and validity of a variety of psychological tests for a wide range of clinical health care applications. Informed by data such as these, psychologists should become more effective in their abilities to seek authorization and reimbursement for assessment and overturning denials. Obtaining authorization and reimbursement for psychological assessments from third party payers has become increasingly difficult for psychologists (Eisman et al., 2000; Piotrowski, Belter, & Keller, 1998). Difficulty obtaining preanthorization, limitations in instrument selection and time, and reduced or nonexistent remuneration for psychological assessments have become the norm. As a result, psychologists now use psychological assessment less frequently than in the past (Eisman et al., 2000; Piotrowski et al., 1998). Eisman et al. (2000) described a variety of reasons for these developments. One is the erroneous belief among third party payers and others that psychological assessment lacks empirical support for its validity and utility in clinical health care settings and provides nothing more than can be gained by a clinical

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“…It also diminishes the gap between assessment and treatment, which is an important criterion for demonstrating value to clients/customers. Therapeutic benefits of this feedback are most likely to occur when the feedback comes shortly after the assessment and the clients become active participants in evaluating the accuracy and relevance of the results (Hanson, Claiborn, & Kerr, 1997;Newman & Greenway, 1997;Quirk, Strosahl, Kreilkamp, & Erdberg, 1995).…”

Section: Financial Efficacymentioning

confidence: 99%

Financial efficacy of clinical assessment: Rational guidelines and issues for future research

Groth‐Marnat

1999

J. Clin. Psychol.

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Whereas the financial efficacy of assessment has been well documented in industrial/organizational settings, there is no comparable literature within the field of clinical assessment. This has become a significant issue due to the increasing cost-consciousness of managed health care organizations. A rational means of increasing the financial efficacy of assessment is outlined, which includes the following: (a) focus on domains most relevant to treatment planning and outcome; (b) use formal assessment for risk management; (c) target problems most likely to result in cost savings (i.e., dissociation, somatization, panic); (d) increase the use of computer-assisted assessment; (e) use time-efficient instruments; (f) more closely link assessment, feedback, and therapy; and (g) integrate treatment planning, monitoring progress, and evaluating outcome. Issues and strategies for developing a research program include clearly defining what should be considered a cost, enumerating possible outcome variables, optimal follow-up time frame, selection of instruments, and the function of assessment.

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Personality feedback consultation to families in a managed mental health care practice.

Cited by 16 publications

References 19 publications

Therapeutic assessment with a child as a family intervention: A clinical and research case study

Therapeutic assessment with a child as a family intervention: A clinical and research case study

Empirical support for psychological assessment in clinical health care settings.

Financial efficacy of clinical assessment: Rational guidelines and issues for future research

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