Topic 2: Developmental RM Flashcards
What are the 3 MAJOR problems to the assessment of socio-emotional problems in children
- Rapid Developmental Transitions
- Lack of data integration that come from different sources and methods
- Difficulty determining the level of impairment and functioning
- Rapid Developmental Transitions - explain
Carter et al. (2004)
- Many behaviours that are clinically relevant in older children may be normal in younger children
- For example, temper tantrums in toddlers may reflect their emerging sense of self, but may cause parent’s concern in older children
- Lack of data integration that come from different methods/sources - explain
Carter et al. (2004)
- Who provides information about the child - typically the parents!
- What method of assessment have they employed?
- What timeframe have they used - are we asking about the child’s behaviour today? In the last week?
- Difficulty determining the level of impairment and functioning - explain
Does the child’s behaviour have any impact on the family? The literature says often yes!
- eg. children with ADHD report higher conflict within the family
Which aspects of the child functioning is most important (Carter et al. 2004)
- Adaptation to situational demands
- Development of new skills
- Relationships (eg. interactions with peers and teachers)
- Physical health –> how are they developing in terms of height and weight
Research approaches: what methods and resources are often used to assess children?
Methods:
- Questionnaires
- Interviews
- Behavioural Assessments
Multiple Resources
- Children
- Parents
- Teachers
- Peers
- Observers
What factors affect children’s accurate responding
Lies can be intentional and unintentional
- Age
- Interviewing techniques (eg. leading questions)
- Response formats - are they scales easy to understand?
- Phrasing/Complexity of questions (eg.what age can kids understand certain themes)
- Factual information v abstract concepts
Observation of Parent-Child Interactions - what is this method and the +/-‘s
The researcher has to decide about
- presence of observer (thinking about reactivity)
- type of task (structured versus unstructured)
- location of observations (lab or home)
+
Researcher defines and chooses target behaviours so can have a look at microscopic processes and mechanisms
Have data on rates and frequencies
- Observations are expensive
Time consuming
Require extensive training
Screening Questionnaires - what are they + explain the two examples (Child Behaviour Checklist and the Infant-Toddler Social Emotional assessment)
Screening Questionnaires
- How often a behaviour occurs / how representative it is
- Cut-offs are used to assign a risk status
- Can be biased by parents’ mood or attributions of child’s behaviour
- Caution when used in different cultures
Example 1: Child Behaviour Checklist (18-60 months)
- Parent or caregiver
- 15 to 20 mins
- 3-point scale
- Cut-off available
Infant-Toddler Social and Emotional Assessment (12 to 36 months)
- Parent or caregiver
- 30 min to complete
- 3 point scale
- Cut offs for age and sex
What are structured clinical interviews?
- Behavioural presentation - information given about onset, duration, frequency, and course of behaviour
- Sensitivity of behaviour to context - is the behaviour consistent or just a response to a specific environment
- Information on distress and impairment
Give three selected attachment measures
- The Strange Situation
- Lab assessment 9-18 months - Attachment Q-Set
- Home assessment 1-5 years - Manchester Child Attachment Story Task
- Home assessment 4-8 years
Parent-Child Relationship Assessment - what is the ‘Preschool Five Minute Speech Sample’ (Daley et al., 2003)
Instructions
- Caregiver asked to talk for five minutes (no questions) about their child and their relationship with their child over the last six months
Coding Categories
- Initial statement
- Warmth (excitement in voice)
- Emotional over-involvement (eg. making excuses for the child)
- Relationship
- Critical and negative comments
High v Low Expressed Emotion
- More critical than positive comments + at least one negative categorical behaviour
Quicker than conducting big observations
What are the ethical issues in conducting research with children?
No research should harm the child either physically or psychologically - must use the least stressful procedure when possible (SRCD Ethical Standards for Research with Children)
- important to get consent from parent and child
- careful not to distress/fear
- must be sensitive to answers and information
