| DC Field | Value | Language |
|---|
| dc.contributor.author | Frick, Paul J. | - |
| dc.date.accessioned | 2021-04-19T09:12:37Z | - |
| dc.date.available | 2021-04-19T09:12:37Z | - |
| dc.date.issued | 2005 | - |
| dc.identifier.isbn | 978-1-4419-0641-0 | - |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/83 | - |
| dc.description | We have organized the text into three
sec tions consistent with our approach to
teaching. Part I provides students with an
introduction to the psychological knowl-
edge base necessary for modern assessment
practice including historical perspectives;
meas urement science; research in develop-
mental psychopathology; ethical, legal, and
cultural issues; and the basics of beginning
the assessment process (e.g., planning the
evaluation, rapport building). Part II gives
students a broad review of the specific
assess ment methods used by psychologists,
accompa nied by specific advice regarding
the use and the strengths and weaknesses of
each method. In Part III we help students
perform some of the most sophisticated of
assessment practices: inte grating and com-
municating assessment results and infus-
ing assessment practice with knowledge of
child development and psychopathology.
We think that, on completion of this vol-
ume, and a similar one covering aspects of
cognitive assess ment (Kamphaus, 2001 and
in press), that the student psy chologist has
the background necessary for supervised
practicum experiences in the assessment of
chil dren and adolescents. | en_US |
| dc.description.abstract | Psychologists offer an increasing variety
of serv ices to the public. Among these
services, psychological assessment of per-
sonality and behavior continues to be a
central activity. One main rea son is that
other mental health professionals often
do not possess a high level of competence
in this area. When one views psycholo-
gists who serve children and adolescents,
psychological, assessment seems to take on
an even greater role. It follows, then, that
comprehensive and enlightened graduate-
level instruction in assess ment should be a
high priority for educators of psychologists
who are destined to work with youth. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Springer | en_US |
| dc.subject | Child and Adolescent Personality and Behavior | en_US |
| dc.subject | Clinical Assessment | en_US |
| dc.title | Clinical Assessment of Child and Adolescent Personality and Behavior | en_US |
| dc.type | Book | en_US |
| Appears in Collections: | ARTS & SCIENCE
|
