Clinical Skills - Assessment and Measurement Flashcards
Roth et al (2011)
Clinical skills competence framework: (1) underpinning skills and core competencies for working with young people, such as developmentally adapting intervention; (2) assessment skills; (3) intervention skills and use of evidence-based treatment packages (Creswell et al., 2021); (4) metacompetencies such as “flexibility within fidelity” (Kendall, 2008)
Importance of Assessment
Allows determining focus of treatment, severity of problem, other contributing factors, baseline for outcome monitoring, and monitoring treatment response to identify needed changes to treatment
Important to specifically assess primary AD in lens of high comorbidity in young people (Leyfer et al., 2013)
In line with DSM-5 ADs, multimethod using interview schedules, questionnaire results, and where applicable, observational approaches (Creswell et al., 2020)
Diagnostic Interviews
Gold standard (Creswell et al., 2020), such as Anxiety Disorders Interview Schedule for Children and Parents (ADIS-C/P; Silverman & Albano, 1996)
Major issue is balancing different perspectives from parents and children (Grills & Ollendick, 2003), tending to prioritise parent-report when pre-adolescent, but instructed to use “OR” rule
Whiteside et al (2016) showed only 10% of clinicians in USA used evidence-based assessment, with qualitative descriptions of several barriers/facilitators
Questionnaire Measures
Spence Children’s Anxiety Scale (SCAS; Spence et al., 2004) typical one, but informed by earlier editions of DSM so needs updating
Routine Outcome Measures (ROMS)
Essential in clinical assessment and investigation of efficacy of interventions in RCTs, and allows widespread comparison of efficacy to best inform how to increase access to effective therapy
Duncan and Murray (2012) showed there to be many barriers and facilitators in their use with clinicians (just as Whiteside et al., 2016)
