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A psychoanalytic approach to psychoeducational evaluations
Published in Jed A. Yalof, Anthony D. Bram, Psychoanalytic Assessment Applications for Different Settings, 2020
Although I do not practice formal Therapeutic Assessment (Finn, 2007), I strive for all of my assessments to be therapeutic experiences for patients and their families. I initially asked parents what they hoped to learn about Joelle from the evaluation. They jointly expressed an interest in whether Joelle’s processing and academic skills had improved since her first evaluation when she was in second grade. They also hoped to gain an understanding of her reckless behavior that had drawn such negative attention and threatened to lead to her expulsion. Separately, I had queried Joelle about what she hoped she would learn about herself. Typically, I phrase this question in the following way for children and adolescents:We both know that you weren’t the one who contacted me to do all this testing. Your parents and therapist had questions that they hoped I could help answer in the work that we will be doing. But, you are going to spend several days with me doing all these tests. I wonder what you would like to learn about yourself. What questions do you have that I could help you figure out?
Assessment of response to treatment
Published in Anju Sahdev, Sarah J. Vinnicombe, Husband & Reznek's Imaging in Oncology, 2020
Lawrence H Schwartz, Binsheng Zhao, Marius E Mayerhoefer
While cure, prolongation of survival, and/or palliation are the ultimate goals for cancer treatment, these cannot easily be judged for a given patient and the results of treatment for groups of patients may take a long time to accrue. Because of this, over the past decades, the objective response rate obtained from diagnostic images has been used to assess tumour response to both routine clinical care and to investigative drugs tested in clinical trials. While a variety of chemotherapeutic and immunotherapeutic options exist for treatment of certain types of cancers, rarely does a single drug work 100% of the time, and oncologists cannot anticipate which tumours will respond to which treatment. Thus continual assessment of response during treatment is the key to gauging the success of a therapy. It is the goal of imaging to determine if a therapy is effective with high accuracy at the earliest possible time, allowing second- or third-line treatment and minimizing toxicity of unsuccessful therapies. Imaging thereby acts as a surrogate marker for therapeutic assessment.
Urological Chronic Pelvic Pain Syndromes
Published in Andrea Kohn Maikovich-Fong, Handbook of Psychosocial Interventions for Chronic Pain, 2019
Dean A. Tripp, Valentina Mihajlovic, J. Curtis Nickel
The UCPPS research on social support provides insights into intervention planning. For example, couples who were provided a motivational therapeutic assessment experienced significant decreases in pain, negative mood, and increases in martial satisfaction and positive mood from baseline to post-assessment when compared to a control group that received education about the gate control theory of pain (Miller, Cano, & Wurm, 2013). Motivational therapeutic assessment is based upon therapeutic models of assessment and motivational interviewing (collaborative conversations to strengthen a person’s own motivation for and commitment to change). In this study, couples received feedback on their assessment in an empathic, nonjudgmental, and collaborative manner while using effective brief motivational interviewing strategies to encourage change talk (i.e., statements or nonverbal communications indicating the patient may be considering the possibility of changing his/her behavior). The motivational interviewing strategies included open-ended questioning, eliciting and affirming change talk, asking permission to share information, and summarizing responses (Miller et al., 2013). The principles applied in the motivational therapeutic assessment were selected from Motivational Interviewing in Healthcare: Helping Patients Change Behavior (Rollnick, Miller, & Butler, 2007) and Building Motivational Interviewing Skills: A Practitioner Workbook (Rosengren, 2009).
Virtual Delivery of Therapeutic Assessment: An Empirical Case Study
Published in Journal of Personality Assessment, 2022
Raja M. David, Allison J. Carroll, Justin D. Smith
A prominent collaborative/therapeutic model of assessment is Therapeutic Assessment (TA; Figure 1). TA is a semi-structured model of psychological assessment developed by Finn (2007) and influenced by the work of those engaging in individualized and collaborative assessments (Fischer, 1985/1994; Handler, 1996; Purves, 2002). Compared to the traditional, information-gathering model of psychological assessment, the goal of a TA is client change, and the client’s experience of being evaluated is enhanced, in large part because TA assessors highly value collaboration, curiosity, compassion, humility, openness and respect (Finn, 2009). When conducting TAs, the client’s Assessment Questions (AQs) guide the process, and are data that help the assessor see the areas of the client's life where they feel stuck and uncertain about how to make changes (Finn, 2007). Test results are collaboratively explored during the Extended Inquiry (EI) to contextualize them and help the client build insights. Finally, the Assessment Intervention Session (AIS) occurs after the standardized testing is completed to help the client understand test findings, by eliciting the client’s main problem in living so that new learnings occur with the assessor’s guidance. This approach has been beneficial to clients of various ages and levels of psychopathology (see Kamphuis & Finn, 2019 for a review of that literature).
Professional Practice Guidelines for Personality Assessment
Published in Journal of Personality Assessment, 2022
Radhika Krishnamurthy, Giselle A. Hass, Adam P. Natoli, Bruce L. Smith, Paul A. Arbisi, Emily D. Gottfried
In addition to the evaluative uses of personality assessment, a growing body of evidence shows that personality assessment can be used collaboratively with clients as a brief treatment in and of itself (Finn, 2007; Finn & Martin, 2013). Therapeutic assessment, a well-established, evidence-based assessment model, can be particularly helpful in engaging clients who are hesitant to seek traditional psychological or psychiatric treatment for their problems, but are open to engaging in a time-limited psychological assessment. When examinees feel an assessment will serve them personally, they often are more engaged in the assessment and are more willing to share sensitive personal information. Therapeutic assessment calls for collaborating with the client in formulating the goals of the assessment to explicitly address their personal goals.
Measurement-based Care as a Practice Improvement Tool: Clinical and Organizational Applications in Youth Mental Health
Published in Evidence-Based Practice in Child and Adolescent Mental Health, 2020
Amanda Jensen-Doss, Susan Douglas, Dominique A. Phillips, Ozgur Gencdur, Amber Zalman, Noelle Elena Gomez
At the client level, therapeutic assessment theory (Finn & Tonsager, 1997) posits that assessment and feedback enhance outcome by improving the client’s understanding of their problems, their treatment engagement, and the therapy alliance. While originally written with traditional diagnostic assessment in mind, this theory holds great potential for helping guide research in MBC. At the clinician level, the contextual feedback intervention theory (CFIT) proposes that clinicians recognize a discrepancy between treatment goals and client status, and experience cognitive dissonance (Riemer & Bickman, 2011). This cognitive dissonance then prompts the clinician to take action, such as addressing the feedback in an upcoming session, modifying a treatment plan, discussing it with a supervisor, or doing nothing at all.