Child and parent experiences of neuropsychological assessment as a function of child-centered feedback

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Title: Child and parent experiences of neuropsychological assessment as a function of child-centered feedback
Author: Pilgrim, Shea McNeill
Abstract: Research has paid little attention to clients’ experience of the psychological assessment process , particularly in regard to the experiences of children and their parents . Advocates of collaborative assessment have long espoused the therapeutic benefits of providing feedback that can help clients better understand themselves and improve their lives (Finn & Tonsager , 1992 ; Fischer , 1970 , 1985 /1994 ) . Finn , Tharinger , and colleagues (2007 ; 2009 ) have extended a semi -structured form of collaborative assessment , Therapeutic Assessment (TA ) , with children . One important aspect of their method , drawn from Fischer’s (1985 /1994 ) example , is the creation of individualized fables that incorporate assessment findings into a child -friendly format . The fables are then shared with the child and parents as assessment feedback . This study evaluated whether receiving this type of individualized , developmentally appropriate feedback would affect how children and their parents report experiencing the assessment process . The assessment process , with the exception of child feedback , was standard for the setting . Participants were 32 children who underwent a neuropsychological evaluation at a private outpatient clinic , along with their parents . Multivariate and univariate statistics were used to test differences between two groups : an experimental group that received individualized fables as child -focused feedback and a control group . Children in the experimental group reported a greater sense of learning about themselves , a more positive relationship with their assessor , a greater sense of collaboration with the assessment process , and a sense that their parents learned more about them because of the assessment than did children in the control group . Parents in the experimental group reported a more positive relationship between their child and the assessor , a greater sense of collaboration with the assessment process , and higher satisfaction with clinic services compared to the control group . Limitations to the study , implications for assessment practice with children , and future directions for research are discussed .
URI: http : / /hdl .handle .net /2152 /ETD -UT -2010 -08 -1547
Date: 2010-10-26

Citation

Child and parent experiences of neuropsychological assessment as a function of child-centered feedback. Doctoral dissertation, University of Texas at Austin. Available electronically from http : / /hdl .handle .net /2152 /ETD -UT -2010 -08 -1547 .

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